Training at Bhel

COMPANY PROFILE
Background & Management

Values, Mission & Objective
BHELs product profile
inancial profile of BHEL
!"are"olding pattern
BHEL ----- AN OVERVIEW
BHEL is t"e largest engineering and manufacturing enterprise in #ndia in t"e energ$ related
infrastructure sector toda$% BHEL &as establis"ed more t"an '( $ears ago us"ering in t"e
indigenous Heav$ Electrical E)uipment industr$ in #ndia, a dream &"ic" "as been more t"an
reali*ed &it" a &ell+ recogni*ed track record of performance% #t "as been earning profits
continuousl$ since ,-.,+./ and ac"ieved a sales turnover of 0s ,'1/1 2rores &it" a profit
before ta3 of 0s /14' 2rores /((1+(4% #n /((. BHEL "as ac"ieved an all time "ig" turnover of
0s ,5.6- crores, notc"ing a gro&t" of /-7 over t"e previous $ear% 8et profit "as soared b$ ''7
to /',1 crores over ,4.-%/ crores of last $ear% BHEL "as been pa$ing dividends over a )uarter

,
centur$ and in line &it" t"e e3cellent performance during t"e financial $ear /((1+(4, an all time
"ig" dividend of ,'17 "as been paid%
BHEL caters to core sectors of t"e #ndian Econom$ vi*% 9o&er :eneration and ;ransmission,
#ndustr$, ;ransportation, 0ene&able Energ$, <efense, etc% ;"e &ide net&ork of BHELs ,'
manufacturing divisions, ' po&er sector regional centers, 5 service centers, ,1 regional, offices
and a large number of 9rojects !ites spread all over #ndia and abroad enables t"e 2ompan$ to
promptl$ serve its customers and provide t"em suitable products, s$stems and services+
efficientl$ and at competitive prices%
BHEL "as alread$ attained #!O -((, certification and all t"e units=divisions of BHEL "ave been
upgraded to t"e latest #!O+-((,> /((( version )ualit$ standard% ?ll t"e major units=divisions of
BHEL "ave been a&arded #!O ,'((, certification for environmental management s$stems and
OH!?! ,5((, certification for occupational "ealt" and safet$ management s$stems
Major Miles stones in the history of BHEL
FEB !"#$ % ;"e planning board felt t"e need for electrical mac"iner$ in #ndia%
MAR !"#& % !ir @%2%:"os" set up "eav$ electrical generating e)uipment factor$ in t"e
state sector%
'AN !"(( A !%?%:adkar$ committee reiterates t"e need for "eav$ electrical factor$%
A)* !"(+ A Heav$ Electrical B9vt%C L;<, &as incorporated &"ic" &as later renamed as
HE B#C L;<%
NOV !"+# A B"arat Heav$ Electrical Ltd, &as establis"ed and plants at Harid&ar,
H$derabad & ;ric"$ &ere set up%
')LY !"$, A ?ction committee of public Enterprises recommends integration%
'AN !"$# A HE B#C L;< and BHEL &ere formall$ merged and t"e corporate plan of t"e
compan$ &as prepared%
'AN !"&- A BHEL &as set up 6
rd
generation plants at
.RICHY % steel tube plant
HARI/WAR % casting and forging plant
'HAN0I A transformer plant

/
In !"&,+
BHEL also entered into po&er e)uipments, to reduce its dependence on t"e po&er sector%
!o, it developed t"e capabilit$ to produce a variet$ of electrical, electronic and
mec"anical e)uipments for all sectors, including transmission, transportation, oil and gas
and ot"er allied industries%
In !"",1
<uring t"e $ear, ,( t"ermal sets, / gas sets and ,, "$dro sets &ere commissioned%
:overnment of #ndias liberali*ation polic$ and disinvestments polic$ on its pattern of
s"are"olding in 9!Ds%
In !""#1+
<uring t"e $ear t"e compan$ establis"ed ?sias largest fuel evaluation test facilit$ at
;iruc"i + ;"e 2ompan$ commissioned ten industrial po&er plants resulting in po&er
generating capacit$ addition of /-6 EF
In !""(1
+ ;"e countr$s premier state o&ned undertaking, BHEL, "as commissioned #ndias first
/1( m& capacit$ t"ermal generating unit at <a"anu po&er station in Ma"aras"tra% BHEL
&on t"is Forld Bank contract against competition from multinationals%
In !""$,
#n eb% :reater autonom$ &as given to 9!Ds% -9!Ds including BHEL &ere selected as
Na2ratnas to become :lobal :iants ;"e public sector B"arat Heav$ Electricals Ltd
BBHELC "as &on t"e national best e3porter a&ard for ,--1+-4, instituted b$ t"e
Engineering E3port 9romotion 2ouncil, of t"e eig"t" consecutive $ear, from Madurai% #n
@une, :ovt% announces first autonom$ package for 8avratnas

6
In !""&1+
;"e public sector B"arat Heav$ Electricals Ltd BBHELC "as entered into an agreement
&it" t"e #ndian !pace 0esearc" Organi*ation B#!0OC for manufacture and suppl$ of solar
panels for upcoming #ndian !atellites%
In !"""1+
B"arat Heav$ Electricals Ltd BBHELC "as entered into a tec"nical collaboration
agreement &it" Babcock Borsig 9o&er :mbH of :erman$ for t"e manufacture of Gonce
t"roug" boilersG
In ,---
;"e 2ompan$ "as &on t"e top e3porters a&ard among t"e public and private sector
companies in #ndia for t"e ,,t" 2onsecutive $ear
;"e 2ompan$ is considering a proposal to launc" a voluntar$ retirement sc"eme BV0!C
to GselectG emplo$ees &"o "ave been under performing and not managed an$ promotions
or t"ose &"o "ave consistentl$ taken leave or an$ ot"er proficienc$ related criteria%
+ ;"e 2ompan$ "as bagged t"e G!amman 9atraG a&ard from t"e inance Ministr$ for its
unblemis"ed track record &it" ?irport 2ustoms in regard to pa$ment of customs duties%

'
In ,--!1+

B"arat Heav$ Electricals Ltd% "as bagged t"e prestigious G:olden peacockG national
)ualit$ a&ard for t"e second consecutive $ear for ac"ieving e3cellence in )ualit$
conforming to global standards%
In ,--,1
?&arded t"e top e3portersG a&ard b$ Engineering E3port 9romotion 2ouncil for t"e
$ear ,---+/((( +0eceives a&ard from 2onfederation of #ndian #ndustr$ B2##C becoming
t"e first 9!D to &in t"is "onour
In ,--3+

BHEL and ;2! tie+up to develop #;+based solutions for po&er sector
In ,--#+
B"el "as joined "ands &it" a D8 bod$ G:lobal 2ompactG to s"are e3periences &it" global
corporate "ouses for greater focus on corporate social responsibilit$ ?ppoints ? E 9uri as
t"e c"airman and managing director of B"arat Heav$ Electricals Ltd BB"elC%

1
In ,--(+
<elists e)uit$ s"ares from t"e Madras !tock E3c"ange Ltd BM!EC &%e%f% @anuar$ ,-,
/((1%<elists e)uit$ s"ares of t"e 2ompan$ voluntar$ from ;"e !tock E3c"ange,
?"madabad B?!EC &it" effect from @anuar$ /5, /((1%+BHEL, ;2! jointl$ &orking on
marketing initiative G9o&er 9ackG+?ppoints <r V% :opalakris"nan as 2"ief of t"e B"arat
Heav$ Electricals Ltd at ;iruc"i B"elGs ;ric"$, Bangalore plants &in five 8ational !afet$
?&ards
In ,--+1+
BHEL inks agreement &it" ##; Madras for ne& courses% Bec"tel signs <ab"ol agreement
&it" BHEL

In ,--$1+
BHEL "as raised its researc" & development spend to 0s /65 crore during fiscal /((4+
(., up from 0s ,1/ crore last $ear% BHEL gets #2F?# national a&ard for e3cellence in
cost management /((4% #n eb% BHEL pa$s all+time "ig" ,/17 interim dividend for
fiscal /((4+(.% BHEL emplo$ees &in ma3imum number of 9rime Ministers !"rama
BHEL ac"ieved an all time "ig" turnover of 0s%,5.6- crore in 2omparison to last $ear of
0s ,'1/1 crore 8et profit "as soared b$ ''7 to 0s% /',1 crore in comparison to last $ear
of 0s% ,4.-%/( crore BHEL "as announced /'1 7 of dividend on its original e)uit$%?n
issue of bonus s"are in t"e ratio of ,H, "as been declared b$ t"e compan$%

4
Val4es5
!trike ad"erence to commitments
oster learning, creativit$ and team &ork%
Ensure speed of response
0espect for dignit$ and potential for individual
Lo$alt$ and pride in t"e compan$
Ieal to e3cel and *est for c"ange
#ntegrit$ and fairness in all matters
Most of t"em "ave been rep"rased%
JIest for c"angeJ "as been added as c"ange "as been integral &it" success and t"e rate at
&"ic" c"ange is needed is ver$ "ig" compared to earlier period%

.
OB'EC.IVE0
*ROW.H
;o ensure a stead$ gro&t" b$ en"ancing t"e competitive edge of BHEL in e3isting businesses,
ne& areas and international operations%
PROFI.ABILI.Y
;o provide a reasonable & ade)uate return on capital emplo$ed, primaril$ t"roug" improvement
in operational efficienc$, capacit$ utili*ation & productivit$ and generate ade)uate internal
resources to finance t"e compan$s gro&t"
C)0.OMER FOC)0
;o build a "ig" degree of customer confidence b$ providing increased value for "is mone$
t"roug" internationals standards of products )ualit$, performance and superior customer services%
PEOPLE ORIEN.A.ION
;o enable eac" emplo$ee to ac"ieve "is potential, improve "is capabilities, perceive "is role &
responsibilities and participate & contribute positivel$ to t"e gro&t" and success of t"e
2ompan$% ;o invest in "uman resources continuousl$ and be alive to t"eir needs
IMA*E
;o fulfill t"e e3pectations &"ic" stake"olders like government as o&ner, emplo$ees and t"e
countr$ at large "ave from BHEL%

5
BHEL PRO/)C. PROFILE
! Po6er *eneration
9o&er :eneration !ector comprises t"ermal, "$dro and nuclear po&er plant business% ?s
of 6,%6%/((4%BHEL supplied sets account for .4.', MV in t"e countr$, as against nil till
,-4-+.( 2ustom+ made "$dro sets of rancis, 9elton and Ealpan for different "ead+
disc"arge combinations are also engineered and manufactured b$ BHEL
#n all, orders for more t"an 55( utilit$ sets of t"ermal, "$dro, gas and nuclear "ave been
placed on t"e compan$ as on date% ;"e po&er plant e)uipment manufactured b$ BHEL is
based on contemporar$ tec"nolog$ comparable &it" t"e best in t"e &orld, and is also
internationall$ competitive
, In74stries
BHEL manufactures and supplies major capital e)uipment and s$stem like captive po&er
plant, centrifugal compressor, drive turbines, industrial boilers and au3iliaries etc% BHEL
"as also emerged as a major supplier of controls and instrumentation s$stems, especiall$
distributed digital control s$stems for various po&er plants and industries%
3 .rans8ortation
Most of t"e trains on #ndian 0ail&a$s, &"et"er electric or diesel po&ered are e)uipped
&it" BHELs traction propulsion s$stem and controls% #ndias first underground metro at
Eolkata runs on drives and controls supplied b$ BHEL% ?lmost all t"e EMDs in service
are &it" electrics manufactured and supplied b$ BHEL% BHEL "as also diversified into
t"e area of track maintenance mac"ines for #ndian 0ail&a$s%
# Rene6a9le Ener:y
BHEL "as been manufacturing and suppl$ing a range of 0ene&able Energ$ s$stems and
products% #t includes !olar Energ$ s$stems namel$, 9V modules, 9V po&er plants, solar
lanterns, solar pumps etc
%
( Oil an7 *as
BHEL is suppl$ing ons"ore drilling rigs e)uipment vi*% dra& &orks, rotar$ table,
traveling block, s&ivel, mast and sub structure, mud s$stems and rig electrics and Kmas
tree valves
4% .rans;ission
BHEL supplies a &ide range of products and s$stems for transmission and distribution
application% ;"e products manufactured b$ BHEL include po&er transformers,
instrument transformers, dr$ t$pe transformers etc%

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AC.IVI.Y PROFILE

Po6er *eneration an7 .rans;ission
!team ;urbines+:enerator sets and ?u3iliaries
Boilers and Boilers ?u3iliaries
8uclear 9o&er :eneration E)uipments
H$dro ;urbines+:enerator !ets & ?u3iliaries
:as ;urbines+:enerator !ets
Heat E3c"angers
2ondensers
Bag ilters
Valves
9umps
Electrical Mac"ines
9o&er, <istribution and #nstrument ;ransformers
0eactors
9orcelain
In74stries<.rans8ortation<Oil = *as <Rene6a9le Ener:y
!team ;urbine+:enerators !ets
:as ;urbine+generators !ets
<iesel Engine+Based :enerators
<rives ;urbines
Marine ;urbines
#ndustrial Heat E3c"angers
#ndustrial Valves
#ndustrial ans
2apacitors
Broad :auge ?2, ?2=<2 Locomotives
<iesel+Electric !"unting Locomotives
;raction Motors & 2ontrol E)uipment
Electric ;rolle$ Buses
Batter$ operated 9assenger Vans
Oil 0igs and Oil ield E)uipment
Find Electric :enerators
!tand+alone and :rid+#nteractive

,(
!olar 9o&er 9lant
!olar Fater Heating Mac"ine

0yste;s an7 0er2i>es
;urnke$ Dtilit$ 9o&er !tation=E92 contracts
2aptive 9o&er 9lant
2onsultanc$ !ervices
2onstruction !ervices
!oft&are packages for Dtilities
BHEL IN IN/IA
RE*IONAL OFFICE0 ?POWER 0EC.OR@5
,% 8EF <ELH# B8O0;HE08 0E:#O8C
/% 2?L2D;;? BE?!;H0E8 0E:#O8C
6% 8?:9D0 BFE!;H0E8 0E:#O8C
'% M?<0?! B!OD;H0E8 0E:#O8C
B)0INE00 OFFICE0 H
,% B?8:LO0E
/% BHDB?8E!HF?0
6% BOMB?L
'% 2H?8<#:?0H
1% :DF?H?;#
4% @?B?L9D0
.% @?#9D0
5% LD2E8OF
-% M?<0?!
,(% 8EF <ELH#
,,% 9?;8?
,/% 0?82H#

,,
,6% !E2ED8<0?B?<
MAN)FAC.)RIN* )NI.05-
,% B?8:?LO0E
/% BHO9?L
6% H?0<F?0
'% HL<0?B?<
1% @H?8!#
4% 0?8#9E;
.% 0D<0?9D0
5% ;#0D2H#0?9?LL#
0ERVICE CEN.RE0 H+
,% B?8:?LO0E
/% B?0O<?
6% 2?L2D;;?
'% 2H?8<#:?0H
1% !E2D8<0?B?<
4% 8EF <ELH#
.% 8?:9D0
5% 9?;8?
-% V?0?8?!#

,/
Boar7 of /ire>tors
0hri AshoA B P4ri Chair;an an7 Mana:in: /ire>tor
0hri Naresh Chat4r2e7i /ire>tor
/r 04rjeet Mitra /ire>tor
0hri Vineet Nayyar /ire>tor
0hri 0anjay M /a7liAa /ire>tor
0hri AshoA B A::ar6al /ire>tor
0hri Manish *48ta /ire>tor
0hri 0heAhar /4tta /ire>tor
0hri Ra;an 0in:h 0i7h4 /ire>tor
0hri Ma7h4Aar /ire>tor
0hri Ra;ji Rai /ire>tor ?ER =/@
0hri 0B'ain /ire>tor ?HR@
0hri ABMath4r /ire>tor ?I0=P@
0hri B Ra2i B4;ar /ire>tor ?Po6er@
0hri C0Ver;a /ire>tor ?Finan>e@
0hri NB0inha Co;8any 0e>retary

HEAVY ELEC.RICAL EC)IPMEN. PLAN.1 HAR/WARH

,6
Heav$ Electrical E)uipment 9lant, Hard&ar of t"is Multi+unit corporation &it" its .'4. strong
"ig"l$ skilled tec"nicians, engineers, specialists and professional e3perts is t"e s$mbol of #ndo
!oviet and #ndo :erman 2ollaboration% #t is one of t"e four major manufacturing units of t"e
BHEL%Fit" turnover of ,(55 crores and 9B; of 0s%45 crores, HEE9 added 6((( MF of po&er to
t"e 8ational grid during /((,+(/% HEE9 is engaged in t"e manufacture of ;"ermal and 8uclear
!ets up to ,(((MF, H$dro !ets up to H; 0unner dia 46((mm, associated ?pparatus 2ontrol gears,
?2& <2 Electrical mac"ines and large si*e :as ;urbine of 4(+/(( MF% HEE9 Hard&ar
contributes about ''7 of #ndias total installed capacit$ for po&er generation &it" total capacit$ of
;"ermal, 8uclear & H$dro !ets of over '1(((MF currentl$ &orking at a 9lant Load actor of
.47 and Operational ?vailabilit$ of 547% #nspite of acute recession in econom$, BHEL Hard&ar
bagged recent orders &ort" ,1(( 2rores including repeat orders for !uratgar"+1, Eota+4, 0aic"ur+.,
0i"and+6&' and 0amagundam+. Dnit% ?dditionall$, Mejia+', 9anipat+.&5, Mait"on and B"atinda
are in pipeline%
HI0.ORICAL PROFILEH
;"e construction of "eav$ electrical e)uipment 9lant commenced in Oct%M,-46Mafter indo+soviet
tec"nical co+operation agreement in !ept%M,-1-M;"e first product to roll out from t"e plant &as
an electric motor in @anuar$ ,-4.%;"is &as follo&ed b$ first ,(( MF !team ;urbine in
<ec%,-4-and first ,((MF ;urbo :enerator in ?ugust ,-.,%;"e plants Nbreak evenM &as
ac"ieved in Marc" ,-.'%BHEL &ent in for tec"nical collaboration &it" M=s !iemens, :erman$
to undertake design and manufacture to large si*e t"ermal sets upto a unit rating of ,((( MF in
t"e $ear ,-.4%irst /(( MF;: set &as commissioned at Obra in ,-..%;"e continuum of
tec"nological advancement subse)uentl$ sa& t"e commissioning of 1(( MF ;: !et in ,-5'
%;"e tec"nical cooperation of :as ;urbine manufacture &as also signed &it" M=s !iemens
:erman$%irst ,1( MF #!O rating gas ;urbine &as e3ported to :erman$ in ebM,--1M%Our /1(
MF t"ermal set up at <a"anu 9lant of B!E! made a "istor$ b$ continuous operation for over
,1( da$s and notc"ing up a record plant load factor greater t"an ,((7%

,'
MA'OR COMPE.I.OR0 OF BHEL
,% ELE2;0O 2O8!DL; #;?LL
/% ?BB !F#;IE0L?8<
6% BEEH;EL D!?
'% BLO2E & 8E?;2H D!?
1% :E8E0?L ELE2;0#2 D!?
4% 0?L;HEO8 D!?
.% FE!;#8:HOD!E D!?
5% 28M# & E2 2H#8?
-% !?8:H?# ELE2;0#2 2O DE
,(% :E2+?L!;HOM DE
,,% ELE2;0#M 9OL?8<
,/% 0?82O ;O!# 0?82E
,6% D@# @?9?8
,'% H#;E2H# @?9?8
,1% M#;!DB#!H# @?9?8
,4% ;O!H#B? @?9?8
,.% 0OLL! 0OL2E :E0M?8L
,5% !#EME8! :E0M?8L
C)0.OMER0

,1
Earnat" :ovt% of @ & E
:umti :ovt% of ;ripura
B"andardara+, :ovt% of Ma"aras"tra
!ubbal !ind" :ovt% of @ & E
Eali nadi !tage+, Earnataka po&er corporation Ltd%
2"ibro D9 Electricit$ Board
Dkai :ujrat Electricit$ Board
2"ennai :ovt% of @ & E
;illari :ovt% of Ma"aras"tra
Eadamparai ;amilnadu Electricit$ Board
EDPOR.0
<evig"at :ovt% of 8epal
B"umibol Electricit$ :enerating ?ut"orit$, ;"ailand
9attani Electricit$ :enerating ?ut"orit$, ;"ailand
Eulik"ani :ovt% of 8epal
CON.RIB).ION .O POWER 0EC.OR
;oda$ t"e po&er sector pla$s a ver$ important role in building an$ 8ation%
#t "elps t"e countr$ to develop its econom$ and t"e life st$le of societ$%
BHEL contributes .-7 of t"e national po&er generation% #n &"ic" ''7 contribution is made
onl$ b$ BHEL Hard&ar, 617 contribution is made b$ BHEL ot"er t"an Hard&ar unit and
rest /, 7 contribution made b$ ot"er companies%

,4
.O.AL C)ALI.Y FOC)05
;o face t"e increased competition from M82s Bdue to liberali*ation polic$ of :overnmentC in earl$
-(s and to enter European market &e moved to&ards #!O -((( 2ertification% 2oncept of Business
E3cellence t"roug" EOM Model &as launc"ed in entire BHEL on pilot scale in Oct%M,--1M #n
,--. HEE9 launc"ed ;OM in t"e entire 9lant and since t"en !elf+?ssessment is done ever$ $ear in
!eptember% Based on feedback 0eport of ?ssessment, critical success factors are identified and ;O
action plans are dra&n% ;"e p"ilosop"$ of #!O -((,, ;OM and #!O ,'((, "as been integrated
BHEL Hard&ar for ultimatel$ ac"ieving NBD!#8E!! EK2ELLE82EM% HEE9 Hard&ar plant is
accredited for #!O -((, and #!O ,'((, and is no& on Marc" to&ards ;OM%1+! &as launc"ed in
Marc" ,--- in a big &a$ and no& it "as become a &a$ of life in t"e organisation% #n /((( HEE9
applied for 2##+EK#M Business e3cellence a&ard and site visit &as conducted Bu 2## team in
!eot%M/(((%2ii feedback "as gone a log &a$ in carr$ing out furt"er improvement plans and giving a
structured t"rust to ;OM movement
#n @ul$ /((,, Dnits ;O 2ouncil revie&ed t"e ;O ?ction 9lans /((,+(/ for its effectiveness and
impact on accelerating t"e pace of improvement and conse)uent ;O !core% E3ecutive <irector laid
t"e c"allenge of ac"ieving t"e ;O score of 41(%Fit" an objective to bring a&areness about "e 2##+
EK#M Business E3cellence Model amongst t"e !r% E3ecutives, t"e first P;op Management ;OM
Forks"ops "eld at 0is"ikes" during oct%/((,E3ecutive <irector &"o is ;O ?ssessor also, "imself
steered t"e Forks"op &it" assistance from some e3perienced ;O ?ssessor of HEE9% #t follo&ed b$
second ;op Management ;OM Forks"op steered again b$ Ed &as "eld at H0<2 on
Oct/-,/((,%!ubse)uantl$ t"e t"ird ;op Management ;OM Forks"op &as "eld in
8ov/((,,&"ere+in !r% 2ounsellor, 2## deliberate t"e detail on Best practices of ;?;? !;EEL+t"e
&inner of P2##+EK#M Business E3cellence ?&ard /(((%!imultaneousl$ ,;O ?ssessors training
program for t"e select group of $oung managersBto be developed as ;"ink ;anksC&as organi*ed in
8ov/((,%;o give furt"er boost ?pe3 :roup &as formed% ?pe3 :roup developed N0oadmap to
Business E3cellenceM based on 2riteria Linkage of 2##+EK#M Business Model and t"e initiatives
taken at Hard&ar &as dra&n b$ t"e group and it &as &idel$ circulated amongst t"e emplo$ees
t"roug" special issue of Hard&ar 2urrent in ?pril /((/%#t follo&ed b$ @BE &orks"op of ?pe3 ;OM
:roup "eld at ;e"ri on @une 6( and @ul$ ,,(/ &"ere+in follo&ing business polic$ and critical factors
&as evolved%

,.
B)0INE00 POLICY5
EIn-line 6ith Co;8anyFs Vision1 Mission an7 2al4es1 6e 7e7i>ate o4rsel2es to s4staine7
:ro6th 6ith increasing positive Economic Value ?ddition and 2ustomer focussed business
leaders"ip in t"e Po6er an7 In74stry 0e>tor%
CEN.RAL FO)N/RY FOR*E PLAN.
;"e 2entral oundr$ orge 9lant &as set up at Hard&ar &it" renc" collaboration% ;"e
construction started in ,-.' and production &as commenced in ,-.4%;"is plant "as in+built "ig"
degree of sop"istication normall$ associated &it" muc" larger plants and "as successfull$
developed various intricate castings and forgings &"ic" &ere imported earlier%
29 "as successfull$ manufactured various t$pes of steels, e%g%, creep resistant steels, "eat
resistant steels, stainless steels, armor steels etc% per #ndian and #nternational standards%
29 "as been suppl$ing sop"isticated castings used in po&er sector e%g%, steam turbine castings,
turbo generator press rings, "$dro turbine Eaplan blades and rancis runners, compressor
castings etc% ;"e castings "ave also been manufactured for <efense, 8uclear, 2"emical and steel
sectors%
2ritical orgings manufactured b$ 29 includeH H9, #9 and L9 rotors and discs etc%, from steam
turbines, s"afts, pole and plates, rotor bus", t"rust collars etc%, for "$dro sets and jackets and
disc"arge cover for pumps besides various t$pes of critical forgings for defense, nuclear, steel,
cement and mac"ine building industries% 29 is furt"er upgrading and augmenting its facilities
in t"e "ig" gro&t" and "ig" tec"nical areas%
Most of t"e castings and forgings produced b$ 29 are of import substitution nature% 29 "as
also e3ported motor frame and steam turbine castings and forgings to 2#! and :erman$% 29
"as also &on t"e 8ational a&ard for import substitution% #t "as been recogni*ed as a &ell kno&n
steel maker+oundr$ and orge Master b$ #ndian Boiler Board% ;"e ?merican Bureau of
!"ipping "as also approved 29 for t"e manufacture of castings and forgings for s"ip building
industr$%

,5
FINANCIAL PROFILE OF BHEL
BHELFs LA0. ( YEAR 0)MMARY
?In >rores@
/((4+(. /((1+(4 /(('+(1 /((6+(' /((/+(6
;D08OVE0 ,5.65%-1 ,'1/1%'- ,(664%' 544/%'. .'5/%//
V?LDE ?<<E< .,5/%/. 145/%5( '/1'%(( 645(%(( 6/'.%1(
9B; 6.64%(. /14'%'( ,15,%4( ,(,'%5( 5(/%'(
<EB;O0! -4-1%5/ .,45%(4 1-./%,/ '4(5%'5 '(.1%.5
2D00E8;
?!!E;!,LO?8 ?8<
?<V?82E!
/(6,/%-. ,466(%.4 ,66'/%-4 ,('/'%4- 56'5%/5
2D00E8;
L#?B#L#;#E! &
90OV#!#O8
,',-6%'1 ,(,6(%(5 56//%// 4/''%44 '4.4%-6
8E; FO0E#8:
2?9#;?L
4,,-%1/ 4/((%45 1(/(%.' ',5(%(6 64.,%'1
IN.ERPRE.A.ION
#n last five $ears BHELs ;urnover increased from .'5/%//crores in /((/+(6 to ,5.65%-1crores
in /((1+(4% ;"e increase in 7 is ,1(%''> it is t"e result of turnover and profit% #ts Value ?dded
"as also s"o&ed a continuous increased from 6/'.%1(crores to .,5/%/. in /((/+(6 to /((4+(.
increase 7 being ,/,%,4% #ts debtors s"o&ed an increasing trend, it continuousl$ increased from
'(.1%.5crores in /((/+(6 to -4-1%5/ in /((4+(., ,6.%5- being t"e overall increase 7% 2urrent
?ssets, Loans and ?dvances increases from 56'5%/5crores in /((/+(6 to /(6,/%-.crores in
/((4+(., increase in 7 is ,'6%6% 2urrent Liabilities and 9rovision "as s"o&n a continuous
increase from '4.4%-6crores in /((/+(6 to ,',-6%'1crores in /((4+(.% #ncrease in 7 is /(6%'.%
8et &orking capital increases from 64.,%'1crores in /((/+(6 to 4,,-%1/crores in /((4+(.,
increase 7 being 44%4.% ?fter vie&ing above data, &e can sa$ t"at overall performance of BHEL
in last five $ears is )uite satisfactor$ and it is continuousl$ "eading to&ards improvement%

,-
0HAREHOL/IN* PA..ERN OF BHEL
!L
8O%
2?;E:O0L 7?:E O !H?0EHOL<#8:
,--(--+ ,--+--$
? PROMO.ERG0 HOL/IN*
90E!#<E8; O #8<#? 4.%./ 4.%./
B NON PROMO.ERG0 HOL/IN*
aC MD;D?L D8<! ?8< D;# '%.- 1%(5
bC B?8E!,#8?82#?L #8!;#;D;#O8! ?8<
#8!D0?82E 2OM9?8#E!
/%1/ 6
cC O0E#:8 #8!;#;D;#O8?L #8VE!;O0! //%'/ ,-%'-
dC O;HE0! + /%11 '%.,
90#V?;E 2O09O0?;E BO<#E! ,%6. /%5,
#8<#?8 9DBL#2 ,%(- ,%5
80#s ?8< O2Bs (%(4 (%,(
;0D!; ( (
!H?0E #8 ;0?8!#; (%(6 (

/(

/,
PIE CHART SHOWING SHAREHOLDING PATTERN OF BHEL FOR THE
YEAR 2006-07
66%
5%
2%
22%
5%
PRESIDENT OF INDIA
MUTUAL FUNDS AND UTI
FOREIGN INSTITUTIONAL
INVESTORS
OTHERS -
BANKS,FINANCIAL
INSTITUTIONS AND
INSURANCE COMPANIES
PIE CHART SHOWING SHAREHOLDING PATTERN OF BHEL FOR THE
YEAR 2006-07
66%
5%
2%
22%
5%
PRESIDENT OF INDIA
INVESTORS
OTHERS -
BANKS,FINANCIAL
INSTITUTIONS AND
INSURANCE COMPANIES
PIE CHART SHOWING SHAREHOLDING PATTERN OF BHEL FOR THE YEAR 2005-06
67.72, 67%
4.79, 5%
2.52, 3%
22.42, 22%
2.55, 3%
PRESIDENT OF INDIA
INVESTORS
OTHERS -
BANKS,FINANCIAL
INSTITUTIONS AND
INSURANCE COMPANIES
.RAININ*
Emplo$ee training is a speciali*ed function and is one of t"e fundamental operative functions of
Human 0esource Management%
?cc to FLIPPO,
E.rainin: is the a>t of in>reasin: the Ano6le7:e an7 sAill of an e;8loyee for 7oin: a 8arti>4lar
jo9H
#t is a s"ort+term educational process and utili*ing a s$stematic and organi*ed procedure b$
&"ic" emplo$ees learn tec"nical kno&ledge and skills for a definite purpose% ;raining refers to
t"e organi*ations efforts to improve an individuals abilit$ to perform a job or organi*ational
role% #t can be defined as a learning e3perience in &"ic" it seeks a relative permanent c"ange in
an individual t"at &ould improve "is abilit$ to perform t"e job%
/IFFERENCE BE.WEEN .RAININ* AN/ /EVELOPMEN.
;raining and development go "and in "and and are often used s$non$mousl$ but t"ere is a
difference bet&een t"em% .rainin: is t"e process of learning a se)uence of programmed
be"avior% #t is an application of kno&ledge% #t gives people an a&areness of t"e rules and
procedures to guide t"eir be"avior% #t intends to improve t"eir performance on t"e current job and
prepares t"em for an intended job%
/e2elo8;ent is a related process% #t covers not onl$ t"ose activities, &"ic" improve job
performance, but also t"ose, &"ic" bring about gro&t" of t"e personalit$% #t "elps individual in
t"e progress to&ards maturit$ and actuali*ation of potential capabilities so t"at t"e$ can become
not onl$ good emplo$ees but better "uman beings%

//
PRINCIPLE0 OF .RAININ*
MO.IVA.ION
Learning is en"anced &"en t"e learner is motivated% Learning e3perience must be designed so
learners can see "o& it &ill "elp in ac"ieving t"e goals of t"e organi*ation% Effectiveness of
training depends on motivation%
FEE/BACB
;raining re)uires feedback% #t is re)uired so t"e trainee can correct "is mistakes% Onl$ getting
information about "o& "e is doing to ac"ieve goals, "e can correct t"e deviations%
REINFORCEMEN.
;"e principle of reinforcement tells t"e be"aviors t"at are positivel$ reinforced are encouraged
and sustained% #t increases t"e likeli"ood t"at a learned be"avior &ell be repeated%

PRAC.ICE
9ractice increases a trainees performance% F"en t"e trainees practice actuall$, t"e$ gain
confidence and are less likel$ to make errors or to forget &"at t"e$ "ave learned%
IN/IVI/)AL /IFFERENCE0
#ndividual training is costl$% :roup training is advantageous to t"e organi*ation% #ndividuals var$
in intelligence and aptitude from person to person% ;raining must be geared to t"e intelligence
and aptitude of individual trainee%

/6
OB'EC.IVE0 OF .RAININ*
.O INCREA0E PRO/)C.IVI.Y
?n instructor can "elp emplo$ees increase t"eir level of performance on t"eir assignment%
#ncrease in "uman performance leads to increase in t"e operational productivit$ and also t"e
increase in t"e profit of t"e compan$%
.O IMPROVE C)ALI.Y
Better+trained &orkers are less likel$ to make operational mistakes% #t can be in relations"ip to
t"e compan$ or in reference to t"e intangible organi*ational emplo$ment atmosp"ere%
.O HELP A COMPANY F)LFILL I.0 F).)RE PER0ONNEL NEE/0
;"e organi*ations "aving good internal training and development programmes &ill "ave to make
less c"anges and adjustments% F"en t"e need arises, vacancies can be easil$ staffed%
.O IMPROVE OR*ANIIA.IONAL CLIMA.E
?n endless c"ain of positive reactions result from a &ell planned training programme%
.O IMPROVE HEAL.H AN/ 0AFE.Y
9roper training can prevent industrial accidents% ? safer atmosp"ere leads to more stable attitudes
on part of t"e emplo$ees%
PER0ONAL *ROW.H
Emplo$ees on a personal basis gain individuall$ from t"eir e3posure to educational e3pressions%
;raining programmes give t"em &ider a&areness and skills%

/'
NEE/ FOR .RAININ*
;o impart to t"e ne& entrants t"e basic kno&ledge and skills t"e$ need for definite tasks%
;o assist emplo$ees to function more effectivel$ in t"eir present positions b$ e3posing t"em
to ne& concepts%
;o build a line of competent people and prepare t"em to occup$ more responsible positions%
;o reduce t"e supervision time, &astage and spoilage of ne& material%
;o reduce t"e defects and minimi*e t"e industrial accidents%
;o ensure t"e economical output of t"e re)uired )ualit$%
;o prevent obsolescence%
;o promote individual and collective morale, responsibilit$ and cooperative attitudes etc%

/1
.YPE0 OF .RAININ*
;raining is re)uired for several purposes% ?ccordingl$ training programmes ma$ be of t"e
follo&ing t$pesH
Orientation trainin:H #nduction or orientation training seeks to adjust ne&l$ appointed
emplo$ees to t"e &ork environment% Ever$ ne& emplo$ee needs to be made full$ familiar
&it" "is job, "is superiors and subordinates and &it" t"e rules and regulations of t"e
organi*ation% #nduction training creates self+confidence in t"e emplo$ees% #t is also kno&s as
pre+job training% #t is brief and informative%
'o9 trainin:H #t refers to t"e training provided &it" a vie& to increase t"e kno&ledge and
skills of an emplo$ee for performance on t"e job% Emplo$ees ma$ be taug"t t"e correct
met"ods of "andling e)uipment and mac"ines used in a job% !uc" training "elps to reduce
accidents, &aste and inefficienc$ in t"e performance of t"e job%
0afety trainin:H ;raining provided to minimi*e accidents and damage to mac"iner$ is
kno&n as safet$ training% #t involves instruction in t"e use of safet$ devices and in safet$
consciousness%
Pro;otional trainin:H #t involves training of e3isting emplo$ees to enable t"em to perform
"ig"er+level jobs% Emplo$ees &it" potential are selected and t"e$ are given training before
t"eir promotion, so t"at t"e$ do not find it difficult to s"oulder t"e "ig"er responsibilities of
t"e ne& positions to &"ic" t"e$ are promoted%
Refresher trainin:H F"en e3isting tec"ni)ues become obsolete due to t"e development of
better tec"ni)ues, emplo$ees "ave to be trained in t"e use of ne& met"ods and tec"ni)ues%
Fit" t"e passage of time emplo$ee ma$ forget some of t"e met"ods of doing &ork% 0efres"er
training is designed to revive and refres" t"e kno&ledge and to update t"e skills of t"e
e3isting emplo$ees% !"ort+term refres"er courses "ave become popular on account of rapid
c"anges in tec"nolog$ and &ork met"ods% 0efres"er or re+training programmes are
conducted to avoid obsolescence of kno&ledge and skills%

/4
ME.HO/0 OF .RAININ*
Fig - Methods of Training
ON-.HE-'OB .ECHNIC)E0
On t"e job tec"ni)ues enables managers to practice management skills, make mistakes and learn
from t"eir mistakes under t"e guidance of an e3perienced, competent manager% !ome of t"e
met"ods are asH
'o9 RotationH #t is also referred to as cross straining% #t involves placing an emplo$ee on
different jobs for periods of time ranging from a fe& "ours to several &eeks% ?t lo&er job levels,
it normall$ consumes a s"ort period, suc" as fe& "ours or one or t&o da$s% ?t "ig"er job levels,
it ma$ consume muc" larger periods because staff trainees ma$ be learning comple3 functions
and responsibilities%
@ob rotation for managers usuall$ involves temporar$ assignments t"at ma$ range from several
mont"s to one or more $ears in various departments, plants and offices% @ob rotation for trainees
involves several s"ort+term assignments, t"at touc" a variet$ of skills and gives t"e trainees a
greater understanding of "o& various &ork areas function%
or middle and upper level management, it serves a slig"tl$ different function% ?t t"is stage, it
involves lateral promotions, &"ic" last for one or more $ears% #t involves a move to different

/.
ME;HO<! O
;0?#8#8:
O8+ ;HE+ @OB
ME;HO<!
O+ ;HE+ @OB
ME;HO<!
&ork environment so t"at manager ma$ develop competence in general management decision+
making skills%
Enlar:e7 an7 enri>he7 jo9 res8onsi9ilitiesH
B$ giving an emplo$ee added job duties, and increasing t"e autonom$ and responsibilities
associated &it" t"e job, t"e firm allo&s an emplo$ee to learn a lot about t"e job, department
and organi*ation%
'o9 instr4>tion trainin:H
#t is also kno&n as step+b$+step training% Here, t"e trainer e3plains t"e trainee t"e &a$ of
doing t"e jobs, job kno&ledge and skills and allo&s "im to do t"e job% ;"e trainer appraises
t"e performance of t"e trainee, provides feedback information and corrects t"e trainee% #n
simple &ords, it involves preparation, presentation, performance, and tr$out and follo& up%
Coa>hin:H
;"e trainee is placed under a particular supervisor &"o functions as a coac" in training t"e
individual% ;"e supervisor provides t"e feedback to t"e trainee on "is performance and offers
"im some suggestions for improvement% Often t"e trainee s"ares some duties and
responsibilities of t"e coac" and relives "im of "is burden%
? dra&back is t"at t"e trainee ma$ not "ave t"e freedom or opportunit$ to e3press "is o&n
ideas%
Co;;ittee assi:n;entsH
Here in, a group of trainees are given and asked to solve an actual organi*ational problem%
;"e trainees solve t"e problem jointl$% ;"is develops team &ork and group co"esiveness
feelings amongst t"e trainees%
OFF-.HE-'OB .RAININ*
#t includes an$t"ing performed a&a$ from t"e emplo$ees job area or immediate &ork area%
;&o broad categories of it areH

/5
IN HO)0E PRO*RAMME0
;"ese are conducted &it"in t"e organi*ations o&n training facilit$> eit"er b$ training
specialists from H0 department or b$ e3ternal consultant or a combination of bot"%
OFF-0I.E PRO*RAMME0
#t is "eld else&"ere and sponsored b$ an educational institution, a professional association, a
government agenc$ or an independent training and development firm%;"e various off+ t"e+
job+training programmes are as follo&sH
Vesti94le trainin:5 Herein, actual &ork conditions are simulated in a classroom% Material,
files and e)uipment t"ose are used in actual job performance are also used in training% ;"is
t$pe of training is commonl$ used for training personnel for clerical and semiskilled jobs%
;"e duration of t"is training ranges from fe& da$s to a fe& &eeks% ;"eor$ can be related to
practice in t"is met"od%
Role-8layin:5 #t is defined as a met"od of "uman interaction t"at involves realistic be"aviour
in imaginar$ situations% ;"is met"od involves action doing and practice% ;"e participants
pla$ t"e role of certain c"aracters, suc" as production manager, H0 manager, foreman,
&orkers etc% ;"is met"od is mostl$ used for developing interpersonal interactions and
relations%
Le>t4re ;etho75 ;"e lecture is a traditional and direct met"od of instruction% ;"e
instruction organi*es t"e material and gives it to t"e group of trainees in t"e form of a talk% ;o
be effective, t"e lecture must motivate and create interest among t"e trainees% ?n advantage
of t"is met"od is t"at it is direct and can be used for a large group of trainees%
Conferen>e or 7is>4ssion5 #t is a met"od in training t"e clerical, professional and
supervisor$ personnel% #t involves a group of people &"o pose ideas, e3amine and s"are facts
and data, test assumptions and dra& conclusions, all of &"ic" contribute to t"e improvement
of job performance% #t "as an advantage t"at it involves t&o+&a$ communication and "ence
feedback is provided% ;"e participants feel free to speak in small groups% !uccess depends
upon t"e leaders"ip )ualities of t"e person &"o leads t"e group%
Pro:ra;;e7 instr4>tionH ;"is met"od "as become popular in recent $ears% ;"e subject
matter to be learned is presented in a series of carefull$ planned se)uential units% ;"ese units

/-
are arranged from simple to mere comple3 levels of instructions% ;"e trainee goes t"roug"
t"ese units b$ ans&ering )uestions or filling t"e blanks% ;"is met"od is e3pensive and time
consuming%
EDEC).IVE /EVELOPMEN. PROCE00
EJe>4ti2es are t"e people &"o s"ape t"e policies, make t"e decisions and see t"eir
implementation in an$ business organi*ation% ;"e$ are t"e president, t"e vice+president, t"e
managing director, &orks manager, plant superintendent, controller, treasurer, office managers,
engineers, directors of functions suc" as purc"asing, researc", personnel, legal, marketing etc%
EJe>4ti2e 7e2elo8;ent ma$ be stated as t"e application of planned efforts for raising t"e
performance standards of "ig" level managers, and for improving t"e attitudes and activities t"at
enter into or influence t"eir &ork and t"eir &ork relations%
EDEC).IVE /EVELOPMEN. PROCE00
ollo&ing are t"e steps, &"ic" are involved in t"e development process of e3ecutivesH
OB'EC.IVE0
;"e first and foremost step is to define t"e long+ term objectives of training and development of
e3ecutives%
0.REN*.H AN/ WEABNE00
?n inventor$ of managers is taken &it" special focus on t"eir strengt" in terms of managerial
skills and ot"er attributes% ;"eir uni)ue capabilities, specialist kno&ledge and ac"ievements are
listed do&n against eac"% ? comparison &it" t"e re)uirement of t"e organi*ation &ill bring t"e
gap in kno&ledge and skills of e3isting e3ecutive% ;"is is t"e &eakness%
LON*- RAN*E PLAN0
Here t"e management prepares long+term training and development plans for t"eir e3ecutives,
&"ic" include t"e annual training targets, t"e annual budgets and t"e specific area of training%
0HOR.- .ERM PRO*RAMME
;"is programme specif$ t"e duration, starting time, ending time, number of e3ecutives being
trained, identif$ t"e resources etc%

6(
IMPLEMEN.A.ION
;"e training programme envisaged before is put into operation% ;"e actual training is initiated b$
proper timetable and ot"er arrangements%
EVAL)A.ION
#n t"is step, t"e effectiveness of t"e e3ecutive training programme is evaluated b$ measuring t"e
improved performance of e3ecutives &"o under&ent t"e programme, on t"eir job% ;"ere are
various criteria of measuring effectiveness suc" as validit$, reliabilit$ etc%
EVAL)A.IN* .HE EFFEC.IVENE00 OF .RAININ
?n #nvestor in 9eople evaluates t"e investment in training and development to assess
ac"ievement and improve future effectiveness% Bearns B,--'C suggests t"at t"ere are four groups
of Pmeasures of training effectiveness, &"ic" are used b$ organi*ation%
;"e groups are as follo&sH
+ 8o Measurement
+ !ubjective Measures
+ Oualitative Measures
+ Objective Measures
;"e first group, in &"ic" no real measurement occurs, includes activities undertaken as an N?ct
of ait"M, &"ere no form of measurement is attempted, suc" as initiatives to improve
communications in organi*ation, &"ic" seem to make people feel good and appear to "ave
&orked in some intangible manner%
;"e second group includes subjective responses from trainees=course delegates, as e3emplified
b$ t"e NHapp$ !"eetM% ;"e main )uestion asked is about "o& individuals feel after t"e training%
Organi*ations often make t"e assumption t"at positive responses indicate training success and
t"erefore value to t"e organi*ation% Ho&ever, course delegates ma$ &ell give strong positive
response scores for a number of reasons, including t"e presentational skills of t"e trainer, t"e
)ualit$ of t"e venue, and t"e Nfeel goodM factor of indulging in a creative &ork group, and so on%

6,
Oualit$ measures appear to be more objective t"an t"e previous group, but are often fla&ed b$
subjectivit$ as &ell% ;"e$ are t$pified b$ )uestionnaires asking delegates to Nput a value onM t"e
likel$ benefits of a training programme%
Objective measures are t"e onl$ reall$ meaningful ones% Ho&ever, t"e$ c"allenge t"e provider of
training to demonstrate "o& t"eir training activities feed t"roug" to t"e Nbottom lineMH in terms of
return on investment and return on t"e capital emplo$ed% ;"ere "as often been an assumption, in
times past, t"at training some"o& Njustifies itselfM, because it is all about developing people%
Ho&ever, it is incumbent on organi*ations to look criticall$ at t"e &a$s in &"ic" t"e$ evaluate
t"eir training activities, lest t"e$ fall pre$ to t"e subject approac" and are badl$ caug"t out &"en
a rigorous anal$sis of all t"e functions of t"e organi*ations business is called for% ? desirable, if
not essential, c"aracteristic of all training programmes is a built+in provision for evaluation% ;"e
four main dimensions of evaluation areH
EVAL)A.ION OF CON.ED.)AL FAC.OR0
;raining effectiveness depends not onl$ on &"at "appens during training, but also on &"at
"appens before t"e actual training and &"at "appens after t"e training "as formall$ ended%
Evaluation s"ould, t"erefore, be done of bot" t"e pre+training and post+training &ork% 9re+
training &ork includes proper identification of training needs, developing criteria of &"o s"ould
be sent for training, "o& man$ at a time and in &"at se)uence, "elping people to volunteer for
training, building e3pectations of prospective participants from training etc% 9ost+ training &ork
includes "elping t"e concerned managers to plan to utili*e t"e participants training, and provide
t"e needed support to t"em, building linkages bet&een t"e training section and t"e line
departments and so on%
EVAL)A.ION OF .RAININ* INP).0
;"is involves t"e evaluation of t"e training curriculum and its se)uencing%
EVAL)A.ION OF .HE .RAININ* PROCE00

6/
;"e climate of t"e training organi*ation, t"e relations"ip bet&een participants and trainers, t"e
general attitude, and approac"es of t"e trainers, training met"ods, etc are some of t"e important
elements of t"e training process &"ic" also needs to be evaluated%
EVAL)A.ION OF .RAININ* O).COME0
Measuring t"e carr$+"ome value of a training programme in terms of &"at "as been ac"ieved
and "o& muc" is t"e main task of evaluation% ;"is, "o&ever, is a comple3 tec"nical and
professional task% Benefits of a training programme are not obvious and t"e$ are not readil$
measurable% 9a$offs from training are intangible and rat"er slo& to become apparent% ? central
problem is t"e absence of objective criteria and specific definitions of relevant variables b$
&"ic" to measure t"e effectiveness eit"er of specific programmes or c"anges in emplo$ee
be"aviour% 8evert"eless, t"e good personnel managers do make an effort to s$stematicall$
appraise t"e benefits and results of t"eir programmes%
#n job+related training, t"e objective is to train people for specific job skills so t"at t"eir
productivit$ ma$ increase% Evaluation can be done eit"er to t"e direct criterion of increase in
output or to t"e indirect criteria of decrease in cost, breakage or rejects% Even more indirect are
measures t"at point out c"anges in absenteeism or turnover%
;"e most difficult problems of evaluation lie in t"e area of "uman relations skill training, &"ic"
is given to t"e supervisors and middle+ level managers% !upervisor$ and managerial training
programmes are, for t"is reason, less amenable to objective revie& procedures% Muc"
subjectivit$ enters into evaluations of t"ese programmes, since e3act standards and criteria are
"ard to devise%

66
.HE EVAL)A.ION MO/EL0
;"e process of evaluating t"e training effectiveness involves t"e consideration of various
constraints% Man$ researc"ers "ave developed various met"ods and models in order to facilitate
t"is process% !ome of t"e models are described as belo&H +
CIRO MO/EL OF EVAL)A.ION
<eveloped originall$ b$ F?00 B,-.5C, t"is t"eoretical model is based on evaluation being
carried out at four different levelsH
ConteJt E2al4ationH Obtaining and using information about t"e current operational conte3t i%e%
about individual difficulties, organi*ational deficiencies etc% in practice, t"is mainl$ implies t"e
assessment of training needs as a basis for decision% ;"is involvesH
E3amining t"e e3pectations and perceptions of t"e people%
E3amining &"et"er t"e training needs &ere accuratel$ identified%
9utting t"e specific training event in t"e &ider conte3t of ot"er training activities%
Establis"ing &"et"er t"e trainers enjo$ed t"e confidence of t"e trainees and &"et"er t"e
latter are comfortable &it" t"e level and focus of t"e training%
In84t E2al4ationH <etermine using factor and opinion about t"e available "uman and material
training resources in order to c"oose bet&een alternative training met"ods%
;"is involvesH
Establis"ing t"e ade)uac$ of t"e resource base and its cost%
2onsidering t"e c"oice and effectiveness of t"e training met"ods and tec"ni)ues%
#dentif$ing t"e numbers &"o successfull$ completed t"e program compared &it" t"ose &"o
started and dra& appropriate inferences%
Establis"ing &"et"er t"e trainers &ere perceived to be credible as far as t"e trainees are
concerned%
Establis"ing &"et"er t"e ps$c"ological and emotional climate of learning &as appropriate%

6'
Rea>tion E2al4ationH Monitoring t"e training as it is in progress% ;"is involves continuous
e3amination of administrative arrangements and feedback from trainees% ;"is involvesH
Looking at t"e reactions of trainees to t"e content and met"od of training%
Establis"ing t"e reaction of ot"er people, particularl$ line managers to t"e earl$ results of t"e
training program%
<iscussing t"e vie&s and observations of t"e trainers%
O4t>o;esH #t implies t"e measuring of t"e conse)uences of training% ;"is involvesH
Establis"ing &"et"er e3pectations of results &ere met%
#dentif$ing &"et"er all or some of t"e learning objectives &ere met%
inding out &"at &ere t"e end course vie&s about t"e training%
;"e t"ree levels of outcome evaluation ma$ be distinguis"edH
I;;e7iate O4t>o;es5 ;"e c"anges in t"e trainees kno&ledge, skills and attitude t"at can be
identified immediatel$ after t"e completion of training% ;"e aim "ere is to find out t"e e3tent to
&"ic" positive transfer of learning "as taken place from t"e training to t"e &orkplace% ;"is t$pe
of evaluation ma$ be done in several &a$s suc" as be"aviourall$ anc"ored rating scales or self
repots supplemented b$ reports of subordinates, peers and supervisors or critical incidents etc%
Inter;e7iate O4t>o;es5 ;"ese are t"e c"anges in trainees actual &ork be"aviour, &"ic" result
from training% ;"e assumption "ere is t"at effective training s"ould be reflected in t"e trainees
increased job+proficienc$%
)lti;ate O4t>o;es5 ;"ese are t"e c"anges in t"e functioning of part or t"e entire organi*ation,
&"ic" "ave resulted from c"anges in &ork be"aviour% or t"is purpose, inde3es of productivit$,
labour turnover etc, studies of organi*ational climate and "uman resource accounting are taken
as t"e ultimate results ac"ieved b$ t"e trainee%

61
HAMBLINF0 MO/EL
Hamblin B,-.'C said, N;"e purpose of evaluation is controlM% ? &ell controlled training program
is one in &"ic" t"e &eakness and failures are identified and corrected b$ means of t"e negative
feedback and strengt"s and successes and corrected b$ means of t"e positive feedback% ;"e
processes, &"ic" occur as a result of a successful training programme, can be divided into '
levels% ;"e evaluation can be carried out at an$ of t"e follo&ing levelsH
Rea>tion Le2elH #t measures t"e reactions of t"e trainees to t"e content and met"ods of t"e
training, not t"e trainer, and to an$ ot"er factors perceived as relevant% #t determines &"at t"e
trainee t"oug"t about t"e training%
Learnin: Le2elH #t measures t"e learning attitude of t"e trainees during t"e learning period%
#t collects information t"at did t"e trainees learn &"at &as intended%
'o9 Beha2ior Le2elH ;"e job be"avior of t"e trainees in t"e &ork environment at t"e end of
t"e training period i%e% did t"e training got transferred to t"e jobQ
Effe>t on the /e8art;entH Has t"e training "elped t"e trainees in improving t"e
departments performanceQ
.he )lti;ate Le2elH #t measures t"at "as t"e training affected t"e ultimate &ell being of t"e
organi*ation in terms of t"e business objectives%

64
Fig - Flowchart of Hamblins Model

6.
;raining
O,
0eactions
Objectives
O/
Learning
Objectives
E/
Learning
Effects
O6
@ob Be"aviour
Objectives
E6
@ob Be"avior
Effects
O'
Organi*ation
Objectives
E'
Organi*ation
Effects
O1
Dltimate Value
Objectives
E1
Dltimate Value
Effects
E,
0eaction
Effects
Meas4rin: .e>hniK4es at
Ea>h Le2el
0eaction 8otebooks
Observers 0ecord
0eaction orms
Fritten E3am
Multiple c"oice ;est
Learning 9ortfolios
?ctivit$ !ampling
#ntervie&s
Ouestionnaires
#ndices of 9roductivit$
Organisation 2ulture
2ost Benefit ?nal$sis
Human 0esource
?ccounting
MO/EL )0E/ IN .HI0 REPOR. FOR EVAL)A.ION AN/ RECOMMEN/A.ION0
;"e Eirkpatrick Model establis"es t"e effectiveness in terms of assessing t"e e3tent to &"ic" t"e
objectives are met% 2ombining t"e four levels of t"is model and an optimum cost benefit strateg$
&ould enable t"e management to ascertain t"e e3tent to &"ic" a programme is contributing to
t"e effectiveness of t"e organi*ation% ;"erefore, t"is tec"ni)ue is used to identif$ and
recommend certain measures in order to improve t"e training effectiveness at BHEL% ;"e details
of Eirkpatrick Model are e3plained in t"e succeeding paragrap"%
.HE BIRBPA.RICB MO/EL
9er"aps t"e most influential approac" to training evaluation &as developed b$ <%L%
E#0E9?;0#2E B,-.1C &"ic", according to Bornbrauer B,-5.C, despite its age and common
sense approac" to t"e subject, remains validH Nbecause of its compre"ensiveness, simplicit$, and
applicabilit$ to a variet$ of training situations%M
LEVEL ONE-REAC.ION
;"is level in t"e Eirkpatrick model is seen to offer some useful insig"ts into t"e earl$
e3periences of trainees, but precisel$ because it is concerned &it" NfeelingsM and first reactions,
t"e results need to be vie&ed &it" some caution%
Measurement can be done t"roug"H
Rea>tion sheets5 0eaction s"eets Boften refereed to as P"app$ s"eetsC s"ould ask )uestions
about t"e ac"ievement of t"e course objectives, about t"e course material, t"e presentation, t"e
activities used, t"e venue and t"e pre+course material%
*ro48 7is>4ssion5 Build in time at t"e end of t"e course for "o& t"e$ &ill take t"e learning
for&ard% Have t"em record t"e main points of t"e discussion for $ou to take a&a$%
.h4;9s 481 th4;9 7o6n5 ;"is is muc" focused on reaction% ?sk closed )uestions about t"e
training course directed to t"e &"ole group% #f participants feel t"e ans&er to t"e )uestion is PLes
t"e$ give a t"umbs+up sign, if t"e ans&er is P8o, its a t"umbs do&n% Lou need to record t"e
number of responses, positive or negative, to eac" )uestion%

65
Le2el .6o- Learnin:
;"is is t"e level at &"ic" Nne& learningM is generated and &"ic" re)uires evaluators to tr$ to
establis" individuals progress to&ards t"e learning of specified skills and competencies%
Measurements can be done t"roug"H
Rea>tion sheets5 Ouestions about &"at participants feel t"e$ "ave learnt during t"e course can
be included on t"e reaction s"eets%
Post->o4rses re2ie65 <elegates s"ould meet &it" t"eir lime manager soon after t"e course to
discuss &"at learning "as taken place and "o& t"is &ill be applied% ;"e$ s"ould t"en meet at
agreed intervals to revie& "o& muc" progress is being made%
A>tion 8lans5 B$ re)uiring delegates to complete action plans at t"e end of course, &e impl$
t"at &e are e3pecting t"em to implement some learning from t"e course and make some c"anges
in t"e &a$ t"e$ &ork%
LEVEL .HREE- EFFEC.0 ON IN/IVI/)AL PERFORMANCE
0ecogni*ing t"at t"e purpose of training is to create ne& job capabilities means t"at evaluation
must be e3tended to t"e &orking environment% ?bove all, t"is level of evaluation dra&s attention
to t"e fact t"at training does not end at t"e completion of t"e training programme, but "as to
embrace issues suc" as t"e transfer of training, support for t"e use of ne& skills and competences
and t"e support provided b$ line managers%
Measurement can be done t"roug"H
Post- >o4rse re2ie6 6ith line ;ana:er5 <elegates s"ould meet &it" t"eir lime manager soon
after t"e course to discuss &"at learning "as taken place and "o& t"is &ill be applied% ;"e$
s"ould t"en meet at agreed intervals to revie& "o& muc" progress is being made%
Follo6-48 K4estionnaire5 ;"e trainer circulates a )uestionnaire to all delegates and t"eir
managers asking )uestions about "o& t"e learning from t"e course is being applied%
Follo6-48 >allsH ;"e trainer, or a nominated person, c"ooses a random sample of delegates from
a course and t"en contacts t"em and t"eir line managers to ask a series of )uestions about t"e
application of learning from t"e course%
Re-testin:5 #f t"e training is ver$ skills+ based and "as culminated &it" a test, it is possible
Balt"oug" time+consumingC to re+test delegates on regular basis and t"en to retrain if necessar$%

6-
LEVEL FO)R- EFFEC.0 ON OR*ANIIA.IONAL PERFORMANCE
;"e ultimate level and one t"at represents an attempt to establis" &"at is often described as t"e
impact of training on t"e Nbottom lineM must be measured%
?s &it" level t"ree evaluations, in order to assess t"e effects of training on an organi*ation,
measures need to be taken prior to t"e training being carried out% E3amples of suc" measures areH
!taff attitude surve$s
9rofit levels
Fastage
Levels of consumables used
?ccidents and damage rates
2ustomer complaints
Forking rates
Error rates
Fork outstanding
;ask completed per "our=da$=&eek
!elf+assessment of performance b$ team members

'(
.RAININ* PRO*RAMME0 IN BHEL
BHEL follo&s t"e p"ilosop"$ to establis" and build a strong performance driven culture &it"
greater accountabilit$ and responsibilit$ at all levels% ;o t"at e3tent t"e 2ompan$ vie&s
capabilit$ as a combination of t"e rig"t people in t"e rig"t jobs, supported b$ t"e rig"t processes,
s$stems, structure and metrics%
;"e 2ompan$ organi*es various training and development programmes, bot" in+"ouse and at
ot"er places in order to en"ance t"e skills and efficienc$ of its emplo$ees% ;"ese training and
development programmes are conducted at various levels i%e% for &orkers and for officers etc%
V?0#OD! ;0?#8#8: 90O:0?MME! O0:?8#!E< O0 ;HE FO0EE0! #8 BHELH+
S.no Training Programmes Duration Conducted by
, #!O -((( and #!O ,'((( refres"er
programme
, da$ Forker teac"ers
/ 9ersonalit$ development / da$s Forker teac"ers
6 Forker teac"ers da$ , da$ Forker teac"ers
' #!O ,'((( a&areness R da$ Forker teac"ers
1 8ational safet$ da$ , da$ Forker teac"ers
4 ire fig"ting R da$ !ecurit$ officer
. Forkers participation in
management
6 da$s 2entral board of
&orkers association
5 Educational trip to 8ainital,
0is"ikes", <e"radun
. da$s Forker teac"ers
- :emba+ Eai*en &orks"op 1 da$s Eai*en institute
,( !ecurit$ and fire fig"ting , da$ Forker teac"ers
,, 9ositive approac" , da$ Forker teac"ers
,/ Vipassana meditation / da$s Vipassana !ad"na
!anst"an
,6 Forkers c"ildren+ Forks"op for
$oung people, personalit$
development
, da$ !"akuntala ?nand

',
.RAININ* IN BHEL
BHEL provides training to all its emplo$ees as per t"e polic$ of t"e organi*ation%
P)RPO0E OF .RAININ*5 ;o ensure availabilit$ of trained manpo&er%
0COPE5 ?ll categories of emplo$ees
FLOW CHAR. OF .RAININ* PROCE/)RE
igH + ;"e training procedure

'/
#dentification of 8eeds
9reparation of ;raining 9lan
#mparting ;raining
eedback
#nduction ;raining
;raining Effectiveness
I/EN.IFICA.ION OF NEE/0
MANA*EMEN. 0.AFF
;"e 9erformance ?ppraisal form of t"e organi*ation "as a section in &"ic" t"e training and
development needs are filed up% ;"e person &"om t"e concerned emplo$ee is reporting fills t"e
9erformance ?ppraisal form annuall$% !uc" person ma$ be a branc" "ead or department "ead%
#dentification of training need is done at t"e E3ecutive Office BEOC level for t"e managers
t"roug" t"e 9erformance ?ppraisal forms annuall$ and t"e records are maintained at t"e
E3ecutive Office% Managers are nominated for t"e various training courses b$ t"e E3ecutives
Office% Managers ma$ also be nominated to certain training programmes from t"e branc" if t"e
subjects covered are found to be of interest or if t"e$ offer a learning opportunit$ in some
emerging areas of kno&ledge%
;raining needs for t"e department t"roug" t"eir 9erformance ?ppraisal forms identifies t"e
officers, &"ic" are filled in b$ t"e department "ead% ;"e 9erformance ?ppraisal forms t"us give
t"e emerging training needs% ;"is e3ercise is carried out annuall$%
0.AFF AN/ WORBER0
;raining needs for staff and &orkers are identified based onH
+ 2ompan$s strateg$ and polic$%
+ Organi*ational ;"rust ?reas%
+ 8e& Emerging ?reas%
;"is toget"er gives t"e consolidated s$stem of needs t"at is prepared b$ t"e 9ersonnel Officer
and approved b$ t"e <epartment Head%
PREPARA.ION OF .RAININ* PLAN
On t"e basis of identified training needs, t"e annual training calendar is prepared b$ t"e
9ersonnel officer and approved b$ t"e 9ersonnel Head% ?nnual ;raining Budget is prepared b$
Branc" 9ersonnel Head and is approved b$ E3ecutive Office% ;"is gives t"e final list of training

'6
activities in a particular $ear% #t is attempted to carr$ out all t"e programmes to fulfill t"e
identified needs% ;"e Head of t"e 9ersonnel <epartment monitors t"e actual training conducted
vis+S+vis t"e identified training needs on a mont"l$ basis%
IMPAR.IN* OF .RAININ*
?ctual training is imparted &it" t"e "elp of in+"ouse and outside agencies% ;"e selection of t"ese
agencies is done on t"e basis of reputation> programmes offered b$ t"em, past e3perience and
feedback received from t"e earlier participants%
;raining is also imparted b$ nominating t"e concerned emplo$ee for an e3ternal training
programme% ?ll records of t"e training are maintained at branc" as per 0ecord of ;raining in t"e
9ersonnel folder and t"e same is intimated to t"e E3ecutive Office 9ersonnel t"roug" t"e
Mont"l$ 9ersonnel 0eport%
FEE/BACB
? feedback is taken from t"e participants t"roug" a )uestionnaire on t"e programme and t"eir
impressions in order to furt"er improve upon t"e same% ;"ere are t"ree suc" )uestionnaires
available and one of t"ese is used depending upon t"e nature of t"e training programme and t"e
level of participants% ?lso, a person from t"e personnel department sits t"roug" t"e final session
of t"e programme and takes t"e verbal feedback about t"e programme%
IN/)C.ION .RAININ*
0.AFF< OFFICER0< MANA*ER0
;"is is carried out as t"e ver$ first step for an$ ne& entrant into t"e branc" at t"e !taff= Officer=
Manager level% ;"e department prepares a sc"edule for t"e emplo$ee as per &"ic" "e is re)uired
to spend specific time in eac" department% <uring suc" period, "e is reporting to t"e respective
department "ead% ;"e objective of t"e induction programme is to familiari*e t"e participant to
t"e function of different department% ;"e copies of t"e same are sent to t"e :eneral Manager and
all concerned% ?t t"e end of t"e induction, t"e trainee "as to submit a report to t"e 9ersonnel
<epartment%

''
WORBER0
#n t"e case of a ne& entrant, "e is called in :eneral s"ift for / da$s for training under a senior
&orker to familiari*e "im &it" t"e &elfare facilities like card punc"ing, canteen, public
conveniences, rules and regulations, standing orders, s"ift timings, spell outs, medical facilities,
leave procedures etc% ?fter t&o da$s of training, "e is deplo$ed in t"e concerned department% ;"e
9ersonnel Officer organi*es t"is%
MANA*EMEN. .RAINEEF0 .RAININ*
Management trainees are given a fortnig"t of induction programme% 2orporate H0 advises it as
per Management ;rainee ;raining programme designed b$ t"em% ;"ereafter, a detailed training
programme is carried out &"ereb$ t"e incumbent is to understand in dept" of &orking of eac"
department at various locations as per t"e programme given b$ t"e 2orporate H0% 2orporate H0
maintains all relevant records pertaining to Management ;rainees training at Bangalore%
.RAININ* EFFEC.IVENE00
or eac" training programme conducted in+"ouse for BHEL <el"i branc" personnel, a training
broc"ure is developed% ;"e broc"ure developed consists of t"e follo&ing informationH
9rogramme objectivesH 8eed of t"e training and &"at are t"e objectives t"at t"is training aims to
ac"ieve, &"at likel$ outcomes are e3pected to come out of impact of t"is training%
9rogramme contentH ;opics being covered during t"e training%
+Met"odolog$ adopted%
+9rogramme facult$%
+9ersonnel to be covered%
+;raining met"odolog$%
+;raining effectiveness criteria and scale%
;"e training effectiveness is measured b$ measurement of t"e ac"ievement of t"e objectives%
;"is lists do&n t"e measurement indicators, ac"ievement of &"ic" &ill ensure t"at programme
objectives are ac"ieved%
? person gets nominated for t"e training programme in t"e follo&ing t&o &a$sH
aC ;raining programme flo&ing from t"e training needs%

'1
bC ;raining programme for testing out t"e training= increased a&areness= general information=
omnibus training t$pes etc%
.RAININ* PRO*RAMME0 FLOWIN* FROM .RAININ* NEE/05
;"e programmes are divided into t"ree broad categoriesH
+ unctional
+ Be"avioral
+ :eneral= Omnibus programmes
,% F4n>tional5 ;"e outcome of t"e training is measured b$ comparing t"e data pre+training and
post+training% ? scale is developed for measuring t"e effectiveness of training based on t"e 7
ac"ievement of t"e objectives%
/% Beha2ioral5 ;"e effectiveness of t"e training of t"is nature is measured annuall$% ;"is is
seen t"roug" t"e training need identification for t"e coming $ear for t"e emplo$ee% #f t"e
training need is repeated t"ere, t"en t"e training provided is taken as ineffective% #f t"e
training need is repeated but &it" focus on a part of t"e need, t"en t"e training is partiall$
effective% #f not repeated, t"en t"e training is effective%
6% *eneral5 ;"ese are t"e training needs flo&ing directl$ from t"e organi*ational needs%
E3amples of t"ese can be #!O -((( training, #!O ,'((( training and an$ a&areness training%
;"ese are omnibus training programmes, &"ic" are run for a large number of emplo$ees%
;"e effectiveness of t"e training is measured b$H
+ ?c"ievement of t"ose organi*ational objectives &it"in t"e time lines%
+ 8umber of audit issues raised on t"e areas covered in t"e training%
+ ?n$ ot"er suc" t"ing as defined in t"e training broc"ure%
;"e effectiveness of t"e outside training programme is measured on t"e same line as above%
Ho&ever, no detailed broc"ure is prepared for t"e same% ;"e measurement criterion for t"e
programme is defined in t"e beginning of t"e programme and effectiveness measured against
t"e same%

'4
? consolidated effectiveness report of t"e training programme is prepared at t"e end of
t"e $ear% ;"e programmes t"at are found to be ineffective are re&orked%
.rainin: 8ro:ra;;e for testin: o4t the trainin:
?lso t"ere are training programmes, &"ic" are not flo&ing directl$ from t"e training needs
measurement of effectiveness of t"e training is not needed to be measured%
.RAININ* OF AN OFFICER
Fig. Flowchart for Training of an fficer

'.
#dentification
of
;raining needs
2onsolidation
of
;raining needs
?nnual
;raining
2alendar
?pproval from
t"e 9ersonnel
<epartment
?nnual
;raining
Budget
#mparting
;raining
2ollecting
eedback for
urt"er
#mprovement
Monitoring of
?ctual ;raining
vis+a+vis t"e
#dentified needs
.RAININ* OF A WORBER
Fig - Flowchart for Training of a !or"er

'5
Organi*ational
;"rust
?reas
2ompan$
!trateg$ and
9olic$
8e&
Emerging
?reas
#dentification
Of
;raining needs
2onsolidation
Of
;raining needs
?nnual
;raining
2alendar
?pproval from
t"e 9ersonnel
<epartment
?nnual
;rainingFO
REIGN
INSTITUTION
AL
INVESTORS
u
g
tMUTUAL
FUNDS AND
UTI
PRESIDENT
OF INDIA
5%
a22%
g2%
a5%
n66%
gYEAR
2006-07
PIE
CHART
SHOWING
SHAREHO
LDING
PATTERN
OF BHEL
FOR THE
2ollecting
eedback for
urt"er ;raining
Monitoring of
?ctual vs t"e
#dentified
;raining needs%
RE0EARCH OB'EC.IVE0
OB@E2;#VE! O ;HE !;D<L
;"e first & foremost step in an$ researc" &ork is to identif$ t"e problems or objectives on &"ic"
t"e researc"er "as to &ork on% ;"ere are t&o t$pes of objectives met in t"is stud$, as e3plained
M?@O0 OB@E2;#VE
;o anal$*e t"e e3isting training practices, its effectiveness and recommend measures to
improve t"e training practices in BHEL%
MINOR OB'EC.IVE0
;o stud$ t"e fre)uenc$ of training, training met"ods and t"eir effects on t"e trainees and
recommend certain measures for improvement%
;o understand t"e present practices enforced in respect of training at t"e personnel
department and recommend an$ c"anges if necessar$%
;o take feedback and anal$*e t"e level of satisfaction amongst t"e emplo$ees in respect
of training activities and suggest alternatives%
RE0EARCH ME.HO/OLO*Y
Ever$ project &ork is based on certain met"odolog$, &"ic" is a &a$ to s$stematicall$ solve t"e
problem or attain its objectives% #t is a ver$ important guideline and lead to completion of
an$ project &ork t"roug" observation, data collection and data anal$sis%
?ccording to 2lifford Food$, N0esearc" Met"odolog$ comprises of defining & redefining
problems, collecting, organi*ing &evaluating data, making deductions &researc"ing to
conclusions%M
?ccordingl$, t"e met"odolog$ used in t"e project is as follo&sH +
<efining t"e objectives of t"e stud$
raming of )uestionnaire keeping objectives in mind Bconsidering t"e objectivesC
eedback from t"e emplo$ees
?nal$sis of feedback
2onclusion, findings and suggestions%

'-

0ELEC.ION OF 0AMPLE 0IIE
#n order to take a reasonable sample si*e and not to disturb t"e functioning of t"e organi*ation, a
sample si*e of reasonable strengt" of t"e 2ompan$ "as been taken in order to arrive at t"e
present practices of training in t"e 2ompan$%
?ccordingl$, /( officers and '( &orkers "ave been selected at random from all t"e departments
of t"e organi*ation and feedback forms B)uestionnaireC "ave been obtained% ;"e data "as been
anal$*ed in order to arrive at present training practices in t"e organi*ation%
0AMPLIN* .ECHNIC)E )0E/
;"e tec"ni)ue of Ran7o; 0a;8lin: "as been used in t"e anal$sis of t"e data% 0andom
sampling from a finite population refers to t"at met"od of sample selection, &"ic" gives eac"
possible sample combination an e)ual probabilit$ of being picked up and eac" item in t"e entire
population to "ave an e)ual c"ance of being included in t"e sample% ;"is sampling is &it"out
replacement, i%e% once an item is selected for t"e sample, it cannot appear in t"e sample again%
/A.A COLLEC.ION
;o determine t"e appropriate data for researc" mainl$ t&o kinds of data &as collected namel$
primar$ & secondar$ data as e3plained belo&H
PRIMARY /A.A
9rimar$ data are t"ose, &"ic" &ere collected afres" & for t"e first time and t"us "appen to be
original in c"aracter% Ho&ever, t"ere are man$ met"ods of collecting t"e primar$ data> all "ave
not been used for t"e purpose of t"is project% ;"e ones t"at "ave been used areH
Ouestionnaire
#nformal #ntervie&s
Observation

1(
0ECON/ARY /A.A
!econdar$ data is collected from previous researc"es and literature to fill in t"e respective
project% ;"e secondar$ data &as collected t"roug"H
;e3t Books
?rticles
@ournals
Febsites
0.A.I0.ICAL .OOL0 )0E/
;"e main statistical tools used for t"e collection and anal$ses of data in t"is project areH
9ie 2"arts
;ables
LIMI.A.ION0 OF .HE 0.)/Y
;"e follo&ing are t"e limitations of t"e stud$H
;"e sample si*e &as small and "ence t"e results can "ave a degree of variation%
;"e response of t"e emplo$ees in giving information &as luke&arm%
Organi*ations resistance to s"are t"e internal information%
Ouestionnaire is subjected to errors%
0COPE OF .HE 0.)/Y
;raining Effectiveness is t"e process &"erein t"e management finds out "o& effective it "as been
at training and developing t"e emplo$ees in an organi*ation%
;"is stud$ gives some suggestions for making t"e present training and development
s$stem more effective%
#t gives organi*ation t"e direction, "o& to deal differentl$ &it" different emplo$ees%
#t identifies t"e training & development needs present among t"e emplo$ees%

1,
MANA*ERIAL )0EF)LNE00 OF .HE 0.)/Y
;"e effectiveness of t"e training programmes can be establis"ed t"roug" t"is stud$%
;"is stud$ "elps to understand, anal$*e & appl$ t"e core concepts of training in an
organi*ation%
Managers &ould be able to identif$ t"e need of training for its emplo$ees%
Managers &ould kno& &"at emplo$ees t"ink of t"e training and development programmes
and make c"anges if necessar$%

1/

/A.A ANALY0I0
!@ Ho6 ;any trainin: 8ro:ra;;es ha2e yo4 atten7e7 in last ( yearsL
8o% of 9rogrammes 8o% of 0espondents 7 of 0esponses
(+1 5 '(7
4+,( 1 /17
,(+,1 ' /(7
More t"an ,1 6 ,17
;otal /( ,((7
IN.ERPRE.A.ION
'17 of t"e officers "ave attended 4+,1 training programmes in t"e last 1 $ears, &"ic" is an
indication of an effective training polic$ of t"e organi*ation% Ho&ever, '(7 of t"e officers "ave

16
attended onl$ (+1 training programmes, &"ic" needs to be evenl$ monitored b$ t"e
organi*ation%
,@ .he 8ro:ra;;e o9je>ti2es 6ere Ano6n to yo4 9efore atten7in: it
IN.ERPRE.A.ION
617 of t"e respondents moderatel$ agree to t"e fact of kno&ing t"e training objectives
before"and, in addition to /17 &"o strongl$ agree% But a small population disagrees as /(7

1'
Options 8o% of 0espondents 7 of 0esponses
!trongl$ agree 1 /17
Moderatel$ agree . 617
2ant !a$ 6 ,17
Moderatel$ <isagree , 17
!trongl$ <isagree ' /(7
;otal /( ,((7
strongl$ disagree to t"is notion% ;raining objectives s"ould t"erefore be made kno&n
compulsoril$ before imparting training in t"e organi*ation%
3@ .he trainin: 8ro:ra;;e 6as rele2ant to yo4r 7e2elo8;ental nee7s
!trongl$ agree 4 6(7
Moderatel$ agree 5 '(7
2ant !a$ 6 ,17
Moderatel$ <isagree / ,(7
!trongl$ <isagree , 17
;otal /( ,((7
IN.ERPRE.A.ION
.(7 of t"e respondents feel t"at t"e training programmes &ere in accordance to t"eir
developmental needs% ,17 respondents could not comment on t"e )uestion and ,17 t"ink t"at
t"e programmes are irrelevant to t"eir developmental needs and t"e organi*ation must ensure
programmes t"at satisf$ t"e developmental needs of t"e officers%

11
#- .he 8erio7 of trainin: session 6as s4ffi>ient for the learnin:
!trongl$ agree 4 6,7
Moderatel$ agree ' /,7
2ant !a$ ' /,7
Moderatel$ <isagree 6 ,47
!trongl$ <isagree / ,,7
;otal /( ,((7
IN.ERPRE.A.ION
1/7 respondents feel t"at t"e time limit of t"e training programme &as ade)uate but /17 feel
t"at it &as insufficient% ?lso, /,7 could not comment on t"e )uestion% ?ll t"e respondents
t"oug" felt t"at increase in time limit of t"e programmes &ould certainl$ be beneficial and t"e
organi*ation s"ould plan for t"is to be implemented in t"e near future%
1C ;"e training met"ods used during t"e training &ere effective for understanding
t"e s49je>t

14
!trongl$ agree ' /(7
2ant !a$ 6 ,17
!trongl$ <isagree / ,(7
;otal /( ,((7
IN.ERPRE.A.ION
'(7 of t"e respondents believe t"at t"e training met"ods used during t"e programmes &ere
"elpful in understanding t"e subject, $et /17 disagree to t"is notion% ;"e organi*ation s"ould
use better, "i+tec" met"ods to en"ance t"e effectiveness of t"e met"ods being used during t"e
training programmes%

+@ .he trainin: sessions 6ere eJ>itin: an7 a :oo7 learnin: eJ8erien>e

1.
IN.ERPRE.A.ION
417 respondents believe t"at t"e training sessions &ere e3citing and a good learning e3perience%
,(7 respondents could not comment on t"is &"ile /17 differ in opinion% ;"e$ feel t"at t"e
training sessions could "ave been more e3citing if t"e sessions "ad been more interactive and in
line &it" t"e current practices in t"e market%

15
!trongl$ agree 1 /17
2ant !a$ / ,(7
!trongl$ <isagree / ,(7
;otal /( ,((7
$@ .he trainin: ai7s 4se7 6ere hel8f4l in i;8ro2in: the o2erall effe>ti2eness
of the 8ro:ra;;e
!trongl$ agree ' /(7
Moderatel$ agree 1 /17
2ant !a$ . 617
;otal /( ,((7
IN.ERPRE.A.ION
'(7 of t"e respondents believe t"at t"e training aids used &ere "elpful in improving t"e overall
effectiveness, $et /(7 disagree to t"is notion% 617 respondents did not comment on t"e issue%
Let t"e total mindset of t"e respondents &as t"at t"e organi*ation s"ould use better scientific aids
to en"ance t"e presentation and acceptance value of t"e training programme%
&@ .he trainin: 6as effe>ti2e in i;8ro2in: on- the- jo9 effi>ien>y

1-
!trongl$ agree 6 ,17
Moderatel$ agree 4 6(7
2ant !a$ ' /(7
Moderatel$ <isagree ' /(7
!trongl$ <isagree 6 ,17
;otal /( ,((7
IN.ERPRE.A.ION
'17 respondents believe t"at t"e training programmes increase t"eir job efficienc$ but 617
disagree to t"is% ;"e vie& of t"e respondents &ere to&ards "aving more tec"nological and
current topics for t"e training programmes &"ic" could "elp t"em satisf$ t"eir creative urge and
simultaneousl$ increase t"eir on+t"e+job efficienc$%
"@ In yo4r o8inion1 the n4;9ers of trainin: 8ro:ra;;es or:aniMe7 74rin: the
year 6ere s4ffi>ient for offi>ers of BHEL

4(
!trongl$ agree / ,(7
Moderatel$ agree 6 ,17
2ant !a$ 1 /17
Moderatel$ <isagree / ,(7
!trongl$ <isagree 5 '(7
;otal /( ,((7
IN.ERPRE.A.ION
/17 respondents "ave t"e opinion t"at t"e fre)uenc$ of t"e training programmes is sufficient but
1(7 of t"e respondents differ to t"is% ;"e$ believe t"at t"e number of training programmes
organi*ed in a $ear s"ould be increased and some in "ouse training programmes s"ould also be
organi*ed b$ t"e organisation regularl$%
!-@ Please s4::est any >han:es yo4 6o4l7 liAe to ha2e in the eJistin: trainin:
8ro:ra;;es
;"e major suggestions for c"anges in t"e e3isting training programmes are as follo&sH+
;"e fre)uenc$ of t"e training programmes organi*ed in a $ear s"ould be increased%

4,
;"e duration of t"e training sessions s"ould be amplified%
8e& programmes for personal as &ell as professional development of t"e officers s"ould
be developed%
Officers s"ould be referred for t"e training programmes as per t"eir developmental needs%
;"e training programmes s"ould be organi*ed outside t"e office in order to avoid
disturbance in t"e &ork%
!ome training sessions s"ould also be organi*ed in "ouse for t"e officers &"o find it
difficult to attend t"em if "eld outside t"e office premises%
Better presentation tec"nologies s"ould be used in order to increase t"e effectiveness of
t"e programmes%
;"e course curriculum for t"e training programmes s"ould be current in terms of t"e ne&
developments in t"e &orld%
!-@ Ho6 ;any trainin: 8ro:ra;;es ha2e yo4 atten7e7 74rin: the last yearL
8o% of 9rogrammes 8o% of 0espondents 7 of 0esponses

4/
Dpto / /1 4/7
6+1 ,( /17
4+5 ' ,(7
More t"an 5 , 67
;otal '( ,((7
IN.ERPRE.A.ION
617 of t"e &orkers "ave attended 6+5 training programmes in t"e last $ear, &"ic" is t"e clue of a
useful training polic$ of t"e organi*ation% Ho&ever, 4/7 of t"e &orkers "ave attended onl$ (+/
training programmes, &"ic" s"ould be effectivel$ seen b$ t"e organi*ation% ?lso, ever$ &orker
s"ould be given c"ances to attend as man$ training programmes as possible%
!!@ .he trainin: :i2en is 4sef4l to yo4
!trongl$ agree ,- '.7
Moderatel$ agree ,( /'7
2ant !a$ 1 ,67

46
;otal /( ,((7
IN.ERPRE.A.ION
.,7 of t"e respondents feel t"at t"e training programmes &ere useful% ,67 respondents could
not comment on t"e )uestion and ,47 t"ink t"at t"e programmes &ere irrelevant to t"eir
objective of being useful% ;"e organi*ation must ensure programmes t"at are useful and prove to
cater to t"e developmental needs of t"e &orkers%
!,@ .he ti;e li;it of the trainin: 8ro:ra;;e 6as s4ffi>ient
!trongl$ agree . ,57
Moderatel$ agree ,' 6'7
2ant !a$ 1 ,67
!trongl$ <isagree 5 /(7
;otal '( ,((7

4'
IN.ERPRE.A.ION
'/7 respondents feel t"at t"e time limit of t"e training programme &as ade)uate but 617 feel
t"at it &as insufficient% ?lso, ,67 could not comment on t"e )uestion% ?ll t"e respondents
t"oug" felt t"at increase in time limit of t"e programmes &ould certainl$ be advantageous and
t"e organi*ation s"ould take some steps in t"is direction%
!3@ .he ti;e li;it of the trainin: 8ro:ra;;e1 if in>rease7 6o4l7 ;aAe it ;ore
effe>ti2e
!trongl$ agree ,5 '17
Moderatel$ agree 5 /(7
2ant !a$ ' ,(7
Moderatel$ <isagree 5 /(7
!trongl$ <isagree / 17
;otal '( ,((7

41
IN.ERPRE.A.ION
417 respondents feel t"at t"e increase in t"e duration of t"e training programmes &ould be
beneficial but /17 differ to t"is opinion% :oing b$ t"e majorit$, t"e organisation s"ould make
re)uired c"anges to increase t"e duration of t"e programmes and also take t"e opinion of t"e
&orkers to "ave an effective training session%
!#@ .he trainin: 6as effe>ti2e in i;8ro2in: yo4r on-the-jo9 effi>ien>y
!trongl$ agree ,1 6.7
Moderatel$ agree ,( /17
2ant !a$ 1 ,67
!trongl$ <isagree ' ,(7
;otal '( ,((7

44
IN.ERPRE.A.ION
4/7 respondents believe t"at t"e training programmes increase t"eir job efficienc$ but /17
disagree to t"is% ;"e respondents &ere of t"e opinion t"at "aving current topics for t"e training
programmes and also some sessions b$ an e3ternal facult$ &ould "elp t"em increase t"eir on t"e
job efficienc$%
!(@ .he trainin: ai7s 4se7 6ere effe>ti2e in i;8ro2in: the o2erall effe>ti2eness
of the 8ro:ra;;e
!trongl$ agree ,( /17
Moderatel$ agree ' ,(7
2ant !a$ ,/ 6(7
Moderatel$ <isagree 5 /(7
!trongl$ <isagree 4 ,17
;otal '( ,((7

4.
IN.ERPRE.A.ION
617 respondents believe t"at t"e training aids &ere effective in improving t"e overall efficienc$
of t"e programme% 2ontrar$ to t"is, 617 disagree and 6(7 could not comment on t"e issue% ;"e
organi*ation s"ould ensure positive a&areness about t"e training aids used% ?lso, t"e use of
better presentation aids s"ould be facilitated%
!+@ .he n4;9er of trainin: 8ro:ra;;es or:aniMe7 for 6orAers in a year are
s4ffi>ient
!trongl$ agree . ,57
Moderatel$ agree 4 ,17
2ant !a$ ' ,(7
Moderatel$ <isagree ,1 6.7
!trongl$ <isagree 5 /(7
;otal '( ,((7

45
IN.ERPRE.A.ION
667 respondents believe t"at t"e numbers of training programmes organi*ed in a $ear are
sufficient, but a majorit$ of 1.7 disagrees to t"is% ;"e organi*ation s"ould ensure multiple
programmes for t"e &orkers and "ence enable t"em in improving t"eir skills and kno&ledge%
,.C ;"e participation of &orkers in training programme &ould "elp increase its
effectiveness%
!trongl$ agree /( '-7
Moderatel$ agree - /67
2ant !a$ 1 ,67
Moderatel$ <isagree ' ,(7
!trongl$ <isagree / 17
;otal '( ,((7

4-
IN.ERPRE.A.ION
./7 respondents feel t"at participative and interactive training session could provide more
a&areness and kno&ledge in a small span of time as compared to classroom teac"ing% ,67
respondents could not comment on t"is and ,17 disagree to it%
!&@ Please s4::est any >han:es yo4 6o4l7 liAe to ha2e in the eJistin: trainin:
8ro:ra;;es
;"e major suggestions for c"anges in t"e e3isting training programmes are as follo&sH+
;"e &orkers &ere of t"e opinion t"at e3ternal facult$ s"ould be appointed for t"e training
programmes%
;"e period of t"e training sessions s"ould be augmented%
;"e rate of t"e training programmes organi*ed in a $ear s"ould be increased%
Ever$ one s"ould get a c"ance to attend t"e training programmes%
<ocumentaries and ot"er films relating to issues of motivation, team building s"ould be
screened%

.(
9ractical e3amples s"ould be used to make t"ings eas$ to understand during t"e training
sessions%
Better tec"nological aids and met"ods s"ould be used to make t"e training sessions
e3citing%

.,
CONCL)0ION0 = IMPLICA.ION0
;"e major findings of t"e project are enumerated as follo&sH
;raining is considered as a positive step to&ards augmentation of t"e kno&ledge base b$ t"e
respondents%
;"e objectives of t"e training programmes &ere broadl$ kno&n to t"e respondents prior to
attending t"em%
;"e training programmes &ere ade)uatel$ designed to cater to t"e developmental needs of
t"e respondents%
!ome of t"e respondents suggested t"at t"e time period of t"e training programmes &ere less
and t"us need to be increased%
!ome of t"e respondents also suggested t"at use of latest training met"ods &ill en"ance t"e
effectiveness of t"e training programmes%
!ome respondents believe t"at t"e training sessions could be made more e3citing if t"e
sessions "ad been more interactive and in line &it" t"e current practices in t"e market%
;"e training aids used &ere "elpful in improving t"e overall effectiveness of t"e training
programmes%
;"e training programmes &ere able to improve on+t"e+job efficienc$%
!ome respondents also recommended t"at t"e number of training programmes be increased%

./
RECOMMEN/A.ION0
Based on t"e data collected t"roug" t"e )uestionnaire and interactions &it" t"e Officers and
Forkers of BHEL t"e follo&ing recommendations are made for considerationH
;"e organi*ation ma$ utili*e bot" subjective and objective approac" for t"e training
programmes%
;"e organi*ation ma$ consider deputing eac" emplo$ee to attend at least one training
programmes eac" $ear%
;"e #n+"ouse training programmes &ill be beneficial to t"e organi*ation as &ell as emplo$ees
since it &ill "elp emplo$ees to attend t"eir official &ork &"ile undergoing t"e training%
;"e organi*ation can also arrange part time training programmes in t"e office premises for
s"ort durations, spanning over a fe& da$s, in order to avoid an$ interruption in t"e routine
&ork%
;"e organi*ation can arrange t"e training programmes department &ise in order to give
focused attention to&ards t"e departmental re)uirements%

.6
BIBLIOGRAPHY
Effective 9lanning in ;raining and <evelopment Leslie 0ae
Forld 2lass ;raining Ea$e ;"orne
;raining in 9ractice Black&ell
Human 0esource Management 2%B%:upta
Human 0esource Management ;%8%2"abra
Human 2apital @ournal

.'
APPEN/ID
QUESTIONNIARE
,C Ho& man$ training programmes "ave $ou attended in last 1 $earsQ
(+1
4+,(
,(+,1
More t"an ,1
/C ;"e programme objectives &ere kno&n to $ou before attending it%
!trongl$ agree
Moderatel$ agree
2ant !a$
Moderatel$ <isagree
!trongl$ <isagree
6C ;"e training programme &as relevant to $our developmental needs%
!trongl$ agree
Moderatel$ agree
2ant !a$
Moderatel$ <isagree
!trongl$ <isagree
'C ;"e period of training session &as sufficient for t"e learning%
!trongl$ agree
Moderatel$ agree
2ant !a$
Moderatel$ <isagree
!trongl$ <isagree
1C ;"e training met"ods used during t"e training &ere effective for understanding t"e subject%

.1
!trongl$ agree
Moderatel$ agree
2ant !a$
Moderatel$ <isagree
!trongl$ <isagree
4C ;"e training sessions &ere e3citing and a good learning e3perience%
!trongl$ agree
Moderatel$ agree
2ant !a$
Moderatel$ <isagree
!trongl$ <isagree
.C ;"e training aids used &ere "elpful in improving t"e overall effectiveness of t"e programme%
!trongl$ agree
Moderatel$ agree
2ant !a$
Moderatel$ <isagree
!trongl$ <isagree
5C ;"e training &as effective in improving on+ t"e+ job efficienc$%
!trongl$ agree
Moderatel$ agree
2ant !a$
Moderatel$ <isagree
!trongl$ <isagree

.4
-C #n $our opinion, t"e numbers of training programmes organi*ed during t"e $ear &ere
sufficient for officers of BHEL%
!trongl$ agree
Moderatel$ agree
2ant !a$
Moderatel$ <isagree
!trongl$ <isagree
,(C Ho& man$ training programmes "ave $ou attended during t"e last $earQ
Dpto /
6+1
4+5
More t"an 5
,,C ;"e training given is useful to $ou%
!trongl$ agree
Moderatel$ agree
2ant !a$
Moderatel$ <isagree
!trongl$ <isagree
,/C ;"e time limit of t"e training programme &as sufficient
!trongl$ agree
Moderatel$ agree
2ant !a$
Moderatel$ <isagree
!trongl$ <isagree
,6C ;"e time limit of t"e training programme, if increased &ould make it more effective%

..
!trongl$ agree
Moderatel$ agree
2ant !a$
Moderatel$ <isagree
!trongl$ <isagree
,'C ;"e training &as effective in improving $our on+t"e+job efficienc$%
!trongl$ agree
Moderatel$ agree
2ant !a$
Moderatel$ <isagree
!trongl$ <isagree
,1C ;"e training aids used &ere effective in improving t"e overall effectiveness of t"e
programme%
!trongl$ agree
Moderatel$ agree
2ant !a$
Moderatel$ <isagree
!trongl$ <isagree
,4C ;"e number of training programmes organi*ed for &orkers in a $ear are sufficient%
!trongl$ agree
Moderatel$ agree
2ant !a$
Moderatel$ <isagree
!trongl$ <isagree

.5
,.C ;"e participation of &orkers in training programme &ould "elp increase its effectiveness%
!trongl$ agree
Moderatel$ agree
2ant !a$
Moderatel$ <isagree
!trongl$ <isagree

.-
.HANBIN* YO)

5(

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