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Chapter-1

Executive Summary

1.1 Introduction
1.2 Objective of Research
1.3 Research Methodology
1.4 Findings
1.5 Suggestions
1.6 Conclusion

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CHAPTER-1
EXECUTIVE SUMMARY

1.1 INTRODUCTION
The core business of TATA Power Company is to generate, transmit and distribute
electricity. The Company operates in two business segments: Power and Other. The Power
segment is engaged in generation, transmission and distribution of electricity. The other
segment includes electronic equipment, broadband services, project consultancy and oil
exploration.
TPC recognizes the need to have a technologically proficient and business oriented
human resource to successfully address the challenges and growth opportunities.
Every organization needs to have well-trained and experienced people to perform
the activities. Training and development refer to the importing of specific skills, abilities
and knowledge to an employee.

1.2 OBJECTIVE OF RESEARCH


The project includes a detail study of the Employee Training & Development
Programs conducted in Tata Power. This does a study on the Training Process, i.e. how the
Training Program is conducted in Tata Power.
The project includes the study of the different types of Training Programs conducted &
also to whom the Training is given.
The project also includes the detail study of the effectiveness of the Training
Programmes conducted in Tata Power. Training is considered successful only if the
desired outcome is achieved. Therefore it is necessary to measure the effectiveness at Tata
Power Company is done through ‘Kirkpatrick Evaluation Model.’
1. A study of the Training Process conducted in Tata Power.
2. A study of the different types of Training Programmes conducted in Tata Power.
3. A thorough understanding of the training effectiveness process of the company.
4. Evaluating the effectiveness of Training
5. Suggestions to improve the existing procedure and hence improve the effectiveness
of the Training Programme.

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1.3 RESEARCH METHODOLOGY

Primary Data
Primary data is collected mainly through questionnaire which is sent to the

trainees.

Secondary Data
Secondary Data is collected mainly through existing data available in the

company records.

Questionnaire type
An open-ended questionnaire is sent to the managing staff through e-mail.

There are 10 questions regarding each training proramme.For every question 4 options

are there, Strongly Disagree, Disagree, Agree, Strongly Agree. According to that they

have to give marking 4,3,2,1.

Sampling Size
A sample size of 25 employees are selected from each training programme

conducted.

1.4 FINDINGS
1. Training is conducted very effectively at TATA Power. TEI is found as around
82% against the targeted 80%.
2. Gaps in existing Training Procedure

1.5 SUGGESTIONS
1.Introduction of Training in Intranet
2.Competency Based Approach to Training Needs Analysis.

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1.6 CONCLUSION
Training is conducted very effectively in Tata Power. The Training Effectiveness
Index upto September’05 is around 82% against the targeted 80%. Using WBT
Technology training will be most effective. In such a case, the training is carefully
selected and it ensures that it meets the needs of TATA Power. With some initial effort of
planning, TATA Power can create a useful and relevant process for assessing employees
and jobs in order to pinpoint development needs.

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Chapter-2
Reason For Selection Of The Topic

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CHAPTER-2
REASON FOR SELECTION OF THE TOPIC

In today’s era of competitive market, there are many manufactures for the same

product. To ensure the named position in the market the organization needs to improve the

quality of the product and provide the best quality product to the customers at the cheapest

rates. This will result in more sales, more sales means more profit.

To achieve this strategy, the organization has to train and develop its most valuable

resource i.e. Human Resource. Only a well-trained human resource can introduce quality

products.

In view of the above, I have decided to study the “Training and Development”

activities in an organization which will help me to work in the HR field and contribute my

best efforts in the organization where I’ll be working in the future.

The project includes a detail study of the Employee Training & Development
Programs conducted in Tata Power. This does a study on the Training Process, i.e. how
the Training Program is conducted in Tata Power.

The project includes the study of the different types of Training Programs
conducted & also to whom the Training is given.

The project also includes the detail study of the effectiveness of the Training
Programmes conducted in Tata Power. Training is considered successful only if the
desired outcome is achieved. Therefore it is necessary to measure the effectiveness at Tata
Power Company is done through ‘Kirkpatrick Evaluation Model.’

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Chapter-3
Company Profile
3.1 Introduction to TATA Group
3.2 TATA Values
3.3 TATA Power in Profile
3.4 Corporate Vision
3.5 Organizational Profile
3.6 Organizational Structure
3.7 Work Force
3.8 Location of Power plants
3.9 Thermal Power Plants
3.10 Key Market Segments
3.11 Key Suppliers & Partners

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CHAPTER-3
COMPANY PROFILE

3.1 AN INTRODUCTION TO TATA GROUP

Being India’s premier, largest and internationally best known industrial and
business house, Tata comprise of numerous group of companies ranging from the core
sector viz. Steel, Cement, Electricity, Oil exploration and Precision engineering, to the
consumer sector viz. Hotels, Commercial vehicles, Textiles, Information Technology,
Watches, Tea, Telecommunication and Electronics. The present turn over of the group with
revenues in 2003-04 is $14.25 billion (Rs 654,240), the equivalent of about 2.6% of the
country’s annual GDP.Tata Companies together employ some 2,20,000 people.

The founder of the house, Jamshedji Nusserwanji Tata, started his venture
with the establishment of a textile mill in Central India over a century ago. Since then,
Tata have been experiencing exponential growth: Indian hotels in 1902, Tata Iron &

Steel Co (TISCO), the first integrated steel plant in 1907, Tata Electric Companies
in 1910, Tata Chemicals in 1939, Tata Engineering and Locomotive Co.

(TELCO) in 1945, Tata Exports in 1962 and Tata Consultancy services in 1968,
were founded.

The Tata group has prestigious tie-ups with the world’s leading companies viz
.IBM, BENZ, UNISYS, EMERSON, MANN AND MERLIN & GERIN,
among others.

Care, Concern and Respect for human dignity has been the foundation of the
Tata philosophy, which is reflected in the functioning of all group companies.

The concepts adopted in the Tata management are unique. Through a pioneering
concept of trusteeship in management, the benefits of the profits of many of the companies
are channelled back to the people through major philanthropic trusts.

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As a result, great national institution has come into being in the areas of science,
medicine, atomic energy and the performing arts. In addition to this Tata Companies have
taken an active part in many rural development and other social welfare activities including
provision of drinking water facilities, alternate energy sources, and post-earthquake and
other natural calamity rehabitilization

Tata Group has been operating in India for more than 100 years. It was started by
JAMSHEDJI NUSSWENJI TATA and then consolidated by J.R.D TATA, and
now RATAN TATA is taking care of it. It is one of the India’s biggest business groups.
Today Tata group is one of the largest Indian player in global marketplace with revenues of
3 billion dollars annually from international operation in 118 countries worldwide.
Tata group is also known for their quality product and customer services. The name
“TATA”is synonymous with efficiency, progress and vision.

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3.2TATA VALUES

The Tata Group has always been a value driven organization. These values continue
to direct the Group’s growth and business. The five core Values are as follows:

Integrity:
Tata Conduct their business fairly, honestly, transparently

Understanding:
They are caring respectful, compassionate and humanly towards colleagues and customer
around the world and always work for the benefit of India.

Excellence:
They constantly strive to achieve the highest possible standards in their day-to-day work
and in the quality of goods and services they provide.

Unity:
They work cohesively with their colleagues across the group and within their customers
and partners around the world to build strong relationship based on tolerance,
understanding and mutual co-operation.

Responsibility:
They continue to be responsible and sensitive to the countries, communities and
environment in which they work, always ensuring that what comes from the people goes
back to the people many times over.

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3.3 TATA POWER IN PROFILE
Driven By Growth - Fuelled by Power

The core business of Tata Power Company is to generate, transmit and


distribute electricity. The Company operates in two business segments: Power and Other.
The Power segment is engaged in generation, transmission and distribution of electricity.
The other segment includes electronic equipment, broadband services, project consultancy
and oil exploration.
The Thermal Power stations of the company are located at Trombay in Mumbai,
Jojobera in Jamshedpur, Gulbarga and Belgaum in Karnataka. The Hydro stations are
located in Raigad in Maharashtra and the Wind Farm in Ahmednagar.

The company posted a net profit of Rs 509 crore for fiscal year ended September
2003 compared to Rs 520 crore for the corresponding period last fiscal. The Revenue
from operations declined from Rs 4300 crore in FY03 to Rs 4239 crore. Power accounted
for 97% of fiscal gross revenues and other 3%.
Tata Power is India’s number one private power company with net revenues of
Rs.4239.08 Crores for the fiscal year ended September 31, 2004. Led by a powerful
vision, Tata Power pioneered the generation of electricity in India. Mumbai Power is Tata
Power. With highly reliable power supply and prompt service, Mumbai city enjoys the
reputation of having the best power supply in India. A substantial quantum of power is
supplied to the metro’s railway network, refineries, ports, BEST and BSES. Due to its
unique Islanding system, Mumbai has been insulated to a large extent from electrical
disturbances in the grid. It has now successfully served the Mumbai consumers for over
nine decades and has spread its footprints across the nation. Apart from Mumbai, the
company has generation capacities in Jojobera, Jharkhand and Karnataka.

Today, Tata Power is India’s largest private sector power utility, with a reputation
for reliability. It has an installed power generation capacity of 2203 Mega Watts and a
presence across the power business system -generation (thermal, hydro, solar and wind)
transmission and distribution. The Thermal Power stations of the company are located at
Trombay in Mumbai, Jojobera in Jamshedpur and Belgaum in Karnataka. The Hydro
stations are located in Raigad district Maharashtra and the Wind Farm in Ahmednagar.

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COMPANY PROFILE

Chairman Broad Industry


R.N.Tata Public Industry

Managing Director Sub Industry


F.A.Vandrevala Integrated Electric
Utility

Executive Director Previous Name


Finance Tata Electric
S.Ramakrishnan Companies

Secretary Installed Capacity


B.J.Shroff 2300 MW

Employees
3,400

A correct combination of hydro and thermal enables the company to supply power
at cost-effective tariffs to customers. Due to efficient management of the network, the
Company's Transmission & Distribution losses are at 2.4%, the lowest in the country. It
has also been a frontrunner in introducing state-of-the-art technologies. Among other
achievements, the company installed and commissioned India’s first 500MW unit (at its
Trombay thermal power generating station), the 150 MW hydro-pumped storage unit at
Bhira, and environment control systems like the Flue Gas Desulphurization plant.

The Company has also embarked upon a joint venture for Distribution with the
State Government of Delhi for its North Delhi consumers, the “North Delhi Power

Limited” (NDPL), the only successful privatization in distribution. Currently,


the joint venture serves over 8 lakh-satisfied consumers covering an estimated population
of 45 lakh in an area of 510 sq kms with a peak load of 1050 MW. The company has also
introduced state-of-the-art technology driven processes for enhancing consumer billing &
services.

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In a ‘first of its kind’ project, Tata Power has entered into a 51:49 joint venture
with Power Grid Corporation of India for the 1200 km Tala transmission project.
The Joint venture is India’s first transmission project to be executed with private/public
partnership since the enactment of the Electricity Act. The project was conceptualized
with the objective of evacuating surplus power from Bhutan and transmitting it to the
power deficit states in North India.

Tata Power Trading Company Limited (TPTCL), a wholly owned


subsidiary of the Tata Power Company (TPC) has been awarded the first ever power
trading license by the Central Electricity regulatory Commission (CERC) under section 14
of the Electricity Act 2003.
TPTCL is the first trading entity to be granted a trading license, enabling it to carry
out transactions all over India.
The Tata Power Broadband Company Ltd. (TPBC) is focused on a
Carrier’s Carrier business model and maintains its thrust in the wholesale broadband
business. Formerly a division of the Tata Power Company, the business was recently
transferred into the wholly owned subsidiary, the Tata Power Broadband Company Ltd.

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3.4 Corporate Vision

 To be an excellent and efficient Organization


Excellence is to be made a way of life. Each one of us should sincerely believe
that we can do better tomorrow than what we do today.
 To be a significant player in the national power sector
Tata Power want to grow in spite of the current industry structure, growth will be
both in generation & distribution.
 To participate in adjacent infrastructure business that provide
opportunities for growth
Tata Power doesn’t want to wait forever for opportunities in the power sector.
They want to avail and grab other opportunities in related infrastructure business.
 To be the best in the Tata group
This is a repeat of sorts of the first point. However, it is included again for re-emphasis
and to have a definite milestone. Tata Power want to cross the 600 score mark in the
TBEM evaluation this year.
 To enjoy the journey with all our stakeholders.

Mission
“Improving the quality of life”.

Values
 Result oriented with professional work culture
 Abide by Tata code of conduct
 Earn trust through fair business practices with all stakeholders
 Growth balanced with environmental protection and enrichment
 Corporate citizenship
 Customer driven

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3.5 ORGNIZATIONAL PROFILE-POWER BUSINESS

ORGANIZATIONAL ENVIORNMENT
TPC’s business is broadly divided into four areas, power business in Mumbai
area, power business as CPP / IPP, power sector related businesses such as PSD, power
trading through TPTC and other businesses such as SED. Power business contributes to
approximately 95% of TPC’s operating income. Mumbai area contributes to 86% of the
power business revenues and rest is through CPP / IPP operations and power sales to the
SEBs / traders.

Power Business - Mumbai Area (MA)


• Generation, transmission, bulk and retail distribution of power in the city of
Mumbai.

Power Business – CPP / IPP


• Captive / Independent Power Producer at Jojobera in Jharkhand and Belgaum in
Karnataka. Wadi unit, which was CPP for ACC, was sold off to ACC after Q1
operations in FY05.

Power Business – Merchant power / trading


• TPC had initiated power sales to SEBs for the past two years. From its’ capacities
in Mumbaiand Jojobera sales were effected to MSEB, MPEB, RSEB and DVC
directly / through TPTC and Tata Steel.

Power sector related business


• Power Systems Division at Delhi, executing EPC contracts for power transmission
infrastructure projects in India and abroad

The Strategic Electronic division has been in operation for over 30 years and
has been pursuing development and production activities for the Indian defense sector.
Over 90% of the company’s strategic electronic efforts are executed for the defense sector.
The division has established long-standing relationships with the Armed Forces and
DRDO.

• Strategic investment in the Power Trading Corporation


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• NDPL - JV with DVB for power distribution in Delhi

Other businesses outside power sector


Strategic Electronics (for defence applications) TPC has made significant
investments in the telecom sector, which is the major focus area of the Tata Group.

Mumbai area generation capacity represents approx. 80% of the total generating
capacity of TPC. The generating stations in Mumbai area are connected to the Western
Regional Grid. With its widespread network of receiving and distribution stations,
overhead transmission lines and underground cables in Mumbai, it meets a total load of
about 2000 MW in Mumbai and its suburbs. Jojobera unit, which was acquired from Tata
Steel and expanded subsequently, meets the demand of about 300 MW of Tata Steel, which
in turns feeds some other industries and the township of Jamshedpur. Currently TPC is
adding one more unit of 120 MW capacities at Jojobera, which will be used as merchant
power plant. Belgaum unit was set up as an independent power plant in a long-term
agreement with KPTCL (Karnataka Power Transmission Corporation Limited). It is one of
the 5-6 power Gencos that supply power to the KPTCL grid.

Corporate Social Responsibility:

Tata Power is committed to setting high standards in its pursuit of social responsibility and
remaining sensitive to the issues of resource conservation, environment protection and
enrichment and developing local communities in its areas of operations. The company has
a simple philosophy that guides its activities in these matters "Giving back is a means
towards going ahead.” It is our firm belief that progress stems from giving back manifold
to the communities and reflects in our widespread programmes on biodiversity
conservation, forestation, phisiculture, family planning, health services, primary and
secondary education and many more. All of these have made inroads into the tiny hamlets
and tribal regions of our hydro catchments areas and it’s our endeavor to light up these dark
and narrow streets to new dawns.

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3.6 ORGANIZATION STRUCTURE

M a n a g i n g D i r e c t o r

E x e c u t i v eC oD m i r ep ca t n o y r SV ei c c e r e P t a r er y c i &d e n t E x e c u t i v e C D h i i r e e f c R t o i sr k O f f i
( F i n a n c S e r) . G M ( C o r p (. H A R f f )a i r s ) ( O p e r a t i o& n I s n ) t e r n a l A u d

V P C h i e f G M G M G M V P S r . G M G M
( R e g u l a t i (o C n o) r p . C o m (m H )R ) ( T e c h . ( T R D ) ( P r o j e c (t sE ) a s t e r n
S e r v i c e s ) R e g i o n )

A G M S r . M a n a g e r
D G M ( L e g a l ) ( C S R ) D G M A G M G M D G M J o j o b e
( C o r p . I T ) ( E N g g ) ( R e t a i l( T r o m b a y ( C) i v i l ) O p e r a t
S a l e s ) &
M a i n t e n
A G M
A G M ( E s t a t e ) D G
A G M M A G M
( R e g u l a t i o n ( E G ( C ) o n s u m T e r or m
Q A b a ( Cy o n s t r )
& B u l k S a l e s ) R e l a t i o n O s )p e r a t i o n s
&
M a i n t e n a n c e
S
r . G M C h i e f T R D Z o n e s , P r o j e c t
( C o r p . F i n a n c e , ( L D ) R e c e v i n Cg h i e f T e a m s
I n v . R e l a t i o n s , S t a t i o n s( H & y d r o )
C o . S o u r c i n g ) T r a n s m i s s i o n

H e a d - P o w e r
C o r p o r a t e B e l g u a m S y s t e m s
S o u r c i n g H y d r o D i v i s i o n
G r o u p H e a d s

P r o j e c t
D G M M a n a g e m e n t
( C o r p o r a t e G r o u p
A c c o u n t s )

S r . G M
( B u s i n e s s
D e v e l o p m e n t )

B u s i n e s s
D e v e l o p m e n t

B u d g e t & M I S
S y n e r g y ,
T a x a t i o n
G r o u p s

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3.7 WORKFORCE

TPC’S workforce is classified into two categories:

1.Officers
2.Unionised category

Democratically elected representatives run TPC’s union. Over 50% employees are
technical certificate / diploma holders ‘graduates or postgraduates while others have long
experience to meet the requirements of the power system.

Contract employees are used for executing project work, during major outages and for
some of the support services. Terms of contract for engagement of contract employees
include their abiding by the company’s safety rules and practices and Tata code of conduct.
The company ensures that contractors, supervisors and staff are trained in all safety
requirements / practices.

The following sheet shows employees strength spread

Areas Officers Union Total


Corporate 6 - 6
Generation-Thermal 294 750 1044

Generation-Hydro 82 378 460


T&D 213 507 720
Support Services 382 262 644
Sub-total-MumbaiArea 977 1897 2874
Jojobera 91 38 129
Wadi 22 0 22
Belguam 24 12 36
Sub Total CPP/IPP 137 50 187
Total Strength for 1114 1947 3061
Power Business

3.8 LOCATION FOR POWER PLANTS


With operations in the power sector for nearly a century, Tata power is the oldest
private Power Company in India.TPC’s range of operations include power generation,

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transmission within the area of operations, distribution to bulk and retail customers and
supply of captive power to customers.

Site Listing and Location details

Sites/Division Site Product/ Service Description

Registered Office Bombay Office MD & ED’s offices, Legal &


Secretarial, Corporate
Communications

Corporate Centre Carnac, Mumbai Corporate offices-Consumer,


Strategy & Regulation, Business
Dev., Finance & Accounts,
Engineering, Corp. HR, Corp. IT,
Projects, CSG, Chief Risk Officer
& Internal Auditors Office, Corp.
Administration, Medical, Carnac
R.S., TBEM, OET.
Trombay Generating Trombay Thermal Power Plant, Central Load
Plant Dispatch and EQAG

Hydro Generating Bhira, Dist Hydro works


Station-Bhira Raigad
Hydro Generating Khopoli, Dist Chief-Hydro’ Office, Hydro Works
Station-Khopoli Raigad
Hydro Generating Bhivpuri, Dist Hydro works
Station-Bhivpuri Raigad
GM T & D’s office Dharavi, GM- T & D’s office, Dharavi
& Central Zone, Mumbai Receiving Station, Civil,
T & D CCR Construction and Estate Depts.

South Zone, T & D Mahalakshmi, Mahalakshmi Receiving Station,


Mumbai Distribution Division

North Zone Salsette, Mumbai Salsette receiving Station

Transmission division Kalyan, Mumbai Transmission division office,

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Kalyan receiving Station

Jojobera power plant Jamshedpur Thermal Power Plant

Belguam power Belguam,


Plant Karnataka IPP, Thermal Power Plant

TPC’s business is broadly divided into four areas:

1. Power supply business in Mumbai area


2. Power supply business as captive power producer (CPP) and independent
Power producer
3. Power sector related business such as power systems divisions (PSD)
4. Other business such as broadband division (BB) and strategic Electronic
Divisions (for defense applications)
Power business contributes to approximately 98% of TPC’s operating income.
Mumbai area contributes to 80% of the power business revenues and the rest is through
CPP/ IPP operations.

The following table list TPC’s facilities for Mumbai area and CPP/IPP

LOCATIONS POWER GENERATION CAPACITY


Trombay-Mumbai (Thermal) 1350MW
Khopoli, Bhira and Bhivpuri (Hydro) 44MW
Supa (Wind Mills) 17MW
220 and 110 KV transmission system Connected to western regional grid
17 receiving stations, 8 distribution sub- Spread over Mumbai and its sub-urban
stations and 268 consumer sub-stations
Distribution System for power supply North Mumbai mill area in South Mumbai
Low dispatch Centre Trombay
Jojobera-Jamshedpur CPP (Thermal) 307.5MW
Wadi-Karnataka CPP (Thermal) 75MW
Belguam-Karnataka-IPP (Thermal) 81.3MW

3.9 THERMAL POWER PLANTS


Trombay

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Jojobera Belgaum

HYDRO POWER PLANT


Bhivpuri

3.10Key Market Segments

Market Segments Mumbai Area


Key Customers Key Customer
Broad Customer Requirements
Groups

Licensees/ REL, BEST, Other Quality of Power,


Other Facilities Utilities Metering, Reliability
Of Power

Essential Services Railways, MBPT, Reliability, Quality


Bulk BARC, S L Raheja of Power, Services
Diabetic Hospital, (Power Station)
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G Piramal Hospital

HT Industrial / BPCL, HPCL, RCF, Quality of Power,


Commercial Godrej & Boyce, NSE Reliability of Power,
Taj Lands End Hotel Services (Power
Restoration), Tariff
Structure

Retail Industrial Marol MIDC, SEEPZ+ Reliability of Power


MarolCo-op Ind. Estate Services(Power
Mira Co-op Ind.Estate Restoration),
Nanddaham Ind. Estate Metering
Commercial Bandra Kurla Complex Reliabilty of Power,
Logitech Park, Minds Services (Power
Pace, Accenture, Sky Restration),
Chef, Technopolis park Metering
Kohinoor Hotels, Spec-
Tramind, Ambassador

Residential Thakur Complex, Hira Reliability of Power


Hirandani, Sankurti, Services( Power
Karnakia, NL Complex Restoration),
Lok Sarita, Marathon, Metering
Concorde

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Key Market Segments

CPP/IPP Key Customers Key Customer


Requirements

Tariff, Reliability, MIS, Outage


Planning, Technical Support,
Jojobera TATA Steel+ Other Ability to meet Changing demand,
Industies PPA Terms

Wadi ACC Facility agreement Terms,


Reliability, Quality of fly-ash,
Tariff

Belguam KPTCL Reliability, Tariff, Islanding


Facility for the city of Belguam
During grid of failure, Ability to
Meet changing demand, PPA
Terms

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3.11Key Suppliers and Partners

Key Suppliers & Partners Product/Service Key Requirements

Adaro and Kideco Indonesia Coal Composition (Sulphur and


(For Trombay), Mahanadi ash content), Sourcing,
Coalfields for Jojobera Competitive price and
Terms, Strict adherence to
Schedules

BPCL, HPCL, IOC, GAIL Fuel oils for Trombay Low sulphur content in oil
Jojobera & Belguam Competitive price,
(IOC), Natural gas Continuity of Supplies
For Trombay

Railways Transportation Timely placement and


Movement of rakes

MbPT Port facilities of Timely allotment of berth


Handling and use of facilities

MSEB/WREB Power System Reliability

TCE Consulting Engineers Engineering Design Life cycle cost, Design


Cycle time, Standardization

Equipment Suppliers such Switchyard Equipment, Competitive price, quality


As ABB, Alstom, Wartsila Transformers, cables Timely delivery,
CGL, BHEL, Universal and other capital Technology inputs
Cables, Finolex etc project related
Equipment

OEM such as : Siemens, Equipment and spares Competitive price, Quality,


TATA Honeywell,Thermax Timely delivery, Availability
Toshiba, ABB, BHEL, in rush hour,support through
NELCO etc. equipment life

Call Centre and Yashmun Retail Customer Customer Information and


Engineers Services and support

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Chapter-4
HR AT TATA Power

4.1 HR Organization at TATA Power


4.2 HR Swot Analysis
4.3 Work System at TATA Power

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CHAPTER-4
HR AT TATA Power
4.1HR Organization at TATA Power

HR MISSION
Being a business partner by supporting Company’s strategy proactively and
promoting organizational transformation by nurturing high performance work culture and
fostering a learning Organization.

HR CHALLENGES

• Organizational Transformation
• Developing high performance work culture
• Talent acquisition and development to meet the future growth/expansion
requirements
• Leadership development
• Right mapping

TATA POWER HR POLICY


Every member of the Tata Power family will be respected and treated as an
Individual

THEY BELIVE IN:


• “Attracting the Best, Retaining the superior and advancing the outstanding.”
• ‘High performance work culture through Individual & Team efforts.’
• That knowledge is power and that knowledge shared is power distributed.

THEY ARE COMMITTED TOWARDS:


Providing opportunities for Learning & Development.
Nurturing a culture of Openness & Transparency.
Implementing HR Processes in Fair & Just manner.

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4.2 HR SWOT ANALYSIS

Strengths:
• Competence in Hydro/thermal/CC Generation and HT Transmission & Distribution.
• Harmonious management employee relationship.
• Internal trade union for decades.
• Low employee turnover.
• Strong sense of TATA values at all levels.

Weaknesses:
• Lack of performance based culture
• Higher age of employees.
• Gaps in Succession Planning
• Accountability
• Multi-layered and hierarchical structure.
• Need to build leadership, customer orientation, commercial and marketing
competencies.
• Surplus manpower.
• Resistance to change.

Opportunity:
• Can expand in power field with relative ease due to availability of skilled technical
manpower.
• Opportunity for top performers to move across group companies.
• Can adopt to change in competitive environment when the going is good

Threats:
• Retention of young talent when competition picks up
• Competitor has an edge in retail business talent.
• Low cost power Generators.

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4.3 WORK SYSEM AT TATA Power

TPC’ s work systems have a ‘hybrid’ structure wherein the primary work units
address the core functions across value chain such as Generation, Transmission, and
Distribution. These are supported by the support functions like Technical Services,
Finance, Procurement, Human Resources, Legal and IT. Specific groups such as Consumer
Relations and Development, Operational Excellence, Regulation, Business Development,
Project Management are in place to focus on key areas critical to TPC’s strategy. TPC over
the last two years has adopted a two-pronged strategy in its work systems to address
Organizational challenges.

1.Recruitment and Selection


2.Performnce Management System
3.Succession Planning
4.Leadership Development Plan
5.Career Progression Path
6.Communication
7.Employee Training & development Process
8.Star Process
9.Employee Retention Practices
10.Rewads & Recognition
11.Employee Engagement Process
12.Organizational Transformation.
13.Welfare Programmes

28
1.RECRUITMENT AND SELECTION
The Recruitment is a design a structure and cost effective process wherein the
candidates are selected for the right job, at the right place at the right time. Recruiting is
done as per the requirement.

Recruitment in TPC is done at entry level as well as laterally at intermediate levels,


based on business requirements. For each vacant position, detailed job descriptions (Job
Man Specification Forms) are chalked out, comprising technical / functional aspects,
leadership competencies (TLPs) and candidate profile. These criteria are also incorporated
as part of the Interview Assessment Forms. HR draws up the Job description through in-
depth discussions with the respective Hiring Manager / HOD. For entry-level positions,
requisite competencies / attributes are identified by a panel comprising Heads of Divisions.
These are based on the TLPs. The Panel is equipped with requisite assessment skills and
interviewing techniques to judge desired competencies.

2.PERFORMANCE MANAGEMENT SYSTEM


PMS system at TPC is based on the BSC process. Corporate BSC is drilled down to
the division / department scorecards. Each officer is assessed on functional performance as
well as leadership competencies (TLPs). Performance ratings are based on a collective
assessment of the two parts. PMS is used as a basis for deciding the variable pay,
developmental training, succession planning, cross-functional assignments and nomination
to Group PPM. For the workmen, performance is assessed on an annual basis / Exceptional
cases are rewarded with Merit Increment / One Time Award. Compensation surveys are
done periodically for Staff and workmen to ensure that the compensation provided is kept
current with the market. The structure for Officer’s compensation is also being made more
contemporary with a view to reward performance by increase in the performance-linked
portion of Compensation package.

PMS is used as a basis for selection of employees for STARS process, specialized
developmental training, succession planning and special cross-functional assignments. A
formal web based PMS has been institutionalised for officers.

3. SUCCESSION PLANNING

29
Succession Planning is adopted for identified key positions that are likely to
fall vacant to ensure smooth transition and effective performance of the organization.
List of key positions falling vacant in the next two years due to superannuation and
successors for these positions are identified. The successors are identified based on their
past performance and leadership potential assessed through PPM process. They are trained
and moved into key positions well in advance to meet business requirements. All senior
executives (AGM and above) have identified their successors and communicated them to
HR.

4.LEADERSHIP DEVELOPMENT & TALENT MANAGEMENT


TPC deploys the Leadership Development process to motivate employees, enhance
performance and utilize the internal potential in order to develop a high performance work
culture.

5.CAREER PROGRESSION PATHS


Career Progression and development plans are prepared for consistent high
performing officers. A senior level cross-divisional team does structured analysis of all
high performers in the organization. The team is specifically trained in the assessment
techniques on leadership attributes based on observed performance and behaviour. Short
listed candidates are identified as the Talent Pool of the Company. Efforts to move such
Employees to cross-functional higher positions, depute them to good developmental
workshops are done to groom them as future leaders. TPC has also prepared ILD’ s for
about 20 officers who have been identified through the assessment process and is in the
process of developing them.

6.COMMUNUCATION
“Communication” forms a basis for long range strategic goal setting and policy
formulation, Strategic planning, organization development and effectiveness, control
decision making and allied managerial activities aimed at effective achievement of
organizational goals.
Some of these channels are:
• Newsletters like People Power, NDB news (New, Different, Better)
• HR council-To discuss HR initiatives and policy matters
• Technology circles-To share and assimilate information on new technology in the p
Power sector

30
• Divisional/departmental meetings.
• TPC intranet-To communicate all matters relevant to business environment,
regulatory orders, business achievements and internal policies and manuals.
7.EMPLOYEE TRAINING & DEVELOPMENT PROCESS
TPC have a technologically proficient and business oriented human resource to
successfully address the challenges and growth opportunities.

The basic objective of imparting training to the employees is “improving

performance of the company through people”.


MEASURING EFFECTIVENESS OF THE PROGRAM
 Employee feedback survey
 Learning during the programme
 Application

8.STAR PROCESS
TPC has a culture of identifying and preserving talent in the organization
through a process known as STAR that identifies consistent high performer through PMS.
These star performers are given enrichment in their work profile and they are given
challenging assignments so that they can use their knowledge and imagination to its
fullest.

9.EMPLOYEE RETENSION PRACTICES


In this volatile world, retaining talent has become very crucial. It is beneficial to be
proactive rather being curative. Employees should be taken care of from the very
beginning, rather than trying to retain them by giving pay hikes, or by giving them a
change of profile when they are determined to leave.
TPC believe in identifying and nurturing talent once they have entered the
organization. TPC conducts many surveys to identify drivers of satisfaction and
accordingly target those drivers, which are the major contributors to attrition.
10.REWARDS AND RECOGNITION
SCHEMES:
• Best department award
• Social Initiative
• Sport initiative
• Cultural activities

31
• Suggestion scheme

11.EMPLOYEE ENGAGEMENT PROCESS


.PURPOSE OF MEASURING EMPLOYEE ENGAGEMENT:
 To ensure a work environment in the company that maximizes personal
contribution and growth.
 To measure the commitment of employees towards the company and their jobs.
 To identify managerial best practices and incorporate them into the leadership
development initiatives.
 Benchmark the commitment of the employees and subsequently measure the
progress
over a period of time.

12.ORGANIZATIONAL TRANSFORMATION
Organizational Transformation is the process where in the firm strives to adopt a
culture, which is feasible in order to stay competitive. The managers need to derive a
strategy to transform the organization based on the need of the market. This process helps
to align the organizational objectives with the strategy and therefore remain competitive in
the changing business world.
HR at TPC plays the role of a catalyst for Organizational Transformation, one of
the KSFs. With major changes taking place in the Power Sector, business model for TPC is
fast changing, needing the Employees to transform themselves to succeed in the changed
environment.

13.WELFARE PROGRAMMES
Tata Power follows its peers, the TATA GROUP, in regard to the welfare of its
employees, as they do for all its other basic policies..

In keeping with the TATA GROUP tradition, the Company’s staff welfare measures
include:
• Housing
• Medical facilities
• Sports and recreational activities & Counselling

32
Chapter-5
Theoretical Framework

33
CHAPTER-5
THEOROTICAL FRAMEWORK
Training is a method of imparting and developing specific skills for a particular
purpose. It is an act of increasing the skills of an employee for doing a particular job.
Training is a process of learning sequence of programmed behaviour. This behaviour,
being programmed, is relevant to a specific phenomenon that is a job. Training is an
activity when an expert and learner work together effectively to cope with the impending
change, to have a competitive edge over other organizations, to improve performance and
job satisfaction of employees to assist in the attainment of objectives necessary for the
operation of business.

Training is concerned with the future of an individual, still her/his past and present
provides a crucial frame of reference. The scope of training is limited, determined by the
training objectives. It is a specific and highly structured. It has relatively short-term
perspective of the future of the individual. Transfer of learning can be monitored and
assessed. The organization and even the training agency can exercise greater control on the
process. Training has less emphasis on ideology and social values as it stresses
development of competencies. Societal forces play a far less significant role than they do in
education. In training group comes together for a specific purpose and disperses after they
programmed objectives are assumed to have been achieved.

The aim of training is to develop potential knowledge and skills of trainees to carry
out defined tasks and responsibilities or to infuse scientific thinking and planning and
working methodically and efficiently. Training enhances efficiently and develops a
systematic way of performing your duties and assigned tasks.

Development refers broadly to the nature and direction of change of change induced
in employees, particularly managerial personnel, through the process of training and
educative process. It is all those activities and programmes when organized and controlled,
have substantial influence in changing the capacity of the individual to perform his
assignment. It is the overall development of the present requirement as well as the future
requirement and to assist in the attainment of the objectives necessary for the operation of
business.
34
Development refers broadly to the nature and direction of change induced in
employees, particularly managerial personnel, through the process of training educative
process. It is all those activities and programmes when recognized and controlled, have
substantial influence in changing the capacity of the individual to perform his assignment
better and in doing so are likely to increase his potential for the future assignment. It is the
overall development of the present requirement as well as future requirement. Any activity
designed to improve the performance of existing managers to meet future organizational
requirements is management development.

Development is continues process and long-term process, as there is time limit for
the learning to occur. It is based on the assumption that there is always exist gap between
an individuals performance and his potential for the performance. The untapped potential
can be translated into actual performance through management development process.
Development involves stress and strains. It may be accompanied by errors and failures.
However these errors failures, perhaps.

Provide more challenges to motivated manager for further development and


adopting relevant strategies for that. Management development requires conductive
environment, which should be encouraging and simulating with continues feedback about
the degree of the development. The environment should be such that learned behaviour is
appropriately applied to achieve the desired performance.

35
Chapter-6
Training@ TATA Power
6.1 Training at TATA Power
6.2 TATA Management Training Center
6.3 Training Process
6.4 ETD process
6.5 Training Process Flow chart
6.6 Training Procedure at TATA Power
6.7 Types of Training

36
CHAPTER-6
TRAINING AT TATA POWER

6.1Employee Education, Training and Development in Tata Power


Tata Power's well-established Human Resource Division has invested in the
development of a talent pool of over 3,500 personnel, including 700 qualified engineers
and a large skilled work force. The Company lays special emphasis on integrity and
competence and regularly:

• Conducts training workshops to help its employees achieve still higher levels of
competence and come out with the best in them.

• Conducts programmes on safety, health and environment

The annual ETD targets take into account National training policy for Power
sector. Efforts are made to balance between the various areas of importance

Training needs are revisited during quarterly / half yearly reviews to keep current
with changing business requirements. e.g. mid term introduction of workshops for
Contract Labour Management, Changes to PMS etc.

ETD processes are designed to support Organizational objectives and individual needs.
Corporate BSC and HR BSC form the basis to these plans, to support
• Present and future Organizational / Strategic Objectives
• Improvement in division performance
• Individual needs for Officers and group needs for Workmen
• Base Level training for skill building

37
6.2Tata Management Training Centre

Profile
The Tata Management Training Centre (TMTC) has been positioned
primarily as an in-house training centre for the Tata Group. It aims to provide training to
high performers within the group and to act as a cradle of change for Tata executives.

TMTC’s training programmes are designed to develop leadership traits. The


institute tries to make the training both issue- and need-based by encouraging participants
to implement programme inputs in actual situations.

The training methodology stresses on project orientation and action learning.


Participants are required to discuss various issues, problems and plans concerning their
organizations and are then provided the opportunity to evolve solutions by interacting with
a world-class faculty.

The Tata Brand Equity Business Promotion programme, the Tata 'code of conduct',
and the JRD QV initiatives constitute a common module in all these programmes and
participants have the privilege to listen to and interact with senior Tata Group leaders.

The centre also plays a major role in the training and development of Tata
Administrative Service officers. It conducts programmes not only during their induction
and at the end of their probation period, but also during their early years with the service.
The aim is to inculcate the Tata Group’s values in probationers and nurture in them the
ability to hold senior positions within the group.

The centre's core faculty group consists of specialists who have wide-ranging
experience in management training, consulting and research. The findings of their
consulting and research projects are often used in classroom sessions. The centre strives to
provide the highest quality of service in operations and administration.

38
6.3TRAINING PROCESS

TPC recognizes the need to have a technologically proficient and business oriented
human resource to successfully address the challenges and growth opportunities.

TPC lays stress on building competencies. Learning initiatives are designed to


improve technical competence, build new skills for growth areas and inculcate behavioral
patterns that are required for aggressive business expansion.

The basic objective of imparting training to the employees is “improving


performance of the company through people”

PROCESS:

1) NEED IDENTIFICATION
The training is imparted only if there is a requirement. These requirements could be
current requirement and future requirements. Both these requirements are essential to reach
the goal of any organization. These requirements could be individual specific, divisional
specific or organizational specific, all these needs should align with the strategy and goals
of the organizations.
At TPC, the need identification process is undertaken by taking inputs from Senior
Management teams and Divisional/Departmental heads regarding the priorities in training
needs. After identification, inputs are taken on the conduct of the training programs
[delivery methods, benefits expected].

2) DEVELOP THE TRAINING PROGRAM:

Based on the inputs received, a training program is developed. Since the concerned
employees inputs are taken at the time of developing the program, it always gets a
favorable response.

39
3.DELIVER THE PROGRAM:

TPC has a culture of “TRAINING THE TRAINER” that means the employees are
trained in imparting training. This gives an opportunity for the employees to sharpen their
knowledge as well use their skills. The delivery methods are chosen in such a way that it
drills down the message across to the employees.

4) MEASURING EFFECTIVENESS OF THE PROGRAM:

Training initiatives are evaluated through three indices-Training Man-days,


Training Need Compliance Index and Training Effectiveness Index. The Effectiveness
Index for Training was 80% in the previous year.

Training effectiveness is measured for programs, which are specifically designed


towards Strategic objectives, Departmental performance, new introductions of subject and
faculty. Approximately 40% of the total programs conducted are evaluated. TPC uses Kirk

Patrick Model for measuring Training Effectiveness. Effectiveness is measured through


4 levels such as Reaction, Learning, Reinforcement, and Outcome.

1. Reaction is the immediate feedback sought after each program through a questionnaire.
2. Learning is measured for technical / skill development programs through pre-post tests.
3. Reinforcement (Behavior) of training is done after every three months after the training
program, here it is checked whether employees are actually using the knowledge
imparted to them on job.
4. If all the above steps are favorable, then results will follow.
Training Man-days were 7 for officers and 5 for workmen in the previous year.
These Man days can be increased or decreased based on the business needs.

The training indices were benchmarked through American Society for Training and
Development against global electric and gas industries worldwide. The feedback received
was favorable, however to become the best training provider of all TATA groups, TPC has
decided to Benchmark Training Initiatives manually.

40
6.4 ETD Process

TNI
Review Process

Survey ED Design
Feedback
& Delivery

LT Annual Half Yearly


Strategic Divisional Plan
Needs Needs Review
(ST/SL)
TNI ETD Training
Design Delivery

Individual Base level


Needs Needs Quarterly Quarterly
ST
LDP Plan Review

New Requirements ETD Process Monitor Training


(Org & Div.) Review Effectiveness

ETD Effectiveness Employee Employee Skill


Feedback / Survey Record

TNI – Training Need Index


LT- Long term
ST- Short Term
LDP-

41
6.5 Process Flowchart for Training Process

Individual Training needs identification by HOD

Analysis and compilation of individual training needs


and prepare group training need form for the
Department-HOD

Select Compile training need from all the departments and


Alternatives Prepare training plan-Training HOD

Deliver / Conduct the training as per the plan

Evaluate and record training effectiveness.


Refer participant feedback form and training history
card

Is
training
Initiate suitable action Effective
in consultation with ?
HOD

End

42
6.6 TRAINING PROCEDURE AT TATA POWER

Addressing Key Organizational Needs


Key Organizational needs associated with new recruits; diversity, ethical practices
and leadership development are addressed as given in Table
Key org. Key ETD Interventions
Needs
New Campus recruits: 1week formal Induction Programme, 3 Months System Tour
Employee including short posting at various divisions / sites, Process familiarization /
Orientation Simulator training
Direct Lateral Recruits: 3 days basic induction programme to introduce key
processes of TPC (conducted once in 3/6 months), 2 week structured orientation
programme which includes site visits & meeting with functional heads with their
teams, Awareness training on Quality initiatives, 3SCR, CSR, TCOC, Safety &
First aid, Admin Processes etc.
Management • As in Table key ETD Initiatives
Leadership
Development
Ethical TCOC training, TBEM core values awareness sessions, Training on ISO 14000
Practices and OSHAS (Expert level & Awareness level), Industrial Safety training &
Employee refresher safety programmes, Emergency evacuation drills, fire-fighting
Workplace demonstrations, First aid & Health refresher programmes, Participation in mutual
& aid group seminars of regional forum, Environmental awareness and Safety
Environmenta training of contractor employees, Horticulture & Fish farming training
l Safety
Diversity Training Programmes are customized & conducted in local languages to suit
Training cultural diversity, Employees across levels, divisions and hierarchy participate in
team building W/S.
Addressing Organizational needs

Inputs from Employees & Managers on ETD needs

43
Needs are sought from HODs / Employees for meeting Divisional objectives and to
meet the career aspirations and development needs of their subordinates. Individual needs
are captured as a part of QMS – ISO 9000 training process at divisional level and as part of
annual PMS review discussions for Officers. These needs are collated by respective ETD
account managers and used during preparation of quarterly and annual ETD focused plan.
In house functional expert database is maintained by ETD group. These experts are
used as faculty for in-house technical and other programmes like SAP Power User / End
user training, O & M practices, condition monitoring etc. TPC’s large TBEM internal
assessor base is used for driving quality initiatives and improving the understanding of the
Business excellence model amongst officers and workmen. New technical / functional
developments / improvements and benchmarks are shared across all the divisions by
functional groups. At present forty such functional experts are deployed as in house
faculty.
The annual ETD targets take into account National Training Policy for power
Sector. Efforts are made to balance between the various areas of importance as given
in the table.
Training needs are revisited during quarterly/half yearly reviews to keep current with
changing business requirements.
With needs prioritized and annual target set, training plans are made as follows:
Sr ETD Focus Objectives addressed
40% Focus on Strategic Growth: Create bench strength for growth related
Objectiveslike, Low cost Power areas.
Projects, Cost Reduction, LT, 3SCR: Facilitate Cost reduction.
Distribution, Power trading and Organisational Transformation: Changed mind-set
Organizational Transformation
40% Focus on Divisional / Improve technical excellence to impact Technical &
Individual Performance Service parameters viz: PLF, MUs generated, Uni
t availability, Cost, Quality driven culture
10% Focus on Base level Impart basic awareness at all levels
requirements.
5% Focus on Consistent high p Developing and nurture high performers, Leadership
erformers Development
5% Focus on the Sr. Management Senior leadership development, Exposure to present
challenges and new growth areas.
Distribution of Training Efforts across various needs

The Training Procedure at TATA Power is as follows:

44
1. The ‘Employee ETD Need Identification’ is available with the various departments. The
employee fills in whatever Education, Training and Development (ETD) he feels he needs.
His immediate superior then approves this. The Department head also gives a list of ETD
needs that he feels is required by employee.

2. The Department HOD then fills in a ‘Group ETD Needs Identification’ form. This form
indicates the number of employees that will be participating in various training programs
from that department. The department HOD compiles all the individual ‘Employee ETD
Need Identification’ forms and then fills up the ‘Group ETD Needs Identification’
form

3. All the HOD’s send their ‘Group ETD Needs Identification’ forms to the Training
Department. The Training Department complies all the forms and prepares a final
document consisting of the various training programs and the number of people that will
attend these programs from the various departments.

4. This document is then sent to Corporate HR from where a Training Calendar for the entire
TATA Power Company is made. A Training calendar is made every quarter of the year.
While making a training calendar the following factors are taken into consideration:
• Programs addressing Organizational/ Strategic objectives like cost reduction, team
building, balanced scorecard etc.
• Programs addressing Divisional/ Individual needs like electrical, mechanical,
electronics and telecommunication, computers etc.
• Programs addressing General Programs Like safety and security, health.

5. Once Corporate HR prepares the final Training Calendar for the quarter, it is passed on to
the various branches. The Training Departments of the various branches now prepare their
Training Calendars in accordance to the Training Calendar they have received from
Corporate HR.
6. The Training programs are now conducted as per the calendar and recorded into the
‘Training Program Particulars’ form. This form consists of the list of participants, the
venue, and the training department Co-ordinator etc. of a particular training program.
7. In case some announced program cannot be conducted, the concerned HOD is informed for
onward communication to all participants. The details are recorded in ‘Training Program
Cancellation’ record.

45
8. In case additional training needs are received during the year, they too are suitably
addressed.
9. The training department coordinator is in-charge of the smooth running of the training
program. He has to ensure that all the participants are present for the training; he has to
ensure that all the instructional material is present and ready for use etc. The Training
coordinator has three checklists that have to be filled by him. The three checklists consists
of:
• Checklist of activities to be done one day prior to the scheduled program date.
• Checklist of activities to be done on the scheduled programe date.
• Checklist of activities to be done on the day following scheduled program date.

10. After the training program is over, evaluation of the program is carried out based
On the ‘Participant Feedback’ forms received. Corrective action is taken by the Training
department in case of programs where feedback rating is below 3. The results are recorded
into the ‘Program Evaluation’ form.
11. For programs of duration less than one day, knowledge sharing sessions,
on-the-job training and seminars/ presentations, participant feedback is not obtained and
program evaluation is not done. However, details of the same are recorded in the ‘Training
Program Particulars’ form.

12. The immediate superior of the employee assess training effectiveness within
90 days of imparting training for all technical programs. The effectiveness of the training
program is generally assessed by interviewing the employee. During the interview, the
employee is judged on the following parameters
• Initiative taken by participant
• Relevance of objectives taught
• Support from supervisor

13. Training effectiveness is not assessed in the following cases:


• Behavioural programs
• Seminars/ presentation
• Knowledge sharing sessions
• Programs of duration less than one day.

46
14. The respective HOD’s do ‘Competency Mapping’ for all permanent employees
Whose work affects quality and performance. Training need are identified from the gaps
found

15. The Training initiatives are evaluated through three indices- training Mandays,
Training need compliance Index and training Effectiveness Index. The Training
effectiveness is measured is measured for programs, which are specifically designed
towards Strategic objectives, Departmental performance, new introductions of subject and
faculty. Approximately 40% of the total programs conducted are evaluated. TPC uses Kirk
Patrick Model for measuring training effectiveness. Training Effectiveness is measured
through 4 levels such as Reaction, Learning, Reinforcement, and Outcome.

47
6.7 TYPES OF TRAINING PROVIDED AT TATA POWER

There are two types of training provided at Tata power.


• Internal Training
• External Training
The procedure for Internal Training is as follows:
1. Internal Training is conducted by in-house faculty.
2. The trainer knows the target audience
3. He is generally able to meet their expectations because in most cases he is one of
the department engineers.

The procedure for External Training is as follows:


1. External Training is conducted by external faculty.
2. The course content are decided keeping in mind the cross-section of participants, their
position, the jobs they handled etc. Also what improvements are expected is clearly
stated.
3. The trainer is now contact and the requirements made known.
4. The trainer then comes up with a proposal. The proposal consists of:
• The topics to be covered in the training program.
• The duration of training program
• The venue of the training program
• The infrastructure requirement
• The cost of training program.
5. If the proposal is accepted, the training program date is fixed.
6. The contents of the program are then relayed back to the participants.
Programs conducted in-house are designed in consultation with the target group and
in-house experts to seek views on the topics to be covered, mode of delivery and case
studies to be included. Detailed discussions are held with prospective faculty. Prior to
finalizing the design, the faculty meets a cross-section of employees who are likely
participants and their department heads to get a feel of the actual issues. An in-depth study
of, effectiveness of similar intervention in other reputed organizations is also done.
Feedback received from participants and departments regarding program designed
and delivery is reviewed and suitable corrections are made regularly.
The key Training Programmes conducted in Tata Power and the Target group are
given below.
48
Focus Area Key Training Programmes Target groups
ISO 9000, 5S, 6 Sigma, ISO 14000,
Quality OHSAS, TBEM, QC tools & All grades
techniques
Cost Reduction, Quality Tools, Financial
Cost (3SCR) All grades
Skills,
MERC, Distribution Mgmt, Power Trading,
Growth Areas Officers & Workmen
ABT, M&A EB-2003
Functional/ Simulator, OEM & Divisional need based
Divisional O & M Staff
Technical Programmes,
Developmental Develop Your Potential, BECP, BELP, BE Recommendation from
Programs for frontline & grass roots, HOD
Team Building Bharari, Outbound team building W/S Functional Teams
SCADA, GUS, HPM, PLC,S-5 SAP,
Technology Engineers
Advance PC
Leadership MDP, Leadership Skills, Mentoring, Cross
Senior Leaders
Development functional Interviewing
Leadership Management Simulation Games, Fulbright
Development Scholarship, MDP’ s, HR Gurukul, EMBA, High Performers
(Potential leaders) ILD’ s, Job rotation
PMS Workshops, Goal Setting Workshops
Performance
TBEM/ISO Awareness, Project
measurement & Officiers
Management Methodology, Mentoring &
improvement
Counseling
Organizational Change Orientation, Gharkul-for Union All Employees &
Transformation Leaders, OT W/S Union Leaders
Industrial Safety, Fire Fighting, Hazard
Safety All grades
Identification & Risk Assessment
Values & CSR TCOC, Volunteering, Akansha, All grades
Area Operation Training, Unit Outag
On The Job Engineers Operators
Postings Control Room Training,
Training Workmen
Technician Training
Safety (contract
Safety awareness, Use of PPEs Contractors’ employees
jobs)

Delivery of ETD Interventions


Faculty, divisional heads and representative target audience contribute largely to the
customization and design of training interventions on contents, schedule, delivery method
etc. Pilot programme is held for selected participants to seek feedback on appropriateness

49
of the design. In FY05, 15 new programmes (addressing Strategic Objective / divisional
performance objectives) were designed in this manner.
Training delivery methods are decided based on the topic, content, objectives,
profile and number of participants, duration of training, past feedback and
recommendations of the faculty. Table illustrates various training delivery options

Delivery Method Training Programme


Lecture All training programmes with Class room set-up,
Case Studies Finance for Senior Managers, Basics of Finance, BECP/BELPs
CBTs and WBTs PC Awareness, MS Office,
Role Plays Presentation Skills, Develop Your Own Potential
Hands-On-Training NDT Techniques, Breaker Maintenance Workshops, OEM
training, Welding Techniques
Simulation Business Simulation Games, Simulator Training
On the Job (OJT) Control Room training, Deputation to outage jobs
Project Based Project Management, MS Project, CFT/SGA on specific project
Learning
Distance Learning K Hub, Knowledge Portals
Seminars and Nominations to vital seminars and conferences conducted by
Conferences reputed organizations and institutes
Outbound Training Outbound Team Building,
Video Sessions Industrial Safety, Base level awareness sessions,
Demonstrations Fire Fighting Sessions, Health/First Aid Awareness,
Mentoring Induction /System tour for new entrants (Guide for every
individual)
Group Discussions Team Building, Develop your Potential
Various Training Delivery Options

Reinforcement of Knowledge & Skills:


Following approaches are adopted for reinforcement of knowledge and skills:

On the job Training:


Improve skills by providing new assignments with training. viz. Cross functional Outage
deputations, CCR training, deputation to NDPL, refresher operational training, SAP

50
Training, IT Skills training. Technical staffs exposed to Simulator training are given
independent charge in control room.

Specific Assignments:
Individual / group tasks e.g. CFT / SGA on Quality improvement tasks, 3SCR
projects, Cost Reduction / Cycle time reduction projects etc.

Job Rotation:
Consistent high performers are given job rotation after specific training inputs

Additional responsibility:
ISO 9000 / 14000 auditors, TBEM assessors are given additional responsibility of
audits, internal progressive assessment, conducting awareness sessions etc
To improve the efficiency of ETD processes following improvements are introduced:
i) HR Account Manager for Divisions
ii) Customizing new programmes in the areas of strategic business objectives and
soft skills development
iii) Run pilot programme for selected participants
iv) Tracking effectiveness of ETD process

51
Chapter-7
Measuring Training Effectiveness

7.1 Kirkpatrick Model of Training Evaluation

52
CHAPTER-7
MEASURING TRAINING EFFECTIVENESS

7.1 The Kirkpatrick Model of Training Evaluation

Donald Kirkpatrick has developed a very popular evaluation model that has been
used since the 1950s by the training community. The focus is on measuring four kinds of
outcomes that should result from a highly effective program.

Kirkpatrick’s model includes four levels or steps of outcome evaluation:

• Level 1 Evaluation – Reaction

• Level 2 Evaluation – Learning

• Level 3 Evaluation – Behavior

• Level 4 Evaluation – Results

I will discuss each of these steps in detail, including how to design these evaluations.

Level 1-Reaction

Here the goal is to measure participant’s reactions to the training program. Here we
measure the reactions immediately after the program. Level one evaluation should not just
include reactions toward the overall program (e.g., Did you like the program?); it should
also include measurement of measurement of participant’s reactions or attitudes toward
specific components of the program, such as the instructor, the topics, the presentation
style, the schedule, audiovisuals etc. Furthermore, each of these components can be further
broken down into sub-components for evaluation (e.g., We can ask participants to evaluate
specific characteristics of the instructor, the presentation, etc.). In short, level one
evaluation is far more than just the measurement of overall customer satisfaction.

Learning (Level two outcomes) and transfer of learning (Level three outcomes) are
unlikely to occur unless participants have positive attitudes towards the training program.
53
Therefore, it is important to determine participant’s reactions towards the training program.
Also, positive reactions are important because managers are more likely to eliminate
unpopular training programs. Finally, the measurement of specific aspects of the training
program can provide important information about what aspects of the training program can
be improved in the future.

Level 1 evaluation relies on the measurement of the attitudes, usually through the
set of questionnaire. It is important to include closed-ended items (including rating scales)
as well as open-ended items on your questionnaire. Here are two open-ended items that
items like:

• In your view, what were the three most important weaknesses of the program?

• In your view, what are the three most important strengths of the program?

It is important to learn the weaknesses, as well as the strengths, in order to improve


Program. Do not afraid to ask about program weakness!

Evaluators should establish performance standards on the outcomes, when possible, so


that the four steps in the logic of evaluation can be utilized and evaluate judgments can be
made. Also, don’t forget Kirkpatrick’s last piece of advice to communicate the results
because utilization of evaluation results will not happen without dissemination and
communication.

Here are a few advantages of the level 1 evaluation:


• We will know the participants felt about the training event.
• It may point out content areas that trainees felt were missing from the
training event.
• It will tell you how engaged the participants felt by the training event.
• It can provide information about overall participant reaction as well as
participant feedback and evaluation of specific aspects of the training event.
• Detailed level one evaluation can provide formative evaluation information
that can be used to improve future versions of the training program (e.g.,
you can fix the things the participants disliked about the program and add
the things they felt was missing).

54
Level 2 – Learning

. Here the goal is to determine what the training program participants learned during
the training event. Because the training instructor should have specific learning objectives,
one hopes to find clear learning outcomes. Learning outcomes can include changes in
knowledge (e.g., What are the differences between Windows 95 and Windows ME?), skills
(Can the participant upload a new operating to a computer), or attitudes (Have participant’s
attitudes towards computers have improved?). Some training events will emphasize
knowledge, some will emphasize skills, some will emphasize attitudes, and some will
emphasize multiple learning outcomes. The evaluation should focus on measuring what
was covered in the training event (i.e., the learning objectives).

Level two evaluation should be done immediately after the training event to determine if
participants gained the knowledge, skills, or attitudes. A couple of issues here are

a) How shall one measure knowledge, skills and attitudes?


b) What research design should be use to demonstrate improvement in level two outcomes?

In Tata Power, level-2 evaluation is done by conducting Test and questionnaires. This is
done immediately after the training program.

Here are few advantages of level two evaluation:

 Demonstrating participant learning should help trainers in promoting their training program.
 Knowledge of level two evaluation can help in interpreting the results of level three evaluation
(e.g. if level three results do not occur, it may because of workplace factors and not because of any
flaw in the training program).
 Detailed level two evaluation can provide formative evaluation information that can
be used to improve future versions of the training program (e.g., you may find
certain learning objectives that are not being met).

55
Level 3 – Behavior

Here our goal is to find out if training program participants change their on-the-job-
behavior (OBJ) as a result of their having attended and participated in the training program.
If the behavior change does not occur, we also find out why the change did not occur. The
level three question is, Did the training have a positive effect on job performance? Level
three evaluation specifically involves measuring the transfer of knowledge, skills, and
attitudes from the training context to the workplace.

Learning is likely to transfer only if the conditions in the work setting are
favourable for transfer. In addition, there are obviously many things that trainers can do to
increase the likelihood of transfer. In other words, transfer is affected by “training factors”
before trainees go back to their workplace as well as “workplace factors” that operate in
their workplace when they return. Here are two sets of factors that make transfer more
likely to occur:
Level three often harder than level two evaluation because behaviour changes at the
workplace are often harder to measure than reaction and learning directly after the training
event. We must give the behaviour time to transfer a collect data at the workplace.

Probably the most common design used for level three evaluation is the one-group-
pretest-posttest design (i.e., get a baseline measure the participant’s behaviour you plan n
training, train the participants, and then measure the participant’s behaviour again after the
training). If we are able to include a control group, we use the pretest-posttest non-
equivalent control design (i.e., in addition to measuring the training participants before and
after the training program). Earlier (above), I showed the comparisons we make for the
different designs during data analysis.

In the on-group-pretest-posttest design the estimate of the counterfactual (i.e., what


would have happened to the participants if they had not participated in the training) is the
participants’ pertest measure. In the pretest-posttest non-equivalent control group design,
the estimate of the counterfactual is the change-taking place in the control group.

The process adopted for level-3 Evaluation at TATA Power is as follows:

1. Level Three evaluation is done three months after the training is imparted.
2. The programs are short listed based on the criteria:
56
3. Program specific questionnaires are then prepared for those short listed
Programs keeping in mind the objectives and course content.
4. The questionnaire consists of ten questions based on the initiative taken by the
participant to use the knowledge gained, the conceptual clarity and the support provided by his
superiors and peers.
5. Questionnaire are made on a four scale 1 being the least and 4 being the highest.
6. These Questionnaires are sent to the participants and asked to respond.
7. The effectiveness index for each program is calculated from the responses received.
8. The effectiveness index for the month is the average of indexes of all the programs
considered for the month.

Level 4 – Results

Here our goal is to find out if the training program led to final results, especially business
results that contribute to the “bottom line”(i.e., business results profits). Level four
outcomes can include other major results that contribute to the well functioning of an
organization. Level four outcomes are either changes in variables that should have a
relatively direct effect on financial outcomes at some point of time in the future.

Here are some examples of different kinds of level four outcomes:

• Improved quality of work


• Higher Productivity
• Reduction in turnover
• Improved quality of work life
• Improved human relations (e.g., improved vertical and horizontal communication)
• Increased sales
• Fewer grievances
• Lower absenteeism
• Higher work morale
• Fewer accidents
• Greater job satisfaction
• Increased profit

57
Chapter-8
Research Methodology
8.1 Primary Data

8.2 Secondary Data


8.3 Questionnaire Type
8.4 Sampling Size
8.5 Limitations

58
CHAPTER-8

RESERCH METHODOLOGY

8.1Primary Data
Primary data is collected mainly through questionnaire which is sent to the

trainees.

8.2 Secondary Data


Secondary Data is collected mainly through existing data available in the

company records.

8.3Questionnaire type
An open-ended questionnaire is sent to the managing staff through e-mail.

There are 10 questions regarding each training proramme. For every question 4 options are

there, Strongly Disagree, Disagree, Agree, Strongly Agree. According to that they have to

give marking 4,3,2,1.

8.4 Sampling Size


A sample size of 25 employees are selected from each training programme

conducted.

8.5 Limitations
1. Even though, 16 programmes were conducted during the months of July & August
& 17 programmes were conducted in the month of September, I was allowed to
evaluate only 5 programmes from each month.

2. Difficulty in obtaining relevant materials from the company

3. Reluctance on the part of the company to give away their closely guarded policies
of evaluating the training effectiveness

59
4. Difficulty in getting back the response to the questionnaire from the trained
employees regarding the training effectiveness of the programme

60
Chapter-9
Data Analysis
&
Interpretation

9.1 Evaluation of TEI for July’05


9.2 Evaluation of TEI for August’05
9.3 Evaluation of TEI for September’05

61
CHAPTER-9

Data Analysis & Interpretation

The training programmes, which were conducted during the months of July ’05,
August ‘05 and September’05, are taken for evaluation.

9.1Evaluation of Effectiveness of the Training for the month


July’05
Training programs conducted in July ’05 are

SR
PROGRAMMES
NO
1 Problem Solving
2 Building Winning Teams
3 SAP MM Module
4 Financial Management for Electrical Distribution
5 Team Building
6 SAP PS Module
7 7 Q C Tools
8 Sharpening Customer Focus
9 Enhancing Managerial Effectiveness
10 Team Building
11 VAT – SED Bangalore
12 Reduction in T& D Losses
13 Reactive Power Management
14 Develop Your Own Potential
15 Excellence in Executing Change
16 Lead Auditors Course

62
From the above 16 training programmes conducted 5 are selected for the Evalution
Criteria for selection of programmes:
a) Programmes intended to meet strategic objectives and / or
b) Programmes addressing specific divisional needs and / or
c) Programmes on first-time initiatives
AND
d) Duration of the programme more than ½ day or
e) New external faculty introduced
The 5 Training progrmmes are

1. SAP MM Module
2. Enhancing Managerial Effectiveness
3. Reduction in T& D Losses
4. Sharpening Customer Focus
5. Reactive Power Management

Sample size
A sample of 25 employees are selected from the people attended the training programme.
A questionnaire is being sent to all the employees.

The questionnaire, which has been send to, the employees are given below.

63
TRAINING EFFECTIVENESS QUESTIONNAIRE (Date: --------------)

Program Name: SAP MM Module

Name: ____________________ Division _____________ Grade: _________

Dear Respondent,

Please mark your responses to the following questions as given below:

Attribute Rating
STRONGLY DISAGREE 1
DISAGREE 2
AGREE 3
STRONGLY AGREE 4

ITEMS Ratings
(1 To 4)
1. The programme helped me understand the concept of SAP MM
Module
64
2. The program increased my awareness about the importance of
SAP MM Module
3. I shared the knowledge I gained with my other colleagues.

4. I recommend this course to all of my other colleagues


5. My job offers adequate opportunity to apply some or all that I
have learnt.
6. The programme helped me perform better at work.
7. The programme taught me the ways & means through which
the work can be done
8. My superiors & colleagues have acknowledged my improved
knowledge in the field.
9. I believe I have been able to take more effective decisions after
undergoing the course.
10. I could apply some or all of the knowledge gained.

Suggestions, if any for improving the effectiveness of the training programme: -

______________________________________________________________

SAP MM Module

Qust. 1 Qust. 2 Qust.3 Qust.4 Qust.5 Qust.6 Qust.7 Qust.8 Qust.9 Qust.10
Strongly
Disagree 0 0 0 0 0 0 0 0 0 1
Disagree 0 2 0 1 0 0 3 2 1 3
Agree 7 4 9 7 11 12 11 13 12 10
Strongly
Agree 18 19 16 17 14 13 11 10 12 10
Total 25 25 25 25 25 25 25 25 25 25

65
25

20

Strongly
15 Disagree
Disagree

Agree
10

Strongly
Agree
5

0
Qust. 1 Qust. 2 Qust.3 Qust. 4 Qust.5 Qust. 6 Qust. 7 Qust. 8 Qust. 9 Qust. 10

TEI for the programme SAP MM Module is 86%

TRAINING EFFECTIVENESS QUESTIONNAIRE (Date: --------------)

Program Name: Enhancing Managerial Effectiveness

Name: ____________________ Division _____________ Grade: _________

Dear Respondent,

Please mark your responses to the following questions as given below:

Attribute Rating
STRONGLY DISAGREE 1
DISAGREE 2
AGREE 3
STRONGLY AGREE 4

ITEMS Ratings
(1 To 4)
The programme helped me understand the concept of
effectiveness.

66
The program increased my awareness about the importance
of effectiveness in managerial roles.
I shared the knowledge I gained with my other colleagues.

I recommend this course to all of my other colleagues


My job offers adequate opportunity to apply some or all
that I have learnt.
The programme helped me perform better at work.
The programme taught me the ways & means through
which effectiveness can be brought into a managerial role.
My superiors & colleagues have acknowledged my
improved knowledge in the field.
I believe I have been able to take more effective decisions
after undergoing the course.
I could apply some or all of the knowledge gained.

Suggestions, if any for improving the effectiveness of the training programme: -

______________________________________________________________

Enhancing Managerial Effectiveness

Qust.1 1 Qust. 2 Qust.3 Qust.4 Qust.5 Qust.6 Qust.7 Qust.8 Qust.9 Qust.10
Strongly
Disagree 0 0 0 0 0 0 0 0 0 0
Disagree 1 1 2 1 0 0 2 1 1 2
Agree 8 5 9 7 11 12 10 14 10 13
Strongly
Agree 16 19 14 17 14 13 13 10 14 10
Total 25 25 25 25 25 25 25 25 25 25

67
25

20

Strongly
15 Disagree
Disagree

10 Agree

Strongly
5 Agree

0
Qust. 1 Qust. 2 Qust.3 Qust. 4 Qust.5 Qust. 6 Qust. 7 Qust. 8 Qust. 9 Qust.
10

TEI for the programme Enhancing Managerial Effectiveness is 87%

TRAINING EFFECTIVENESS QUESTIONNAIRE (Date: --------------)

Program Name: Reduction in T & D Losses

Name: ____________________ Division _____________ Grade: _________

Dear Respondent,

Please mark your responses to the following questions as given below:

Attribute Rating
STRONGLY DISAGREE 1
DISAGREE 2
AGREE 3
STRONGLY AGREE 4

ITEMS Ratings
(1 To 4)
The programme helped me understand the concepts for
reducing the T & D Losses
The program increased my awareness about the importance
of reduction in T & D Losses

68
I shared the knowledge I gained with my other colleagues.

I recommend this course to all of my other colleagues


My job offers adequate opportunity to apply some or all
that I have learnt.
The programme helped me perform better at work.
The programme taught me the ways & means through
which the loss in T& D can be reduced
My superiors & colleagues have acknowledged my
improved knowledge in the field.
I believe I have been able to take more effective decisions
after undergoing the course.
I could apply some or all of the knowledge gained.

Suggestions, if any for improving the effectiveness of the training programme: -

______________________________________________________________

Reduction in T & D Losses

Qust. 1 Qust.2 2 Qust.3 Qust.4 Qust.5 Qust.6 Qust.7 Qust.8 Qust.9 Qust.10
Strongly
Disagree 0 0 0 0 0 0 0 0 0 0
Disagree 0 2 3 1 0 0 3 3 1 4
Agree 11 4 8 7 11 12 11 6 12 10
Strongly 14 19 14 17 14 13 11 16 12 11
Agree
Total 25 25 25 25 25 25 25 25 25 25

69
25

20

Strongly
15 Disagree
Disagree

Agree
10

Strongly
Agree
5

0
Qust. 1 Qust. 2 Qust.3 Qust. 4 Qust.5 Qust. 6 Qust. 7 Qust. 8 Qust. 9 Qust. 10

TEI for the programme is Reduction in T & D Losses 85.8%

TRAINING EFFECTIVENESS QUESTIONNAIRE (Date: --------------)

Program Name: Sharpening Customer Focus

Name: ____________________ Division _____________ Grade: _________

Dear Respondent,

Please mark your responses to the following questions as given below:

Attribute Rating
STRONGLY DISAGREE 1
DISAGREE 2
AGREE 3
STRONGLY AGREE 4

70
ITEMS Ratings
(1 To 4)
The programme helped me understand the concept of
sharpening customer focus.
The program increased my awareness about the importance
of sharpening customer focus
I shared the knowledge I gained with my other colleagues.

I recommend this course to all of my other colleagues


My job offers adequate opportunity to apply some or all
that I have learnt.
The programme helped me perform better at work.
The programme taught me the ways & means through
which customer focus can be done better.
My superiors & colleagues have acknowledged my
improved knowledge in the field.
I believe I have been able to take more effective decisions
after undergoing the course.
I could apply some or all of the knowledge gained.

Suggestions, if any for improving the effectiveness of the training programme: -

______________________________________________________________

Sharpening Customer Focus

Qust. 1 Qust. 2 Qust.3 Qust.4 Qust.5 Qust.6 Qust.7 Qust.8 Qust.9 Qust.10
Strongly
Disagree 0 0 0 0 0 0 1 0 0 0
Disagree 0 2 0 1 0 0 3 2 2 3
Agree 11 8 9 7 11 12 11 13 12 9
Strongly
Agree 14 15 16 17 14 13 10 10 11 13
Total 25 25 25 25 25 25 25 25 25 25

71
25

20

Strongly
15 Disagree
Disagree

Agree
10

Strongly
Agree
5

0
Qust. 1 Qust. 2 Qust.3 Qust. 4 Qust.5 Qust. 6 Qust. 7 Qust. 8 Qust. 9 Qust. 10

TEI for the programme Sharpening Customer Focus is 86.2%

TRAINING EFFECTIVENESS QUESTIONNAIRE (Date: --------------)

Program Name: Reactive Power Management

Name: ____________________ Division _____________ Grade: _________

Dear Respondent,

Please mark your responses to the following questions as given below:

Attribute Rating
STRONGLY DISAGREE 1
DISAGREE 2
AGREE 3
STRONGLY AGREE 4

72
ITEMS Rating
(1 To 4)
The programme helped me understand the concept of
effectiveness.
The program increased my awareness about the importance
of effectiveness in managerial roles.
I shared the knowledge I gained with my other colleagues.

I recommend this course to all of my other colleagues


My job offers adequate opportunity to apply some or all
that I have learnt.
The programme helped me perform better at work.
The programme taught me the ways & means through
which the power management can be done better.
My superiors & colleagues have acknowledged my
improved knowledge in the field.
I believe I have been able to take more effective decisions
after undergoing the course.
I could apply some or all of the knowledge gained.

Suggestions, if any for improving the effectiveness of the training programme: -

______________________________________________________________

Reactive Power Management

Qust.1 Qust. 2 Qust.3 Qust.4 Qust.5 Qust.6 Qust.7 Qust.8 Qust.9 Qust.10
Strongly
Disagree 0 0 0 0 0 0 0 0 0 0
Disagree 0 0 2 1 0 0 4 2 1 2
Agree 10 6 9 7 11 12 11 13 12 9
Strongly
Agree 15 19 14 17 14 13 10 10 12 14
Total 25 25 25 25 25 25 25 25 25 25

73
25

20

Strongly
15 Disagree
Disagree

Agree
10

Strongly
Agree
5

0
Qust. 1 Qust. 2 Qust.3 Qust. 4 Qust.5 Qust. 6 Qust. 7 Qust. 8 Qust. 9 Qust. 10

TEI for the programme Reactive Power Management is 87.4%

Training Effectiveness Index for the month July’05 is 86.49

9.2Evaluation of Effectiveness of the Training for the month


August’05
The training progrmmes conducted during the month August’05 are

74
1 5S Gemba
2 Basic Pc Course for Workmen.
3 SAP MM Module
4 SAP PS Module
5 SAP PM Module
6 Develop your own Potential.
7 High Places team Bldg.
8 E MBA 2005.
9 Managerial Effectiveness
10 Team Building-Outbound
11 Occupational health Practice
12 Occupational Health, Safety and Environment.
13 Team Building & Conflict Management.
14 Technician training.
15 Towards Effective Due Diligence.
16 Emergency Management comb. Cycle Power plant.

From the above training programmes, the proagrammes taken for evaluation are

1. 5S Gemba
2. Develop your own Potential
3. E MBA 2005.
4. Emergency Management comb. Cycle Power Plant.
5. Team Building & Conflict Management.

TRAINING EFFECTIVENESS QUESTIONNAIRE (Date: --------------)

Program Name: 5S Gemba

Name: ____________________ Division _____________ Grade: _________

75
Dear Respondent,

Please mark your responses to the following questions as given below:

Attribute Rating
STRONGLY DISAGREE 1
DISAGREE 2
AGREE 3
STRONGLY AGREE 4

ITEMS Ratings
(1 To 4)
The programme helped me understand the concept.

The program increased my awareness about the importance


of 5S.Gemba
I shared the knowledge I gained with my other colleagues.

I recommend this course to all of my other colleagues


My job offers adequate opportunity to apply some or all
that I have learnt.
The programme helped me perform better at work.
The programme taught me the ways & means through
which the work can be done better.
My superiors & colleagues have acknowledged my
improved knowledge in the field.
I believe I have been able to take more effective decisions
after undergoing the course.
I could apply some or all of the knowledge gained.

Suggestions, if any for improving the effectiveness of the training programme: -

______________________________________________________________

5SGemba

76
Qust.1 Qust. 2 Qust.3 Qust.4 Qust.5 Qust.6 Qust.7 Qust.8 Qust.9 Qust.10
Strongly
Disagree 0 0 0 0 0 0 1 0 0 0

Disagree 2 2 2 1 0 0 3 2 4 2
Agree 6 8 9 7 11 12 11 13 12 13
Strongly
Agree 17 15 14 17 14 13 10 10 9 10
Total 25 25 25 25 25 25 25 25 25 25

25

20

Strongly
15 Disagree
Disagree

Agree
10
Strongly
Agree

0
Qust. 1 Qust. 2 Qust.3 Qust. 4 Qust.5 Qust. 6 Qust. 7 Qust. 8 Qust. 9 Qust. 10

TEI for the programme 5Sgemba is 85.7%

TRAINING EFFECTIVENESS QUESTIONNAIRE (Date: --------------)

Program Name: Develop your own Potential

Name: ____________________ Division _____________ Grade: _________

Dear Respondent,

77
Please mark your responses to the following questions as given below:

Attribute Rating
STRONGLY DISAGREE 1
DISAGREE 2
AGREE 3
STRONGLY AGREE 4

ITEMS Rating
(1 To 4)
The programme helped me understand the concept of
developing our own potential.
The program increased my awareness about the importance
of developing our own potential.
I shared the knowledge I gained with my other colleagues.

I recommend this course to all of my other colleagues


My job offers adequate opportunity to apply some or all
that I have learnt.
The programme helped me perform better at work.
The programme taught me the ways & means through
which the development of potential can be done better.
My superiors & colleagues have acknowledged my
improved knowledge in the field.
I believe I have been able to take more effective decisions
after undergoing the course.
I could apply some or all of the knowledge gained.

Suggestions, if any for improving the effectiveness of the training programme: -

______________________________________________________________

Develop your own Potential

78
Qust.1 Qust. 2 Qust.3 Qust.4 Qust.5 Qust.6 Qust.7 Qust.8 Qust.9 Qust.10
Strongly
Disagree 1 0 2 2 0 0 2 0 2 4
Disagree 6 2 6 6 4 4 3 2 1 2
Agree 9 16 8 7 11 12 11 13 12 9
Strongly
Agree 9 7 9 10 10 9 9 10 10 10
Total 25 25 25 25 25 25 25 25 25 25

25

20

Strongly
15 Disagree
Disagree

Agree
10

Strongly
Agree
5

0
Qust. 1 Qust. 2 Qust.3 Qust. 4 Qust.5 Qust. 6 Qust. 7 Qust. 8 Qust. 9 Qust. 10

TEI for the training programme Develop your own Potential Is 79.5%

TRAINING EFFECTIVENESS QUESTIONNAIRE (Date: --------------)

Program Name: EMBA 2005

Name: ____________________ Division _____________ Grade: _________

Dear Respondent,

Please mark your responses to the following questions as given below:

79
Attribute Rating
STRONGLY DISAGREE 1
DISAGREE 2
AGREE 3
STRONGLY AGREE 4

ITEMS Ratings
(1 To 4)
The programme helped me understand the concept of
EMBA 2005.
The program increased my awareness about the importance
of EMBA 2005.
I shared the knowledge I gained with my other colleagues.

I recommend this course to all of my other colleagues


My job offers adequate opportunity to apply some or all
that I have learnt.
The programme helped me perform better at work.
The programme taught me the ways & means through
which the work can be done better.
My superiors & colleagues have acknowledged my
improved knowledge in the field.
I believe I have been able to take more effective decisions
after undergoing the course.
I could apply some or all of the knowledge gained.

Suggestions, if any for improving the effectiveness of the training programme: -

______________________________________________________________

EMBA 2005

80
Qust.1 1 Qust.2Qust.3 Qust.4 Qust.5 Qust.6 Qust.7 Qust.8 Qust.9 Qust.10
Strongly
Disagree 1 2 0 3 1 0 0 0 0 2
Disagree 6 4 2 4 4 3 3 2 1 5
Agree 10 6 9 7 11 12 11 13 12 9
Strongly
Agree 8 13 14 11 9 10 9 10 12 9
Total 25 25 25 25 25 25 25 25 25 25

25

20

Strongly
15 Disagree
Disagree

Agree
10

Strongly
Agree

0
Qust. 1 Qust. 2 Qust.3 Qust. 4 Qust.5 Qust. 6 Qust. 7 Qust. 8 Qust. 9 Qust. 10

TEI for the progrmme EMBA 2005 is79.1%

TRAINING EFFECTIVENESS QUESTIONNAIRE (Date: --------------)

Program Name: Emergency Management comb. Cycle Power plant.

81
Name: ____________________ Division _____________ Grade: _________

Dear Respondent,

Please mark your responses to the following questions as given below:

Attribute Rating
STRONGLY DISAGREE 1
DISAGREE 2
AGREE 3
STRONGLY AGREE 4

ITEMS Ratings
(1 To 4)
The programme helped me understand the concept of
emergency management
The program increased my awareness about the importance
of emergency management.
I shared the knowledge I gained with my other colleagues.

I recommend this course to all of my other colleagues


My job offers adequate opportunity to apply some or all
that I have learnt.
The programme helped me perform better at work.
The programme taught me the ways & means through
which the emergency management can be done better.
My superiors & colleagues have acknowledged my
improved knowledge in the field.
I believe I have been able to take more effective decisions
after undergoing the course.
I could apply some or all of the knowledge gained.

Suggestions, if any for improving the effectiveness of the training programme: -

______________________________________________________________

Emergency Management Comb. Cycle Power Plant

82
Qust 1 Qust. 2 Qust.3 Qust.4 Qust.5 Qust.6 Qust.7 Qust.8 Qust.9 Qust.10
Strongly
Disagree 0 0 0 0 0 0 0 0 0

Disagree 0 0 2 1 0 0 3 2 1 2
Agree 10 6 9 7 11 12 11 13 12 9
Strongly
Agree 15 19 14 17 14 13 11 10 12 14
Total 25 25 25 25 25 25 25 25 25 25

25

20

Strongly
15 Disagree
Disagree

Agree
10

Strongly
Agree

0
Qust. 1 Qust. 2 Qust.3 Qust. 4 Qust.5 Qust. 6 Qust. 7 Qust. 8 Qust. 9 Qust. 10

TEI for the training programme Emergency Management Comb Cycle Power Plant
Is 87.4%

TRAINING EFFECTIVENESS QUESTIONNAIRE (Date: --------------)

Program Name: Team Building & Conflict Management

Name: ____________________ Division _____________ Grade: _________

Dear Respondent,

83
Please mark your responses to the following questions as given below:

Attribute Rating
STRONGLY DISAGREE 1
DISAGREE 2
AGREE 3
STRONGLY AGREE 4

ITEMS Ratings
(1 To 4)
The programme helped me understand the concept of
Team Building & Conflict management.

The program increased my awareness about the importance


of effectiveness in managerial roles.
I shared the knowledge I gained with my other colleagues.

I recommend this course to all of my other colleagues


My job offers adequate opportunity to apply some or all
that I have learnt.
The programme helped me perform better at work.
The programme taught me the ways & means through
which the team building & Conflict management can be done
better.
My superiors & colleagues have acknowledged my
improved knowledge in the field.
I believe I have been able to take more effective decisions
after undergoing the course.
I could apply some or all of the knowledge gained.

Suggestions, if any for improving the effectiveness of the training programme: -

______________________________________________________________

Team Building & Conflict Management

84
Qust.1 Qust. 2 Qust.3 Qust.4 Qust.5 Qust.6 Qust.7 Qust.8 Qust.9 Qust.10
Strongly
Disagree 0 0 1 0 2 0 0 0 0 2
Disagree 3 6 5 6 4 3 3 2 1 6
Agree 10 4 10 8 11 12 11 13 12 9
Strongly
Agree 12 15 9 11 8 10 10 10 12 8
Total 25 25 25 25 25 25 25 25 25 25

25

20

Strongly
15 Disagree
Disagree

10 Agree

Strongly
5 Agree

0
Qust. 1 Qust. 2 Qust.3 Qust. 4 Qust.5 Qust. 6 Qust. 7 Qust. 8 Qust. 9 Qust.
10

TEI for the training programme Team Building & Conflict Management
80.2%

TEI for the month August’05 is 82.38

9.3Evaluation of Effectiveness of the Training for the month


September’05

The training progrmmes conducted during the month of September’05 are given below

85
1 Advanced PC Training
2 Basic Pc Awareness(2)
3 Basic PC Awareness
4 Breaker Maintenance
5 Best Practices In Dist.system
6 Best Practices In Dist.system (2)
7 Contract Labour Management
8 Finance For Non-Finance Executives
9 Industrial Safety Management
10 Industrial Safety Management (2)
11 Develop your Own Potential
12 Electricity Act 2003
13 Technician training (Upgraded)
14 Low Voltage S/G Maint.
15 Low Voltage S/G Maint. (2) From
16 the above
Switchgear Maintenance
training
17 Problem solving Tools progrmmes,
the
programmes selected for the evaluation are given below.

1. Advanced PC Training
2. Contract Labour Management
3. Industrial Safety Management
4. Electricity Act 2003
5. Problem solving Tools

TRAINING EFFECTIVENESS QUESTIONNAIRE (Date: --------------)


86
Program Name: Advance PC Training

Name: ____________________ Division _____________ Grade: _________

Dear Respondent,

Please mark your responses to the following questions as given below:

Attribute Rating
STRONGLY DISAGREE 1
DISAGREE 2
AGREE 3
STRONGLY AGREE 4

ITEMS Ratings
(1 To 4)
The programme helped me understand the concept of new
PCs

The program increased my awareness about the importance


of Advance PC Training.
I shared the knowledge I gained with my other colleagues.

I recommend this course to all of my other colleagues


My job offers adequate opportunity to apply some or all
that I have learnt.
The programme helped me perform better at work.
The programme taught me the ways & means through
which the work can be done better.
My superiors & colleagues have acknowledged my
improved knowledge in the field.
I believe I have been able to take more effective decisions
after undergoing the course.
I could apply some or all of the knowledge gained.

Suggestions, if any for improving the effectiveness of the training programme: -

______________________________________________________________

87
Advance PC Training

Qust.1 Qust. 2 Qust.3 Qust.4 Qust.5 Qust.6 Qust.7 Qust.8 Qust.9 Qust.10
Strongly
Disagree 1 3 1 1 2 0 1 0 0 2
Disagree 6 6 4 8 4 3 3 2 1 6
Agree 8 7 9 8 11 12 11 13 12 9
Strongly
Agree 9 9 11 8 8 10 10 10 12 8
Total 25 25 25 25 25 25 25 25 25 25

25

20

Strongly
15 Disagree
Disagree

Agree
10
Strongly
Agree

0
Qust. 1 Qust. 2 Qust.3 Qust. 4 Qust.5 Qust. 6 Qust. 7 Qust. 8 Qust. 9 Qust. 10

TEI for the proagramme Advance PC Training is 76%.

TRAINING EFFECTIVENESS QUESTIONNAIRE (Date: --------------)

88
Program Name: Contract Labour Management

Name: ____________________ Division _____________ Grade: _________

Dear Respondent,

Please mark your responses to the following questions as given below:

Attribute Rating
STRONGLY DISAGREE 1
DISAGREE 2
AGREE 3
STRONGLY AGREE 4

ITEMS Ratings
(1 To 4)
The programme helped me understand the concept of
Contract Labour management.

The program increased my awareness about the importance


of contract labour management.
I shared the knowledge I gained with my other colleagues.

I recommend this course to all of my other colleagues


My job offers adequate opportunity to apply some or all
that I have learnt.
The programme helped me perform better at work.
The programme taught me the ways & means through
which the contract labour management can be done better.
My superiors & colleagues have acknowledged my
improved knowledge in the field.
I believe I have been able to take more effective decisions
after undergoing the course.
I could apply some or all of the knowledge gained.

Suggestions, if any for improving the effectiveness of the training programme: -

______________________________________________________________

89
Contract Labour Management

Qust.1 Qust. 2 Qust.3 Qust.4 Qust.5 Qust.6 Qust.7 Qust.8 Qust.9 Qust.10
Strongly
Disagree 1 0 1 0 2 0 0 0 2 1
Disagree 3 6 5 6 4 3 3 2 2 6
Agree 9 4 10 8 11 12 11 13 11 9
Strongly
Agree 12 15 9 11 8 10 10 10 12 9
Total 25 25 25 25 25 25 25 25 25 25

25

20

Strongly
15 Disagree
Disagree

Agree
10

Strongly
Agree
5

0
Qust. 1 Qust. 2 Qust.3 Qust. 4 Qust.5 Qust. 6 Qust. 7 Qust. 8 Qust. 9 Qust. 10

TEI for the training programme Contract Labour management is 81%

TRAINING EFFECTIVENESS QUESTIONNAIRE (Date: --------------)

Program Name: Industrial Safety Management


90
Name: ____________________ Division _____________ Grade: _________

Dear Respondent,

Please mark your responses to the following questions as given below:

Attribute Rating
STRONGLY DISAGREE 1
DISAGREE 2
AGREE 3
STRONGLY AGREE 4

ITEMS Ratings
(1 To 4)
The programme helped me understand the concept of
Industrial Safety management.

The program increased my awareness about the importance


of industrial safety management.
I shared the knowledge I gained with my other colleagues.

I recommend this course to all of my other colleagues


My job offers adequate opportunity to apply some or all
that I have learnt.
The programme helped me perform better at work.
The programme taught me the ways & means through
which the industrial safety management can be done better.
My superiors & colleagues have acknowledged my
improved knowledge in the field.
I believe I have been able to take more effective decisions
after undergoing the course.
I could apply some or all of the knowledge gained.

Suggestions, if any for improving the effectiveness of the training programme: -

______________________________________________________________

Industrial Safety Management


91
Qust.1 Qust. 2 Qust.3 Qust.4 Qust.5 Qust.6 Qust.7 Qust.8 Qust.9 Qust.10
Strongly
Disagree 4 0 1 0 2 0 0 0 0 2
Disagree 6 6 5 6 4 3 3 2 1 3
Agree 7 4 10 8 11 12 11 13 12 9
Strongly
Agree 8 15 9 11 8 10 10 10 12 11
Total 25 25 25 25 25 25 25 25 25 25

25

20

Strongly
15 Disagree
Disagree

Agree
10

Strongly
Agree

0
Qust. 1 Qust. 2 Qust.3 Qust. 4 Qust.5 Qust. 6 Qust. 7 Qust. 8 Qust. 9 Qust. 10

TEI for the training programme Industrial Safety Management is 79%

TRAINING EFFECTIVENESS QUESTIONNAIRE (Date: --------------)

Program Name: Electricity Act 2003

92
Name: ____________________ Division _____________ Grade: _________

Dear Respondent,

Please mark your responses to the following questions as given below:

Attribute Rating
STRONGLY DISAGREE 1
DISAGREE 2
AGREE 3
STRONGLY AGREE 4

ITEMS Ratings
(1 To 4)
The programme helped me understand Electricity Act 2003

The program increased my awareness about the importance


of electricity act.
I shared the knowledge I gained with my other colleagues.

I recommend this course to all of my other colleagues


My job offers adequate opportunity to apply some or all
that I have learnt.
The programme helped me perform better at work.
The programme taught me the ways & means through
which the work can be done better.
My superiors & colleagues have acknowledged my
improved knowledge in the field.
I believe I have been able to take more effective decisions
after undergoing the course.
I could apply some or all of the knowledge gained.

Suggestions, if any for improving the effectiveness of the training programme: -

______________________________________________________________

Electricity Act 2003

93
Qust.1 Qust. 2 Qust.3 Qust.4 Qust.5 Qust.6 Qust.7 Qust.8 Qust.9 Qust.10
Strongly
Disagree 3 1 1 0 2 0 0 1 2 4
Disagree 3 6 5 6 4 3 3 6 3 6
Agree 10 8 10 8 11 12 11 8 12 9
Strongly
Agree 9 10 9 11 8 10 10 10 9 6
Total 25 25 25 25 25 25 25 25 25 25

25

20

Strongly
15 Disagree
Disagree

Agree
10

Strongly
Agree

0
Qust. 1 Qust. 2 Qust.3 Qust. 4 Qust.5 Qust. 6 Qust. 7 Qust. 8 Qust. 9 Qust. 10

TEI for the programme Electricity Act 2003 is 80.2%

TRAINING EFFECTIVENESS QUESTIONNAIRE (Date: --------------)

Program Name: Problem Solving Tools

Name: ____________________ Division _____________ Grade: _________

Dear Respondent,

94
Please mark your responses to the following questions as given below:

Attribute Rating
STRONGLY DISAGREE 1
DISAGREE 2
AGREE 3
STRONGLY AGREE 4

ITEMS Ratings
(1 To 4)
The programme helped me understand the concept of
problem solving tools.

The program increased my awareness about the importance


of problem solving tools.
I shared the knowledge I gained with my other colleagues.

I recommend this course to all of my other colleagues


My job offers adequate opportunity to apply some or all
that I have learnt.
The programme helped me perform better at work.
The programme taught me the ways & means through
which the problem solving can be done better.
My superiors & colleagues have acknowledged my
improved knowledge in the field.
I believe I have been able to take more effective decisions
after undergoing the course.
I could apply some or all of the knowledge gained.

Suggestions, if any for improving the effectiveness of the training programme: -

______________________________________________________________

Problem Solving Tools

95
Qust.1 Qust. 2 Qust.3 Qust.4 Qust.5 Qust.6 Qust.7 Qust.8 Qust.9 Qust.10
Strongly
Disagree 2 0 2 0 2 0 0 0 0 0
Disagree 3 6 2 6 4 3 3 2 4 6
Agree 10 4 10 8 11 12 11 13 10 9
Strongly
Agree 10 15 11 11 8 10 11 10 12 10
Total 25 25 25 25 25 25 25 25 25 25

25

20
Strongly
Disagree
15
Disagree

10 Agree

Strongly
5 Agree

0
Qust. 1 Qust. 2 Qust.3 Qust. 4 Qust.5 Qust. 6 Qust. 7 Qust. 8 Qust. 9 Qust. 10

TEI for the training programme Problem solving Tools is 78.9%

TEI for the month September ’05 is 79.02

96
Chapter-10
Findings

97
CHAPTER-10
FINDINGS

1. ANALYSIS OF TRAINING EFFECTIVENESS SURVEY CONDUCTED


DURING THE YEAR 2005

Sr Month Number Number No. of Number of Training


No of of unique programs programs effective-
programs programs qualified for considered ness index
conducted conducted evaluation for
evaluation
1 July 16 16 16 5 86.5
2 August 16 16 16 5 80.2

3 Septembe 17 17 17 5 79.2
r

Cumiativ 49 49 49 15 81.96
e

Training is conducted very effectively at TATA Power. TEI is found as around 82%
against the targeted 80%.

2.Gaps in existing Training Procedure

 Sometimes Training is conducted on activity base

Training at TATA Power is activity based and not at need based, as is the form.
Sometimes, an employee does not get training in all the needs specified by him. This might
be due to a variety of reasons ranging from his being busy with some other work to being
away on sick leave.
This happens due to absence or due to his non-availability the HOD sends someone
else in his place to attend the training program. In this way the department’s needs are
fulfilled but the individual’s needs are not.

98
 Training group formed is not at the same knowledge base
The groups of employees formed to attend the training program are not at the same
knowledge base. Some employees who already have desired knowledge end up in sitting
for a full-day training session where only half of the information is relevant to them. This is
a loss in productivity of the company.

When the training group is not on the same knowledge base it also tends to confuse
the trainer. The trainer doesn’t know at which level to start the training with. If the trainer
starts with the basics then those who already know the basics tend to get bored and
distracted. However, then those employees with an elementary knowledge of the subject
tend to feel lost.

99
Chapter-11
Suggestions

100
CHAPTER-11
SUGESSIONS

1.Introduction of Training in Intranet

Tata Power has an intranet site called ‘Sangam’. At the moment, the site is being used by
employees to assess their payslips, apply for leave etc. It is also being used as a news portal giving
employees all the current news about the power sector, about Tata Power and its competitors.

The site is the platform for introducing web-based training to all the employees.

Some of the advantages of using the intranet for training are as follows:

 Web based training (WBT) increases both productivity and learning, significant
productivity gains are generated with WBT because it’s extremely flexible. Classroom
training requires a trainer, a room, materials and enough learners to make the training work
investment. With WBT, each learner can assess training exactly when it’s needed at a time
and location convenient for that particular learner. This means no more shutdown
production lines during training and no more cancelled or postponed training sessions due
to production emergencies.
 WBT also takes less time than classroom training. Some studies have shown it to reduce
training time per learner by 40-60%. Most WBT programs enable the training to be
customised to meet a particular learner needs. So instead of sitting in a full day training
session where only half of the information is relevant to any on learner, employees can
focus on what’s most important to their specific jobs. Less time spent in training means
more time applying new skills on the job.
 Another reason for WBT’efficiency is that people learn at different speeds. In a classroom,
everyone proceeds at the same speed (usually determined by the trainer), but with WBT,
learners can work through training at their own pace.

101
 Learning retention is typically higher with WBT than it is with classroom training. One
reason for the increased retention is that learners don’t feel embarrassed to spent extra time
on topics more difficult for them.
 With WBT, learners can immediately apply what they have learned because they take the
training at the exact time they are ready to use it., not when the organization is ready to
provide it. ABT and classroom training alike need to be linked to specific business
objectives. Learners need to be held accountable, not only for going through the training,
but also using what they have learned in their jobs and processes must be put into place to
enable people to use what they have learned and to help them if they are having difficulty
applying their newly acquired knowledge or skills, assisting that must be in place prior to
rolling out a WBT program.
TATA Power should consider the five key points before launching a WBT
initiative.
1. Provide a face-to-face introduction to the training either one-to-one or in groups to
demonstrate support for the training and to convey a sense of importance in developing
new knowledge.
2. Set a deadline for the learners to complete the training. The deadline should convey a
sense of urgency. In other words, don’t give people six months to complete a program.
That sends a message that the training isn’t really all that important.
3. Review the key points of the training with the employees, either one-to-one or in a group,
once they’ve completed the training. Encourage them to ask questions about how
employees will be expected to use what they have learned.
4. Ensure that learners have opportunities to immediately use the skills gained in their jobs,
and follow up with them one-to-one to review how they are progressing.
5. Make the training available to learners as a fresher even after they’ve completed it.

2.Competency Based Approach to Training Needs Analysis.


Six critical steps are there for identifying the training needs.
1. Identify competency or success factors.
2. Build profiles
3. Assess employees
4. Identify gaps
5. Identify development options
6. Follow through

1) Identify competency or success factors.


102
Competencies or success factors are the knowledge, skills, abilities, behaviours and
characteristics that represent the fundamental skill or behavioural components of a job.
Typical approaches are based on some form of job analysis. Analysts gather
responsibility, task, skill and behaviour information for a particular job or job family and
then identify the competencies or other factors required for successful performance.

2) Build profiles
Most useful job profiles start with the establishment of two important criteria, the
criticality of each success factor & the proficiency level for each factor.
The result of this proves is a picture of the most important success factors and the
degree to which each needs to be mastered by jobholders.

3) Assess employees
You can develop reasonably accurate pictures of employee strengths and weakness by
building on the competency and success factor models.

4) Identify gaps
Now, you can compare reasonably it to the previously established job profile in
order to identify the most logical & most critical gaps in development.

5) Identify development options


Development can be linked to three primary sets of activities:
1. Formal, in-house training programs specifically designed to provide
training and development options.
2. External programs such as workshops, seminars and formal classes that also
address the identified competencies of success factors.
3. Internal, on-the-job experiences that have been identified as a source of
development and growth.
3) Follow through
Many organizations fail to follow through after development activities. The
message they send to the employees is that process stops with job analysis or employee
assessment.
If employees are expected to take part in on-going development programs,
they should see some tangible outcomes or rewards for their undertakings.

103
If managerial participation is crucial to long-term development and
maintenance of employee skill levels. Including employee development on a manager’s list
of yearly goals may be the best way to institutionalise the message of development.

104
Chapter-12
Limitations

105
CHAPTER-12
LIMITATIONS

1. Even though, 16 programmes were conducted during the months of July & August
& 17 programmes were conducted in the month of September, I was allowed to
evaluate only 5 programmes from each month.

2. Difficulty in obtaining relevant materials from the company

3. Reluctance on the part of the company to give away their closely guarded policies
of evaluating the training effectiveness

4. Difficulty in getting back the response to the questionnaire from the trained
employees regarding the training effectiveness of the programme

106
Chapter-13
Conclusion

107
CHAPTER-13
CONCLUSION

Training is conducted very effectively in Tata Power. The Training


Effectiveness Index upto September’05 is around 82% against the targeted 80%. Using WBT
Technology training will be most effective. In such a case, the training is carefully selected and it
ensures that it meets the needs of TATA Power. With some initial effort of planning, TATA Power
can create a useful and relevant process for assessing employees and jobs in order to pinpoint
development needs.

108
Chapter-14
Bibliography

109
Bibliography

1. Training Manual at Tata Power


2. The TATA Business Excellence Model Manual
3. Sites Visited
 www.Sangam.com
 www.humanresource.com
 www.humanresource.org
 www.workforceline.com

4. Various Visited:
Human Resource & Personnel Management
-By K.Ashwathappa
Handbook of Human Resources Administration
-By Joseph Famularo

110
Chapter-15
Annexure
15.1Employee ETD Need Identification
Form
15.2 Training Effectiveness Questionnaire

111
The Tata Power Company Ltd

Title : Training Need Identification

EMPLOYEE ETD NEED IDENTIFICATION FORM


Name of the Employee: Employee Number: Grade:

Division: Department:

Division: Department:

Employee or his immediate superior (in consultation with the employee) may fill in
his education, Training & Development requirements for his performance
Enhancement and self-development for the financial year in the space given below:
Sr. No ETD Need

Department head / Immediate superior of the employee may list the approved ETD
needs below, from those requested by the employee in the above space. Department
head or immediate superior may choose these needs in consultation with the employee
Before approval.
Approved ETD Needs

Department Head may give a list of other ETD needs for the employee in the space
below:
Sr No: ETD Need

Signature of Immediate Superior Signature of HOD

112
TRAINING EFFECTIVENESS QUESTIONNAIRE (Date: --------------)

Program Name:

Name: ____________________ Division _____________ Grade: _________

Dear Respondent,

Please mark your responses to the following questions as given below:

Attribute Rating
STRONGLY DISAGREE 1
DISAGREE 2
AGREE 3
STRONGLY AGREE 4

ITEMS Ratings
(1 To 4)
1. The programme helped me understand the concept of the
subject.
2. The program increased my awareness about the importance
of the subject
3. I shared the knowledge I gained with my other colleagues.

4. I recommend this course to all of my other colleagues


5. My job offers adequate opportunity to apply some or all
that I have learnt.
6. The programme helped me perform better at work.
7. The programme taught me the ways & means through
which the work can be done
8. My superiors & colleagues have acknowledged my
improved knowledge in the field.
9. I believe I have been able to take more effective decisions
after undergoing the course.
10. I could apply some or all of the knowledge gained.

Suggestions, if any for improving the effectiveness of the training programme: -

______________________________________________________________

THANK YOU
113
114