Evaluation of In-plant training program At Bharat Heavy Electrical Ltd, JHANSI

Project Report Submitted to (University of Pune) In Partial Fulfillment of Requirement for the Award of (Master in Personnel Management)
SUBMITTED BY GYANESH MAHOR Under the guidance of Prof. Sarika Salvi

Sinhgad Institute of Business Administration and Research 2010-2012

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INSTITUTE CERTIFICATE
This is to certify that the Project Report at BHEL, JHANSI

Submitted in partial fulfillment of the requirement for the award of the degree of

MASTER IN PERSONNEL MANAGEMENT

TO

UNIVERSITY OF PUNE Is a record of bonafide training carried out by Gyanesh Mahor Under our supervision and the no part of this report has been submitted for the award of any other Degree/diploma/fellowship or similar title or prizes.

Signature:

Signature:

Prof. Sarika Salvi Faculty Guide

Prof. Avadhoot D. Pol Director

COMPANY CERTIFICATE

DECLARATION

I, Gyanesh Mahor, hereby declare that the Project Report titled

EVALUATION OF IN-

PLANT TRAINING PROGRAMME IN BHEL written and submitted by me to (the University of Pune), in partial fulfillment of the requirement for the award of (MASTER IN PERSONNEL MANAGEMENT) is my original work and the conclusions drawn therein are based on the material collected by myself under the guidance and supervision of DR.DHURVA BHARGAVA Dy. General manager (HRD). .

Place: Pune Name Gyanesh Mahor Signature:

Date/ /

ACKNOWLEDGEMENT
The period of 8 weeks of summer project in BHARAT HEAVY ELECTRICALS LIMITED (BHEL) has been a blend of academic & professionalism for me. I am grateful to DR. Dhruva Bhargava Dy. General manager (HRD). In BHEL Jhansi unit under whose guidance I have completed this summer project. I acknowledge the valuable support that I have received from them during completion of my work. I am really grateful to the department authorities of college, especially to the honorable Director Prof. Avadhoot D. Pol who offered me the opportunity for management Education in Sinhgad Institute of Business Administration and Research, Pune. Finally I would like to extend my sincere thanks to my project guide Prof. Sarika Salvi, for her valuable guidance and support in completion of the project.

GYANESH MAHOR

CONTENT

S.NO 1.0 1.1 1.2 1.3 1.4 1.5 1.6 1.7 Executive summary Introduction to report Company profile Research objectives

TOPIC

PG NO 7 to 8 10 to 11 12 to 18 19 20 to 22 22 24 to 32

Research methodology Limitations of research Literature review

Short descriptions of training programs which 33to 37 exits in BHEL

1.8 1.9 2.0 2.1 2.2 2.3 2.4

Scope of the study and procedures Data presentation, Analysis, and Interpretation Findings Suggestion Conclusion Questionnaire Bibliography

39 to 40 42 to 61 63 64 65 66 to 68 69

EXECUTIVE SUMMARY In todays rapidly changing business environment, organizations have to respond quickly to requirements for people. The market has been witnessing growth which is manifold for last few years. Many players have entered the economy thereby increasing the level of competition. In the competitive scenario it has become a challenge for each company to adopt practices that would help the organization stand out in the market. The competitiveness of an organization is measured through the quality of products and services offered to customers that are unique from others. Thus the best services offered to the consumers are result of the genius brains working behind them. Human Resource in this regard has become an important function in any organization. All practices of marketing and finances can be easily emulated but the capability, the skills and talent of a person cannot be emulated. Hence, it is important to provide training and evaluate it so that the skill and knowledge of employees can be polished and its evaluation can prove its worth. Adopting wrong training or not evaluating or rejecting the right one could turn out to be costly mistakes for the organization.

The study of Business Management could never be complete without the actual experience which brings reality to classroom learning. As part of Summer Training the project titled, EVALUATION OF IN-PLANT TRAINING PROGRAM was done at BHEL, Jhansi. Human resource management is the most important area of management. It is concerned with the people at work and their relationship with an enterprise. All other factors of production are useless unless competent employees are trained properly and effective management uses them. Basically this summer training is done to fill the gap between the theoretical concept, which is studied in the classroom, and the practical experience, which is gained in the organization. The primary objective of the study was to evaluate the In-plant training program, and to understand employees perception about the training program, In BHEL JHANSI unit and identifying its linkage with the actual working environment.

Collection of data was done through various sources i.e. primary and secondary. Sample size represents number of people interviewed from the total no. of employees. And the questionnaire is designed to collect the relevant data. The data is analyzed with the help of bar chart which is collected through questionnaire for individual questions in the questionnaire. Sample size for the survey consists of 100 trainees who have attended a particular training under (In- plant) training program. With respect to the company i.e. BHEL Jhansi, analysis of all the facts & figures, the observations
and the experience during the training period gives a very positive conclusion/ impression regarding the training imparted by the BHEL JHANSI UNIT trainers. BHEL is performing its role up to the mark and the trainees enjoy the training imparted especially the reality learning and simulation.

CHAPTER 1 INTRODUCTION

INTRODUCTION TO THE REPORT

The term training and development are closely related and are often used synonymous concepts; there are some important distinctions in their meanings in the context. The term training may be defined as a process by means of which the aptitude, skills and capacities of individual employees to perform specific jobs are increased. Thus training is concerned with imparting specific skills or increasing specific qualification of particular employees for particular purpose. As emphasized by Dale Yoder , The use of the term training and development in todays employment setting is far more appropriate than training alone, since human resources can exert their full only when the learning process go far beyond simple outer or routine as observed by J.P. Champell, training courses are typically designed for a short term and stated set purposes such as the operation of some piece of machinery, while development involves a broader education for long term purposes. Now a days many organizations are conducting training programme to improve the productivity of employees. The quality of employees and their development through training and education, are major factors in determining long term profitability of a business. If you hire and keep good employees, it is good policy to invest in the development of their skills, so they can increase their productivity. Training often is considered for new employees only; this is mistake because ongoing training for current employees helps them adjust to rapidly changing job requirements. Evaluation is the systematic appraisal by which we determine the worth, value or meaning of something to someone, In case of training we are concerned with providing information on the effectiveness of the training activity to decision makers who will make decision based on the information. Evaluation plays a significant part in every step of the training process. It is important that evaluation be a planned or systematic effort that is built from the start of the training process. The main objective of training programme to determine if they are accomplishing specific training objectives, i.e., correcting performance deficiencies. The human resource development department, BHEL conducts various training programmes throughout the year for the development and growth of its employees. The training programmes
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to be conducted in a year are decided at the start of the year. Training need analysis is done by sending a need analysis form at the start of the year to the head of departments. The HODs of various departments then list the name of the employees that are in need of the training. These training programmes target behavioral as well as technical needs. Training needs are then compiled and accordingly the programmes are designed- In plant as well as out plant. The evaluation of the training programmes serves as important function as the proper conduction of programme itself. But the nature of the programmes is many a times such that proper evaluation is not possible. The reaction of the employee is taken right after the training is completed. However, to know how effective has been the training programmes and to what extent is it fulfilling the purpose of increasing the efficiency of participant, on the job evaluation is necessary. HRD, Jhansi this year made an effort to check on the job effectiveness. The present study was designed and conducted keeping in mind the above rationale.

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COMPANY PROFILE
BHEL is the largest engineering and manufacturing enterprise in India, in the energy/ infrastructure sector today. BHEL was established more than 40 years ago when its first plant was set up in Bhopal ushering in the indigenous Heavy Electrical Equipment industry in India, A dream that has been more than realized with a well- recognized track record of performance. It has been earning profits continuously since 1971-72 and achieved the sales turnover of Rs.7286.6 Crore with a profit before tax of Rs.662.8 Crore in 2001-2002. BHEL caters to core sectors of Indian economy viz., power generation and transmission, industry, transportation, telecommunication, renewable Energy, defense, etc. The wide network of BHEL s 14 manufacturing divisions, four power sector regional centers, over 100 project sites, eight service centers and 18 regional offices, enable the company to promptly serve its customers and provide them with suitable products , systems and services-efficiently and at competitive prices. BHEL has already attained ISO 9000 certification for quality management and ISO 14001 certification for environment management. BHEL Jhansi unit was established around 14 km far from the city on the N.H. No 26 on Jhansi Lalitpur road. It is called second-generation plant of BHEL, set up in 1974 at an estimated cost of Rs 16.22 crores inclusive of Rs 2.1 crores for township. Its foundation was laid by late Mrs. Indira Gandhi the prime minister of India on 9th Jan 1974. The commercial production of the unit began in 1976-77 with an output of Rs 53 lakhs since then there has been no looking back for BHEL Jhansi.

POWER GENERATION:-

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Power generation sector comprises thermal, gas, hydro, and nuclear plant business. As on 31.03.2002, BHEL supplied sets account for nearly 67232 MW or 64% of the total installed capacity of 1, 04,917 MW in the country, as against Nil till 1969-70.

INDUSTRIES:BHEL is a major contributor of equipment and systems to industries, cement, sugar, fertilizers, refineries, petrochemical, paper, oil and gas, metallurgical and other process industries. The range of systems & equipment supplied include: captive Power plants, co-generation plants, DG power plants, industrial steam turbines, industrial boilers and auxiliaries, waste heat recovery boilers, gas turbines, heat exchangers and pressure vessels, centrifugal compressors, electrical machines, pumps, valves, seamless steel tubes, electrostatic precipitators, fabric filters, reactors, fluidized bed combustion boilers, chemical recovery boilers and process controls.

TELECOMMUNICATION:BHEL also caters to telecommunication sector by way of small, medium and large switching systems.

RENEWABLE ENERGY:Technologies that can be offered by BHEL for exploiting non- conventional and renewable sources of energy include wind electric generators, solar photovoltaic systems, solar heating systems, solar lanterns and battery powered road vehicles.

OIL AND GAS:BHELs products range includes deep drilling oil rigs, mobile rigs, work over rigs, well heads and X- Mass Trees , choke and kill manifolds, full bore gate valves, midline suspension systems, casing support system sub-sea well heads, block valves, seamless pipes, motors, compressors, heat exchangers etc.

INTERNATIONAL OPERATIONS:13

BHEL is one of the largest exporters of engineering products and services from India, ranking among the major power plant equipment suppliers in the world.

VISION
A World - class Engineering Enterprise Committed to enhancing stakeholders value.

MISSION
To be an Indian multinational engineering enterprise providing total business solutions through quality products, systems and services in the fields of energy, industry, transportation, infrastructure and other potential areas.

VALUES
Zeal to excel and zest for change. Integrity and fairness in all matters. Respect for dignity and potential of individuals. Strict adherence to commitments. Ensure speed of response Foster learning, creativity and teamwork.

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BHEL UNITS:FIRST GENERATION UNIT

Bhopal Haridwar : Heavy Electrical plant. : Heavy electrical equipment plant.

Hyderabad : Heavy electrical power equipment plant.

SECOND GENERATION UNIT

Tiruchy Jhansi : High pressure boiler plant. : Transformer and locomotive plant.

Haridwar : Central foundry and forge plant. Tiruchy : Seamless steel tube plant.

UNITS THROUGH ACQUISITION AND MERGER

Bangalore : Electronics division Electro porcelain division.

NEW MANUFACTURING UNITS

Ranipet Jag dish : Boiler Auxiliaries plant. : Insulator plant

Rudrapur : Component and fabrication plant. Govindwal : Industrial value plant

Rudrapur : Component and fabrication plant Bangalore : Energy system division.

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BHEL is a growing concern to meet the changing needs of the nation & has taken it beyond power into the total gamut of energy, industry and transportation BHEL is able to offer a service in each of this fields. Its manufacturing capability is supported by a corporate R&D division of Hyderabad works closely with the research and development cells at various units and welding research institute at Tiruchinapalli.

SECTIONS OF BHEL JHANSI UNIT

BHEL has many departments, while production and administrative are separate. Broadly speaking BHEL has two-production categories1. 2. Transformer section. Loco section.

THE PRODUCT PROFILE OF BHEL JHANSI UNIT PRODUCTS

1.Power Transformer 2.Special Transformer 3.ESP Transformer 4.Freight Loco Transformer

RATINGS
Up to 220 KV class 250 MVA Up to 180 KV 95 KVP, 1400 MA. 3900 to 5400 KVA & 7475 KVA for 3 phases

5.ACEMU Transformer 6.Dry type Transformer

UP to 1000KVA(1-Phase) Up to 6300KVA 33 KV class 1385 KVA(3- phase)

7.Instrument Transformer

VT &CT up to 220 KV class

8.Diesel electric locomotives

Up to 2600 HP

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9.AC/DC locomotives

5000 HP

10.Over head equipment cum test car 11. Well wagon 12.Rail cum road vehicle 200 tone

13.Dynamic track stabilizer

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ORGANIZATION DEPARTMENT

STRUCTURE

CHART

IN

BHEL

OF

HRD

G.M

A.G.M

H.R.D DEPT

FINANCE DEPT DDDEPT

MARKETING DEPT

MANAGERSS

EXECUTIVES

EMPLOYEES

WORKERS

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RESEARCH OBJECTIVES

Primary objectives 1) To evaluate the in-plant training program at BHEL. 2) To understand employees perception about the training program.

Secondary objectives 1) To understand the impact of the in-plant training program on the efficiency and productivity of the employees. 2) To assess the level of employee motivation post training. 3) To understand the impact of the training program on the overall development of the employee. 4) To give suggestions for improvement in the existing training program.

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RESEARCH METHODOLOGY
Research simply means a search for facts answer to questions and solutions to problem. It is a purposive investigation, it is an organized inquiry, and it seeks to find explanation to unexplained phenomenon to clarify the doubtful facts and to correct the misconceived facts. The objective of the research is to know about employee benefits in any particular organization and how they are helpful for the workers and management. The reason for choosing BHEL is its successful public sector undertaking (PSU) which employs large numbers of employee and workers and has many training programmes(6 in case of BHEL) . A methodology is the way of approaching the problem in order to find out truth involved in a problem.

Size of sample - Sample can be defined as the selection of a part or a group or an aggregate
with a view in obtaining information about the whole population. Sample size for the survey consists of 100 trainees who have attended a particular training under (In- plant) training program. And are selected with the help of In- plant training register maintained by the HRD department. On this basis of data are collected and conclusion are drawn.

Sources of Data:
Methods of Data collection used for the project: You are required to collect different types of data for the project and it should be mentioned specifically. Data can be collected through two sources:

a. Primary Data:The first hand information which has been collected by the researcher or his agent is called Primary Data. The Primary data are those which are collected a fresh and for the first time and thus happens to be original in character. The primary data is collected by following ways:

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1 Questionnaire- Primary data is collected by means of direct one to one task, interviews,
questionnaires and interaction with the employees of the company. Questionnaire was circulated among the employees who have attended the particular training programme. 2. In depth interviews. b. Secondary data- Data collected by someone other than the user. Common sources of secondary data for social science include censuses, surveys, organizational records and data collected through qualitative methodologies or qualitative research. Primary data, by contrast, are collected by the investigator conducting the research. Secondary data analysis saves time that would otherwise be spent collecting data and, particularly in the case of quantitative data, provides larger and higher-quality databases than would be unfeasible for any individual researcher to collect on their own. In addition to that, analysts of social and economic change consider secondary data essential, since it is impossible to conduct a new survey that can adequately capture past change and/or developments. Secondary data will be collected from various books, reports, brochures etc and other texts available in college library. The secondary data has been collected from the following sources: 1. Past records maintained by BHEL 2. Employees of BHEL 3. In-plant training register maintained by HRD

Sample unit
The sample unit consisted of the employees from lower level, administrative departments and managerial level of BHEL.

Sample frame
It consisted of a comprehensive list of all the employees of BHEL.

Sample size
Sample size consists of 100 employees.

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A) RESEARCH TOOLS a. Present study was conducted by using structured questionnaire.

Tools for Data analysis:1.) Diagrammatic representation using Microsoft excel.

LIMITATIONS OF THE RESEARCH

Limited Period: The project duration was very brief. Limited resources Data recorded can be biased Lack of interest of employees

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CHAPTER II CONCEPTUAL BACKGROUND

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LITERATURE REVIEW
When the candidates are recruited from outside or selected, promoted from inside, it is expected that they must perform their jobs with maximum efficiency and competence. Therefore after selecting the candidates, the next logical step is to train them for better performance. Era of vocational training started during industrial revolution, which took place in Britain in 18th century. The apprentices working in different factories use to get vocational training in the form of direct instructions in the operation of machines, especially when use of computers, automatic machines increased and because of the changing techniques the need of training is recognized as one of the most important organizational activities. Training is required to be given to employees to keep them updated, effective and efficient. At present, it is observed that all organizations, of whatever types they may be, need to have well trained experienced and skilled people to perform various activities. If current job occupants meet this requirement, in that case, training is not important but if it is not the case, it is very essential to raise the skill levels, increase the versatility and adaptability of the job occupants by giving them necessary and appropriate training.

TRAINING: Training is concerned with imparting and

developing specific skills for a particular purpose.

DEFINITION: FLIPPO has defined training as The act of

increasing the skills of an employee for doing a particular job. Thus training is a process of learning a sequence of programmed behaviour. This behaviour, being performed, is relevant to a specific phenomenon that is a job.

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Training Objectives:
To raise the productivity: Increased human performance often directly leads to increased operational productivity and increased company profit. To improve quality in work: Improvement in quality may be in relation to companys product / service. To improve organization climate: An endless chain of positive reactions results from a wellplanned training programme. Production and product quality may improve, financial incentives may then be increased, and less supervisory pressure may result.

Personal growth: Management development programmes seem to give participants a wider awareness, an enlarged skill, and enlightened altruistic philosophy, and make enhanced personal growth.

To improve health and safety: Proper training can help prevent industrial accidents. Outdated prevention: Training and development programmes foster the initiative and creativity of employees and help to prevent manpower obsolescence, which may be due to age, temperament or the inability of a person to adapt him to technological changes. BENEFITS OF EMPLOYEE TRAINING - In todays scenario if any organization wants to increase their employee efficiency, their knowledge, skills, positive attitude, and motivation level etc. Then the organization should arrange various training programs. Thus training benefits the organization, individual in various ways such as: Improve the job knowledge and skills at all levels of the organization. Improves the morale of the workforce. Helps create a better corporate image. Improves relationship between bosses and subordinates. Aids in organizational development. Helps the individual in making better decisions and effective problem solving. Aids in encouraging and achieving self- development and self confidence.
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Increases job satisfaction and recognition. Helps eliminate fear in attempting new tasks. Helps a person handle stress, tension, frustration and conflict.

DEVELOPMENT: Refers to the learning opportunities designed to help employees grow.

Development is not primarily skill-oriented. Instead, it provides general knowledge and attitudes which will be helpful to employees in higher position. NATURE OF TRAINING AND DEVELOPMENT In simple terms, training and development refers to the imparting of specific skills, abilities and knowledge to an employee. A formal definition of training and development is It is any attempt to improve current or future employee performance by increasing an employees ability to perform through learning, usually by changing the employees attitude or increasing his or her skills and knowledge. The need for training and development is determined by the employees performance deficiency, computed as follows: Training and development need = Standard performance Actual performance TRAINING EVALUATION Evaluation means the assessment of value or worth. It simply means the act of judging whether or not the activity has achieved the set target. In training field evaluation has been taken not only to assessment of value but also collection and analysis of data. Evaluation of training is the last but very important stage of any training program. Training evaluation is very essential because of the following reasons: The organization giving training to their employee can come to know what returns they are getting for efforts and expenditure it has committed to the training and it can find out from it whether the training efforts are in correct direction or not.

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 The training evaluation can justify the expenditure incurved in giving training and help the organization to determine to what extent, objectives have been achieved, whether the results are far away from the target or are nearby the target. Evaluation of training helps in assess the quality of training imparted and also suggests what changes in training plan should be made to make it more effective. Weakness within the established training program can be identified and accordingly training programs can be modified and improved properly. Less effective program can be withdrawn in order to save time, money and efforts.

DEFINITION: The process of examining a training program

is called training

evaluation. Training evaluation checks whether training has had the desired effect. Training evaluation ensures that whether candidates are able to implement their learning in their respective workplaces, or to the regular work routines.

NEED FOR EVALUATION OF TRAINING:

The main objectives of evaluating the training programmes is to determine if they are accomplishing specific training objectives, that is, correcting performance deficiencies. A second reason for evaluating is to ensure that any changes in trainee capabilities are due to the training programme and not due to any other conditions. Training programmes should be evaluated to determine their cost effectiveness. Evaluation is useful to explain programme failure, should it occur. Finally, credibility of training and development is greatly enhanced when it is proved that the organization has benefited tangibly from it.

IMPORTANCE OF EVALUATION OF TRAINING

Evaluating training effectiveness is important because it sheds light on four aspects. They include:

How well the training program met the learners needs and objectives. What knowledge and skills it has imparted to learners. What desirable change it has brought in the learners performance. What organizational benefits it has yielded.
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Kirkpatrick's four levels of evaluation model

The four levels of Kirkpatrick's evaluation model essentially measure:

Reaction of student - what they thought and felt about the training Learning - the resulting increase in knowledge or capability Behaviuor - Extent of behaviour and capability improvement and implementation/application Results - the effects on the business or environment resulting from the trainee's performance

All these measures are recommended for full and meaningful evaluation of learning in organizations, although their application broadly increases in complexity, and usually cost, through the levels from level 1-4.

evaluation evaluation level type

1. Reaction Reaction the

description examples

of

evaluation relevance practicability

and

and and characteristics

tools and methods

evaluation is how Typically 'happy sheets'. felt, and Feedback forms based on

Can be done immediately the training ends.

delegates

their personal reactions to the training or learning

subjective personal reaction to the Very easy to obtain reaction training experience. feedback

experience, for example: Did the trainees like and enjoy the training? Did they consider the training relevant? Was it a good use of their time? Did they like the venue, the style, timing, domestics, etc?

Verbal reaction which can be Feedback is not expensive to noted and analyzed. Post-training questionnaires. Online evaluation or grading by delegates. Important that people give a Subsequent verbal or written reports given by delegates to positive impression when surveys or Important to know that gather or to analyzed for groups.

people were not upset or disappointed.

relating their experience to

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Level of participation. Ease and comfort

managers back at their jobs. of Reports given by delegates to managers back at their jobs.

others who might be deciding whether to experience same.

experience. Level of effort required to make the most of the learning. Perceived potential practicability for applying and the

Relating their experience to others who might be deciding whether to experience same.

learning. Timing, domestics, etc? Level of participation. Ease and comfort of

experience. Level of effort required to make the most of the learning. Perceived potential learning. practicability for applying and the

2. Learning

Learning

evaluation is

the Typically assessments or tests Relatively simple to set up, but more investment and thought Interview or observation can be used before and after although this is time-consuming and can Highly relevant and clear-cut required than

measurement of the increase in before and after the training. knowledge or intellectual

capability from before to after the learning experience:

reaction evaluation.

Did the trainees learn what be inconsistent. intended to be taught? Methods of assessment need to Did the trainee experience what be closely related to the aims of was intended for them to the learning. Measurement and analysis is What is the extent of possible and easy on a group

for certain training such as quantifiable skills. Less easy for more complex learning such as attitudinal development, which is or technical

experience?

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advancement or change in the scale. trainees after the training, in the direction intended? or area that was Reliable, clear scoring need to

famously difficult to assess? and Cost escalates if systems are be poorly designed, which

measurements

established, so as to limit the risk increases work required to of inconsistent assessment. Hard-copy, electronic, online or interview style assessments are all possible. measure and analyze.

3. Behaviour

Behaviour extent to

evaluation is the Observation and interview over Measurement of behaviour which the the time are required to assess change is less easy to

trainees applied

learning change, relevance of change, and quantify and interpret than reaction evaluation. Arbitrary snapshot assessments are not reliable because people Simple change in different ways at systems quick unlikely response to be and learning

and changed their behaviour, sustainability of change. and this can be immediately and several months after the training, depending on the situation:

Did the trainees put their learning different times. into effect when back on the job?

adequate.

Assessments need to be subtle Cooperation and skill of Were the relevant skills and and ongoing, and then transferred observers, knowledge used Was there noticeable to a suitable analysis tool. and Assessments need to be designed managers, factors, control. measurable change in the activity to reduce subjective judgment of and performance of the trainees the when back in their roles? Was the change in behaviour and new level of knowledge The opinion of the trainee, which is a relevant indicator, is also Would the trainee be able to transfer their learning to another person? Is the trainee aware of their change in behaviour, knowledge, subjective and unreliable, and so Evaluation needs to be measured in a implementation consistent defined way. 360-degree feedback is useful of and observer or interviewer, Management and analysis of typically are line-

important difficult to

and

which is a variable factor that can ongoing subtle assessments affect reliability and consistency are difficult, and virtually of measurements. impossible without a welldesigned system from the beginning.

sustained?

application is an extremely important assessment - there is little point in a good

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skill level?

method and need not be used reaction and good increase in before training, because capability if nothing changes

respondents can make a judgment back in the job, therefore as to change after training, and evaluation in this area is this can be analyzed for groups of vital, albeit challenging. respondents and trainees. Behaviour change evaluation Assessments can be designed is around scenarios, performance criteria. Online and electronic relevant and possible and line given good

performance support specific key from

involvement managers or

indicators

or trainees, so it is helpful to involve them from the start, and to identify benefits for them, which links to the level 4 evaluation below.

assessments are more difficult to incorporate - assessments tend to be more successful within and when existing coaching

integrated management protocols.

Self-assessment can be useful, using carefully designed criteria and measurements.

4. Results

Results evaluation is the effect It is possible that many of these Individually, on the business

results

or measures are already in place via evaluation is not particularly

environment resulting from the normal management systems and difficult; across an entire improved performance of the reporting. trainee - it is the acid test. The challenge is to identify Measures would typically be which and how relate to the business or organizational key trainee's input and influence. performance indicators, such as: Volumes, organization it becomes very much more challenging, not least because of the reliance on line-management, and the frequency and scale of

Therefore it is important to changing

structures, and roles, the

values, percentages, identify and agree accountability responsibilities

timescales, return on investment, and relevance with the trainee at which

complicates

and other quantifiable aspects of the start of the training, so they process of attributing clear

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organizational performance, for understand instance; numbers of complaints, measured. staff turnover, attrition, failures, wastage, non-compliance, quality ratings, achievement of standards and accreditations, growth,

what

is

to

be accountability. Also, external factors greatly

This process overlays normal affect

organizational

and

good management practice - it business performance, which simply needs linking to the cloud the true cause of good training input. Failure to link to training input type and timing will greatly reduce the ease by which results can be attributed to the training. For senior people particularly, annual appraisals and ongoing agreement of key business or poor results.

retention, etc.

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SHORT DESCRIPTION OF TRAINING PROGRAMMES WHICH EXIST IN B.H.E.L JHANSI OUTPLANT TRAINING PROGRAMME:INTRODUCTION:Generally all training programmes are conducted in HRD department of BHEL Jhansi, but if specific skills are required to be imparted to certain group of workers / people which cannot be organized within the unit, so the people are nominated by the senior officials to get the training in an external institute within the country or abroad.

PURPOSE:The purpose of such outside training is to avail those skills which may be to improve the existing skills, impart the new skills in the people or may be the training facilities may not be set up within the organization. This also leads to import the technology within the organization. Outplant training may take place at other BHEL units located at different cities in India, other institutions and also in the foreign countries.

VOCATIONAL /SUMMER TRAINING PROGRAMME:This program is intended for those students who have to do a project in any branch organization. BHEL is not bound by any governmental guidelines to provide training to the summer trainees but in order to play a meaningful role in the society, BHEL provide training to hundreds of summer trainees for training each year. The Jhansi unit handles 100s of trainees for ranging from 8 to 10 weeks. No stipend is given to the trainees, as the co-operative office has made no policy in this regard. A part for summer trainees, BHEL also handles vocational trainees i.e. those who are interested in a particular vocational or a job in a relatively short duration of time. All the rules and regulation of the summer trainees are applicable to the vocational trainees.

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This type of training starts in the month of may and ends in the month of July. All the trainees are given a synopsis of the organization and a birds eye view of the different activities of the organization. After this trainees are assigned a specified project which is relevant background and they have to work under the guide. No boarding, lodging, stipend and transportation facilities to the summer trainees are given. At the very start, students and institute apply to BHEL for summer training. As the number of applications is too high, summer training confirmation is send to only a handful of students. These students have to fill a bond paper which specifies the rules and regulations to the following by the summer trainees. After this, the trainees are issued them. As attendance register is maintained in the HRD development and each trainee has to submit a copy of his/ her report to organization. After this the trainee is issued a certificate to this effect by the organization.

PURPOSE:The only purpose of their training programme is to provide a meaningful exposure to the students and thereby fulfils a social responsibility. BHEL attracts summer trainees from diverse field of education like engineering, management, poly-technique, MBAs etc. the student undergo a detailed study of system and provide fruitful feedback to the organization.

ENGINEER TRAINING PROGRAMM:The engineer training programme is concerned with training and development of new ETs (engineer training) that join BHEL from time to time. BHEL conduct an entrance exam on all India bases the engineers who qualified it are called for interview. The selected candidates have to undergo some year training programme after which they have to clear a pre-absorption test. Those who are unable to clear it, find their training programme extended. The successful candidate are absorbed in the organization and kept on a
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prohibition period. The engineer trainees are sent to various units of BHEL according to their area of specification.

PURPOSE:The purpose of training programme is to acquaint the new engine with practice and process of organization. They have the theoretical knowledge and training provide the practical know how. The enable of the young engineer to visualize whole prospective of the job involved. Apart from technical aspects, the engineer trainees are also exposed to management development programmes. This helps them to acquire managerial skills as after a few years of services administration and management from a part of the engineers trainees.

TECHINICAL APPRENTICES TRAINING PROGRAMME: This programme is

concerned with the training of technician apprentices. Technician apprentices are those who have done their diploma in various fields of engineering is different from the apprentice training is only one aspect. While the trade apprentice are exposed to related instruction classes. The technical apprentices are not they in turn have more exposure as far as the practical is concerned.

PURPOSE:
The purpose of the training programme is to follow the apprentices act. 1961. The government of the India desires that the entire major public sector unit should impart practical training to the diploma holders. In order to fulfill the social obligation, BHEL conducts training programme for the technician apprentices every year.

TRADE APPRENTICE PROGRAMME:

Trade apprentice are those people who have done their ITI and later on join BHEL for one year training programme. It is mandatory for BHEL to provide one year training to the student who has done ITI course. The training programme provides the requisite practical skill to the ITI students and these skills equip them to strive for BHEL to provide to the ITI students. Each unit of BHEL provides training to such number of ITI students who may be trained effectively,

35

keeping in the view the constraint a unit faces in terms of infrastructural facilities, availability of faculty financial resources.

PURPOSE:
The primary purpose of Trade apprentice training programme is to provide practical knowledge to the ITI students. By providing practical training to ITI students, BHEL renders invaluable services to the society and strives for the betterment of those students who have done technical courses.

IN- PLANT TRAINING PROGRAM AT BHEL JHANSI

IN-PLANT TRAINING PROGRAMME:INTRODUCTION:All training program that are conducted in HRD department of BHEL Jhansi come under the preview of in-plant training. The kind of training covers programmes of all levels of personnel.viz executives, supervisors, labours etc. the schedule of in-plant training is decided in advance according to the availability of both the faculty and the trainees. The training calendar is intimated to all people concerned so that programme is conducted smoothly and successfully.

PURPOSE:The primary purpose of in-plant training is to provide expertise and technical/ practical/ managerial knowledge to employees of the organization within campus. The secondary purpose of the in-plant training is to control the expenditure on training & third is to develop house faculty. The aim is achieved because in, in-plant training, the faculty is made available from the internal sources and since the class room training and / or on the job training is conducted inside the premises of the organization, transportation, lodging and boarding cost are not incurred. Hence the in-plant training programmes are beneficial to the organization from the financial view points; moreover, it gives a chance to tap the untapped manpower resources, which are developed into internal faculty.

36

TRAINING PROCEDURE FOR CONDUCTING IN-PLANT TRAININGPROGRAM:

Approval of in-plant training program calendar at beginning of every financial year, an annual program calendar of proposed in-plant training program is prepared, keeping in consideration the training need of various departments. The resources available and feedback received from earlier programs, level of participants, no. of participants & total expenditure is submitted for competent authoritys approval On the approval, the date wise program calendar is chalked out & informed to the HRDI, New Delhi for printing in the HRDIs annual calendar. The design of programs, level of participants, methodology & internal external faculty etc is finalized by HRD department. The internal/external faculty is invited for conducting the program. The head of departments are requested to nominate the participants by issuing a circular. Participants are than informed about the dates, time & place of the program. The classroom arrangements, audio visual aids, guesthouse and transport facilities for the external faculty is made by HRDC as the requirements. At the end of the program the trainees are required to fulfill a feedback form. The internal faculty is paid an honorarium of Rs.100/- per session as per corporate norms. The payment to the external faculty is made as per the terms & conditions decided earlier.HRD department maintain the training record for all the in-plant training programs during the year. The specimen of the training record is enclosed in the annexure Annexure HRD (WI-0004). This deals with the circular for nominating. Annexure II (Deals with training record)

37

Human Resource development center BHEL ,Jhansi In-plant Training program conducted for the year 2010-2011

PROGRAMME TITLE

NO.OF PROG.

DAYS

FROM

TO

(NEED) PARTICIPANT TOTAL

PURPOSE Emergency preparedness plan Fire awareness First aid Safety for welders Health awareness Industrial safety Achievement motivation Effective feedback skills Promote supervisor ISO 27001 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 3 1 08-04-11 11-04-11 13-04-11 14-04-11 15-04-11 18-04-11 20-04-11 23-04-11 25-04-11 29-04-11 08-04-11 12 11-04-11 9 13-04-11 12 14-04-11 29 15-04-11 16 18-04-11 31 20-04-11 26 23-04-11 14 27-04-11 10 29-04-11 26

information 1

security ISO9001-2008 awareness Quality circle TQM Fork lifter operation Productivity awareness Property return Welfare scheme 1 1 1 1 1 1 1 1 1 1 1 1 1 1 05-05-11 17-05-11 23-05-11 28-05-11 01-06-11 04-06-11 08-06-11 05-05-11 22 17-05-11 14 23-05-11 22 28-05-11 09 01-06-11 10 04-06-11 16 08-06-11 27

38

Supervisor program

development 1

04-07-11

06-07-11 20

Women development program 1 Auto cad 1

1 3

16-09-11 20-09-11

16-09-11 30 22-09-11 08

SCOPE OF THE STUDY

The sample of the present study consisted of employees of BHEL, Jhansi. Initially the sample size consists of 100 employees which were chosen out of all the employees who have participated in the training programmes conducted by the HRD throughout the year. Out of all the in-plant training programmes five were selected by DR.DHURVA BHARGAVA Dy. General Manager (HRD) so that their effectiveness could be evaluated. These programmes are. - Productivity awareness - This program was held on 01-06-2011. Mainly the objectives of this program is to equip first- line managers with a understanding of productivity, resources and performance, and provide delegates with an understanding of, and the skills to, improve productivity. Safety for welders- This program was held on 14-04-2011.This programme is mainly

concerned with measures taken by welders to protect themselves from potential hazards and when proper operating practices are followed. Auto CAD- This program was held for 3 days i.e. from 20-09-2011 to 22-09-2011.Auto cad is a CAD (Computer Aided Design or Computer Aided Drafting) software application for 2D and 3D design and drafting.

TQM- This program was held on 23-05-2011.This program is mainly concerned with training the employees so that they can do better for improving the quality of product and also to improve the process. Under this program employees are guided so that they can maintain the quality of a product.
39

Industrial safety - This program was held on 18-04-2011.This programme is mainly

concerned with what measures should be taken during emergency. Various types of safety systems are explained under this system such as safety shut down system (SSS), process shutdown system etc. A total of 100 employees were found to have received training under these programmes.

PROCEDURE
The aim of the present study was to check the effectiveness of the training programme. In order to evaluate the effectiveness of training programmes out of all the programmes conducted during year 2011. 5 programmes were selected by DR.DHURVA BHARGAVA Dy. General Manager (HRD) to evaluate its effectiveness. 100 employees were found to have received training under these programmes. This number was ascertained by checking their attendance record which was maintained by HRD. The questionnaire was then designed and made available to the HRD for its consent. After making the questionnaire all the participants of these 5 training programmes were personally approached. The design and purpose of the study was explained to them and the responses were taken on the questionnaire.

40

ChapterIII

Data Presentation , Analysis and Interpretation

41

1. Productivity Awareness
Course materia l % Clarity of objective %

TABLE-01 Explanati on & % Presen tation

No. of respondent=10 Knowle % dge gained % infrastru cture %

contents

Poor Fair Good Very good Excellent

2 8 20 80

1 1 8 10 10 80

1 4 5 10 40 50

2 5 3 20 50 30

6 4 60 40

1 7 2 10 70 20

80% 70% 60% 50% 40% 30% 20% 10% 0% Poor Fair Good Very good Excellient course material clarity of objectives explanation & contents presentation knowledge gained infrastructure

ANALYSIS (A)20% of the respondents feel that course material is fair, while 80% feel
good.(b)10% of the respondents say that clarity of objectives are fair & good respectively while majority 80% say very good.(c)for 10% of the respondents the explanation and contents are fair &40% say it is good while 50% say it is very good.(d)20% of the respondents say that the
42

presentation is fair 50% says good and 30 % says very good.(e)60% of the respondents say that the knowledge gained is good while for 40% say it is very good.(f)10% of the respondents say that the infrastructure is fair ,majority70% say good while remaining 20 % says very good.

INTERPRETATION- from the above figure it is found that the course material provided
is good for making concepts clear, the infrastructure for the training i.e. computers, classrooms, sitting facilities is good, objectives are very much clear to the trainees, knowledge gained is also good up to some extent, The explanation of various concepts are also good, and the presentation is also good.

43

TABLE-2 Sufficie nt Time % duration Motivated To perform better Strongly disagree Disagree 5 50 20 1 3 6 10 30 60 4 6 40 60 1 7 2 10 70 20 2 8 20 80 2 8 20 80 3 30 % Relevant to work the % Maxi mum output % Reducti on work time in % Overall develop ment %

Undecided 2 Agree Strongly agree -

80% 70% 60% 50% 40% 30% 20% 10% 0% Sufficient Time Duration Motivated to Perform Better Relevant to the work Maximum Output Reduction in work time Overall development

44

ANALYSIS (a)30% of the respondents strongly disagree that the time duration is
sufficient,50% are disagree and 20% employee are undecided.(b)10% of the respondents disagree that they are motivated to perform better with the training program,30% are undecided and 60% agree.(c)40% of the respondents are undecided that the training program is relevant to the work while 60% agree(d)10% of the respondents disagree that after attaining program the output is maximum,70% are undecided while remaining,20% are agree.(e)20% of the respondents are undecided that the training program has reduced the time taken for doing the work, while 80% are agree.(f)20% of the respondents are undecided that they are overall developed while 80% are agree.

INTERPRETATION- from the above figure it is found that the time duration given for
training is less, most of the employees are motivated to perform better at workplace majority of the employees opinion about more output at work is undecided, almost every employee agrees that the training program has resulted in reduction in work time, and almost all employees say that the training programme has led to their overall development.

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2. SAFETY FOR WELDERS

Course materia l Clarity of % objective % Explanati on & %

No of respondent=29 Presen tation % Knowle dge gained % Infrastru cture %

contents

Poor Fair

- - 5 17.24

10 34. 48

Good

- 17

58.62

23

79. 31

20

68. 96

22

75. 86

19

65. 51

Very good

- 7

24.13

20. 68

31. 03

24. 13

Excellent

- -

80% 70% 60% 50% 40% 30% 20% 10% 0% poor fair good very good Excellent Course material Clarity of objectives Explanation & contents Presentation Knowledge gained infrastructure

46

ANALYSIS -(A) 17.24% of the respondents say that the clarity of objectives are fair &
majority 58.62% say good while 24.13% says very good.(b)79.31% of the respondents say that the explanation and contents are good while for 20.68% respondents it is every good (d) 68.96% of the respondents feel that the presentation is good while for 31.03% of the respondents it is very good (e)majority 75.86% of the respondents say that the knowledge gained is good while for 24.13% it is very good.(f)34.48% of the respondents say that the infrastructure is fair & 65.51% say good.

INTERPRETATION- from the above figure it is found that the objectives are clear to the
employees. The explanation & contents are good, presentation by the trainer is also good, employees have gained the knowledge up to a great extent, and infrastructure is also good up to some extent.

47

TABLE-02 Sufficie nt Time % duration Motivate d To perform better Strongly disagree Disagree -10 -9 31. 03 34. 48 Undecided 5 17. 24 Agree 24 82. 75 Strongly agree 26 3 10. 34 89. 65 14 15 51. 72 48. 27 9 20 68. 96 31. 03 10 34. 48 2 17 10 34. 48 58. 62 6.8 9 % Relevant to work the % Maxi mum output % Reducti on work time in % Overall developm % ent

90% 80% 70% 60% 50% 40% 30% 20% 10% 0% Strongly Disagree Disagree Undecided Agree Strongly agree maximum output Sufficient time duration Motivated to perform better Relevant to the Work

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ANALYSIS -(a)17.24% of the respondents are undecided about the time duration while
82.75% agree(b)10.34% of the respondents are undecided that they are motivated to perform better, majority 89.65% agree .(c)51.72% of the respondents are undecided that the training program is relevant to the work while 48.27% agree (d)68.96% of the respondents are undecided that the training programme has resulted in maximum output, while 31.03% agree (e)31.03% of the respondents strongly disagree that the training program helped to reduce work time & 34.48% disagree while remaining 34.48% agree.(f) 34.48% of the respondents disagree that the training program has let to their overall development & 58.62% are undecided, while remaining 6.89% agree.

INTERPRETATION- from the above figure it is found that the time duration for a training
program is sufficient ,majority of the employee are motivated to perform their job better, it is also found that some employees agree while some are undecided that the training is relevant to the work, majority of the employees opinion about more output at work is undecided, most of the employee disagree that the training program has resulted in reduction in work time, and majority of employee are undecided about their overall development.

49

3. AUTO CAD
No. of respondent = 08

TABLE 01
Course materia l % Clarity of objective % Explanat ion & % Presen tation % Knowle dge gained % Infrastru cture %

contents

Poor Fair

2 25

3 37. 5

3 37. 5

Good

75

08

100

62. 5

100

75

62. 5

Very good Excellent -

25

120% 100% 80% 60% 40% 20% 0% poor fair good very good excellent course material clarity of objectives explanation & contents Presentation Knowledge gained infrastructure

50

ANALYSIS -25% of the respondents feel that the course material is fair, while for majority
75% it is good, 100% of the respondents say that the objective are clear.37.5% of the respondents says that the explanation of the concept is fair, while 62.5% say good, 100% of the respondents opinion is, that the presentation is good, for majority 75% of the respondents the knowledge gained after attaining the training programme is good, while remaining 25% say very good, 37.5% say that the infrastructure is fair, while remaining 62.5% say that the infrastructure is good.

INTERPRETATION- from the above figure it is found that the course material provide
for the study is good, employees are fully aware of the objective, explanation and contents are also good to some extent, the presentation in the training program is good, the knowledge gained by the employees after attaining the programme is increased up to a great extent, and lastly the infrastructure i.e. computer, classroom is good.

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TEBLE-02 Sufficie nt Time % duration Motivated To perform better Strongly disagree Disagree 3 37. 5 Undecided 3 37. 5 Agree 5 3 37. 5 62. 5 Strongly agree 8 100 5 3 37. 5 62. 5 8 100 7 1 12. 5 87. 5 2 25 % Relevant to work the % Maxi mum output % Reducti on work time in % Overall develop ment %

100% 90% 80% 70% 60% 50% 40% 30% 20% 10% 0% strongly disagree disagree undecided agree strongly agree sufficient time duration motivated to perform better relevant to the work maximum output reduction in work time overall development

52

ANALYSIS -25% of the respondents strongly disagree that the time duration is sufficient,
37.5% disagree while the remaining 37.5% are undecided. 62.5% agree that they are motivated to perform better while remaining 37.5% are undecided.100% of the respondents agree that the training is relevant to the work. 62.5% of the respondents agree that the training resulted in maximum output, while remaining 37.5% are undecided. 100% of the respondents agree that after attaining the training there is reduction in work time. 87.5% agree that after attaining the training they are overall developed while remaining 12.5% are undecided.

INTERPRETATION- from the above figure it is found that the time duration for training
programme is short, and employees agree that the training programme is relevant to the work and it also helps to reduce the overall time taken to do the work. Some employees are undecided that the training has resulted in maximum output while majority of them agree. Few employees are undecided whether after attaining the training programme they are motivated to perform better while majority of them agree. And it is also found that almost every employee agree that they are overall developed after attaining the training.

53

4. TQM (TOTAL QUALITY MANAGEMENT) No of respondent= 22

Course materia l % Clarity of objective % Explanati on & % Presen tation % Knowle dge gained % Infrastru cture %

contents

Poor Fair

4 18. 18

5 22. 72 14 63. 63 3 13. 63 -

10 45. 45 12 54. 54

3 13. 63 15 68. 18 4 18. 18

Good

13

59. 09

12

54. 54

15

68. 18

Very good Excellent

27. 27

27. 27

18. 18

13. 63

13. 63

70% 60% course material 50% 40% 30% 20% 10% 0% poor fair good very good excellent clarity of objectives explanation & contents presentation knowledge gained infrastructure

ANALYSIS For 59.09% of the respondents the course material provided is good, 27.27%
say very good, while for remaining 13.63% it is excellent. 18.18% respondents say that the clarity of objectives are fair, 54.54% say good, while the remaining 27.27% say excellent. For 22.72% of the respondents explanation and contents are fair, 63.63% say good, while remaining
54

13.63 say it is very good. For 45.45% of the respondents the presentation is fair & for 54.54 % it is good.13.63% of the respondents feel that the knowledge gained is fair, while for majority 68.18% it is good, while remaining 18.18% say that it is very good. For Majority 68.18% of the respondents say the infrastructure is good, & 18.18 say very good, while the remaining 13.63% say it is excellent.

INTERPRETATION- from the above figure it is found that the course material provided to
the employees during training is almost very good, the objectives are also clear to the employees. Few employees say that the explanation and contents are fair, while majority of them say good. From the above figure it is found that the presentation during the training is not up to the employee expectations. The knowledge gained by the employees is good and the infrastructure facilities such as class rooms, computers, sitting facilities, etc are also good.

55

TABLE 02
Sufficie nt Time % duration Motivated To perform better Strongly disagree Disagree 5 22. 72 Undecided 10 45. 45 Agree 6 27. 27 Strongly agree 6 12 4 18. 18 54. 54 27. 27 16 6 27. 27 72. 72 9 13 59. 09 40. 90 2 13 7 31. 81 59. 09 9.0 9 13 59. 09 40. 09 1 4.5 % Relevant to work the % Maxi mum output % Reducti on work time in % Overall develop ment %

80.00% 70.00% 60.00% 50.00% 40.00% 30.00% 20.00% 10.00% 0.00% Strongly Disagree Disagree Undecided Agree Strongly agree Sufficient time duration Motivated to perform better Relevant to the work Maximum Output Reduction in work time Overall development

56

ANALYSIS- 4.5% of respondents strongly disagree that the time duration is sufficient,22.7%
employees are disagree,45.45% are undecided, while 27.27% agree.18.18% respondents are undecided that they are motivated to perform better,54.54% agree, while remaining 27.27% strongly agree .27.27% respondents are undecided that the training is relevant to the work, while 72.72% agree .59.09% respondents are undecided that the training resulted in maximum output, while 40.90% agree .31.81% respondents disagree that after attaining the training there is reduction in work time,59.09% are undecided, while remaining 9.0% agree. 59.09% respondents are undecided that after attaining the training they are overall developed, while 40.09% agree.

INTERPRETATION- from the above figure it is found that most of the respondents
disagree that the time duration is sufficient for training. Almost every respondent motivated to perform better after attaining the training. Most of the employee agrees that the training is relevant to the work. It is also found that after attaining the training majority of respondent is undecided that the training resulted in maximum output & also reduced the work time. Most of the respondents are undecided about their overall development but up to some extent they agree.

57

5.

INDUSTRIAL SAFETY
Course materia l % Clarity of objective %

No of respondents = 31 Explanati on & % Presen tation % Knowle dge gained % Infrastr ucture %

contents

Poor Fair

10 32. 25

7 22. 58

Good

20

64. 51

19

61. 29

25

80. 64

17

54.8 3

19

61. 20 29

64. 51 35. 48

Very good Excellent

19. 35

6.4 5

19. 35

11

35.4 8

16. 11 12

16. 12

9.67

90% 80% 70% 60% 50% 40% 30% 20% 10% 0% poor fair good very good Excellent course material clarity of objectives explanation & contents presentation knowledge gained infrastructure

ANALYSIS In the opinion of 64.51% respondents, the course material provided is good, for
19.35%, it is very good, while for the remaining 16.12%, it is excellent. 32.25% believe that the clarity of objectives is fair, & for 61.29% it is good, while the remaining 6.25% say very good.

58

80.64% of the respondents feel, that the explanation and contents are good,& for 19.35% it is very good. 54.83 % of the respondents the presentation is good, for 35.48% it is very good, while for 9.67% it is excellent . 22.58% respondents believe that the knowledge gained is fair, while for 61.29% majority the knowledge gained is good, and for16.12% it is very good. 64.51% of the respondents the infrastructure is good, while the remaining 35.48% say very good.

INTERPRETATION- from the above figure it is found that the course material provided
during the training is good. It is also found that Objectives are clear to the respondents, explanation, presentation during training are also good. Knowledge gained after attaining the training is also good. The infrastructure facilities are almost very good during the training.

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TABLE-2
Sufficie nt Time % duration Motivated To perform better Strongly disagree Disagree 10 4 12. 90 32. 25 Undecided 15 48. 38 Agree 2 6.4 5 Strongly agree 8 14 9 29. 03 45. 16 25. 80 14 17 54. 83 45. 16 25 6 19. 35 80. 64 18 13 41. 93 58. 06 % Relevant to work the % Maxi mum output % Reducti on work time in % Overall develop ment %

90.00% 80.00% 70.00% 60.00% 50.00% 40.00% 30.00% 20.00% 10.00% 0.00% strongly disagree disagree undecided agree strongly agree sufficient time duration motivated to perform better relevant to the work maximum output reduction in work time Overall development

60

ANALYSIS -12.90%
sufficient,32.25%

respondents strongly disagree that the time duration is

are disagree,& 48.38% are undecided, while 6.45% agree that the time

duration is sufficient,29.03% respondents are undecided that they are motivated to perform better,45.16% agree, while remaining 25.80% strongly agree,54.83% respondents agree that the training is relevant to the work while 45.16% strongly agree .19.35% respondents are undecided that after attaining the training there is reduction in work time, while remaining 80.64% agree. 41.93% respondents are undecided that after attaining the training they are overall developed, while 58.06% agree.

INTERPRETATION- from the above figure it is found that most of the respondents
disagree that the time duration is sufficient. Employee is motivated to perform better after training. It is also found that almost every respondent strongly agree that the training programme is relevant to the work. Majority of respondents agree that the training program has helped to reduce the amount of time taken to do work. Some of the respondents are undecided about their overall development but up to some extent they agree.

61

Chapter Iv

Findings, Suggestions and Conclusion

62

FINDINGS MAJOR FINDINGS 1) The course material provided during the training programme is good. 2) The time duration is not sufficient for training. Employee needs more time for training to
make their concepts clear.

3) The objectives are clear to the employees. 4) The presentation is good but needs more improvement for total quality management
(TQM).

5) Employees have increased their knowledge, skills, attitude more about productivity
awareness, Auto CAD, safety for welders, but the knowledge gained about industrial safety, and TQM is less as compared to other programmes.

6) Employees who have attended productivity awareness, Auto CAD, industrial safety
training programs agree that the amount of time taken for work is reduced. while most of the employees who have attended safety for welders, and TQM training programme are undecided that the amount of time taken for the work is reduced.

7) Employees who have attended productivity awareness, Auto CAD training programs
agree that they are overall developed. While most of the employees who have attended safety for welders, TQM, and industrial safety training programme are undecided about their overall development.

8) Employees are of opinion that training programme should be conducted twice a year to
make the concepts more clear.

63

SUGGESTION
The suggestion given below has relevance to the BHEL, JHANSI division, India so as to make training programme more meaningful and relevant. The suggestion offered is based on survey results, observation and personal discussion with the respondents, which are as follows. Actions on the following lines need to be initiated to make training program effective. 1. Ensure that the management commits itself to allocate major resources and adequate time to training. This is what high performance organization do. 2. Ensure that training contribute to competitive strategies to the firm different strategies need different HR skills for implementation let, training help employees at all level acquire the needed skills. 3. Ensure that a comprehensive and systematic approach to training exists, and training and retraining are done at all levels on a continuous basis. 4. Ensure that there is a proper linkage among organizational, operational and individual training needs. 5. Create a system to evaluate the effectiveness of training. 6. Prepare training calendar in discussion with managers. 7. Training programme should be well defined specific objectives. 8. Nominate the employees for training based on a need for training. 9. Training should be qualified and experienced and preferably internal. 10. Training should be need based and should be taken sincerely by both the trainer and trainees. Full attention should be given to all the training programmes for the overall profit of the company as well as of the employees. 11. The training material should be good, moreover if possible, Hindi documents should be made available for better understanding of the shop level employees. 12. Proper care should be taken while selecting the mentor , as the success of any training programme entirely depends upon them. He should be knowledgeable and skilled in his/ her approaches. 13. The company should also provide proper training rooms in the shop floor area. It should be more interactive in practical aspect.

64

CONCLUSION
Training definitely paves way for improved performance the objective of training is to improve the individual performance of employees as well as of company performance by way of managing changes for achieving the objectives it is necessary to draw a plan for a fruitful training. The training plan should match the needs of organization and its business. Due to change in technology, methods and situation, the employee can be enable to posses the capacity to cope up with new situation. Proper training programme is very important for employees to avoid any kind of accidents or hazardous. Sufficient and proper training is very significant because training provides a platform to enhance personal skills. But without evaluating it remains unfruitful. Evaluation clears the picture whether the pre-defined goals are met or not. So training along with its evaluation is must. With respect to the company i.e. BHEL Jhansi Analysis of all the facts & figures, the observations
and the experience during the training period gives a very positive conclusion/ impression regarding the training imparted by the BHEL JHANSI UNIT trainers. The BHEL is performing its role up to the mark and the trainees enjoy the training imparted especially the reality learning and simulation.

The training imparted meets the objectives like: Effectiveness of the training and the resultant enhancement in the performance of the employees. Assists the employees to acquire skills, knowledge and attitude and also enhance the same. Helps to motivate employees and helps in avoiding work related mistakes. However time duration is not sufficient for training. Employee needs more time for training to make their concepts clear.

65

QUESTIONNAIRE FOR EVALUATION OF IN-PLANT TRAINING PROGRAM AT BHEL.

Name of the Trainee ______________________________________________________ Designation Department Name of course ______________________________________________________ ______________________________________________________ ______________________________________________________

Name of instructor ______________________________________________________

Q1. How would you rate the following in a scale from 1 to 5?

a) Overall course material: 1. Poor 2. Fair 3. Good 4. very good 5.excellent

b) Clarity of objectives: 1. Poor 2. Fair 3. Good 4. very good 5.excellent

c) Explanations and contents: 1. Poor 2. Fair 3. Good 4. very good 5.excellent

d) Presentation and comprehension: 1. Poor 2. Fair 3. Good 4. very good 5.excellent

e) Skills acquisition and knowledge gained: 1. Poor 2. Fair 3. Good 4. very good 5.excellent

f) Infrastructure (computer. equipment, machines etc.)

Q3 Please denote your level of agreement with the following statement on a scale of 1 to 5.
a) The training program is relevant to your work. 1. Strongly disagree 2. Disagree 3. Undecided 4. Agree 5. Strongly agree. b) The training program is of sufficient duration.
66

1. Strongly disagree 2. Disagree 3. Undecided 4. Agree 5. Strongly agree. If not, how long should it be for? _______________________________________________________________

c) It has motivated you to perform better at your work place. 1. Strongly disagree 2. Disagree 3. Undecided 4. Agree 5. Strongly agree. e) In your opinion the training programs has helped you to give more output at work. 1. Strongly disagree 2. Disagree 3. Undecided 4. Agree 5. Strongly agree. f) In your opinion the training programs has helped you to reduce the amount of time taken to do your work. 1. Strongly disagree 2. Disagree 3. Undecided 4. Agree 5. Strongly agree. g) You would recommend this training program to your colleagues. 1. Strongly disagree 2. Disagree 3. Undecided 4. Agree 5. Strongly agree. h) The training program has benefitted you with respect to your work. 1. Strongly disagree 2. Disagree 3. Undecided 4. Agree 5. Strongly agree. I) The training program has led to your overall development. 1. Strongly disagree 2. Disagree 3. Undecided 4. Agree 5. Strongly agree.

Q4. How has the training program benefited you? Please elaborate.

______________________________________________________________________________ ______________________________________________________________________________

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______________________________________________________________________________ ______________________________________________________

Q5. What changes would you like to make to the existing program so that it becomes more comprehensive and effective?

______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________

.. THANKYOU

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Booksa.) Dessler, Garry Human resource management, Prentice- Hall of India Private limited, New Delhi-110 001, 11th Edition. b.) Aswathappa, K Human Resource and Personnel Management, Tata McGram-Hill Publishing Company limited, New Delhi.

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