NTPC's Training and Development Programs Drive Organizational Growth

PROJECT REPORT ON
TRAINING AND DEVELOPMENT

ORGANIZATION : NATIONAL THERMAL POWER CORPORATION
Submitted in the partial fulfillment of the requirement for the award of the degree of
MASTER OF BUSINESS A MINISTRATION

Se!!ion "##$%"#&&
SUBMITTE TO'%
SUBMITTE B('%
M!) Sonam *ulati of MBA ept)
ANI+ ,UMAR Roll No)% #$#/"0###1 MBA 2 IIIrd Sem)
Fa-ult.
E3ARTMENT OF MANA*EMENT A4A EM( OF BUSINESS AN EN*INEERIN* S4IEN4E5 *6A7IABA
Institute of Management & Research, Ghazia a!
INDEX
S. No. 1. 2. 3. &. *. -. .. 2. 1. 1). 11. 12. 13. 1&. 1*. Acknowledgement Executive Summary Introduction T e !rgani"ation #T$% $ro'lem (ndertaken !'+ective o, !ur Study Training & Development - Theoretical Perspective /esearc 0et odology 3ata $resentation 3ata Analysis %onclusions /ecommendations 4imitation 5i'liograp y Annexure 6uestionnaire Topics Page No. I II 1 3) 31 32 *1 -1 2) 12 13 1& 1* 11.
ACKNOWLEDGEMENT
7e are grate,ul to 0rs. Sonam 8ulati ,or compilation o, t e pro+ect.
is guidance and support during t e
7e wis to t ank 0r. As ok 9adav: ;</ 0anager= ,or giving us t e permission to carry out t e pro+ect at t e #ational T ermal $ower %orporation: 3adri. 7e also wis to express our gratitude to all t e ,aculty mem'ers at #T$% ,or t eir
invalua'le inputs. 4ast 'ut not t e least we t ank t e employees o, #T$% ,or t eir co>operation in t e
course o, our pro+ect.
3ate?@@@@@ $lace?@@@@
Anil kumar 05A IIIrd semester
EXECUTIVE SUMMARY
#ational T ermal $ower %orporation ;#T$%=
as emerged as a truly national power
company: wit power generating ,acilities in all t e ma+or regions o, t e country. #T$% is committed to t e environment: generating power at minimal environmental cost and presenting t e ecology in t e vicinity o, t e plants. It as 1. power generating plants w ic contri'ute to 2*A o, total power supply in India. #T$% is ranked 3 rd in India ,or employee satis,action.
8lo'al competition tec nological advancement and trans,ormation o, t e traditional workplace are raising t e pressure on all organi"ations to improve per,ormance. Training and development are t e most ,reBuently employed organi"ational strategy to en ance organi"ational a'ility to adopt and use advances in tec nology 'ecause o, ig ly capa'le and knowledgea'le employees continuous training C development o, employees is crucial in en ancing organi"tions competitive position and improve employee morale: teamwork: pro'lem solving and decision making capa'ilities. T is as persuaded many organi"ation to ,orm separate training department. #T$% too 'elieves in t is approac towards per,ection 'ut consistent.
#T$% is involved in a variety o, innovative training C development tec niBues So as to make #T$% a learning organi"ation.
INTRODUCTION
THE ORGANIZATION: NTPC
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#ational T ermal $ower %orporation 4imited ;#T$%= is t e largest t ermal power generating company o, India. It was incorporated in t e year 11.* wit t e o'+ective o, planning: as power promoting and organi"ing an integrated development o, t ermal power in t e country. #T$% is a pu'lic sector company w olly owned 'y 8ovt. o, India. Today #T$% generating capacity in all t e ,our ma+or power regions o, t e country.
NTPC POWER STATION
Mar e! S"are
T e present commissioned capacity o, #T$% is 11:&3* 07. #T$%Ds s are on 31 st 0arc E2))1 in t e total installed capacity o, t e country is 11.3A. It contri'uted 2-A in t e total power generation o, t e country during 2)))>2))1.
T e approved capacity 221** 07 consisting o, 13 coal stations and . gas F liBuid > ,uel com'ined cycle power plants. #T$% is also managing 5adarpur t ermal power station ;.)* 07= o, 8overnment o, India and 5alco %aptive $ower $lant
;2.) 07=. Among t e ,irst $u'lic Sector Enterprises to enter into a 0emorandum o, (nderstanding ;0!(= wit t e 8overnment in 112.>22. #T$% as 'een placed under t e EExcellentE category ;t e 'est category= every year since t e 0!( system 'ecame operative. /ecogni"ing itDs excellent past per,ormance and its vast potential: t e 8ovt. o, t e India as identi,ied #T$% as one o, t e E#avratnasE> a potential glo'al giant.
ORGANIZATION CHART
VISION #T$%: a ,ront>runner in t e Indian power sector: to 'e one o, t e largest and 'est power utilities o, t e world and t ere'y contri'uting to IndiaDs emergence as one o, t e worldDs leading economies. #T$%Ds vision ,or t e new millennium is inspired 'y a glorious past: vi'rant present and a 'rilliant ,uture.
MISSION To make availa'le relia'le and Buality power to t e nation in increasingly large Buantities. Towards t is end: t e company will spear ead t e process o, accelerated development o, t e power sector 'y planning and expeditiously implementing power pro+ects and operating power stations economically and e,,iciently. In doing so t e company will also seek opportunities ,or augmenting power generation t roug tie>ups wit ot er organi"ations in t e area o, conventional energy sources and additionally t roug non> conventional energy sources. T e corporation will contri'ute to all round sector improvement 'y s aring its expertise and experience wit ot er organi"ations. T e company will participate in t e setting up o, t e power pro+ects a'road: i, necessary in colla'orations wit organi"ations. NTPC CORE VALUES #COMIT$ %(ST!0E/ G!%(S !/8A#IHATI!#A4 $/I3E 0(T(A4 /ES$E%T A#3 T/(ST I#ITIATIIE A#3 S$EE3 T!TA4 6(A4IT9 O%JECTIVES In pursuance o, t e vision and mission: t e ,ollowing would 'e t e corporate o'+ectives o, #T$%? GROWTH To add generating capacity wit in prescri'ed time and costJ ot er reputed
To expand consultancy operations and to participate in ventures a'roadJ To diversi,y in ydro and non>conventional energy sources power generationJ To diversi,y into power related 'usinesses to ensure integrated development o, energy sector in India. PERFORMANCE LEADERSHIP
To ac ieve continuous per,ormance improvement in t e areas o, pro+ect implementation: plant operation and maintenance: generation e,,iciency etc. and to acBuire and sustain internationally compara'le standards in t ese areas wit good 'usiness et ics and values. HUMAN RESOURCE DEVELOPMENT
To develop a learning organi"ation aving knowledge> 'ased competitive edge. To create a culture o, team 'uilding: empowerment and accounta'ility to convert knowledge into productive action wit speed: creativity and ,lexi'ility. FINANCIAL SOUNDNESS To maintain and improve t e ,inancial soundness o, #T$% 'y managing t e ,inancial resources in accordance wit t e 'est commercial utility practices.
To develop appropriate commercial policies w ic minimum receiva'les. TECHNOLOGY LEADERSHIP
ensure remunerative tari,,s and
To acBuire: assimilate and adopt relia'le: e,,icient and cost> e,,ective tec nologies and to disseminate knowledge to ot er constituents o, t e power sector in t e country.
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SUSTAINABLE POWER DEVELOPMENT To contri'ute to sustaina'le power development 'y ,unctioning as a responsi'le corporate citi"en and disc arge social responsi'ilities in t e areas o, environment protection and re a'ilitation. T e corporation will strive to utili"e t e as extent possi'le. RESEARCH AND DEVELOPMENT To carry out researc plants in t e country. VALUES T e values s ared 'y t e entire organi"ation are to permeate t roug eac and every and development ,or e,,icient and relia'le operation o, power produced at its stations to t e maximum
discipline wit in t e company and in all its initiatives and responses wit t e rest o, t e world? /espect ,or eac ot er Every one a winner Gairness: 'usiness et ics %ustomer satis,action Iendor partners ip E,,iciency: pro,ita'ility 'ene,it cost orientation Systems approac and discipline Innovation: creativity: entrepreneurs ip %oncern ,or ecology: environment Internal customer service Total Buality Sensitivity to ,eed'ack: learning and renewal.
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GENESIS& GROWTH AND MARKET SHARE NTPC-GENESIS T e electricity ;supply= act o, 11&2 provided ,or: among ot er t ings: setting up o, t e state electricity 'oards ;SE5s= in eac state: wit responsi'ility ,or generation: transmission and distri'ution o, electric power. T e #T$% was incorporated in t e year 11.*: t roug an amendment o, t e electricity ;supply= act: to supplement t e e,,orts o, t e states ,or Buicker and greater capacity addition. T e mandate given to t is new entity was planning: promoting and organi"ing an integrated development o, t ermal power ;including associated transmission systems= in t e country. GROWTH In a span o, +ust over 1* years a,ter commissioning o, t e ,irst 2)) 07 unit at Singrauli in Ge'ruary 1122: #T$% as grown to 'ecome t e largest utility o, t e country wit t e commissioned capacity o, 1-:1.* 07 as in April 1112: at an average annual commissioning rate o, 1))) 07. #T$% as 'een ranked nint in t ermal generation amongst t e worlds t ermal generating companies as per t e 'enc >marking data o, 2)) top utilities o, t e world ;pu'lis ed 'y 0arketline International (K=. T e total approved capacity o, #T$% at t e end o, t e 0arc 1112 stands at 2):*1* 07 consisting o, 12 coal 'ased stations and. gasF liBuid ,uel 'ased stations. In addition: #T$% also manages 5adarpur t ermal power station and 5alco captive power plant on 'e al, o, t e government o, India and 5 arat Aluminium %orporation limited ;5A4%!= respectively. #T$% as also constructed 1-1-2 ckt. Km. o, transmission lines upto 0arc 1112. T ese transmission lines were su'seBuently trans,erred to power 8rid %orporation o, India ltd. In April 1112 wit t e ultimate o'+ective o, creating a national grid. MARKET SHARE #T$%Ds s are in t e total installed capacity o, t e country stands at 12.2A and it contri'uted 2*.3A in t e total power generation o, t e country during t e year 111.>12. DIAGNOSIS 4ooking 'ack: it as not exactly 'een an a'solutely smoot sailing all t e way ,or #T$%. Till
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t e late eig ties: t e central government provided 'udgetary support t roug
eBuity
contri'utions and mo'ili"ations o, multilateral and 'ilateral de't at relatively ,avora'le terms and loan guarantees: allowing #T$% to ploug 'ack all its earnings: t ere'y providing it wit an important source o, long>term capital. T e government also supported #T$% in t e reali"ation o, dues t roug central appropriations. In t e li'erali"ed economic scenario: t e announcement o, a new power policy in !cto'er 1111 marked a signi,icant c ange in t e governmentDs priorities. T ere ave 'een successive policy announcements to ,acilitate greater private sector participation. 7it t e opening up o, power sector to private participation: as many as t ree pro+ect sites under development 'y #T$% were trans,erred to t e respective state governments ,or implementations 'y t e I$$s as? T e government wanted to encourage private participationJ #T$%: during t e years 1121>12: was ,acing a severe ,inancial crunc caused 'y uge arrears o, SE5s coupled wit wit drawal o, net 'udgetary support 'y t e governmentJ 3enial 'y t e multilateral ,unding agencies like t e 7orld 5ank to support new #T$% pro+ects: w ile continuing t e ,unding o, ongoing pro+ects. T is was a turning point in t e sector o, t e country. Strategies and approac es ad to 'e Buickly evolved: to move ,rom ,inancial crisis to good ealt : and t is was ac ieved in large part 'ecause o, t e +udicious mix o, sound commercial policies adopted in resolving t e crisis wit t e support o, t e government. T e steps taken included? !,,ering new incentives to encourage prompt payment t roug 4%s 'y SE5sJ Strengt ening t e commercial department o, #T$%J Intensive liaison wit t e customerF state governmentsJ istory o, #T$%? a make or 'reak situation t at would
determine t e survival o, t e company and t e ,uture role it expected to ave in t e power
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%entral government support: including central appropriations: and /esorting to regulation o, power supply commensurate wit payments: w erever needed and ,easi'le. T e result was dramatic improvement in t e reali"ation o, dues: and revival o, t e 7orld 5ank loans under t e time slice concept 'y 1113. Soon: ot er lending agencies ,ollowed suit. T us 'etween 1121 and 111.: #T$% went t roug onwards=. Today: #T$% is well pois3ed to implement an am'itious growt plan o, 'ecoming a 3)))) 07 plus company 'y t e year 2)).. STRATEGIC ADVANTAGE PRO'ILE #(De)o!e* *!re)g!"*& + De)o!e* ,ea )e**e*- .o)*!ra/)!*$ MARKET SHARE ( T e government as reposed its con,idence in #T$% 'y selecting it to 'e one o, t e eleven $S(s aving a potential to 'ecome a glo'al giant. T is privilege provides signi,icant leverage to #T$% in reali"ing its vision. ( 7it a s are o, 12.2A in installed capacity and 2*.3A in generation contri'ution: #T$% is not only t e largest and leading power generating company in t e country 'ut acclaimed international reputation. ( $oised to 'ecome a 3)))) 07 plus company 'y t e end o, Lt plan i.e. year 2)).. ( <ig credi'ility due to transparency in dealings. PAST PERFORMANCE ( An impressive growt rate in capacity addition: unmatc ed in t e istory o, power sector in India. as also t ree distinct p ases o, ,irst aving
pro+ects 'ut no money ;1121>1112=: aving money 'ut no new pro+ects to implement ;111*
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(An excellent record o, pro+ect implementation 'y commissioning most o, t e units on or a ead o, sc edule. (Ac ieved new per,ormance 'enc marks in operational and e,,iciency parameters. (Ac ieved sel,>su,,iciency in engineering o, coal and gas 'ased power stations. (5roug t impressive turnaround in per,ormance o, t e stations taken over ,rom SE5s and managed 'y #T$%. (0aintained continuously its per,ormance under excellent rating in 0!(s wit government ,or t e last 11 years. (7on several prestigious awards ,or excellent per,ormance in various areas o, productivity: environment: industrial relations: sa,ety: ,amily wel,are: Buality assurance: standardi"ation: pro+ect management etc. + 3elays in declaration o, commercial operation o, some o, its units. + 4arge inventory o, ig values: nonF slow moving sBuares as 'een years. + 3elays in contract closings a,ter t e completion o, t e pro+ects. +T e state owned monopolistic nature o, power industry wit inadeBuate ,ocus on service to customers. FINANCIAL POSITION ( <ig credit rating as evident ,rom con,idence reposed in #T$% 'y multilateral ,inancial accumulated over t e
institutions like world 'ank: A35: !E%5 and KG7. ( Increasing pro,its year a,ter year since inception. ( Su'stantial internal resource generation ,or growt . + Iery large receiva'les ,rom state electricity 'oards.
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+ 4ow return on investment due to administered tari,,. HUMAN RESOURCES ( $ool o, skilled and dedicated pro,essionals in engineering: operations: maintenance: contracts: /C3: ,inance and uman resource management: etc. ( %ontinued concern ,or uman resource development. Esta'lis ed power management
institute eBuipped wit necessary in,rastructure 'acked 'y training institutes at all pro+ects to upgrade t e tec nical and managerial skill. TECHNOLOGY ( Gull ,ledged engineering division accredited wit IS! 1))1 certi,ication. ( $ioneered several state>o,>t e art tec nologies vi". 33%0IS: <I3% etc. in t e Indian power sector. #T$% was also t e ,irst to introduce com'ined cycle power generation in India. ( Esta'lis ed a ,ull>,ledged /C3 center eBuipped wit state>o,>t e>art eBuipment ,or carrying out applied researc in power tec nology. T e /C3 center supports t e sustenance o, ig > level operational per,ormance. ENVIRONMENT AND R&R ( %enter ,or power e,,iciency and environmental protection created to improve e,,iciencies and minimi"e environmental pollution. T e entire power sector will 'ene,it 'y t e centerDs work. ( Girst to develop and adopt a well conceived /C/ policy in t e Indian corporate sector. ( 7ell>,ocused environmental protection policy 'eing ,ollowed ,rom 5eginning. ORGANIZATION STRUCTURE ( T ree>tier structure provides decentrali"ation o, line responsi'ility w ile retaining centrali"ed systems in areas suc as engineering: contracting o, ig value packages: co>ordination wit ,inancing agencies etc. + Tall ierarc y ,or controlling and directing
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+ /ole am'iguity as started creeping in. SYSTEMS AND PROCEDURES ( %ompre ensive management systems exist in various ,unctional areas suc engineering: contracting: pro+ect management: ,inance and maintenance management. + 7 ile t e systems ave served #T$% well in t e past: t e c anging environment as as
necessitated reengineering o, t ese systems ,or e,,ective ,unctioning in t e ,uture. T is is an important task considering t e usual resistance to c ange: especially in success,ul organi"ations. + $oor storage and retrieval o, data. SHARED VALUES (CULTURE) ( #o ma+or industrial disputes. ( %ordial management employees relations ip. + Too many to take credit ,or successes and too ,ew accounta'le ,or ,ailures. T is may put 'linkers in t e managerDs perceptions as t ey 'ecome insulated ,rom t e environment and instead o, trying innovative approac esJ t ey may stick to w at as worked in t e past. T is may tend to maintain status Buo. > 4ack o, in,ormation s aring tendency.
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PRODUCTS AND SERVICES CONSULTANCY 7it t e success,ul execution and operation o, t ermal power pro+ects: #T$% as emerged as t e acknowledged leader in engineering: construction: !C0 and management o, t ermal power pro+ects and power systems. In an attempt to gain ,rom t is ric experience: many leading Indian and international utilities ave 'een seeking consultancy services. #T$% as experience in developing nearly 2:))) 07 ,or ot er utilities and Independent
$ower $roducers. T e %onsultancy 7ing acts as t e nodal point ,or all t e %onsultancy and turnkey pro+ect contracts undertaken ,or outside clients and organi"ations. #T$% o,,ers an entire range o, consultancy services related to a wide range o, in,rastructure sector 'usiness suc as? Gossil ,uel 'ased t ermal power generation. %om'ined cycle power generation. %ogeneration. #on>conventional energy. 7ater supply and treatment. Environment engineering and management. Sur,ace transport ;/oads: 'ridges and ,uel transportation=. Town planning and development.
ENTIRE GAMUT O' SERVICES& IN THE A%OVE AREAS& ARE O''ERED SUCH AS: !wnerEs Engineer Services. 4enderEs Engineer Services. Environment Engineering and 0anagement.
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$rocurement Services. $ro+ect 0anagement. 6uality Assurance and Inspection Services. 0aterials 0anagement. %onstruction 0anagement: Erection and %ommissioning. Ginancial Systems and 0odeling. !peration and 0aintenance. /estoration: E,,iciency Improvement and /enovation and 0oderni"ation. </3 and Training. /esearc and 3evelopment. In,ormation Tec nology. 0anagement %onsultancy. OWNER0S ENGINEER SERVICES AND CONSTRUCTION SUPERVISION . Supervision o, %onstruction: Erection Testing and %ommissioning and $ro+ect 0anagement Services: 'esides Engineering and $rocurement services provided to?
3x2* 07 $anipar /e,inery %aptive $ower $lant: India. 2)2 07 8as 5ased %om'ined %ycle $ower $lant: Kalinada: ,or Spectrum $ower 8eneration 4td.: India.
/ain %alcining %ogeneration $ro+ect: Iis ak apatnam ,or Sargent and 4undyJ (SA. 2x2*) 07 %oal 5ased /aigar T ermal $ower $ro+ect ,or Mindal $ower %ompany: India. 2x2*) 07 units at #0T$$ p ase>II o, Iideocon $ower %ompany: India. 122 07 ;2x1- 07= 3iesel 'ased $ower Station at Ko" ikode: Kerala ,or Kerala State
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Electricity 5oard India. 3x21) 07 5ales war $ower $ro+ect o, 7est 5engal $ower 3evelopment %orporation 4td: India. TURNKEY EXECUTION Turnkey Execution o, pro+ects including 3esign: Supply %onstruction: Testing and %ommissioning o,? Sevent $ower $ro+ect o, #epal S and <atta ,or 3u'ai Electricity and 7ater Aut orityJ 3u'ai. &))F 132 KI Transmission System ,or 3u'ai Electricity and 7ater Aut orityJ 3u'ai. OPERATIONS AND MAINTENANCE 3eployment o, !C0 experts: !C0 Systems 3evelopment: /ecruitment and Training services ,or? 2x12* 07 Surat 4ignite $ower $ro+ect wit %G5% tec nology ,or 8I$%4: Iadodara. 1x-3..* 07 %oal 5ased %aptive $ower $lant at 8ummidpoondi ,or T%$ 4td.: % ennai. PROVIDING VALUE TO VARIOUS CLIENTS 5rie, re,erence to some o, t e consulting assignments completed is presented ere ;scope o, work under individual assignments doesnEt necessarily cover all t e services mentioned=. ENGINEERING AND PROCUREMENT Geasi'ility /eport: 5asic Engineering: 5idding 3ocuments: 3etailed Engineering: 6uality Assurance: !perational E,,iciency Studies: Environmental Studies: $ower System $lanning: Socioeconomic Studies and $rocurement Services ,or? 3x2*) 07 3a anu T ermal $ower Station o, 5SES 4td.: India.
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E,,iciency Improvement o, T#E5 ,or Asian 3evelopment 5ank: 0anila: $ ilippines. &*) 07 0c uc uma 0ining>cum>$ower $ro+ect ,or #ational 3evelopment %orporation: Tan"ania.
3)) 07 $ragati %om'ined %ycle $ower $ro+ect ,or 3el i Iidyut 5oard: India. -)) 07 8as 'ased %om'ined %ycle $ower $ro+ect at Iypeen: Kerala ,or Siasin Energy $vt 4td: India.
Tamil #adu Industries %aptive $ower %ompany 4td: India. 3)) 07 %om'ined %ycle $ower $ro+ect at <a"ira ;on 'e al, o, !#8%>#T$% Moint Ienture=.
*)) 07 T ermal $ower $ro+ect at Tuticorin ,or T#E5: India. 2))) 07 %om'ined %ycle $ower $ro+ect at Iem'ar ,or II$4: India. #ational Aids %ontrol $ro+ect o, 0inistry o, <ealt and Gamily 7el,are ,unded 'y 7orld 5ank. KEY 'ACTORS WHICH MAKE NTPC UNI1UE
R/." O2M e34er/e).e #T$% as developed ric experience in engineering and !C0 o, t ermal power plants
t roug its own power plants covering 32 units o, 2))F21) 07: 1* units o, *)) 07 o, coalFoil ,ired plants and 31 gasFsteam tur'ine units o, various capacities operating at 8as>'ased %om'ined %ycle $ower $lants. In addition: 5T$S ;.2) 07= and 5A4%! ;.2) 07= are also 'eing operatedFmanaged 'y #T$%
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O2M 5ee67a. /).or4ora!e6 /) 6e*/g)* 5eing a power utility: #T$% as t e uniBue advantage o, regular ,eed'ack on various
operational and maintenance aspects ,rom its generating plants. T is ,eed'ack is t en suita'ly incorporated ,or improvement in ,uture designs. International Procurement Experience 0ost o, t e #T$% power plants ave 'een ,unded 'y International Gunding Agencies like t e 7orld 5ank: A35: and !E%G etc. T ese plants incorporated state>o,>t e>art eBuipment and systems generally procured t roug International %ompetitive 5idding. #T$% as t e varied and ric experience o, working wit eBuipmentFsystems sourced ,rom di,,erent parts o, t e world suc as (SA: (K: Grance: 8ermany: Mapan: Italy: and /ussia etc. 'a8/9/ar/!: ,/!" S!a!;!or: A;!"or/!/e* #T$% is ,ully ,amiliar wit t e reBuirements o, various government 5odies C Statutory
Aut ority: 0inistry o, Environment C Gorest etc. 1;a9/5/e6 Ma)4o,er #T$% as a vast $ool o, Buali,ied tec nical and managerial manpower w o are well
supported 'y ig ly trained sta,, and excellent in,rastructure ,acilities to extend services to its own power plants as well as to its various clients. E34er/e).e o5 ,or /)g ,/!" I)!er)a!/o)a9 Co)*;9!a)!* #T$% engineers ave ad t e opportunity o, working in close association wit several
international consultants vi". 5lack and Ieatc more.
Intl.: (SAJ (E C %: (SAJ 5ritis Electricity
International: (.K.J Electricite de Grance: GranceJ 8il'ert %ommonwealt : (SA and many
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Co).e4! !o .o88/**/o)/)g a)6 7e:o)6... #T$% as t e capa'ility and expertise to provide t e total range o, services ,rom %oncept to %ommissioning o, power station covering areas suc as ,easi'ility C EIA studies: design: engineering: 6ACI: procurement: pro+ect management: construction supervision: testing: commissioning: operation C maintenance and training etc.
Reg/*!ere6 ,/!" I)!er)a!/o)a9 I)*!/!;!/o)* #T$% is registered as a consultant wit 3evelopment 5ank: etc. 7orld 5ank: Asian 3evelopment 5ank: A,rican
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POWER MANAGEMENT INSTITUTE INTRODUCTION T e $ower 0anagement Institute ;$0I= was set up 'y #ational T ermal $ower %orporation in recognition o, t e vital role t at training and development as to play in t e context o, t e c allenges associated wit t e growt o, t e Indian $ower Sector. T e Institute set up in t e year 1122: is involved in t e training and development o, middle and senior level personnel ,rom t e power sector as also ,rom ot er organi"ations not related to power sector. $0I started ,unctioning ,rom t e sprawling campus at sector 1-: #oida. !ver t e years: $0I as developed its strengt in designing and delivering customi"ed
programs suited to t e needs o, individual organi"ations. 7 ile t e instituteDs core competence in tec nical areas is related to power sector: its 0anagement and IT development programs cover all aspects o, management development. T e in,rastructure and idyllic surroundings o, $0I make it conducive to learning and sel,>development. OVERVIEW ISO-900 !"#$%&%!'$%(): $0I as secured t e prestigious IS!>1))1 certi,ication ,rom 44!93S /E8ISTE/ 6(A4IT9 ASS(/A#%E ;4/6A=. T e standard o, training imparted as 'een ad+udged to 'e o, ig Buality as endorsed 'y certi,ication. P(*%!+: $0I is committed to 'e a leading institute in developing world>class competencies 'y providing state>o,>t e>art training catering to t e needs o, t e power pro,essionals. T e institute s all endeavor to innovate and adopt latest management and tec nological practices to continuously improve t e capa'ilities. O,-"!$%."/: To increase training capacity utili"ation %ontinuous up>gradation o, ,aculty competencies
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To develop strategic alliances ,or mutual improvement o, core competencies To widen t e customer 'ase and ac ieve improved customer satis,action To carry out 'enc marking wit national and international training institutes MANAGEMENT DEVELOPMENT PROGRAMS $ower sector scenario is marked 'y sweeping c anges like private sector participation: restructuring o, SE5s: setting up o, regulatory commissions: etc: so as to make t e power industry glo'ally competitive. T ese programs address t e need o, eBuipping power pro,essionals wit t e latest managerial tools and tec niBues so as to ena'le t em to e,,ectively manage and operate under dynamic circumstances. T e ,ocus o, $0I program is to 'uild and develop #T$% and also t-o develop ,unctional competencies among t e individual managers. T e programs are developed a,ter training needs analysis o, t e organi"ation and t e industry keeping in mind t e recent developments in t e sector. Ginance: 'e avioral sciences: strategic management: t ese programs. In t e recent years: a num'er o, concert programs ave 'een done ,or organi"ations: like $ower Ginance %orporation: A$8E#%!: <I$#4: #uclear $ower %orporation: etc. TECHNICAL PROGRAMS #T$% is operating a num'er o, t ermal power units: 'ot coal and gas 'ased: in various parts o, t e country. #T$% as also made its ,oray in t e ydel sector. In all t ese years: #T$% as gained su,,icient experience and expertise starting ,rom design and construction to operation and maintenance o, units. $0I serves as a plat,orm ,or s aring a tec nical knowledge and experience in t is ,ield. It also o,,ers an opportunity im'i'ing new tec nology as a result o, /C3 e,,orts as well as tec nological c anges power sector. A GE7 S$E%IA4 TE%<#I%A4 $/!8/A0S A33/ESSI#8 T<E SE%T!/A4 #EE3S. appening else w ere in t e uman resource development: vigilance mec anism: creativity and values: Buality: pro+ect management and several ot er areas are covered in
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/esidual 4i,e Assessment and /C0 o, T ermal $ower $lants. !C0 practices ,or com'ine %ycle 8as $ower $lants. %on,erence on 5oiler $ressure $arts Gailure %on,erence on !C0 o, power plants. Energy Audits and Energy %onservation. %lean %oal Tec nology. %o>8eneration ,rom Sugar 0ills. I)5or8a!/o) Te.")o9og: In tune wit t e sweeping c anges in t e in,ormation era: t e institute is organi"ing various IT programs taking into account t e latest development and needs o, t e organi"ation. E/$: managing IT: e>commerce: Internet and Intranet ,or 'usiness applications: etc related Mava programming: we' pu'lis ing are some o, t e programs in t is area. A ,ew IT programs addressing t e emerging needs
0icroso,t !,,ice 2))) upgrade 3eveloping and <osting a 7e'site 0anaging In,ormation Tec nology 0icroso,t 7indows #T %ore Tec nologies $% trou'le>S ooting and maintenance 4inux S4e./a9 Progra8* T e institute in colla'oration wit IIT: 3el i as introduced an 12 mont s 0>tec program in $ower Engineering. T is program is open to all power engineers aving minimum . years
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experience and less t an &) years o, age. T e selection is t roug a written test eld all over t e country and interview o, t e s ort>listed candidates. Twenty>,ive candidates are ,inally selected. A ,ew seats are reserved ,or candidates sponsored 'y external organi"ations. $0I as also taken t e initiative o, o,,ering a degree course: 5>Tec in $ower Engineering in colla'oration wit 5ITS: $ilani to its employees aving diploma in Engineering. T e institute is also expanding its port,olio to include management education. !ver t e years $0I as 'een providing long duration induction level training programs to t e new #T$% executive trainees. Also: organi"ations like $ower ,inance %orporation: A55: /eliance: 5SES: Siemens: etc are sponsoring executive trainees to $0I ,or induction level courses. 'ACULTY PRO'ILE 3irector ;$ersonnel= #T$% is t e 3irector>in>c arge o, $0I: w ic is eaded 'y Executive director: $0I. A competent ,aculty pool drawn ,rom various disciplines is t e core strengt o, $0I. T e areas include !rgani"ational 5e avior <uman /esource 0anagement Sociology $ower $lant operation and maintenance Iigilance 0ec anism Environment Engineering and 0anagement $ower $lant per,ormance and e,,iciency monitoring In,ormation Tec nology Ginancial 0anagement Strategic 0anagement $ro+ect 0anagement
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%ontracts and 0aterials 0anagement /enovation and moderni"ation /e a'ilitation and settlement Energy conservation
T e ,aculty is supported 'y a competent team o, o,,icials ,rom areas like administration: maintenance: ospitality: environmental management and a ost o, ot er support services. T ere is a learning resource center aving over 2:*)) titles o, 'ooks and videotapes and also ,acilities ,or sports and games including swimming. RESEARCH Apart ,rom dissemination o, knowledge: $0I strongly 'elieves in undertaking researc pro+ects on topics related to management development. A 'eginning as 'een made in t is direction and a culture and an atmosp ere stimulating researc institute. CONSULTANCY $0I as made a ,oray in t e area o, 0anagement consultancy 'y 'eing a part o, t e Art ur Anderson consortium in t e And ra $rades power sector re,orms and restructuring process. 7it t e restructuring o, most o, t e SE5s in t e o,,ing: $0I is poised to 'ecome a ma+or player in t is direction 'y o,,ering consultancy in t e area related to training: </ and ,inancial restructuring. is 'eing created in t e
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TOTAL PROGRAMME DAY
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PROGRAMMES CONDUCTED
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PARTICIPANTS TRAINED
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EXTERNAL ORGANIZATIONS
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EXTERNAL PARTICIPANTS
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Pro79e8 U)6er!a e)
To evaluate t e e,,ectiveness o, training and development programs conducted at #T$% ;3adri=.
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O%JECTIVE O' OUR STUDY
T e main o'+ectives o, our study are To study t e Training and development ,unction at #T$% To evaluate t e e,,ectiveness o, training programs conducted To suggest measures ,or improvement
TRAINING AND DEVELOPMENT: THEORETICAL PERSPECTIVE

7illiam Mames o, <arvard (niversity estimated t at employees could retain t eir +o's 'y working a mere 2)>3) percent o, t eir potential. <is researc led im to 'elieve t at i, t ese
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same employees were properly motivated t ey could work at 2)>1) percent o, t eir capa'ilities. 5e avioral sciences concepts like motivation and en anced productivity could well 'e used ,or suc improvements in employee output. Training could 'e one o, t e means to ac ieve suc improvements t roug t e e,,ective and e,,icient use o, learning resources. Training is a long>term investment in uman resource using t e eBuation given 'elow? $er,ormance N a'ility x motivation Training can ave an impact on 'ot t ese ,actors. It can eig ten t e skills and a'ilities o, t e employees and t eir motivation 'y increasing t eir sense o, commitment and encouraging t em to develop and use new skills. It is a power,ul tool t at can ave a ma+or impact on 'ot employee productivity and morale: i, properly used. 7<9 IS T<E/E A #EE3 G!/ T/AI#I#8 A#3 7<9 <AIE 7E %<!SE# T! ST(39 T<IS T!$I%O Orga)/Fa!/o) G/a7/9/!: a)6 !"e !ra)*5or8a!/o) 4ro.e** T e primary concern o, an organi"ation is its via'ility and ence its e,,iciency. T ere is continuous environmental pressure ,or e,,iciency: and i, an organi"ation does not respond to t is pressure: it may ,ind itsel, rapidly losing w atever s are o, t e market it as. Employee training: t ere,ore: imparts speci,ic skills and knowledge to employees in order t at t ey contri'ute to t e organi"ationDs e,,iciency: and 'e a'le to cope wit t e pressures o, t e c anging environment. Te.")o9og/.a9 a6Ga).e* T ere as 'een tremendous development in industrial tec nology. 0ec ani"ation and automation o, t e plant is necessary ,or t e organi"ationDs survivalJ ence: it as to train its employees ,or more skilled positions. #ew skills are reBuired to operate new mac inery: or ,amiliarity wit new processes and production tec niBues as to 'e introduced. Orga)/Fa!/o)a9 Co849e3/!: 7it increasing mec ani"ation: automation and development in tec nology: many ad led to complex pro'lems o, coordination and
organi"ations ave emerged as complex organi"ations t at produce a wide range o, products or o,,er a wide range o, services. T is integration o, activities. Eventually t e need ,or training and retraining is ,elt at t e all levels in suc organi"ations: ,rom s op ,loor to top executives.
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H;8a) Re9a!/o)* T e growing complexity o, organi"ations as led to various uman pro'lems: like alienation: inter>personal and inter>group pro'lems. <ence: training in extremely important ,or tackling t ese pro'lems. 3ue to its great relevance in t e current automated: mec ani"ed and extremely competitive 'usiness environment: w ere skills are 'ecoming o'solete ,aster t an ever: we ave c osen to study in detail t e training and development needs o, employees. PLANNING AND TRAINING ACTIVITIES T e e,,ective ,unctioning o, any organi"ation reBuires t at employees learn to per,orm t eir +o's at a satis,actory level o, pro,iciency. An e,,ective organi"ation wis es to ave amongst its ranks individuals w o are Buali,ied to accept increasing responsi'ilities. So muc so t at organi"ations need to provide opportunities ,or t e continuous development o, employees not only in t eir present +o's: 'ut also to develop t eir capa'ilities ,or ot er +o's ,or w ic t ey mig t later 'e considered. Training re,ers to t e teac ingFlearning activities carried on ,or t e primary purpose o, elping mem'ers o, an organi"ation to acBuire and apply t e knowledge: skills: a'ilities and attitudes needed 'y t at organi"ation. 5roadly speaking: training is t e act o, increasing t e knowledge and skill o, an employee ,or doing a particular +o'. T oug it is true t at unplanned learning t roug +o' experience elps development: t e uman relations is 'ecoming
experience o, most organi"ations is t at it is advantageous to plan systematic training programmes o, various types as a regular part o, an adeBuate personnel development programme. Suc programs are de,inite assets in elping managers to learn correct +o' met ods: to ac ieve a satis,actory level o, +o' per,ormance: and to acBuire capa'ilities t at would 'e valua'le in possi'le ,uture +o's.
T e ,ollowing steps must ,orm t e 'asis o, any training activity? 1. 3etermine t e training needs and o'+ectives.
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2. Translate t em into programs t at meet t e needs o, t e selected trainees. 3. Evaluate t e results. TRAINING INPUTS T ere are t ree 'asic types o, inputs? skills: attitudes: and knowledge. T e primary purpose o, training is to esta'lis a sound relations ip 'etween t e worker and is +o'> t e optimum man>task relations ip. Suc e as developed t e necessary skills. Training activities in an industrial organi"ation are aimed at making desired modi,ications in skills: attitudes and knowledge o, employees so t at t ey per,orm t eir +o's most e,,iciently and e,,ectively. SKILLS Training activities nowadays encompass activities ranging ,rom t e acBuisitions o, a simple motor skill to a complex administrative one. Training an employee ,or a particular skill is undertaken to ena'le im to 'e more e,,ective on t e +o'. Gor instance: new workers can 'e trained to ac ieve levels o, output attained 'y experienced older workers. Similarly existing workers w ose levels o, output are 'elow par can 'e retrained. ATTITUDE T roug orientation ;induction= programmes: organi"ation develops attitudes in new are ,avora'le toward t e ac ievement o, organi"ational goals. Training a relations ip is at its 'est w en t e workerDs attitude to t e +o' is rig t: w en t e workerDs knowledge o, t e +o' is adeBuate: and
employees: w ic
programmes in industry are aimed at moulding employee attitudes to ac ieve support ,or company activities: and to o'tain 'etter cooperation and greater loyalty. KNOWLEDGE Training aimed at imparting knowledge to employees in t e organi"ations provides ,or understanding o, all t e pro'lems o, modern industry. T is knowledge ,or a worker is speci,ic to is +o': and related 'roadly to plant: mac inery: material product: and Buality and standard
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o, product. Knowledge ,or managerial personnel may 'e related to complexity o, pro'lems in organi"ing: planning: sta,,ing: directing and controlling. In general: training initiated ,or imparting knowledge to employees s ould consider t ree aspects? 1. Knowledge in general a'out ,actory and work environment> +o' context 2. Speci,ic knowledge related to +o'> +o' content 3. Knowledge related to Buality and standards o, product or Buality o, work.
AREAS O' TRAINING Areas o, training can 'e classi,ied into t e ,ollowing categories? Training in company policies and procedures ;induction training= Training in particular skills. Training in uman relations. 0anagerial and supervisory training. Apprentice training.
1. 2. 3. &. *.
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Tra/)/)g /) .o84a): 4o9/./e* a)6 4ro.e6;re*. T is is a part o, t e induction o, a new employee. T e o'+ective is to orient new employees wit t e set o, rules: procedures: management: organi"ation structure: environment and products: w ic t e ,irm as andFor deals wit . !rientation is a continuous process aimed at t e ad+ustment o, all employees to new and c anging situations. It aims to impart t e ,acts o, company rules and policy: to create attitudes o, con,idence in t e company: prides in t e products: respect ,or company personnel: and to provide in,ormation a'out needs and skills: development: Buality o, production and work organi"ation. It also ena'les employees to get t e ,irst impression o, t e PcultureQ o, t e ,irm and t e kind o, people e will ave to deal wit . At no time does it allow ,or Buestioning or c ange o, system. It: t ere,ore: in no way contri'utes to t e organi"ationDs growt : nor does it en ance an employeeDs a'ility to contri'ute to t e organi"ationDs growt . Induction programs are also used ,or in>company promotees: w o reBuirements. Induction programs are 'ased on t e p ilosop y t at t e process o, initial ad+ustment and entry to t e organi"ation is a di,,icult process. (nless a conducive and supportive atmosp ere ,acilitates it: it would leave t e new entrant wit several uncertainties in is mind and make is assimilation in organi"ational li,e more complex and di,,icult. 0any organi"ations are conscious o, t is and devote considera'le e,,ort to make t e initial entry p ase a pleasant and cordial one. Tra/)/)g I) Par!/.;9ar S /99* Training o, employees ,or particular skills is undertaken to ena'le t e employee to 'e more e,,ective on t e +o'. It is a ere>and>now proposition: somew at like induction training: w ic does not ave a very signi,icant development aspect to it. Its aim is narrow>to guarantee a certain contri'ution to t e +o': ,or instance sales training and mac ine skills. ave to 'e oriented to t e demands o, t eir
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H;8a) Re9a!/o) Tra/)/)g T is is a 'road category em'racing many di,,erent aspects. Sel,>learning and inter>personnel competence can 'e included in t is category>all concerned wit generally t e same t eme. It stresses a concern ,or individual relations ips: ,or ,eeling and treating people as P uman 'eingsQ: rat er t an as mac ines. #ot only is t is concern and awareness in oneDs attitudes and 'e avior conducive to 'etter work>place relations: 'ut also to en anced productivity. T is category o, training is oriented towards t e development o, t e individual and conseBuently t e organi"ationDs e,,iciency in terms o, 'etter teamwork. Pro79e8* So9G/)g Tra/)/)g 0any in>company programmes also revolve around organi"ational units: like divisions o, 'ranc es: w ic generally andle a product line. T e practice is to old toget er all managerial personnel in a particular divisionF 'ranc ,rom t e 'ot t e eadBuarter and t e ,ield o, o,,ices and discuss common pro'lems and solutions across t e ta'le. T is not only elps solve pro'lems: 'ut also serves as a ,orum ,or t e exc ange o, ideas and in,ormation: w ic could 'e utili"ed in ot er situations. Ma)ager/a9 A)6 S;4erG/*or: Tra/)/)g T e managerial +o' com'ines 'ot tec niBues and conceptual knowledge. I, it is t at o, a specialist: it would emp asi"e some tec niBues and knowledge like operations: researc : ,inance: production: and personnel management. I, on t e ot er organi"ing: planning: sta,,ing: directing and controlling. A44re)!/.e Tra/)/)g T e Apprentice Act 11-1 was 'ased on t e p ilosop y o, providing some tec nical training ,or unskilled people in order t at t eir employment opportunity is en anced: or alternatively to elp t em 'e sel,>employed. Industrial organi"ations in speci,ied industries are reBuired to train apprentice in proportion to t eir work,orce in designated trades. T e duration o, training is one to ,our years. LEARNING AND TRAINING and it is a general management +o': t en t e emp asis would 'e on t e principles o, scienti,ic management?
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Irrespective o, t e type or met od o, training: trainer
as to keep in mind some o, t e
principles o, learning or motivation: w ic would en ance internali"ation o, w at is taug t. Mo!/Ga!/o) A trainee needs to company will ave a desire to learn and 'ene,it ,rom t e programme. I, e is not
interested: or is demotivated: t en t e learning outcome is going to 'e insigni,icant and t e ave spent its money 'adly. !n t e ot er and: 'eing too intense a'out learning and outcome may result in setting over>am'itious goals ,or t e individual. Re/)5or.e8e)! Gollowing on t e concept o, motivation is t at o, rein,orcement. Gor learning to take place and 'e internali"ed to t e desired extent: a trainee is rewarded or given some encouragement. T is rein,orcement: or t e acknowledgement t at w at as 'een acBuired is desira'le: can 'e eit er an extrinsic or intrinsic reward> external praise or some tangi'le reward: or t e individualDs ,eeling o, a sense o, progress. %urrent stress is on positive support and elp,ul 'e avior: even w en mistakes are made. 'ee67a. 3uring t e training process: it is use,ul ,or t e trainee to 'e told ow e is progressing. T e knowledge o, results is: several researc ers ave con,irmed: an e,,ective motivator. %onstant and periodic ,eed'ack as positive e,,ects on t e traineeDs learning. (nless t e trainee knows ow close is per,ormance comes to t e desired standard: e will not ave an opportunity to improve. Geed'ack: t ere,ore: provides a 'asis ,or correcting onesel,. Secondly: ,eed'ack elps to sustain t e traineeDs interest in t e task: or in t e learning t at is taking place: 'y 'ringing greater involvement wit t e learning process. I, ,eed'ack is to 'e meaning,ul: it s ould ,ollow a learning segment as Buickly as possi'le.
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Tra)*5er O5 Tra/)/)g T e maximum use o, training can 'e made i, t e trainee is a'le to trans,er is learning to is actual work role. T is is possi'le i, elements are incorporated in t e training situation ,rom t e +o' role: eit er existing or proposed. T e more similar t e learning situation is to t e +o' situation: t e ig er t e degree o, trans,er t e trainee can expect: and ence t e greater t e relevance o, t e training programme. Re4e!/!/o) /epetition etc es a pattern into our memory: e.g.: w en one studies ,or an examination: it is necessary to repeatedly go over ideas so t at t ey can 'e recalled later. Re9eGa).e /elevance relates to t e meaning,ul use o, material: w ic aids learning: e.g.: trainers usually explain in t e overall purpose o, a +o' to trainees 'e,ore assigning t em a particular task. TRAINING POLICY A companyEs training policy represents t e commitment o, its top management to training: and is expressed in t e rules and procedures t at govern or in,luence t e standard and scope o, training t e organi"ation. Training policies are necessary ,or t e ,ollowing reasons. 1. To ig lig t t e ,irmEs approac to t e training ,unction: provide guidance ,or design and execution: and to provide in,ormation regarding programmes to all employees. 2. Gormulation o, policy elps in identi,ication o, priority areas in training: and since
resources are scarce: t ey are prioriti"ed according to ,elt needs. 3. A training policy document is prospects t roug training. elps to communicate t e ,irmEs intent regarding an
employeeEs career development: and also gives t e employee t e opportunity to 'etter
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POSITIVE OUTCOMES O' TRAINING T e continued e,,ectiveness and e,,iciency o, an organi"ation is to some extent dependent on t e a'ility o, its employees to produce at ig levels o, e,,iciency: and keep a'reast wit t eir c anging +o'>role demands. Training will provide ,or an output in t is direction. T e several positive 'ene,its o, training are t at? Training elps employees to learn t eir +o's and attain desired levels o, per,ormance speedily t us cutting costs and contri'uting to 'etter utili"ation o, mac ines and materials: ,or example in workersE categories. Training elps to reduce t e cost o, raw materials and products>reducing losses due to waste: poor Buality products and damage to mac inery>w ic untrained employee were to learn on is own. Employee motivation is en anced w en employees known t at t e ,irm would provide t em training opportunities to increase t eir skills and knowledge: t us ena'ling t em to develop and Buali,y ,or ig er posts. Suc practices create ,avora'le attitudes towards t e organi"ation: w ic could result in 'etter ad+ustment and commitment to oneEs work and t e organi"ation. T us cooperation could elp reduce employee turnover: a'senteeism: accidents: dissatis,actions and grievances. Ginally: training aids in t e development o, individual skills: 'etter met ods: new eBuipment: and sometimes new work place relations ips. Suc a process would also ,acilitate tec nological c ange 'y updating t e versatility o, employees. would result i, an
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TRAINING METHODS Training met ods are a means o, attaining t e desired o'+ective in a learning situation. 8iven 'ackground work suc as identi,ication o, training needs: a programme design and its duration ;'ased on t ese needs=: it t en 'ecomes pertinent to analy"e and select t e 'est met od or com'ination o, met ods: given t e several constraints: to attain t e programme o'+ective. T e c oice o, a met od several constraints: to attain t e programme o'+ective. T e c oice o, a met od would depend on a wide variety o, ,actors: suc t e 'est ve icle to put across t e contents: and ,inally its cost implications. #umerous training met odologies and tec niBues ave 'een developed over t e years to meet certain speci,ic needs. Eac met od as structured procedures ,or conduct t at o,,er certain advantages in developing certain limited ,acets o, a trainee: and su,,er ,rom some limitations. In using a particular met od: one s ould know its strengt s and weaknesses: given t e situation: and analy"e its relevance: its purpose: and i, it is use,ul: ow to get t e most out o, it. T is would provide t e rationale o, t e various training met ods. T e trainer s ould know t e rationale o, eac o, t e met ods 'e,ore attempting to use any o, t em. O%JECTIVES O' TRAINING METHODS Training met ods ave a num'er o, overlapping o'+ectives. As stated earlier: t ey ave to 'e c osen in relation to t e programme design reBuirements. T e main o'+ectives o, individual training met ods could 'e? demonstration value: developing interest and ,inally: appeal to senses. <owever: more t an one: or even all t ree o'+ectives may 'e ,ound in one met od. De8o)*!ra!/o) Ga9;e %omplete demonstration o, +o' reBuirements is training o, a kind t at ena'les t e trainee to grasp t e meaning o, ideas: concepts: or procedures visually. Suc a met od can 'e used e,,ectively as an aid to overcome t e R'reakdown o, communicationR. $eople remem'er t ings t at t ey see and ear: muc longer t an t ey do in,ormation t ey receive t roug talks or reading: alone. as competence o, instructors: relevance to t e participants: t e programme design: i.e.: is a particular met od
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DeGe9o4/)g /)!ere*! !ne o, t e ,actors to 'e kept in mind in c oosing a met od is its a'ility to old and arouse t e interest o, t e trainee in t e learning situation. 0uc researc as 'een done in t e ,ield to test t e e,,ectiveness o, various met ods. A trainer as to consider alternative met ods o, presenting training material to participants in order to stimulate t eir interest and ,acilitate retention o, t e matter. Gor instance: i, traditionally t e matter as 'een presented t roug lectures: per aps audiovisual met ods could 'e used: or instead pro+ect work 'e assigned w ic would mean learning 'y doing or researc ing t e su'+ect onesel,. A44ea9 !o 8a): *e)*e* T e statement t at Rto see a t ing once is 'etter t an to ear it a undred times emp asi"es t e inadeBuacy o, words as a means o, communication. Experience indicates t at almost .* per cent o, w at we im'i'e is t roug t e sense o, sig t and t e rest is t roug t e sense o, earing: touc : smell and taste. Grom t e trainerEs point o, view it would 'e 'ene,icial to utili"e as many o, t e traineeEs senses as possi'le: in order to improve retention o, learning. Application o, t ese 'asic o'+ectives or guidelines alone would not 'e enoug . Gor t e appropriate use o, a met od: pro'lem analysis and needs identi,ication are also necessary. T e trainer as to understand and identi,y t e pro'lem areaJ w at is wrong: and w ere is t e correction neededO <e as to examine w et er t ere is a pro'lem wit t e manner in w ic t e task is done: i.e.: an operational pro'lem: or w et er t ere is a pro'lem wit an individual or individuals: i.e.: a uman>relations pro'lem. Secondly: selecting t e appropriate met od would 'e dependent on t e level o, t e trainee in an organi"ationsE ierarc y>is e a s op ,loor worker: supervisor or a managerO Ginally: 'e,ore selecting a training met od: t e trainer s ould keep t e mind cost e,,ectiveness.
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C9a**/5/.a!/o) o5 Me!"o6* 3epending on t e learning outcome: and t e process 'y w ic it is attained: it is possi'le to categori"e t e various met ods into several groups. O)-$0"--(,-(#%")$"1 $#'%)%)2 3"$0(1/ In t is cluster are included met ods w ose main o'+ective is centered around t e +o': more speci,ically: learning on t e +o' itsel, 'y a variety o, met ods. T ey em'race development t roug per,ormance on t e +o': w ere organi"ational strengt and constraints: uman 'e avior and tec nological systems category: are? ave ,ull and ,ree play. 0et ods: w ic ,all into t is
1. 2. 3. &. *.
!n>t e>+o' training. Mo' rotation. 8uidance and counseling. 5rainstorming sessions. Syndicate met od ;working in small groups=. S%34*'$%() 3"$0(1/ /eal>li,e situations are simulated ,or imparting training. T e met ods ,alling in t is category are?
1. 2. 3. &.
/ole>play. %ase met od. 0anagement games. In>'asket exercise.
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Ro9e P9a: T e role>play met od reBuires participants to enact roles on t e 'asis o, a written script or an oral description o, a particular situation. T e enactment process provides an insig t and understanding o, t e demands and situations o, t e assigned role: t ere'y ,acilitating empat y wit well: anot erEs ;actual= role. T e main emp asis in management training is in exercise: w ere: instead o, ,ocusing on t e ,acilitating 'etter understanding o, interpersonal pro'lems: and attitude c ange. I, not andled owever: it could degenerate a c ildis pro'lem to 'e understood: t e situation mig t 'e over>dramati"ed. Ca*e 8e!"o6 T e case is an actual situation: w ic is written ,or discussion purposes. Analysis would need pro'lem identi,ication: analysis o, t e situation and o, its causes. T ere could 'e several solutions to t e pro'lem: and eac o, t ese alternatives and t eir implications needs to 'e examined. In t e real world: on many occasions: a manager may not ave all t e relevant in,ormation wit im 'e,ore taking a decision. Similarly: t e case met od approximates t is limited data: or w at is termed reality and in many situations decisions are taken wit
decision>making under uncertainty. T e managerial response in suc a situation is explored and understood and learning consists o, developing pro'lem>solving skills. Ma)age8e)! ga8e* T e game is 'uilt around t e model o, a 'usiness situation and trainees are divided into teams representing t e management o, competing companies. T ey simulate t e real>li,e process o, taking operation decisions. 3ecisions taken are analy"ed 'y a computer: or manually: and a series o, t e implications o, t ese decisions are ,ed 'ack. T e game is played in several rounds to take t e time dimensions into account. I)+7a* e! e3er./*e T is is a simulation training tec niBue designed around t e Rincoming mailR o, a manager. A variety o, situations are presented w ic would usually 'e dealt wit 'y an executive in is working day. <is reactions and responses are taken down in writing and t en analy"ed. Geed'ack on is decisions ,orces im to re>consider not only is administrative actions 'ut
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also is 'e avioral style. K)(5*"12"-,'/"1 3"$0(1/ In t is met od o, training: an e,,ort is made to expose participants to concepts and t eories: 'asic principles: and pure and applied knowledge in any su'+ect area. 5asically: it is aimed at creating an awareness o, t e knowledge o, ,undamentals. T e ,ocus is essentially transmission o, knowledge w ic category are? 1. 2. 3. &. 4ectures. Seminars: works ops. Educational training programmes at academic institutes. $rogrammed instruction in w ic knowledge is disseminated in 'ook ,orm to 'e learnt at t e individualEs pace: and w ere ,eed'ack on t e learning is a given aspect o, t e met od. *. -. Gilms and TI. 8roup discussion: especially in com'ination wit some o, t e a'ove: ,or assimilation and integration. TRAINING ORGANIZATION T ere are several administrative aspects t at ave to 'e taken into account 'e,ore launc ing in> ouse training programme: or nominating participants to external programmes. I)+Co84a):-E3!er)a9 Progra88e* T e company needs to ,ormulate its t inking regarding participation in programmes o,,ered 'y external agencies like educational management institutes: government institutions and consultant programmes: vis>S>vis conducting its own in> ouse programmes. 7 ere employee num'ers are small: it may not 'e wort w ile to set up a training esta'lis ment and conduct in> ouse programmes: 'ut as t e num'ers increase: t is options may o,,er a distinct possi'ility. T ere is t e cost aspect to 'e considered? ,or t e cost o, sending a participant to as to 'e im'i'ed 'y t e participants. T e met ods in t is
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an external programme: several employees could 'e trained wit in an organi"ation. 9et: t e advantage o, an external programme would 'e a 'reat o, ,res air t roug discussions wit ot er participants and a ,res own in> ouse programmes. Tra/)/)g %;6ge!* A training 'udget ,or eac internal programme as to 'e prepared: w ic would include cost o, ,acilities like training room: ,ood: transport: guest ,aculty: i, any: and cost o, teac ing materials. In ,act: t e cost to t e organi"ation s ould also include t e wages and salaries o, employee participants w o would 'e temporarily pulled out o, t eir regular +o's and sent ,or training. 9et: organi"ational reBuirements would necessitate t eir +o's 'eing done 'y someone else. T e reason ,or costing t e trainee employeeEs salary would 'e t at t ey would not 'e making any contri'ution to t e company during t e training period: and t at t is is an additional 'urden on t e companyEs ,inances. EVALUATION O' TRAINING Evaluation o, any activity is important: since in evaluating one tries to +udge t e Rvalue or wort o, t e activity: using t e in,ormation availa'leR. 7 at is t e purpose o, evaluationO Evaluation: 'y 'ringing to t e ,ore Rweaknesses and ,ailures@strengt s and successes:R elps to improve training met ods. Evaluation elps management to answer t e ,ollowing Buestions T e relevance o, t e programmes to t e organi"ationEs needs>w at c anges i, any s ould 'e made in existing programmes to realign to t e organi"ationEs needs. Geed'ack on t e c oice o, areas o, training will also need to 'e examined in t e context o, its contri'utions to t e organi"ationEs e,,ectiveness. S ould t e money continue to 'e spent on t is activity: or anot er more relevant activity t at will improve attainment o, t e organi"ationEs o'+ectivesO /eactions ,rom trainees a'out t e training programme can elp identi,y its strengt s and approac could 'e 'roug t into t e organi"ation and its pro'lems. T e skills and tec niBues learnt mig t also 'e di,,erent ,rom t ose o,,ered 'y oneEs
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weaknesses. T ese reactions can 'e used as a 'ase ,or t e improvement o, programmes: 'ut t ose evaluating must ,irst 'e de,inite a'out t e aspects t ey are interested in investigating. An evaluation o, a training met od or system must also take into account t e suita'ility o, o'+ectives. RI, t e o'+ectives were inadeBuately ,ormulated in t e ,irst place: even a EgoodE training programme as really no c ance to 'e e,,ective.R !'+ectives ave to 'e clear>cut: must relate to needs: and make way ,or c anges. !'+ectives cannot 'e static and need to 'e re>appraised ,reBuently so t at training may result in improved overall organi"ational e,,iciency. Evaluation o, o'+ectives elps to 'ridge t e gap 'etween needs and o'+ectives. T"e EGa9;a!/o) Pro.e** T e most use,ul means o, evaluating training are o'servations: ratings: trainee surveys and trainee interviews. !'servation is concerned wit o'serving t e 'e avior o, people in a certain situation. To 'e use,ul: it must 'e speci,ic: systematic: Buantitative: recorded and expert. #eedless to say: o'servers: must 'e trained and ave speci,ic ideas a'out w at t ey are looking ,or. T is is t e most direct met od o, Rassessing t e Buality o, ,ormal training and o, identi,ying de,icienciesR. T e second met od o, evaluation is t at o, ratings. RIarious elements o, t e training system s ould 'e rated independently 'y several Buali,ied raters. T ese elements include trainees: instructors: eBuipment: materials: training aids and ,acilities.R T e use o, rating scales reBuires supervised practice: as it is easy to commit errors. T e t ird met od is trainee surveys w ere opinions o, t e trainees are used ,or evaluation. T ese opinions s ould not 'e used independently: since t ey cannot always 'e relied on to 'e o'+ective. T e ,ourt met od is trainee interviews: w ere'y ideas and views t at trainees mig t not put down on paper can 'e determined 'y Rskil,ul BuestioningR. T is met od allows ,or more precise in,ormation and details to 'e o'tained and prevents am'iguity: especially in interpretation.
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T e ,inal met od is t at o, collecting t e o'servations and recommendations o, instructors t roug surveys and interviews Rto ensure t at t e system is consistent wit t e needs o, t e implementers o, t e trainingR. Interviews wit instructors will 'ring to t e sur,ace c aracteristics t at instructors may ,eel reluctant to put down on paper. IS TRAINING THE %EST MEDICINEH Imagine t is? A man is aving c est pains. <e rus as to is doctor: tells im e is aving a eart attack: and demands t at e per,orm open> eart surgery. <e o'ligingly agrees. It is not until a,ter a great deal o, pain and expense t at e discovers it was only in digestion. 7 en it comes to training: a similar situation appens all t e time. I, scrap rates are too ig : productivity is too low: and employees neglect to ,ollow standard Buality procedures: t ey must need more training. 5e,ore rus ing into t e pain and expense o, interrupting production to send t em o,, to a seminar it is necessary to make sure t at training is t e proper solution. Must as a doctor must understand t e cause o, a patientDs symptoms 'e,ore e can attempt a cure: one needs to know w y employees are not meeting t e companyDs expectations 'e,ore taking action. T atDs w ere a training>needs analysis will elp. It tells ow well employees are doing t eir +o's: w ere t ey could use some improvement and ow t at improvement can 'est e ac ieved. 3one correctly: it can save t e company ,rom wasting a lot o, time and money on inappropriate training programs. Ga!"er/)g !"e /)5or8a!/o) To do a valid training>needs analysis: one needs to gat er as muc including? %asual conversations Gormal interviews 3irect o'servation 7ork samples o'+ective data a'out
employee per,ormance as possi'le. T ere are many ways to collect t is in,ormation:
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7ritten records Surveys Tests Gocus groups
A pro,essional trainer can 'e ired to per,orm an analysis 'ut itDs not +ust a tec niBue ,or trainers. Every'ody s ould 'e trained in t is simple process. ItDs a supervisorDs or a managerDs +o' to make sure people can do t eir +o's. To do training needs analysis t e ,ollowing steps s ould 'e ,ollowed? S!;6: .;rre)! 4er5or8a).e: 5e,ore tying to c ange anyt ing: itDs essential to know w at is already appening. 7 at skills and knowledge do employees already aveO 7 at tasks are t ey per,orming on t eir daily +o'sO De5/)e /6ea9 4er5or8a).e: w at standard o, per,ormance is necessary ,or t e 'usiness and t e employees to 'e a successO 7 at tasks must t ey doO 7 at level o, accuracy or productivity s ould t ey ac ieveO 7 at skills and knowledge must t ey aveO '/)6 !"e ga4: 7 at is t e di,,erence 'etween t e de,inition o, ideal per,ormance and w at t e employees are currently doingO Are t ere any areas t at arenDt ,unctioning as well as t ey s ouldO 7 ere are t ere opportunities ,or improvementO T is is t e Pper,ormance gapQ t at t e company is trying to ,ill. !ne must look ,or pro'lems or opportunities t at may occur in ,uture as well as ones t at already exist.
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I6e)!/5: !"e .a;*e: 7 y are workers not working up to standardO <ave t ey ever per,ormed t e +o' correctlyO 7 ere and w en do t e pro'lems occurO <as anyt ing c anged recently t at mig t ave instigated t e pro'lemO %ompare 'est and worst per,ormers to ,ind t e di,,erences in w at t ey do. 7 en t ese steps ave 'een completed one s ould 'e ready to make diagnosis: 'ut it must 'e remem'ered t at training is not t e only medicine ,or ailing per,ormance. Alt oug it is o,ten mistakenly applied as a cure> all: t e only pro'lem t at training can solve is a lack o, skills and knowledge. 3o employees know ow to do t e +o'O %ould t ey do it i, t eir lives depended on itO I, so: pro'a'ly t ere is no training pro'lem. T ere are many reasons w y a worker mig t not 'e doing is +o' correctly: including unclear expectations: insu,,icient ,eed'ack: lack o, incentive and adverse working conditions. T ese are all management pro'lems t at can only 'e improved 'y management c anges. Too o,ten: people see t e gap and t ey want to +ust leap rig t in and ,ix it. PT e key is not to +ump to t e solution: w ic is assumed to 'e training. (nderstanding t e situation is t e ,irst step. T en: once one understands t e situation one can t ink a'out w y ;T e pro'lem exists=. !nly i, itDs 'ecause ;employees= lack skills and knowledge s ould training 'e considered as a solution. NEW TRENDS IN TRAINING Se95 D/re.!e6 Lear)/)g !rgani"ational support en ances sel, >directed learning programs. T e term Rsel, >directed learningR descri'es training in w ic t e learners essentially guides imsel, t roug t e learning process using work'ooks: manuals: or computer 'ased training programs. 0any companies are switc ing to t is type o, training 'ecause it allows ,or more ,lexi'le sc eduling: as well as reduced training time and expenses. I, we look at t e li,e cycle o, classroom type training: 1)A o, t at li,e cycle cost is in t e delivery: not in t e development. $lus: as people get up t ere and start to talk: it takes longer t an it does to deliver t e training in some ot er ways. 7ell>designed sel,>directed learning will pro'a'ly take al, t e time o, classroom instruction. 5ut even well >designed programs wonEt ac ieve optimum results wit out proper support. R$eople Tswitc to sel,>directed learning programsU ,or cost issues: and a lot o, t em
54
donEt recogni"e t at t ere are organi"ational issues t at t ey ave to deal wit : RI, t ey donEt deal wit t em: t e t eyDre not going to get as 'ig a return on t eir training investment as t ey could. T e ,ollowing are tips ,or supporting set directed learning in a company. 1. Lear)/)g /* ,or . 0any organi"ations donEt recogni"e training as real work. (nlike classroom training: w ic must ave a sc eduled time and place: sel,>directed learning is o,ten +ust sBuee"ed in ere and t ere: or t e employee may 'e ,orced to take it ome. 2. Kee4 *e**/o)* *"or!. All days are muc more ,ragmented t an t ey used to 'e RSo w en sel, directed modules are developed: t ere is no space ,or two our or t ree our modules. T e training needs to 'e made into s orter c unks: so t at it can ,it into t e s orter periods o, time. RTraining s ould 'e long enoug to get a concept across: 'ut not so long t at it involves too many once. 3. Peo49e )ee6 4eo49e. 0any managers ,orget a'out t e learners need ,or contact wit ot ers. Seeing and 'eing seen are very important in t e political environments o, todayEs companies and t e classroom is w ere t at o,ten went on. I, we take t at away ,rom t e classroom: we ave to provide some ot er way ,or it to appen: 'ecause t ey learn ,orm eac ot er as well as learning ,rom t e class. 0eetings: e>mail: and electronic ,orums are some ways to compensate ,or t e isolation t at sel,>directed learners may ,eel. &. Co87/)e 6e9/Ger: 8e!"o6*. Sel, directed learning as many advantages>'ut it is not t e 'est c oice ,or every situation. Sel, directed learning is muc 'etter ,or knowledge 'ased learning. It can work ,or some skill 'ased learning: 'ut t ere are times w en one wants to ave ands on. A lot o, your 'est programs are a com'ination. Gor example: a well>rounded program mig t start wit an introductory session delivered 'y satellite. Sel, directed: computer 'ased training could t en get every'ody up to speed on t e 'asic in,ormation. %lassroom sessions could t en 'uild on t at knowledge 'y teac ing ands on skills. T e most important t ing is to plan a ead in t e initial training needs analysis ,or ways to support t e uniBue needs o, your sel, directed learners. T at is a very important part o, t e needs analysis t at is o,ten neglected. 7e look at w at are t e learning o'+ectives: 'ut we donEt look at w at as to 'e taken care o, in t e organi"ation and culture in order to ac ieve to t ose learning o'+ectives.
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TRAIN& DONIT TELL 0any companiesE so>called training programs are little more t an one>way in,ormation dumps. In,ormation is transmitted: 'ut t e trainees get little guidance on exactly w at to do wit it or w y. As a result: t e words ,loat 'y in isolation: seemingly detac ed ,rom t e employeesE real world o, paperwork and production Buotas. 5ecause t e in,ormation is never used: it is Buickly ,orgotten. T is pro'lem is compounded: 'ecause t e uman 'rain processes procedural knowledge ave expertise in doing somet ing. T ey
di,,erently ,rom t e way it process declarative ;telling= knowledge. T e people w o are selected Tto do trainingU are o,ten people w o usually got t at expertise t roug trial and error: 'ut t ey try to teac t roug telling. In ot er words: t ey use declarative met ods to teac procedural knowledge. A,terward: t ey except trainees to per,orm t e task and t ey 'ecome ,rustrated w en it doesnEt work t at way. /eal training is a two way street. It elps t e trainee process and practice new skills: rat er t an simply dumping in,ormation on im. 5y actively engaging t e traineeEs participation: real training converts li,eless in,ormation into meaning,ul knowledge. T e employee understands w y t e new knowledge is relevant and as a clear idea o, ow to apply it. Trans,orming telling into training isnEt ard: i, one includes t ese six key elements? I).e)!/Ge*: Employees need to understand w atEs in it ,or t em. 7 y s ould t ey do it t is wayO 3emonstrate ow t e new knowledge or skill will solve a pro'lem or make t em 'etter: ,aster: and more e,,ective in t eir +o's. O7Je.!/Ge*: 0ake sure trainees understand w at t e companies wants ,rom t em. !ne o, t e 'iggest in i'itors o, employee per,ormance is unclear expectations. Orga)/Fa!/o): !rgani"e in,ormation to make it easier to remem'er. S ow ow it relates to t ings t ey already know. (se analogies: examples: and mnemonics. 3onDt con,use 'eginners wit a lot o, unnecessary details. Instead: ,ocus on t e 'asic steps to gain per,ormance. Par!/./4a!/o): Encourage t em to ask and answer Buestions. 8et t em to try t e skills or apply t e knowledge ,or t emselves rat er t an +ust memori"ing w at you say or do. T e more t ey participate: t e more t ey will learn.
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'ee67a. : 4et t em know
ow t eyEre doing. T is allows t em to correct mistakes
'e,ore t ey 'ecome a'its. It also elps t em gain con,idence: w ic will encourage t em to ,eel com,orta'le applying new skills. Re,ar6*: I, t eyEre rig t: tell t em t ey did well. I, t eyEre wrong: praise t em ,or trying. Even i, t ere tec niBues are applied in small: in,ormal ways: employees will understand w at t e company wants a lot 'etter: once one stops telling and starts training. TRAINING: MANTRA O' THE NEW MILLENNIUM In todayEs scenario: c ange is t e order o, t e day and t e only way to deal wit it is to learn and grow. Knowledge is t e potent sym'ol o, t e new millennium and t e only way an organi"ation can strive to excel is to reali"e t at success today is not a ,unction o, ,inancial muscle or p ysical assets 'ut o, competent work,orce. It is t e work,orce wit knowledge and skills t at is ard to duplicate. Employees success or ,ailure o, an organi"ationJ t ey are t e cornucopia o, ideas. Kat" and Ka n ;11.2= ave posited t at organi"ations must ave t ree 'e avioral ,eatures. People must be attracted not only to join the organization but also to remain in it. People must perform tasks for which they are hired and must do so in a dependable manner. People must go beyond this dependable role performance and engage in some form of creative, spontaneous and innovative behavior at work. T e most important aspect t at guides competitiveness in current tur'ulent markets in ow companies gat er: analy"e and use in,ormation to t eir advantage. T us IT capa'ility t at processes and manages in,ormation in a corporate will 'e t e single most e,,ective weapon in t e era o, in,ormation tec nology. As organi"ations s i,t ,rom 'eing product 'ased to knowledge 'ased t ere as 'een a s i,t: wit accent on knowledge. Employees today need to adopt skill sets wit ease. T e knowledge worker o, today is in a constant pressure to compete wit redundancy: as knowledge and in,ormation is no longer a prerogative o, a ,ew. IT is a,,ecting t e people: process: structure and strategy o, organi"ations. IT acts as an ena'ler to capture and disseminate in,ormation so t at individuals can 'ecome knowledge ig cali'er: ave 'ecome central to t e
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workers. Keeping t is in mind :organi"ations need to realign t eir t oug t process and give training a ,res look. T ings will never 'e t e same in t e e>era. 7it t e world 'ecoming a glo'al work,orce: organi"ations today ave to compete at t e
international level. T is as rede,ined +o' reBuirements in terms o, skills: competencies and Buali,ications. Today development o, t e employee is a prereBuisite to make t e employees work ,or t e company rat er t an in t e company. Today it is not t e aptitude t at guarantees success 'ut t e attitude. Employees are 'eing encouraged to learn t at it is essential not to control oneEs emotions 'ut to manage t em and c anneli"e t em ,or t eir e,,ective use. 7orks ops on emotional intelligence are Buiet common in t e corporate arena. !ne o,,s oot o, E6 training is team 'uilding. Teamwork is ig lig ted in most companies and various outdoor training programs are conducted: even at t e induction training stage: to nurture t e team spirit. !t er topics on w ic training is 'eing encouraged in t e new millennium are communications: computer skills: customer service: et ics and Buality initiatives.
TRAINING IS EVERY%ODYIS %USINESS Training is not t e panacea ,or all t e ,riction resulting due to c ange. 9et e,,orts in t e rig t direction are de,initely wort it: as organi"ations need to ac ieve t eir goals: maintain t em internally and at t e same time adapt to t e ever c anging environment. <ay 8roupDs annual survey o, t e worldEs most admired companies identi,ied training as one o, t e 'est ways to attract: motivate and retain talent. Innovation in training met ods seems to 'e a result o, t at. Traditional met ods o, Rc alk and talkR are giving way to virtual learning. 8lo'al giant 0otorola is reaping 'ene,its o, virtual learning. 0otorola (niversity is t e most widely 'enc marked corporate university in t e world. I50 also as a university ,or its employees and t ey are encouraged to learn under t e guidance o, Rdispersed mentorsR. (sually companies are turned to t e 7I# G0>w ats in it ,or me. %ompanies like 8E: 8eneral 0otors ave t eir training department independent o, </. It operates as a separate 'usiness center contri'uting to t e companyEs pro,it.
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COMPANY PRACTICE IN TRAINING <%4 %omnet Every employee receives training ,or 2 days on an average. </ policy is 'uilt around Employee 3evelopment 8rowt C Empowerment ;E38E=. It is a consciously developed program aimed at making %omnet a learning organi"ation. An ex austive training module is t ere to create glo'al managers w ere ,res ly inducted employee ,ollows a structured pat going up wit t e certi,ication levels ,rom 'ase line to advanced 'ase line to silver clu' to ,inally 'ecome a gold clu' mem'er >wit glo'al level expertise. <ug es So,tware Service #ew recruits go t roug 2 weeklong induction programs
w ic consist o, 'ot tec nical C non>tec nical training. Skill inventories are maintained 'y line managers and not </. 4ine managers are responsi'le ,or identi,ying training needs and ensuring attendance: role o, </ is to ,acilitate c oices.
I50
<as
virtual
university.
I50
8lo'al
%ampus
provides
employees across t e glo'e sel,>driven learning via t e corporate intranet. Extensive 4otus Training modules complete wit tutorials and multimedia courseware are availa'le online. Employees are encouraged to develop relations ips wit dispersed mentors. In,osys Every In,oscion receives an average o, &. ours o, training. 2.-*A o, turnover is spent on education and researc . 0otorola Every employee receives training ,or &) ours annually. 0otorola (niversity is t e most widely 'enc marked
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university in t e world. It is a V 1)) million glo'al service 'usiness operating t roug employing &)) sta,, mem'ers. (niversity is run as an independent 'usiness operation: a pro,it center. #IIT 2)A o, t e training is delivered in> ouse. #o. o, training days per employee is 13 days. R5ack to Sc oolQ is ,ollowed w ere partial course ,ee is reim'ursed ,or completion o, part time pro,essional courses. In> ouse tutorials and training procedures are distri'uted on t e network wit out aving to print uge documents. Sat yam Training is conducted to ,amiliari"e employee wit cultures and 'usiness practices. Tata %onsultancy Services It as a training center in Trivandrum w ere training ,or new entrants ,ocuses on team 'uilding: presentation skills and grooming. It as a .2 days long training program. di,,erent 11 sites across 21 countries
!ne way to minimi"e t e danger o, a company losing its ,inancial investment in training is to s are t e cost wit t e employee. 5y asking an employee to invest partially: one does increase t e intrinsic value o, t e training to t e employee since it is instrumental in career planning and succession planning. %ENE'ITS O' TRAINING ARE EXPANSIVE Employees and organi"ations need to reali"e t e importance o, contri'ution and learning ,or mutual growt and development. An organi"ation wit a myopic view cannot reali"e t e importance o, training. !rgani"ations t at lack vision undergo stagnation: decline and crisis a,ter success. Training is t e answer to deal wit t e stagnation stage 'y constantly updating it in every ,ield. !t er 'ene,its o, training include.
60
<iring appeal? companies t at provide training attract a 'etter Buality work,orce. Assessing and addressing any per,ormance de,iciency. Increasing productivity. En ancing work,orce ,lexi'ility. Gor example: in t e IT industry: employees are sent to di,,erent countries ,or diverse pro+ects and assignments. %ross>cultural training is essential ,or t em ,or 'etter ad+ustment in t e new environment.
Increasing commitment? Training acts as a loyalty 'ooster. Employee motivation is also en anced w en t e employee knows t at t e organi"ation would provide t em opportunities to increase t eir skills and knowledge. 5usiness is not +ust a'out transactions 'ut is a'out relations ips.
It gives t e organi"ation a competitive edge 'y keeping a'reast o, t e latest c angesJ it acts as a catalyst ,or c ange.
<ig er customer satis,action and lower support cost result t roug increased productivity and greater su,,iciency.
improved service:
Training acts as a 'enc mark ,or iring: promoting and career planning. It acts as a retention tool 'y motivating employees to t e vast opportunities ,or growt availa'le in an organi"ation.
In certain cases training can also act as a tool ,or reward and recognition. %andidates s owing ig potential can 'e trained ,or advanced training in t eir ,ield. T us one can trace t e link o, training wit per,ormance appraisal and potential evaluation. 7e ave moved a long way ,rom t e 0ac ine Age. Today w at is reBuired is strategic
acumen and cross>,unctional expertise. Today t e work,low is milestone led. %ommand and control ave given way to ,acilitation. T e employer> employee relations ip in t e networked age is a skill contract and t e work is largely cere'ral. T e 'ene,its resulting due to training prove t at it is time ,or organi"ations to discard t eir paroc ial view and work towards
61
developing t eir
uman assets. T e people ,actor is t e pivot ,or organi"ational growt .
Aligning organi"ational vision to t e development o, employee is only possi'le way to 'ecome a success story in an environment w ic seems to 'e rever'erating wit two words? Eper,orm or peris E.
62
RESEARCH METHODOLOGY
/esearc in common language re,ers to a searc ,or knowledge. /esearc is a scienti,ic and systematic searc ,or pertinent in,ormation on a speci,ic topic. In ,act: researc is an act o, scienti,ic investigation. /esearc met odology is a systematic way to solve researc pro'lems. It may 'e understood as a science o, studying ow researc is done scienti,ically. In it we study t e various steps t at are generally adopted 'y a researc er in studying is researc pro'lem. It is necessary ,or t e researc ers to know not only researc met odsFtec niBues 'ut also t e met odology. T e scope o, /esearc 0et odology is wider t an t at o, researc met ods. T e researc process consists o, a series o, closely related activities. At times: t e ,irst step determines t e nature o, t e last step to 'e undertaken. 7 y a researc undertaken: ow t e researc pro'lem study as 'een as 'een de,ined: in w at way and w y t e
ypot esis as 'een ,ormulated: w at data as 'een collected and w at particular met ods ave 'een adopted and a ost o, similar ot er Buestions are usually answered w en we talk o, researc met odology concerning a researc pro'lem or study. SAMPLE SIZE T e sample si"e c osen was Tra/)er*: A< T e 1) ,aculty mem'ers were c osen ,rom t e total ,aculty strengt o, 12. T e respondents were c osen randomly. Tra/)ee*: =< T e 2) respondents c osen were ,rom di,,erent departments and di,,erent levels in t e organi"ation. T ey also were c osen randomly.
METHODS O' DATA COLLECTION
63
1. as?
SE%!#3A/9 S!(/%ES? Secondary data was collected ,rom various sources suc
5usiness maga"ines Mournals Text'ooks Internet %ompany 5ulletin T e details o, t ese sources are mentioned in t e 'i'liograp y. 2. $/I0A/9 3ATA? $rimary data was collected t roug trainees. a structured: non>disguised
Buestionnaire. Two Buestionnaires were designed? one ,or t e trainers and t e ot er ,or t e
STATISTICAL METHODS USED 'OR ANALYSIS O' DATA T e various met ods used ,or t e analysis o, t e data collected were? Tally met od 0et od o, 0oving averages 5ar grap s and $ie c arts.
64
DATA PRESENTATION
In t is c apter: t e data collected ,rom t e respondents as 'een ta'ulated. Eac Buestion as 'een andled one>'y>one in seBuence. TRAINERS A. W"a! are !"e r;9e* a)6 4ro.e6;re* !"a! goGer) !"e *!a)6ar6 a)6 *.o4e o5 !ra/)/)g /) :o;r orga)/Fa!/o)H i. ii. $0I ,ollows t e IS! 1))1 standards a. Eac individual as to undergo at least . days o, training in a year '. #eed 'ased interventions ;,or gaps= c. $lanned interventions ;,or development= iii. a. 9early programs are mentioned wit t e duration in t e training calendar. '. Excellent: experienced ,aculty is enlisted c. Individual ,eed'ack is soug t a,ter eac program iv. a. Training needs analysis is done at corporate and pro+ect level '. Training sc edule is made on t e 'asis o, training needs analysis ;T#A= c. T e total training policy is guided 'y </ development rules v Training policy is clearly laid down 'y %orporate o,,ice: #T$%
65
=. W"a! 8e!"o6* are ;*e6 5or !ra/)/)g )ee6* a)a9:*/*H i. ii. 5y individuals in a ,orm supplemented 'y t eir superiors. #eed ranking is done. a. 0eeting t e co>coordinator '. (nderstanding t e pro,ile o, t e participants c. (nderstanding t e processes t e participants are undergoing iii. 5y taking ,eed'ack: discussing wit participants: department eads and pro+ect eads iv. Identi,ication t roug a mec anism o, T#A 'etween t e employee and supervisor at all levels v. vi. T roug Buestionnaires and personal interactions wit t e eads o, departments a. Actual interview wit 80: <!3 and some participants '. Geed'ack o, programs c. $er,ormance appraisal ,orm d. #eeds identi,ied 'y management: $0I vii. !rgani"ational needs: customer ,eed'ack and practical experience D. W"a! are !"e Gar/o;* area* /) ,"/." !ra/)/)g /* /84ar!e6H i. ii. iii. iv. v. %ompany policies and procedures Gunctional skills <uman relations $ro'lem solving 0anagerial and supervisory training
66
vi.
Apprentice training >. W"a! are !"e Gar/o;* !ra/)/)g 8e!"o6* e849o:e6H ON THE JO%:
i. ii.
$ractical training on siteFplant T eoretical as well as ands on training !n t e +o' training is generally used at t e induction level. !GG T<E M!5?
i. ii. iii. iv. v. vi. vii.
4ectures Seminars %ase studies Simulations $ro+ect work Exercises 0anagement input and developing o, managerial competencies t roug lectures classroom
E. O) ,"a! 7a*/* 6o :o; *e9e.! !"e !ra/)/)g 8e!"o6* !o 7e ;*e6H i. As per t e need: experience and +o' reBuirements: also depending on organi"ational and personal goals ii. iii. iv. Availa'ility o, resources 5ased on participantsD pro,ile 3epends on type o, training to 'e imparted
67
v. vi.
!n t e 'asis o, o'+ectives set out ,or t e training interventions and its impact Survey and analysis
-. Training is conducted in> ouse and is also out>sourced depending on t e nature o, t e training input: alt oug out>sourcing is rarely done. $rograms like WTraining ,or TrainersD and W0emory 0anagementD are outsourced. C. I5 o;!+*o;r.e6& ,"a! age)./e* a)6 .o)*;9!a)!* are /)Go9Ge6H i. ii. iii. iv. v. vi. vii. viii. ix. LE#SA #IIT A$TE%< ST8 METKI#8 #ational $roductivity %ouncil #IS Sparta IIT II0 T us: reputed and experienced consultants in t eir ,ield are involved.
68
@. O) ,"a! 7a*/* 6o :o; 6e./6e !o .o)6;.! !ra/)/)g e3!er)a99:H i. ii. iii. iv. v. I, resource>,aculty and ,acility: are not availa'le at $0I !nce in t ree years In case o, new programs: w ere #T$% as no experience I, workload at $0I is more 7 en in> ouse ,aculty ,or t e su'+ect concerned is not availa'le
B. O) ,"a! 7a*/* 6o :o; *e9e.! !"e e3!er)a9 age)./e*H i. ii. iii. iv. v. T roug t eir market reputation: past experiences: and ,aculty pro,ile Interaction wit agencies /e,erences % arges 5ased on ,eed'ack o'tained regarding t e agencies and any past experience wit t e agency ,or similar type o, programs vi. 5ased on credentials: association wit #T$%
A<. W"a! a..or6/)g !o :o; are !"e a6Ga)!age* o5 e3!er)a9 !ra/)/)gH i. It is a c ange ,or participants. Also: t ey interact wit organi"ations and can ence 'enc mark. ii. In case o, new programs: it gives a good idea ,or t e development o, #T$% personnel in t at ,ield iii. a. #ew ideas participants o, ot er
69
'. S aring o, workload iv. v. vi. 5roader perspectives Some training reBuires a conditioned environment: w ic can 'e taken care o,. Some o, t e topics suc as 7agon maintenance can only 'e seen and understood in external training programs It is more systematic: as t ey ave expertise in t eir ,ield
vii.
AA. W"a! ge)era99: /* !"e 5reK;e).: o5 a !ra/)/)g 4rogra8H Training programs are on at $0I all year round. <owever: ,reBuency o, t e program depends on t e type o, program. Gor example: computer sessions are eld weekly: executive trainee programs are eld once in a year. A=. W"a! )or8a99: /* !"e 6;ra!/o) o5 a !ra/)/)g 4rogra8H 3uration o, t e training program depends on t e type o, training program. Gor example: training programs on computer 'asics are generally o, 3>* days duration w ile t ose ,or executives are o, one>year duration. AD. i. ii. Ho, 6o :o; 6e./6e o) !"e !ra/)/)g 7;6ge!H 9early 'udget allocation is done to $0I 'y t e ead o,,ice Training program is made on t e 'asis o, A? Training calendar o, t e institute 5? $ro+ection o, any training aids procurement %? #ormal administrative expenditure iii. iv. $ast experience and 'enc marking wit t e current scenario %ost per participant x no. o, participants to 'e trained
70
A>.
W"a! 8e!"o6* !o 6o :o; ;*e !o eGa9;a!e !"e e55e.!/Ge)e** o5 a !ra/)/)g 4rogra8H
i. ii. iii. iv. v. vi. vii.
!'servation /atings Trainee survey Tests 'e,ore and a,ter %lassroom presentation /eviewing t e e,,ectiveness a,ter certain interval T roug t eir reporting o,,icer
AE. W"a! are !"e ."a)g/)g !re)6* /) T2D !o6a:H Ho, /* /! 6/55ere)! 5ro8 ,"a! ,a* 6o)e 5/Ge :ear* agoH i. 0ore computer 'ased presentations are used: internet support ,or presentations and multimedia presentations ii. iii. 3evelopment need as s i,ted ,rom skill to attitude 0ore and more emp asis is 'eing laid on TC3. E,,orts are on at #T$% to train eac employee ,or at least . days in a year iv. v. Gocus is more on skills like presentation: communication and leaders ip skills %ore values o, #T$% are kept in mind
A?. W"a! a..or6/)g !o :o; are !"e ro9e* a)6 re*4o)*/7/9/!/e* o5 !ra/)er a)6 !ra/)ee /) or6er !o 8a e a !ra/)/)g 4rogra8 *;..e**5;9H a$ Tra/)er: i. 7ell experienced
71
ii. iii. iv. v. vi. vii. viii. ix. x. 7$ i. ii. iii. iv. v.
8ood leader $atient listener %onviction T oroug knowledge 3edication Appropriate preparation S ould evaluate e,,ectiveness o, t e program Gacilitator 4earner>centered Tra/)ee: E,,ective and attentive listener Seriousness and commitment %o>operation $roper ,eed'ack on t e session $ositive attitude 5ot s ould ,unction in partners ip and t e trainer s ould 'e concerned a'out t e development o, t e learner.
AC.
W"a! are !"e e**e)!/a9 e9e8e)!* !"a! go /)!o 8a /)g a !ra/)/)g 4rogra8 *;..e**5;9H
/anks %lear o'+ectives
&
72
8ood ,aculty /ig t training met od $ ysical arrangement 3uration o, training program %ontents o, T$ /ewardsFincen tives a,ter t e T$
T e Tally 'ars represent t e num'er o, respondents w o ave given speci,ic ranks to eac o, t e parameters. T is would 'e ,urt er used to ,ind out t e ,inal rankings. A@. W"a! are !"e 8a/) 4ro79e8* :o; .o8e a.ro** ,"/9e !ra/)/)g /)6/G/6;a9*H i. Gor some people: training is merely a relie, ,rom regular monotony: so t ey want to relax during t e training days instead o, taking it seriously ii. Sometimes: participants are sent not on t e 'asis o, t eir needs: 'ut to satis,y t e statistics iii. I, t e 'atc program iv. v. vi. %ali'er o, individuals is o, di,,erent levels 0indset $articipants sometimes donDt ave t e prereBuisite 'ackground ,or training is not omogeneous: it is a pro'lem to maintain t e ,low in a training
AB. W"a! 8e!"o6* are ;*e6 !o 6e!e.! a)6 oGer.o8e 9ear)/)g 79o. age* !"a! 8a: 7e 4re*e)!H
73
i.
T e program can 'e presented in a very attractive way: linking wit practical li,e: site pro'lems: learning atmosp ere can 'e made ,riendly to ave an open discussion
ii. iii.
<aving a good ice>'reaker at t e 'eginning o, t e session 5y involving t e participants: letting im express is views: listening to is views and pro'lems and 'y solving t em to some extent
iv.
Trainers s ould identi,y t e level o, understanding o, eac participant and accordingly exercises s ould 'e given to make t em com,orta'le
v. vi. =<. i. ii. iii. iv. v. vi. vii. viii. ix. x. xi.
4SI and 'e avioral tec niBues $ersonal interaction I) 5;!;re& ,"a! a..or6/)g !o :o; ,o;96 7e !"e 4o!e)!/a9 area* o5 !ra/)/)gH Tec no>managerial capa'ilities Actuali"ation o, moral values 3evelopment o, </ Ialue>'ased leaders ip Team 'uilding $aradigm s i,t 5enc marking %omputersFtec nological advancements <uman relations 5$/ %ore competencies: core value actuali"ation: 'usiness strategies in t e c anging scenario
74
TRAINEES A. i. ii. iii. iv. W"a! are !"e 8e!"o6* ;*e6 5or !"e a)a9:*/* o5 :o;r !ra/)/)g )ee6*H Analysis 'y superiors or company: identi,ication 'y individuals ;T#A= 3iscussion wit superiors Identi,ication 'y group ead or depending on departmental ,unctional needs Geed'ack ,rom persons to 'e trained a'out w at training t ey need and t is is incorporated in $0IDs program to t e extent possi'le 'y management v. vi. vii. $lanned interventions training 6uestionnaires ,illed 'y participants Training is identi,ied ,rom a list w ic as 'een proposed 'y t e training department: 'y
t e employee 'ased on is needs and aptitude viii. ix. x. xi. =. Sel, analysis 3epending on t e type and nature o, +o' 'eing andled 3iscussions at departmental levels Keeping in mind t e career map o, an employee and also t e ,unctional reBuirements Are !"e e849o:ee* /)Go9Ge6 /) /6e)!/5:/)g !"e/r !ra/)/)g )ee6*-area* o5 !ra/)/)gH Re*4o)*e 9es #o No. o5 re*4o)6e)!* *a:/)g 12 2
75
D. i. ii. iii. iv. v. vi. vii. viii. ix. x. >.
W"a! are !"e Gar/o;* area* /) ,"/." !ra/)/)g /* /84ar!e6H %ompany policies and procedures Gunctional skills <uman relations $ro'lem solving 0anagerial and supervisory training Apprentice training %reativity Strategic planning %omputers %ross>,unctional skills I) 5;!;re& ,"a! a..or6/)g !o :o; ,o;96 7e !"e 4o!e)!/a9 area* o5 !ra/)/)gH
i. %omputer programming ii. %ore tec nical areas iii. 0anagement related iv. 7ork culture and discipline v. !'+ectives o, organi"ation vi. </3F</0 vii. Strategic management viii. %orporate governance
76
ix. 5e avioral and emotional training x. Interpersonal and interactive skills xi. Adapta'ility to c ange in ,uture xii. $ro'lem solving xiii. %ommunication skills E. W"a! are !"e Gar/o;* !ra/)/)g 8e!"o6* e849o:e6H ON THE JO%: i. ii. 3i,,erent locations wit t e location in c arge $ractical work
77
O'' THE JO%: i. ii. iii. iv. v. vi. vii. ?. 4ectures Audio>visual aids Simulations 3iscussions Seminars 7orks ops $ro+ect work Do :o; !"/) !"e 8e!"o6* ;*e6 are re9eGa)! a)6 e55e.!/GeH /esponse 9es #o #o. o, respondents saying 1. 3
C. W"a! are :o;r o7Je.!/Ge* /) a!!e)6/)g a !ra/)/)g 4rogra8H i. ii. iii. iv. v. vi. 8ain knowledge in your area To en+oy social get toget er 3evelop competencies Sel, development $ersonal satis,action as well as taking a 'reak ,rom continuous and strenuous work !vercome mental 'lockage and eliminate complacency
@. Do :o; !"/) :o;r o7Je.!/Ge o5 a!!e)6/)g !"e !ra/)/)g 4rogra8 /* )or8a99: a."/eGe6H
78
/esponse 9es #o
#o. o, respondents saying 11 1
B. W"a! a..or6/)g !o :o; are !"e e: area* /) ,"/." !ra/)/)g *"o;96 7e /84ar!e6H i. Tec nical skills ii. 0anagerial skills iii. %omputers iv. Gunctional areas v. Interpersonal relations vi. Sel, development vii. 5e avioral skills viii. <andling work,orce in t e age group o, &*>*) years ix. <uman relations x. %ommunication skills
79
A<. Are :o; 4roG/6e6 ,/!" a6eK;a!e .o)!/);/)g !ra/)/)g !o ."a)ge* /) !"e e)G/ro)8e)!H Re*4o)*e 9es #o
ee4 :o; a7rea*! o5 !"e
No. o5 re*4o)6e)!* *a:/)g 12 2
AA. W"a! are !"e 8e!"o6* ;*e6 !o eGa9;a!e !"e e55e.!/Ge)e** o5 a !ra/)/)g 4rogra8H i. ii. iii.
A=.
Geed'ack a,ter training Improvement in per,ormance 7ritten test F exam

Doe* !"e 8a)age8e)! !a e /)!o .o)*/6era!/o) :o;r o4/)/o) o) !"e !ra/)/)g 4rogra8 49a))/)gH
Re*4o)*e 9es #o
No. o5 re*4o)6e)!* 11 1
AD. I6e)!/5: !"e *"or!.o8/)g* /) !"e !ra/)/)g 4rogra8*& /5 a):& regar6/)g !"e 5o99o,/)g: 1. 2. 3. &. $ ysical arrangements Gaculty? Training met ods? %ontents o, t e program?
Any ot er: please speci,y? $articipants not involved in training program planning #o ot er s ortcomings were mentioned.
80
A>.
HaGe :o; .o88;)/.a!e6 !"e*e 4ro79e8* !o !"e 8a)age8e)!H Re*4o)*e 9es #o #ot applica'le No. o5 re*4o)6e)!* *a:/)g 3 11
81
AE. I) ,"a! ,a: ,o;96 :o; 9/ e !o 7e /)Go9Ge6 /) /84roG/)g - 49a))/)g !"e !ra/)/)g 4rogra8 /) 5;!;reH R 1 2 3 & * . 2 1 1) 11 12 13 1& 1* 11. 12 11 2) Total /esponses 1 1) 3 & I)6/G/6;a9 G/e,* Co88). 8ee!/)g S;rGe: S;gge*!/o) 7o3 '-7 o) PA
82
R: Re*4o)6e)!
A?. I) :o;r o4/)/o) ,"a! are !"e /)4;!* !"a! ,o;96 8a e a !ra/)/)g 4rogra8 #Ra) !"e 5o99o,/)g /) or6er o5 /84or!a).e$ /anks %lear o'+ectives 1 8ood ,aculty /ig t training met od 2 3 & * .
*;..e**5;9H
$ ysical arrangement
3uration o, training program %ontents o, T$ /ewardsFincen tives a,ter t e T$
83
DATA ANALYSIS
T e ta'ulation o, t e data collected was done in t e previous c apter. <ere: we will analy"e and interpret t e data and try to reac some ,inal conclusion in t e next c apter. 7e ,irst 'egin wit t e analysis o, t e data collected ,rom t e T2D *!a55. 7e will analy"e t e responses to eac o, t e Buestions in seBuence. 62. 0ET<!3S (SE3 G!/ T/AI#I#8 #EE3S A#A49SIS? Grom t e data gat ered: we can o'serve t e ,ollowing? T e training needs analysis is done generally 'y discussion wit departmental eads. <owever: t e participants t emselves also play a vital role in identi,ying t eir own training needs. Also: per,ormance appraisal sessions and customer ,eed'ack are two important ways t roug w ic training needs can 'e analy"ed. 63. A/EAS I# 7<I%< T/AI#I#8 IS I0$A/TE3? #T$% provides training in all t e areas mentioned. <owever: t e kind o, training imparted to t e employees is also dependent on t eir level in t e organi"ation. Gor example: training on company policies and procedures is provided at t e Executive trainee ;entry= level. It may 'e provided at ot er levels as well: 'ut only w en t ere are any c anges in policies or procedures. superiors and
6&. T/AI#I#8 0ET<!3S E0$4!9E3?
84
Grom t e data collected: we see t at lecturesFclassroom sessions are t e most used met ods ,or training. Again: t e met od used would 'e dependent on various ot er ,actors as seen in t e next Buestion. Also: on t e +o' training is generally used at induction level. 6*. 5ASIS !# 7<I%< T/AI#I#8 0ET<!3S A/E SE4E%TE3? T e c oice o, training met ods at $0I is largely dictated 'y availa'ility o, resources. Also: training met ods are selected on t e 'asis o, depending on t e type o, training to 'e imparted. Gor example: t ey generally use lectures ,or sessions on company policies and procedures. Also: ,or training on pro'lem solving: more o, case studies are used. 62. 5ASIS G!/ %!#3(%TI#8 T/AI#I#8 ELTE/#A449? Training is outsourced very rarely. T e only times w en it is outsourced is w en resources are not availa'le or t e workload at $0I is more. Also: in areas w ere #T$% does not ave t e expertise ;,or e.g.: computers=: training is outsourced to reputed organi"ations like #IIT: A$TE%<: etc. 61). A3IA#TA8ES !G %!#3(%TI#8 T/AI#I#8 ELTE/#A449? 0ost o, t e sta,, at $0I ,eels t at conducting training externally as its advantages. T ey t ink t at 'y attending training sessions outside t e organi"ation: t e trainees acBuire a 'roader perspective o, looking at situations: since t ey get an opportunity to interact wit ot ers outside t e closed walls o, t e organi"ation. 611. G/E6(E#%9 !G T<E T/AI#I#8 $/!8/A0? Training programs are conducted at #T$% t roug out t e year. <owever: t e ,reBuency o, training programs depends on t e type o, training 'eing imparted and also t e level o, employees to w ic it is 'eing imparted. Gor example: %apsule %ourse ,or managers is conducted around 1 times in a year. Training sessions on computer 'asics are conducted weekly. Also: Executive trainee programs are conducted once a year.
85
612. 3(/ATI!# !G A T/AI#I#8 $/!8/A0? Again t e duration o, a training program would depend on t e type o, training 'eing imparted. Training sessions on %omputer 'asics last ,or around 3>* days. Training o, Executive trainees lasts ,or a year. 613. %<A#8I#8 T/E#3S I# TC3 T!3A9? Grom t e data: it is clearly seen t at t e ,ocus o, training today as t e rig t attitude. Even in a company like #T$%: w ere training was largely concentrated on imparting tec nical knowledge: t e ,ocus today is on overall development o, t e employee: so t at e is ready to ,ace c allenges posed 'y t e ,ast c anging environment. Also: sop istication o, tec nology as made TC3 easier: e,,ective and also ,aster t an 'e,ore. T e aids used ,or training today are suc t at keep up t e interest o, t e trainees and involve t em in t e process 'y appealing to as many senses as possi'le. 61&. /!4ES A#3 /ES$!#SI5I4ITIES !G T/AI#E/ A#3 T/AI#EE T! 0AKE A T/AI#I#8 S(%%ESSG(4? T e trainer and t e trainee ave to work in co>operation in order to make a training program success,ul. A good trainer must understand t e needs o, is trainees and listen to is pro'lems and Bueries patiently. 5ut: t is can appen only i, t e trainee takes interest in t e program and wants to gain somet ing su'stantial ,rom t e program. <e s ould look upon t e trainer as some'ody w o can guide im and elp im wit w o is t ere to lecture im on a su'+ect. T us: t e rig t attitude is reBuired>'ot on t e part o, t e trainer and t e trainee. is pro'lems: and not as someone
86
61*. E4E0E#TS T<AT 8! I#T! 0AKI#8 A T/AI#I#8 $/!8/A0 S(%%ESSG(4? T e data ta'ulated in t e previous c apter is reproduced ere ,or convenience? /anks %lear o'+ectives 1 2 3 & * . Ginal /anks
8ood ,aculty
/ig t training met od
&
$ ysical arrangement
3uration o, training program %ontents o, T$
/ewardsFince ntives a,ter t e T$
87
T e Tally 'ars represent t e num'er o, respondents w o ave given speci,ic ranks to eac o, t e parameters. T e a'ove ta'le can 'e used to o'tain rankings o, t e elements in t e order o, importance. Grom t e a'ove ta'le: we can clearly see t at a clear o'+ective is t e most important element t at goes into making a training program success,ul. Also: t e least important element: according to t e TC3 sta,, is rewardsFincentives a,ter t e training program. Grom t e ta'le: we can see t at t ere is a tie 'etween good ,aculty and contents o, t e program ,or t e second rank. <owever: as two respondents ave ranked Wgood ,acultyD as t e most important element: w ereas: Wcontents o, t e programD as not 'een ranked ,irst 'y any respondent: we ave assigned second rank to Wgood ,acultyD and t ird rank to Wcontents o, t e programD. <ere: we ave used t e met od o, MoG/)g AGerage*. T e ot er rankings ave also 'een o'tained in a similar way. 61-. 0AI# $/!54E0S I# T/AI#I#8 !G I#3III3(A4S? T e main pro'lem t e trainers come across w ile training o, individuals is t at many a time t e trainees are sent ,or training not 'ecause t ey need it: 'ut to satis,y t e statistics o, . days o, training eac year ,or eac employee. As a result: most o, t e times: t e trainees are not interested in t e program and t is creates a ma+or pro'lem in getting t e trainees involved in t e process. 61.. 0ET<!3S (SE3 T! !IE/%!0E 4EA/#I#8 54!%KA8ES? !ne o, t e ways to overcome learning 'lockages is to ave a good ice'reaker at t e
'eginning o, t e session. Also: most trainers t ink t at it is necessary t at t e trainer understand t e level and capacity o, eac trainee: and deal wit eac accordingly. T is would elp t e trainee open up to t e trainer convey esitation. 612. $!TE#TIA4 A/EAS !G T/AI#I#8 I# G(T(/E? is pro'lems and di,,iculties wit out any
88
It is clearly seen ,rom t e data gat ered t at in ,uture t e emp asis would not 'e on developing ,unctional skills. Instead t e emp asis would 'e on uman relations. Also: wit most o, t e processes at #T$% 'eing automated and computeri"ed: t e knowledge o, computers would 'e extremely essential. T us: t is would 'e a main area o, training in ,uture. TRAINEES 61. 0ET<!3S (SE3 G!/ T/AI#I#8 #EE3S A#A49SIS? Training needs analysis is generally done 'y discussions wit superiors and departmental eads. T e participants are also involved in t e analysis o, t eir own training needs. T us: t e decision on w at type o, training is reBuired 'y an individual is not taken 'y is superiors alone: 'ut 'y t e trainee and is superior toget er. T e superior analy"es w at kind o, is training is reBuired 'y t e individual and t e trainee gets an opportunity to assess strengt s and weaknesses and decide in w ic area e reBuires additional expertise. 62.
I3E#TIGI%ATI!# !G T/AI#I#8 #EE3S

1)A 9es #o 1)A
1)A o, t e respondents said t at t ey were involved in t e identi,ication o, t eir training needs: w ereas only 1)A respondents said t at t ey were not involved. 63. $!TE#TIA4 A/EAS !G T/AI#I#8 I# G(T(/E? According to t e trainees: t e stress in ,uture would 'e de,initely on people skills and communication skills. Also: training in coping wit c ange in t is ,ast c anging environment would 'e a key training area. And o, course: t e ,ocus would also 'e on computers: since survival wit out computer skills would 'e di,,icult in t is ig ly automated environment.
89
6&.
EGGE%TIIE#ESS !G T/AI#I#8 0ET<!3S (SE3

1*A 9es #o 2*A
2*A o, t e respondents said t at t e training met ods used were relevant and e,,ective.
90
6*. !5ME%TIIES I# ATTE#3I#8 A T/AI#I#8 $/!8/A0? 0a+ority o, t e respondents training program.

A%<IEIE0E#T !G T/AI#I#8 !5ME%TIIES
*A
ad gaining knowledge as t e main o'+ective in attending a
9es #o
1*A
6-. 1*A o, t e respondents ,elt t at t eir main o'+ective in attending a training program was satis,ied: i.e. t ey gained w at t ey expected to gain ,rom t e training program. 6..
%!#TI#(I#8 T/AI#I#8
&)A -)A
9es #o
Almost &)A o, t e respondents ,elt t at t ey were not 'eing provided adeBuate training to keep t em a'reast o, t e c anging environment. Alt oug t ey agreed t at t ey 'ene,ited ,rom training programs: t ey t oug t t at emp asis s ould 'e on training individuals to prepare t em ,or ,uture uncertainties: ,or example: managing c ange.
91
62.
I#I!4IE0E#T I# $/!8/A0 $4A##I#8
&*A **A
9es #o
&*A o, t e respondents said t at t e management does not take into consideration t eir opinion on t e training program planning. T ey are involved in T#A: 'ut not in t e program planning.
61.
%!00(#I%ATI!# !G $/!54E0S T! 0A#A8E0E#T
3)A **A 1*A
9es #o #A
!ut o, t e 1 respondents w o said t at t ey were not involved in t e T$ planning: only ;3)A= ave communicated t eir dissatis,action to t e management.
92
61). 7A9S I# 7<I%< T<E T/AI#EES 7!(43 4IKE T! 5E I#I!4IE3 I# I0$/!II#8F$4A##I#8 T<E T/AI#I#8 $/!8/A0 I# G(T(/E? T e ta'le is reproduced ere ,or convenience? / 1 2 3 & * . 2 1 1) 11 12 13 1& 1* 11. 12 11 2) Individual views %ommn. meeting Survey Suggestion 'ox GF' on $A
93
Total /esponses /ankings /? /espondent
1)
&
II
III
II
3epending upon t e num'er o, responses o'tained 'y eac parameter: we will o'tain a ,inal ranking ,or t e various parameters. Grom t e ta'le: we see t at conducting a survey o, t e participants ,or planning a training program as got t e most responses. <ence: it as 'een ranked ,irst. T e ot er rankings ave o'tained in a similar manner. 611. E4E0E#TS T<AT 0AKE A T/AI#I#8 $/!8/A0 S(%%ESSG(4? T e ta'le ,rom t e earlier c apter is reproduced ere ,or convenience.
/anks %lear o'+ectives 1 8ood ,aculty 2 2 3 & * . Ginal /anking 1
/ig t training met od $ ysical arrangement 3uration o, training program %ontents o, T$ /ewardsFincentive s a,ter t e T$
& .
Grom t e a'ove ta'le: we can o'tain t e rankings ,or eac o, t e elements. Gor example: we can clearly see t at clear o'+ectives as 'een ranked ,irst 'y most o, t e respondents: ence we place it at t e ,irst position: as t e most important element in making as training program success,ul.
W/ewards and incentivesD as 'een ranked . 'y most respondents: ence we assign it rank seven.
94
8ood ,aculty is ranked 2. 5y using t e met od o, 0oving Averages: we can see t at contents will 'e assigned rank 3 and rig t training met od will 'e ranked ,ourt . !t er rankings can 'e o'tained similarly.
95
CONCLUSIONS
Grom t e analysis done in t e previous c apter: we can arrive at t e ,ollowing conclusions? Training needs analysis is done taking into consideration t e views o, not only t e superiors: 'ut also t e trainees t emselves. T is was con,irmed ,rom t e responses o, 'ot t e trainees and t e trainers. T e trainees ,elt good t at t ey were involved in t e analysis o, t eir own needs and also said t at t e management was very co>operative and tried to incorporate t eir views and suggestions to t e extent possi'le. T us: as ,ar as t is aspect is concerned: t e trainees were satis,ied wit t e procedures ,ollowed. 5ot t e trainers and t e trainees ,elt t at t e t rust in ,uture s ould 'e on developing people skills and not only ,unctional skills. T ey also said t at IT would 'e a ,ocus area. 0ost o, t e times trainees were not involved in t e training program planning. 5ot t e trainees and t e trainers were in agreement on t e most essential elements t at go into making a training program success,ul. T e ,inal ranking o'tained is t e same in 'ot t e cases. T is only goes to s ow t at #T$% is aware o, t e needs o, t e participants and also understand w at elements are most important ,or a trainee. Gor 'ot : clear o'+ective is t e most important element t at makes a training program success,ul. 7e can conclude t at #T$%Ds e,,orts towards training and development ave 'een Buite success,ul. T e employees are satis,ied wit t e training activities: 'ut t ey only ,eel t at t ey s ould 'e involved in t e planning o, t e Training $rogram. According to t em: t eir views s ould 'e taken on all issues instead o, +ust in,orming t em t at t ey ave to attend a training program. T ey s ould ave a say in deciding on t e contents: p ysical arrangements: etc. T is would involve t em ,urt er in t e exercise and t ey would 'e more open to learning.
96
RECOMMENDATIONS
Training s ould 'e imparted on current issues like c ange management: 'ecause alt oug t e employees are Buite satis,ied wit t e training programs as a w ole: t ey still ,eel t at training s ould 'e imparted on issues t at are relevant in t e current 'usiness scenario. Training sessions s ould not 'e too long: long sessions s ould 'e split up into modules. Sel,>directed learning in some areas s ould 'e encouraged. T is would save t e companyDs time and also reduce costs.
97
LIMITATIONS
T e main limitation ,aced w ile conducting t e researc was t e availa'ility o, t e ,aculty
mem'ers at t e training institute o, #T$% i.e.: $0I. It was very di,,icult to 'e a'le to meet t em personally: since most o, t em were 'usy wit t e ectic training sc edule.
%I%LIOGRAPHY
98
1. 2. 3. medicine"#
PPersonnel development 'y Steve
anagementQ 'y Arun 0onappa and 0ir"a.S.Saiyadain Truelove=
P!earning to !earn Q: Sylvia 3owns ;<and'ook on Training and 6uality 0aga"ine: Manuary 1112: Training Trends? PIs training the best Source? www.Bualitymag.com
&. *. mentor#.
6uality 0aga"ine: 0ay 1112: Training Trends? $%rain, don&t tell#. Source? www.Bualitymag.com 6uality 0aga"ine: !cto'er 1112: Training Trends ' $Every Source? www.Bualitymag.com anager is a
-. directed learningQ.
6uality 0aga"ine: April 1111: Training Trends? PSupporting sel,> Source? www.Bualitymag.com
.. training)*o it right+#
6uality 0aga"ine: #ovem'er 1111: Training Trends? $(n the job Source? www.Bualitymag.com
2. $ramod 5atra 1. 1). %apital: April 2))1.
$,ever -top !istening, ,ever -top !earning, ,ever -top %raining#, and 3eepak 0a endru. $./* through training#, T e Economic Times dated 11>2>1&. $%raining' antra of the new millennium#: Sangam 8arg: <uman
99
ANNEXURE
100
1UESTIONNAIRE 'OR TRAINEES
1. needsO 2. needsFareas o, trainingO
7 at are t e met ods used ,or t e analysis o, your training
Are t e employees involved in identi,ying t eir training
9es #o
3. 7 at are t e various areas in w ic training is impartedO
%ompany policies and procedures Gunctional skills <uman relations $ro'lem solving 0anagerial and supervisory training Apprentice training
Any ot er: please speci,y XXXXXXXXXXXXXXXXXXX &. *. In ,uture: w at according to you would 'e t e potential areas o, trainingO 7 at are t e various training met ods employedO !n t e +o'? !,, t e +o'? -. 3o you t ink t e met ods used are relevant and e,,ectiveO
101
9es #o
..
I, no: w ic met ods do you t ink s ould 'e selectedO 8ive reasons.
2.
7 at are your o'+ectives in attending a training programO
8ain knowledge in your area 8et promotion 8et ,ree

oliday er
To en+oy social get toget Any ot

1.
er: please speci,y XXXXXXXXXXXXXXXXXXXX
3o you t ink your o'+ective o, attending t e training program is normally ac ievedO
9es #o
1). 7 at according to you are t e key areas in w ic training s ould 'e impartedO
11.
Are you provided wit
adeBuate continuing training to keep you a'reast o, t e
c anges in t e environmentO
9es #o
102
12.
I, no: in w at areas do you t ink t e company s ould impart continuing trainingO
13.
7 at are t e met ods used to evaluate t e e,,ectiveness o, a training programO
Geed'ack a,ter training Improvement in per,ormance $romotion F increment 7ritten test F exam
Any ot er: please speci,yXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXX
1&.
3oes t e management take into consideration your opinion on t e training program planningO
9es #o
1*.
Identi,y t e s ortcomings in t e training programs: i, any: regarding t e ,ollowing? 1. $ ysical arrangements? 2. Gaculty? 3. Training met ods? &. %ontents o, t e program? Any ot er: please speci,yXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXX
1-.
<ave you communicated t ese pro'lems to t e managementO
9es
103
#o
1.. In w at way would you like to 'e involved in improving F planning t e training program in ,utureO
Take our views individually <old a communication meeting %onduct a survey Suggestion 'ox Geed'ack session on per,ormance appraisal
Any ot er: $lease speci,y XXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXX
12.
In your opinion w at are t e inputs t at would make a training program success,ulO ;/ank t e ,ollowing in order o, importance=
%lear o'+ectives ;gain knowledgeFskills= 8ood ,aculty /ig $

t training met od
ysical arrangements
3uration o, training program %ontent o, t

e training program e training program.
/ewardF incentive a,ter t
104
1UESTIONNAIRE 'OR T2D STA''
1. 7 at are t e rules and procedures t at govern t e standard and scope o, training in your organi"ationO 2. 7 at met ods are used ,or training needs analysisO 3. 7 at are t e various areas in w ic training is impartedO
%ompany policies and procedures Gunctional skills <uman relations $ro'lem solving 0anagerial and supervisory training Apprentice training
&. 7 at are t e various training met ods employedO !n t e +o'? !,, t e +o'? *. !n w at 'asis do you select t e training met ods to 'e usedO
-. Training is conducted
In ouse
105
!ut>sourced
.. I, out>sourced: w at agencies and consultants are involvedO
2. !n w at 'asis do you decide to conduct training externallyO
1. !n w at 'asis do you select t e external agenciesO
1). 7 at according to you are t e advantages o, external trainingO
11. 7 at generally is t e ,reBuency o, a training programO
6uarterly <al, yearly 9early
12. 7 at normally is t e duration o, a training programO
13. <ow do you decide on t e training 'udgetO
1&. 7 at met ods to do you use to evaluate t e e,,ectiveness o, a training programO
!'servation /atings Trainee survey
106
Trainee interview Tests 'e,ore and a,ter %omparative study 'etween trained and non>trained groups %lassroom presentation
Any ot er: please speci,y XXXXXXXXXXXXXXXXXXXXXXXXXXXXX
1*. 7 at are t e c anging trends in TC3 todayO <ow is it di,,erent ,rom w at was done ,ive years agoO
1-. 7 at according to you are t e roles and responsi'ilities o, trainer and trainee in order to make a training program success,ulO a= Trainer? c= Trainee?
1.. 7 at are t e essential elements t at go into making a training program success,ulO ;/ank t em in t e order o, importance=
%lear o'+ectives 8ood ,aculty /ig $

t training met od
ysical arrangement
3uration o, training program
107
%ontents o, t e training program /ewardF incentive a,ter t e training program
12. 7 at are t e main pro'lems you come across w ile training individualsO 11. 7 at met ods are used to detect and overcome learning 'lockages t at may 'e presentO 2). <ow important is training as a tool ,or employee retentionO 21. In ,uture: w at according to you would 'e t e potential areas o, trainingO
108

NTPC's Training and Development Programs Drive Organizational Growth

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PROJECT REPORT ON

TRAINING AND DEVELOPMENT

MASTER OF BUSINESS A MINISTRATION

M!) Sonam *ulati of MBA ept)

ANI+ ,UMAR Roll No)% #$#/"0###1 MBA 2 IIIrd Sem)

E3ARTMENT OF MANA*EMENT A4A EM( OF BUSINESS AN EN*INEERIN* S4IEN4E5 *6A7IABA

Institute of Management & Research, Ghazia a!

7e are grate,ul to 0rs. Sonam 8ulati ,or compilation o, t e pro+ect.

is guidance and support during t e

Institute of Management & Research, Ghazia a!

course o, our pro+ect.

Anil kumar 05A IIIrd semester

Institute of Management & Research, Ghazia a!

#ational T ermal $ower %orporation ;#T$%=

as emerged as a truly national power

Institute of Management & Research, Ghazia a!

THE ORGANIZATION: NTPC

Institute of Management & Research, Ghazia a!

NTPC POWER STATION

Institute of Management & Research, Ghazia a!

Institute of Management & Research, Ghazia a!

Institute of Management & Research, Ghazia a!

Institute of Management & Research, Ghazia a!

To develop appropriate commercial policies w ic minimum receiva'les. TECHNOLOGY LEADERSHIP

ensure remunerative tari,,s and

Institute of Management & Research, Ghazia a!

Institute of Management & Research, Ghazia a!

Institute of Management & Research, Ghazia a!

t e late eig ties: t e central government provided 'udgetary support t roug

determine t e survival o, t e company and t e ,uture role it expected to ave in t e power

Institute of Management & Research, Ghazia a!

Institute of Management & Research, Ghazia a!

Institute of Management & Research, Ghazia a!

Institute of Management & Research, Ghazia a!

Institute of Management & Research, Ghazia a!

Institute of Management & Research, Ghazia a!

Institute of Management & Research, Ghazia a!

Institute of Management & Research, Ghazia a!

Institute of Management & Research, Ghazia a!

international consultants vi". 5lack and Ieatc more.

Intl.: (SAJ (E C %: (SAJ 5ritis Electricity

Institute of Management & Research, Ghazia a!

Institute of Management & Research, Ghazia a!

Institute of Management & Research, Ghazia a!

Institute of Management & Research, Ghazia a!

Institute of Management & Research, Ghazia a!

Institute of Management & Research, Ghazia a!

Institute of Management & Research, Ghazia a!

Institute of Management & Research, Ghazia a!

TOTAL PROGRAMME DAY

Institute of Management & Research, Ghazia a!

=<<=+<D ABBB+<< =<<A+<= =<<<+<A

Institute of Management & Research, Ghazia a!

< ABB?+BC ABBC+B@ ABB@+BB ABBB+<< =<<<+<A =<<A+<= =<<=+<D =<<D+<>

Institute of Management & Research, Ghazia a!

Institute of Management & Research, Ghazia a!

Institute of Management & Research, Ghazia a!

O%JECTIVE O' OUR STUDY

TRAINING AND DEVELOPMENT: THEORETICAL PERSPECTIVE

Institute of Management & Research, Ghazia a!

Institute of Management & Research, Ghazia a!

Institute of Management & Research, Ghazia a!

E3ARTMENT OF MANAEMENT A4A EM( OF BUSINESS AN ENINEERIN* S4IEN4E5 *6A7IABA

No. o5 re4o)6e)! *a:/)g 12 2