It has been found that in any organization there are many areas, which affect the organization in there respective departments. One of them is training and development, which comes under HRD dept. As this project is about training and development it is very essential to know about these terms. Training is most important process of improving personnel’s working ability, will power, attitude and quality. Employee training refers to improving skills or addition to the existing level of knowledge so that the employee is better equipped to do his present job or to prepare him for a hire position with increased responsibilities. It is a short term process where as development is a long term education process of a systematic and organized procedure by which managerial personnel acquire conceptual and analytical ability for general purpose. Every training program finally ends with evaluation of that program which helps in making the training system more effective. Evaluation of training effectiveness is a highly desirable step in total training programmes so that one can judge the value or worth of the training. Training effectiveness is the degree to which trainees are able to learn and apply the knowledge and skills acquired during the programmes. There are many models through which training evaluation can be done. Some of the models given are Kirkpatrick’s Model of evaluation, ISD model of evaluation. A training system of IOCL has been discussed and a comparison is made with other different companies. A study on “Evaluating Effectiveness of Training System at IOCL MATHURA, was conducted; in which survey has been done through questionnaire in which different questions related to the training system at IOCL, was given to employees. 40 sample sizes were taken and it was analyzed through bar graphs. It was found that, the employees are satisfied with the training system of company but still some of the areas need some attention.



The study was conducted on “Evaluating Effectiveness of Training System”.
Objective of the study:-

 To observe the Training system at IOCL.  To find the satisfaction level of employees of IOCL with the training system at MATHURA REFINARY.

Was the Training program effective or not?




1958). 40. which has gone up to 1.5 million tones from 1.4% national refining capacity and 67% downstream sector pipelines capacity. at 153rd position.1 million tones from 2 million tones in the previous year. 220.3 million tones in the previous year. Indian Oil is also the highest ranked Indian company in the prestigious Fortune 'Global 500' listing. 7499 crore (US $1. (Indian Oil) was formed in 1964 through the merger of Indian Oil Company Ltd.779 crore (US $51 billion).9% petroleum products market share in the industry. 4 . In addition. (Est. It is currently India's largest company by sales with a turnover of Rs. This includes sale of natural gas. product exports went up to 3. the Indian Oil group sold 54. It is also the 21st largest petroleum company in the world. (Est.Indian Oil Corporation Limited IndianOil Corporation Ltd. For the year 2006-07. the highest–ever for an Indian company and profit after tax of Rs.73 billion) for fiscal 2006-07. 1959) and Indian Refineries Ltd. India’s Downstream Major IndianOil and its subsidiaries account for 46.9 million tones of petroleum products.

It reaches Indane cooking gas to the doorsteps to over 46. 97 aviation fuel stations and 90 Indane LPG bottling plants.709 markets through a network of 4.The Indian Oil Group of companies owns and operates 10 of India’s 19 refineries with a combined refining capacity of 60. (CPCL) and one of Bongaigaon Refinery and Petrochemicals Limited (BRPL). 65 billion) during the XI Plan period (2007-12) in integration and diversification projects.455. To maintain its competitive edge and leadership status.550 sales points.2 million tones per annum (1. product quality up gradation and expansion of marketing infrastructure Network Beyond Compare As the flagship national oil company in the downstream sector. besides refining and pipeline capacity augmentation. 43.300 km meets the vital energy needs of the country. Indian Oil operates the largest and the widest network of petrol & diesel stations in the country.250 crore (US $10. The Company’s cross-country crude oil and product pipelines network spanning over 9. Indian Oil. together with its IBP Division reaches precious petroleum products to millions of people everyday through a countrywide network of around 32.4 million households in 2. numbering around 16. 5 .996 Indane distributors. Indian Oil is investing Rs.2 million barrels per day). These include two refineries of subsidiary Chennai Petroleum Corporation Ltd. They are backed for supplies by 177 bulk storage terminals and depots.

Customer First At Indian Oil. Specially formatted Kisan Seva Kendra outlets meet the diverse needs of rural populace. To safeguard the interest of our valuable customers. large format Swagat brand outlets cater to highway motorists. and state transport undertakings. spare parts for trucks and tractors. pesticides. Widening Horizons 6 . fertilizers. rest rooms and dormitories.theyear for the convenience of the various customer segments. customers always get the first priority. New initiatives are launched round. Exclusive XTRACARE petrol & diesel stations unveiled in select urban and semi-urban markets offer a range of value-added services to enhance customer delight and loyalty. private airlines and the Indian Defense Services. offering a variety of products and services such as seeds. etc. meeting the fuel needs of domestic and international flag carriers. tractor engine oils and pump set oils. agricultural and marine sectors. spare parts shops.Indian Oil’s ISO-9002 certified Aviation Service commands a 63% market share in aviation fuel business. Similarly. industrial. besides auto fuels and kerosene. medicines. interventions like retail automation. railways. first aid. SERVO press has been recently launched as one-stop shop for auto care services. vehicle tracking and marker systems have been introduced to ensure quality and quantity of petroleum products. farm equipment. with multiple facilities such as food courts. Indian Oil also enjoys a dominant share of the bulk consumer business.

000 crore (US$ 6. up from 1. Overseas ventures include two gas blocks in Sirte Basin of Libya. 7 . An LNG import terminal and city gas distribution projects are in the pipeline in partnership with GAIL (India) and Great Eastern Energy Corporation Ltd. besides globalization of its marketing operations. 30. Mauritius and UAE and is simultaneously scouting new opportunities in energy markets in Asia and Africa. In petrochemicals. To emerge as a transnational energy major. an on land block in Nigeria and two on-shore blocks in Yemen. while a Naphtha Cracker with downstream polymer units is coming up at Panipat. An integrated Paraxylene/Purified Terephthalic Acid plant for polyester intermediates is already in operation at Panipat. Indian Oil’s refinery-cum-petrochemicals complex at Paradip on the east coast to strengthen its presence in the sector is proposed to be completed by 2011-12.Indian Oil has set its sight to reach US$ 60 billion revenues by the year 2011-12 from current earnings of US$ 53 billion.8 billion) investment by the year 2011-12. Through the world-scale Linear Alkyl Benzene plant for detergents manufacture at Gujarat Refinery. Indian Oil has bagged eight blocks under NELP (New Exploration Licensing Policy) in India. Thailand. In exploration & production (E&P).5 million tonnes in 2006-2007. Norway and Oman. Indian Oil is targeting sale of 2 million tonnes in 2007-08. In natural gas business. Indian Oil is currently implementing a master plan envisaging Rs. The road map to attain this milestone has been laid through vertical integration – forward into petrochemicals and backwards into exploration & production of oil – and diversification into natural gas business.. It has also acquired participating interest in on-shore blocks in Assam and Arunachal Pradesh region. onshore farm-in arrangements in Gabon. Vietnam. IndianOil has set up subsidiaries in Sri Lanka. the Farsi Exploration Block in Iran. Turkey. in consortium with other companies. the Corporation has already captured 38% market share and product has been exported to Indonesia.

VISION A major diversified.the-art technology for competitive advantage. and cost reduction.  To attain leadership in developing. transnational. adopting and assimilating state-of.  To maximise creation of wealth.  To foster a culture of participation and innovation for employee growth and contribution. value and satisfaction for the stakeholders. integrated energy company. with national leadership and a strong environment conscience. playing a national role in oil security& public distribution MISSION  To achieve international standards of excellence in all aspects of energy and diversified business with focus on customer delight through value of products and services.  To help enrich the quality of life of the community and preserve ecological balance and heritage through a strong environment conscience.  To provide technology and services through sustained Research and Development.  To cultivate high standards of business ethics and Total Quality Management for a strong corporate identity and brand equity. 8 .

VALUES Indian Oil nurtures a set of Core Values 9 .

 To inculcate strong ‘core values’ among the employees and continuously update skill sets for full exploitation of the new business opportunities. petrochemicals. arising out of the Government of India’s policy of liberalization and reforms. transportation and marketing activities and to provide appropriate assistance to consumers to conserve and use petroleum products efficiently. natural gas and downstream opportunities overseas.  To minimize fuel consumption and hydrocarbon loss in refineries and stock loss in marketing operations to effect energy conservation.  To avail of all viable opportunities. 10 .OBJECTIVES  To serve the national interests in oil and related sectors in accordance and consistent with Government policies.  To create a strong research & development base in refinery processes. acquisitions. pipeline transportation and alternative fuels with a view to minimizing/eliminating imports and to have next generation products.  To earn a reasonable rate of return on investment.  To enhance the country’s self-sufficiency in oil refining and build expertise in laying of crude oil and petroleum product pipelines. product formulations.  To ensure maintenance of continuous and smooth supplies of petroleum products by way of crude oil refining.  To achieve higher growth through mergers. integration and diversification by harnessing new business opportunities in oil exploration & production.  To further enhance marketing infrastructure and reseller network for providing assured service to customers throughout the country.  To optimize utilization of refining capacity and maximize distillate yield and gross refining margin.  To maximize utilization of the existing facilities for improving efficiency and increasing productivity. both national and global.

11 . courteous and efficient service and quality products at competitive prices. environment protection and occupational health at all production units. Towards employees To develop their capabilities and facilitate their advancement through appropriate training and career planning. Towards suppliers To ensure prompt dealings with integrity. Towards Defence Services To maintain adequate supplies to Defense and other Para-military services during normal as well as emergency situations. impartiality and courtesy and help promote ancillary industries. Towards community To develop techno-economically viable and environment-friendly products. To maintain the highest standards in respect of safety. To have fair dealings with recognised representatives of employees in pursuance of healthy industrial relations practices and sound personnel policies.OBLIGATIONS Towards customers and dealers To provide prompt.

Another company. namely. a private sector oil company was nationalized and merged with Indian Oil Corporation Limited. MARKETING DIVISION      HO. Indian Oil Company Ltd. is a wholly owned subsidiary of Indian Oil Corporation and is engaged in the manufacture of lubricants and greases. namely. Indian Refineries Ltd. In 1964.ORGANIZATIONAL SET UP A company. was set up in the year 1958 to refine crude oil..      Refineries Division Pipelines Division Marketing Division Assam Oil Division Research & Development Center Indian Oil Blending Ltd.. Indian Oil Corporation Limited has five Divisions. Mumbai Northern region Southern region Eastern region Western region 12 . the refining Company and the marketing Company were merged and Indian Oil Corporation was born. was incorporated in the year 1959 to market the products. In 1981 Assam Oil Company.

30 9. Bijwasan KBPL.99 (IN MILLION TONNES) 1.65 PIPELINES DIVISION Unit Headquarters             PLHO.00 3. Panipat 13 . Calcutta GSPL.00 0. Mourigram BKPL. Barauni HBCPL. Gauhati HMRBPL.3. Koyali Northern Region.50 6.REFINERIES DIVISION REFINERIES REFINERIES Guwahati Barauni Gujarat Haldia Mathura Panipat Digboi YEAR OF COMMENCEMENT 1962 1964 1965 1974 1982 1998 1981 CAPACITY AS ON 31. Gauridad SMPL.50 3.75 7. Haldia Western Region. Panipat MJPL. Noida ERPL. Gauridad KAPL.



122 001 (Haryana) 16 . Institutional Area. Gurgaon.Indian oil Institute of Petroleum Management (liPM) 83. Sector-18.

has envisioned to become a major. The institute's programmes have been developed and designed based on the industry experience and inputs. Since last eleven years. ORC (Oman Reginery Company-Oman). IndianOil has also been entrusted with training of officials from various Iraqi oil companies by Ministry of Petroleum & Natural Gas (MOP & NG) / Ministry of External Affairs. to create a vibrant brigade of knowledge managers to lead Indian Energy companies. Two batches of 22 officials from Iraqi Oil industry have already completed their training at IIPM on various aspects of Oil Industry. IiPM conducts more than fifty programmes every year for over 1200 senior executives. transnational. It also has a 10 executive suits block earmarked to accommodate the visiting faculty. With a mission to align the human resource with corporate business goals. setup the Indianoil Institute of Petroleum Management (IIPM). Indianoil Institute of Petroleum Management. Information Technology. IiPM has been conducting management development programmes of global standard. Human Resource Management and Finance Management. and the Best innovation in Teaching Award by the Association of Indian Management Schools in the year 1998-99. Marketing Management. the only of it's kind in the petroleum sector. The institute with its sprawling campus of 16 acres and lush green landscape of natural surrounding has excellent facilities to accommodate over 100 participants at a time. In order to meet the emerging challenges of post deregulated era of the oil sector. 17 . as an apex center for learning. IndianOil has. Operations & Technology Management. integrated energy company and has continuously improved upon it's technology and aligning it's resource for creating wealth for the nation. the institute catalyzes organizational initiatives towards business growth and development by offering training programmes in the areas of Strategic & General Management. an ISO 9001:2000 certified institute. in 1995.ABOUT IIPM Indian Oil. 2000 and 2005. IndianOil is also deputing its experts as faculty for imparting training to reputed overseas business organisations like Petronas (Malaysia). was awarded the Golden Peacock National Training Award by Institute of Directors for excellence in training in the year 1998. diversified.

Recently IndianOil has started training executives of various Sudanese oil companies on Pipelines operations and maintenance. LITREATUR E REVIEW 18 . NNPC (Nigerian National Petroleum Company. Nigeria) etc. QRC (Qatar Refinery Company-Qatar).ADNOC (Abu Dhabi National Oil Company).

Training TRAINING Development: is a process of increasing the knowledge. The purpose of training is to bridge the gap between job requirements and present competence of an employee. skills and capacities of people. Theoretical Long duration Delayed and in apparent Narrow and Specific.MANAGEMENT DEVELOPMENT We are living in a time of incredibly rapid and continuous technological and societal changes. makes it absolutely essential that successful organizations effectively train and develop their managers in order to survive. However there is a difference between training and development. Organizations can no longer afford to wait for “the cream to rise to the top “in today’s’ complicated business world . which is described as below:19 . combined with the impact of these technological advances in an increasingly complex and global environment. However training may be differentiated from education in ways such as: Education BASIS OF COMPARISION Broad and general Content and Scope Nature Duration Result Pure and general.The business which prosper and succeed in the years to come will be the ones headed by visionary top management –CEO’S who are personally involved in their organizations management development efforts and who demand as much return on investment (ROI) from their “people investments” as they do from acquisition and mergers. TRAINING: Training is the process of increasing the knowledge and skills for doing a particular job. The growing demand for managerial talent. Job Related Applied and Practical Short duration Quick and apparent EDUCATION vs.

consist of some form of feedback –through video. understandable terms so that top management and participants understand the intended outcomes of the program. Objectives should be written for the overall programs 20 . written or verbal comments from peers or surveys among superiors or subordinates. including case studies. simulations and management games. films or videos. An effective management training program will include a number of learning techniques. These objectives should be stated in clear.Training BASIS OF COMPARISION Content Participant’s Time period Purpose Initiative vs. while others rely on role playing and group discussion. mechanical. Some programs involve lectures and films. The key to a successful is to use techniques which closely approximate on-the-job situations which the participants can identify in terms of their own organization’s climate. the objectives of the course should be defined and approved by management. and group discussions. Before designing an in. job related skills from management and External motivation Nature and process reactive process-to meet The current need TRAINING PROGRAMS IN COMPANY Most internal training program and developing materials. And operations non-managerial person’s short term and is one-shot affair specific. critical incidents. whether conducted by the organization’s own staff or by external vendors. TRAINING Development DEVELOPMENT conceptual and Philosophical managerial persons long term and is a continuous process total personality from individual employee and internal Motivation pro-active process and to meet the future need technical.

There are basically two kinds of objectives:-behavioral and learning. With increasing economic liberalization and globalization the firms must upgrade their employees and capabilities to meet the changing demand of business. ORGANISATIONAL VIABILITY: in order to survive and well as for specific topics or modules which are to be included. Increasing use of fast changing techniques requires training to make the adapt themselves with new technological needs. TECHNOLOGICAL CHANGES: technology is changing very fast. NEED FOR TRAINING JOB REQUREMENTS: employees selected for a new job may lack qualification. 21 . Learning objectives are stated in terms of what the participant will know at the end of the programs. skills and experience required to perform that particular job. INTERNAL MOBILITY: training becomes necessary when an employee moves from one job to other due to promotion or transfer. an organization must adopt itself to the changing business environment. Therefore training is essential to meet the job requirements and need of the organization. And in some cases the past experience and job knowledge of experienced people are not enough to meet the present competencies. Training is widely used to prepare employees for higher level of jobs. IMPORTANCE OF TRAINING 11 HIGHER PRODUCTIVITY: training helps to improve the level of performance and there by increasing the productivity of employees which results in the growth and profitability of the organization. while behavioral objectives are stated in terms of what the participant will be able to do at the conclusion. So training is essential.

They need less guidance and control to perform the right work methods and make use of prescribed safety devices. 11 accidents decrease. 11 wastage of time and efforts. 11 COST REDUCTION: trained employees make more LESS LEARNING PERIOD: a systematic training program helps to reduce time and cost involved in learning. 11 their duties.\ 11 attaining managerial skills.11 BETTER QUALITY OF WORK: in training the best methods are standardize and taught. So frequency of morale. There is less change of economical use of the materials and the machinery. 11 ORGANISATIONAL CLIMATE: a sound training PERSONAL GROWTH: training helps the personnel HIGH MORALE: proper training can develop the LOW ACCIDENT RATES: trained personnel adopt REDUCED SUPERVISION: well trained employees tend to be self radiant and motivate. 22 . job satisfaction and positive attitude towards the job and towards the to grow faster in their career and also to develop employees for higher post and program helps to improve the climate of organization. Training also reduces the maintenance cost there by reducing the cost of production and operation which leads organization’s profitability. So there is less likely occurrence of operational mistakes and that is the reason quality of the product or service increases. 11 organization.

REFRESHER TRAINING: employees are trained to use new methods and techniques to make them adaptable with changing technological up-gradation. Trained employees can perform better and there by earn more. Training also develops new knowledge and skills among the employees. it is also known as pre-job training. It creates consciousness and use of safety devices. • • • Training enables the employees to adapt to changes in work procedure and methods. Training helps the employees to develop and earn quick promotions. Training helps the employees to use safety devices. • JOB TRAINING: it refers to the training provided with a view that to increase the knowledge and skills of the employees for improving performance on the job. SAFETY TRAINING: training provided to minimize the accidents and damage to machineries. • • 23 .BENEFITS OF TRAINING • • • Training helps to improve the self confidence of an employee. so they are less prone to the accidents. TYPES OF TRAINING • ORIENTATION TRAINING: induction or orientation training seeks to adjust the newly appointed employee to work environment.

SYSTEMATIC APPROACH TO TRAINING: IDENTIFYING TRAINING NEEDS JOB PRESENT PERFORMANCE DESIRED PERFORMANCE GAP SETTING TRAINING OBJECTIVES AND POLICY DESIGNING TRAINING PROGRAMME CONDUCTING THE TRAINING FOLLOW UP AND EVALUATION 11 Identifying Training Needs: All the training activities must be related to the specific need of the organization and the individual employees. The training programme should be launched only after the training needs are assessed clearly.• REMEDIAL TRAINING: such training are arranged to overcome the shortcomings in behavior and the performance of existing employees. In order to identify training the gap between the existing and 24 .

required levels of knowledge. Organizational Analysis: It involves a study of the entire organization in terms of its objectives its resources. b) Resource utilization analysis: The allocation of human and physical resources and their targets are analyzed. specific areas are decided where training is needed and the effectiveness of training is also decided. skills and aptitudes required and the work behavior. skills and performance and aptitude should be specified. Manpower analysis: The persons to be changed and changes required are analyzed. c) Organizational Climate Analysis: The prevailing climate of an organization reflects the employees and management’s attitude towards employee development. efficient utilization in meeting the operational 11 Training objectives: 25 . 2. the job knowledge. It is decided whether the persons performance is substandard and training is needed. political. a) Analysis of the objectives: the long term and short term objectives and their relative priorities are analyzed and then the general objectives are translated into specific and detailed operational targets. it is determined the employees are capable of getting trained. 3. 1. d) Environmental Scanning: The economic. resource allocation and utilization growth potential and its environment. Task or Role analysis: It is a systematic analysis of the jobs to identify job contents. cultural environmental of the organization is analyzed. technological and socio-economical.

2. (2) Role and tasks to be coined out by the group. (7) Indicators to be used in determining changes from existing to desired level.) To built up a second line of competent authorities and prepare them to occupy more responsible positions. (4. Preparing the trainees: the success of the training programme depends to a great extent depends upon the instructors or the resource persons. (2. 11 Designing a Training programme: An appropriate training programme includes: 1. 3. The type and methods to be used will depend on the type of the persons to be trained it is also necessary to motivate the employees and create a desire for training for the growth and the development. Therefore the responsibly of training can be shared from top management to the concerned employee. 26 .) To assist the employees to function more effectively in their present position by developing their skills and techniques.(1. 11 Training Policy : (1) Nature and size of the group to be trained. (6) Operational results to be achieved through training. Again proper planning and training are also useful for the organization. (3) Relevance applicability and compatibility of training to work situations (4) Identification of behavior when change is required.) To broaden he minds of senior managers through interchange of experiences within and outside. Selecting and motivating the target group: it is necessary to decide who is going to be trained that is the target group.) To impart to new entrants the basic knowledge and skills required for efficient performance. (5) Existing and desired behavior defined in terms of ratio. Responsibility of training: training is quite strenuous job. (3.

The feedback is generated through follow up for necessary corrective measures to be taken later. Here the trainers tells. demonstrates and illustrates in order to put over new knowledge and operations. 27 . 11 TRAINING METHODS AND TECHNIQUES: 1.the-Job Training(OJT): In this method the trainee is placed on a regular job and taught the skills necessary to perform the necessary job. Applying and trying out the instructing to judge the understanding of the instructions to the trainee. Developing training package: this step involves deciding the content of training. Presentation: This is the action phase of training. Vestibule Training: In this method of training the training centre is called vestibule is setup and actual job conditions are duplicated or simulated. Following up training to identify corrective ness of training. 5. But before that the learner should be put at ease. Job Instruction Training includes: • • • • Preparing the trainee for instruction. On. Expert trainers are employed to provide training with the help of equipments and machines which are identical with those in use at the work place. Performance Try-out: the trainee is asked to do the job several times slowly. The trainee learns under the guidance of a superior or instructor by observing and handling the job. Presenting the job operations (Instructions) in terms of what the trainee is required to do. designing support materials for training and choosing the appropriate methods of training. The mistakes are corrected and if necessary complicated and complex steps are explained again.4. 6. 7. So this is called “Learning by Doing”. 2. Follow-up: This is the last step of a training programme where the effectiveness of training programme is assessed.

Selected candidates carry on regular studies for the prescribed period. Such programs are designed to avoid obsolescence of a person in terms of job requirements. training earlier in their jobs. Internship training: It is joint program of training in which educational institutes and business firms cooperates. case studies. group discussions and audio visual aids are used to explain knowledge and skills.3. In India Government has established Industrial Training Industrial Training Institutes (ITIs) under the Apprenticeship Act 1962 for the purpose. The success and growth of an organization depends largely upon the caliber and performance of executives. 3. 11 EVALUATING TRAINING EFFECTIVENESS: Training effectiveness is the degree to which trainees are also able to learn and apply the knowledge and skills acquired in the training program. Such an evaluation will provide useful information about the effectiveness the training as well as about the design of future training program. 4. EXECUTIVE DEVELOPMENT Executives are the most valuable assets of any organization. lectures. Retraining programs are generally arranged for the employees who have been long in the service of an organization. Class room training: Under this method training is provided in company class rooms or educational institutions. every 28 . Simultaneously they work in some industry or office to gain some practical knowledge and skills. Therefore. It is necessary to evaluate the extent to which training programs have achieved the aims foe they were designed. RETRAINING: Retraining is the process of providing training to persons who underwent. Apprenticeship Training: In this method both theoretical instruction and practical learning are provided to the trainees in the training institutes.

attitudes. This is designed to improve the effectiveness of managers in their present jobs and to prepare them for higher jobs in future. Then the job descriptions and specifications are prepared for all the executives’ positions to know the type of knowledge. Establishing training and development programs: The human resource department prepares comprehensive and well conceived programs identifying the needs and may launch specific 29 . PROCESS OF EXECUTIVE DEVELOPMENT 1. 3. Appraisal of present managerial talent: A quantitative assessment of the existing executives is made to determine the type of executive talent available within the organization. 2. experiences and performance appraisal results is prepare to obtain the complete information about each executive. An analysis of this information will show the strengths as well as deficiencies of executives in certain functions related to the future needs of organization. and key executives positions. intellectual and emotional characteristics. skills. Inventory of executives’ manpower: This inventory containing the detailed data regarding the education. 5. and insights to manage the work in their organizations effectively and efficiently. skills. Analysis of development need: A critical analysis of the organization structure in the light of future plans will be reveal what the organization needs in terms of departments. Planning individual development programs: Each one of us has a unique set of physical. It is an educational process through which managers learn conceptual and theoretical knowledge and managerial skills in an organized manner. training and experience required for each position. 4. Executives development or management development is a systematic process of learning and growth by which managerial personnel gain apply knowledge. Therefore development plan should be tailor-made for each individual. functions.organization should improve the quality of its managers.

8. Lectures Case studies Group discussions Role playing Management games In basket exercises Conferences Sensitivity training Programmed instructions 30 . 3. Coaching Under study Position rotation Project assignment Committee assignments Multiple management selected readings 1. 2. 2. 6. 4. Methods and techniques of executives’ development program Executive Development program On-the-job techniques Off-the-job techniques 1. specific executive development programs organized be well known institutes of management. 3. 7. 6. 7. 4. 5. 5.recommends. 9.

Job rotation is a process of horizontal movement that widens the managers experience horizon beyond the limited confines of his own. 5. Multiple management: Under this method a junior board of young executives is constituted. suggests how to achieve these goals periodically reviews the trainee’s progress and suggest changes required in behavior and performance. the supervisor guides and instructs the trainee as a coach. They also learn interpersonal skills. The superiors taught much of the departmental work through the junior’s . Project assignment: under this method a number of trainee executives are put together to work on a project directly related to their functional area. 2. Major problems are analyzed in the junior board which makes 31 . Committee Assignments: a permanent committee consisting of trainee executives is constituted. Understudy: An understudy is the person selected and being trained as the here apparent to assume at future time the full duties and responsibilities of the position presently held by his superior’s.ON THE JOB TRAINING PROGRAM: On the job training program is most suitable when the aim is to improve the on job behavior of executives. Position rotation is also called job rotation. Position Rotation: Position rotation involves movement or transfer of executives from one position or job to another on some planned basis. The group called project team or task force will study the problem and find appropriate solutions. discusses problems with him and allows him to participate in the decision making process as often as possible. These persons are moved from one managerial position to another according to rotation schedule.The following are the various methods that are used in on the job training program 1. Coaching: In this method. This is a very flexible training device due to temporary nature assignments. All the trainees participate in the deliberations of the committee. 4.The motivation to learn is high as training takes place in the real situation . they get acquainted with different view points and alternative methods of problem solving. 3. Through discussion in committee meetings. 6. The coach or counselor sets mutually agreed upon goals. Such training is expensive and time saving .

1. But training method is more time consuming. Group Discussions: It is variant of the lecture method. Case studies. Case Study Method: Under this method. This is followed by a critical discussion.the. The chairman of the discussion or seminar summarizes the contents of the papers and the discussions which follow. Readings of current management literature helps to avoid managerial obsolescence. They are to require identifying and analyzing the problem. audio visual aids and film shows. The following are various methods that are used in the off-the Job Training programme. demonstrations. The training programme may not be effective in bringing the motivation level of employees.job training programme is effective when the aim is to improve the job behavior of the executives on a long term. managers can keep in touch with the latest research findings theories and techniques in management. Such training is less expensive as compared to the on the job training. Lectures: these are formally organized talks by an instructor on specific topics.recommendations to the board of directors. Selective Readings: reading selected professional books and journals. 7. a real or hypothetical business problem or situation demanding solution is presented in writing in to the trainees. 32 . Under it paper is prepared and presented and presented by one or more trainees on the selected topic. Many organizations maintain libraries for their executives and managers are continually read and improve their skills OFF-THE –JOB TRAINING PROGRAMME Off. These can be supplemented by discussion. Lecture method is a simple way of imparting knowledge to a large number of people within a short time. 3. No executive can afford to rely solely on others to keep him informed of innovations in management. Lectures are essential when technical of special information of complex mature is to be provided. 2. The young executives learn decisionmaking skills and the Board of Directors received the collective wisdom of the executives’ team.

Thus. two or three trainees are assigned parts to play before the rest of the class. 1.suggesting and evaluating alternatives courses of action and choosing the most appropriate solution. It helps to bring about desired changes in attitudes and behavior. Role playing is a useful method of developing interpersonal or human relations skills. He is expected to carefully study these and make his own recommendations or observations of different trainees are compared and conclusions are arrived at. who creates the opportunity to express their ideas. develop interpersonal competence and sharpen teamwork skills. 6. it is a method of human interaction which involves realistic behavior in an imaginary or hypothetical situation.face interaction and confrontation. Interview or a sales man presenting to a customer etc. In this method. There is high degree of learning by observing and listening. In-basket exercise: In this method. and enrich their skills through involvement and simulated exercises. These are put down in the form of a report. Role playing primarily involves employee. These are class room simulation exercises in which teams of individuals complete against one another or against an environment in order to achieve a given objective. firing. Management Games: Management or business games are designed to be representatives of real life situations. In these exercises. the participants play a dynamic role. 7. experiment with new behavior and develop awareness of self and of others. and hiring. 33 . Role Playing: Role playing involves simulation that is creating an environment similar to real work situation. beliefs and attitudes. discussing a grievance procedure. The trainer guides the discussion and ensures that no relevant fact is overlooked. 5. employer relationships. conducting a post appraisal. Sensitivity Training: sensitivity training is a group exercise designed to provide maximum possible opportunity for the individuals to expose their behavior. the trainee is provided with a basket or tray of papers and files related to his functional area. give and receive feedback. The trainees are brought together in a free and open environment wherein participants discuss themselves. as they would play in a stage play. The discussion is lightly directed by a behavioral expert. In this method the focus is on face-to. The purpose is to increase self awareness.

34 . Information is broken into meaningful units and these Units are arranged in a proper way to form a logical and sequential learning package. Programmed Instructions: This method incorporates a prearranged and proposes acquisition of some specific skills or general knowledge.2. Each package is built upon the earlier ones and knowledge is imparted with the help of a text book or a teaching machine.

the more likely that training will be related to actual on-the-job performance –now or some point in the future-the more probable that the objectives will be met. Vendors and consultants can be used in those instances where economies can be achieved and quality training delivered within budget. where and what training will be needed and the numbers to be trained . Need validation is a process of reconciling line unit reports with data concerning organization plans.The practical result is a flexible training plan which meets both the regular and continuing needs of the organization and its employees and which can quickly react to request for new or short term programs. forecasts and factors which might serve to impact training and human resources needs.With sufficient lead time .DEVELOPING TRAINING PROGRAM 1. This process may involve formal meeting with department heads and company planners and the review of performance evaluations. Whether internally designed or externally purchased. The summation of needs is then reviewed by senior management to establish an overall schematic indicating priorities and limitations in terms of budget boundaries . 3. example a heavy influx of non -English speaking immigrants. the training unit can evaluate the cost benefit and cost effectiveness of training design and delivery system alternative. 2. (c) the training is conducted in a well-run professional manner & 35 . career counseling reports. Training Design The clearer and more specific the objectives. Planning Management’s validation of needs and communication of priorities help to produce an accurate forecast as to training may be chosen to meet clear companywide needs. the design and presentation of the training must be such that: (a) participants come away from the training with an action plan for beneficial on the job application of what was learned . (b) the learning lasts when faced with the pressures of the real world . In. and appraisals of promo ability and potential surveys of employee attitudes. Data are collected from as many relevant sources as possible. Need analysis and validation A Periodic needs analysis is one of the few required procedures in training methodology.

there is an announcement of the training schedule. 3. and criteria for attendance. Improve Specific Elements of Management Performance: A large food processing company felt that administration of its salary system was not effective. Other specific aspect of management and professional tasks can be upgraded through training as well. subjects covered. sensitive to trainee motivation and contributing to acceptance and use of the learning. Participants and their supervisors should find it easy to identify those who should attend and whether or not this training will meet individual and supervisors objectives. or a Line manager instructing on a part-time basis. 2. the individual must be qualified. Whether the teacher is a full time professional instructor. An audit showed that the operating divisions in highly decentralized company were almost totally ignoring the performance appraisal aspect of the salary program . No rule of thumb exists concerning how much time should be devoted to such training. IDENTIFYING OBJECTIVES IN MANAGERIAL TRAINING 1. 4.Intensive training for all levels of management in techniques of appraisal performance and conducting of appraisal interview yielded highly beneficial results when coupled with some minor revisions in salary plan itself. To introduce managers and supervisors to new and successful 36 . Maintain the Quality of Management and Management Succession: The importance of maintaining and upgrading the performance of existing managers is reflected in the amount of training provided to them. Facility management is responsible for providing and maintaining a Location conductive to learning. an outside consultant. objectives. This should include a clear description of the programs. members of the corporate team may become wedded to routine and tradition and thus loses their effectiveness. Conducting the Training Initially. Upgrade Overall Performance: When a company so dominates a market that it is not compelled to be innovative and aggressive. Teacher selection is another key decision.(d) The training is a positive experience.

it may turn to training in management and business techniques as one means of impressing upon key employees the need to use the latest methods in seeking to attain the revised goals. 5. top management may turn to broad-scale training in managerial and business concepts. moves the company to a new line of business. aggressive and profit –conscious than it had been before. such as increased techniques. One company. As one means of doing so. The preparation and presentation of this course helped the “new” company become much more dynamic. 6. technical and managerial employees. 37 . Build a “One Company” Concept: Too often.Some firms have tried to break down the walls and strive for a single company concept through management training for professional. found itself with a new chief executive who wanted to turn the company into a more profit oriented organization.At this level the instruction contributes to the overall climate of improvement necessary to an effort of this type and sets the proper tone for future managers. with a protected market. 4. Professional. to draw up a training course in current profit management and business techniques which would be presented to salaried personnel. companies are so compartmentalized that employees in one area do not even know what employees in other areas do. the CEO appointed a multi level task force. technical. This makes career planning difficult . and sales employees may receive such training as potential managers’ . Alter a Company’s Direction: When a top management revises or sharpens the overall corporate objectives. to a growing number of companies. with members from all functions. Accordingly training programs on employee participation now make up a growing part of many companies training packages. But coordinating such “participation” means a marked change from the management style to which most firms are accustomed. Promulgate a New management style: Greater employee participation at the work place appears to offer rewards.

develop a higher level of selfconfidence.       38 . to produce the number of skilled managers and executives needed to anticipate growth needs. Assist the organization to identify its future leaders and accelerate their upward mobility to ensure continuity of leadership. Provide executives and managers with up-to-date information on innovations in business theory and practice new technologies which may impact the organization. Enable the organization.It can serve to: Increase productivity and effectiveness of managers in their current jobs by assisting them to master management skills and techniques. and increase their ability to help subordinates advance. Encourage a climate of participative management where the individual and organization can mutually set performance goals and measurement techniques. Encourage managerial self-growth and increase the ability of managers to take on greater responsibility and achieve their full potential.OBJECTIVES PROGRAM OF A MANAGEMENT DEVELOPMENTAL An effective management developmental program can accomplish a number of important organizational objectives by providing a continuous flow of highly qualified and well trained managerial talent from first line supervisors on up through top management and by acculturating new supervisors and managers to the values and norms of the organization .

That is. design. as well as on the job. not to lay blame. creating and dividing our world. and implementation phases. and not objects. 39 . Feedback . Control .Alice Reich (1983). 2. the transformation that means that we are human beings. Bramley and Newby identify five main purposes of evaluation: 1. The most exiting place in teaching is the gap between what the teacher teaches and what the student learns. development.Linking learning outcomes to objectives and providing a form of quality control. It is also performed after the learners return to their jobs. This is where the unpredictable transformation takes place.Making links from training to organizational activities and to consider cost effectiveness.TRAINING EVALUATION MODELS INSTRUCTIONAL SYSTEM DEVELOPMENT MODEL (ISD) Evaluation phase is ongoing throughout the entire ISD process. passive and defined . it is performed during the analysis. The goal is to fix problems and make the system better. Its purpose is to collect and document learner performance in a training course.

3. Formative evaluation is also useful in analyzing learning materials. 40 . The reactive evaluation is a tool to help determine if the objectives can be reached. while the impact evaluation is a tool to judge the value or worth of the objectives. . there are four major break points. the performance evaluation is a tool to see if the objectives have actually been met. This allows the learner to master the required skills and knowledge. and problems into an ultimate meaningful whole.Wally Guyot (1978) Summative The summative evaluation (also know as external) is a method of judging the worth of a program at the end of the program activities (summation)..The results of the evaluation influence the context in which it is occurring. Formative evaluation is primarily a building process which accumulates a series of components of new materials.Manipulating evaluative data for organizational politics. Thus.. student learning and achievements. Intervention . If we refer to Kirkpatrick's four levels of evaluation. They permit the learner and the instructor to monitor how well the instructional objectives are being met. training.. Formative Formative evaluation (also known as internal) is a method of judging the worth of a program while the program activities are forming (in progress). formative evaluations are basically done on the fly. Thus. and the transfer of training to the job. the learning evaluation is a tool to help reach the objectives. Research . Evaluations are normally divided into two broad categories: formative and summative. This part of the evaluation focuses on the process. levels one and two (reactive and learning) are formative evaluations while levels three and four (performance and impact) are summative evaluations. 4. Power games . 5. skills.Determining the relationships between learning. and teacher effectiveness. The focus is on the outcome. Its main purpose is to catch deficiencies so that the proper intervention can take place.

The various instruments used to collect the data are questionnaires. When a learning package is first presented. This level is often measured with attitude questionnaires that are passed out after most training classes. and testing. and impact. then the learner is normally motivated to 41 . etc. learning. surveys. classroom training. If the goal or task is judged as important and doable. performance.. observations. Kirkpatrick's Four Level Evaluation Model The best known training methodology is Kirkpatrick's Four Level Evaluation Model of reaction. The chart below shows how the evaluation process fits together: Level One . evaluation at this level measures how the learners react to the training. This level measures one thing: the learner's perception (reaction) of the course. rather it be e-learning. The model or methodology used to gather the data should be a specified step-by-step procedure. the learner has to make a decision as to whether he or she will pay attention to it. CBT. interviews.Reaction As the word implies.

the building of the assessment helps to define what the learning must produce. the post-testing is only valid when combined with pre-testing. "Reaction may best be considered as how well the trainees liked a particular training program" (1996). if the task is presented as low-relevance or there is a low probability of success. Assessment is about the progress and achievements of the individual learners. while evaluation is about the learning program as a whole. Measuring the learning that takes place in a training program is important in order to validate the learning objectives. then a negative effect is generated and motivation for task engagement is low. This differs somewhat from Kirkpatrick. However. Note that the assessment instrument normally has more benefits to the designer than to the learner. improve knowledge. There are two parts to this process: the gathering of information or evidence (testing the learner) and the judging of the information (what does the data represent?). so that you can differentiate between what they already knew prior to training and what they actually learned during the training program. For the learner. assessments are statistical instruments that normally 42 . the less relevance the learning package is to a learner. This assessment should not be confused with evaluation. then the more effort that has to be put into the design and presentation of the learning package. Evaluation in this process comes through the learner assessment that was built in the design phase.Learning This is the extent to which participants change attitudes. Evaluating the learning that has taken place typically focuses on such questions as: • • • What knowledge was acquired? What skills were developed or enhanced? What attitudes were changed? Learner assessments are created to allow a judgment to be made about the learner's capability for performance. He writes. In addition. However. Why? For the designer. and increase skill as a result of attending the program. Level Two .engage in it. It addresses the question: Did the participants learn anything? The learning evaluation require post-testing to ascertain what skills were learned during the training.

such as a supervisor. The first three-levels of Kirkpatrick's evaluation -. Although it takes a greater effort to collect this data than it does to collect data during training.can the learner now perform in the working environment? It is important to measure performance because the primary purpose of training is to improve results by having the students learn new skills and knowledge and then actually applying them to the job. and Performance are largely "soft" measurements.Results This is the final results that occur. teamwork. Level Three . etc. efficiency." However. their use is in tracking problems within the learning package: 43 .Performance (behavior) In Kirkpatrick's original four-levels of evaluation.behavior being the means and its consequence being the end (1998). However. Thus. however decision-makers who approve such training programs. Learning new skills and knowledge is no good to an organization unless the participants actually use them in their work activities. then this could be done in the training environment. while the final results of the behavior is the performance. he names this level "behavior. its value is important to the training department and organization as the data provides insight into the transfer of learning from the classroom to the work environment and the barriers encountered when attempting to implement the new techniques learned in the program. That does not mean the first three are useless. the consequence of the behavior (performance) is what we are really after -. If we were only worried about the behavioral aspect. indeed. It measures the training program's effectiveness. it is quite rarely performed.poorly correlate with the realities of performance on the job and they rate learners low on the "assumed" correlatives of the job requirements. Level Four . Gilbert said that performance has two aspects -.Reaction. Learning. the next level is the preferred method of assuring that the learning transfers to the job. Since level three measurements must take place after the learners have returned to their jobs. the actual Level three measurements will typically involve someone closely involved with the learner. behavior is the action that is performed. that is. moral. "What impact has the training achieved?" These impacts can include such items as monetary. but sadly. prefer results (returns or impacts).

which looks at the impact or return from four perspectives: • Financial: A measurement. retain. such as how the output is affected. and deepen relationships with its targeted customers. Note the difference in "information" and "returns.• • Reaction informs you how relevant the training is to the work the learners perform (it measures how well the training requirement analysis processes worked). Internal: Achieve excellence by improving such processes as supply-chain management." although not necessarily in dollars and cents. While the fourth-level gives you "impacts. • Impact informs you of the "return" the organization receives from the training. This final measurement of the training program might be met with a more "balanced" approach or a "balanced scorecard". There are exceptions. • Customer: Improving an area in which the organization differentiates itself from competitors to attract. Financial can be either soft or hard results. and the growth of individuals. Learning informs you to the degree of relevance that the training package worked to transfer KSAs from the training material to the learners ( it measures how well the design and development processes worked). such as an ROI. • • 44 . the first three-levels give you "information" for improving the learning package. or the impact itself. Innovation and Learning: Ensuring the learning package supports a climate for organizational change. it evaluates the impact that training has upon the organization. while soft results are more informational in nature. or support process. but instead of evaluating how well the training worked. Decision-makers prefer this harder "result. innovation." A hard result is generally given in dollars and cents. • The performance level informs you of the degree that the learning can actually be applied to the learner's job ( it measures how well the performance analysis process worked). production process. that shows a monetary return." That is.


Training Philosophy: Knowledge management is a continuous process and it is essential that our employees update their functional knowledge and skill in various disciplines through training. Training is imparted on four diverse levels i.e. 1. Functional 2. Development 3. Environmental Management A combination of intellectual and integrated approach to training consists of various interrelated components as given below: Assessment of Training Needs: Training is a fundamental input in providing opportunities to employees of an organization and enables them to optimally contribute towards short and long term objectives of an organization. Thus, all the activities pertaining to training must be related to the specific needs of both organization and the individual employees. Training needs that are stated will ultimately determine the effectiveness of the training and assist in evaluating firstly, the extent to which the skills required for a particular task or role have been acquired and utilized in improving ones performance, and secondly, the extent to which the individual interests, aspiration and potentials have been met and realized for ensuring job satisfaction and employee growth.


ORGANIZATIONAL ANALYSIS ♦ Identification of organizational Objectives/needs/growth potential and resources. TASK ROLE ANALYSIS ♦ Identification of knowledge skills and attitudes are required. MAN POWER ANALYSIS ♦ Identification definition of target population and performance analysis. STATEMENT OF TRAINING NEED ♦ Identification of gap between existing and required level of knowledge, skills and attitudes. ♦ Isolate problem areas amenable to resolution through training. SETTING TRAINING OBJECTIVES ♦ In terms of behavioral changes ♦ In terms of output Results DEVELOP MEASURES IN JOB PROFICIENCY DEVELOP TRAINING POLICY, PLAN, PROCEDURES, RECORDS

PLAN AND DESIGN TRAINING PROGRAMS ♦ Course construction ♦ Arrange Resources


♦ Groups ♦ On-the-Job FOLLOW UP AND EVALUATION ♦ Carry out evaluation various phases against the training objective set. ♦ Develop follow up measures for monitoring. VALIDATE ♦ Against measures of job proficiency. ENSURE FEEDBACK OF RESULTS REVISE IF NECESSARY


49 . the primary contribution is from on-the-job training and supporting contribution from the formal training effort.e. There is no limit to human potential and growth and such attributes should get transform into reality any training would be considered successful only when the transfer of learning takes place. It is recognized that the employees learn primarily from on-the-job experience. policies and career growth opportunities. b) Developmental training (for officer and staff): this relates to growth needs of the employee to widen their prospective and improving their interpersonal skill in their work place.TRAINING OBJECTIVES: The overall training objective is to develop required knowledge. ♦ To acquaint them with the various departments of pipelines division and also Indian Oil as a company. skills and attitudes of our employees so that they can perform productively to achieve the desired business goals. c) Induction training (for Officers): The objectives of Induction Training are as follows: ♦ To familiarize the new entrants with the corporation’s rules and regulations. TYPES OF TRAINING PROGRAMS IN HOUSE TRAINING a) Functional training (for officers and staff): aimed at imparting skill and knowledge for ensuring better job performance. To achieve this. ♦ To provide them the role and function of other departments i. culture and values. Site visits. Finance. Materials. job rotation and on-the-trainings also included. ROLE AND SCOPE OF TRAINING Training has been playing a vital role in assisting the employees in there pursuit of knowledge and self-actualization. each training program has been designed to take care of the need of division in meeting the present as well as future requirements. Therefore. in achieving this objective. Human Resource. Information System and Safety & Environment Protection.

evaluations of training effectiveness are conducted by reputed outside professional agencies. And also how well the program enhanced his/her competence level in the job. First module related to role of supervisor and role transition and fourth module relating to functional training are conducted by pipelines. our employees are nomited for training programs conducted by reputed institutes. TRAINING ADVISORY COMMITTEE Training advisory committee deliberates on the training inputs to be imparted to the employees keeping in mind he emerging scenario and the recommendation from field and line managers and approves the training calendar. through this he check the performance as well as the knowledge and skill he gain in training. general managers and deputy general manager. 50 . the training advisory committee is headed by director(pipelines) and includes all executive directors. Module two and three are related to behavioral programme and are being conducted (Indian Oil Management Academy) Haldia. The participants attending foreign training are required to make a formal presentation regarding the training and action plan for implementation. Six months after training the controlling officer again assess his subordinate through Post-Training Assessment Form (Appendix IV). At specified intervals. junior executive development programme is conducted in four modules. Officers are also nominated for training and conference abroad.d) JED Programme: subsequent to promotion from staff to officer. EXTERNAL TRAINING Depending on the specific need. The functions of the training advisory committee are to: ♦ Define training objectives ♦ Approve in house training activities ♦ Approve training budget for the year ♦ Finalize the annual training plan ♦ Review training performance TRAINING EVALUATION The overall courses evaluation is done by participation at the end of each program through session evaluation and programme feedback form (Appendix II & III) and the courses are modified depending upon the feedback receive.

Proposed training calendar is prepared and reviewed by the training advisory committee. 51 . External agencies within India. final training calendar is printed and circulated to different regional training department/ HOD’s within one month of management approval. Training at IMA/IIPM. When calendar is approved.Steps for Training Need Identification  The Training Process in IOCL has different steps for implementing any training programme. External agencies abroad. Training in IOCL consists of: • • • • In-House Training.   Training need identification is done once every two years.


Moser Baer India Limited 66 Udyog Vihar.Greater Noida 53 .

54 . Majority of MBIL’S sale comes from export that feeds 92 countries in continents. The company has 5 manufacturing facilities situated at Noida Grater Noida. phase 2 Noida and 66. Udyog Vihar Greater Noida are exclusively for manufacturing of optical media storage disk formats. data media and audio storage products. The facilities at A164. We have an enviable fortune 500 customer base with strong brands and global distribution. -CORPORATE PROFILE MBIL is based in New Delhi India and is one of the world’s largest manufacturers of storage media with an 11% share of the global data storage market. In India MBI has captured majority of market share in a market that is expected to multiply several times over next few years. Company’s product range includes Magnetic Recordable Media also known as Micro floppy disks of diskettes.MOSER BAER INDIA LTD. and optical media that include recordable and rewritable compact dicks. MBI is ideally positioned to capitalize on the large growth in the data storage business.

On the job training are given to the employees on the shop floor. The training and development department organizes these trainings from time to time deciding upon the participants. All the training programs conducted at Moser Baer are divided into broad categories:  Organizational Training  Induction Training  Process Improvement o -Six sigma  EHS Programs  Behavioral Programmes o Management system  MDP(management development programmes)  Functional o -DVDR Production 55 . faculty and venue. It is mandatory for them to provide 2 man days or sixteen hours training to each employee in a year.TRAINING SYSTEM AT MOSERBAER Moserbaer has a separate Training and Development Department.

NO Employee should be given on the job training.t be no NO External training should be arranged by a lining with external agencies who have the expertise necessary infrastructure.The respective head of department should identify the training requirements Communication should be given to the training department Annual training calendar should be prepared and circulated to the departments e th e er e th loy or he p W em wly ed c ne du is tro t in no YES Basic induction training followed by specialized training should be given in. According to the department to which employee join. YES B In-house training should be conducted In-house training should be conducted A 56 . n go f in no nd tio pe iza er De e th cial g to ath ld e n e u sp ini e w ho or tra cid ng s use de ini ho tra in.

Further courses of action should be taken based on the feedback received from employee Employee wise training conducted should be mentioned in the system TNI AT MOSERBAER I. IDENTIFYING SOURCES OF TNI At Moserbaer. They are: 1.A B The effectiveness of the training should be reviewed by taking a feedback from the employees Employees should be asked to submit a report stating what they have learnt. there are five sources of deriving the training need information of employees. The form contains the following information  Name of employee 57 . PERFORMANCE APPRAISAL All the Department heads fill up an Employee Need Identification Form for each of their department employees.

All the forms are handed to the training manager. Employee ID  Designation  Department  Period of review: whether April or October cycle  Development objective: For what purpose the training is required  Development action: It tells what training program is needed by the employee to achieve the development objective  Measurement of effectiveness: i. 58 . 2. specifying that the employee is a yellow belt certified  Responsibility for training  Target date of completion: this is filled by the training department after analyzing all employees needs  Completion Date: the actual date when the training ends This form is duly signed by the Employee as well as the manager. Though this is the standard format for giving information.e the indicators that the training has been successful in meeting the objective. COMPETENCY MAPPING Here.  Present level against measure: previous training given. for instance. if any. there are 4 employee levels namely:  E1-Manager  E2-Assistant manager-Deputy manager  E3-Deputy engineer and General Engineer  E4-Lower level There are 5 levels of skills where 1 is the lowest level and 5 refer to the highest level where the employee is able to train other employees. yet some departments give the information in different formats.

59 .

The focus on quality is also reflected in significant investments that are made on quality training of all associates to build a quality conscious culture and leverage the strength of our assets. ORGANISATIONAL NEED This aspect is concerned with imparting training in areas affecting the organization as a whole.Learner  Sometimes demonstrate the behaviour/skill where appropriate  Inconsistently effective  Some understanding of behaviour/skill  Supervision or guidance necessary Capable     Often demonstrates the behaviour/skill Effective Good understanding of behaviour/skill Little supervision or guidance needed Strength  Almost always demonstrates behaviour/skill where appropriate  Highly effective  In depth level of understanding of behaviour/skill  No supervision/guidance necessary Role model  Encourages and influences others to display the skill  Always demonstrates behaviour/skill where appropriate  Highly effective  In depth level of understanding of behaviour/skill  No supervision/guidance necessary 3. 60 .

the Plants have maintained a strong focus in improving systems and processes and holds various certificates including ISO 9001:2000 for quality management. 3. the defect ratio of their products is one of the lowest in the industry. 61 . ISO 14002:2004 for environment management and other OHSAS 18001:1999 for occupational health and safety. REVIEW COMMITTEE The need for certain training may be decided upon in the meetings by the members on considering certain factors.As a result of the various intiatives. a detailed sheet is prepared listing all the training programs required by each employee. The information consists of listing the number of employees requiring a certain training program. training in handling materials is required for maintenance department but is not required for the Human Resource department 4.PREPARATION OF SHEET (PROGRAM WISE) After each individual employee’s training needs are known. This is done to know which program is required the most at the present hour and also to schedule the training sessions depending on the strength and availability of employees. GROUP RISK ASSESSMENT(GRA) It is concerned with training needs of a specific Department than of all the departments as a whole. This sheet is hyperlinked to previous sheet to look into the details of a particular employee if desired. This is done to know how many training needs do a single employee has and who needs the most. For instance. I. II. another detailed sheet is prepared.PREPARATION OF SHEET (EMPLOYEE WISE) After getting the training needs of all employees from different sources. To support its quality journey on the path of excellence.

IMPLEMENTATION After scheduling. they are fitted into the current month. V. some employees were not able to attend the training program. ♦ Behavior: Has the behavior of programme participants changed in the desired manner e.g. if there are backlogs in the previous months i.EVALUATION Without an evaluation of learning programmes it is not possible to identify the successful or unsuccessful elements and therefore improve future provision Evaluation can be conducted at a number of levels and five are described below ♦ Reaction: What is the initial response to the learning programme e. a short multiple choice test of learning programme contents.e. do they operate computer packages correctly? 62 . VI.PREPARATION OF PLAN CALENDER With all the details in hand. Several tentative dates are there.e.III. the dates for the training program are worked out. the actual training takes place. of participants. a Plan calendar or monthly calendar is prepared. IV.g. The choice of a particular date depends on the availability of the trainer.g. no of hours. It shows the duration of training i. feedback sheets ♦ Learning: This involves what was actually learned from the learning programme e. Also. time available with the employees etc. total no.PREPARATION OF MONTHLY CALENDER After deciding the number of employees who will be given the training in the month. There is specified number of employees and the duration is predetermined.

Transfer Which elements of the learning have been applied in the workplace? Which elements of the learning have not been applied in the workplace? Why do the participants apply some of the elements of the learning programme and not others? 4.g. Learning What were the main areas which were remembered by the whole group of participants? What were the main areas which were forgotten by the whole group of participants? Which participants remembered the most from the training session? Which participants remembered the least from the training session? 3. Results What were results of the changed work behavior? What effect did this have on productivity? 5. Is there improved performance which increases productivity? ♦ Return on Investment: How does the investment in training compare to the savings made on productivity etc? Evaluation of the impact of learning interventions may be carried out at a number of levels and involve a variety of factors: 1. Return on Investment What was the return on investment (ROI) of the training? How does the cost of training compare to the financial return on increased (decreased) productivity? Evaluation can be through:  Conducing a test  Feedback: the employees are asked to fill up a feedback form COMPARISION OF TRAINING SYSTEM OF COMPANIES 63 .♦ Outcomes: Is there an improvement in productivity e. Reaction What did the participants think about the learning interventions? What did the providers think about the training interventions? What were their thoughts about the venue facilities? 2.

-Analyzed and take corrective action. MOSER BAER Two mandays or 16 hours training to each employee in a year. April to March IIPM-Gurgaon IMA-Haldia -Feed back is taken from the participants/ presentation for management appraisal. Prepare for 1 year.TNI TRAINING CALENDAR TRAININ G INSTITU TES EFFECTIVENESS IOCL Once in 2 years. -employees are asked to fill up a feed back form. 64 . Prepare every month. -Effectiveness Evaluation form filled by HOD’s. ____ Evaluation Effectiveness is done by: -Conducting a test. -Monitoring -Evaluation by their respective bosses.


website of IOCL (www. The survey was conducted in different departments of the head office of IOCL located at NH2 MATHURA. Primary Data: Primary source include Questionnaires that were distributed to the The employees were given various questions to answer on the five point scale in the form of Questionnaire. it was found out that it was a descriptive research. Data Collection: The survey was based on the Primary and Secondary data. Sampling: Random Sampling has been used in the survey. Secondary Data: Secondary data includes information from IOCL procedure manuals. Training and Development Textbook.iocl.RESEARCH METHODOLOGY After being fully aware of the objectives of the study and the research problem. we were able to get a response from 40 employees of the organization. By putting an effort. 66 . Sample size of 60 was taken.

Following are the some abbreviations which are used: SA A NAND D SD C L F D C&D C&L C&F L&F -Strongly Agree -Agree . D and SD) and on that basis bar graph has been drawn and percentage of response of each statement attempted was calculated. Lecture Method and Demos 67 .Neither Agree nor disagree -Disagree -Strongly disagree -Case Study -Lecture Method -Films -Demos . L&D -Case Study. NAND.Case Study and Demos -Case Study and Lecture Method -Case Study and Films -Lecture Method and Film C.ANALYSIS AND FINDING This is the analysis part of the questionnaire in which the questions were given on the five point scale (SA. A.

Strongly Agree Agree Neither Agree nor disagree Disagree Strongly Disagree 30 – _ _ _ _ 17.The training programs meet your learning expectation.5% 75.0% 30 30 7 7 2 0 25 20 NO. 68 .0% 07.Statement 1.0% 00. This means that employees are satisfied with the training programs conducted here as it meets their learning expectation. Only 5% of the employees disagree. OF 15 RESPONSES 10 5 0 7 0 3 0 SA A NA/ND D SD TYPE OF RESPONSE Most of the Employees agree to this statement.5% 00.

5% 00.OF RESPONSES 15 10 5 0 8 22 SA A NA/ND 7 3 0 D SD TYPE OF RESPONSE This statement asks about that training programs organized according to the key business requirements. around 17% respondent unaware and around 7% disagree to this statement.0% 25 20 NO.0% 55.The training efforts are directed towards the key business requirements of IOCL. Strongly Agree Agree Neither Agree nor disagree Disagree Strongly Disagree – _ _ _ _ 20.5% 07. 69 . More than 75% respondent agree.Statement 2.0% 17.

0% 25 20 15 NO. Hence this shows that IOCL has a good infrastructure for conducting training programs. Strongly Agree Agree Neither Agree nor disagree Disagree Strongly Disagree – _ _ _ _ 55. 70 .0% 15. OF RESPONSES 10 5 0 22 12 6 0 0 SA A NA/ND D SD TYPE OF RESPONSE This statement asks about the infrastructure of IOCL required for training program.Statement 3. More than 80% respondents are satisfied with the infrastructure and no one is dissatisfied.0% 30.IOCL has good infrastructure for conducting training programs.0% 00.0% 00.

5% 00. 71 .Statement 4.5% of the employees do not agree on this statement that expert faculty is being used.0% 02.0% 20. This means that 22.5% 55. Strongly Agree Agree Neither Agree nor disagree Disagree Strongly Disagree – _ _ _ _ 22.OF RESPONSES 22 SA 9 10 5 0 8 1 TYPE OF RESPONSE A NA/ND 0 D SD Here.0% 25 20 15 NO. But 20% of the employees didn’t comment on this statement and few of employees disagree on this statement. majority of the employees agree on the use of expert faculty in various training programs conducted in IOCL.Training programs involve the use of expert faculty.

but some of the employees disagree and 7.Statement 5. Strongly Agree Agree Neither Agree nor disagree Disagree Strongly Disagree _ _ _ – _ 15.5% 25 20 NO. Most of the employees agree on the importance to continuous development of its human resources.5% 02.5% 17. This indicates that some of the employees are not going under any continuous development program.IOCL gives a lot of imporatance to continous development of its human resource.5% of employees neither agree nor disagree.5% 07.0% 57. 72 . OF RESPONSES 10 5 0 15 6 23 SA A 7 3 1 NA/ND D SD TYPE OF RESPONSE Here.

7.5% 50.0% 07.5% 00.0% 15.Statement 6.Training provided to me will help in my future career growth. Strongly Agree Agree Neither Agree nor disagree Disagree Strongly Disagree _ _ _ – _ 27. Therefore company should see to it that the entire employee should get training according the utilization in there future growth. OF 10 RESPONSES 5 0 TYPE OF RESPONSE 11 6 3 0 SA A NA/ND D SD Out of 40 responses. 77% of the employees feel that training provided to them will help in there future career growth.5% disagree to this statement and 15% of it neither disagree nor agree to this statement.0% 20 20 15 NO. 73 .

0% 40.0% 16 16 14 12 10 NO.Statement 7. Thus this response shows that training after every job rotation and new assignment is not being done.IOCL provides training after every job rotation and new assignment. Strongly Agree Agree Neither Agree nor disagree Disagree Strongly Disagree _ _ _ – _ 02.5% 22.0% 15. 74 .5% 20. maximum number of employees disagree that IOCL provides training after every job rotation and new assignment.OF 8 RESPONSES 6 4 2 0 9 8 6 SA A NA/ND D SD 1 TYPE OF RESPONSE Here. Few of them agree on this statement and few of them couldn’t able to comment on this question.

OF 15 RESPONSES 10 5 0 5 27 SA A 5 NA/ND 3 0 D SD TYPE OF RESPONSE Most of the people agree on this statement that training program encourage exchange of information and expression of idea successfully. Strongly Agree Agree Neither Agree nor disagree Disagree Strongly Disagree – _ _ _ _ 12.5% 67.5% 12.The training programs encourage exchange of information and expression of idea successfully.0% 07.0% 00. 75 .0% 30 25 20 NO.Statement 8.

Newly acquired skills will help me in improving my quality of work.Statement 9. Strongly Agree Agree Neither Agree nor disagree Disagree Strongly Disagree – _ _ _ _ 27.5 SA NO. 76 .The learning from training programs will help you in enhancing your job effectiveness. And they feel that training conducted in company allow them to learn skills.0% 25 20 23. And Statement 10.5 0 A NA/ND D SD Almost all the employees agree on this statement that skills acquired in training will help them in improving there quality of work.5% 58.5% 01.75% 12.25% 00. OF RESPONSES 15 10 5 0 TYPE OF RESPONSE 11 5 0.

0% 23 25 20 15 NO.The training programs are conducted in professional manner.5% 10.Statement 11. 10% of the employees disagree to these statements.0% 00. As this shows that training program in IOCL is conducted in professional manner. OF RESPONSES 10 5 0 TYPE OF RESPONSE 9 4 4 0 SA A NA/ND D SD Most of the employees agree on this statement that training program conducted in professional manner.0% 57. 77 .0% 22. Strongly Agree Agree Neither Agree nor disagree Disagree Strongly Disagree – _ _ _ _ 10.

5% 42.5% 20. 78 .0% 20 15 NO.0% 05. Need assessment system should be more transparent.Statement12.Training program was based on the need assessment. OF 10 RESPONSES 5 0 2 11 17 SA 8 A NA/ND 2 D SD TYPE OF RESPONSE There is a mix response on this statement.0% 27. Strongly Agree Agree Neither Agree nor disagree Disagree Strongly Disagree _ _ _ – _ 05. this shows that most of the employees are not sure that training getting to them is on there need bases.

The quality of information provided in training program was good.0% 00.0% 30 30 25 20 NO. Strongly Agree Agree Neither Agree nor disagree Disagree Strongly Disagree _ _ _ – _ 10. 79 .0% 15.Statement 13.0% 00. OF 15 RESPONSES 10 5 0 TYPE OF RESPONSE SA A NA/ND 4 6 0 0 D SD Majority of employees agrees on this statement that quality of information provided in trainings which has been conducted in the company was good.0% 75.

5% 07.0% 60.5% 00.Statement 14. Strongly Agree Agree Neither Agree nor disagree Disagree Strongly Disagree _ _ _ – _ 15.0% 17.0% 24 25 20 NO.The Training Program meets the objective for which it was conducted. 80 . OF RESPONSES 10 5 0 TYPE OF RESPONSE 15 6 7 3 0 SA A NA/ND D SD Majority of employees agree on this statement that training programs meets the objective for which it was conducted.

Therefore. OF 15 RESPONSES 10 5 0 26 SA A NA/ND 4 6 4 0 D SD TYPE OF RESPONSE Most of the employees agree that they get opportunity to implement there learning at work place.0% 65. Strongly Agree Agree Neither Agree nor disagree Disagree Strongly Disagree _ _ _ – _ 10.I have been provided adequate opportunity to implement my learning at work place.0% 00.0% 30 25 20 NO.0% 10. 81 . this shows that atmosphere of the work place supports the employee to implement there learning.0% 15.Statement 15.

5% 05.The training helped us identify additional training/learning needs. OF 15 REPONSES 10 5 0 21 13 SA A NA/ND D SD 3 2 1 TYPE OF RESPONSE Most of the people agree on this statement that trainings conducted in this company help them to identify additional training needs. Strongly Agree Agree Neither Agree nor disagree Disagree Strongly Disagree _ _ _ – _ 07.5% 32.0% 02.Statement 16.5% 25 20 NO.5% 52. 82 .

Statement 17. Some of them prefer both faculties. This seems that the employees are more convenient with the external faculty rather than internal faculty.0% 25. external faculty or both? Internal Faculty External Faculty Both – _ _ 20. 83 .would you like the use of internal faculty.0% 55.0% 25 20 NO. OF 15 REPONSES 10 5 0 22 10 8 INTERNAL EXTERNAL BOTH TYPE OF RESPONSE Most of the employees want the involvement of External Faculty.

Employees suggest that. 84 .5% -02. Lecture Method and Demos -40.5% 16 16 14 12 10 NO. Some of the people prefer more than one methods of learning.5% -02.0% -12. training methods depend upon the topic.0% -10.0% -02.5% -02.5% -10.Which form of training methodology do you prefer? Case Study Lecture Method Films Demos Case Study and Demos Case Study and Lecture Method Case Study and Films Lecture Method and Film Case Study.L&D ALL TYPE OF RESPONSE There is a mixed response but most of the people prefer Case Study as a good training method.0% -15. OF 8 REPONSES 6 4 2 0 C L F 7 5 4 0 1 1 1 1 4 D C&D C&L C&F L&F C.Statement 18.

which in turn contributes to the growth of the organization. After comparing training system of different companies we found that all the companies follow the conceptual framework but they change according to required level of effectiveness. There is space for improvement because in some statements many employee shows dissatisfaction.CONCLUSION The effective training programmes can bring about dimensional change in the technical. Training plays important role in performance of employee but it will be effective when it is provided to the right person at right time. There are certain important areas that need more attention. training programmes helps both in career and personality development of the employees. Our survey at IOCL (MATHURA) revels that employees find Training System at IOCL is effective. So after considering this percentage figure we are concluding that training system is effective but up to some extent. 85 . IOCL have good training system but employee require more transparency in system. 17% responses of employees shows that they are not sure about the system is effective or not and 11% responses of employees negatively responded towards the statements. functional and behavioral skills of the employees. as 72% responses of the employees positively responded towards the statements asked in the questionnaire.

Advance training intimation to participants for preliminary study about training subjects.The latest trend is to keep the experienced manpower rather than recruit fresh manpower as attrition rate of fresh manpower is high. More transparency in nomination for training. Training should be provided after every job rotation and new assignment. Training department at IOCL should be given liberty to choose right candidate with potential and urge to learn and implement. Age bar put on some training program should be removed . Feed back should be taken month / six month. shall be utilized for our requirements and concern employees shall be send for attending the programs. New assignments /Job Rotations should be supported with training manual on the specific job and a Gurukul System where in senior person guides the employee till the employee becomes adept at the job.         86 . Training needs should be identified based on changing scenario and in order to prepare the manpower to increasing competition. If experience man power is given higher level of training inputs they can add more vale to company. Training program should be based on individual’s current assignment need.RECOMMENDATIONS   Training should be conducted for all the employees in a regular way. External Training programs conducted by premier institute like IIT’s in technical firms etc.

♦ Personal development as well as improvement in performing job. 87 . ♦ Method suggested to manage stress has helped a lot. ♦ It has enhanced my job effectiveness and clarity of particular job. It helps in having the actual idea about the present scenario and latest developments in the industries which help in day today working. New learning and understanding help to perform the job better which is not possible being on the job and without the training. ♦ Orientation in communication. ♦ Help in building positive attitude and self confidence ♦ Knowledge base has improved.BENEFITS ACQUIRED BY THE EMPLOYEES WHILE ATTENDING TRAINING PROGRAM ♦ Training has helped to update knowledge and skill ♦ Exchange of ideas/experiences with co-participants. Working knowledge enhances confidence help in decision making/planning.


Please reflect your considered opinion. I am a student from MMM ENGG COLLEGE GORKHPUR and currently undergoing summer training at IOCL. You are requested to rate the various activities as per the questionnaire on a 5-point scale as under.APPENDIX-I QUESTIONNAIRE COVER LETTER: EVALUATING TRAINING EFFECTIVENESS SURVEY IN IOCL Dear Sir/Madam. There is no right or wrong answers. Vivek Kumar Bhardwaj 89 . to enable us to complete our project report. As a part of our MBA program I have to do summer training and topic assigned to do a project is “Evaluating Effectiveness of Training System”. We would request you to kindly spare your valuable time to give us feedback about training activities as per the attached questionnaire. Strongly Agree 1 Agree Neither Agree nor Disagree 3 Disagree Strongly Disagree 5 2 4 Against each question please tick [√] the number in the scale that represents your view. Information and comments on this form will be used only for academic purpose and treated confidentially. Where the scale is not applicable specific direction has been given for such questions. Thanking you. The questionnaire seeks your opinion on various training activities.

IOCL provides training after every job rotation and new assignment. 4. help you in enhancing your job effectiveness. 10 The learning from training programs will . IOCL gives a lot of importance to continuous development of its Human Resource. Newly acquired skills will help me in improving my quality of work. professional manner. 90 . N. 5. The training efforts are directed towards the key business requirements of IOCL. 3. 6. Training provided to me will help in my future career growth. Questions The training programs meet your learning expectation. 11 The training programs are conducted in . Training programs involve the use of expert faculty. 8. 1 2 3 4 5 2. 9. The training programs encourage exchange of information and expression of ideas successfully. S. 1.QUESTIONNAIRE: EVALUATING EFFECTIVENESS OF TRAINING SYSTEM IN IOCL MATHURA. IOCL has good infrastructure for conducting training programs. 7.

15 I have been provided adequate opportunity 16 The training helped us identify additional . ……………………………………………………………………………………………… ……………………………………………………………………………………………… ……………………………………………………………………………………………… THANK YOU FOR YOUR KIND CO-OPERATION 91 . 17.12 Training programs are based on need . Which form of training methodology do you prefer? a) Case study c) Films [ ] [ ] b) Lecture method d) Demos [ ] [ ] 19. 13 The quality of information provided in . 14 The training programs meet the objective . for which it was conducted. What are some of the benefits you have acquired while attending training program. . training/learning needs. training program was good. to implement my learning at workplace. assessment. What other improvements would you recommend in the system? ……………………………………………………………………………………………… ……………………………………………………………………………………………… ……………………………………………………………………………………………… 20. Would you like the use of? a) Internal faculty [ ] b) External faculty [ ] 18.

APPENDIX-II SESSION EVALUATION Programme Title: Session on: Name of the Faculty Trainer: Your assessment will be valuable and necessary for enhancing the overall effectiveness of the program in faculty selection. 5. Coverage of Topic Ability to share / impart knowledge Use of Training methods & aids Clarification to your queries[if any] Suggestions for improving the session: Satisfactory Average What did you gain from this session? 6. 3. Job related knowledge 9. Job related skills 92 . 4. Please indicate your frank opinion by a tick in the appropriate column. Excellent Very Good 1. 2. New ideas / information 7. Refreshed / updated knowledge 8.

relevant and adequate? 9. Was the course material current. Was the program conducted in a Professional manner? 8. Did you find the program sufficiently demanding and stimulating? 3. Topics to be  Added /Expanded  Dropped/Shortened Suggestions/ Comments about any other aspect of the program: Very good 3 Satisfa ctory 2 Average 1 APPENDIX-IV 93 . Did you benefit from this program 4. Will the learning help you in enhancing your job effectiveness? 5. Where usage of methods (like cases. but also for planning the future programs. group work and other aids) effective? 7. Excellent 4 1. Were the program objective met? 2. Please feel free to answer questions frankly and to make any additional comments or suggestion for improving the effectiveness. Please tick appropriate column. role plays. To what extent will you be able to transfer learning on to your job? 6.APPENDIX-III PROGRAMME FEEDBACK FORM Program Title From To Location Your assessment will be essential not only in evaluating the effectiveness of this program.

E.NO : Name: DOB : Department: DOJ : Grade: DIG : Qualification: TRAINING ATTENDED IN LAST 5 YEARS S.N. 1 2 3 4 5 6 7 8 9 10 Area of strength Program Name Duration

Designation: Location: Category: Key assignments currently handled (to be filled in by individual officer) Venue/ Institute

Date: Attribute Acknowledgement Attitude Self-esteem Communication skills Assertiveness Drive and self motivation Team membership Inspiring trust Concern for subordinate development Commitment to total organization Entrepreneurial Managing change Strategic thinking Inter personal skills Customer orientation Suggested Development Training Signature

Signature: Area of improvement

Suggested Functional Training Reporting Officer Name/Designation Date

HOD Name/designation Signature








TRAINING ATTENDED IN LAST 5 YEARS SN. 1. 2. 3. 4. 5. Program Name Duration Venue

STATE IN BRIEF Major jobs related to your current assignment Name of the employees…………...

6. 7. 8. Date…………..signature…………. Areas where training input can improve performance. (Keeping in view strengths and weakness of the employees). Name of reporting officer……….... Date:……………signature………..

TRAINING NEED IDENTIFIED (FOR TWO YEARS) FUNCTIONAL DEVELOPMENTAL 1. 2. 1. 2. Remarks of HOD: NAME: ……………………………. Date:……………Signature……….



Shri/Smt_________________________one __________days Training








__________on__________________________________________________________. The purpose of this survey is to gather data that how well the program enhanced his/her competence level in the job. This is also a requirement as per ISO 9001:2000. The duly filled-in format may please be returned to Training Development. For each of the following four queries please tick the appropriate statement. A. The concerned training program is: B. 1. A regular part of the job. 2. An occasional part of the job. 3. An unusual part of the job. 4. No part of the job. C. After his/her return from the program whether he/she has been assigned with D. more responsibility. If yes above, what was his/her reaction? 1. Welcomed it 2. Accepted it 3. Accepted with reluctance 4. Avoided it Name of Controlling Officer Designation: Location/Unit 96 YES/NO Since attending the program, my subordinate: 1. Has performed the task successfully, 2. Needed additional help to learn the task. 3. Is performing the task, but differently than taught. 4. Has not performed the task.

nwlinkcom 1 www. 97 .Dhanpat Rai & Co. Mamoria & 1 www.iocl mathura.trainingoutsourcing.(Signature of Controlling Officer) ] BIBLIOGRAPHY 1 C. Personnel Management.M.B.Sultan Chand & Sons. Principal and Practice of Management. 1 L. Gankar. 1 1 www. Human Resource Management Concepts & Issue. Himalaya Publishing House 1 www.V. Chhabra.N.businessball.

.....Vivek kumar Bhardwaj.......... MADAN MOHAN MALVIA ENGINEERING COLLEGE GORKHPUR..................0804270057.... : .........PROJECT REPORT Evaluating Effectivenss of Training System At IOCL MATHURA NAME... Roll No.... COVER PAGE 98 ...........