1

2
3
 INDEX
S.NO TOPIC Page No.
1 EXCLUSIVE SUMMARY 11
2 OBJECTIVE OF THE STUDY 12
3 INTRODUCTION TO MPPKVVCL 13-15
4 COMPANY ‘S FORMATION 16-18
5 INTRODUCTION TO CTI 19-20
6 OBJECTIVES OF THE PROJECT 21-23
7 QUALITY OBJECTIVES 24-25

8 COMPANY PROFILE 26-27

4
 9 MPPKVVCL ORGNASATION 28
STRUCTURE

10 TRAINING AND ITS 29-32

EFFECTIVENESS

11 PHASES OF TRAINING 33-43

PROGRAMME DESIGN

12 RESEARCH METHODOLOGY 44-45

13 DATA ANALYSIS AND - 46-63
INTERPRETATION

14 QUESTIONNAIRES 64-65
15 66
LIMITATIONS/
RECOMMENTATION

16 CONCLUSION 67
17 BIBILIOGRAPHY/WEBSITES 68

5
 AVAILABLE ZONE OR DISCOMS IN MADHYA PRADESH STATE

East Zone Central Zone

Western Zone
Known as M.P. Poorv Kshetra Known as M.P. Madhya
Known as M.P. Pascha Kshetra Vidyut
Vidyut Vitrine Co. Ltd. Kshetra Vidyut Vitrine Co. Ltd.
Vitrine Co. Ltd.
Geographical area of Geographical area of
Geographical area of
Jabalpur, Sager & Rewa
Indore & Ujjain Region Bhopal & Gwalior Region
Region

 HQ - Jabalpur HQ - Indore HQ - Bhopal 

6
MADHYA PRADESH POORV KSHETRA VIDYUT VITRANA
COMPANY LTD.JABALPUR (EAST ZONE) AT NIGHT

7
8
CENTRAL TRAINING INTITUTION

9
EXCLUSIVE SUMMARY

1. The internship is an integral part of the MBA Program. The

organization that I choose for my internship is MPPKVVCL,
JABALPUR (M.P.). During ONE MONTH internship, I learnt
many application of management which enhances my skills in
real manner
2. “Training And Its Effectiveness” was the topic I chooses for

my project. I analyzed how training is important for the

employees. For analysis, data is collected from the questionnaire

and by taking personal interviews of the trainees (employees).I

also analyzed the working environment of the center and

collected feedback for the reporting officer. For this I have taken

the personal interview of staff members. The feedback and

suggestions from the trainees and staff members were taken,

compiled and interpreted as result.

The area of project work is Nayagaon, Jabalpur city, where the

survey has been undertaken. The whole project is guided by Dr
A.K.Tiwari training . It was a great learning experience for me.

10
 OBJECTIVE OF THE STUDY

 To study training and its effectiveness on employees in the

MPPKVVCL
 To know if the training is given adequate importance in
MPPKVVCL, training is planned and of sufficient duration.
 To find out if there is difference in the opinion of two groups of
employees of MPPKVVCL (Line men and junior engineers)
regarding training and its effectiveness?

11
INTRODUCTION TO MPPKVVCL

12
The government of Madhya Pradesh Vide order dated 1 st July, 02 has
incorporated Madhya Pradesh Poorv Kshetra Vidyut Vitrine Company
Limited as a wholly owned Government of Madhya Pradesh
Corporations under the Companies Act, 1956 to undertake activities
of distribution and retail supply for and on behalf of Madhya Pradesh
State Electricity Board in the areas covered by the Commissionaires
of Jabalpur, Sager and Rewa.

MP proposed a transient phase in which the assets and liabilities

would continue to be serviced by the Board, with only the operational
activities being vested onto this new company. Madhya Pradesh
Electricity Regulatory Commission in the order dated 16 th July, 02 has
granted approval to this operation and Management arrangement for
facilitating the process of reform and reorganization and bringing in
economy and efficiency in the operational activities of electricity
sector.

Objective of the company

13
The main objectives are to achieving efficiency gains and making
necessary changes to make the company commercially viable,
progressively self- sustainable and less government dependent and at
the same time, balancing the interest of the consumers in regard to
quality of service and economical tariff. The plan would include
among other things. Metering ,billing ,collection, identifying the
present deficiencies and the improvements to be made, mapping
supply feeders, measurement of energy supplied to feeders and energy
audit, study of losses and scheme for progressive reduction, reduction
in input costs, consumer affairs handling, investments required for
improvements in the distribution system etc.

14
 LIST OF ABBREVIATIONS

1. MPPKVVCL – Madhya Pradesh Poorv Kshetra Vidyut Vitrine

Company Limited

2. CTI – Central Training Institute

3. REC- Rural Electrification Corporation

4. PFC- Power Finance Corporation

15
 COMPANY ‘S FORMATION
The electricity supply act 1948 is an enactment in the history of
power development in our country. It aimed at coordinated
development of electricity on a regional basis to enable its generation,
transmission and distribution systematically.

The Madhya Pradesh State Electricity Board was established on

1957.With the power sector reform process taking place in the state
Madhya Pradesh, the vertically integrated MPSEB was segmented
into 6 companies as per the provision contains in the MP Vidhut
Sudhar Adhiniyam 2000. The power sector was corporatized were
formed in May 2002.

The name of the companies are as under-

Generation Company- (M.P. Power Generating Company Ltd.) Genco

Transmission Company – (M.P. Power Transmission Company Ltd.)

Transco

Distribution Company- 3-discoms East, Central and West Zone

Trading Company- Tradco (Now- M.P. Power Management Company

Ltd.)

16
(Meter testing Lab at CTI)

Out of this reorganization MP Poorvkshetra Vitaram Company (east

Zone) came into existence on 31st may 2002. The complete
distribution was reorganized into 3 companies known as following:

Distribution
Company’s

Central
East Zone West Zone
Zone

East zone is called as MP Poorva Kshetra Vidyut Vitaran Company

Limited (MPPKVVCL)

MISSION

The mission of MPPKVVCL is to provide quality electricity supply

services to each customer satisfying his/her needs in most efficient
manner at reasonable prices through continuous innovations and by
maintaining commercial and financial viability of the company along
with employee’s satisfaction.

17
 Vision

MPPKVVCL aspires to be the best electricity supply company in

India by continuously enhancing its technological leadership and
commercial acumen to satisfy its customers.

Core Value

To achieve its mission, the company and its employees commit

themselves to honesty and integrity, result oriented work,transparency
in work,dedication to duty ,cost consciousness, openness to
suggestions and feedback from all stake holders.

18
 INTRODUCTION TO CTI

Central Training Institute is apex training center of MPPKVVCL,

located in Nayagaon, Jabalpur and committed in providing quality
services in the field of training of MPPKVVCL employees. The
institution is a hallmark in learning, practice and knowledge, the
development of team work. Leadership and motivation, creative
productivity, communication skills, critical thinking, problem solving
skills, personality development and appropriate accomplishments with
competency development and keeping up the best standards of
corporate governance. The CTI is partner training institute of
Government of India, Ministry of Power and rum various training
courses of PFC and REC for power sector employees.

The training offered by the institute shall inculcate industry

orientation and practical approach among the employees so that they
are of ready use to the industry. The CTI is an ISO 9000:2008
certified institute.

The Institute undertake oriented

teaching, training and research,
extension program me, consultancy
and to provide employable skills with
a view to contribute to the
development of the society.

19
The institute constantly endeavor to upgrade the technology and
equipment available with it to the international standards. The Central
Training Institute is headed by Dr. A K Tiwari, an engineer with
Ph.D. in management and alumnus of IIT Delhi and IIM Calcutta.

20
 OBJECTIVES OF THE PROJECT

1. To know the satisfaction level of employees with the rules and

regulations of the company.

2. To know how satisfied are the employees with the location of

the job.

3. To know whether any changes are required in the working

strategy of the company.

4. To know the how efficient the management is working toward

employees.
21
 5. To know the internal problems faced by the employees.

6. To know the working of the various technologies used.

7. To know whether the services are provided on time or not to the

employees.

8. To know the necessities of incentives for employees.

CENTRAL TRAINING INSTITUTE

(An ISO 9000:2008 certified Institute)
MADHYA PRADESH POORV KSHETRA VIDYUT VITARAN
CO.LTD. Jabalpur

22
23
 QUALITY OBJECTIVES

 To impart training to professionals in order to update their

knowledge and upgrade their skills
 To conduct teaching-learning in the area of engineering,
management, and related disciplines,
 To make attempt to fill knowledge gaps through training and
research,
 To undertake consultancy assignments in areas of its expertise,
 To conduct faculty development programmes for trainers and
instructors,
 To collaborate with such institutions and authorities worldwide
as would help promote the cause of employee training,
 To organize and facilitate conferences, seminars, workshops,
and colloquia,
 To make our student disciplined, well mannered, cultured,
tolerant and liberal, co- operative and productive thinking.
 To stress on leadership training, democratic way of living,
moral progress and a feeling of national integration.

Addl. Secretary E.E. (Training)

24
 CENTRAL TRAINING INSTITUTE
(An ISO 9000:2008 certified Institute)
MADHYA PRADESH POORV KSHETRA
VIDYUT VITARAN
CO.LTD. Jabalpur

QUALITY POLICY

Central Training Institute is committed to providing quality services in the field

of training of MPPKVVCL Employees and committed to make the institution a
hallmark in learning, practice and knowledge, the development of team work,
leadership and motivation, creative productivity, communication skills, critical
thinking, problem solving skills, personality development and appropriate
accomplishments with competency development and keeping up the best
standards of corporate governance.
The training offered by the institute shall inculcate industry orientation
and practical approach among the employees so that they are of ready use to the
industry.
The Institute undertake industry oriented teaching, training and research,
extension programme, consultancy and to provide employable skills with a view
to contribute to the development of the society.
The institute shall constantly endeavour to upgrade the technology and
equipment available with it to the international standards.

Addl. Secretary E.E.

(Training)

25
 COMPANY PROFILE

Poorv kshetra encompasses an area served by 59,489 km of HT and 1,

02,231 km of LT distribution network. PThe size of the administrative
set-up is as below

Number of regions 3

Number of circles 15

Number of divisions 49

Number of sub-divisions 189

Number of Distribution Centers 368

Number of Fuse Call Centers 1,888

26
 BOARD OF DIRECTORS

Name DESIGNATION

SHRI M. DSLEMAN (IAS) DIRECTOR AND SECRETARY

ENERGY, GOVT OF M.P.,
BHOPAL

SHRI SUKH VEER SINGH, CMD , M.P. POORV KSHETRA

(IAS) VIDYUT VITRAN COMPANY
LYD, JABALPUR

SHRI P.K. PARASHAR,(IAS) DIRECTO AND

COMMISSIONER, JABALPUR

DR. H.O. GUPTA DEEN IIT, ROORKEE

SHRI AMIT RATHORE,(IAS) ADDL. SECRETARY

(FINANCE) GOVT OF M.P.,
BHOPAL

27
 MPPKVVCL ORGNASATION STRUCTURE

ADD.SECREATAY

E.E. CRPSS DIRECTION

CENTRA TECHNICAL
TRAINNING TRANNING

A.E. TRAINNG
TRAINNING
OFICER 4

LINE
AO -2 COMPUTERO HOSTEL
SUPERISER
PRETOR CARETAKER

TRAINNIG
OFFISER OA

28
 TRAINING AND ITS EFFECTIVENESS

Meaning
The game of economic competition has new rules. Firms should
be fast and responsive. This requires responding to customers'
needs for quality, variety, customization, convenience and
timeliness. Meeting these new standards requires a workforce
that is technically trained in all respects. It requires people who
are capable of analyzing and solving job related problems,
working cooperatively in teams and 'changing hats' and shifting
from job to job as well. Training has increased in importance in
today's environment where jobs are complex and change.

Need for Training Effectiveness:

 After employees have been selected for various positions

in an organization, training them for the specific tasks to which
they have been assigned assumes great importance. Training is
the act of increasing the knowledge and skills of an employee
for performing a particular job. The major outcome of training is
learning. A trainee learns new habits, refined skills and useful
knowledge during the training that helps him improve
performance. Training enables an employee to do his present job
more efficiently and prepare himself for a higher-level job. The
essential features of training may be stated thus:

29
 Increases knowledge and skills for doing a particular job;
it bridges the gap between job needs and employee skills,
knowledge and behaviors

 Focuses attention on the current job; it is job specific and

addresses particular performance deficits or problems

 Concentrates on individual employees; changing what

employees know, how they work, their attitudes toward their
work or their interactions with their co-workers or supervisors

 Tends to be more narrowly focused and oriented toward

short-term performance concerns.

 Training is needed to serve the following purposes:

 Newly recruited employees require training so as to

perform their tasks effectively. Instruction, guidance, coaching
help them to handle jobs competently, without any wastage.

 Training is necessary to prepare existing employees for

higher-level jobs (promotion).

 Existing employees require refresher training so as to keep

abreast of the latest developments in job operations. In the face
of rapid technological changes, this is an absolute necessity.

 Training is necessary when a person moves from one job

to another (transfer). After training, the' employee can change

30
 jobs quickly, improve his performance levels and achieve career
goals comfortably

 Training is necessary to make employees mobile and

versatile. They can be placed on various jobs depending on
organizational needs.

 Training is needed to bridge the gap between what the

employee has and what the job demands.

 Training is needed to make employees more productive

and useful in the long-run. Importance Training offers
innumerable benefits to both employees and employers. It
makes the employee more productive and more useful to an
organization. The importance of training can be studied under
the following heads:

Benefits to the business:

1. Improved productivity

2. Less accident

3. Less wastages

4. Improve organization culture

5. Creat a team work behavior

6. Loyaly toward the organization

7. Standerzation

Benefits to the employees:

31
1. Training makes employees more efficient and effective.

2. Training enables employees to secure promotions easily.

3. Employees can avoid mistakes, accidents on the job.

4. Higher production

5. Fewer mistakes

6. Greater job satisfaction

7. Motivation

8. Standard work practices

32
 PHASES OF TRAINING PROGRAMME DESIGN

Learning Principles

Training is essential for job success. It can lead to higher production,

fewer mistakes, greater job satisfaction and lower turnover. These
benefits accrue to both the trainee and the organization, if managers
understand the principles behind the training process. To this end,
training efforts must invariably follow certain learning-oriented
guidelines.

Modelling

Modeling is simply copying someone else's behavior. Passive

classroom learning does not leave any room for modeling. If we want
to change people, it would be a good idea to have videotapes of
people showing the desired behavior. The selected model should
provide the right kind of behavior to be copied by others. A great deal
of human behaviour is learned by modelling others. Children learn by
modelling parents and older children, they are quite comfortable with
the process by the time they grow up. As experts put it. "Managers
tend to manage as they were managed"

33
Motivation

For learning to take place, intention to learn is important. When the

employee is motivated, he pays attention to what is being said, done
and presented. Motivation to learn is influenced by the answers to
questions such as: How important is my job to me? How important is
the information? Will learning help me progress in the company? Etc.
People learn more quickly when the material is important and relevant
to them. Learning is usually quicker and long-lasting when the learner
participates actively. Most people, for example, never forget how to
ride a bicycle because they took an active part in the learning process.

Reinforcement

If a behavior is rewarded, it probably will be repeated. Positive

reinforcement consists of rewarding desired behaviors. People avoid
certain behaviors that invite criticism and punishment. A bank officer
would want to do a postgraduate course in finance, if it earns him
increments and makes him eligible for further promotions. Both the
external rewards (investments, praise) and the internal rewards (a
feeling of pride and achievement) associated with desired behaviors
compel subjects to learn properly. To be effective, the trainer must
reward desired behaviors only. If he rewards poor performance, the
results may be disastrous: good performers may quit in frustration,
accidents may go up, and productivity may suffer. The reinforcement
principle is also based on the premise that punishment is less effective

34
in learning than reward. Punishment is a pointer to undesirable
behaviors.

Feedback

People learn best if reinforcement is given as soon as possible after

training. Every employee wants to know what is expected of him and
how well he is doing. If he is off the track, somebody must put him
back on the rails. The errors in such cases must be rectified
immediately. The trainee after learning the right behaviour is
motivated to do things in a 'right' way and earn the associated
rewards. Positive feedback (showing the trainee the right way of
doing things) is to be preferred to negative feedback (telling the
trainee that he is not correct) when we want to change behaviour.

Whole Learning

The concept of whole learning suggests that employees learn better if

the job information is explained as an entire logical process, so that
they can see how the various actions fit together into the 'big picture'.
A broad overview of what the trainee would be doing on the job
should be given top priority, if learning has to take place quickly.
Research studies have also indicated that it is more efficient to
practice a whole task all at once rather than trying to master the
various components of the task at different intervals.

35
Active Practice

'Practice makes a man perfect': so said Bacon. To be a swimmer, you

should plunge into water instead of simply reading about swimming
or looking at films of the worlds' best swimmers. Learning is
enhanced when trainees are provided ample opportunities to repeat
the task. For maximum benefit, practice sessions should be distributed
over time.

Applicability of Training

Training should be as real as possible so that trainees can successfully

transfer the new knowledge to their jobs. The training situations
should be set up so that trainees can visualise - and identify with - the
types of situations they can come across on the job.

Environment

Finally, environment plays a major role in training. It is natural that

workers who are exposed to training in comfortable environments
with adequate, well spaced rest periods are more likely to learn than
employees whose training conditions are less than ideal. Generally
speaking, learning is very fast at the beginning. Thereafter, the pace of
learning slows down as opportunities for improvement taper off.

Areas of Training

The Areas of Training in which training is offered may be classified

into the following categories.
36
Knowledge

Here the trainee learns about a set of rules and regulations about the
job, the staff and the products or services offered by the company.
The aim is to make the new employee fully aware of what goes on
inside and outside the company.

Technical Skills

The employee is taught a specific skill (e.g., operating a machine,

handling computer etc.) so that he can acquire that skill and contribute
meaningfully.

Social Skills

The employee is made to learn about himself and others, and to

develop a right mental attitude towards the job, colleagues and the
company. The principal focus is on teaching the employee how to be
a team member and get ahead.

Techniques

This involves the application of knowledge and skill to various on-

the-job situations.

In addition to improving the skills and knowledge of employees,

training aims at moulding employee attitudes: When administered
properly, a training programme will go a long way in obt8ining
employee loyalty, support and commitment to company activities.
37
Some of the widely used training methods are listed below.
1. Job Instruction Training (JlT)
The JIT method (developed during World War II) is a four-step
instructional process involving preparation, presentation, performance
try out and follow up. It is used primarily to teach workers how to do
their current jobs. A trainer, supervisor or co-worker acts as the coach.
The four steps followed in the JIT methods are:
1. The trainee receives an overview of the job, its purpose and its
desired outcomes, with a clear focus on the relevance of training.
2. The trainer demonstrates the job in order to give the employee a
model to copy. The trainer shows a right way to handle the job.
3. Next, the employee is permitted to copy the trainer's way.
Demonstrations by the trainer and practice by the trainee are repeated
until the trainee masters the right way to handle the job.

38
4. Finally, the employee does the job independently without
supervision.
Merits:
Trainee learns fast through practice and observation.
It is economical as it does not require any special settings. Also,
mistakes can be corrected immediately.
The trainee gains confidence quickly as he does the work himself in
actual setting with help from supervisor.
It is most suitable for unskilled and semi-skilled jobs where the job
operations are simple; easy to explain and demonstrate within a short
span of time.
Demerits:
The trainee should be as good as the trainer if the trainer is not good,
transference of knowledge and skills will be poor.
While learning, trainee may damage equipment, waste materials, and
cause accidents frequently,
Experienced workers cannot use the machinery while it is being used
for training.
2. Coaching:
Coaching is a kind of daily training and feedback given to employees
by immediate supervisors. It involves a continuous process of
learning by doing. It may be defined as an informal, unplanned
training and development activity provided by supervisors and peers.
In coaching, the supervisor explains things and answers questions; he
39
throws light on why things are done the way they are; he offers a
model for trainees to copy; conducts lot of decision making meetings
with trainees; procedures are agreed upon and the trainee is given
enough authority to make divisions and even commit mistakes. Of
course, coaching can be a taxing job in that the coach may not possess
requisite skills to guide the learner in a systematic way. Sometimes,
doing a full day's work may be more important than putting the
learner on track.
When to use coaching usefully? Coaching could be put to good use
when:
 When an employee demonstrates a new competency

 When an employee expresses interest in a different job within

the organisation
 When an employee seeks feedback

 When an employee is expressing low morale, violating company

policies or practices or having performance problems
Effective working, obviously, requires patience and communication
skills. It involves:
 explaining appropriate ways of doing things

 making clear why actions were taken

 stating observations accurately

 offering possible alternatives / suggestions

 following up

40
3. Job Rotation:
This kind of training involves the movement of trainee from one job
to another. This helps him to have a general understanding of how the
organisation functions. The purpose of job rotation is to provide
trainees with a larger organisational perspective and a greater
understanding of different functional areas as well as a better sense of
their own career objectives and interests. Apart from relieving
boredom, job rotation allows trainees to build rapport with a wide
range of individuals within the organisation, facilitating future
cooperation among departments. The cross-trained personnel offer a
great amount of flexibility for organisations when transfers,
promotions or replacements become inevitable.
Job rotation may pose several problems
Especially when the trainees are rolled on various jobs at frequent
intervals. In such a case, trainees do not usually stay long enough in
any single phase of the operation to develop a high degree of
expertise. For slow learners, there is little room to integrate resources
properly. Trainees can become confused when they are exposed to
rotating managers, with contrasting styles of operation. Today's
manager's commands may be replaced by another set from another
manager! Further, job rotation can be quite expensive. A substantial
amount of managerial time is lost when trainees change positions,
because they must be acquainted with different people and techniques
in each department.
Off-the-Job Methods
41
Under this method of training, the trainee is separated from the job
situation and his attention is focused upon learning the material
related to his future job performance. Since the trainee is not
distracted by job requirements, he can focus his entire concentration
on learning the job rather than spending his time in performing it.
There is an opportunity for freedom of expression for the trainees.
Off-the-job training methods are as follows:

A. Vestibule training: In this Method, actual work conditions are

simulated in a classroom. Material, files and equipment - those that
are used in actual job performance are also used in the training. This
type of training is commonly used for training personnel for clerical
and semi-skilled jobs. The duration of this training ranges from a few
days to a few weeks. Theory can be related to practice in this method.

B. Role playing: It is defined as a method of human interaction that

involves realistic behavior in imaginary situations. This method of
training involves action, doing and practice. The participants play the
role of certain characters, such as the production manager, mechanical
engineer, superintendents, maintenance engineers, quality control
inspectors, foreman, workers and the like. This method is mostly used
for developing interpersonal interactions and relations.
C. Lecture method: The lecture is a traditional and direct method of
instruction. The instructor organizes the material and gives it to a
group of trainees in the form of a talk. To be effective, the lecture
42
must motivate and create interest among the trainees. An advantage of
lecture method is that it is direct and can be used for a large group of
trainees. Thus, costs and time involved are reduced. The major
limitation of the lecture method is that it does not provide for transfer
of training effectively.
D. Conference/discussion approach: In this method, the trainer
delivers a lecture and involves the trainee in a discussion so that his
doubts about the job get clarified. When big organisations use this
method, the trainer uses audio-visual aids such as black boards,
mockups and slides; in some cases the lectures are videotaped or
audio taped. Even the trainee's presentation can be taped for self¬
confrontation and self-assessment.
The conference is, thus, a group-centered approach where there is a
clarification of ideas, communication of procedures and standards to
the trainees. Those individuals who have a general educational
background and whatever specific skills are required ¬such as typing,
shorthand, office equipment operation, filing, indexing, recording, etc.
- may be provided with specific instructions to handle their respective
jobs.
E. Programmed instruction: This method has become popular in
recent years. The subject matter to be learned is presented in a series
of carefully planned sequential units. These units are arranged from
simple to more complex levels of instruction. The trainee goes
through these units by answering questions or filling the blanks. This
method is, thus, expensive and time-consuming.
43
 RESEARCH METHODOLOGY
Research methodology is the systematic way to solve the research
problem.
It gives an idea about various steps adopted by the researcher in a
systematic
manner with an objective to determine various inferences.

4.4.1 Source of Data - Data needed for this exploratory research

has been collected from primary source. Primary data are
those which are collected for the first time and are thus
original in characters. Primary data are in the shape of raw
material to which statistical methods are applied for the
purpose of analysis and interpretation. After statistical
treatment the primary data loss their original shape and
become secondary data.

Here, most of the data collected by the researcher is Primary data

through the questionnaire and personal interview, where the
researcher and the respondent operate face-to-face.

Period of study - Data over a period of 20 days is collected.

44
 METHODS OF DATA COLLECTION -

A. PRIMARY SOURCE -

 Questionnaire for employees

 Interview of managers

a. The questionnaire for employees: It contains ten

questions to study the TRAINING AND ITS EFFECTIVENESS
of employees in the training centre at MPPKVVCL.

b. The Interview of managers

It contain few questions asked verbally to tap the managerial

expertise. These questions were asked about many aspects of
management in company.

Tools for data analysis - On the basis of various parameters

and attributes the opinion of retailers in form of hypothesis has
been framed. The result has been tested using statistical tools by
SALSTAT software which analyzes ANNOVA, regression
analysis, chi-square test, profitability correlation etc. The
SALSTAT is used for testing of hypothesis and chi-square test.
However manual calculation of chi-square test is also presented.

45
 DATA COLLECTION
ANALYSIS
AND
INTERPRETATION
Q.1 why you are attending the training program?

Ans.:

S.NO OPTIONS RESPONSES NUMBER OF

OF TRAINEES IN
TRAINEES %
1. For best utilization 10 3.125
of resources
2. For better 39 12.19
performance
3. For safety 51 15.9
measures
4. For better 220 68.75
hierarchy
5. All the above 0 0

46
 TOTAL=320 TOTAL=100%

FIGURE -1

INTERPRETATION: The above figure shows that 69% of the

trainees agreed that they attend the training program
because they want better hierarchy.

47
RATE THE FOLLOWING:

Q.2 Training objectives are clear to you.

Ans.:

S.NO OPTIONS RESPONSES NUMBER OF

OF TRAINEES IN%
TRAINEES
1. Strongly disagree 0 0
2. Disagree 20 6.25
3. Neither 50 15.625
4. Agree 250 78.125
5. Strongly Agree 0 0
TOTAL=320 TOTAL=100%

FIGURE -2
INTERPRETATION: The above figure shows that 78% of the
trainees agreed with the fact that the training
48
 objectives are clear to them.
Q. 3) Trainees are aware of the different training programs conducted
in the institution?

Ans.:

S.NO OPTIONS RESPONSES NUMBER OF

OF TRAINEES IN%
TRAINEES
1. Strongly disagree 0 0
2. Disagree 50 15.625
3. Neither 40 12.5
4. Agree 230 71.875
5. Strongly Agree 0 0
TOTAL=320 TOTAL=100%

FIGURE -3
INTERPRETATION: The above figure shows that 72% of the
trainees agreed that they are aware of the different training programs

49
conducted in the institution.
Q. 4) Trainees are satisfied with the training methodology used for their
training?

Ans.:

S.NO OPTIONS RESPONSES NUMBER OF

OF TRAINEES IN%
TRAINEES
1. Strongly disagree 0 0
2. Disagree 60 18.75
3. Neither 50 15.625
4. Agree 210 65.625
5. Strongly Agree 0 0
TOTAL=320 TOTAL=100%

FIGURE -4
INTERPRETATION: The above figure shows that 66% of the
50
 trainees are satisfied with their training methodology.
Q. 5) Machines and equipments used are sufficient to give practical
knowledge?

Ans.:

S.NO OPTIONS RESPONSES NUMBER OF

OF TRAINEES IN%
TRAINEES
1. Strongly disagree 0 0
2. Disagree 30 10
3. Neither 20 6
4. Agree 270 84
5. Strongly Agree 0 0
TOTAL=320 TOTAL=100%

FIGURE -5
INTERPRETATION: The above figure shows that 84% of the
trainees agreed the fact that the Machines and equipment’s used are
51
 sufficient to give practical knowledge.
Q. 6) Trainees are satisfied with their training period?

Ans.:

S.NO OPTIONS RESPONSES NUMBER OF

OF TRAINEES IN%
TRAINEES
1. Strongly disagree 0 0
2. Disagree 100 31.25
3. Neither 20 6.25
4. Agree 200 62.5
5. Strongly Agree 0 0
TOTAL=320 TOTAL=100%

FIGURE -6

INTERPRETATION: The above figure shows that 63% of the

trainees are satisfied with their training period and 31%
52
 are not satisfied.

Q. 7) Given Study material was useful and sufficient?

Ans.:

S.NO OPTIONS RESPONSES NUMBER OF

OF TRAINEES IN%
TRAINEES
1. Strongly disagree 0 0
2. Disagree 0 0
3. Neither 40 12.5
4. Agree 280 87.5
5. Strongly Agree 0 0
TOTAL=320 TOTAL=100%

FIGURE -7

INTERPRETATION: The above figure shows that 88% of the

trainees found their study material sufficient and useful.
53
Q. 8) After the training skills will increase and enhance the work?
Ans.:

S.NO OPTIONS RESPONSES NUMBER OF

OF TRAINEES IN
TRAINEES %
1. Strongly disagree 0 0
2. Disagree 80 25
3. Neither 20 6.25
4. Agree 220 68.75
5. Strongly Agree 0 0
TOTAL=320 TOTAL=100%

FIGURE -8
INTERPRETATION: The above figure shows that 69% of the
trainees agreed that after the training their skills will increase and enhance
their work.
54
Q. 9) How much you rate the whole training program?

Ans.:

S.NO OPTIONS RESPONSES NUMBER OF

OF TRAINEES IN
TRAINEES %
1. Strongly disagree 0 0
2. Disagree 15 4.68
3. Neither 10 3.125
4. Agree 295 92.187
5. Strongly Agree 0 0
TOTAL=320 TOTAL=100%

FIGURE -9
INTERPRETATION: The above figure shows that 92% of the trainees
found their training program satisfactory.

55
 QUESTIONNAIRE
FOR FACULTY
SATISFACTION:

 RATE THE
FOLLOWING:
56
Q.10 Faculty is competent enough to teach.

Ans.:

S.NO OPTIONS RESPONSES NUMBER OF

OF TRAINEES IN
TRAINEES %
1. Strongly disagree 0 0
2. Disagree 20 6.25
3. Neither 50 15.625
4. Agree 250 78.125
5. Strongly Agree 0 0
TOTAL=320 TOTAL=100%

FIGURE -1
INTERPRETATION: The above figure shows that 78% of the
trainees found their faculty competent enough to teach.

57
Q. 11) Is the faculty’s communication skills are satisfactory?

Ans.:

S.NO OPTIONS RESPONSES NUMBER OF

OF TRAINEES IN
TRAINEES %
1. Strongly disagree 0 0
2. Disagree 30 10
3. Neither 20 6
4. Agree 270 84
5. Strongly Agree 0 0
TOTAL=320 TOTAL=100%

FIGURE -2
INTERPRETATION: The above figure shows that 84% of the
trainees are satisfied with their communication skills.

58
Q. 12) Faculty is active for clearing the doubts of trainees?

Ans.:

S.NO OPTIONS RESPONSES NUMBER OF

OF TRAINEES IN%
TRAINEES
1. Strongly disagree 0 0
2. Disagree 0 0
3. Neither 40 12.5
4. Agree 280 87.5
5. Strongly Agree 0 0
TOTAL=320 TOTAL=100%

FIGURE -3
INTERPRETATION: The above figure shows that 88% of the
trainees found their faculty active in clearing the
doubts.
59
Q. 13) Faculty is punctual?
Ans.:

S.NO OPTIONS RESPONSES NUMBER OF

OF TRAINEES IN
TRAINEES %
1. Strongly disagree 0 0
2. Disagree 15 4.68
3. Neither 10 3.125
4. Agree 295 92.187
5. Strongly Agree 0 0
TOTAL=320 TOTAL=100%

FIGURE -4

INTERPRETATION: The above figure shows that 92% of the

trainees found their faculty punctual.
60
Q. 14) Are the Trainees satisfied with their test criteria?

Ans.:

S.NO OPTIONS RESPONSES NUMBER OF

OF TRAINEES IN
TRAINEES %
1. Strongly disagree 0 0
2. Disagree 0 0
3. Neither 20 6.25
4. Agree 300 93.75
5. Strongly Agree 0 0
TOTAL=320 TOTAL=100%

FIGURE -5
INTERPRETATION: The above figure shows that 94% of the
trainees are satisfied with their test criteria.

61
Questionnaires

Name
Age
Job
Post
S.no. Question Please Tick  The answer
Strongly Disagree Neither Agree Strongly
disagree Agree
1. Why you are ￮ ￮ ￮ ￮ ￮
attending the
training
program
2. Training ￮ ￮ ￮ ￮ ￮
objectives are
clear to you.
3. Trainees are ￮ ￮ ￮ ￮ ￮
aware of the
different
training
programs
conducted in
the institution?
4. Trainees are ￮ ￮ ￮ ￮ ￮
satisfied with
the training
methodology
used for their
training
5. Machines and ￮ ￮ ￮ ￮ ￮
equipments
used are
sufficient to
give practical
knowledge
6. Trainees are ￮ ￮ ￮ ￮ ￮
62
 satisfied with
their training
period
7. Given Study ￮ ￮ ￮ ￮ ￮
material was
useful and
sufficient
8. After the ￮ ￮ ￮ ￮ ￮
training skills
will increase
and enhance
the work
9. How much you ￮ ￮ ￮ ￮ ￮
rate the whole
training
program
10. Faculty is ￮ ￮ ￮ ￮ ￮
competent
enough to
teach.
11. Is the faculty’s ￮ ￮ ￮ ￮ ￮
communication
skills are
satisfactory
12. Faculty is ￮ ￮ ￮ ￮ ￮
active for
clearing the
doubts of
trainees
13. Faculty is ￮ ￮ ￮ ￮ ￮
punctual
14. Are the ￮ ￮ ￮ ￮ ￮
Trainees
satisfied with
their test
criteria
LIMITATIONS
63
1.) The survey is subjected to the bias and prejudices of the
respondents. Hence 100% accuracy can’t be assured.
2.) The research was carried out in a short span of time, where in the
researcher could not widen the study.
3.) The study could not be generalized due to the fact that researcher
adapted personal interview method.

RECOMMENTATIONS

1. Management should take proper regular feedback from the

employees in the training centre.

2. Then after the feedback changes should be made to overcome the

problems faced by the employees

3. Frequent transfers should not be made of employees.

4. The services provided to employees should be on time example

Medical facilities, conveyance allowances, tour allowances etc.

5. Employees should be well equipping with the changing new

technologies of the company.

64
CONCLUSION

On the basis of observations from data analysis following inferences can be

drawn-

 Training is given adequate importance in MPPKVVCL, training is well-

planned and Induction training is of sufficient duration.
 training provides an excellent opportunity for newcomers to learn
comprehensively about the organization
 The norms and values of the company are clearly explained to the new
employees
 The training is periodically evaluated and improved.
 There is adequate emphasis on developing managerial capabilities of
the managerial staff through training.

65
 BIBILIOGRAPHY

1. Kothari C.R. – Research Methodology, new age

international publication
2. Rao V.P.S.’ ROJI JOSHI – Human Resource Management, Excel
books

Websites

www.mpez-electricity-discom.nic.in

http://en.wikipedia.org/wiki/Index_of_management_articles

http://www.managementstudyguide.com

www.humanresourcesiq.com/articles/

http://www.managementheaven.com/

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