CHAPTER-I

INTRODUCTION

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INTRODUCTION:

A PROCESS FOR DIRECTING PEOPLE AS RESOURCES:

• H.R.M. is now generally accepted as a subfield of management
specifically devoted to overseeing an organization's human resources.
• Its goal is to keep things amicable at work by creating, implementing, and
assess Ing HR- related policies, processes, and programmes that will
make the most of employees as a resource in achieving business goals.
• Human resource management, then, focuses on maximising output
through team effort.
• It's a unique yet essential facet of management that focuses on the
workplace community and employee connections.
• Human resource management (HRM) is useful because it facilitates the
growth of each person to their fullest potential, fosters positive interactions
within the workplace between co-workers and management, and allows
for more accurate Modelling of human resources in comparison to
physical ones.
• Human resource management refers to an organization's efforts to find,
train, and reward its employees.

DEFINITIONS:
• People's values, attitudes, methods, and beliefs, as well as their
knowledge, skill s, creative abilities, talents, and aptitudes, make up an
organization's human resources.
• Megginson, Leon C.
• The primary focus of human resource management is optimising the
contribution of people to corporate and individual objectives.
• Ivancevich and Glueck

CHANGES IN HR MANAGEMENT:
• There was an emphasis on optimising productivity via methodical planning
around the turn of the century.
• Productivity of the individual worker became more of a focal point around
the century's midpoint.
• In the last several decades, there has been a rise in emphasis on issues
such as workers' rights, complete quality management, and employee
engagement in decision-making.
• We may think of them as the welfare, development, and empowerment
stages.
• Ecological Perspectives on Human Resource Management

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 • People and businesses work together via human resource management to
achieve their respective objectives.
• Human resource management has several characteristics, such as:
• Its presence is ubiquitous since it may be found in every business.
• It is rule-free, outcome-driven design is its distinguishing feature.
• It encourages workers to reach their greatest potential.
• It motivates workers to do better for the company.
• Individuals and teams are the most important aspects of every workplace.
• It aims to improve outcomes by assigning employees to specific tasks.
• It ensures the company has skilled and motivated workers to achieve its
long-term objectives.
• It works to foster and sustain amicable relationships among employees at
all levels of a business.
• It's interdisciplinary, requiring expertise and perspectives from fields like
psycho logy, economics, etc.

WHY THIS STUDY IS NECESSARY:

• Since they are the ones doing the work, an organisation can only hope to
succeed if its employees do, too.
• Since the efforts of employees significantly influence the nature of today’s
businesses.
• An organisation has an obligation to foster the growth of its staff in terms
of their knowledge, expertise, and performance, as this directly benefits
the company. Only by receiving training in areas where they are deficient
can workers improve their output.
• The purpose of this research is to: Determine the value of the training
programme through analysis of its core components.
• To keep track of how often trainings are held and for what purposes.
• To learn about the types of training offered to workers.
• To gauge the effectiveness of the training provided to staff members.
• To understand the instructions instructors, provide during training.
• To gain insight into how training aids in grasping and enforcing
organisational policies

INTENDED RESULTS:
• Since managing people is itself a job, it is both crucial and difficult.
• Everyone is unique in terms of their personality, upbringing, outlook on
life, and cognitive abilities.
• A person's feelings, thoughts, and actions are all dynamic, making it
impossible to treat them like a machine or rearrange their furniture as
easily as if it were a template.
• Management's fact file management is essential if workers are to
maximise their efficiency and output.

MECHANISMS FOR RESEARCHING:

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 • Research is the practise of conducting scientific inquiry as an art form. To
"look for knowledge about a certain issue in a scientific and methodical
way" i s to do research.
• Discovering solutions to problems requires using scientific methods, which
is what a search is all about.
• Employee survey answers are the primary source of information for this
study's analysis and interpretation.
• Data interpretation is achieved by comparison of responses.
• Information on the project is shown in tabular and columnar formats, along
with explanatory text.
• To learn the truth regarding the instruction, a poll is conducted.

DATA COLLECTION:
• The researcher may choose from many different approaches, which were
first categorised based on whether they relied on secondary or primary
sources of information.
• Primary data consists of information that was obtained in the first place as
part of a study, such as information gleaned via in depth interviews and
questionnaires.
• A large portion of the research for this project was conducted using
primary data.
• Secondary data refers to information that was not gathered in a study but
was ins teed gathered from other sources, either published or
unpublished.
• To put it simply, it's information that was gathered for reasons other than
resolving the issues at hand.
• The current analysis relies on secondary sources, such as corporate
profiles and scholarly texts.

EQUIPMENT FOR RESEARCH:

• The multiple-choice, structured questionnaire.
• The results of the survey have been tallied and examined.
• Column charts are used to visually display the data for readability.

LIMITATIONS OF THE RESEARCH:

• The study only lasted for a short amount of time.
• Only Big Bazaar personnel are included in the research, and only 100 of
them were randomly selected as study participants.
• No sweeping conclusions about the cosmos can be drawn from these
findings.
• It's possible that workers will be biased due to their workload.

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 CHAPTER-II

REVIEW OF LITERATURE

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ASPECTS THAT IMPACT EDUCATION AND PROFESSIONAL
DEVELOPMENT:
• Managing Organizational Transitions
• The most significant shifts in the field of training and development are
Shifts in organisational structure because of mergers, acquisitions, fast
expansion, downsizing, or outsourcing.
• The increasing need for specialised labour because of technology
advancements.
• Human resource shifts that have resulted in a multi-ethnic and racially
mixed workforce.
• Variation in employee education levels, from well-educated to needing
remedial instruction.
• A greater focus on human performance management and learning
companies.
• Approval from Upper Management
• Top-down support for training and development is crucial for its success.
A training and development programme will fail if it does not have the
backing of upper management.
• Executives' involvement in the training and provision of necessary
resources is crucial to its success.
• The Dedication of Both Experts and Novices
• All managers, whether they specialise or not, should be dedicated to and
active i n the training and development process, not only upper
management.
• Complexity in Organizations
• Having fewer layers of management creates the impression of a straighter
forward division of labour and employees.

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 • Because of layoffs, new technologies, and increased consumer
expectations, many businesses have undergone tremendous
transformations in recent years. When this happens, usually fewer
individuals are expected to do a greater quantity of work at a higher
degree of complexity.
• Because of these shifts, education and growth opportunities are more
important than ever.

PERSPECTIVES ON LEARNING:
• Training and development are meant to help people learn new things and
improve their abilities.
• All workers, regardless of position, need to constantly improve their skills
to keep up with the rapidly evolving, more cutthroat business climate.
While there is still much that we do not know about the learning process,
generalisations from the behavioural sciences have influenced how
businesses approach training.

GAINING A COMPETITIVE EDGE VIA LEARNING AND GROWTH:

• The investment in employee learning and growth pays dividends for
businesses. A company gains a competitive edge via training and
development when it improves employee performance, increases
employee loyalty, reduces workplace accidents, injuries, and property
loss, and anticipates and satisfies the demands of its future workforce.
• When an organisation is well-established, it is more stable, adaptable, and
capable of expanding.
• At the very least, there are two ways in which training helps keep
employees around.
• After receiving proper training, workers improve their productivity.
• Employees that consistently perform at a high level are valuable to the
growth of any business.
• As a company expands, it may provide its employees with more security.

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THE TRAINING PROCESS:

• The Process of Identifying Training and Development Requirements

• Identifying Training and Development requirements is the first stage in
the process.
• It is important to adopt a methodical approach to meeting actual
demands.
• Analysis at various levels may help identify areas where training and
development are required.
• Structure Examining
• Human resource planning outcomes are analysed alongside the
• company's overarching strategic purpose, objectives, and corporate
strategies.
• Analysing Duties
• Work that must be done to realise the company's goals is the subject
of the next level of analysis.

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 • We rely heavily on job descriptions as a data source for this granularity
of research.
• Analysing a Person

• The last step is to evaluate one's specific training requirements. What

kinds of knowledge, skills, and abilities (KSAs) do workers need? are
the questions that matter here.
• Appraisals of performance and interviews or surveys of manager s and
current employees are both useful here.
• Create goals for training and growth.
• Developmental training needs well-defined goals.
• They are essential to the process of creating effective training and
development programmes.
• It would be difficult, at best, to evaluate the efficacy of a program me.
• The training's intended outcomes are made crystal clear in the
following list of SLOs.
• Managers may use these goals to evaluate the success of a training
programme.

MODALITIES OF TRAINING:
• After determining the goals of the training, the following stage is to
determine the most effective means of imparting that knowledge.
• Methods may be broken down into two major categories: those u send
while on the job and those used outside of the workplace.
• Training personnel may be done in several different ways, al l of which
are connected to one another and can be adapted to meet the needs
of different situations.
• It's unlikely that just one method of instruction would be appropriate,
and most of these strategies tend to cover a wide range of possible
applications.
• Effective training must achieve the following goals:
• Trainees will be more invested and committed to their work, mor e
capable of handling challenges, more open to new ideas, and more
likely to succeed as a result of their training.

METHODOLOGIES OF INSTRUCTION:
• Methods for Training Employees Both On and Off the Job
• Education and Lectures for the Purpose of Teaching on the Job
• Conference Training for the Vestibule
• Instruction from seasoned professionals
• Research Based on Actual Events (Case Studies)
• Education provided by superiors
• Presentation and Group Discussion
• Illustrations and cases
• Mock-Apprenticeship in the Form of a Role-Playing

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 • Role Playing Exercise for the T-Group
• Retraining

IN-JOB TRAINING APPROACHES:

• Workers are taught by more experienced colleagues or managers and
then put through a period of hands-on experience to fully grasp the tasks
at hand.
• This technique is also known as "learning by doing" because it often
involves the student taking on the task independently. Apprentice trainees
in technical areas are recruited from technic al institutes by public sector
organisations like Hindustan Aeronautics Limited (HAL) and Bharat Heavy
Electricals Limited (BHEL) and private sector organisations like Tata Steel
(TISCO), etc. Th ese organisations provide training for a period of six
months to a year and pay a stipend to the young people during this time.
• Work-based learning can take many forms, including mentorship,
apprenticeship, job rotation, and specialised assignments.
• Having the trainee work in a real-world setting with real-world equipment
has many advantages, including the following:
• The trainee will have a much better understanding of the actual production
conditions and requirements.
• No extra money or space is needed for this type of training, and the
trainee learns everything they need to know about the rules, regulations,
and procedures simply by watching and doing.
• It's simple for businesses with plenty of openings and workers to
implement this method of instruction.
• Where occupations are impossible to imitate or where skills can be learnt
rapidly, this form of training is quite useful.

Cons:
• There is a chance that trainees will not fully understand the instructions.
• Students are easily side-tracked by the din of a classroom or lecture hall.
• If the individual does not learn enough new skills throughout training,
production may suffer.
Work INSTRUCTION TRAINING (JIT) is a strategy that emphasises
sequential learning of all the required procedures for a given job, thus the
alternative name "training by step-by-step learning."
• Training entails four main steps: getting students ready for lessons,
presenting them, having them do the work, and inspiring the m to keep at
it.
• This method allows for speedy error diagnosis and correction as well as
additional practise time if needed.
• Job cards are given to new employees at banks to help them lea rn the ins
and outs of working in various departments like genera l banking, clearing,
credit, etc.

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VESTIBULE TRAINING (TRAINING CENTRE): In this approach, the trainee
is put in an artificial working environment where real-world scenarios are
recreated in a classroom setting.
• In order to ensure that trainees are prepared for the realities of the
workplace, training is delivered using actual equipment and machinery.

• Theoretical instruction is provided in the classroom, while on-the job

training is provided in the form of production-line work. When several
workers need to be taught for the same sort of task at the same time, it is
highly helpful to teach semi-skilled staff. Vault training might take the
shape of lectures, seminars, case studies, role playing, and debate.
• The benefits of providing training in a separate room are as follows:
• Trainees are less distracted.
• A trained instructor can be used more efficiently.
• Trainees can learn proper methods that will not halt production.
• Trainees are given ample freedom to practise what they have learned
because supervisors are not constantly watching over their shoulders.
Cons:
• Due to the dispersed nature of the workload, it might potentially lead to
management issues.
• There are several drawbacks to this kind of training:
(1) it is not very cost-effective since an extra investment in equipment is
required.
(2) it is of limited utility for tasks that employ non-duplicatable equipment; and
(3) the teaching environment is primarily artificial.
• This approach to training includes more seasoned personnel instructing
less seasoned ones, particularly in situations when assistance is required.
• In departments where employees move up through different level s of
responsibility to complete a succession of tasks, this kind of t raining is
more beneficial.
• During their time as an apprentice, each trainee is given a mento r from
among the more experienced workers.
• On-the-job training is provided by a worker's direct supervisors, as
opposed to a formal classroom setting.
• Therefore, it allows trainees to get to know their superiors and for those
superiors to have a sense of the trainees' ability based on their
performance.
• Mentors instruct apprentices on the technical and behavioural abilities
necessary for success on the job.
• The trainer gives the student a number of examples to follow and then
performs the task for the student as a demonstration of the teaching
method.
• These are often utilised with lectures, photos, text materials, con
versations, etc., but they have limited utility when it comes to educating
management employees.

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 • The term "simulation" refers to a method wherein circumstances typical to
a certain occupation are mimicked.
• The vestibule technique is a kind of simulation used in training. The
aviation and aerospace industries make extensive use of thi s kind of
training.

Merits:
• Inspires and piques the attention of the trainees.
• This training is helpful in preventing wasteful mistakes and protecting
precious assets.
Cons:
• The price tag for this kind of education is generally rather high.
• An apprenticeship is one of the oldest and most prevalent forms of
training, with its emphasis on practical experience. Each apprentice or
trainee is assigned tasks in accordance with a predetermined timetable,
which facilitates more effective training and the development of trainees'
abilities.
Benefits:
• A skilled workforce is produced;
• Training provides for efficient workmanship;
• Production costs are reduced and employee turnover is lowered;
• Employees become dedicated to the company; thus, growth prospects
improve.

CLASSROOM AND OTHER NON-JOBRELATED TRAINING METHODS:

Here are some of the many alternatives to on-the-job instruction:

LECTURES:
• Lectures are widely regarded as the most effective method of training
students in the acquisition of knowledge and the development of analytical
and problem-solving capabilities.
• Lectures are structured, formal presentations that are used to disseminate
information.
• Induction training usually begins with lecture sessions, the aim being to
impart theoretical knowledge on relevant subjects/ aspect s of the
trainees.
Merits:
• This method reduces the cost per trainee when large groups are to be
trained in a short span of time.
• The trainees are less likely to be anxious about future events or
organisational shifts when the purpose is explained in such detail.
• This strategy is easy to implement yet highly efficient.
• No other approach presents as much information in as little time as this
one does.

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 • It reviews, clarifies, and summarises the topic at hand, giving the reader a
firm grasp on how to apply the rules and principles of the introduced
material.
Flaws:
• This approach attracts just observers, as it allows for only observation and
not actual participation.
• A lack of audience participation is a result of one-way communication.
• It can lose some of its effectiveness if management staff or trainers don't
have enough time to adequately prepare for it.
• The average human attention span is only 1520 minutes before it
wanders.
• It is challenging to spark a discussion after a lecture when the audience is
uninformed.
• When a lecturer who hasn't had any training either doesn't know enough
or gives too much information, the audience can easily become confused.
• A lecture may gloss over the importance of putting the information learned
into practise by focusing instead on its theoretical underpinnings.

METHOD OF MEETING:
• It's a kind of formal meeting activity in which the trainer encourages the
trainees to take an active role in learning and discussion. In a seminar
conference, the trainer defines a problem and the solution is sought
through encouraging full participation of trainee s in the discussion; in a
directed discussion, the trainer explains the facts and concepts; and in a
training conference, the trainees share what they've learned from their
own experiences.
Benefits:
• This approach is helpful in analysing problems and issues and looking at
them from different perspectives;
• It is helpful in developing the conceptual knowledge in the trainees;
• Since the trainees are actively involved in this approach, dogmatism is
reduced, attitudes are modified, and solutions are easily sought.
Cons:
• This approach may only be used with relatively small groups;
• The procedure is time-consuming, which slows down progress;
• Unrelated topics may sneak in throughout the course of conversation.
• Training through seminar or group discussion is widely recognise d as an
effective practise.
• As discussed with the seminar's organiser, trainees may be aske d to
produce a paper on a predetermined topic; seminar organisers may hand
out readings in advance for students to study; and sometimes, important
working material from real files is distributed to students for debate.
CASE STUDIES (ACTIVE LEARNING): In this approach, student s are given
a case and given time to read up on the relevant information and get familiar
with the case's contents before being test ed on their knowledge.

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 • They are to diagnose the case's issues and unearth their root ca uses,
imagine potential solutions, compare those solutions to the case’s
objectives, choose the most promising one, outline the procedures that will
be necessary to put that solution into action, and finally, act out those
procedures to gauge the plan's efficacy and look for potential roadblocks.
The advantages are that:
• trainees' analytical skills and problem-solving abilities are honed because
they are prompted to think and act;
• an open-minded approach is fostered, which serves as a means of
integrating the knowledge obtained from various basic disciplines;
• trainees' interest in the topic is piqued because the cases provided are
based on actual accidents;
• the approach is universally palatable because it is grounded in real-world
scenarios.
Disadvantages
• If students are only exposed to textbooks, they may not be prepared to
deal with the challenges of the real world
• The relevance of teaching analytical skills may be undervalued in the
classroom.
• The trainees may retain and at times arbitrarily apply the situations they
have evaluated.
• This approach takes more effort and resources, but it's not certain to
provide the desired results, so it may not be worthwhile.
ROLE-PLAYING:
• It is "a way of interacting with other people that calls for acting naturally in
made-up scenarios," according to one definition. In this technique,
students play out a scenario as their peers evaluate their performances.
• Relationships between employers and their staff are emphasised
throughout this kind of instruction.
• Practicing what they've learned in class is a great way to gain new skills.
• The importance of people's emotions and the bonds they form is
emphasised.
• The outcomes may be seen right away.
• Observed trainee participation is high.
• To achieve the intended results in changing trainee behaviour an d
attitude, this approach has been shown to be effective.
Cons:
• Without active coaching from the trainer, roleplaying may deviate from the
training program's goals.
• When the trainer doesn't explicitly express the criterion for conduct,
reinforcement of the desired behaviour may be absent.
INSTRUCTION PROGRAMMING (or "The Machine Method"):
• The process of creating a programmed instruction involves deconstructing
a topic into manageable chunks of information and the n organising those

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 chunks in an effective way to create a coherent and sequential course of
study.
• Learners using this strategy study from written materials or interact with an
electronic tutor.
• The trainees are presented with questions, facts, or problems that require
them to apply the information provided, and instant feedback is provided
based on the correctness of their answers.
Advantages:
• Students can work at their own pace without interference from teachers.
• Learning is facilitated by dividing the content into manageable chunks that
can be mastered quickly.
• In this system, comments are shown instantly.
• Students are engaged throughout the whole of the programme.
• Training can be given at any time and in any location.
• Learners might be very motivated to succeed.
Cons:
• The directions are set up in a very impersonal manner.
• Once the foundational data is collected, we can move on to the next
phase of the investigation.
• Only true topics should be used for programming.
• It's not cheap to make these kinds of programmes.
T-GROUP WORKOUTS:
• As part of their membership benefits, professionals often have ac cess to
continuing education opportunities that teach them cutting-edge skills
relevant to their field, such as how to plan the perfect getaway.
• Regular access to professional journals and casual social contacts or
gatherings ensures that they remain abreast of developments in their field.
• The most common components of this strategy are the use of analogy,
visual and auditory cues, and carefully structured reading plans.
• T-Group training is given to public sector management trainees an d
probationary officers so that they may become more self-aware and work
to improve their weaknesses while strengthening their strengths.
• Employees who have been with a company for a long time may need to
be retrained, as the name suggests.
• This type of training is implemented when there is an immediate need for
a versatile workforce due to economic depressions or cyclical variations in
production; when employees are confined to a single task and lose their
all-around skills; when employees are called back after extended layoffs;
when employees are expected to adopt new technical skill s on the job;
when employees are out sick for an extended period of time.

PROGRAM DEVELOPMENT AND TRAINING:

• Management's inability to persuade trainees of the program's value can
doom even the best-laid plans for a training initiative. Training and
development is more credible when participants have faith that the

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 programmes they have participated in have help ed them advance
professionally and personally.
• It can be challenging to put in place conventional Training and
Development programmes.
• The fact that most managers prioritise doing things over learning new
skills is a contributing factor.
• The lack of available qualified trainers is another barrier to implementing
the programme.
• Trainers need to be able to communicate effectively, but they also need to
be familiar with the company's values, priorities, formal and informal
structures, and training initiatives.
• More than any other HR task, training and development necessitates
innovative approaches.
• It's possible that staff members will put up a strong fight against t he
training because it represents a change.
• Since there are always flaws in brand new software, input from
participants is crucial at this point.
• It might be challenging to fit the training in with current job obligations.
• The problems identified can be remedied, but the prospects for success
will improve if the problems are tackled in the most efficient and effective
ways possible.

TRAINING EVALUATIONS:
• Just like any other part of an organisation, training needs resources to be
successful.
• To that end, the company must know whether or not its resource s is
being used wisely and productively.
• The following criteria should always be kept in mind while assessing the
efficacy of any training programme, regardless of the app roach used.
Objective
• What is a cost-benefit analysis?
• Approaches to Evaluation
• Adaptability
• Obtained Results
• Required Personnel
• Room for Improvement
• Feedback forms (questionnaires) are a frequent method of gathering
student opinions on educational offerings.
• Tests or examinations are typical in formal courses leading to a
certificate, such as a Diploma in computer designing; however, end-of-
• course tests may be administered after shorter courses to evaluate
students' learning and comprehension.
• Even while students often see projects as a means of learning, teachers
may also benefit from the data they collect.

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 • Under the watchful eye of instructors and evaluators, students ca n put
what they've learned into practise through structured exercises and case
studies.
• One must value the input of the trainers.
• Tutors' reports provide a helpful evaluation from a new angle.
• The training department's strategy developers can learn a lot by observing
classes and trainings and comparing what they see with what students
say they've learned.
• The Use of Computers in Education and Instruction Due to the
proliferation of digital computers, a plethora of new training uses have
become possible.
• Different names have been given to the same process in the field of
computers in training, which can lead to some confusion in terms.
• Terms like "Computer Based Instruction," "Computer Aided Instruction,"
"Computer Aided Learning," and "Computer Based Learning" all refer to
the same thing: the use of computers to facilitate the delivery and
manipulation of educational content.

SCHOOLING CONSTRAINTS:
• Training is expensive.
• Training expenses include programme participants' relocation or lost
wages while they are away from work, as well as the cost of lodging while
they are away from home.
• Regular office work is likely to be interrupted or delayed due to the time
spent in training, leading to a loss of output. Good trainers and instructors
can be hard to come by at times.

NEW PROBLEMS IN EDUCATION:

• To name just a few, here are some of the most pressing new concerns in
the business of training employees:
• There needs to be a mindset shift in which training is seen as an
investment in the future success of the company's workforce. On the
contrary, it is perceived as an expense as the outcome is not highlighted
or there are no immediate benefits to the organisation.
• The aggregate expenditure on training is inadequate
• In today’s economy, organisations are unable to allocate enough
resources to reemploy the laid-off employees.

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 CHAPTER- II

COMPANY PROFILE

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PROFILE OF COMPANY

• The Big Bazaar is an Indian supermarket chain.

• As of today (June 2, 2012), the Indian market is served by 214 st ores
spread across 90 cities and towns, with a total retail space of about 16
million square feet.
• Big Bazaar is laid out like a collection of smaller Indian markets, or
bazaars, with distinct areas devoted to various types of goods. These
areas include clothing and accessories, groceries, home furnishings,
electronics, literature, and fast food.

• The Indian public company Pantaloon Retail India Limited(BSE: 523574

523574) owns Big Bazaar through its wholly owned subsidiary Future
Group, which also includes Central Hypermarket, B rand Factory,
Pantaloons, Ezone, Hometown, futurebazaar.co m, and KB's Fair Price.

History

• In September of 2001, Big Bazaar opened its first four locations i n the
cities of Calcutta, Indore, Bangalore, and Hyderabad over a span of 22
days.
• In only ten years, 161 Big Bazaar stores have opened in 90 differ ent
Indian cities and towns.
• BIG BAZAAR will open two more North Eastern locations in SILC HAR,
Sikkim, and JORHAT, Assam, by the end of the year.
• Kishore Biyani, Group CEO & Managing Director of Pantaloon Retail
India, is credited with founding Big Bazaar.
• Originally Big Bazaar only sold clothing, makeup, and other fashi on-
• related items, but they have now expanded their product lines to include
groceries, electronics, and even pet supplies. At present, you can choose
from Big Bazaar, Food Bazaar, Elect ronics Bazaar, or Furniture Bazaar.
• Saravana Stores, a small shop in T. Nagar, Chennai, was the im petus for
this whole retail concept.
• While still providing customers with modern retail amenities like
• Quality, Choice, and Convenience, the stores have been designe d to
evoke the atmosphere of traditional Indian marketplaces like mandis and
melas
[2].

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 • Big Bazaar is a popular Indian supermarket and is often referred to as the
"Indian Walmart" due to its popularity among middleclass Indian families.
• Big Bazaar rebranded in 2011 after achieving a decade of succe ss in the
Indian retail business, dropping the slogan "Isse Sasta
• Aur Accha Kahin Nahin" in favour of "Naye India Ka Bazaar."
[3]
• The Three-Critical-Constants Strategy
• According to Kishore Biyani's 3-
• C theory, rising Consumption due to improved Employment and I ncome is
boosting the Value of Agricultural Products Across the Country.
[4]
• According to Big Bazaar, there are three distinct markets in India
• One India: the consuming class, including the upper and lower m iddle
classes (14% of India's population).
• India Two: the Serving Class (55% of India's population), which c onsists
of persons like drivers, domestic helpers, office peons, lift men,
washermen, etc. India Three: the Struggling Class (31% of India's
population).
• Aadhaar Wholesale is intended at the people in India three segm ent,
whereas Big Bazaar is focused at the population in India one and India
two sector.
• As a result, Future Group became a popular shopping option for people of
various socioeconomic backgrounds in India.

Operations:

Nagpur's famous Big Bazaar.

• Big Bazaar shops are often multi-

• story affairs, found both as freestanding structures in urban core s and as
tenant spaces in retail malls.
• Stores like this offer approximately 200,000 unique items across several
departments, with apparel and food items taking the lead.
• In 2002, Big Bazaar adopted the supermarket concept Food Baz aar,
which quickly spread to every Big Bazaar and even some st and-alone
stores.

19
 • Approximately 4,600 square feet (5,000 square metres) of store area may
be found in a typical Big Bazaar.
• Big Bazaar Family centres in major cities range in size from 75,000 square
feet (7,000 square metres) to 160,000 square metres ( 15,000 square
metres), whereas Big Bazaar Express shops in s maller towns are
typically about 30,000 square metres in size (2, 800 m2).

• Online shoppers may access Big Bazaar's extensive product sel ection
and take advantage of free delivery on certain items by m aking purchases
via the company's official website.
[5]
• Principles and Traditions
• Inseparable Core Beliefs
• Each member of the team has unique skills and experiences, an d we
know that the best teams are those who draw from a wide r ange of
backgrounds and viewpoints.
• Integral principles serve as the glue that keeps them together. The Future
Group Gene serves as an identifier for these principl es across the entire
organisation.
• In other words, being Indian is having pride in oneself.
• Leadership entails being an innovator in one's field of study or
professional endeavours.
• It is our policy to treat everyone with dignity and humility.
• Reflection, which may lead to directed thought.
• Receptivity to and sharing of new ideas, information, and knowl edge
• Relationship-building based on mutual respect and care for one another is
a t op priority.
• Simplicity and Optimism: Maintaining an upbeat and optimistic outlook in
everything that we do.
• Flexibility - the capacity to change direction or strategy in response to a ne
w situation or set of circumstances, especially in order to succes sfully
complete an objective.
• Flow — Adhering to and comprehending nature's overarching rules.
• As a culture, we like breaking the norm while holding fast to our c ore
principles.
• Culture At work, both the deadlines and the celebrations are more intens e
than usual.
• We want to keep this momentum continuing, therefore we're car eful to
hire the proper individuals.
• Everyone here has a wealth of extraordinary— and sometimes dormant—
creative abilities and interests.
• We are the Kashyap Deorah team.

President:

20
• The company that Kashyap leads, Future Bazaar, is named after him.
• Prior to that, in November 2007, upon his return to India, Kashya p
established Chaupaati Bazaar.
• Chaupaati made it possible for people in India to make phone or ders for
goods and services.
• In September of 2010, Chaupaati joined with India's leading retai ler,
Future Group.
• Ahead of this role, Kashyap established Geodesic's (NSE: 50369 9) US
branch, where he has worked as vice president of busines s development,
handling online affiliate sales in North America a nd mobile OEM sales in
Taiwan and China.
• Kashyap started working at Jasper Design Automation back in th e day.
• He did more than just come up with the company's name; he als o helped
with marketing efforts targeted at major accounts in Nor th America and
Northern Europe.
• Kashyap, then a senior at IIT Bombay, cofounded Righthalf, the i nstitute's
first campus start-up, in the incubator programme. He uprooted to the
tech hub of Silicon Valley in late 2000 after St ratify had successfully
acquired his company, Righthalf. Since then, he has had positions in
sales, business development , and product management at many high-
tech start-ups.
• Kashyap earned a B. Tech. in Computer Science and Engineerin g from
Indian Institute of Technology Bombay in 2000. Kashyap has a passion
for adventure sports such as bungee jum ping, mountain climbing, and
snowboarding.
• Agarwal, Gaurav, Marketing
• Here at Future Bazaar, marketing is handled by Gaurav. Gaurav is in
charge of the company's marketing efforts, including its affiliate and
vendor networks.
• Gaurav has extensive experience in executive positions in startu ps,
having worked in businesses with as little as 30 workers. He most
recently worked for Amar Chitra Katha, where he found ed the company's
first-
• ever New Media Division and expanded ACK Comics' availability across
multiple mediums.

21
• He has worked in the field of microfinance technology and even t ried his
hand at founding a company in the field of sophisticated event processing
before joining ACK.
• A micro electronics expert, Gaurav earned his B. Tech and M. Te ch
degrees from IIT Bombay in 2003.
• Engineering by Krishna Raghavan
• At Future Bazaar, Krishna is in charge of the engineering depart ment.
• Since he initially became active with product technology firms in t he
United States and India back in 1999, Krishna has gone all ov er the
world.
• While at Vendio Inc., he oversaw a worldwide product engineerin g team
tasked with creating a storefront platform for sellers and t he industry's
most featurerich suite of tools and services for highvolume merchants
selling on sites like eBay and Amazon.
• Later on, Alibaba bought Vendio to use as the backbone of their North
American web storefront.
• Krishna earned a BS in mathematics and a BS in computer scien ce from
Denison University in 1999.
• As a trained yoga teacher with a deep interest in Indian philosop hy and
mythology, Krishna has many interests outside of technol ogy.
• Nikhil Vaity, Client Is Always First
• At Future Bazaar, Nikhil oversees customer support and overthe-phone
sales from the Customer First office.
• Nikhil has been in the business process outsourcing (BPO) secto r since
2003, where he has developed into a skilled people mana ger.
• In his previous role, he oversaw operations for the mobile payme nt firm
Chaupaati.
• Before, he oversaw 30 executives and 2 team heads at IBM Dak sh.
• He won the Top Talent award in 2007 and the People Manager Champion
award in both 2007 and 2008 due to his repeated rec ognition from
customers for exceeding key criteria.
• Nikhil earned his bachelor's degree in 2002 from Mumbai Univer sity and
his master's in business administration (MBA) from NMI MS in 2011.
• Nikhil is an avid reader who particularly enjoys fictional works.
• The Financial Services of Satish Mandalia
• Satish is in charge of the financial operations and payment proce ssing at
Future Bazaar.
• Satish has been with the Future Group since 2004 and has work ed in a
variety of capacities.
• Satish is in charge of Future Bazaar's reward programme via Fut ure
Group's ally Payback, as well as the company's consumer fin ancing, EMI,
reseller network, cash on delivery, and other initiativ es.
• These efforts are still crucial for reaching a large audience. During his
previous spells in corporate planning, he established a number of group
business projects and procedures.

22
 • After completing his studies at R A Podar College, Satish went o n to get
his Chartered Accountant designation from the Institute of Chartered
Accountants of India (ICAI).
• Future Bazaar's product management is led by Zishaan Hayath, a product
manager.
• Zishaan had previously cofounded Chaupaati Bazaar, a phonecommerce
firm that allowed India's 500 million mobile users to p urchase electronics,
children's goods, and periodicals through th eir phones.
• Zishaan has experience providing strategy and operational cons ulting
services to Fortune 100 companies in North America, Euro pe, and Asia
while employed by Opera Solutions.
• When Opera established a presence in New Delhi, he was the c ompany's
very first hire.
• After Zishaan completed his studies at IIT Bombay in 2005, he re ceived
the Institute Citation and two Institute Colors.
• He enjoys seeing the world, taking pictures, and riding his Royal Enfield.

Timeline:

• The Ahmedabad Market on the Sarkhej-Gandhinagar Road

• A total of three Big Bazaar outlets opened in Kolkata, Bangalore, and
Hyderabad in 2001, all within a 22-day time frame.
[9]
• In 2002, Big Bazaar introduced the Big Bazaar-
• ICICI Bank Card and opened its first Food Bazaar location in Mu mbai on
High Street Phoenix.
• The Nagpur location opened in 2003, marking Big Bazaar's expa nsion
into Tier II cities, while the Gurgaon location welcomed its 10 millionth
client in 2004.
• In 2004, Big Bazaar received its first major honour on a national scale.
• At the India Retail Forum, Big Bazaar and Food Bazaar received the most
respected retailer award for value retailing and the food retailing area,
respectively. Lower Parel's shop achieves a singleday sales record of Rs
10 million the day before Diwali.

23
• In 2005: • Big Bazaar and ICICI Bank launched the ICICI BankBig Bazaar
Gold credit card programme to reward its loyal custo mers; • Big Bazaar
Exchange Offer, an innovative shopping prog ramme that encourages
customers to exchange unwanted house hold items at Big Bazaar; •
Electronic Bazaar; and • Furniture Ba zaar.
• In 2006, Mohan Jadhav spent a recordbreaking Rs 1,37,367 at Big Bazaar
Sangli.
• The farmer from Sangli purchases more than any other client in t he
history of Big Bazaar. Big Bazaar introduces Shakti, India's fir st credit
card programme designed specifically for housewives. B ig Bazaar
introduces Navaras, India's first jewellery shop, in its st ores.

• Pantaloon Retail wins International Retailer of the Year at the US-based

National Retail Federation convention in New York and E merging Retailer
of the Year award at the World Retail Congress held in Barcelona. 2007
• The 50th Big Bazaar store is launched in Kanpur.
• Big Bazaar partners with Futurebazaar.com to laun ch India's most
popular shopping portal.
• Big Bazaar initiates the "Power of One" campaign to help raise funds for
the Save The Children India Fund. 2008:
• Big Bazaar enters the ranks of India's Business Super br ands;
• Big Bazaar unveils a new design with a fresh new compo nent,
Fashion@Big Bazaar;
• Big Bazaar opens its 101st shop wi thin 7 years of opening, making it the
fastest expanding hyperma rket model in the world.
• Big Bazaar launched the Mega Saving "Monthly Bachat Bazaar "
campaign, which offers exceptional deals on groceries and foo d items
during the first week of every month; this makes Big Baz aar one of the
top ten service brands in the country, according to the most recent Pitch-
IMRB international survey.
• Big Bazaar's Tinsukia location, its second in Assam, opened in 2 009.
• Big Bazaar captures nearly one-
• third share in food and grocery items sold via modern retail in Ind ia; Big
Bazaar begins Maha Annasantarpane programme at its s hops in South
India; Big Bazaar captures almost onethird share in food and grocery
products sold through modern ret ail in India;
• Two of India's most well-known celebrities among young people—
Mahendra Singh Dhoni and Asin— have been named Big Bazaar's official
spokespeople. Big Bazaar has:
• Formed a joint venture with Hidesign to introdu ce Holii, a new brand of
handbags, laptop bags, and other acces sories;
• Announced the debut of "The Great Exchange Offer."
• In 2010, the company's Big Bazaar, Food Bazaar, and other valu e retail
formats were rolled out, and Future Value Retail Limited was established
as a subsidiary to lead this expansion.

24
 • For the third year in a row, Big Bazaar has taken home the top h onour at
the CNBC Awaaz Consumer Awards.
• Big Bazaar has been recognised as the "Most Preferred Multi Br and Food
& Beverage Chain," "Most Preferred Multi Brand Retail Outlet," and "Most
Preferred Multi Brand One Stop Shop," and it has opened three stores in
Kanpur at Z Square Mall and four sto res in Kanpur at Jajmau, the largest
leather tannery garrison in A sia.[10]
• Big Bazaar has a new logo and tagline: "Naye India Ka Bazaar," and in
2011 it expanded into the rural wholesale and distribution market with the
opening of a "Aadhaar Wholesale" shop in Kalol, Gujarat. [11]
• India celebrates opening of 200th shop [12]
• Foodhall, the newest business initiative from Future Group, has debuted
in ten of India's most populous cities. [13]
• To further serve its online clientele, Big Bazaar now offers free delivery on
all purchases above Rs. 1000. [14]
• Signed a deal with Hindustan Unilever to produce and cobrand a line of
baked goods for sale exclusively at Big Bazaar. [15]
• In 2012, Big Bazaar and Cognizant Technology Solutions signed a
multimillion-dollar, five-
• year contract for IT infrastructure services to support Future Gro up's
distribution facilities, offices, and data centres. [16]
• Worked with Disney to create "Kidz Cookies," a line of cookies aimed
squarely at the Indian market for children. By providing free "Value Added
Services" like grinding, deseeding, and vegetable-
• cutting, [17] Big Bazaar hopes to attract more customers and exp and the
usefulness of its retail offerings. [18]

BIG BAZAAR

• Type Public
• Industry Retailing
• Founded 2001
• Headquarters Mumbai, Maharashtra, India
• Products • Department store
• Revenue • Rs 6000 crores (in 2011)
(Big Bazaar and Food Bazaar combined)
• Employees • ~ 36000 people [1]
• Parent • Future Group
• Divisions • ~ 100

25
 CHAPTER-IV

DATA ANALYSIS
&
INTERPRETATION

26


27
Analysis of Data

• Does the individual get training if he is picked for the job?

• To answer your question: a) Yes b) No

•

DATA ANALYSIS: From the above information it is clear that 90

% of the employees agree that they get training and 10% of the e
mployees say that they do not get training if they get selected for
the job.

DATA INTERPRETATION: Most no of the employees are provid

ed with training techniques.
So the organisation has been very effective in providing training t
o the employees.

• 2. If the training is being given, what kind of methodology is being followed

by them?
• Apprenticeship b) Job rotation c) Lecture method d) other methods
• S no • options • percentage
• 1 • Apprenticeship • 8
• 2 • Job rotation • 35
• 3 • Lecture method • 43
• 4 • Other methods • 14

28
 TRAINING METHODOLOGY

50 43
40 35
percentage

30
20 14
8
10
0
appreticeship lecture
method
parameter
•

• DATA ANALYSIS: From the above information it is clear that 8% of the

employees are given Apprenticeship method, 35% of the employees are
given job rotation, 43% of the employees are given lecture methods and
14% of the employees are given other methods of training.

• DATA INTERPRETATION: Hence it is clear that more number of

employees say that if the training is being given, the kind of methodology
being used is lecture
• method.

• S no • Options • Percentage
• 1 • Very dissatisfied • 6
• 2 • Some what • 9
dissatisfied
• 3 • Neutral • 12
• 4 • Some what • 43
satisfied
• 5 • Some what • 33
satisfied

29
 IDENTIFICATION OF STRENTH AND
WEAKNESSES

50 43
40 33
percentage

30

20
12
9
10 6

0
very neutral very
dissatisfied satisfied
parameter

• DATA ANALYSIS: From the above information it is clear that 6% of the

employees say that they are very dissatisfied, 9% of the employees say
that they are some what dissatisfied, 12% say that they neutral and 23%
say that they are some what some what satisfied and 33% say that they
are very satisfied with the supervisor’s efforts to identify their strengths
and weaknesses.
• DATA ANALYSIS: Hence it is clear that more number of the employees
are very satisfied with the supervisor’s efforts to identify the employee’s
strengths and weaknesses.

• Your level of satisfaction with the mentoring and guidance you're getting
from mo
• re seasoned •
colleagues.

• There were five possible responses: (a) extremely dissatisfied (b)

somewhat diss atisfied (c) neutral (d) moderately satisfied (e) extremely
satisfied.
• 4

30
•

Analysis of the data shows that although 14% of workers are very unsatisfied wit
h the level of orientation and training they are receiving from their senior colleagu
es, 18% are somewhat dissatisfied, 15% are neutral, 49% are pleased, and 24%
are very satisfied.

• Analysis of the data shows that most workers are happy with the level of
orientati on and training they get from their superiors.
o Third, your manager's attempts to assess your skills and weaknes
ses

o Extremely unsatisfied B) Somewhat unsatisfied C) Neutral D)

Modera tely pleased E) Extremely satisfied

31
•

• This year's performance review procedure, number 6.

• The options are: a) Extremely unsatisfied; b) Somewhat dissatisfied; c)

Neutral; d ) Neutral; e) Extremely pleased.

32
•

Data analysis shows that of the workforce, 9% are very unsatisfied, 15% are som
ewhat dissatisfied, 21% are agnostic, 34% are pleased, and 21% are very satisfi
ed with the present performance of the assessment process.

• Interpreting the data, it is apparent that the majority of workers are

pleased with t he present performance evaluation system.

• Seven) Approval from one's direct boss.

• Extremely unsatisfied B) Somewhat unsatisfied C) Neutral D) Moderately

plea sed E) Extremely satisfied

33
•

• Analysis of the data shows that 15% of workers are completely happy with
the po
• sitive acknowledgment they get from their direct supervisor, 12% are
somewhat s
• atisfied, 12% are indifferent, 21% are ambivalent, and 40% are •
satisfied.

• Consequently, it is apparent from the data that a larger proportion of

workers are pleased with the positive acknowledgment they get from their
direct supervisor.

• Eight) Possibilities for furthering one's career and professional

development.

• Extremely unsatisfied B) Somewhat unsatisfied C) Neutral D) Moderately

plea sed E) Extremely satisfied

34
•

• Data analysis shows that 15% of workers are extremely pleased with the
positive
• acknowledgment they get from their direct supervisor, whereas 12% are
very dis
• satisfied, 12% are somewhat dissatisfied, 21% are indifferent, and 40%
are satis
• ied •
.
•

• Consequently, it is apparent from the data that a larger proportion of

workers are at least somewhat happy with the positive acknowledgment
they get from their dir ect supervisor.

• Career progression options #9.

35
• Extremely unsatisfied B) Somewhat unsatisfied C) Neutral D) Moderately
plea sed E) Extremely satisfied

• Analysis of the data shows that 24% of workers are unsatisfied with their
prospec
• ts for professional growth, while 6% are ambivalent and 33% are •
pleased.

• Consequently, it is apparent from the data that most workers are at least
somewh at content with their prospects for professional growth.

• Ten) Rewards and other inducements

36
• Extremely unsatisfied B) Somewhat unsatisfied C) Neutral D) Moderately
plea sed E) Extremely satisfied

• Data analysis shows that of all workers, 12% are very unsatisfied with the
bonus
• and incentive programmes, 18% are slightly dissatisfied, 15% are
agnostic, 34%
• are pleased, and 21% are very •
satisfied.

• So, it seems that most workers are happy with the bonus and incentive
program mes to some extent, according to the data.

37
• Using what you've learned in your job is second nature to you, which is a
great in dicator that you've mastered point number eleven.

• I would either a) strongly disagree b) somewhat disagree c) be neutral on

d) som ewhat agree or e) strongly agree.

Analysis of this data shows that 1 in 4 workers (24%) find it simple to put their trai
ning into practise on the job, whereas 12% strongly disagree, 9% slightly disagre
e, 15% remain neutral, and 30% agree.

• This information may be interpreted to show that the majority of workers

feel the t raining approaches provided by the company have helped them
do a better job.

• I can take advantage of various training programmes to learn new skills

(12).

• I would either a) strongly disagree b) somewhat disagree c) be neutral on

38
 d) som
• ewhat agree or e) strongly •
agree.
•

• Analysis of the data shows that 21% of workers are very satisfied with
the chanc
• es they have to learn new skills, while 37% are satisfied in a moderate
degree, a
• nd 16% are •
indifferent.

• This means that a larger proportion of workers feel supported and have
access to advancement chances at their company.
• The company should provide incentives for staff to continue their
professional de velopment.

• 13) I can develop in other areas and acquire new expertise.

39
• I would either a) strongly disagree b) somewhat disagree c) be neutral on
d) som ewhat agree or e) strongly agree.

• An analysis of the data shows that 27% of workers strongly believe that
they hav
• e the chance to gain new skills and that 15% of workers think that there
are chan
• ces for them to •
cross-train.

• As a result, it can be deduced from the data that a larger percentage of

staff me mbers agree, at least in principle, that they have the chance to
crosstrain and acquire new abilities.

• How happy are you with the training you got for your current position?

• Choices: a) Extremely unsatisfied b) Somewhat dissatisfied c) Neutral d)

Somew hat pleased c) Extremely satisfied

40
•

Analysis of the data shows that 27% of workers couldn't be happier with the traini
ng they got for their current position, while 12% are very unsatisfied, 18% are so
mewhat dissatisfied, 24% are indifferent, and 19% are delighted.

• According to the data, it is evident that a large percentage of workers are

pleased with the results they have achieved thanks to the training they
have received in t heir current position.

• I have room to grow in my position here at the organisation.

• I would either a) strongly disagree b) somewhat disagree c) be neutral on

d) som ewhat agree or e) strongly agree.

41
•

•
• Data analysis shows that 18% of workers strongly disagree that they
have prosp
• ects for professional growth inside the organisation, 15% disagree
slightly, 9% re
• main neutral, 37% agree somewhat, and 21% work there because they
feel they
• have a good chance at •
succeeding.

• From this information, we may infer that a larger percentage of staff

members fee l they have prospects for advancement inside the
organisation.

• How happy are you with your advancement opportunities within the firm
(16)?

42
• Extremely unsatisfied B) Somewhat unsatisfied C) Neutral D) Moderately
plea sed E) Extremely satisfied
•

• Based on the data provided, we may infer that 1 in 5 workers are

unsatisfied with their career advancement opportunities inside the
organisation, whereas 1 in 6 a re neutral, 1 in 4 are pleased, 1 in 5 are
extremely satisfied, and 1 in 3 are satisfi ed.
• Therefore, it is evident that a large majority of workers are pleased with
their opp ortunities for advancement inside the organisation.

43
 CHAPTER-V

FINDINGS & SUGGESTIONS &

CONCLUSIONS

44
FINDINGS:

• If hired, workers receive excellent in-house training from the company.

• The majority of training programmes still rely on
the time-
• tested and tried lecture
method.

• The strengths and weaknesses of an employee can be better understood

with the assistance of a supervisor.
• There is a lot of help from upper management for fixing employees'
problems.
• We should keep doing things the way we're evaluating performance.
• A supervisory kudo is given when:
• Possibilities for advancing one's career are favourable.
• Possibilities for advancing one's career are favourable.
• Rewards systems like bonuses and incentives are beneficial.

SUGESSTIONS:

• The company needs to invest more time and effort into training its
workers.
• There needs to be more affirmation from the worker's direct supervisor.
• The company needs to invest more time and effort into training workers for
their current positions if it wants them to be happy in those roles.
• To ensure that workers are happy in their jobs, the company should
encourage th em to advance in their careers.
• Employees should be able to easily put what they've learned into practise
at work , so training should be designed with that in mind.
• This includes providing the worker with training and other learning
experiences.
• Workers should feel they have received adequate preparation for their
current positions.

45
CONCLUSIONS:

• The efforts made by the supervisor in determining the employees'

strengths and areas for improvement are commendable.
• Employees are receiving high-quality mentoring and coaching from more
seasoned colleagues, which is a boon to organisational effectiveness.
• The management's encouragement of workers' attempts to strengthen
their weak spots is encouraging.
• In my opinion, the current system for evaluating employee performance is
effective.
• Possibilities for advancing one's career are favourable.

BIBLIOGRAPHY

• Human Resource Management: C.B.MAMORIA

and S.V. GANKAR
• Managerial Personnel Procedures: L.MPRASAD

• Human Resource Management and Staffing: - P.

SUBBRAO

• Websites: \swww.citehr.com

• www.docstock.com

• www.bigbazaar.com

46
QUESTIONNAIRE

• NAME: \s DESIGNATION: \s AGE: \s

QUALIFICATION:

• Does the individual get training if he is picked for

the job?

• To answer your question: a) Yes b) No

• 2 What sort of approach are they taking if they

are indeed providing training?

• Apprenticeship, jobswitching, lectures, and

alternative approaches are all viable options.

• Third, your manager's attempts to assess your

skills and weaknesses

• Extremely unsatisfied B) Somewhat unsatisfied

C) Neutral D) Moderately plea sed E) Extremely
satisfied

47
• Fourth, the standard of the mentoring and
guidance you're getting from more sea soned
colleagues.

• Extremely unsatisfied B) Somewhat unsatisfied

C) Neutral D) Moderately plea sed E) Extremely
satisfied

• 5) The company's encouragement of him to work

on his shortcomings.

• Extremely unsatisfied B) Somewhat unsatisfied

C) Neutral D) Moderately plea sed E) Extremely
satisfied

• This year's performance review procedure,

number 6.

• The options are: a) Extremely unsatisfied; b)

Somewhat dissatisfied; c) Neutral; d ) Neutral; e)
Extremely pleased.

• Seven) Approval from one's direct boss.

• Extremely unsatisfied B) Somewhat unsatisfied

C) Neutral D) Moderately plea sed E) Extremely
satisfied
• Eight) Possibilities for furthering one's career and
professional development.

48
• Extremely unsatisfied B) Somewhat unsatisfied
C) Neutral D) Moderately plea sed E) Extremely
satisfied

• Career progression options #9.

• Extremely unsatisfied B) Somewhat unsatisfied

C) Neutral D) Moderately plea sed E) Extremely
satisfied

• Ten) Rewards and other inducements

• Extremely unsatisfied B) Somewhat unsatisfied

C) Neutral D) Moderately plea sed E) Extremely
satisfied

• Ten) Rewards and other inducements

• Extremely unsatisfied B) Somewhat unsatisfied

C) Neutral D) Moderately plea sed E) Extremely
satisfied

• Using what you've learned in your job is second

nature to you, which is a great in dicator that
you've mastered point number eleven.

• I would either a) strongly disagree b) somewhat

disagree c) be neutral on d) som ewhat agree or
e) strongly agree.

49
• I can take advantage of various training
programmes to learn new skills (12).

• I would either a) strongly disagree b) somewhat

disagree c) be neutral on d) som ewhat agree or
e) strongly agree.

• 13) I can develop in other areas and acquire new

expertise.

• I would either a) strongly disagree b) somewhat

disagree c) be neutral on d) som ewhat agree or
e) strongly agree.

• How happy are you with the training you got for
your current position?

• Choices: a) Extremely unsatisfied b) Somewhat

dissatisfied c) Neutral d) Somew hat pleased c)
Extremely satisfied
• I have room to grow in my position here at the
organisation.

• I would either a) strongly disagree b) somewhat

disagree c) be neutral on d) som ewhat agree or
e) strongly agree.

• How happy are you with your advancement

opportunities within the firm (16)?

50
• Extremely unsatisfied B) Somewhat unsatisfied
C) Neutral D) Moderately plea sed E) Extremely
satisfied

51