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Training Project Report

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On

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³Training Effectiveness With Special Reference
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To Environment Management At SFC, Kota´
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Submitted in partial fulfillment for the
Award of degree of

Master of Business Administration

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Submitted By: - Submitted To:-

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Megha Bhardwaj Dr. Payal Upadhyay

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MBA Part III (FACULTY)

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OKIMR
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2008-2010
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OM KOTHARI INSTITUTE OF MANAGEMENT & RESEARCH,

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KOTA
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(Affiliated to Rajasthan Technical University, Kota)

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OM KOTHARI INSTITUTE OF MANAGEMENT &

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RESEARCH

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(Affiliated to Rajasthan Technical University, Kota, Approved by All India Council
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for Technical Education ± Government of India and Sponsored by Om kothari
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Foundation, Kota)
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CERTIFICATE

This is to certify that Miss. MEGHA BHARDWAJ a student of MBA ± II Year

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(Sem ± III) at Om Kothari Institute of Management & research has completed
Training Project Report entitled ³A Study On Training Effectiveness

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with Special reference to Environment Management at SFC, Kota
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³. The project has been completed after studying for one year in MBA course and
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for partially fulfilling the requirements for awards of degree of Master of Business
Administration of Rajasthan Technical University, Kota.
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The Training Project report has been completed under the guidance of ³Dr. Payal
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Upadhyay´ of OKIM&R and is as per norms and guidelines provided.

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Dr.K.C.Shringi Dr. Payal Upadhyay

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Director Academic Guide

Kota
Date:
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A ± 1, special I.P.I.A. Jhalawar road, Kota ± 324005

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Phone: 0744-2490878, 2490402, E-mail: oki_mr@rediffmail.com

Fax: 0744-2438069
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OM KOTHARI INSTITUTE OF MANAGEMENT &

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RESEARCH

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(Affiliated to Rajasthan Technical University, Kota, Approved by All India Council
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for Technical Education ± Government of India and Sponsored by Om kothari
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Foundation, Kota)
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CERTIFICATE

This is to certify that Miss. MEGHA BHARDWAJ a student of MBA ± II Year

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(Sem ± III) at Om Kothari Institute of Management & research has completed
Training Project Report entitled ³A Study On Training Effectiveness

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with Special reference to Environment Management at SFC, Kota
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³. The project has been completed after studying for one year in MBA course
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and for partially fulfilling the requirements for awards of degree of Master of
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Business Administration of Rajasthan Technical University, Kota.

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The Training Project Report has been evaluated and viva ± voce conducted by
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the undersigned panel of examiners. The Project has been found Satisfactory
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and is recommended for acceptance.

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Prof. Prof.
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Internal Examiner External Examiner

Kota
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Date:
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A ± 1, special I.P.I.A. Jhalawar road, Kota ± 324005

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Phone: 0744-2490878, 2490402, E-mail: oki_mr@rediffmail.com

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Fax: 0744-2438069
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PREFACE

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Classroom teaching helps the student by making conceptual base clear, but on

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the job training is a way, which helps the students to get the applied knowledge
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of the concept. Normally the students are not aware of the actual requirement of
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practical field, keeping in view this fact; a system of summer training has been
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established to make the students acquainted of actual difficulties that are to be
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faced in the demanding corporate sector.
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Summer training at DSCL, KOTA, has given me a great experience.
I was required to prepare a training report on the topic ³A Study on Training
Effectiveness with Special reference to Environment Management´. The

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manager of human resource department helped me a lot to prepare this report.

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Acknowledgement

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I express my sincere thanks to my project guide, Dr. PAYAL UPADHYAY,

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ASTT. FACULTY (OKIMR), HUMAN RESOURCES, for guiding me right form

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the inception till the successful completion of the project. I sincerely acknowledge
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her for extending their valuable guidance, support for literature, critical reviews of
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project and the report and above all the moral support she had provided to me
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with all stages of this project.
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I would also like to thank the supporting staff of library, for their help and
cooperation throughout our project.

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(Signature of Student)
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MEGHA BHARDWAJ
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DECLARATION

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I hereby declare that the present report entitled a study practical application of ³A Study
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On Training Effectiveness with Special reference to Environment Management´ is
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based on my original work and indebtedness to other work/publication has been duly
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acknowledged at relevant place.
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Submitted by
Megha Bhardwaj
MBA III Sem

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EXECUTIVE SUMMARY

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My project includes the company profile of the company DSCL.

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¾ Company¶s History

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¾ Core Value of Company
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¾ Awards & Testimonials
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¾ Executive Team
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¾ Business Team
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¾ Products of the company.
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Project Profile Includes Various Points like :
¾ Meaning Of HRM (Human Resource Management)
¾ How makes the Training Effective
¾ Environment management

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o Listen to your body

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o Become a Runner
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o Become a Swimmer
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It consists of a thorough study on the requirement of special training programmes on

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Environment Management for the employees¶ of this firm. I have also mentioned the need for
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training effectiveness and how the organizers should check these programmes continuously
so that the employees can avail the best of it. I have conducted research on environment
management.
I conducted the survey by Questionnaire Method Of Feedback From the employees. how the
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training program held on the environment management have really been able to serve their
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motive and my analysis is based on the feedback forms that they filled up for my survey.
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CONTENTS

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Chapter 1:

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Company Profile

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1. History

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2. Organization Structure
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3. Achievements & Awards
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4. product
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Chapter 2:
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1. Project Profile
2. Description of Project
Chapter 3:
1. Research Methodology

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3. Objective Of The Study
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5. Sampling Design
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6. Define Universe
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7. Methods Of Data Collection

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8. Research Design
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9. Limitation
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Chapter 4:
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Analysis & Interpretation

Chapter 5:
Facts and Findings
Chapter 6:
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Conclusion
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Chapter 7:
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Suggestions and Recommendation

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Chapter 8:
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Appendix
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1. Bibliography
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2. Questionniare
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Sir Shri Ram

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Nothing can better sum up the homage paid to great son and philanthropist of Delhi, Barey
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Lalaji, Sir Shri Ram who began as a humble worker and went on to set up one of India's
largest business houses - the DCM Group. Not only did Lalaji achieve great height in
business enterprise; he also participated in full measure in the crucial early stages of nation
building.

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Everyone is familiar with the name of multiple facets of the industries and institutions on
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which he left his imprint - be it the DCM Limited, Bengal Potteries, Jay Engineering Works,
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many sugar mills, Sindri Fertilizers, the Lady Shri Ram College, Shriram College of
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Commerce, Delhi School of Economics and umpteen others. But who is this Barey Lalaji?
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Born into a family of Agarwal banias of modest means, Shri Ram, in the 79 years of his life,
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built an industrial empire manufacturing a vast variety of goods like - textiles, sugar, alcohol,
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heavy, chemicals, vanaspati, pottery, fans, sewing machines, electric motors and
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capacitors. The industrial legacy that he left behind was valued at Rs 600 million at the time
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of his death.

Reared in milieu which graft nepotism, black marketing and tax evasion were considered a
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must for success in business, Shri Ram set for himself rigid standards of morality in his
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dealings with the public and government and made no compromises in order to earn more
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money or gain a favor.

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While himself deprived of opportunities for higher education, he nevertheless understood

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how, important such education was in building the future of a nation.

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As a result he helped to finance a network of schools, colleges, industrial institutes and

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research laboratories. He was also the founder chairman of the Industrial Finance

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Corporation and Chairman of Sindri Fertilizers, the first national venture in the public sector

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in free India

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Little is known of Shri Ram's ancestors. Khuswant Singh writes in his "Shri Ram: A
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Biography" of the oldest family name on records, is the one of Kanji Mal. Nothing more is
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known about him. One of Kanji Mal's descendants was Rattanchand who was a
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confectioner. He was the grandfather of Shri Ram's grandfather.
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Rattanchand was a man of influential means. He was able to secure for his son Badri Das,
the post of treasurer in the Karnal Commissariat of the British Army.

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Badri Das was very mature for his age and he fared well by saving and investing in buying

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real estate in Firozpur and Delhi. He died in 1874 leaving behind four sons of whom the
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youngest, Bishambar Das was somewhat more distinguished. Bishambar Das had three
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sons - Gopal Rai, Girdhari Lal and Madan Mohan Lal. Shri Ram was born to Madan Mohan
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Lal and his wife Chando Devi on April 27, 1884.

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While Shri Ram lacked formal education he read extensively. His reading included religious
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scriptures, Sanskrit classics, Urdu and Persian poetry and some English biographies. He
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assiduously cultivated men of learning and culture. But most of all he admired scientists on
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whom he pinned his hopes for the salvation of his country. One of his lovable eccentricities
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was that he carried out experiments to produce new varieties of food in his own room and
then subjected his none too robust digestive system to his new recipes.
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The secret of Shri Ram's enlightened approach to people of different faiths lay in his basic
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patriotism, making money was of little consequence to him; not once did he succumb to the
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temptation of netting an extra buck or two in the black market or by evading tax.
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He was an idealist who believed in raising India into an industrial nation. His love of India
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did not make him dislike or distrust Pakistan. Many of his friends were the members of the
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Muslim League.
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At the behest of his friend in Lyallpur Cotton Mills in Pakistan, Khan Sahib Ahmed Islam

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Khan, he laid the foundation of a mushaira what in the later years came to be known as the

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Shanker-Shad Mushaira.

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Shri Ram had this uncanny ability to spot the right man for the right job a rare quality that
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contributed to his success. He made many mistakes in the choice of friends but seldom did
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he err in the selection of a business executive.
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Shri Ram's choice was not based on the scrutiny of a "Curriculum Vitae" but on an inborn
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gift, a sort of built-in Geiger-counter which ticked when he came across the man he was
looking for.

This helped him to pick up a humble mistry and make him a work manager, to convert an

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engineer into an administrator, to mould a perfume-seller into the overall head of a vast

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enterprises producing precision instruments and so on.
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So sure was Shri Ram with this instinct that once he made up his mind about the man, he
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gave that man every latitude, there after his sole concern was with the results.
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Shri Ram, described by his umpteen friends, was indeed a true friend. He refused to
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believe that any of his friends exploited him. And many did quite blantantly. He made
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friendship into an article of faith.

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"His house was like a dharamshala" remarks 90 years old freedom fighter Aruna Asaf Ali.
He was unable to eat food unless every seat at the table was occupied. This indiscriminate
hospitality at times
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Caused great strain to the members of his family. But his principle was, "the more, the
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merrier."
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While just in his thirties, Shri Ram got himself known in the industrial as well as the
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educational circles. He was nominated to the Delhi Municipal Committee.

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Through his business connections with Ram Bahadur Lala Sultan Singh and more to with

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that of his son, Raghubir Singh, who had started the Modern School in Delhi, Shri Ram

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began to think of problems of education in India.

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He ensured that his sons Murli Dhar, Bharat Ram and Charat Ram went to the Modern
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He also was instrumental in setting up several prestigious institutions of higher learning and
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arts such as the Lady Shri Ram College and Delhi School of Economics, Shriram Center for
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Performing Arts etc.

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The Road Ahead

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We are an integrated business conglomerate, with a group turnover of Rs. 2940 crores.
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Our business portfolio comprises of primarily two types of business i.e.

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(i) Energy Intensive products

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(ii) Agri products (inputs as well as outputs) and services.

We have manufacturing facilities at Kota (Rajasthan), Bharuch (Gujarat), and Ajbapur,

Rupapur, Hariawan and Loni(UP).
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Our hybrid seed operations are at Hyderabad (India), Vietnam, Philippines and Thailand.
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The Company also has its windows fabrication units at Bhiwadi, Bangalore, Mumbai,
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Hyderabad and Chennai

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Our strengths are:

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• Strong energy management expertise both in the area of generation as well as

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effective utilization of energy.

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• Deep understanding and knowledge of Indian rural milieu developed with over 40
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• Well-established presence and strong brand across the entire agri-space in India.
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• Integration through Integrated manufacturing facilities and thru utilization of
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competencies/resources across businesses is a major value enhancer.
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We are building on the above strengths to develop a business profile which enjoys strong
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cost competitive position and delivers superior value to our customers simultaneously. We
are further integrating our business portfolio to add value added products/services and
solutions to the commodity businesses.

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We have implemented plans resulting in significant volume growth in past 2-3 years in most

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of our existing commodity businesses and expect significant value/growth through value
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add businesses in longer term.
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The company has invested Rs.1300 crores in the past three years and plans to invest
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approximately Rs. 500 crores in the next two years, to expand its business operations.
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Agri-business

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This business is a key growth driver for us, and we are present across the entire Agri input,

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output and services value chain.

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We have established strong relationships with the country's farming community over
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decades of operation in this sector based on trust, reliability and superior value to the
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customer.
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Urea,SSP, soluble fertilizers, micro nutrients, pesticides, and hybrid seeds form our agri
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input offerings, while sugar and seeds are the agri outputs we produce & market.

We have been present in the agri services area through over a hundred Shriram Krishi
Vikas Kendras, Helping the rural household's farmers in adopting latest farming practices

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and improving their well being.

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The Company plans to expand its Hariyali Kisaan Bazaar through
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• Sugar: Increase its Power co-generation capacity from 70.5 MW to 94.5 MW out of
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which the company would supply approximately 46 MW to the grid.

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The company would be incurring approximately Rs.50 crores in the above expansions
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• Hariyali Kisaan Bazaar:HKB initiative is a unique rural retail initiative based on

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building ³trusted farmer relationships´ to create a rural hub that makes agri,
consumer products (of all manufacturers) and agri-services available to farmers in a
fair, transparent and convenient format.
• We are the first company to implement such an initiative and initial response has been very
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encouraging in terms of footfalls and conversion. We currently have over 150 such bazaars in
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operation and plan to increase it to 300 by Dec 2008.

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Energy Intensive Business

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• Chlor alkali: The Company plans to increase the capacity of its chlor-alkali
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manufacturing facility at Bharuch from 200 TPD to 360 TPD. Further, it also plans to
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set up a 48 MW coal based power plant in replacement of the existing 24MW

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furnace oil based power plant to generate economical power at Bharuch.

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Company¶s chlor-alkali capacity will increase to 670 TPD.

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DSCL's core values and beliefs are a reflection of its commitment to build a world class,
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learning organization, striving for excellence in all its endeavors.
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Customer Focus

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People Development
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environment
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Social Responsibility

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A Responsible Corporate Citizen Continuing with the long history of social commitment

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contributions to the society in the different areas.
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Agriculture Extension activity
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knowledge to the farmers to enhance their profitability covering crop cycle and harvesting
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Shriram ICU' and Private rooms- 'The Shriram Wards'. The company organizes healthcare
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camps in its adopted villages and centres to create awareness on diseases like AIDS and
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Cancer. Periodic Eye check-up camps are arranged and Family Planning programmes
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encouraged by incentive schemes for the villages around its areas of operation
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Education

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educational institutions in Rajasthan. DSCL runs a 'Primary Education Programme' for the
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girl child, which provides for support on books, school bags and uniforms.
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areas. A recent project was the reconstruction of the Primary School building at
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Gandhidham in Bhuj district of Gujrat - its building was reduced to rubble in the Earthquake
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in Jan,2001
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Ajay S. Shriram Vikram S. Shriram
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Chairman & Senior Managing Director Vice Chairman & Managing Director
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Ajit S. Shriram Rajiv Sinha
Director (Sugar Business) Deputy Managing Director
S. D. Omchary S. K. Agrawal
Chief Executive Director Senior Executive Director

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(Textile/ Real Estate Development) (Chemical Business)
K. K. Kaul

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Dr. G. C. Dutta Roy

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Chief Executive (Energy Business)
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S. Radhakrishna
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Executive Director (Sugar Business

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Names and Designations of Directors:
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S. No. Name Designation
1. Shri Ajay S. Shriram Chairman & Senior Managing Director
2. Shri Vikram S. Shriram Vice Chairman & Managing Director
3. Shri Rajiv Sinha Dy. Managing Director

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4. Shri Ajit S. Shriram Director (Sugar)

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5. Dr. S. S. Baijal Director

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8. Shri Vimal Bhandari Director

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Shri S. C. Bhargava (LIC

11. Director
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12. Dr.N.J.Singh Whole Time Director,(EHS).

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Ajay S Shriram Mr Vikram S Shriram
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Chairman & Senior Managing Director Vice Chairman & Managing Director
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Mr Rajiv Sinha Mr Ajit S Shriram
Dy. Managing Director Director (Sugar Business)
Mr S D Omchary Mr S K Agrawal
Chief Executive Director Senior Executive Director
(Textile/ Real Estate Development) (Chemical Business)

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Mr K K Kaul Mr Sunil Radhakrishna
Executive Director & Resident Head Executive Director

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Kota manufacturing complex Sugar Business
Dr G C Datta Roy at
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Energy Business Agri Inputs

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Mr Rajat Mukerjei Mr Rajesh Gupta

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Senior Vice President and SBU Head- President and Business Head
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Plastics ³Hariyali´
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Dr G Mukhopadhyay Mr Sandeep Mathur

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Shriram PolyTech FenestaΠBuilding Systems

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Mr J K Jain Mr. Sushil Baveja

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Chief Financial Officer (CFO) Head - Corporate HR

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Mr B L Sachdeva Dr Sharad Sharma

Company Secretary President Shriram Bioseeds Genetics India
Ltd.
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AWARDS AND TESTIMONIALS

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AWARD

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YEAR

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Center for Science and Environment (CSE) Award: Green Rating for Chlor-Alkali

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2002-03 Industry-Unit SAC ranked 2nd
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TERI Corporate Environment Award 2001

2001-02
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National Award for Oil Conservation - SAC Bharuch

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2001-02
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National Award for Energy Efficiency - SFC Kota & SAC Bharuch
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2000-01
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NCBM Award for "Best Improvement in Thermal Energy Performance in Cement

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1999-00 Industry"

SAP R-3/SAP Star Customer Award 1998

1998-99
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NPC Award for Second Best Productivity Performance in Fertilizer Industry
1996-97
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FAI¶s Runner Up Award for "Best Production Performance of Nitrogenous Fertilizer Unit"
1995-96
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NPC Award for "Best Productivity Performance in Cement Industry"

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1994-95
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NPC Runner Up Award for "Best Productivity Performance in Cement Industry"

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1993-94
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Fai¶s Award for "Best Productivity Performance of Nitrogenous Fertilizer Unit"

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1993-94

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NCCBM Award for "Best Improvement in Energy Performance"

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1992-93

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National Award for "Public Recognition of Outstanding Activity for Prevention & Control
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1991-92 of Pollution"
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RPCB Award for "Excellence in Pollution Abatement Measures"
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1990-91
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NPC Award for "Best Productivity Performance in Fertilizer Industry"
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1990-91
1990-91
FAI¶s Runner Up Award for "Best Production Performance of Nitrogenous Fertilizer Unit"

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PRODUCTS

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To handle the requirements of a huge enterprise and the responsibilities of the firm as a

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huge industry, DCM was restructured in 1990 into the following four companies.

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1. DCM SHRIRAM CONSOLIDATED LIMITED
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2. DCM SHRIRAM INDUSTRIES LIMITED
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3. DCM LIMITED
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4. SHRIRAM INDUSTRIES ENTERPRISES LIMITED
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(A) DCM SHRIRAM CONSOLIDATED LIMITED-: The following are the various divisions
of DSCL.

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1. Shriram Fertilisers&Chemicals Kota
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2. Shriram Cement Works Kota Cement

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3. Swatantra Bharat Mill. Tonk Textile

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4. DCM Silk Mill Alwar Textile

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5. Shriram Alkali & Chemicals Bharuch Chlor Alkali

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6. DSCL Energy Services Co. Delhi Consulting

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7. Shriram Polytech Limited Kota PVC

Compounding
8. Fenesta Building Systems Kota/Bhiwadi/ Window/Door
Mumbai/Bangalore Profiles
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Chapter 2:
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PROJECT PROFILE
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Human Resources Management

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The Human Resources Management (HRM) function includes a variety of activities, and

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key among them is deciding what staffing needs you have and whether to use independent

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contractors or hire employees to fill these needs, recruiting and training the best
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employees, ensuring they are high performers, dealing with performance issues, and
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ensuring your personnel and management practices conform to various regulations.
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Activities also include managing your approach to employee benefits and compensation,
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employee records and personnel policies. Usually small businesses (for-profit or nonprofit)
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have to carry out these activities themselves because they can't yet afford part- or full-time
help. However, they should always ensure that employees have -- and are aware of --
personnel policies which conform to current regulations.

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Note that some people distinguish a difference between between HRM (a major
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Those people might include HRM in HRD, explaining that HRD includes the broader range
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of activities to develop personnel inside of organizations, including, eg, career development,

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training, organization development, etc.

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There is a long-standing argument about where HR-related functions should be organized

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into large organizations, eg, "should HR be in the Organization Development department or

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the other way around?"

The HRM function and HRD profession have undergone tremendous change over the past
20-30 years.
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Many years ago, large organizations looked to the "Personnel Department," mostly to

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manage the paperwork around hiring and paying people.

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More recently, organizations consider the "HR Department" as playing a major role in

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staffing, training and helping to manage people so that people and the organization are
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performing at maximum capability in a highly fulfilling manner. Human resource
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management (HRM) is a term which is now widely used but very loosely defined.
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In this paper it is argued that if the concept is to have any social scientific value, it should be
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defined in such a way as to differentiate it from traditional personnel management and to
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allow the development of testable

Hypotheses about its impact. Based on theoretical work in the field of organizational
behavior it is proposed that HRM comprises a set of policies designed to maximize

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organizational integration, employee commitment, flexibility and quality of work.

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Within this model, collective industrial relations have, at best, only a minor role. Despite the
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apparent attractions of HRM to managements, there is very little evidence of any quality
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about its impact.

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Furthermore very few UK organizations appear to practice a distinctive form of HRM,

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although many are moving slowly in that direction through, for example, policies of
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employee involvement.
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".......those decisions and actions which concern the management of employees at all levels

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in the business and which are related to the implementation of strategies directed towards

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creating and sustaining competitive advantage"

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The goal of human resource management is to help an organization to meet strategic goals
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by attracting, and maintaining employees and also to manage them effectively.
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The key word here perhaps is "fit", i.e. a HRM approach seeks to ensure a fit between the
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management of an organization's employees, and the overall strategic direction of the
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company (Miller, 1989).

The basic premise of the academic theory of HRM is that humans are not machines,
therefore we need to have an interdisciplinary examination of people in the workplace.

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industrial relations, sociology, and critical theories: postmodernism, post-structuralism play
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a major role. Many colleges and universities offer bachelor and master degrees in Human
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Resources Management.
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One widely used scheme to describe the role of HRM, developed by Dave Ulrich, defines 4
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fields for the HRM function:

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* Strategic business partner

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However, many HR functions these days struggle to get beyond the roles of administration
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and employee champion, and are seen rather as reactive than strategically proactive
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partners for the top management.

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In addition, HR organizations also have the difficulty in proving how their activities and
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processes add value to the company. Only in the recent years HR scholars and HR
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professionals are focusing to develop models that can measure if HR adds value.
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Training

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TRAINING DEFINED

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It is a learning process that involves the acquisition of knowledge, sharpening of skills,
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Training is activity leading to skilled behavior.
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‡ It¶s not what you want in life, but it¶s knowing how to reach it
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‡ It¶s not where you want to go, but it¶s knowing how to get there
‡ It¶s not how high you want to rise, but it¶s knowing how to take off
‡ It may not be quite the outcome you were aiming for, but it will be an outcome

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‡ It¶s not what you dream of doing, but it¶s having the knowledge to do it

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Training is about knowing where you stand (no matter how good or bad the current situation
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Training is about the acquisition of knowledge, skills, and abilities (KSA) through
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professional development.
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ROLE OF TRAINING

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Training Objectives

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Training objective is one of the most important parts of training program. While some

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It provides the clear guidelines and develops the training program in less time because
objectives focus specifically on needs. It helps in adhering to a plan.

Training objectives tell the trainee that what is expected out of him at the end of the training

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Trainer ± The training objective is also beneficial to trainer because it helps the trainer to
measure the progress of trainees and make the required adjustments.
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particular segments of training.

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Trainee ± The training objective is beneficial to the trainee because it helps in reducing the

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Secondly, it helps in increase in concentration, which is the crucial factor to make the
training successful. The objectives create an image of the training program in trainee¶s mind
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training.
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Designer ± The training objective is beneficial to the training designer because if the
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designer is aware what is to be achieved in the end then he¶ll buy the training package
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according to that only.

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The training designer would then look for the training methods, training equipments, and
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training content accordingly to achieve those objectives. Furthermore, planning always

helps in dealing effectively in an unexpected situation.
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Consider an example; the objective of one training program is to deal effectively with
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customers to increase the sales.

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Since the objective is known, the designer will design a training program that will include
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ways to improve the interpersonal skills, such as verbal and non verbal language, dealing in
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unexpected situation i.e. when there is a defect in a product or when a customer is angry.
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Evaluator ± It becomes easy for the training evaluator to measure the progress of the

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trainees because the objectives define the expected performance of trainees. Training

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objective is an important to tool to judge the performance of participants.

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Importance Of Training and Development
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‡ Optimum Utilization of Human Resources ± Training and Development helps in optimizing
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the utilization of human resource that further helps the employee to achieve the
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organizational goals as well as their individual goals

‡ Development of Human Resources ± Training and Development helps to provide an

opportunity and broad structure for the development of human resources¶ technical and

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behavioral skills in an organization. It also helps the employees in attaining personal

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‡ Development of skills of employees ± Training and Development helps in increasing the

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job knowledge and skills of employees at each level. It helps to expand the horizons of
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Human intellect and an overall personality of the employees.

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‡ Productivity ± Training and Development helps in increasing the productivity of the

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employees that helps the organization further to achieve its long-term goal.
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‡ Team spirit ± Training and Development helps in inculcating the sense of team work, team
spirit, and inter-team collaborations. It helps in inculcating the zeal to learn within the
employees.
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‡ Organization Culture ± Training and Development helps to develop and improve the
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organizational health culture and effectiveness. It helps in creating the learning culture
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within the organization.

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‡ Organization Climate ± Training and Development helps building the positive perception
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and feeling about the organization. The employees get these feelings from leaders,
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subordinates, and peers.

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‡ Quality ± Training and Development helps in improving upon the quality of work and work-

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life.

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‡ Healthy work-environment ± Training and Development helps in creating the healthy
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working environment. It helps to build good employee, relationship so that individual goals
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aligns with organizational goal.
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‡ Health and Safety ± Training and Development helps in improving the health and safety of
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‡ Profitability ± Training and Development leads to improved profitability and more positive
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attitudes towards profit orientation.

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‡ Training and Development aids in organizational development i.e. Organization gets more
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effective decision making and problem solving. It helps in understanding and carrying out
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organisational policies
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‡ Training and Development helps in developing leadership skills, motivation, loyalty, better
attitudes, and other aspects that successful workers and managers usually display.
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Models of Training

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Training is a sub-system of the organization because the departments such as, marketing &

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sales, HR, production, finance, etc depends on training for its survival. Training is a

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transforming process that requires some input and in turn it produces output in the form of
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knowledge, skills, and attitudes (KSAs).
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THE TRAINING SYSTEM
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A System is a combination of things or parts that must work together to perform a particular
function. An organization is a system and training is a sub system of the organization.

The System Approach views training as a sub system of an organization. System Approach

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can be used to examine broad issues like objectives, functions, and aim. It establishes a

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logical relationship
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between the sequential stages in the process of training need analysis (TNA),
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formulating, delivering, and evaluating. There are 4 necessary inputs i.e. technology, man,
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material, time required in every system to produce products or services. And every system
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must have some output from these inputs in order to survive.

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The output can be tangible or intangible depending upon the organization¶s requirement. A
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system approach to training is planned creation of training program. This approach uses
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step-by-step procedures to solve the problems.

Under systematic approach, training is undertaken on planned basis. Out of this planned
effort, one such basic model of five steps is system model that is explained below.
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Organization are working in open environment i.e. there are some internal and external
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forces, that poses threats and opportunities, therefore, trainers need to be aware of these
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forces which may impact on the content, form, and conduct of the training efforts.
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The internal forces are the various demands of the organization for a better learning
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environment; need to be up to date with the latest technologies.

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The three model of training are:

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1. System Model

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2. Instructional System Development Model

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3. Transitional model
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Methods of Training
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There are various methods of training, which can be divided in to cognitive and behavioral
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methods. Trainers need to understand the pros and cons of each method, also its impact
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on trainees keeping their background and skills in mind before giving training.
Cognitive methods are more of giving theoretical training to the trainees. The various
methods under Cognitive approach provide the rules for how to do something, written or

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verbal information, demonstrate relationships among concepts, etc. These methods are

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associated with changes in knowledge and attitude by stimulating learning.

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The various methods that come under Cognitive approach are:
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ƒ LECTURES
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ƒ DEMONSTRATIONS
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ƒ DISCUSSIONS
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ƒ COMPUTER BASED TRAINING (CBT)

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ƒ INTELLEGENT TUTORIAL SYSTEM(ITS)

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ƒ PROGRAMMED INSTRUCTION (PI)

ƒ VIRTUAL REALITY
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Behavioral methods are more of giving practical training to the trainees. The various
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methods under Behavioral approach allow the trainee to behavior in a real fashion. These
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methods are best used for skill development.

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Another Method is MANAGEMENT DEVELOPMENT METHOD ±

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MANAGEMENT DEVELOPMENT ±

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The more future oriented method and more concerned with education of the employees. To
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become a better performer by education implies that management development activities
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attempt to instill sound reasoning processes.
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Management development method is further divided into two parts:
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ON THE JOB TRAINING ±

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The development of a manager¶s abilities can take place on the job. The four techniques for

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• COACHING
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• MENTORING
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• JOB ROTATION
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JOB INSTRUCTION TECHNIQUE (JIT)

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OFF THE JOB TRAINING ±

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There are many management development techniques that an employee can take in off the
job. The few popular methods are:
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ƒ SENSITIVITY TRAINING
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ƒ TRANSACTIONAL ANALYSIS
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ƒ STRAIGHT LECTURES/ LECTURES

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ƒ SIMULATION EXERCISES
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INPUTS IN TRAINING AND DEVELOPMENT

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A training & development programme must contain inputs which enable the participants to

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gain skills, learn theoretical concepts and help acquire vision to look into the distant future.
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In addition to these, there is a need to impart ethical orientation, emphasize on attitudinal
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changes and stress upon decision making and problem solving abilities.
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SKILLS--: Training is imparting skills to employees. A worker needs skills to operate
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machines and use other equipments with least damage and scrap.
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Employees, particularly supervisors and executives need interpersonal skills. They are
needed to understand oneself and others better and act and behave accordingly.

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EDUCATION--: The purpose of education is to teach theoretical concepts and develop a

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sense of reasoning and judgment. It is well understood by HR specialists that any training

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programme must contain an element of education.
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conducted by various institutes and business schools.

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DEVELOPMENT--: Another component of training and development programmes is

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development which is less skill oriented but stresses on knowledge. Knowledge about
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businesses environment, management principles and techniques, human relations, specific

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industry analysis and the like is useful for better management of a company.
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ETHICS--: There is a need for imparting greater ethical orientation to a training and
development programme. There is no denial of the fact that ethics are largely ignored in
businesses. Unethical practices abound in various spheres in a organization. They are less
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seen in personnel functions. It is the duty of the HR manager to enlighten all the employees
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in the organization about the need for ethical behavior.

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ATTITUDINAL CHANGES--: Attitudes represent feelings and beliefs of individuals towards

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others. Attitudes affect motivation, satisfaction and job commitment. Negative attitudes

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need to be converted into positive attitudes. Changing negative attitudes is difficult because

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±

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• Employees refuse to change
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DECISION MAKING AND PROBLEM SOLVING SKILLS--: They focus on methods and
techniques for making organizational decisions and solving work related problems.

This kind of learning seeks to improve trainees¶ abilities to define and structure problems,

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collect and analyze information, generate alternative solutions and make an optimal

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decision among alternatives.
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Training Effectiveness

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Effectiveness
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Effectiveness is the extent to which an activity fulfils its intended purpose or function.
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Fraser (1994, p. 104) defined it thus:
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Effectiveness: This is a measure of the match between stated goals and their
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achievement.
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It is always possible to achieve µeasy¶, low-standard goals. In other words, quality in
higher education cannot only be a question of achievements µoutputs¶ but must also
involve judgements about the goals (part of µinputs¶)

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Erlendsson (2002) defines effectiveness as:

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the extent to which objectives are met (µdoing the right things¶).
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The UNESCO definition is

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Effectiveness (educational): An output of specific review/analyses (e.g., the WASC

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Educational Effectiveness Review or its Reports on Institutional Effectiveness) that

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measure (the quality of) the achievement of a specific educational goal or the degree
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to which a higher education institution can be expected to achieve specific

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requirements.
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It is different from efficiency, which is measured by the volume of output or input

used. As a primary measure of success of a programme or of a higher education
institution, clear indicators, meaningful information, and evidence best reflecting
institutional effectiveness with respect to student learning and academic
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achievement have to be gathered through various procedures (inspection,

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observation, site visits, etc.).

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Engaging in the measurement of educational effectiveness creates a value-added

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process through quality assurance and accreditation review and contributes to

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building, within the institution, a culture of evidence. (Vlãsceanu et al., 2004, p. 37)
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Wojtczak (2002) defines effectiveness in the context of medial education:

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Effectiveness: A measure of the extent to which a specific intervention, procedure, regimen,

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or service, when deployed in the field in routine circumstances, does what it is intended to

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do for a specified population. In the health field, it is a measure of output from those health
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services that contribute towards reducing the dimension of a problem or improving an
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unsatisfactory situation.
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Effectiveness as a political construct
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Effectiveness is neither self-evident, µobjective¶ nor value neutral as a concept. Sammons
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(1996, p. 117) notes that µEffectiveness is not a neutral term ... criteria of effectiveness will
be the subject of political debate¶. Furthermore. µresearch demonstrates that judgments
about schools¶ effectiveness needs to make specific reference to questions such as:

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Effective in promoting which outcomes?

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Effective over what time period? Effective for whom? School effectiveness is perhaps best

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seen as a relative term which is dependent upon time, outcome and student group¶
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(Sammons, 1996, p.143). Her view is that effectiveness should be measured using
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comparative value added criteria : what extra value does an institution add to its students
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compared to institutions serving similar intakes.

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West (1999) argues that:

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In relation to training, as opposed to education, one way of looking at the issue of

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effectiveness is in terms of whether there are µidentifiable economic outcomes¶.

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A broader definition still focuses on the extent to which training µmeets its objectives¶.
Descy and Westphalen (1998) define this more precisely as training that µmeets its
objectives as defined by its funding body¶.
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This is a useful definition since it is undoubtedly the funding body that ultimately decides
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whether or not training will be made available.

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Whilst this is a useful heuristic, there are two points to bear in mind. First, it is not always
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the case that the funders¶ precise objectives are transparent, although their general aims
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may be.
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Second, whilst the funders may have objectives, it is only by relating the extent to which

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these are perceived to have been met ± by the various stakeholders (e.g. individuals,

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enterprises) ± that one can really understand the extent to which the training has been

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effective.

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There may also be unintended consequences of training that aid an individual¶s
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employability ± for example, improving µsoft skills¶ such as an individual¶s self-esteem,
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motivation or ability to work in a team.
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Why evaluate training effectiveness?

The purpose of this research is to understand the multiple factors influencing occupational

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education and training effectiveness.

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NIOSH evaluates the audience impact of training programs and their components by
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investigating:
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‡ Theoretical models gleaned from health promotion, psychology, learning and educational
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perspectives
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‡ The role of attitudes, beliefs, behavioral intentions, and other characteristics of the
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individual that affect learning and transfer of learning into action

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‡ Barriers affecting adoption of health and safety behaviors promoted by training

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‡ Environmental influences on occupational safety and health training

The results of effectiveness research are often used to improve a safety training program
and/or safety training product. Researchers determine the optimal approach or media to be
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used to communicate and educate audiences about occupational safety and health issues.
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The effects of these improvements to training programs/products is demonstrated through

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increased audience awareness of a particular set of health risks, modification of a set of

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behaviors, development of sound workplace safety practices, or modifications to the work

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environment.
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Tools and Methods Used in Evaluation

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‡ Audience surveys

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‡ Focus groups

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‡ Computer-based laboratory testing
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‡ Field studies
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‡ Statistical analyses
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‡ Education and curriculum development
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How to make trainings more effective

A little while back I presented a seminar at an "Iron virgins" meeting. The last question I was

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asked was, "What's the most important piece of advice you would give someone doing Iron

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man for the first time?"

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A very good question and one which took me about a nanosecond to come up with an
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answer. In my opinion there are two pieces of advice which everyone should take on board.
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Firstly, get a coach, and secondly get your bike set up correctly for Iron man.
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In this article I will elaborate on the previous mentioned advice as well as offer you a bonus
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eight more!
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1) Get a coach -
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find a coach and a program that you believe in.

After a six year break from Iron man, including a couple of years overseas doing precious
little, I decided to get a coach and stick to a programme written by someone other than
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myself for probably the first time ever at the end of 2002.
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I felt this would take the pressure off myself to get me back in shape. I also felt I needed
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new ideas. I literally bumped into Brendon Downey at a sports expo and my coach finding
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problem was solved. Why did I choose him?

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Firstly, because I knew him and I like and respect the guy (we went to Otago University
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together). Secondly, he is educated (he has a degree in Physiology and has other
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qualifications to boot). Thirdly, he has been there and done it (sub 9 hour Iron man when he

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was 23 years old), and finally, he has years (at least 12) of coaching experience and was/is

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currently involved in coaching and is up to the play with the latest coaching methods and

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research.

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So there we have the four qualities I would look for in a coach. Once you have a coach in
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mind sit down and hear what their coaching philosophy is.
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Are they a `smash yourself silly until you break through the barrier' type of coach or are they
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a calculating type of coach who finds the best/easiest method to get the results? I know
which type of coach and which type of approach I prefer, and for that matter which one
hurts less!

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2) Bike set-up-

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The majority of your Ironman day and your training time is probably spent on the bike. It is
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all very well having your bike setup so you can put out huge amounts of power and/or setup
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so you are extremely aerodynamic, but if you can't ride comfortably in your chosen position
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for 180km then the benefits of that position are lost.

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At the end of the day, at the 140km mark in Iron man you should be feeling comfortable
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enough to be riding at race pace on your aero bars into a head wind if there is one. If you
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can't, then chances are your bike setup is worn

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Bike position is a factor of comfort, power and aerodynamics. In my opinion, for Ironman
comfort is the primary variable.

If you are comfortable (on your aerobars) then you are likely to be producing good power. I
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believe aerodynamics is the least important variable.I have met only one person who I trust
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to position an athlete correctly on a triathlon bike. That person is Paul Allen.

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He even built bikes to accommodate this position. Before every Ironman I get Paul to check
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my position (alterations to bike component and body weight affect position). The one time I
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didn¶t get him to check it, I ended up having my worst Ironman ride. I won¶t make the same
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mistake twice.
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3) Nutrition-

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This is a huge one. Pre training, training, post training, pre race, race, post race and any

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other time, nutrition is a key component to performance.
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As athletes doing exercise outside the boundaries considered normal, we must have
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nutrition plans outside what is considered normal.
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This includes taking supplements, increased amounts of protein and a good amount of
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carbohydrates. Prior to NZ IM 2004 I attended a seminar presented by Gordo Byrn and
Scott Molina.

One of the messages I got from this seminar was that nutrition was probably the key

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component to improving an athletes performance.

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Good nutrition allows good quality training, good recovery and good race day performance.
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Sitting down with someone with Ironman nutrition experience well before the big day could
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prove to be the best thing you could do.

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EnduranceCoach.com offers Race Nutrition packages for athletes - visit our Nutrition page
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here for more information.

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4) Recovery-
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This seems to be the part of triathletes training program which is neglected. Too often it is
either not scheduled, ignored, or done incorrectly (recovery days are different for everyone
but may consist of a 3km swim, a 60 min ride, 60 mins of pilates or a game of squash... or a
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combination of these things).Your body adapts following stress, so give it a period of time
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when it is not stressed.

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Often you read how much training the big guns do, and it's impressive. Very rarely do you
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read about the rest weeks/periods they have. Sure sometimes you have to train when you
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are fatigued but a good program will have regular periods of rest and recovery.
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This allows adaptation, you come back bigger, stronger and faster. It also allows a chance
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for you to recover mentally (and perhaps learn the name of family members once again).
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DON'T BE AFRAID TO REST. so under recovery, I would include things such as standing

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in the lake (cold water) after pounding your legs, icing sore muscles (doing the hot and cold

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regime for the keen ones), protein recovery drinks, afternoon naps, plenty of sleep,

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nutrition, massage, stretching, rehab exercises if you have an injury,
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training partner. How a person trains and their psychology are important factors when
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choosing training partners.

Run and cycle training in particular require you to train at an intensity and duration specific
to you and what you are trying to achieve in a particular session and training block.

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you need to do from your program.
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There is nothing more frustrating than training with someone who `half-wheels' you on the
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bike or runs a step in front of you all day.

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Also watch for people who surge on every hill then expect you to keep up or catch up. If you
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use a heart-rate monitor you will know how hard you should be training. Don't let anyone
interfere with what you are trying to achieve.

6) Listen to your body-

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duration and intensity which you should be able to achieve.

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However, sometimes sessions need to be changed due to how you feel. This could be due
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to tiredness, illness, stress, lack of sleep and so on. You may notice your heart rate is
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elevated or you can't raise it to the required level when training, your legs may feel heavy or
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sore, or you may just feel extremely tired.

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So if you are physically unable to complete a session in your programme as it is written

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then you need to be prepared to alter the session or abandon it. Generally the first thing

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you change in a session is the intensity.

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You may need to back off a bit to complete the session. The second thing you look at
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changing is the duration. Cut the session short. The final thing you change is the frequency.
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Modifying the activity, perhaps substituting a swim for a run or bike, is also an option. Often
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it is a good idea to consult your coach before making too many modifications. Coach
Brendon has written a full article called "Thinking on Your Feet" on this point only - read it
here.

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7) Winter Focus-

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Winter is a good time to work on any weaknesses. This may be improving your weakest
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rehabilitation.
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After a summer of swimming, biking and running, winter is a good time to develop core
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stability, flexibility, muscle strength and muscle balance. Many top athletes do some form of
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strength work year round.

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So maybe joining a gym or a pilates class and working on your muscular skeletal system
three times a week could do more for improving next seasons performance than spending
that time training your cardiovascular system. This is also a time to mentally freshen up. So
a bit of mountain biking, tramping or a few rounds of golf could all be in order during the off-
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season.
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ENVIRONMENT MANAGEMENT

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ENVIRONMENT MANAGEMENT: The Company is committed to preserve and protect the

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environment around its area of operations. As a result of a the well-defined policy on

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environment and safety the rocky terrain of the Kota complex has been transformed in to
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lush green tree covered landscape through planting of over 2,50,000 trees on nutritious
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beds of fly-ash.
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The Company has adopted Rain water harvesting initiatives across the board by
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transferring it to the underground water aquifers or storing in surface reservoirs.

Rainwater collected is put to ³process use´, thus conserving a precious natural resource
and reducing dependence on external sources. Spurred by this rainwater harvesting

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movement, several senior executives of the company have taken their own initiative to

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implement the same process in their residences.

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Environmental Management offers research and opinions on use and conservation of
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natural resources, protection of habitats and control of hazards, spanning the field of
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applied ecology without regard to traditional disciplinary boundaries.

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The journal aims to improve communication, making ideas and results from any field
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available to practitioners from other backgrounds. Contributions are drawn from biology,
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botany, climatology, ecology, ecological economics, environmental engineering, fisheries,

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environmental law, forest sciences, geology, information science, public affairs, zoology
and more.

As the principal user of nature, humanity is responsible for ensuring that its environmental
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impacts are benign rather than catastrophic. Environmental Management presents the work
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of academic researchers and professionals outside universities, including those in

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business, government, research establishments, and public interest groups, presenting a

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wide spectrum of viewpoints and approaches.

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Environmental Management is not, as the phrase could suggest, the management of the

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environment as such, but rather the management of interaction by the modern human

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societies with, and impact upon the environment.

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The three main issues that affect managers are those involving politics (networking),
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programs (projects), and resources (i.e. money, facilities, etc). The need for environmental
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management can be viewed from a variety of perspectives.
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A more common philosophy and impetus behind environmental management is the concept
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of carrying capacity. Simply put, carrying capacity refers to the maximum number of
organisms a particular resource can sustain.

The concept of carrying capacity, whilst understood by many cultures over history, has its

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roots in Malthusian theory. Environmental management is therefore not the conservation of

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the environment solely for the environment's sake, but rather the conservation of the
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environment for humankind's sake. This element of sustainable exploitation, getting the
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most out of natural assets, is visible in the EU Water Framework Directive. Environmental
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management involves the management of all components of the bio-physical environment,

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both living (biotic) and non-living (abiotic).

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This is due to the interconnected and network of relationships amongst all living species
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and their habitats. The environment also involves the relationships of the human
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environment, such as the social, cultural and economic environment with the bio-physical
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environment.

As with all management functions, effective management tools, standards and systems are
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required. An 'environmental management standard or system or protocol attempts to
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reduce environmental impact as measured by some objective criteria.

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The ISO 14001 standard is the most widely used standard for environmental risk
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management and is closely aligned to the European Eco Management & Audit Scheme
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(EMAS).
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As a common auditing standard, the ISO 19011 standard explains how to combine this with

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quality management. The UK has developed a phased standard (BS8555) that can help

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smaller companies move to ISO 14001 in six manageable steps.

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Other environmental management systems tend to be based on this standard and to extend
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it in various ways:
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reducing use of materials or energy use that is unsustainable in the long term
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Environmental management involves the management of all components of the bio-
physical environment, both living (biotic) and non-living (abiotic). This is due to the
interconnected and network of relationships amongst all living species and their habitats.

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The environment also involves the relationships of the human environment, such as the

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social, cultural and economic environment with the bio-physical environment.

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As with all management functions, effective management tools, standards and systems are
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required. An 'environmental management standard or system or protocol attempts to

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reduce environmental impact as measured by some objective criteria.

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The ISO 14001 standard is the most widely used standard for environmental risk
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management and is closely aligned to the European Eco Management & Audit Scheme
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(EMAS). As a common auditing standard, the ISO 19011 standard explains how to combine
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this with quality management.

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The UK has developed a phased standard (BS8555) that can help smaller companies move
to ISO 14001 in six manageable steps.
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Other environmental management systems tend to be based on this standard and to extend

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it in various ways:

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• The Natural Step focuses on basic sustainability criteria and helps focus engineering

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on reducing use of materials or energy use that is unsustainable in the long term
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industrial ecology approach to do the same thing
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defines as appropriate to large-scale EMS.
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• The UN and World Bank has encouraged adopting a "natural capital" measurement
and management framework.
• The European Union Eco-Management and Audit Scheme (EMAS)

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Other strategies exist that rely on making simple distinctions rather than building top-down

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management "systems" using performance audits and full cost accounting.

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For instance, Ecological Intelligent Design divides products into consumables, service
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products or durables and unsaleables - toxic products that no one should buy, or in many
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cases, do not realize they are buying. By eliminating the unsaleables from the
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comprehensive outcome of any purchase, better environmental management is achieved

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without "systems".
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Greentech Environment Excellence ³Platinum´ Award for DSCL's,

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Shriram Alkali and Chemicals

Shriram Alkali & Chemicals, Bharuch (Gujarat), a unit of DCM Shriram Consolidated Ltd.
(DSCL) managed by M/s Ajay and Vikram S Shriram has been conferred the prestigious.
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The Greentech Environment Excellence ³Platinum´ Award 2003-04, in recognition of their
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adoption of various Environment Control Measures of unique & innovative nature and
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maintaining emission standards well within the prescribed limits.

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The Award instituted by Greentech Foundation, was presented last week by Mr. Rakesh

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Nath, Chairman, Bhakra Beas Management Board at Hyderabad. Mr.S.K Agrawal,

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Executive Director of DCM Shriram Consolidated Ltd received the award.

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M/S Shriram Alkali & Chemicals, a large scale chlor- alkali manufacturing unit is engaged in
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the manufacturing of Caustic Soda lye/ flakes, liquid chlorine hydrochloric acid and
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hydrogen.
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SAC has implemented several recycle/reuse schemes to reduce effluent discharge,
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reduction in Energy consumption and water conservation.
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In constant pursuit of improvement, it has also developed a system for reuse of process
condensate as boiler make -up water and steam trap condensate, rain water harvesting,
ground water recharging as well as generation of less quantity of effluent.

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The unit has IS -14001 certification for adopting environment Management systems and is

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also certified for Occupational Health & Safety Management system OHSAS- 18000 and
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Social Accountability system SA-8000.

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The unit has also been recipient of National award for prevention of pollution and Rajiv
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Gandhi Environment award for clean Technology (by Ministry of Environment & Forest),
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National energy conservation award (by Ministry of Power, Govt. of India) & Award for
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unique & innovative efforts in energy conservation by Petroleum conservation research

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association (Ministry of Petroleum & Natural gas, Govt. of India).

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PROGRAMME UNDERGONE²ENVIRONMENT MANAGEMENT

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S.No Names Department

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1. S.P.Singh F&P

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2. Subhash Chandra Carbide
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3. arShailendra Jain Carbide

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4. C.P.Chandani Carbide
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5. Atul Chaturvedi Cement
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6. Nimesh Jhanwar ISD-BSS
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7. Alok Sharma ISD-BSS
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8. B.M.Khandelwal Ammonia
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9. Rajesh Kumar Gupta Ammonia
10. N.K.Kaushal Ammonia
11. D.L.Gosain Urea Bagging
12. Vijendra Kumar Urea Baging
13. M.P.Bansal CAG

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Chapter 3:

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RESEARCH
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METHODOLOGY
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RESEARCH PURPOSE --: The project aims to find the µEffectiveness of Training

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Programmers with Special reference to Environment Management¶ at DSCL, KOTA. The

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effectiveness was surveyed for the following training programmes:

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• Environment Management

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OBJECTIVES OF RESEARCH
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• To know how the procedure of environment management in organisation
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• To know the awareness level of employees regarding environment management
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• To know the importance of environment management
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• To study the training effectiveness with special reference to environment
management in the organization

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RESEARCH METHODOLOGY--: By keeping the purpose of research in mind a

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questionnaire was prepared to measure the effectiveness of training programme on

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environment management at SFC. There were four main stages in the research method--:
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1. Designing the questionnaire.

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2. Sampling.
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3. Collecting data.
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4. Analysis and Findings.

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To conduct my research effectively and systematically, I used the following process which
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consist of these steps.

1] Selection of research topic--: The research topic was given and the purpose of the
research was decided.
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2] Review of literature--: Before getting started with the survey I went through various
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journals and publication of the company, i.e. µNEWS LETTER¶ of DSCL which is published
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every month. This newsletter consists of all the activities which took place the previous
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month.
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The information about the company¶s history, other products and business dealing areas

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were taken from the company¶s website www.dscl.com. All this was preserved as the

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secondary data.

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The primary data was gathered by getting the forms filled and conducting the survey and by
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discussion and interaction with the employees.
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3] Preparation of research design--: A research design is a systematic plan to
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coordinate archaeological research to ensure the efficient use of resources and to guide the
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research according to scientific methods. Research design can be divided into these parts:
• Sampling design
• Observational design
• Statistical design

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• Operational design

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TYPES OF RESEARCH
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DESCRIPTIVE RESEARCH--: Descriptive include survey and fact-finding of different kinds.

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The major purpose of descriptive research is description of the state of affair, as it exists at
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present.
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SAMPLING DESIGN--: Procedure depends upon the research objectives to be

accomplished through the investigation. Out of approximately 500 employee coming under
the review category. I took 50 employee for my research which 1/10 part of total sample or
population.
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For this project
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The method of research:- Systematic Random Sampling,

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Sample Unit:- employees of DSCL,

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Sample Size:- 50 employees .

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UNIVERSE--:

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Universe in this report: DSCL kota

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Respondents-Employees

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METHODS OF DATA COLLECTION
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In the project work Primary data secondary data (both) sources of data
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has been used.
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1. Primary sources of data : The data was collected by the questionnaire
method. A questionnaire was prepared which consisted of 20 questions to be
filled by the employees.
2. Secondary sources of data: The information about the company¶s history

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were taken from the company¶s website www.dscl.com All this was preserved

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as the secondary data.
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Other sources
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-News letter & Journals

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-Files & folder.

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INSTRUMENT--: By keeping purpose of research in mind to questionnaire was prepared

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to measure to environment management done in SFC,KOTA is correct.

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The data was collected by the questionnaire method. A questionnaire

was prepared consisting of questions to be filled by the employees.

LIMITATIONS--:
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There is no research without the limitation in study, a member of draw backs can be found.
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The present study has the following limitation.

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1. Random sampling techniques was used to collect data as result the chance of
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personal bias of the researcher cannot be ruled out.

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2. Time is one restricting factors. The study has to complete within 45 days.
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3. Most of employees were busy in view of the ongoing project, sometimes they had to
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be followed up repeatedly.
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4. As for as human are concerned their behavior, attitude& their perceptions are not

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stable for a period of time as for as my study is concerned, it is also not spared of

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drawbacks.

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5. In any study finding depends on the response of the respondents Hence it is

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Chapter 4:

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Analysis & Interpretation

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DATA ANALYSIS & INTERPRETATION

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1. You have established procedures to identify the environmental aspects of

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your activities, products, and services:
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OPTIONS % OF RESPONSES
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YES 95
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NO 5
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INTERPRETATION

95% respondents feel that they have established procedures to identify the environmental
aspects of their activities, products, and services while 5% respondents disagree to it.
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2. Your procedures focus on the activities, products and services that fall

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within the boundaries (scope) of your environmental management system:

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OPTIONS % OF RESPONSES
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INTERPRETATION
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80% respondents feel that their procedures focus on the activities, products and services
that fall within the boundaries (scope) of their environmental management system while
20% respondents disagree to it.
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at
re

re
FC

FC
D

D
tP

tP
ar

ar
m

m
.S

.S
w

w
w

w
w

w
://

://
tp

tp
ht

ht
 om

om
.c

.c
3. Your procedures help you to identify the environmental aspects of current

or

or
at

at
activities, products, and services:

re

re
FC

FC
D

D
tP

tP
ar

ar
OPTIONS % OF RESPONSES
m

m
YES 75
.S

.S
w

w
NO 25
w

w
w

w
://

://
tp

tp
ht

ht
om
.c
or
at
re
FC
D
tP
ar
m
.S
w
w
w
://

INTERPRETATION
tp
ht

75% respondents feel that their procedures help them to identify the environmental aspects
of current activities, products, and services while 25% respondents disagree to it.
om

om
.c

.c
or

or
at

at
re

re
FC

FC
D

D
tP

tP
ar

ar
m

m
.S

.S
w

w
w

w
w

w
://

://
tp

tp
ht

ht
 om

om
.c

.c
4. Your procedures help you to identify the environmental aspects of planned

or

or
at

at
activities, products, and services:

re

re
FC

FC
D

D
OPTIONS % OF RESPONSES

tP

tP
ar

ar
YES 60
m

m
NO 40
.S

.S
w

w
w

w
w

w
://

://
tp

tp
ht

ht
NO
40%

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YES

.c
60%

or
at
re
FC
D
tP
ar
m
.S
w

INTERPRETATION
w
w
://

60% respondents feel that their procedures help them to identify the environmental aspects
tp
ht

of planned activities, products, and services while 40% respondents disagree to it.
om

om
.c

.c
or

or
at

at
re

re
FC

FC
D

D
tP

tP
ar

ar
m

m
.S

.S
w

w
w

w
w

w
://

://
tp

tp
ht

ht
 om

om
.c

.c
5. Your procedures help you to identify those environmental aspects that your

or

or
at

at
organization can directly control:

re

re
FC

FC
D

D
tP

tP
ar

ar
OPTIONS % OF RESPONSES
m

m
YES 87
.S

.S
w

w
NO 13
w

w
w

w
://

://
tp

tp
ht

ht
om
.c
or
at
re
FC
D
tP
ar
m
.S
w
w
w
://
tp

INTERPRETATION
ht

87% respondents feel that their procedures help them to identify those environmental
aspects that their organization can directly control while 13% respondents disagree to it.
om

om
.c

.c
or

or
at

at
re

re
FC

FC
D

D
tP

tP
ar

ar
m

m
.S

.S
w

w
w

w
w

w
://

://
tp

tp
ht

ht
 om

om
.c

.c
6. Your procedures help you to identify those environmental aspects that your

or

or
at

at
organization could influence indirectly:

re

re
FC

FC
D

D
tP

tP
ar

ar
OPTIONS % OF RESPONSES
m

m
YES 65
.S

.S
w

w
NO 35
w

w
w

w
://

://
tp

tp
ht

ht
om
.c
or
at
re
FC
D
tP
ar
m
.S
w
w
w
://
tp

INTERPRETATION
ht

65% respondents feel that their procedures help them to identify those environmental
aspects that their organization could influence indirectly while 35% respondents disagree
om

om
to it.
.c

.c
or

or
at

at
re

re
FC

FC
D

D
tP

tP
ar

ar
m

m
.S

.S
w

w
w

w
w

w
://

://
tp

tp
ht

ht
 om

om
.c

.c
7. Your procedures help you to pinpoint significant environmental aspects,

or

or
at

at
those that currently have or could have a significant impact on the

re

re
environment:

FC

FC
D

D
tP

tP
ar

ar
OPTIONS % OF RESPONSES
m

m
YES 85
.S

.S
w

w
NO 15
w

w
w

w
://

://
tp

tp
ht

ht
NO
15%

om
.c
or
at
re
FC

YES
D

85%
tP
ar
m
.S
w
w
w
://
tp

INTERPRETATION
ht

85% respondents feel that their procedures help them to pinpoint significant environmental
aspects, those that currently have or could have a significant impact on the environment
while 15% respondents disagree to it.
om

om
.c

.c
or

or
at

at
re

re
FC

FC
D

D
tP

tP
ar

ar
m

m
.S

.S
w

w
w

w
w

w
://

://
tp

tp
ht

ht
 om

om
.c

.c
8. You have implemented procedures to identify the environmental aspects of

or

or
at

at
your activities, products, and services:

re

re
FC

FC
D

D
tP

tP
ar

ar
OPTIONS % OF RESPONSES
m

m
YES 90
.S

.S
w

w
NO 10
w

w
w

w
://

://
tp

tp
ht

ht
om
.c
or
at
re
FC
D
tP
ar
m
.S
w
w
w
://
tp

INTERPRETATION
ht

90% respondents feel that they have implemented procedures to identify the environmental
aspects of their activities, products, and services while 10% respondents disagree to it.
om

om
.c

.c
or

or
at

at
re

re
FC

FC
D

D
tP

tP
ar

ar
m

m
.S

.S
w

w
w

w
w

w
://

://
tp

tp
ht

ht
 om

om
.c

.c
9. You use your procedures to identify the environmental aspects of your

or

or
at

at
activities, products, and services:

re

re
FC

FC
D

D
tP

tP
ar

ar
OPTIONS % OF RESPONSES
m

m
YES 75
.S

.S
w

w
NO 25
w

w
w

w
://

://
tp

tp
ht

ht
NO

om
25%

.c
or
at
re
FC

YES
D

75%
tP
ar
m
.S
w
w
w
://
tp

INTERPRETATION
ht

75% respondents feel that they use their procedures to identify the environmental aspects
of their activities, products, and services while 25% respondents disagree to it.
om

om
.c

.c
or

or
at

at
re

re
FC

FC
D

D
tP

tP
ar

ar
m

m
.S

.S
w

w
w

w
w

w
://

://
tp

tp
ht

ht
 om

om
.c

.c
10. You have documented the environmental aspects of your organization¶s

or

or
at

at
activities, products, and services:

re

re
FC

FC
D

D
tP

tP
ar

ar
OPTIONS % OF RESPONSES
m

m
YES 92
.S

.S
w

w
NO 8
w

w
w

w
://

://
tp

tp
ht

ht
NO
8%

om
.c
or
at
re
FC

YES
D
tP

92%
ar
m
.S
w
w
w
://

INTERPRETATION
tp
ht

92% respondents feel that they have documented the environmental aspects of their
organization¶s activities, products, and services while 8% respondents disagree to it.
om

om
.c

.c
or

or
at

at
re

re
FC

FC
D

D
tP

tP
ar

ar
m

m
.S

.S
w

w
w

w
w

w
://

://
tp

tp
ht

ht
 om

om
.c

.c
11. You keep your environmental aspect documents up to date:

or

or
at

at
re

re
FC

FC
D

D
OPTIONS % OF RESPONSES

tP

tP
ar

ar
YES 77
m

m
NO 23
.S

.S
w

w
w

w
w

w
://

://
tp

tp
ht

ht
om
.c
or
at
re
FC
D
tP
ar
m
.S
w
w

INTERPRETATION
w
://
tp
ht

77% respondents feel that they keep their environmental aspect documents up to date
while 23% respondents disagree to it.
om

om
.c

.c
or

or
at

at
re

re
FC

FC
D

D
tP

tP
ar

ar
m

m
.S

.S
w

w
w

w
w

w
://

://
tp

tp
ht

ht
 om

om
.c

.c
12. You considered significant environmental aspects when you

or

or
at

at
established your environmental management system:

re

re
FC

FC
D

D
OPTIONS % OF RESPONSES

tP

tP
ar

ar
YES 90
m

m
NO 10
.S

.S
w

w
w

w
w

w
://

://
tp

tp
ht

ht
om
.c
or
at
re
FC
D
tP
ar
m
.S
w
w

INTERPRETATION
w
://
tp
ht

90% respondents feel that they considered significant environmental aspects when
they established their environmental management system while 10% respondents
disagree to it.
om

om
.c

.c
or

or
at

at
re

re
FC

FC
D

D
tP

tP
ar

ar
m

m
.S

.S
w

w
w

w
w

w
://

://
tp

tp
ht

ht
 om

om
.c

.c
13. You considered significant environmental aspects when you

or

or
at

at
implemented your environmental management system:

re

re
FC

FC
D

D
OPTIONS % OF RESPONSES

tP

tP
ar

ar
YES 80
m

m
NO 20
.S

.S
w

w
w

w
w

w
://

://
tp

tp
ht

ht
om
.c
or
at
re
FC
D
tP
ar
m
.S
w
w

INTERPRETATION
w
://
tp
ht

80% respondents feel that they considered significant environmental aspects when they
implemented their environmental management system while 20% respondents disagree
to it.
om

om
.c

.c
or

or
at

at
re

re
FC

FC
D

D
tP

tP
ar

ar
m

m
.S

.S
w

w
w

w
w

w
://

://
tp

tp
ht

ht
 om

om
.c

.c
14. You consider significant environmental aspects as you maintain your

or

or
at

at
environmental management system:

re

re
FC

FC
D

D
OPTIONS % OF RESPONSES

tP

tP
ar

ar
YES 72
m

m
NO 28
.S

.S
w

w
w

w
w

w
://

://
tp

tp
ht

ht
om
.c
or
at
re
FC
D
tP
ar
m
.S
w
w

INTERPRETATION
w
://
tp
ht

72% respondents feel that they have consider significant environmental aspects as they
maintain their environmental management system while 28% respondents disagree to it.
om

om
.c

.c
or

or
at

at
re

re
FC

FC
D

D
tP

tP
ar

ar
m

m
.S

.S
w

w
w

w
w

w
://

://
tp

tp
ht

ht
 om

om
.c

.c
15. You maintain procedures to identify the environmental aspects of your

or

or
at

at
activities, products, and services:

re

re
FC

FC
D

D
OPTIONS % OF RESPONSES

tP

tP
ar

ar
YES 85
m

m
NO 15
.S

.S
w

w
w

w
w

w
://

://
tp

tp
ht

ht
om
.c
or
at
re
FC
D
tP
ar
m
.S
w
w

INTERPRETATION
w
://
tp
ht

85% respondents feel that they have maintain procedures to identify the environmental
aspects of their activities, products, and services while 15% respondents disagree to it.
om

om
.c

.c
or

or
at

at
re

re
FC

FC
D

D
tP

tP
ar

ar
m

m
.S

.S
w

w
w

w
w

w
://

://
tp

tp
ht

ht
 om

om
.c

.c
16. You have established procedures to identify and clarify the legal and other

or

or
at

at
requirements that apply to your organization¶s environmental aspects:

re

re
FC

FC
D

D
tP

tP
ar

ar
OPTIONS % OF RESPONSES
m

m
YES 82
.S

.S
w

w
NO 18
w

w
w

w
://

://
tp

tp
ht

ht
om
.c
or
at
re
FC
D
tP
ar
m
.S
w
w
w
://

INTERPRETATION
tp
ht

82% respondents feel that they have established procedures to identify and clarify the legal
and other requirements that apply to their organization¶s environmental aspects while 18%
respondents disagree to it.
om

om
.c

.c
or

or
at

at
re

re
FC

FC
D

D
tP

tP
ar

ar
m

m
.S

.S
w

w
w

w
w

w
://

://
tp

tp
ht

ht
 om

om
.c

.c
17. Your objectives and targets include a commitment to pollution prevention:

or

or
at

at
re

re
FC

FC
D

D
OPTIONS % OF RESPONSES

tP

tP
ar

ar
YES 98
m

m
NO 02
.S

.S
w

w
w

w
w

w
://

://
tp

tp
ht

ht
om
.c
or
at
re
FC
D
tP
ar
m
.S
w
w

INTERPRETATION
w
://
tp
ht

90% respondents feel that their objectives and targets include a commitment to pollution
prevention while 10% respondents disagree to it.
om

om
.c

.c
or

or
at

at
re

re
FC

FC
D

D
tP

tP
ar

ar
m

m
.S

.S
w

w
w

w
w

w
://

://
tp

tp
ht

ht
 om

om
.c

.c
18. Your environmental objectives and targets consider your financial

or

or
at

at
requirements:

re

re
FC

FC
D

D
OPTIONS % OF RESPONSES

tP

tP
ar

ar
YES 96
m

m
NO 04
.S

.S
w

w
w

w
w

w
://

://
tp

tp
ht

ht
om
.c
or
at
re
FC
D
tP
ar
m
.S
w
w

INTERPRETATION
w
://
tp
ht

96% respondents feel that their environmental objectives and targets consider their
financial requirements while 4% respondents disagree to it.
om

om
.c

.c
or

or
at

at
re

re
FC

FC
D

D
tP

tP
ar

ar
m

m
.S

.S
w

w
w

w
w

w
://

://
tp

tp
ht

ht
 om

om
.c

.c
19. Your environmental programs allocate the responsibility for achieving your

or

or
at

at
environmental objectives and targets:

re

re
FC

FC
D

D
OPTIONS % OF RESPONSES

tP

tP
ar

ar
YES 76
m

m
NO 24
.S

.S
w

w
w

w
w

w
://

://
tp

tp
ht

ht
om
.c
or
at
re
FC
D
tP
ar
m
.S
w
w

INTERPRETATION
w
://
tp
ht

76% respondents feel that their environmental programs allocate the responsibility for
achieving their environmental objectives and targets while 24% respondents disagree to it.
om

om
.c

.c
or

or
at

at
re

re
FC

FC
D

D
tP

tP
ar

ar
m

m
.S

.S
w

w
w

w
w

w
://

://
tp

tp
ht

ht
 om

om
.c

.c
20. Your business objectives and targets are consistent with your

or

or
at

at
organization¶s environmental policy:

re

re
FC

FC
D

D
OPTIONS % OF RESPONSES

tP

tP
ar

ar
YES 89
m

m
NO 11
.S

.S
w

w
w

w
w

w
://

://
tp

tp
ht

ht
om
.c
or
at
re
FC
D
tP
ar
m
.S
w
w
w
://

INTERPRETATION
tp
ht

89% respondents feel that their business objectives and targets are consistent with
organization¶s environmental policy while 11% respondents disagree to it.
om

om
.c

.c
or

or
at

at
re

re
FC

FC
D

D
tP

tP
ar

ar
m

m
.S

.S
w

w
w

w
w

w
://

://
tp

tp
ht

ht
ht ht
tp tp
:// ://
w w
w w
w w
.S .S
m m
ar ar
tP tP
D D
FC FC
re re
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or tp or
.c :// .c
om w om
w
w
.S
m
ar
tP
D
FC
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tp or tp
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Chapter 5:
w om w
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.S .S
m m
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tP tP
D D
FC FC
FACTS AND FINDINGS
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.c .c
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 om

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.c

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FACTS AND FINDINGS

or

or
at

at
re

re
FC

FC
The result thus obtained, on a careful scrutiny show that there is a general awareness

D
about environment management programmes amongst the employees of DSCL.
tP

tP
ar

ar
The organization understands the need and importance of environment management
m

m
.S

.S
programmes and conducts them on regular intervals to cater to the needs of officers and
w

w
workers.
w

w
w

w
://

://
tp

tp
The results and interpretation show that employees are well aware of environment
ht

ht
management programmes and attend them from time to time to gain insight and more
knowledge.

om
The responses from the selected sample indicate that the employees have been benefited

.c
by these programmes as a result of which they have been able to perform their work in an

or
effective manner including environment management.
at
re
FC

Therefore most employees do not feel any need of change in the existing procedure of
D
tP

environment management, which proves that the training programmed on environment

ar
m

management has really been effective.

.S
w
w

Thus, according to the given responses we can conclude that there is proper and broader
w
://

coverage of training programmes on environment management.

tp
ht

and meets their expected needs.

In the employees¶ opinion the faculty for training programmes is good; the area in which
training programmes are more required is awareness of environment management and
om

om
effectiveness of training programme is satisfactory.
.c

.c
or

or
at

at
re

re
FC

FC
D

D
tP

tP
ar

ar
m

m
.S

.S
w

w
w

w
w

w
://

://
tp

tp
ht

ht
ht ht
tp tp
:// ://
w w
w w
w w
.S .S
m m
ar ar
tP tP
D D
FC FC
re re
at ht at
or tp or
.c :// .c
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w
w
.S
m
ar
tP
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FC
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tp or tp
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Chapter 6:

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CONCLUSION

.S .S
m m
ar ar
tP tP
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FC FC
re re
at at
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.c .c
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 om

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.c

.c
or

or
at

at
re

re
FC

FC
CONCLUSION

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Finally I would like to conclude that I had an extremely interactive session with all the
m

m
employees I surveyed and I was able to know their valuable suggestions on the training
.S

.S
w

w
programmes on awareness of environment management conducted by DSCL, KOTA.
w

w
w

w
://

://
tp

tp
The organization¶s main strong point is the programmes carried out in the training
ht

ht
centre to improve the awareness of environment management in employees working in
various departments by implementing various activities and training sessions to update
in order to protect the environment of DSCL..

om
At the end of my project report I must say that it was a very knowledgeable experience

.c
or
for me to work on this project and in this organization. I am sure that the work
at
re
experience I gained here will help me throughout my life.
FC
D
tP
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m
.S
w
w
w
://
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om

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.c

.c
or

or
at

at
re

re
FC

FC
D

D
tP

tP
ar

ar
m

m
.S

.S
w

w
w

w
w

w
://

://
tp

tp
ht

ht
ht ht
tp tp
:// ://
w w
w w
w w
.S .S
m m
ar ar
tP tP
D D
FC FC
re re
at ht at
or tp or
.c :// .c
om w om
w
w
.S
m
ar
tP
D
FC
re
ht at ht
tp or tp
:// .c ://
Chapter 7:

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.S .S
m m
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tP tP
D D
RECOMMENDATION
SUGGESTIONS AND

FC FC
re re
at at
or or
.c .c
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 om

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SUGGESTIONS

or

or
at

at
re

re
FC

FC
D

D
1. company should conduct more training programs for the management of

tP

tP
ar

ar
environment so that they will be able to keep their surrounding environment in
m

m
effective manner and preserve it.
.S

.S
w

w
w

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4. The participants should be asked to give the feed back.

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RECOMMENDATIONS

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1. Some literature should always be provided to the trainees to refer to it from time to
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BIBLIOGRAPHY

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Books consulted -:
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• Ashwathapa K. Human Resource and Personnel Management
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Tata M.C Graw Hill Publishing Company Limited, New Delhi.
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• Dr. Sharma. D. D. Research Methodology, Sultan chand & Sons.
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• Dr. Rao, P. Subba, essentionls of Human resource management and industrial
relations. Himalaya Publishing House New Delhi.
• Kothari, C.R. Research Methodology.

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• C.B. Memoria, Personnel Management, Himalaya publishing house, Bombay.

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• S.F.C. Mannual.

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Websites consulted -:
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• www.dscl.com
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• www.evironment management.com
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QUESTIONNAIRE

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I, MEGHA BHARDWAJ Pursuing MBA from OM KOTHARI INSTITUTE OF

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MANAGEMENT& RESEARCH, I have undertaken a project ³A STUDY ON TRAINING

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EFFECTIVENESS WITH SPECIAL REFERENCE TO ENVIRONMENT MANAGEMENT´ at
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DSCL,KOTA. I Request you to fill Questionnaire.
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Name: _____________________________________________________
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Age: ________________________ Gender: Male Female
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Designation: ______________________Experience: ________________
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1. Have you established procedures to identify the environmental aspects of
your activities, products, and services?

YES NO

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2. Do your procedures focus on the activities, products and services that fall
within the boundaries (scope) of your environmental management system?

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YES NO
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3. Do your procedures help you to identify the environmental aspects of
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current activities, products, and services?

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YES NO
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4. Do your procedures help you to identify the environmental aspects of

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planned activities, products, and services?

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YES NO
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5. Do your procedures help you to identify those environmental aspects that

your organization can directly control?

YES NO

6. Do your procedures help you to identify those environmental aspects that

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your organization could influence indirectly?
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7. Do your procedures help you to pinpoint significant environmental aspects,

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those that currently have or could have a significant impact on the

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environment?
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YES NO
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8. Have you implemented procedures to identify the environmental aspects of

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your activities, products, and services?

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YES NO

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9. Do you use your procedures to identify the environmental aspects of your
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YES NO
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10. Have you documented the environmental aspects of your organization¶s
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activities, products, and services?
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11. Do you keep your environmental aspect documents up to date?

YES NO

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12. Did you consider significant environmental aspects when you

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13. Did you consider significant environmental aspects when you

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YES NO
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14. Do you consider significant environmental aspects as you maintain your

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environmental management system?

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YES NO

15. Do you maintain procedures to identify the environmental aspects of your

activities, products, and services?

YES NO
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16. Have you established procedures to identify and clarify the legal and other
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requirements that apply to your organization¶s environmental aspects?

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YES NO
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17. Do your objectives and targets include a commitment to pollution

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prevention?

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YES NO

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18. Do your environmental objectives and targets consider your financial
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requirements?
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YES NO
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19. Do your environmental programs allocate the responsibility for achieving
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your environmental objectives and targets?
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YES NO

20. Are your business objectives and targets consistent with your
organization¶s environmental policy?

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