Serial no.

Chapters

Page No.

I.

Executive Summary (a) Purpose of the study. (b) Methodology of the study. (c) Limitation of the study.

II.

Training and development-An introduction. Training and development at COCACOLA Research methodology

III.

IV. V VI VII VIII. IX. X. Analysis and Interpretation of the study Findings of the study Suggestions Conclusion Bibliography Annexure

EXECUTIVE SUMMARY
Summer Training is the inseparable aspect of the professional course today. This is the basic criteria which makes it mandatory for the participants in any curriculum that he/she carries out in his/her own thought and blends it with the officials data on the basis of which a complete report is formulated. With the philosophy in mind my Summer Training is based on the training and development programmes carried at Sales department of COCA-COLA lucknow.

(A)

PURPOSE OF THE STUDY

The entire study has been based on the accomplishment of the following objectives. To know the benefits of training and development. To measure the effectiveness of the training programme. To know the budget level allocated for the training programme. To know the most effective method of the training programme.

(B)

METHODOLOGY OF THE STUDY

Specific and proper methodology was needed to make the project report successful in this Summer Training the methodology adopted has been concerned with techniques for collecting primary and secondary data. This project report work of mine was centered in and around sales department where we gathered responses from around 50 employee.

primary data have been gathered on the basis of the structural questionnaire

which are designed under the guidance of the company concerned people. The secondary information have been gathered from the companys internal files and records.

( C ) LIMITATIONS OF THE STUDY

There are certain limitations, which cannot be ruled out after taking all possible precaution regarding the basic rules of personnel departments.

First of all, the scope of study is limited as it come only important provisions laid down by govt. for the welfare of the workers.

The sample size was small here, the conclusion might not be right for the remaining workers. I do not spent very much time with every workers. No consolidate date available; means students depend upon the secondary data.

TRAINING AND DEVELOPMENT AN INTRODUCTION

In this changing and globalization environment organization have to upgrade their work methods, works norms, technical and managerial skills, and employees motivation to face the challenges due to which an employee training is most important in the changing environment because a need for highly specialized workmen is felt in the global way. Organisation and individual should develop and progress simultaneously for their survival and attainment of mutual goals. So every modern management has to develop the organisation through human resource development. Employee training is the important sub-system of human resource development.

Training is an important activity in many organizations. we generally see that a new machines is installed in a factory, it is operated on the trial basis before going into actual production. After an employee is selected, placed and introduced he or she must be provided with training facilities. Training is the act of increasing the knowledge and skill of an employee for doing a particular job. Training is a short-term educational process and utilizing a systematic and organised procedure by which employees learn technical knowledge and skills for a definite purpose. Training improves, changes, moulds the employees knowledge, skill, behaviour, aptitude, and attitude towards the requirements of the job and organisation. Training refers to the

teaching and learning activities carried on for the primary purpose of helping members of an organisation, to acquire and apply the knowledge, skills, abilities and attitudes needed by a particular job and organisation.

TRAINING
Training is a short term process utilizing a systematic and organized procedure by which non managerial person acquire technical knowledge and skill for a definite purpose. It refers to instruction in technical and mechanical operation like operation of some machines. It is designed primarily for non managers, short duration and specific job related purposes.

NEED FOR TRAINING:

Every organisation or established should provide training to all employees irrespective of their qualification, skill, suitability for the job etc. Thus, no organisation can choose whether or not to train employees.

Training is not something that is done once to new employees; it is used continuously in every well run establishment. Further, technological changes, automation, require up-dating the skills and knowledge. As such an organisation has to retrain the old employees. An employees specification may not exactly suit to the requirements of the job and the organisation irrespective of his past experience, qualification, skills, knowledge etc. Thus every management finds deviations between employees present specifications and the job requirements and organisational needs.

The primary goal or most of the organisations is their viability is continuously influenced by environmental pressure. If the organisation desires to adapt these changes, first it has to train the employees to impart specific skills and knowledge in order to enable them to contribute to the organisational efficiency and to cope with the changing environment.

Every organization in order to survive and to be effective should adopt the latest technology, i.e. mechanization, computerization and automation. Adoption of latest technological means and methods will not be complete until they are manned by employees possessing skill to operate them. So, organisation should train the employees to enrich them in the areas of changing technical skills and knowledge from time to time.

This creates the complex problems of co-ordination and integration and integration of activities adaptable for and adaptable to the expanding and diversifying situations. This situation calls for training in the skills of co-ordination, integration and adaptability to the requirements of growth, diversification and expansion. Companies constantly search for opportunities to improve organisational effectiveness.

Trends in approach towards personnel management has changed from the commodity approach to partnership approach, crossing the human relations approach. So training in human relations is necessary to deal with human problems and to maintain human relations.

Training is also necessary when the existing employee is promoted to the higher level in the organisation and when there is some new job or occupation due to transfer, techniques or technology.

The need for training also arises to: o Increase productivity. o Improve quality of the product/service. o Help a company to fulfils it future personnel needs. o Improve organisational climate. o Improve health and safety. o Prevent obsolescence. o Effect the personal growth. o Minimize the resistance to change.
The factors discussed above are mostly external factors and they are beyond the personnel managers control. These factors often determine the success of training objectives as shown.

Factors
Technological Advance Organisational Complexity Job Requirements Human Relations Learning Principles

Purposes
Improved Productivity Prevention of Obsolescence Preparation for Higher Level Jobs Top Management Support Improved Morale Personnel Functions 9

TRAINING OBJECTIVES:
Generally line managers ask the personnel manager to formulate the training policies. The Personnel Manager formulates the following training objectives in seeping with the Companys goals and objectives:

To prepare the employee both new and old to meet the present as well as the changing requirements of the job and the organisation. To prevent obsolescence. To impart the new entrants the basic knowledge and skill they need for an intelligent performance of definite job. To prepare employees for higher level tasks. To assist employees to function more effectively in their present positions by exposing them to the latest concepts, information and techniques and developing the skills they will need in their particular fields. To build up a second line of competent officers and prepare them to occupy more responsible positions. To broaden the minds of senior managers by providing them with opportunities for an interchange of experiences within and outside with a view to correcting the narrowness of outlook that may arise from over specialistaion. To develop the potentialities of people for the next level job. To ensure smooth and efficient working of a department.

10

 To ensure economical output of required quality.

To promote individual and collective morale, a sense of responsibility, cooperative attitudes and good relationships.

TRAINING METHODS:
As a result of research in the field of training, a number of programmes are available. Some of these are new methods, while others are improvements over the traditional methods. The training programmes commonly used to train operative and supervisory personnel are discussed below. These programmes are classifield into on the job and off the job training programmes.

On-the-job Methods * Job rotation

* Coaching * Job instruction or * Training through Step-by-step * Committee Assignments

Off-the-job Methods
* Vestibule training * Role playing * Lecture Methods * Conference or Discussion *Programmed Instruction * Case Studies

11

* Brainstorming

On-The Job Training Methods:

This type of training, also known as job instruction training, is the most commonly used method. Under this method, the individual is placed on a regular job and taught the skills necessary to perform that job. The trainee learns under the supervision and guidance of a qualified worker or instructor. On the job training has the advantage of giving first hand knowledge and experience under the actual working conditions. On-the-job training methods include job rotation, coaching, job instruction or training through step-by-step and committee assignments.

(a)

JOB ROTATION: This type of training involves the movement of the trainee from one job to another. The trainee receives job knowledge and gains experience from his supervisor or trainer in each of the different job assignments. Though this method of training is common in training managers for general management positions, trainees can also be rotated from job to job in workshop jobs. This method gives an opportunity to the trainee to understand the problems of employees on other jobs and respect them.

(b)

COACHING: The trainee is placed under a particular supervisor functions as a

coach in training the individual. The supervisor provides who feedback to the trainee on this performance and offers him some suggestions for improvement. Often the

12

trainee shares some of the duties and responsibilities of the coach and relieves him of his burden. A limitation of this method of training is that the trainee may

not have the freedom or opportunity to express his own ideas.

THE TRAINING PROCEDURE:

One of the parts of this programme was the job instruction-training course, which was concerned with how to teach? The training procedure discussed below is essentially an adoption of the job instruction training course, which has been proved to have a great value.

(a)

Preparing the Instructor: The instructor must know both the job to be taught and
how to teach it. The job must be divided into logical parts so that each can be taught at a proper time without the trainee-losing plan.

Know the job or subject he is attempting to teach, Have the aptitude and abilities to teach, Have willingness towards the profession, Have a pleasing personality and capacity for leadership, Have the knowledge of teaching principles and methods,

Be a permanent student, in the sense that he should equip himself with the latest concepts
and knowledge.

13

(b)

Preparing the Trainee: As in interviewing, the first step in training is to attempt

to place the trainee at ease. Most people are somewhat nervous when approaching an unfamiliar task.

(c)

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

Planning the programme. Preparing the instructors outline. Do not try to cover too much material. Keep the session moving along logically. Discuss each item in depth. Repeat, but in different words. Take the material from standardised texts when it is available.

(d)

Presenting the Operation: There are various alternative ways of presenting the
operation, viz., explanation, demonstration etc. An instructor mostly uses these methods of explanation.

Explain the sequence of the entire job. Do the job step-by-step according to the procedure. Explain the step that he is performing. Have the trainee explain the entire job.

(e)

Try out the Trainees Performance: As a Continuation of the presentation

sequence given above, the trainee should be asked to start the job or operative procedure.

14

(f)

Follow-up: The final step in most training procedures is that of follow-up. When
people are involved in any problem or procedure.

PRINCIPLES OF TRAINING: Motivation: As the effectiveness of an employee depends on how well he is

motivated by management, the effectiveness of learning also depends on motivation. The trainee will acquire a new skill or knowledge thoroughly and quickly if he or she is highly motivated. Thus, the training must be related to the desires of the trainee.

It has been found by various research studies that there is a relation between learning rapidly and effectively and providing right information specifically, and as such the trainer should not give excessive information or information that can be misinterpreted. The trainee also wants to learn a new skill without much difficulty and without handing too much or receiving excessive information or wrong type of progressive information. So, the trainer has to provide only the required amount of progressive information specifically to the trainee.

The effectiveness of the trainee in learning new skills or acquiring new knowledge should be reinforced by means of rewards and punishments. Punishments are also called negative reinforcements. Management should take care to award the successful trainees.

A trainee should actively participate in the training programmes in order to make the learning programme an effective one. Continuous and long practice is highly essential for effective learning.

15

It is not clear whether it is best to teach the complete job at a stretch or dividing the job into parts and teaching each part at a time. If the job is complex and requires a little to long to

learn, it is better to teach part of the job separately and then put the parts together into an effective complete job.

Difference: Individual training is costly, and group training is economically viable and
advantageous to the organisation. But individuals very in intelligence and aptitude from person to person. So the trainer has to adjust the training programme to the individual abilities and aptitude.

Areas of Training:
Organisations provide training to their employees in the following areas: 1) Company policies and procedures. 2) Training in Specific Skills. 3) Human relations Training. 4) Problem solving Training. 5) Managerial and Supervisory Training. 6) Apprentice Training.

Company policies and procedures: This area of training is to be provided with a view

to acquainting the new employee with the Company Rules, Practices, Procedures, Tradition, Management, Organisation Structure, Environment Product Services offered by company etc.

16

This acquaintance enables the new employee to adjust himself with the changing situations. Information regarding company rules and policies creates favorable attitudes of

confidence in the minds of new employee about the company and its products/services, as well as it develops in him a sense of respect for the existing employees of the company and the like.

The company also provides first hand information to the employee about the skills needed by the company, its development programmes, quality of product/services and the like. This enables the new employees to know his share of contribution to the organizations growth and development.

Training in Specific Skills: his area of training is to enable the employee more effective

on the job. The Trainer Ttrains the employee regarding various skills necessary to do the actual job. For example, the clerk in the bank should be trained in the skills of making entries correctly in the edge, skills and arithmetical calculations, quick comparison of figures, entries and the like. Similarly, the technical officers are to be trained in the skills of project appraisal, supervision, follow-up and the like.

Human Relations Training: Human relations training assumes greater significance in

organizations as employees have to maintain human relations not only with other employees but also with their customers. Employees are to be trained in the areas of self-learning, interpersonal competence group dynamics, perception, leadership styles, motivation, grievance redressal, disciplinary procedure and the like. This training enables the employees for better team work,

which leads to improved efficiency and productivity of the organization.

17

Problem Solving Training: Most of the organisational problems are common to the

employees dealing the same activity at different levels of the organisation. Further some of the problems of different managers may have the same root cause. Hence, management may call together all managerial personnel to discuss common problems so as to arrive at effective solutions across the table. This not only helps in solving the problems but also serves as a forum for the exchange of ideas and information that could be utilised. The trainer has to organise such meetings, train and encourage the trainees to participated actively in such meetings.

Managerial and Supervisory Training: Even the non-managers sometimes perform

managerial and supervisory functions like planning, decision-making, organising, maintaining inter-personal relations, directing and controlling. Hence management has to train the employee in managerial and supervisory skills also.

Apprentice Training: The Apprentice Act, 1961 requires industrial units of specified

industries to provide training in basic skills and knowledge in specified trades to educated employees /apprentices with a view to improving their employment opportunities or to enable them to start their own industry. This type of training generally ranges between one year to four years. This training is generally used for providing technical in the areas like trades, crafts etc.

ADVANTAGES OF TRAINING:
The contributions of imparting training to a Company should be readily apparent. The major values are:

18

 Increased Productivity: An increase in skill usually results in an increment in both quality and quantity of output. However, the increasingly technical nature of modem jobs demands systematic training to make possible even minimum levels of accomplishment.

Heightened Morale: Possession of needed skills help to meet such basic human needs as security and ego Increased Productivity: An increase in skill usually results in an increment in both quality and quantity of output. However, the increasingly technical nature of modem jobs demands systematic training to make possible even minimum levels of accomplishment. satisfaction. Collaborate personnel and human relations programmes can make a contribution toward morale, but they are hollow shells if there is no solid core of meaningful work down with knowledge, skill and pride.

Reduced Supervision: The trained employee is one who can perform with limited
supervision. Both employee and supervisor want less supervision but greater independence is not possible unless the employee is adequately trained. Reduced Accidents: More accidents are caused by deficiencies in people than by deficiencies in equipment and working conditions. Proper training in both job skills and safety attitudes should contribute toward a reduction in the accident rate. Increased Organisational Stability: The ability of an organisation to sustain its effectiveness despite the loss of key personnel can be developed only through creation of a reservoir of employees. Flexibility, the ability to adjust to short-run variations in the volume

19

of work requires personnel with multiple skills to permit their transfer to jobs where the demand is highest.

IMPORTANCE OF TRAINING:
Training Benefits the Organisation. Leads to improved profitability and/or more positive attitudes toward profits orientation. Improves the job knowledge and skills at all levels of the organisation. Improves the morale of the workforce. Helps people identify with organisational goals. Helps create a better corporate image. Aids in understanding and carrying out organisational policies. Provides information for future needs in all areas of the organisation. Organisation gets more effective decision-making and problem solving. Helps keep costs down in many areas, e.g. production, personnel, administration, etc. Develops a sense of responsibility to the organisation for being competent and knowledgeable. Improves labour-management relations. Benefits to the Individual, Which in Turn Ultimately Should Benefit the Organisation: Helps the individual in making better decisions and effective problem solving. Through training and development, motivational variables of recognition, achievement, growth, responsibility and advancement are internalised and operationalised. Aids in encouraging and achieving self-development and self-confidence. Helps a person handle stress, tension, frustration and conflict.

20

Provides information for improving leadership knowledge, communication skills and attitudes.

Increases job satisfaction and recognition. Moves a person toward personal goal while improving interactive skills. Satisfies, personal needs of the trainer (and trainee). Provides the trainee an avenue for growth and a say in his/her own future. Develops a sense of growth in learning. Benefits in Personnel and Human Relations, Intra and Inter group Relations and Policy Implementation:

Improves communication between groups and individuals. Aids in orientation for new employees and those taking new jobs through transfer or promotion.

Provides information on equal opportunity and affirmative action. Provides information on other governmental laws and administrative policies. Improves interpersonal skills. Makes organization policies, rules and regulations viable. Improves morale. Builds cohesiveness in groups. Provides a good climate for learning, growth, and co-ordination.

TRAINING THE TRAINERS:

When an instructor is required for a training programme, the person should have a comprehensive understanding of the training material, the subject matter, and the techniques

21

necessary for the effective presentation of the material. The roles of instructors can very widely depending upon the training developers design for the instructor. Typical roles for the instructor are those of traditional lecturer, administrator, facilitators, expert, and feedback provider. An instructor may assume all the roles in a single programme or session or may rely solely on one for a training programme. Trainer Training, Therefore, must include the entire array of activities from classroom demeanor to discipline. Formal training for trainer generally takes a three-fold course training principles and practices; techniques of classroom behavior; and observation and practice; in the classroom. Trainer must also be taught the methods used for providing feedback. In a simple stimulus-response situation, such as in the target shooting example where shooter must know where he hit in previous round to improve, the feedback is simple. The trainer must suppress value judgment in giving feedback. Feedback must be objective, unless the task is to please another person.

CHOOSING TRAINERS AND TRAINEES:

Great care must be exercised in choosing effective instruction or trainees, for in a very real sense; the success or the training programme is dependent on the persons who perform the training task. These are little doubt that trainers themselves need to be trained and a group of trained trainers could from the nucleus around which the entire trainer effort of the company can be built.

22

DEVELOPMENT
In contrast a development is along term process utilizing a systematic and organized procedure by which managerial personnel get conceptual and theoretical knowledge it is not technical knowledge or skills but philosophical theoretical educational concept. It is considered more general than training and more oriented to individuals needs in addition to organized needs and it is most often aimed towards management people. Usually the intent of development is to provide knowledge and understanding function more effectively such as problem solving decision making and relating to people

Development:
Successful candidate placed on the job need training to perform their duties effectively. Workers must be trained to operate machines, reduce scrap and avoid accidents. It is not only the workers who need training.

Another component of a training and development programme is development which is less skill oriented but stresses on knowledge about business environment, management principles and technique, human relations, specific industry analysis and the like is useful for better management of a company. Supervisors, managers and executives also need to be developed in order to enable them to grow and acquire maturity of though and action.

Training and development constitute an ongoing process in an organisation. In simple terms, training and development refer to the importing of specific skills abilities and knowledge to an employee.

23

NATURE AND SCOPE OF TRAINING AND DEVELOPMENT

In simple terms training and development refers to the imparting of specific skill and abilities and knowledge to employee. A formal definition of training and development is..

.is a attempt to improve current future employee performance by increasing an employee

ability to perform through learning usually by changing the employee attitude and increasing his

or her knowledge. The need for training and development is determined by the employee performance deficiency as follows:
TRAINING AND DEVELOPMENT NEED = STANDARD PERFORMANCE ACTUAL PERFORMANCE.

24

TRAINING AND DEVELOPMENT DISTINCTION

LEARNING DIMENSION WHO WHAT

TRAINING

DEVELOPMENT

Non-managers Technical-mechanical operation

managers Theoretical ideas conceptual

WHY

Specific information

job

related General knowledge

WHEN

Short term

Long run

Training is a continuous systematic development among all levels of employees of that knowledge and their skills and attitude which contribute to their welfare and their company.

Manager development concerns the mean by which person cultivate those skills which application will improve the efficiency and effectiveness with which the anticipated result of the particular organizational segment are achieved.

Training is an organised procedure by which learning of knowledge or skill for definite purpose.

25

Development is a systematic process of training and growth by which an individual gain or apply knowledge skill etc. in short development brings about a change in personality also.

26

THE TRAINING PROCESS Important steps in a typical training process:

ORGANISATIONAL OBJECTIVE

ASSESSMENT OF TRAINING NEEDS

ESTABLISHMENT OF TRAINING GOALS

DEVISING OF TRAINING PROGRAMME

IMPLEMENTATION OF TRAINING PROGRAMME

EVALUATION OF RESULT

27

EVALUATION OF TRAINING PROGRAMME:

The specification of values forms a basis for evaluation. The basis of evaluation and the mode of collection of information necessary for evaluation should be determined at the planning stage. The process of training evaluation has been defined as any attempt to obtain information of the effects of training performance, and to assess the value of training in the light of that information. Evaluation leads to controlling and correcting the training programme. Hamblin suggested five levels at which evaluation of training can take place, via reactions, learning, job

behavior, organization and ultimate value. I. Reaction:

Training programme is evaluated on the basis of trainees reactions to the

usefulness of coverage of the matter, depth of the course content, method of presentation, teaching methods etc.

II. Learning: Training programme, trainers ability and trainee ability are evaluated on
the basis of quantity of content learned and time in which it is learned and learners ability to use or apply, the content he learned. III. Job Behaviour: This evaluation includes the manner and extent to which the trainee has applied his learning to his job. IV. Organisation: This evaluation measures the use of training, learning and change

in the job behavior of the department/organisation in the form of increased productivity, quality, morale, sales turnover and the like. V. Ultimate Value: It is the measurement of ultimate result of the contributions of the training programme to the Company goals like survival, growth, profitability etc., and to

28

the individual goals like development of personality and social goals like maxmising social benefit. Essential Ingredients for a Successful Evaluation:
There are three essential ingredients in a successful evaluation. They are: (a) Support throughout the evaluation process. Support items are human resources, time, finance, equipment and availability of data source, records etc. (b) Existence of open communication channels among top management, participants and those involved in providing data etc. (c) Existence of sound management process.

Bases of Evaluation:
Training programme can be evaluated on the basis of various factors like production factor, general observation, human resource factor, performance, tests, cost-value relationship etc.

Production Factors: In operative training, the prime measure of worth is that of productivity.
Productivity rates covering both quantity and quality are good indicators of the values of training. In most business situations these rates will have to be obtained before and after training. In an experimental situation, a control group that does not receive training could be compared with the one that does in order to ascertain the effect of training. Management will generally look first at production and wastage rates to determine the worth of operative training. The other

29

production factors are decrease in unit time and unit cost of production and reduction in space or machine requirements.

General Observations: General observation should not be overlooked as a means of

training evaluation. The immediate supervisor is often a good judge of the skill level of his subordinates. For on-the-job training programmes, the supervisor is, in effect, the judged of his or her own efforts. If the supervisor is treated as a part of the professional management of the organisation and is properly selected and trained, this self-analysis and appraisal can be quite accurate and objective. The efficient supervisor observes accurately the level of skill and knowledge acquired by the trainee during the training programme. Me also observe how effectively the trainees apply the acquired skill and knowledge to the present and future jobs.

Human resource Factor: Training programme can also be evaluated on the basis of
employee satisfaction, which in turn can be viewed on the basis of:

(a) (b) (c) (d) (e) (f) (g)

Decrease in employee turnover. Decrease in absenteeism. Decrease in number and severity of accidents. Betterment of employee morale. Decrease in grievance and disciplinary cases. Reduction in time to earn piece rates. Decrease in number of discharges or dismissals.

30

Performance Tests: In the immediate sense, the specific source of training can be evaluated
in terms of written and performance tests. The test is supported by a sample of what the trainee knows or can do. Successful accomplishment of the tests would indicate successful training. But the true test is whether or not what has been learned in training is successfully transferred and applied to the job. It is dangerous to rely upon tests alone to demonstrate the true value of training. Performance appraisal on the job before and after training may be supplemented to the tests.

Cost-Value Relationship: Cost factor in training should be taken into consideration in

evaluating the training effectiveness. Cost of various techniques of training and their value in the form of reduced learning time, improved learning and higher performance can be taken into account. Cost of training includes cost of employing trainers, and trainees, providing the means to learn, maintenance and running of training centers, wastage, low level of production, opportunity cost of trainers and trainees etc. The value of the training includes increased value of human resources of both the trainee and trainer and their contribution to raise production, reduce wastage, breakage, minimization of time requirement etc.

Cost-value relationship of a training programme or a training technique is helpful in:

a. Determining the priorities for training (for present and potential managers, age structure of the trainees etc.). b. Matching the employee and job through training. c. Determining the work of management sacrifices (like time taken by training programme, non-availability of staff for production during training period etc.).

31

d. Choosing the right training method. e. And one of the possible combinations of the methods of training evaluation listed below can be used by an organisation for evaluation depending upon the need and convenience.

PHASES IN TRAINING PROGRAMS VARIOUS PHASES OF TRAINING PROGRAM THROUGH WHICH A TRAINING IN THE ORGNISATION PASSES.

FIRST PHASE - TRAINING ASSESMENT

First identify the weakness in selling skill by management & survey of sales representatives and customer.

TRAINING NEEDS

Increase sale, lowered turnover, better morale, control, PROGRAMS OBJECTIVES improve customer relation, lower selling cost, better use of time, and most of all setting specific objective, improve prospecting, techniques. handling objection, strengthen closing

WHO SHOULD BE TRAINED

32

Recruits, existing sales force, refresher course, independent representative dealers distributors, users

HOW MUCH TRAINING IS NEEDED

Half day, 2-3 days, 6 months, continual

SECOND PHASE PROGRAMS DESIGNING

WHO SHOULD IMPART specialist. THE TRAINING Line personal, Staff - trainers, Outside sales s

WHEN SHOULD TRAINING TAKE PLACE

After field experience, Push them of the dock (delayed) continual.

WHERE SHOULD TRAINING BE DONE

Centralized, Decentralized field sales office, Senior sales people, On- The- Job training, Local sales school, Local sales seminar or clinic

CONTENT OF TRAINING 33

Attitude towards selling, Company knowledge, Product knowledge and application, knowledge of competitive products, knowledge of customers, Time management, skills, legal constraints on selling and selling skill.

Lectures, Discussion, Demonstration, Role playing, Audio TEACHING METHOD USED IN TRAINING PROGRAMS. cassette, Video enhance training, On- The Job training, Company assistance training, Business TV.

THIRD PHASE - EVALUATION

WHAT OUTCOMES WOULD BE EVALUATED

Reaction, Learning, Behaviours, Result

WHAT MEASURES WOULD BE USED ROR EVALUATION

Questionnaire, Observational, Performance Appraisal Reports, Ranking

Lectures, Discussion, Demonstration, Role playing, Audio cassette, Video enhance training, On- The Job training, Company assistance training, Business TV.

34

35

INTRODUCTION HISTORY OF COCA COLA

In May 1886, Doctor John Pemberton a pharmacist from Atlanta, Georgia invented Coca Cola. John Pemberton concocted the Coca Cola formula in a three legged brass kettle in his backyard. The name was a suggestion given by John Pemberton's bookkeeper Frank Robinson. It was a prohibition law, enacted in Atlanta in 1886, that persuaded physician and chemist Dr. John Stith Pemberton to rename and rewrite the formula for his popular nerve tonic, stimulant and headache remedy, "Pemberton's French Wine Coca," sold at that time by most, if not all, of the city's druggists. So when the new Coca-Cola debuted later that year - still possessing "the valuable tonic and nerve stimulant properties of the coca plant and cola nuts," yet sweetened with sugar instead of wine - Pemberton advertised it not only as a "delicious, exhilarating, refreshing and invigorating" soda-fountain beverage but also as the ideal "temperance drink." It is said coke was discovered when DeLuise, a 19th century American soda jerk accidentally hit the soda water spigot, adding carbonated water to the syrup in the glass. The result was a "happy accident": the invention of Coca-Cola. Though Pemberton died just two years later - five months, in fact, after his March 24, 1888, filing for incorporation of the first Coca-Cola Co. - the trademark he and his partners created more than one hundred years ago can claim wider recognition today than that of any other brand in the world the Indian history.

36

John Peterson
And the Coca-Cola beverage, whose unit sales totaled a mere 3,200 servings in 1886 ("nine drinks per day" based on the twenty-five gallons of syrup sold to drugstores by Pemberton Chemical Co.), is today called the world's most popular soft drink--accounting for billions of servings at restaurants in 195 countries. Such is the commercial legacy of a onetime Confederate lieutenant colonel who earned his medical degree at the age of nineteen, who served on the first Georgia pharmacy licensing board, who set up a top-rated laboratory for chemical analysis and manufacturing, and who, in his dozen-and-a-half years in Atlanta, established eighteen business ventures - including one, the Coca-Cola Co., which now can boast 1995 sales in excess of $15 billion.

But King feels the Coca-Cola Co. of today drew an accurate conclusion when it stated: "Dr. Pemberton never fully realized the potential of the beverage he created." Indeed, while Pemberton gets credit for the formula behind the CocaCola taste, he has had capable successors in Asa Candler, Robert Woodruff and Roberto Goizueta - men who built the product and the company into an icon of pleasure and profit. According to King, Pemberton actually remained more interested in expanding the market for French Wine Coca, a product based on the formula for another extremely popular coca-based beverage, Vin Mariani, which had been developed in Paris in 1863. So when Atlanta's prohibition act was repealed in 1887, only a year after its passage, Pemberton resumed the manufacture and sale of his original patent medicine, leaving his son Charles to oversee the production of Coca-Cola.

37

Although Pemberton may have envisioned a future for his soft-drink creation-enticing six Atlanta businessmen to invest in the start-up Coca-Cola enterprise--for reasons that remain a mystery he soon began selling his interest in the formula.

"Dr. Pemberton . . . must have believed that it had little value and no potential assurance of substantial success," said Charles Candler in a 1953 biographical sketch about his father, titled "Asa Griggs Candler, Coca-Cola and Emory College." Being a bookkeeper, Frank Robinson also had excellent penmanship. It was he who first scripted "Coca Cola" into the flowing letters which has become the famous logo of today. The soft drink was first sold to the public at the soda fountain in Jacob's Pharmacy in Atlanta on May 8, 1886. About nine servings of the soft drink were sold each day. Sales for that first year added up to a total of about $50. The funny thing was that it cost John Pemberton over $70 in expenses, so the first year of sales were a loss. Until 1905, the soft drink, marketed as a tonic, contained extracts of cocaine as well as the caffeine-rich kola nut. By the late 1890s, Coca-Cola was one of America's most popular fountain drinks. With another Atlanta pharmacist, Asa Griggs Candler, at the helm, the Coca-Cola Company increased syrup sales by over 4000% between 1890 and 1900.

Asa Candler, who, according to King, had worked for Pemberton as early as 1872, wound up, after a series of transactions, controlling the company within a short time of Pemberton's death. By 1891 he owned all of the Coca-Cola business. Charles Candler relates that one of his father's first missions was to change the original Pemberton formula in order "to improve the taste of the product, to ensure its uniformity and its stability.

38

Asa Griggs Candler

Until the 1960s, both small town and big city dwellers enjoyed carbonated beverages at the local soda fountain or ice cream saloon. Often housed in the drug store, the soda fountain counter served as a meeting place for people of all ages. Often combined with lunch counters, the soda fountain declined in popularity as commercial ice cream, bottled soft drinks, and fast food restaurants came to the fore. On April 23, 1985, the trade secret "New Coke" formula was released. Today, products of the Coca Cola Company are consumed at the rate of more than one billion drinks per day. A trade secret is any information that allows you to make money because it is not generally known. A trade secret could be a formula, computer program, process, method, device, technique, pricing information, customer lists or other non-public information. If the economic value of a piece of information relies on it being kept private, it could be a trade secret. One of the most famous examples of a trade secret is the formula for CocaCola. The formula, also referred to by the code name "Merchandise 7X," is known to only a few people within the company and kept in the vault of a bank in Atlanta, Georgia.

39

Further Development of the Drink

The Coca-Cola company started out as an insignificant one man business and over the last one hundred and ten years it has grown into one of the largest companies in the world. The first operator of the company was Dr. John Pemberton and the current operator is Roberto Goizueta. Without societies help, Coca-Cola could not have become over a 50 billion dollar business. CocaCola was invented by Dr. John Pemberton, an Atlanta pharmacist. He concocted the formula in a three legged brass kettle in his backyard on May 8, 1886. He mixed a combination of lime, cinnamon, coca leaves, and the seeds of a Brazilian shrub to make the fabulous beverage (Things go better with Coke 14). Coca-Cola debuted in Atlanta's largest pharmacy, Jacob's Pharmacy, as a five cent non- carbonated beverage. Later on, the carbonated water was added to the syrup to make the beverage that we know today as Coca-Cola. Coca-Cola was originally used as a nerve and brain tonic and a medical elixir. Coca-Cola was named by Frank Robinson, one of Pemberton's close friends, he also penned the famous CocaCola logo in unique script. Dr. John Pemberton sold a portion of the Coca-Cola company to Asa Candler, after Pemberton's death the remainder was sold to

40

Candler. Pemberton was forced to sell because he was in a state of poor health and was in debt.

Woodruff introduced the six bottle carton in 1923. He also made Coca-Cola available through vending machine in 1929, that same year, the Coca- Cola bell glass was made available. He started advertising on the radio in the 1930s and on the television in 1950. Currently Coca-Cola is advertised on over five hundred TV channels around the world. In 1931, he introduced the Coke Santa as a Christmas promotion and it caught on. Candler also introduced the twelve ounce Coke can in 1960. The Coca-Cola contour bottle was patented in 1977. The two liter bottle was introduced in 1978, the same year the company also introduced plastic bottles (Coca-Cola multiple pages).

In 1985, the Coca-Cola Company made what has been known as one of the biggest marketing blunder. The Coca-Cola company stumbled onto the new formula in efforts to produce diet Coke. They put forth 4 million dollars of research to come up with the new formula. The decision to change their formula and pull the old Coke off the market came about because taste tests showed a distinct preference for the new formula. The new formula was a sweeter variation with less tang, it was also slightly smoother (Demott 54). Robert Woodruff's death was a large contributor to the change because he stated that he would never change Coca-Cola's formula. Another factor that influenced the change was that Coke's market share fell 2.5 percent in four years. Each percentage point lost or gain meant 200 million dollars. A financial analyst said, "Coke's market share fell from 24.3 percent in 1980 to 21.8 percent in 1984" (Things go better with Coke 14).

41

This was the first flavor change since the existence of the Coca- Cola company. The change was announced April 23, 1985 at the Vivian Beaumont Theater at the Lincoln Center. Some two hundred TV and newspaper reporters attended this very glitzy announcement. It included a question and answer session, a history of Coca-Cola, and many other elements (Oliver 131). Coca-Cola management had to decide: Do nothing or "buy the world a new Coke" (Things go better with Coke 14). They decided to develop the new formula. Roberto Goizueta, the president of the Coca-Cola Company stated, "The old Coke formula, with its secret flavoring ingredient, called Merchandise 7X, will stay locked in the Trust Company of Georgia bank vault in Atlanta, never to be used again" (Demott et. al 55). This is what many Coke officials said, "This is the most significant soft drink development in the company's history" (Demott et. al 54). The change back to the old Coke was known as the Second Coming. Roberto Goizueta said, "Today, we have two messages deliver to the American consumer, first, to those of you who are drinking CocaCola with its great new taste, our thanks...But there is a second group of consumers to whom we want to speak to today and our message to this group is simple: We have heard you" (Oliver 178). On July 10, 1985, eighty-seven days after the new Coke was introduced, the old Coke was brought back in addition to the new one. This was greatly due to dropping market share and consumer protest. The market share fell from a high of 15 percent to a low of 1.4 percent (Miller 38).

The 1996 Summer Olympics will be held in Atlanta, Georgia, the home of Coca-Cola. One great earmark that the Coca-Cola company has is helping the people of Atlanta. They accomplish this through scholarships, hotlines, donations and contributions, etc. Another large accomplishment that the CocaCola has, is being the first company to make and use recycled plastic bottles. One way to see all of the achievements of the Coca- Cola company is to visit the World of Coke in Atlanta. It houses a collection of memorabilia, samples of the products, exhibits, and many other exciting items (Facts, Figures, and Features Multiple pages). All of what has been said is the basis of what CocaCola was built on. Without societies help, Coca-Cola could not have become over a 50 billion dollar business. Keep on consuming the world's favorite soft drink, Coca-Cola. In 2006 Coca Cola are invited to introduce a new brand cola to celebrate the launch of Solar Navigator......................

42

Solar Cola - a healthier alternative

Coca-Cola Conquers the United States

In 1891, nine years prior to the invention of the paper clip, Asa Candler was the owner of the five-year-old Coca-Cola business. (He'd acquired it for $2,300) He'd been dabbling in a few other products, but unloaded them to focus full-time on the drink that would make him a successful man. Candler incorporated The Coca-Cola Company, registered the "Coca-Cola" trademark with the U.S. patent office and paid his first dividends on company stock in 1893. Twenty bucks. He personally oversaw the mixing of every drop of syrup. The secret formula was dubbed "7X", and was only shared with a handful of his most trusted associates.

43

The Coca-Cola spencerian script, usually accompanied by the word "drink", began popping up on the sides of buildings and barns walls all over Georgia, soon after the Coca-Cola Company was formed. So much so, that by 1908, 2.5 million square feet of America's walls were covered in reminders to "drink Coca-Cola". By the 1960's, other means of advertising had emerged, so the company moved onto more modern methods of promotion. To remind us all of the good old days, Tom McClain, author and photographer of the book Coca-Cola Dreaming, has traveled all over the Southeast United States photographing Coca-Cola paintings.He has included in his book, over 100 photos, some dating back to 1905.

Corporate Governance

Current Board of Directors

E. Neville Isdell (CEO since June 2004) Herbert A. Allen Ronald W. Allen Cathleen Black Warren Buffett Barry Diller Donald Keough Maria Elena Lagomasino Donald McHenry

Historical List of Chief Executive Officers

Samuel C. Dobbs Douglas Daft Doug Ivestor Roberto Goizueta

44

Stock

The Coca-Cola Company is listed on the New York Stock Exchange and is part of the Dow Jones Industrial Average and the S&P 500.

Coca-Cola Company's headquarters building

45

The Coca-Cola Company's headquarters building in Atlanta, GA.

46

Coca-Cola Bottle History

HISTORY OF COCA COLA BOTTLES

In 1886, Coca-Cola was only sold out of soda fountains for 5 cents a glass. In those days, putting soda-drinks in bottles wasn't an easy task since a way to get an air-tight seal on a bottle had not yet been developed. In 1894 a man by the name of Joseph Augustas Biedenharn, a 28 year old candy merchant from Vicksburg , Mississippi , began selling Coca-Cola in bottles. The bottle he used is known to us as the Hutchinson stopper-type glass bottle, utilizing an iron stopper and rubber washer. In 1899 , Asa Griggs Candler , owner of Coca-Cola , gave two young attorneys, Benjamin F. Thomas and Joseph B . Whitehead of Chattanooga, Tennessee , the rights to bottle Coca-Cola across most of the United States. Because Candler wasn't confident it could be done, the two men only had to pay one dollar for the bottling rights. Thomas and Whitehead not only succeeded, they also started a network of bottling companies . Soon there after, a third Chattanooga lawyer by the name of John T . Lupton would join their venture. By 1909, 379 bottling companies were in operation across the UnitedStates. By 1905, Coca-Cola would be sold in the second bottle type. This bottle is known to us as the crown top, straight-sided bottle, utilizing a cap instead of a stopper. These bottles came in amber, clear and light green colors, and were also the first to have labels on them. Millions of these bottles were used until Coca-Cola started running into problems with their competitors who were trying to imitate Coca-Cola. The imitators came up with names like Coke-Ola, Koka-Nola, Its-a-Cola, Klu Ko Kolo, Loco Cola, Toca-Cola and Zero-Cola. This of course posed a serious problem for Coca-Cola. The Contour Coca-Cola Bottle became one of the few packages to achieve trademark status by the U.S. Patent Office. Today, it's considered the most recognized package design on the planet ... yes, even in the dark ! Today, there are only two prototype bottles in existence. One is enshrined in a showcase by the Coca-Cola Company at it's museum in Atlanta, Georgia. The other bottle, as well as Dean's original pencil drawing, is in the possession of one of his sons.

47

The above bottle history was written by Jeff Dean at ContourBottle.com, and is used with permission. Thanks Jeff!!

Antique Coke Bottles

One of the most popular soda bottles to collect is Coca Cola, called "Coke" for short.

Hutchinson Coke
The very first Coke bottles were Hutchinson style bottles - these are extremely rare and date before 1900. Straight-sided (S-S) Coke bottles with crown tops date about 1900-1919; colors were clear, aqua, green, blue, and amber with amber bottles in good condition typically bringing the highest prices. "Coca-Cola" embossed in script letters contained Coke and is more valuable, while the "Coca-Cola" embossed in block letters contained a flavored drink other than Coke so is less valuable. There are two styles of Hutchinson Coke: one with "Coca-Cola" in script and one without. The Biedenharn hutch is the one without "Coca-Cola" in script. Also be careful of the script hutch reproduction.

48

Straight-Sided Coke
Of the S-S Cokes, listed below are the basic styles which depend primarily on where the script Coca-Cola logo is located: 1. 2. 3. 4. 5. 6. 7. 8. 9. center slug plate script - about 1900-1905. base rectangular slug plate script - about 1900-1905. mid body script - about 1900-1910. base script - about 1902-1915. center diamond script - about 1907-1912. Only from Cumberland MD (amber and clear) and Toledo OH (amber). Photo courtesy of Tim McGuire. vertical script - about 1905-1910. Only from Milwaukee WI. vertical arrow script - about 1912-1916. All amber, primarily TN and KY. circular arrow script - about 1912-1914. All from Jackson TN (amber and aqua). shoulder script - about 1910-1919.

For each style listed above, you can click to see an example. Note there are also custom styles that do not fall into one of these categories.The S-S Cokes originally had labels. To see one with its original label,. There are reproduction labels around in new condition, so if the bottle looks old and the label looks new, then chances are that the label was added later. To see an original and repro label side by side,.In this photo, the repro label is on the left and the original label is on the right. According to the Petretti book on Coke bottles, the repro labels have even/straight/uniform lines while the originals had uneven/dotted lines.

Hobbleskirt Coke

By 1917 Cokes started being produced in the familiar hobble-skirt shape which is still used today. The first hobbleskirts where patened Nov 16, 1915 and came in a variety of colors: clear, aqua, ice blue, and green. To see a rare 1915 that is blue on top and green on the bottom, The first five versions of these hobble-skirt Cokes are identified by their embossing:

49

1. "NOV.16 1915" were produced from 1917 to 1928. 2. "DEC. 25 1923" (called the "Christmas Cokes") were produced from 1928 to 1938. Must be careful since reproductions of the 1923 Cokes were produced in 1989. Easiest way to spot a repro is by looking at the base of the bottle. See, one of which is repro - can you spot the repro? It's the one in middle of the bottom row. The City/State letters are smaller on the repro. Repro also has a circular line joining the State and City names. Later hobble-skirt bottles (i.e. Dec 25 1923 patent and later) all have a green tint color. One exception are those produced during 1942-45; these were blue due to the copper shortage for WWII (copper gives the green color).

Hobbleskirt Coke Fake Colors

There are also some amber colored hobble-skirt bottles. around, but the amber color in these bottles is artificially produced by irradiating the bottle. There are also fake amber S-S Coke bottles: see if you can spot the artifical amber bottle in this photo, courtesy of Tim McGuire. The photo shows the various shades of amber that occur naturally, with the repro in the middle: a Macon GA S-S. There are no natural amber SS bottles from Macon GA. Be careful of Coke bottles with a deep purple color. Here are purple examples of a SS and 1915 Hobbleskirt. Dark purple is not a natural color for these bottles and is caused by irradiating clear bottles. The older Coke bottles had manganese that will turn the bottle dark purple when irradiated. However, these purple bottles do make a nice color addition to your collection. There are some naturally occuring bottles with a light amethyst/purple tint - leaving them out in prolonged sunlight will darken the tint (but they will never become a dark purple). Buyer beware!

Other Coke Stuff

Check out these 1915ads that shows a labeled straight-sided Coke bottle and the circular arrow symbol that appeared on some of the Tenn amber Cokes. One ad shows the baseball played Eddie Collins.

50

HISTORY OF BOTTELING

Coca-Cola originated as a soda fountain beverage in 1886 selling for five cents a glass. Early growth was impressive, but it was only when a strong bottling system developed that Coca-Cola became the world-famous brand it is today.

1894 A modest start for a bold idea

In a candy store in Vicksburg, Mississippi, brisk sales of the new fountain beverage called Coca-Cola impressed the store's owner , Joseph A. Biedenharn. He began bottling Coca-Cola to sell , using a common glass bottle called a Hutchinson. Biedenharn sent a case to Asa Griggs Candler, who owned the Company. Candler thanked him but took no action. One of his nephews already had urged that Coca-Cola be bottled, but Candler focused on fountain sales.

51

1899 The first bottling agreement

Two young attorneys from Chattanooga, Tennessee believed they could build a business around bottling Coca-Cola. In a meeting with Candler, Benjamin F. Thomas and Joseph B. Whitehead obtained exclusive rights to bottle Coca-Cola across most of the United States -- for the sum of one dollar. A third Chattanooga lawyer, John T. Lupton, soon joined their venture.

1900-1909 Rapid growth

The three pioneer bottlers divided the country into territories and sold bottling rights to local entrepreneurs. Their efforts were boosted by major progress in bottling technology, which improved efficiency and product quality. By 1909, nearly 400 Coca-Cola bottling plants were operating, most of them family-owned businesses. Some were open only during hot-weather months when demand was high.

1916 Birth of the Contour Bottle

52

Bottlers worried that Coca-Cola's straight-sided bottle was easily confused with imitators. A group representing the Company and bottlers asked glass manufacturers to offer ideas for a distinctive bottle. A design from the Root Glass Company of Terre Haute, Indiana won enthusiastic approval. The Contour Bottle became one of the few packages ever granted trademark status by the U.S. Patent Office. Today, it's one of the most recognized icons in the world - even in the dark!

1920s Bottling overtakes fountain sales

As the 1920s dawned, more than 1,000 Coca-Cola bottlers were operating in the U.S. Their ideas and zeal fueled steady growth. Six-bottle cartons were a huge hit starting in 1923. A few years later, open-top metal coolers became the forerunners of automated vending machines. By the end of the 1920s, bottle sales of Coca-Cola exceeded fountain sales.

1920s and '30s International expansion

Led by Robert W. Woodruff, chief executive officer and chairman of the Board, the Company began a major push to establish bottling operations outside the U.S. Plants were opened in France, Guatemala, Honduras, Mexico, Belgium, Italy and South Africa. By the time World War II began, Coca-Cola was being bottled in 44 countries.

1940s Post-war growth

53

During the war, 64 bottling plants were set up around the world to supply the troops. This followed an urgent request for bottling equipment and materials from General Eisenhower's base in North Africa. Many of these war-time plants were later converted to civilian use, permanently enlarging the bottling system and accelerating the growth of the Company's worldwide business.

1950s Packaging innovations

For the first time, consumers had choices of Coca-Cola package size and type-the traditional 6.5 ounce Contour Bottle, or larger servings including 10-, 12- and 26-ounce versions. Cans were also introduced, becoming generally available in 1960.

1960s New brands introduced

Sprite, Fanta, Fresca and TAB joined brand Coca-Cola in the 1960s. Mr. Pibb and Mello Yello were added in the 1970s. The 1980s brought diet Coke and Cherry Coke, followed by POWERaDE and Fruitopia in the 1990s. Today scores of other brands are offered to meet consumer preferences in local markets around the world.

1970s and '80s Consolidation to serve customers

54

As technology led to a global economy, retail customers of The Coca-Cola Company merged and evolved into international mega-chains. Such customers required a new approach. In response, many small and medium-size bottlers consolidated to better serve giant international customers. The Company encouraged and invested in a number of bottler consolidations to assure that its largest bottling partners would have capacity to lead the system in working with global retailers.

1990s New and growing markets

Political and economic changes opened vast markets that were closed or underdeveloped for decades. After the fall of the Berlin Wall, the Company invested heavily to build plants in Eastern Europe. As the century closed, more than $1.5 billion was committed to new bottling facilities in Africa.

21st Century

The Coca-Cola bottling system grew up with roots deeply planted in local communities. This heritage serves the Company well today as consumers seek brands that honor local identity and the distinctiveness of local markets. As was true a century ago, strong locally based relationships between Coca-Cola bottlers, customers and communities are the foundation on which the entire business grows.

55

56

AN OVERVIEW OF TRAINING AND DEVELOPMENT PROGRAMME IN

COCA-COLA
Training & development is an active process by which capabilities of executives and employee can be improved, to meet the organizational needs in term of their knowledge, skills and attitude required in performing organizational tasks and functions, within a relative short period of time. Therefore, training and development is concerned with acquisition or development of those skills techniques, attitude and experience which enables an individual to make his most effective contribution to the combined effort of the team of which he is a member. Thus, training and development entails the bringing up of the knowledge skills ability of the employee not only to perform the better, the job assigned to them bur also to keep ahead of the current requirements, so as to prepare them to take up higher responsibilities. Several enterprises largely depend upon the effective performance of the employees. The personnel requires certain skills and abilities to perform his duties as efficiently as possible. The progress of enterprise depends upon technical know how and selling skill are most important for the for operating the functional employees while management skills are significant for the senior and top level need improvement and who are likely to improve through a process of training. Through the importance of the specification or skills is well recognized all over the world, yet there is no consensus on the specification of skills require for an effective executive. Different situations call for different executive performance and require different skills and abilities. There is no single executives personality which could prove effective in all situations. Hence we would not expect traits to be generalized from one situation to another.

57

There are certain skills, which enables personnel to perform his job more efficiently. Eminent authorities have discussed several types of skills required for an efficient sales executives .however, the most accepted classification of skills for the sales executives are given (by Robert L. Katz) under three heads:

IMPORTANCE OF TRAINING IN COCA-COLA

Increased sales Improved performance Heightened morale Reduction in supervision Better time management Fulfillment of manpower needs

ORIENTATION OF TRAINING
Orientation of training is a must for all employees in RIL. Introduction to company, including departments and their function. General awareness about the rules regulation and policies. Product familiarization Work culture and inter personal relation.

58

TRAINING POLICY
It is very important that management has a policy with respect to training and that this should be well defined and clear cut. More specifically, it should in this rules and procedures that or influence the standard and scope of training and development in the organization. A model training policy should encompass the following.

Managements own overall responsibility right from the planning stage to successful implementation. The organizations approach to the training function which would include guidance for design & execution as well as dissemination of relevant information to all employees. Provision for annual/periodic surveys in order to insure that training is need based & development oriented. Identification of priority areas since resources are always scarce & programmes must be prioritized according to felt needs. Clear identification of target groups & confirmation that training relates to everyone without exceptions Communication to all employees of the firm intention regarding each individuals career development & the contribution of training to a persons future promotional prospects.

59

 Expression of the organizational faith and belief that training and development are as crucial to the organization as to the individual and that the companys growth is linked with the growth of each employee.

TRAINING AND DEVELOPMENT POLICY OF THE COCA-COLA

The training and development policy encompasses all levels of employees. Human resource is considered as the most valuable resource and the company is committed to provide possible opportunities for growth and development. Its scope lies in its being pro-active for the opportunities for facing the challenges of changes. For development of employees at all levels various types of training programmes are conducted by company which includes general awareness, personality development, yoga etc. Therefore not any separate developments programmes are conducted by the company accept various training programmes which include development programs. Training covers programme, which are conducted within the organization including both internal trainers as well as outsider guest experts. In training and development programmes the organization deputes their employees to outside institution for acquiring higher skills.

NEED FOR BASIC PURPOSE OF TRAINING IN COCA-COLA.

To increase sale To help company fulfill its future personnel needs To improve organizational climate.

60

 Personal growth

Obsolesce prevention.

THE SALIENT FEATURES OF TRAINING AND DEVELOPMENT POLICY OF COCA-COLA

To bring about attitudinal change, gradually, from the non competitive system to survival and fighting fitness in global market. To enhance effectiveness in the present position. Take salesmanship quality to top of the agenda To keep abreast of the technology and managerial development to avoid obsolesce. To bring down the labour turn-over and absenteeism. To build a cohesive employees group.

To develop capabilities and competence to assume higher responsibilities. Try to lower the wastage. TYPES OF TRAINING & DEVELOPMENT PROGRAMMES:
In COCA-COLA various types of training programmes are conducted which in turn results in development of employees. Company conducts training programmes within the organization in which the faculty may consist of internal trainers & outside guest experts. Generally company conducts training

61

programme through outside faculty due to some reason. In the external training company deputes their employee outside for acquiring higher skills.

62

TRAINING IN COCA-COLA SUBJECT: competency, skill, training.

PURPOSE: To outline a documented procedure for identifying knowledge and skill of employee and provide training to them.

OBJECTIVE: To ensure systematic assessment of knowledge and skill of every employee and fulfilling their training needs.

SCOPE: Personnel in company performing affecting quality. RESPONSIBILITY: Manager Personnel. HOD SYSTEM PROCEDURE: Personnel department has allocated every permanent sales
person a token no./staff code for identification of the hourly rated workman and staff member respectively. The personnel department maintains the personal data of every sales persons regarding their past experience, skill, training attended, etc.

Personnel department has maintained a list of activities and minimum competency criteria for performance.

63

64

RESEARCH METHODOLOGY Research design Population Sample Method of sampling Sample unit Method of data collection

EARCH METHODOOGY is a way to systemically solve the research problem. It may be understood as a science of studying how research is done. and it to study the various steps that are generally adopted by a researcher in studying his research problem it is necessary for the researcher to design the methodology form the problem as a method differ from problemproblem.

RESEARCH PROCESS
Before embarking on the detail of research methodology and the techniques it seems appropriate to present the brief overview of the research process. Research process consists of series of action or steps necessary to effectively carried out the research and the desired sequencing of these steps one should remember that the desired sequencing of these steps. One should

remember that various steps involve in a research process are not mutually exclusive
nor they are separate and distinct they do not necessarily follow each other. any specific order

65

and researcher have to be constantly anticipating at each steps in the research process however the following order concerning various steps provide a useful procedural guideline regarding the research process.

DEFINING THE PROBLEM :

The objective of the project was to undertake a study on the training and development of the employee working in the COCA-COLA with a view to know the improvement in the performance after the training programme was imparted to them.

DEVELOP A RESEARCH DESIGN

Research design is a conceptual structure within which research is conducted; it is basically the blue print for a collection of data, measurement and analysis of data. A research design is the arrangement of conditions for collection and analysis of data in manner that aims to combine relevance to research purpose with economy in procedure. My research design is of descriptive type. A descriptive research includes survey fact finding and enquiries of different kinds with a major purpose of description of affairs as it exist in present.

Data collection.
I have used primary and secondary data for which a comprehensive questionnaire was prepared and was got filled up by the employee of the organization

Primary data Questionnaires: A formal list of the questions answered by the employee of COCACOLA and later analysis the responses.

66

We have used structured questionnaire as a formal list of question produces more reliable results.

Direct personal: personal interview is versatile and flexible.

Interview: Direct face to face conversation help in getting accurate data.

Secondary data Internet Books Journal Manuals Annual reports

SAMPLING
Sampling procedure includes finite types of universe with random sampling which comes under probability method of sampling because under this method every item of the universe has a equal chance of being selected and no place for biases ness.

SAMPLING DESIGN
A sampling design is a definite plan for obtaining a sample for a given population. It refers to the techniques and procedure the researcher would adopt in selecting items for sample design is determined before data is collected. The sample size should also be ascertained before starting the research programme. I have choosen a sample size of the 100 employee.

DATA COLLECTION

67

The task of data collection begins after research problem has been defined and research design/ plan chalked out while deciding about the data collection to be used for studying two types of data is used.

Primary data: Are those which are collected fresh and for first time and thus happen to be
original in character

Secondary data: On the other hand are those which have already been collected by some one
else and which have been already passed on. the method of collecting primary and secondary data differs since primary data are to be originally collected while in case in secondary data the nature of data collections works is merely that of compilation.

68

69

ANALYSIS AND INTERPRETATION OF QUESTIONNAIRE

Questionnaire was prepared in a view to study the changes in the performance skills and abilities of the employees of COCA-COLA after the training programme was imparted to them. For this I have taken a sample size of 50 employees and made an analysis. Few questions are of general types consisting of employee name and their designation, age sex etc.

(1) awareness about training? Yes-90% No-10%

yes no

Interpretation : 90% of the employees aware about the training in their organization.

70

2).no.of time training is conducted?

weekly monthly yearly

monthly prior performance of employee company growth weekly yearly both

Interpretation .weekly training is better for company training.

71

3).methods of training?

a. On the job

b. off the job

Off the job

Yes No

On the job

Interpretation: yes70% of the respondents are employee needs on the job training and 30%
are comfortable from off the job.

72

4).Training increases morale and motivation?

morale-70% motivation -15% Both -15%

increases of training
15% 15%
Morale Motivation

Both

70%

Interpretation: The main objective increases of training is to improving morale 70%

,motivation15%,and both are 15% by the Improving prospecting because the training program me was designed for growth of the company.

73

5).satisfaction regarding training programme?

a. Yes-70%

b. No -30%
Satisfaction or dissatisfaction

yes no

Interpretation: 70% says it is best for growth or satisfied or 30% are not satisfied from
the training it says waste of time.

74

6).Employees selected for the training

All employee-10% New recruits -70% Existing salesperson-20%

80 70 60 50 40 70 30 20 10 10 0 20

All employees

New recruits

Existing salesperson

Interpretation: Basically new recruits need training as they are new in their job thus they are
selected for the training.

75

7).Normal duration for imparting the training

a. 2-3 days -33% b. 1 week -65% c. 1 month -2%

Duration for imparting the training

2% 33% 2-3 days 1 week 1 month 65%

Interpretation: The normal duration for imparting the training was considered to be the 1
week and 65% of the employee agree with this time period and considered that 2-3 days is too short and 1 month is too long.

76

8).The basic method of training and development are

a. Lecture based-40% c. Demonstration-20%

b. Group discussion-30% d. Other-10%

Basic method of training and development

45 40 35 30 25 20 15 10 5 0

40 30 20 10

Lecture based

Group discussion

Demonstration

Other

Interpretation: As training programme was designed for the sales persons the lecture was
considered to be the best basic method of training followed by the group discussion.

77

9).Trainer comes from outside or companys personnel is trainer

a. Trainer from outside-60% b. Companys trainer -30% c. Both-10%
Trainer comes from outside or companys personnel is trainer

10%

30%

Trainer from outside Companys trainer both

60%

Interpretation: Companys trainer are basically responsible for giving training to the sales
persons and for some specific purpose the trainer comes from outside.

78

10).The content of the training

a. Attitude towards training -30% b. Knowledge of company, competitors, and customers- 60% c. Time management-10%

Content of training

10%

30%
c

Attitude towards training Knowledge of co.comp.cust Time management

60%

Interperation: 30% of respondents thinks that the content of the training is attitude
towards training and 60% of respondents thinks that the content of the training is knowledge of company,competitors,and customers and 10% of respondents thinks that the content of training is time management.

79

11).After completion of training were you asked to fill a feedback form a. Yes -90% b. No-10% Filling of feedback form
10
yes no
c

90

Interpretation: 90% of the employees are asked to fill the feedback form as to know the
effectiveness of the training programme. It also help in improving the training programme design for future.

80

12).Suitable method for the evaluating the training programme

a. Questionnaire-35% b. Observational-35% c. Performance appraisal report-30%
Suitable method for the evaluating the training programme

30%

a.

Questionnaire Observational

35%
a. a. Performance appraisal report

35%

Interpretation: Questionnaire and observation was considered to be the suitable method for
the evaluating the training programme.

13).Would you like any change in methodology of training.

This was the open ended question and was asked every employee to give their views.as training programme was based on the need of the employee needed. The method are basically designed which fulfill the need and achieve the objective of training.

81

82

 80% of the employees get the training in their organization. The main factor which determines the need of training is prior performance of the employee. yes70% of the respondents are comfortable in discussing training needs superior whereas 30% are not comfortable The main objective of training is to improving salesmanship followed by the Improving prospecting because the training programme was designed for sales persons of the company. 60% says it is necessary to get trained each employee whereas 40% are not necessary to get trained each employee. Basically new recruits need training as they are new in their job thus they are selected for the training. The normal duration for imparting the training was considered to be the 1 week and 65% of the employee agree with this time period and considered that 2-3 days is too short and 1 month is too long. As training programme was designed for the sales persons the lecture was considered to be the best basic method of training followed by the group discussion. Companys trainer are basically responsible for giving training to the sales persons and for some specific purpose the trainer comes from outside. 30% of respondents thinks that the content of the training is attitude towards training and 60% of respondents thinks that the content of the training is knowledge of company,competitors,and customers and 10% of respondents thinks that the content of training is time management. 90% of the employees are asked to fill the feedback form as to know the effectiveness of the training programme. It also help in improving the training programme design for future. Questionnaire and observation was considered to be the suitable method for the evaluating the training programme

83

84

SUGGESTIONS
In the era of the globalization the organization has to face new challenges in the present context and achieve its objectives. It must be dynamic, desalinated efficient especially in the training, development placement and promotion of its personnel. The huge investment in the industrial sectors demand better operational efficiency, better management of capital and above all, better management & development of human resources. For enhancing the effectiveness of training & development programme there are few useful suggestion which is implemented earnestly & sincerely may hopefully add to the luster & improve the planning execution and follow-up of the training and development programme in particular.

Training and development programme should be based on specific needs of the organization and its employees. Selection of participants should be made on the basis of the needs of the employees & objectives of the programme. New technology and methods of training should be used to make it interesting for the employees. The programme should be frequently revised so as to be in tune with the ever changing business and economic environment. Both in company & external agencies programmes should be evaluated properly for measuring their effectiveness.

85

CONCLUSION
Private sector occupies a pivotal position in the Indian economy. It is considered as a pacesetter for the rest of the economy. It has expanded enormously and contributed a lot towards the economic growth of country by adding a major share in the net national product generating gainful employment & growth of every organization depends on the quality of the manpower,& its people improvement & utilization in suitable challenging jobs. Training and development is an important aspect of proffessionalisation of our executive cadre. There is no doubt that training and development can do lot for development of its personnel. Training and Development can do lot for its personnel. Training and Development is an integral part of the Human Resource Development HRD. It is an important tool for the organization. To sharpen executive knowledge with the object of strengthening & profit maximization of the organization.

In COCA-COLA also training is very helpful towards organization and employees. The employee attended training programme of the company the were also benefited by it in terms that their performance increased, also almost 70% of the employees also found changes in terms of productivity i.e they gained more professional knowledge also almost all of them can discuss their needs with their superiors. We can therefore say , that training programs discuss their needs with their superiors. We can therefore say, that training programs are not only beneficial for the company but also beneficial for the employees working and personal life. Therefore training programs should be implemented in every organization for the survival in the world and achievement of the objectives.

86

BIBLIOGRAPHY

Books referred C.R Kothari - Research Methodology Beri Marketing Research (Tata McGraw Hill) , 1993 , 2nd Edition K Aswathappa , Human Resource and management, (Tata McGraw

- Hill) HR and PM, 2003, 3rd Edition Dessler - Human Resource management ( Prentice - Hall) 9th

Edition Robbins S.P. Organizational Behaviour (Pearson Education , 2003 , 10th Edition) Pareek U. Training Instruments for HRD and OD (Tata McGraw Hill) , 2nd Edition

87

 Websites

www.ril.com www.google.com www.astd.org/astd

88

89

90

QUESTIONNAIRE

i) Name of the organization_____________

ii) Name of the employee________________ iii) Designation_______________________ iv) Age ________________________________ v) Date __________________

1).Do you get training in the organization.

a. Yes b. No

2).How do you identify the training need. a. prior performance of employee b. company growth c. both

3).Were you comfortable in discussing your training needs with your superiors b. Yes b. No

4).The objective of training is a. Improving salesmanship b. Improving prospecting c. Both 91

5).Is it necessary to get trained each employee c. Yes b. No

6).What are the person selected for the training a. All employee b. New recruits

c. Existing salesperson

7).What should be the normal duration for imparting the training d. 2-3 days e. 1 week f. 1 month

8).The basic method of training and development are b. Lecture based c. Group discussion d. Demonstration e. Other

9).Whether trainer comes from outside or companys personnel is trainer d. Trainer from outside

92

e. Companys trainer f. Both

10).What are the content of the training d. Attitude towards training e. Knowledge of company, competitors, and customers f. Time management

Questionnaire11).After completion of training were you asked to fill a feedback form

a. Yes b. No

12).What may be the suitable method for the evaluating the training programme d. e. Observational f. Performance appraisal report

13).Would you like any change in methodology of training.

93