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Training and Development.
Study on ´Effectiveness of training programmes for executives in BHELµ.

India's largest engineering and manufacturing enterprise conducts regular training programs for its employees to develop them into fulfilled individuals and effective managers.

International Management Centre

TOPIC: Training and development Study on ³Effectiveness of Training Programmes for Executives in BHEL´.

Submitted in partial fulfillment of requirement of PGDM.

PGDM BATCH- 2009-11

Submitted to: Mr. Ajesh Sharma (AGM,HR) BHEL. Mr. Prabhat srivastava (Sr.Coordinator) IMC.

Submitted by: Ms. A.Mamta



I, A.MAMTA, student of INTERNATIONAL MANAGEMENT CENTRE pursuing post graduation diploma in management, 2nd semester hereby declare that the project report titled ³TRAINING AND DEVELOPMENT of executives in BHEL´ is being submitted in partial fulfillment of requirement of PGDM (batch 2009-11). This project is entirely a reflection of my efforts and analysis.

Project guides: Internal guideMr. Prabhat Srivastava Corporate guideMr. Ajesh Sharma

Undertaken by: Ms. A.Mamta


(A.Mamta) 4 .coordinator(IMC) under whose constant guidance I was able to complete my two months training and this project Report. Samir Mukherjee. I further acknowledge the great assistance and support of the entire team of Corporate (HR) in BHEL. Sr. My sincere thanks to Mr. who had provided me with the necessary congenial atmosphere for timely completion of my training project.AGM (HR). and for their cooperation and support during my period of training in BHEL.Prabhat srivastava. Library and computer facilities. Manju Prasad.Ajesh Sharma. AGM (HR) for providing me an opportunity to pursue my training in this esteemed organisation and also the necessary support and guidance without which the project would have remained incomplete.ACKNOWLEDGEMENT I acknowledge my deep sense of gratitude to Mrs. I enjoyed my training period and feel great to be associated with such a wonderful company.DGM(HR) and Mr. Mr.

52-73) (pg.14-27) (pg. y Training & Development of executives in BHEL«  HRDI  Core programmes  Extension programmes  Competency.28-51) Chapter III: y Research «  Study on Effectiveness of Training Programmes for executives in BHEL.Contents: Chapter I: y Company profile «  BHEL Overview (pg.  Findings  Conclusions & Suggestions y Appendices  Questionnaire  references (pg.Based programmes (pg.6-13) Chapter II: y Introduction to the topic «  Training and Development  Training process  Training methods  Trainers  Training administration.73-78) 5 .



Transmission 18.bhel. Prasada Rao (Chairman & Managing Director) Power generation. Transportation. India Area served Key people India and presence in 70 countries B. Renewable energy. 4430 Million Rs.6% Rs. 8 . 29352 Million Products Revenue Total assets Employees 45000 Website www. Oil and gas.COMPANY PROFILE: Type Industry Founded Public Heavy Electrical Equipment 1953 Headquarters New Delhi.

. 14 manufacturing units. BHEL offers a wide spectrum of products and services to core sectors of the Indian economy. committed to enhancing stakeholder value. commissioning and servicing of power plants all over the world. performance and profitability. power. It is one of India's nine largest Public Sector Undertakings or PSUs. known as the Navratnas or 'the nine jewels'. With corporate headquarters at New Delhi. BHEL is India¶s industrial ambassador to the world with an export presence in more than 70 countries.a dream that has been more than realized with a wellrecognized track record of performance. BHEL has around 14 manufacturing divisions. transportation. BHEL is the largest engineering and manufacturing enterprise in India in the energy-related/infrastructure sector. BHEL was established more than 50 years ago. BHEL's vision is to become a world-class engineering enterprise. eight service centers and 18 regional offices. viz. over 100 project sites. renewable energy. has described BHEL ³one of the most efficient enterprise in the industrial sector at par with international standards of efficiency´ BHEL has already obtained ISO-9000 certification for quality management and all major units/divisions of the company including the corporate office have been upgraded to the latest ISO-9000: 2000 VERSION. four power sector regional centers. BHEL has a consistent track record of growth. oil & gas. BHEL is today a key player in the power sector through the construction. One subsidiary. today. The company is striving to give shape to its aspirations and fulfill the expectations of the country to become a global player. The world bank in its report on the Indian public sector.BHEL has secured iso-14001 certification for 9 . Founded in the late 1950s. A dynamic 45000 strong team embodies the BHEL philosophy of professional excellence to take up future challenges. a widespread regional services network and project sites all over India and abroad.etc. ushering in the indigenous Heavy Electrical Equipment industry in India . The company has been earning profits continuously since 1971-72 and paying dividends since 1976-77.BHEL OVERVIEW : BHEL or Bharat Heavy Electricals Limited is a gas and steam turbine manufacturer in India. defence.

comprising advance-class gas turbine up to 289 MW (ISO) rating for open and combined cycle operations 10 . gas and hydro based utility power plants to meet customer requirements for power generation and transmission. BHEL plant at Bhopal² the first plant set up in the early 60¶s POWER BHEL manufacture a wide range of products and systems for thermal. BHEL turnkey capabilities have been proved in a number of projects in India and broad. generators. Its capability range from supplying individual equipment to setting up complete power plants on turnkey basis. nuclear.environmental management system and OHSAS-18001 certification for occupational health & safety management systems. BHEL ±built power generation sets account for nearly two-third of the overall installed capacity and three-fourth of the power generated in India THERMAL BHEL supplies steam turbines. packed by reliable after sale-services. GAS BHEL is the only Indian company capable of manufacturing large size gas based power plant equipment. boilers and matching auxiliaries up to 800 MW rating including supercritical sets of 660/800 MW. for all its major units.

capacitors and ceramic insulators.Bhel supplies a wide range of transmission products and systems of up to 400 kV class. dry-type transformers. Series and shunt compensation systems are also manufactured to minimize transmission losses. TRANSMISSION BHEL today is the leader in the field of power transmission in India with a wide range of transmission systems and products . Those include: high-voltage power and distribution transformers. SF6 switchgear. bulb turbines. for economic transmission of bulk power over long distances.HYDRO BHEL engineers and manufactures custom-built hydro power equipment. BHEL has developed and commercialised the country¶s first indigenous 36 kV Gas Insulated Substation 11 . Pump turbines. Its range covers turbines of Francis. pelton and Kaplan type. instrument transformers. Equipment for high-voltage direct current (HVDC) systems is also supplied.

valves. including electrics & control electronics. diesel shunting locomotives of up to 2600 HP. The Company has developed and supplied broad gauge 3900 HP AC locomotives. mining. super deep drilling rigs. It can also supply on-shore drilling rigs.Most of the trains of the Indian Railways are equipped with BHEL?s traction and traction control equipment. India's first underground metro at Calcutta runs on drives and controls supplied by BHEL. drive turbines. heat exchangers. refineries and petro-chemicals. sub-sea well heads. Kolkata metro equipped with bhel drives and controls: 12 . desert rigs and helirigs. BHEL has also emerged as a major supplier of controls and instrumentation systems especially distributed digital control systems for industries.000 psi to ONGC and Oil of the largest railway networks in the world is equipped with traction equipment built with BHEL . and simulators for various applications. battery powered road vehicles. 5000/4600 HP AC/DC locomotives. TRANSPORTATION Today over 70% of the Indian Railways . cement. fertilizers. like metallurgical. industrial boilers & auxiliaries. gas turbines. Diesel EMUs and OHE cars. centrifugal compressors. BHEL has acquired the technology for 6000 HP 3-phase AC Locos and started manufacturing the electrics & controls as well as those for 3-phase AC EMUs. paper.INDUSTRY BHEL manufactures and supplies major capital equipment and systems like captive power plants. waste heat recovery boilers. pumps. electric machines. BHEL is supplying X'mas tree valves and well heads up to a rating of 10. to a number of industries other than power utilities. heavy castings and forgings.

It includes Solar Energy systems viz. A large number of small hydro power stations have also been completed. Solar pumps and Solar water heating systems. PV modules. RENEWABLE ENERGY BHEL has been manufacturing and supplying a range of Renewable Energy systems and products. street lighting.DEFENSE SECTOR BHEL has emerged as a reliable supplier of strategic equipment and services to the Indian defense and paramilitary forces for over 15 years. The range of equipment covers soper rapid gun mount 76/62 caliber for naval application. BHEL also undertakes projects in the area of distributed power coverings small hydro and gas engine based generation systems. are also being explored for entry. BHEL has large infrastructure including dedicated engineering and manufacturing facilities at many locations to manufacture various types of equipment to meet the Indian defense requirement. New areas like Wind power generations etc. PV power plants. 13 .


15 .

Decreased need for supervision. so they can increase their productivity. If you hire and keep good employees. This is a mistake because ongoing training for current employees helps them adjust to rapidly changing job requirements.Training and development: Meaning: Training is the act of increasing the knowledge and skill of an employee for doing a particular job. Building a more efficient. which enhances the company's competitive position and improves employee morale. Enhancing the company's ability to adopt and use advances in technology because of a sufficiently knowledgeable staff. it is good policy to invest in the development of their skills. Ensuring adequate human resources for expansion into new programs. Specific benefits that a business receives from training and developing its employees are: y y y y Increased productivity. Training is for new employees only and not for working employees is all together wrong notion. effective and highly motivated team. Training is a short-term education process. The quality of employees and their development through training and education are major factors in determining long-term profitability of business. That. Purpose of Training and Development Process: Reasons for emphasizing the growth and development of personnel include y y y y Creating a pool of readily available and adequate replacements for personnel who may leave or move up in the organisation. 16 . Reduced employee turnover. Increased efficiency resulting in financial gains. utilizing systematic and organized procedures by which employees learn technical knowledge and skills for a definite purpose.

By doing so they keep information from subordinates and others who could be useful in the training and development process.Managers tend to have broad expertise rather than the specialized skills needed for training and development activities. Getting started . The training process is unfamiliar. The Training Process: The model below traces the steps necessary in the training process: y y y y y y y y y Organisational Objectives Needs Assessment Is There a Gap? Training Objectives Select the Trainees Select the Training Methods and Mode Choose a Means of Evaluating Administer Training Evaluate the Training A business should have a clearly defined strategy and set of objectives that direct and drive all the decisions made especially for training decisions.businesses managers find that time demands do not allow them to train employees. Broad expertise . These factors give them a sense of satisfaction through the achievement of personal and company goals. Generally they will receive a greater share of the material gains that result from their increased productivity. Why? The five reasons most often identified are: Time .Most business managers have not practiced training employees.Employees frequently develop a greater sense of self-worth. Most business owners want to succeed. dignity and well-being as they become more valuable to the firm and to society. Firms that plan their training process are more successful than those that do not. 17 . Lack of trust and openness . but do not engage in training designs that promise to improve their chances of success.Many managers prefer to keep information to themselves.

the job characteristics and the needs of the individuals. A well-conceived training program can help firm succeed. formulating a training strategy requires addressing a series of questions. A program structured with the company's strategy and objectives in mind has a high probability of improving productivity and other goals that are set in the training mission. strategy and objectives.Some business owners believe the future cannot be predicted or controlled and their efforts. This analysis will provide answers to the following questions: y y y Where is training needed? What specifically must an employee learn in order to be more productive? Who needs to be trainees? 18 .e.. a company can identify its training needs.Skepticism as to the value of the training . Identifying Training Needs Training needs can be assessed by analyzing three major human resource areas: The organisation as a whole. are best centered on current activities i. therefore. y y y y Who are your customers? Why do they buy from you? Who are your competitors? How do they serve the market? What competitive advantages do they enjoy? What parts of the market have they ignored? What strengths does the company have? What weaknesses? What social trends are emerging that will affect the firm? The purpose of formulating a training strategy is to answer two relatively simple but vitally important questions: (1) what is our business? And (2) what should our business be? Armed with the answers to these questions and a clear vision of its mission. making money today. For any business.

It is foolish to implement a companywide training effort without concentrating resources where they are needed most. the written narrative of what the employee actually does. a skills inventory can help determine the skills possessed by the employees in general. concentrate on the content of the program. If not. Training based on job descriptions should go into detail about how the job is performed on a task-by-task basis. Also.STEPS BEFORE ADOPTING TRAINING PROGRAMME Begin by assessing the current status of the company how it does what it does best and the abilities of your employees to do these tasks. In summary. This analysis will provide some benchmarks against which the effectiveness of a training program can be evaluated. Next. Analyze the characteristics of the job based on its description. Actually doing the job will enable you to get a better feel for what is done. Second. the analysis should focus on the total organisation and should tell: (1) Where training is needed and (2) Where it will work within the organisation. Your firm should know where it wants to be in five years from its long-range strategic plan. Also. Any discrepancies between actual and anticipated skill levels identify a training need. Once it is determined where training is needed. determine exactly where training is needed. in today's market-driven economy. This inventory will help the organisation determine what skills are available now and what skills are needed for future development. any attempt to develop a solid training program will fail. An internal audit will help point out areas that may benefit from training. Individual employees can be evaluated by comparing their current skill levels or performance to the organisation's performance standards or anticipated needs. it would be remiss not to ask your customers what they like about your business and what areas they think should be improved. What you need is a training program to take your firm from here to there. consider whether the organisation is financially committed to supporting the training efforts. 19 .

Setting goals not only helps to evaluate the training program but also motivate employees. the next decision is who should be trained? For a business. and to make the most efficient use of resources possible. Training an employee is expensive. Training programs should be designed to consider the ability of the employee to learn the material and to use it effectively.Selection of Trainees Once decided what training is necessary and where it is needed. It is also important that employees be motivated by the training experience. Course objectives should clearly state what behavior or skill will be changed as a result of the training and should relate to the mission and strategic plan of the company. it is important to carefully select who should be trained. Training Goals The goals of the training program should relate directly to the needs determined by the assessment process outlined above. Allowing employees to participate in setting goals increases the probability of success. Employee failure in the program is not only damaging to the employee but a waste of money as well. this question is crucial. Therefore. especially when he or she leaves your firm for a better job. 20 . Goals should include milestones to help take the employee from where he or she is today to where the firm wants him or her in the future. Selecting the right trainees is important to the success of the program.

Lectures present training material verbally and are used when the goal is to present a great deal of material to many people. Most of these techniques can be used by small businesses although. The key members in the organisation. simulation. Personnel rules and regulations. employees should be informed of the details. Orientation training should emphasize the following topics: y y y y The company's history and mission. case studies. The first several days on the job are crucial in the success of new employees. internships and assistantships. programmed instruction and laboratory training. lecturing is the most costeffective way of reaching large audiences. special study. A timetable should be established with periodic evaluations to inform employees about their progress. Individual circumstances and the "who.Training Methods There are two broad types of training available to business: ³On-the-job and off-the-job techniques´. television conferences or discussions. it is hard to ensure that the entire audience understands a topic on the same level." "what" and "why" of your training program determine which method to use. role playing. In this way. they do not lose time while they are learning. This point is illustrated by the fact that 60 percent of all employees who quit do so in the first ten days. by targeting the average attendee you may under train some and lose others. and how the department helps fulfill the mission of the company. Orientations are for new employees. some may be too costly. Despite these drawbacks. Also. Lecturing is one-way communication and as such may not be the most effective way to train. After a plan is developed for what should be taught. job instruction training. apprenticeships. Off-the-job techniques include lectures. On-the-job techniques include orientations. It is more cost effective to lecture to a group than to train people individually. 21 . films. job rotation and coaching. The key members in the department. On-the-job training is delivered to employees while they perform their regular jobs.

22 . Experienced employees can describe real world experiences. but may be beyond the resources of some small businesses. Apprenticeships develop employees who can do many different tasks. the instructor need not be present. The adage there is no better trainer than experience is exemplified with this type of training. This is a good strategy for those businesses where an employee may be required to multitask. they allow material already learned to be bypassed in favor of material with which a trainee is having difficulty. This is not true with lectures. One advantage is that the presentation is the same no matter how many times it's played. This method is cost effective and is used in marketing and management training. nor does it allow for changes in the presentation for different audiences. and they take place over a long period of time in which the apprentice works for. and with. which can change as the speaker is changed or can be influenced by outside constraints. After the introductory period.Role playing and simulation are training techniques that attempt to bring realistic decision making situations to the trainee. Also. videotapes and films are the most effective means of providing real world conditions and situations in a short time. and the trainee can learn as his or her time allows. Internships and assistantships are usually a combination of classroom and on-the-job training. the senior skilled worker. Apprenticeships are especially appropriate for jobs requiring production skills. The employee learns a little about everything. computer-aided instruction and interactive video all have one thing in common: they allow the trainee to learn at his or her own pace. They usually involve several related groups of skills that allow the apprentice to practice a particular trade. Programmed learning. It is usually used in training for managerial positions. Likely problems and alternative solutions are presented for discussion. They are often used to train prospective managers or marketing personnel. The major flaw with the audiovisual method is that it does not allow for questions and interactions with the speaker. Job rotation involves moving an employee through a series of jobs so he or she can get a good feel for the tasks that are associated with different jobs. and can help in and learn from developing the solutions to these simulations. Audiovisual methods such as television. These methods sound good.

Laboratory training is conducted for groups by skilled trainers. Many businesses use in-house personnel to develop formal training programs to be delivered to employees off line from their normal work activities. They must be aware of the knowledge and skills necessary to make a productive employee. In-house training is the daily responsibility of supervisors and employees.and middle management trainees to develop a spirit of teamwork and an increased ability to deal with management and peers. The investment will pay off in increased productivity. continuing education programs. chambers of commerce and economic development groups. the outside trainer can develop this knowledge quickly by immersing himself or herself in the company prior to training the employees. It usually is conducted at a neutral site and is used by upper. 23 . It can be costly and usually is offered by larger small businesses. Trainers Who actually conducts the training depends on the type of training needed and who will be receiving it. These trainers have a more general knowledge of customer satisfaction and needs. off-the-job training. Selecting an outside source for training has advantages and disadvantages. technical and vocational schools. There are several ways to select training personnel for off-the-job training programs. the training of their subordinates. In many cases. which is often not the case with in-house personnel. by either in-house personnel or outside instructors. The biggest advantage is that these organisations are well versed in training techniques. during company meetings or individually at prearranged training sessions. On-the-job training is conducted mostly by supervisors. therefore. They also must be aware of how adults learn and how best to communicate with adults. These supervisors should be taught the techniques of good training. The disadvantage of using outside training specialists is their limited knowledge of the company's product or service and customer needs. Business need to develop their supervisors' training capabilities by sending them to courses on training methods. Trainers should be taught to establish goals and objectives for their training and to determine how these objectives can be used to influence the productivity of their departments. There are many outside training sources. including consultants. Supervisors are ultimately responsible for the productivity and.

An effective training program administrator should follow these steps: y y y y y y y y Define the organisational objectives. Training Administration Having planned the training program properly. the manager must administer the training to the selected employees. Facilities. Timing. Administer the training. Decide who should do the training. Equipment. Following these steps will help an administrator develop an effective training program to ensure that the firm keeps qualified employees who are productive.Another disadvantage of using outside trainers is the relatively high cost compared to in-house training. happy workers. Develop training methods. Evaluate the training program. Questions to consider before training begins include: y y y y y y Location. although the higher cost may be offset by the increased effectiveness of the training. Decide whom to train. 24 . Whoever is selected to conduct the training. Determine the needs of the training program. It is important to follow through to make sure the goals are being met. either outside or in-house trainers. This will contribute positively to the bottom line. Comfort. Define training goals. Accessibility. it is important that the company's goals and values be carefully explained. Careful attention to these operational details will contribute to the success of the training program.

Any discrepancies should be noted and adjustments made to the training program to enable it to meet specified goals. Checklist for evaluating a test. An analysis of the business needs or other reasons the training is desired. why a training program is seen as the recommended solution to a business problem.Evaluation of Training Training should be evaluated several times during the process. Determine these milestones when you develop the training. Timely evaluation will prevent the training from straying from its goals. Types of Needs Analyses Many needs assessments are available for use in different employment contexts. 1. The identification of training needs is the first step in a uniform method of instructional design. How to determine training need ? Highlights: 1. Types of Needs Analyses 2. The important questions being answered by this analysis are who decided that training should be conducted. Employees should be evaluated by comparing their newly acquired skills with the skills defined by the goals of the training program. 25 . y Context Analysis. Sources that can help you determine which needs analysis is appropriate for your situation are described below. Techniques 3. Principle of Training It is important to identify training needs before trying to implement any training solutions. what the history of the organisation has been with regard to employee training and other management interventions. Many training programs fall short of their expectations simply because the administrator failed to evaluate its progress until it was too late.

Effective training results in a return of value to the organisation that is greater than the initial investment to produce or administer the training. what their learning style is. Techniques Several basic Needs Assessment techniques include: y y Direct observation Questionnaires 26 . It is important to determine if training will be effective in its usage. laws. This information comes from manuals. documents. The important questions being answered by this analysis are who will receive the training and their level of existing knowledge on the subject. Analysis of whether training is the desired solution. or regulations. Analysis of the return on investment (ROI) of training. and who will conduct the training. this analysis seeks to specify the main duties and skill level required.y y y y y User Analysis. Training Suitability Analysis. However. 2. Also known as a task analysis or job analysis. Analysis of documents. it may not always be the best solution. An experienced worker can assist (as a subject matter expert) in determining the appropriate content. This analysis answers questions about what knowledge or information is used on this job. Analysis dealing with potential participants and instructors involved in the process. procedures used on the job. It is important that the content of the training does not conflict or contradict job requirements. Content Analysis. Analysis of the tasks being performed. Training is one of several solutions to employment problems. Principle of Assessment Use assessment instruments for which understandable and comprehensive documentation is available. This is an analysis of the job and the requirements for performing the work. This helps ensure that the training which is developed will include relevant links to the content of the job. Work analysis. Cost-Benefit Analysis.

y y y y y y y Consultation with persons in key positions. Checklist for Training Needs Analysis It is helpful to have an organized method for choosing the right test for your needs. A sample checklist that may find useful appears on the following page. The checklist should summarize the kinds of information discussed above. is the test valid for your intended purpose? Is it reliable and fair? Is it costeffective? Is the instrument likely to be viewed as fair and valid by the test takers? Also consider the ease or difficulty of administration. 27 . and interpretation given available resources. scoring. Completing a checklist for each test you are considering will assist you in comparing them more easily. A checklist can help you in this process. and/or with specific knowledge Review of relevant literature Interviews Focus groups Tests Records & report studies Work samples 3. For example.

perceive his role and responsibilities and participate and contribute positively to the growth and success of the company. improve his capabilities. To enable each employee to achieve his potential.BHEL is the largest engineering and manufacturing enterprise which conducts regular training programs for its employees to develop them into fulfilled individuals and effective managers. To built in human resources continuously and be alive to their needs. 28 .

a cornerstone of BHEL¶s learning infrastructure . It is their constant endeavour to take HRD activities to the strategic level of becoming an active partner for achieving the organisational goals.e. To achieve this aspect of training. HRDI is playing a pivotal role in institutionalizing `mentoring¶ throughout BHEL. along with human resource development centre and advance technical education training centre(ATEC) in Hyderabad. Training needs are identified through comprehensive organisational research. suggestions from participants. data from E-map. through various HRD efforts ensure that the prime resource of the organisation-Human Capital-is `Always in a state of readiness¶ to meet the dynamic challenges posed by a fast changing environment. supervisory trainees and artisan trainees. The various types of programme being conducted at HRDI are:       Core programmes Competency based programmes Strategic need based programmes Functional programmes Extension programmes Others programmes HRDI has streamlined induction training for new entrants and has published induction training modules at three levels i. In additions. dakshata. 29 . HRDI develops executives through a step by step strategic long-term training process and several short ± term need based programmes. inputs from HRDI/HRDC¶s. executives of BHEL are trained in a dedicated training centre know as HRDI. inputs from top management. HRDI The human resource development institute situated in Noida. HRDI provides professional support to corporate HR and HRD. nipun and Praveen for engineers/executive trainees.

Manager SR. Manager Manager DY.Grades & Designations of executives in BHEL: Grade E9 E8 E7 E6A E6 E5 E4 E3 E2 E1 ET JE Designation Executive Director General Manager Additional General Manager SR. General manager DY. General Manager SR. Executive/SR. Engineer Executive/ Account Officer/ Engineer Executive Trainee/ Engineer Trainee Junior Executive 30 . Account Officer/ SR. DY.

Core Programmes Strategic General management management programme programme Young Manager programme 31 .

y Champion development of proactive strategies. the participant wil be able to: y Enhance understanding of the business environment and its short and long term impact on the organisation. y Lead change in the organisation. 32 . y Grade: E6A to E7. and contribute to strategic directions and develop strategies for growth and sustainability. Selection parameter: y Age limit: upto 52 years. y Consist good track record.Strategic Management Programme Overview: BHEL needs leaders. one programme in functional Coverage/focus on: Business environment. align their actions with the organisational strategies. y Prioritize their actions in line with organisational strategies. Technology management: Strategic issues and imperatives. y Should have attended at least management area during who can understand the rapidly changing competitive environment. Objective: After attending the programme. national and its impact on BHEL strategies covering: y Industry and competitive analysis y Sources of competitive advantage y Global competition y Environmental issues y Corporate governance y Concept of strategic management including strategic planning y Strategy mapping Marketing strategic focus: y Market analysis and strategy y Positioning BHEL as customer focused organisation y Pricing and deliveries.

Fitness focus: y Holistic approach to health management.focuses on: y Cost management y Caoital budgeting and project investment decisions HRM strategic focus: y Leading by values y Managing change in turbulent times. Case presentation and action planning and valediction Top management interaction: y Interaction with CMD and Directors. y Strategic issue in outsourcing and supply chain management y Future of manufacturing. Business games Financial management.Functional management: Strategic focus coveringy Growth by merger and acquisition. y New stratergies in managing projects. 33 . Duration: y 13 days programme.

seize and actualize the opportunities prevailing in the fast changing business environment.General Management Programme Overview: This programme provides an opportunity to participants to view various functions of organisation from senior management perspective to enable them to identify. y Set excellence driven goals for self and others y Be more effective in leading others y Enhance their readiness to shoulder higher responsibilities Selection parameter: y Age limit: up to 47 years y Grade: E5 to E6 y Consist good track record y Potential to grow in the organisation. Objective: After attending the programme the participants will be able to: y Appreciate interdependencies in the organisation and acquire holistic perspectives required for becoming an effective business manager.current initiatives  y y y y y y y y y Knowledge and functional areas: Managing project Supply chain management Technology management Manufacturing management Marketing in BHEL Understanding financial health. Enhancing operations efficiency Preventive vigilance HR as business partner  General awareness: 34 . Coverage:  Business environment and strategic plany Recent development in national and international business y BHEL strategic plan 2010.

alternative therapies. holistic health management.  Interaction with top management  y y y  y y y y y Creative problem solving: Problem solving methods Understanding blocks to creativity And overcoming them Behavioral inputs: Group process Understanding self and other Leadership Motivation for excellence Developing superior teams  Duration: 13 days programmes 35 . meditation.y

Introduction 2.Young Manager Programme Overview: Acting as spring board for excellence driven young executives. y Enhance their drive for excellence y Lead themselves effectively. Selection parameter: y Age limit. -supply chain management 36 . E-map rating of last 3years=4. Scheduling 5. Project management in BHEL.  Finance management -understanding profits and loss account balance sheets -working capital management  Commercial management in BHEL. y Appreciate interrelationship of key functions for synergy. Objective: After attending the programme the participants will be able to: y Have a greater awareness of how the organisation operates in the dynamics environment. YMP aims to Borden general business outlook. Networking 4. Work breakdown 3. Cost and time overrun 7. -concepts and practices of commercial management as applicable to BHEL. widen inter-functional knowledge and lays the foundation for business leadership in future. Resource leveling 6.25 minimum Coverage:  Business environment  Project management 1.E3: upto 35 and E4: upto 38 y Grade:E3-E4 y Good track record y Av.

-recent trends in management -legal aspects managers should know  Use of hindi ±rajbhasha  Emerging trends in technology  Being vigilant  interaction with CMD and / or  Director(personnel)/director(finance)/Director(power)/ Director (E&R&D)  health management  leading self(EI/IPR/personnel effectiveness)  group processes  presentation skills 37 .

Extention programmes senior management programme Middle manager programme self starter programme 38 .

y Contribute effectively towards change process. Selection parameter: y Grade:E6-E7 y Age limitation:48 to 58 years y The person who has not attended General management programme is not eligible to attend Senior management programme Coverage:  Environment o National and international business scenario  Functional o Strategic management: concepts & practice o BHEL strategic plan 2012: implementation  Customer orientation  Project management  Financial management  Vigilance  Supply chain mgmt. & outsourcing strategies  Managerial and leadership: o Time management 39 . Objective: After attending the programme participants will be able to: y improve managerial and leadership effectiveness y Translate strategies into action plans for effective implementation to achieve organisational goals.Senior Management Programme Overview: The programme aims at enhancing the managerial &leadership skills of the participants for translating the organisational strategies into workable action plans and their implementation for achieving organisational goals.

o Developing subordinates(Pygmalion. feedback & counseling) y Behavioral: o Emotional intelligence o Personal effectiveness o Managing change o Role efficacy Interaction: o Interaction with tip management o Interaction with exemplary personality mentoring & coaching. y Duration: o 11 days 40 .

48 to 58 years y The person who have not attended young manager programme or/and general management programme is not eligible to attend this programme.Middle Managers Programme: Overview: The programme aims at improving the personal and managerial effectiveness of the participants for enhanced alignment to organisation goals.E3 to E5 y Age limit. Coverage:  Environment o National and international economic and political scenario  Customer orientation: o Concept and interaction  Project orientation  Financial management: o o o o Balance sheet Profit and loss A/c Vigilance Rajbhasha  Managerial: o Managerial effectiveness( reddins modal) o Decision making o communication skills o line managers as HR managers 41 . Objectives: After attending the programme participants will be able to: y Enhance personal effectiveness y Enhance managerial effectiveness y Align themselves better to organisational goals Selection parameter: y Grade.

 behavioral: o understanding self and others o personal effectiveness o interpersonal relationships o conflict to collaboration o leaderships o team work o achievement motivation o positive thinking o role efficacy  health  interaction: Interaction with top management Interaction with exemplary personality Duration: o 14 days 42 .

Self Starters Programme Overview: This programme aims at igniting the passion of high potential young executives to become proactive managers giving superior results in their present and future roles. y Maintain positive outlook. y Communication effectively Selection parameter: y Grade-E2 y Age limitation.50 and upwards Coverage:  National and international business environment of BHEL. Objectives: After attending the programme the participants will have enhanced ability to: y Align oneself to organisation expectations y Set challenging goals and take action to meet and exceed them.mission and values and strategic plan 2012  Business areas of BHEL  Setting challenging goals  Goal accomplishment  Customer orientation creativity and risk taking  Creative problem solving  Decision making 43 . y Be decisive in sensitive situation. y Be persistent in difficult situation y Understand self and others.  Vision . y Looks beyond ³the box´ for creating and using innovation ideas for solving emerging problems.upto 31 years y Average map rating of past 4 years: 4.

44 . Positive thinking  Locus of control  Emotional intelligence  Interpersonal relations  Communication  Team work  Interaction with top management  Health management Duration: o 11 days.

Competency based programmes Initiative. risk taking & achievement motivation creative problem solving customer focus planning and organising teamwork and interpersonal relations strategic thinking 45 .

initiative and achievement syndrome y Creativity and risk taking behavior y Identifying and overcoming obstacles in setting and accomplishing challenging goal y Action planning and valediction Duration: o 3 days 46 . Risk taking & Achievement Motivation Overview: The programme aims to enhance participant¶s ability of initiating. the participant will be able to: y Set and meet challenging goals y Take initiative for delivering desired business results y Assess and take risks to make significant gains y Identify and overcome the obstacles y Strive for continuous improvement For whom: o E5 and above working in various functions Coverage: y Understanding motivational process y Goal setting. risk taking and zeal to excel. Objectives: After attending this programme.Initiative.

Creative Problem Solving Overview: This programme aim at stimulating creative thinking of participants and enabling them learn the process of creative problem solving so that they are able to use the methodology in their work place. Coverage: y Types of thinking y Thinking orientation y Understanding creativity y Personal creativity styles y Risk taking y Barriers to creativity y Creativity techniques y Creative problem solving y Case/exercise y Film y Action planning Duration: o 3 days 47 . For whom: o E5 and above working in various functions. y Use the creative problem solving approach in a systematic manner. Objective: After attending the programme the participants will b able to:y Stimulate their thinking(analytical and creative) y Look into their barriers to creativity and evolve action plan for its removal.

Customer Focus Overview: ³There is only one valid definition of business purpose. the participant will be able to:y Understand the impact of competitive global environment on one¶s responses to internal and external customers for enhancing company¶s comparative advantage. Objectives: After attending this programme. For whom: o E5 and above working in various functions. in the rapidly changing business environment. know their needs. y Enhance their responsiveness towards customer needs. Coverage: y World business and economic environment y Identification and interpretation of customer¶s needs and current status y Looking at the business through the eyes of the customersunderstanding customer feedback/ behavior for enhancing values for products and services y Customer complaint management y Understanding and managing emotions y Action planning Duration: o 3 days 48 . What the business thinks it produces is not of importance. What the customer thinks he is buying. y Provide leadership for creation of environment of customer focus. Therefore.To create a customer. and find innovation ways to enhance value and constantly strive to meet them. it is the need of the hour that everyone in the organisation identifies themselves with customers. what he considers µvalue¶ is decisive´.

Objectives: After attending this programme . daily work planning y Time management y Visualization and goal direction setting y Organizing with delegation Duration: o 3 days 49 . the participants will be able to plan and organize their own activities both at their individual as well as group/ organisational level in order to ensure accomplishment of specific objectives.Planning and Organizing Overview: Planning and organizing is the ability which enables establishing systematic action plans for self and others to assure accomplishment of specific objectives. For whom: o E5 and above working in various functions Coverage: y Multi level planning y Analyzing internal and external environment y Work planning and prioritization y Project planning y Intergroup planning y Self organizing.

participants will be able to become a better team player by: y Understanding and experiencing the dynamics of an effective group. y Maintaining smooth co-operative working relationships with coworkers. y Understanding their own preferred styles of conflict resolution and its implications y Developing ability to synergize the team members. Its also aims to get an insight in to factors affecting interpersonal relationships.Teamwork and Interpersonal Relations Overview: This programme aimed at enhancing the team working by getting an insight into the underlying factors. superiors and customers. y Internalizing the importance of mutual trust and collaboration.functional vs. Objectives: After attending this programme. maintenance y Decision making y Conflict resolution styles y Interpersonal need and behaviours y Managing emotions y Action planning Duration: o 3 days 50 . For whom: o E5 and above Coverage: y Group processes. Dysfunctional y Group role and task vs.

Strategic Thinking Overview: Strategic Thinking is the ability to think in a broader sense about organisational issues and identify the key underlying factors in complex organisational situations. seize and actualize opportunities for achieving organisational vision. Objectives: This programme will enhance the ability of participants toy Orient themselves to different types of thinking. y Differentiate between operational and strategic issues y Link one¶s plans to organisation¶s strategic plans and act accordingly y Identify. For whom: o E5 and above Coverage: y Thinking process y Creative thinking exercise y Strategic thinking y Strategic option y Learning recapitulation y Action planning Duration: o 4 days 51 . mission and values. It also enables identification of priorities and opportunities to develop necessary business plans and align daily activities with long range vision and direction of the organisation.

52 .CHAPTER III: RESEARCH Study on ³Effectiveness of Training and Development Programmes for Executives in BHEL´.

53 . The µwhy¶ would indicate the shortfall in performance.Objective:  TRAINING is only effective if it produces results.(random sampling) Evaluation tools: The results for objective type questions were analyzed through SPSS analytical software and are clearly expressed through pie-charts and bar graphs in percentage. so only the available executives were provided with the questionnaire. siri fort. The next question is how the performance can be measured once the training exercise is over to see if any improvement has taken place. When the organisation is beginning the training and development programme. there should be an ideal forum in which the evaluation scheme can be built. Sample: y Number of questionnaires given (or sent) to executives = 50 y Number of questionnaire received completed by executives= 30 y The survey was conducted only in the corporate office. so the sample size was small and a balanced across-the-organisation and since this organisation is consisting of certain departments. Research methodology: Survey method: Questionnaire mode has been adopted to conduct the study. The questionnaire is a blend of 20 objective questions through which the evaluation of effectiveness of the training programmes in BHEL for Executives has been done. a survey was conducted. That forum would have identified not only what kind of training is needed. New Delhi) on ³Training Effectiveness´ on a sample comprising executives working there. in BHEL (corporate office. Keeping this objective in view. but also why that training is required at all.

1 Finding: the response throws an intresting feature. 54 .only 13% felt that they were completely successful in the above aspects.Findings: The first question consists of 6 parts. with each one aimed at different facets of an executives working environment with linkage to Training & development as a focal point. requirement and responsibilities of job.while 60% felt that T&D programmes are ³generally successful´ in understanding one¶s nature.  First part of the question relates to the effectiveness of the T&D programmes on one¶s level of understanding with respect to one¶s nature. requirment and responsibilities of executive¶s job.the responses have been presented in the pie chart as indicated below:- Fig 1. Conclusion: The can be logically construted that T&D programmes needs to be aligned with ones job responsibilities which will make them compatible and make T&D activity more effective.

2 Finding: The responses show that 50% of executives felt that T&D programmes are ³generally successful´ in enhancing their knowledge about basic principles of management. which is very important for an executive in order to perform efficiently. 55 . More than 23% felt that the programme do not enhance knowledge about this aspect. Only 27% felt that the programme were completely successful in enhancing their knowledge.The second part of the question relates to the efficacy of the T&D activity with the understanding of basic principles of management. Conclusion: Referring the above data it can be concluded that the T&D programmes need to improve in giving complete knowledge about basic principles of management to the executives which would help them to develop a stronger base in initial stages of their career ladder.The responses have been presented in the pie-chart as indicated below:- Fig 1.

The responses have been presented in the pie chart below: Fig 1.The third part of the question deals with efficacy of the T&D programme in developing interpersonal skills of an executive.3 Finding: The responses clearly show that only 27% of executives felt that the T&D programme help them in developing their interpersonal skills whereas 40% felt that were ³limited successful´ and 33% felt they were ³generally successful´. it indicates that programmes are so designed that few topics get more priority and time spent on the topic like ³interpersonal skills´ is less. 56 . so the programmes should focus on improving this aspect as it is very beneficial in avoiding interpersonal conflicts in the organization and allows improvement in building relationships. Conclusion: it can be logically concluded that T&D programme are lagging behind in developing interpersonal skills of executives.

4 Finding: 70% of the executives felt that the programmes were not successful that successful in making them understand concepts on Human behavior. 57 . Fig 1.The fourth part of the question deals with efficacy of T&D programme in increasing effectiveness of executives as a leader through better understanding of human behavior. The responses have been presented in pie chart below. Only 27% felt that the programmes completely successful in enhancing their effectiveness. Conclusion: Through the above finding it can be concluded that the programmes are not successful in enhancing executives knowledge about the concept human behavior which would increase their effectiveness as a leader so more emphasis should be given on this aspect because it gives ability to study and judge human behavior in different situations and to make right decisions at right time. 3% of them felt that the programme failed in enhancing their effectiveness as a leader through a better understanding of human behavior.

6 58 . The responses have been presented in pie chart below.The fifth and sixth part of the question deal with the efficacy of t&d programmes in increasing understanding and knowledge of executives about companies policies and operations.5 Fig 1. Fig 1.

Only 30% and 33% of executives consider the programmes as completely successful. Conclusion: ³To increase the knowledge about company¶s policies and operations certain period of experience is must´. In my view the executives gain knowledge after a certain period of experience in the company and cannot be substituted by short term programmes.Finding: The responses in above pie chart show that 60% and 50% of executives consider the programmes as limited successful in improving their understanding and Knowledge Company¶s and operations respectively and 10% and 17% of executives consider the programmes as ³failed´. which show that the short term programmes do not give full knowledge the policies and operations of company at present. The statement gets ratified by the above findings. 59 .

60 . Conclusion: Through above responses it can be concluded that training programmes should be more need based. It is very important to design the training programmes after analyzing needs of executives individually.The second question aimed at finding. as to whether the training programmes successfully met the needs of the respondent as an executive or not.7 Findings: The response show that 57% of the respondent felt that T&D programmes met their needs as an executive but 43% of them that training programmes did not met their needs to the level of satisfaction. The responses have been plotted in form of the bar graph below: Fig 1.

61 .8 Finding: The responses indicate that the identification is not done scientifically in the organization. Fig 1.56% said that it is being ³partially´ done and 33% said that it is ³not at all´ done.The third question of the survey was asked to indicate whether the training identification was done scientifically or not in the organization. It will reduce the wastage of time which is spent on non value adding activities and also reduces employees¶ criticism towards the organization. Conclusion: It can be logically concluded that first the identification of training should be done in a scientific/organized manner and then the identification of training programmes required addressing the same should be done. The responses have been presented in pie chart below. Only 10% of respondents said that their organization scientifically identifies the training for its employees.

after they attend the training programmes. Conclusion: Through the responses above a conclusion can be drawn that there might be problems in t programmes or the executives find it difficult to implement. The responses have been presented in pie chart below.9 Finding: The responses throw light on important feature while 50% of executive felt that their subordinate ³somewhat´ reflect change in their attitude and competency level after attending T&D programmes and 33% of them felt there was no change to be seen in their subordinates in the context of above aspects. Fig 1. The change might not be seen due to lack of supervision.The fourth question to executives was to judge the change in attitude/behavior or competency level of their subordinate/peers. 62 . So these problems should be eradicated to bring change in the attitude and competency level of the executives. Only 17% felt that their subordinate felt change.

Fig1. Conclusion: The percent of executives who felt that the training inputs are partially relevant and irrelevant cannot be ignored. So there is a need of comparison of training inputs with the needs or problems faced at workplace. which would make executives more creative and will improve departmental practices and procedures. The responses have been presented in pie chart below.The fifth question aimed at the executives to state the relevancy of training inputs in their work area.10 Finding: According to the figure only 6% felt that the training inputs were ³irrelevant´ to their work. whereas 53% consider that the inputs are ³relevant´ and 40% of them state inputs as ³partially relevant´ to their work area. 63 .

Lack of interest can also be the reason. The responses have been presented in pie chart below Fig 1. Conclusion: It is clear that very few of the executives implement the input received from T&D programmes. This could be the effect of ignorance of the superior /supervisors or difficulties faced by executives in implementation of the inputs.The sixth question was to know whether the executives were able to implement the inputs received in the training programmes at work place or not. Therefore. these problems can be overcome with proper feedback sessions and strict supervision because if the inputs are not implemented than it is considered to be the failure of T&D programmes. But 3% 0f executive do not implement anything whereas only 3% of them implement all the input received during T&D programmes.11 Finding: It the responses show that 60% of the executives implement most of the inputs received from the training programmes and 33% state that they are able to implement a certain part of it. 64 .

In seventh question the executives were asked to state the attitude of their superior / supervisors towards them after they complete the training. The responses have been presented in pie chart below Fig 1. If the superior will not take initiative to supervise or encourage subordinate then they will also take the training lightly.12 Finding: The responses show that 37% of executive felt that their superior are moderately interested and 20% of them felt that their superior ignore effects. they will be demotivated and will never try to incorporate the new things they have learnt. moderately interested and ignore effects of the subordinates when it comes to the implementation of inputs or change according to T&D programmes. Conclusion: It can be logically concluded that the superior are neutral. Only 17% said that their superior assist in practicing inputs received. 65 .26% of them also felt that their superiors are neutral and do not assist in implementation of the inputs received in training.

their attitude towards job improves fully or to an extent.The eighth question asked the executives to tell. whether their attitude towards job. Conclusion: According to the finding.13 Finding: 67% and 30% of executives felt that. it can be concluded that. 66 . These states that the T&D programmes are successful in building positive attitude/ thinking in them. their attitude towards job improves. Only 3% of them felt that their attitude remained unchanged towards job. The responses have been presented in pie chart below Fig 1. after training improved or not.

The responses have been presented through bar graph as indicated below: Fig 1.The ninth question was asked to the executive to state whether the materials provided during the training session were useful during the programme.14 Findings: The responses show that 87% of the executive felt that the training materials were very useful during the training process. it can be considered that the training materials were helpful. which made the executives to better understand the concepts. Conclusion: According to the above result. 67 . Only 13% of tem felt the material were not useful.

15 Finding: The responses show that. the conclusion can be made that the reading material provided during training are also referred by them while performing their jobs. at their work place.The tenth question was asked to the executive to state whether they refer to the reading materials provided during the training session while performing their job or not. So the quality of the reading material can be considered good. 67% of executives refer the reading materials provided to them during the T&D programmes. Where as only 33% do not refer the materials. This states that. the materials are good collection of the concepts and the theories and also give clear picture to refer step-bystep process for reference. Conclusion: Through the above findings. The responses have been presented through pie chart as indicated below: Fig 1. 68 .

understudy to train them. Conclusion: The results state that the organization provides their employees with on-the-job training too. It endures a scene of attachment to the parent organization and become more confident to handle any implementation or change process. the executives were asked that. understudy as a method of training inputs to them. coaching.16 Finding: According to the responses. 70% of executives¶ state that their organization also provides them with on-job-training. The responses have been presented through pie chart as indicated below: Fig 1. Whereas only 30% stated that their organization does not give on-the-job training to train them. this type of training is also very important as the off-the-job training is. It helps to build a qualitative and quantitative approach to the general problems faced at the workplace. 69 .The eleventh question was to know whether this organization give emphasis to on the job training to its employees or not. coaching. Like job rotation. Does their organisation provide job rotation.

70 . The trainee would not be able to understand the concepts.17 Findings: the responses show that 90% of executives felt that the training were not very difficult or technical to understand. Conclusion: the responses above state that the T&D programmes were not technical or difficult. only 10% felt.The twelfth question was asked to the executives to state whether the training programmes were too difficult and technical to understand or not. The training programmes should always match the wave length of the trainee. The responses have been presented through bar graph as indicated below: Fig 1. Whereas. It would be like ³showing rainbow to a blind person´. it difficult and technical. because if the training programmes are too complicated than it will not be compatible to the participant.

And only 20% felt that they were not answered to the level of satisfaction. The responses have been indicated in form of bar graph below: Fig 1.18 Findings: The responses state that 80% of executives were answered their queries.The thirteenth question was asked the executives to classify weather all the queries during the training programmes answered to satisfaction level of or not. till the level of satisfaction. Conclusion: The above result state that all the queries of the executives were answered to the level of satisfaction. 71 . This is very important for the success of any training and development programmes. because queries if not answered will create a problem in understanding the concept and will also create difficulty while pursuing job.

90% of the executives state that the trainers were completely knowledgeable of the topics and concepts to train them. The results have been clearly expressed in form of bar graphs below: Fig 1. And only 10% of them classify the trainer were not well informed and were not familiar with the topics. o And were the trainers well prepared for the training sessions.The last two questions were for the evaluation of the trainer¶s effectiveness in training programmes through these following points taking into picture: o Were the trainers knowledgeable about the topics during the training programmes. 72 .19 Finding: According to the responses.

Fig 1.20

Finding: the responses show that, 93% of executives state that the trainers were well prepared for the training session and 75% felt that the trainers were not well prepared for the training sessions.

Conclusions: y Trainers are the most important person on whom the training depends and he is the person who acts as a bridge the gap between the trainee and the objectives/results.(fig 1.19 &1.20) y So it is very essential that the trainers are knowledgeable about the topics and should be well prepared for the training session. According to the survey the executives consider trainers knowledgeable and well prepared for all the training sessions.(fig 1.19 &1.20)


Conclusion & Suggestions:
As per the survey, executives expressed satisfaction with the training inputs given to them in the training programmes with some µifs¶ and µbuts¶ hindering the effectiveness of the programmes.  They felt that training programmes on the face of it have a beneficial effect on them. Their usefulness to the organisation is increased. They felt that their attitude became more positive. Their interpersonal skills improved. It equipped them with a system approach to the working of the organisation. In lighter vein, they felt that the training programmes were an excellent means to get away from the grinding schedules at the work place.  Today¶s and tomorrow¶s training programmes must focus on soft skills such as interpersonal communication, team work, innovation and leadership.  Training programmes, the study indicate, should be comprehensive, systematic and continuous, and linked to the strategy by which executives are willing to fight with the changing time.  The superior should also take initiative to encourage their subordinate to implement the inputs of the training at their work place. And evaluate their performance accordingly.  Most of the competency based training programmes are for the executives of E5 and above level. Considering this point, it was felt that more emphasis should be given on training of executives below E5, as these are initial steps of their career and the best time to hone their skills. 

Trainers for the training purposes should be widely read and highly learned well conversant with their topics. Besides this, trainers need to be capably articulate in their training programmes. Training programmes can be more beneficial if more participation is encouraged from the trainees rather than a monologue.  The survey shows that there exist wiling pupils. The need for training for the sake of the company as well as for personal development was felt strongly at every level. Training need for senior executive was also felt. How to change the organisation within to keep pace with developments in the external environment? They are looking for exposure to international business mechanisms. 74

Name : grade/level:


Respected sir /madam, I A.mamta , a student of PGDM of INTERNATIONAL MANAGEMENT CENTRE, NEW DELHI, is undergoing summer internship in BHEL, SIRI FORT. I am working on a project regarding training and development of executive in BHEL. OBJECTIVE: Through this survey it is intended to know the effectiveness of training programmes for executive in BHEL. I would request you to provide few precious minutes of yours and answer the following questions. Your survey responses will be strictly confidential, data from this research will be reported only in the aggregate and information will be coded.

A) To what extent does training programmes achieve the following: 1) Improves one¶s understanding about the nature, requirement and responsibilities of executive job. a) Completely successful. b) Generally successful c) Limited successful d) Failed. 2) Increases one¶s knowledge of basic Principles of Management. a) Completely successful. b) Generally successful. c) Limited successful d) Failed. 3) Helps develop Interpersonal skills. a) Completely successful b) Generally successful c) Limited successful d) Failed 75

a) Completely successful b) Generally successful c) Limited successful d) Failed 5) Improve one¶s understanding about company¶s polices. a) Completely successful b) Generally successful c) Limited successful d) Failed 6) Enhance one¶s knowledge about the company¶s operations. a) Completely successful b) Generally successful c) Limited successful d) Failed B) Do training programmes meet your needs as an executive? a) Yes b) No c) somewhat C) Is training identification done scientifically in your organisation? a)Yes !Full b) partially c) not at all D) Do your subordinate/peers reflect change in attitude/behavior or competency level after attending training programme? a) Yes b) No c) somewhat E) To what extent are the training inputs relevant to your work area or enhance your competency level.4) Increase one¶s effectiveness as a leader through a better understanding of human behavior. a) relevant b) partially relevant c) irrelevant F) Are you able to implement the inputs received in the training programme at your work place? a) Most of what I have learnt b) All of what I have learnt c) Not much d) Not anything G) What is the attitude of your superior/supervisors towards you after the completion of training programme? a) Ignore effects b) Neutral c) Moderately interested d) Assist in practice H) Does your attitude towards job improve after training? a) Yes b) No c) to an extent 76 .

77 .I) Do you feel the training material provided to you were helpful during the training programme? a) Yes b)no J) Do you refer to reading material provided during training programmes while performing the job? a)Yes b) No K) Does your organisation provide job rotation. understudy as a method of training inputs? a)Yes b) No L) Were the training programmes too technical and difficult to understand? a) Yes b)no M) Were all the queries during the training programme answered to your satisfaction? a) yes b) no N) Evaluation of trainer¶s effectiveness: 1) Were the trainers knowledgeable about the topics in the training programme? a)Yes b)somewhat c)no 2) Were the trainers well prepared for the training sessions? a) Yes b)no Any suggestion for improvement in training and development of executives: Thank you. coaching.

 Human Resourse Development.N.References: y Websites-  http://en.  http://humanresourse.bhel.bissinessperform. C. Pattanayak. Chabra.htm htm  http://www.about.  Human Resourse Development. 78 .B. T.  Training G. y Books-  Business organization and management.  Training and development.html  http://industry and business/trainingdevelopment. B. Uday Pareek.wikipedia.