A PROJECT ON

THE ROLE OF TRAINING AND DEVELOPMENT AT NTPC

(Submitted in partial fulfillment of the requirement of Master of Business Administration, Distance Education, Punjab Technical Uni ersit!, "allandhar#

$esearch Super isor% MS& $U'()

HR, Manager NTPC, New Delhi

Submitted b!: Pri!an*a

Enrollment No. 9208970235 M ! "# $HR% &eme'ter

Session +,,-.//

Directorate of Distance Education

Punjab Technical Uni ersit!,

"allandhar ()ndia#

ACKNOWLEDGEMENT

"Acknowledgement is an out, one can write glib stanzas without meaning a word, on the other hand one can make a simple expression of gratitude". Though the knowledge is a poor substitute for the sentiments, yet there is no way out to recover to it for expressing my profound gratitude, indebtedness and sincere regards of Centre and research. ! would like to acknowledge Ms. Ruchi #$%&'anager, (T)C, (ew elhi* who helped me a lot in each and every stage while undergoing my pro"ect study and guide me in the whole process. ! would also like to thank all those employees of (T)C who helped me in my pro"ect study. elhi Centre for giving me this platform from where ! could work on live pro"ect

EXECUTIVE SUMMARY
Training is an organized activity for increasing the knowledge and skills of people for a definite purpose. !t involves systematic procedures for transferring technical know&how to the employees so as to increase their knowledge and skills for doing specific "obs with proficiency. Training is important not only from the point of view of the organization, but also for the employees. Training is valuable to the employees because it will give them greater "ob security and an opportunity for advancement. !n this study the primary data was collected from the employees of (T)C mainly through +uestionnaires. ,uestionnaire is distributed among the employees of "unior level, 'iddle level and senior level. -econdary data were collected from the $% manual, organization.s website, etc. $ere the type of sampling was stratified random sampling. !n this study employees are divided in / groups0 i.e. "unior level, middle level and senior level. And the sample size is taken as /1. And the +uestionnaires are distributed in each group, among /1 employees. !n the "unior level there are approximately /21 employees. !n the middle level approximately 341 employees and in senior level approximately 41 employees are there. 5hile doing the sampling it is believe that there is homogeneity among employees in each group. !n this section finding and analysis is was done on the basis of the +uestionnaire. All the +uestionnaires are separated in / groups i.e. "unior, middle and senior level. And whole the process of training and

development is divided into / phase i.e. need assessment phase, conduction phase and evaluation phase and analysis was done in each level on the basis of the / different phases of training and development. 6rom all the finding and analysis we can say that the role of training and development at (T)C is very strong, maximum employees are satisfied from the training process. !n the need assessment phase of training almost employees of all the levels are satisfied from the role of training and development. According to //7 of employees at 'iddle level the needs of training is not efficiently clarified to the trainees. All the employees mainly need training for up gradation of abilities, training in allied fields and to develop specific abilities 8competence. !n the conduction phase of training, some employees have a little problem with the duration of the training. Almost //7 of employees at "unior level have a little problem with the attitude of the trainees. 917 of "unior level employees need same modification or change in the existing culture of training. 'ost of employees prefer :ob !nstruction Training #:!T* or on the "ob training than the class room training. !n the evaluation phase the senior level employees are very much satisfied from the evaluation process of training. The other employees are also satisfied. The employees think that the training reduces the gap between the present and standard performance level. Training improves the commitment of the employees to the organization. A sense of belongingness and future retention of employees is reflected through training.

TABLE OF CONTENTS

Page Nos. In !"#uc i"n $n# R$ i"n$%& "' h& "(ic ch"s&n Li &!$ u!& R&)i&* $n# P!"+%&, S $ &,&n C",($n- P!"'i%& T!$inin. $n# D&)&%"(,&n $ NTPC O+/&c i)&s $n# R&s&$!ch M& h"#"%".An$%-sis $n# In &!(!& $ i"n "' D$ $ C"nc%usi"n0Fin#in.s R&c",,&n#$ i"ns R&'&!&nc&s0Bi+%i".!$(hA((&n#i1 ,uestionnaire

INTRODUCTION AND RATIONALE OF T2E TOPIC C2OSEN

DEFINITION OF TRAINING
Training is an organized activity for increasing the knowledge and skills of people for a definite purpose. !t involves systematic procedures for transferring technical know&how to the employees so as to increase their knowledge and skills for doing specific "obs with proficiency. ;n other words, the trainees ac+uire technical knowledge, skills and problem solving ability by undergoing the training programme. <Training is the act of increasing the knowledge and skills of an employee for doing a particular "ob= Training involves the development of skills that are usually necessary to perform a specific "ob. !ts purpose is to achieve a change in the behavior of those trained and to enable them to do their "obs better. Training makes newly appointed workers fully productive in the minimum of time. Training is e+ually necessary for the old employees whenever new machines and e+uipment are introduced and8or there is a change in the techni+ues of doing the things. !n fact, training is a continuous process. The purpose of training is to bring about improvement in the performance, of workers. !t includes the learning of such techni+ues as are re+uired for the intelligence performance of definite tasks.

TYPES OF TRAINING
;n the basis of purpose, several types of training programmes are offered to the employees. !t should be noted that these programmes are not mutually exclusive. 3. !ntroduction or orientation training /. Apprenticeship training ?. %efresher training or retraining. 9. :ob training. >. !nternship training 4. Training for promotion.

3. In !"#uc i"n "! O!i&n $ i"n T!$inin. !nduction is concerned with introducing or orienting a new employee to the organization and its procedures, rules and regulations. 5hen a new employee reports for work, he must be helped to get ac+uainted with the work environment and fellow employees. @mployee orientation or induction training is nothing but

introduction of the organization to the newly employed person. The purpose is to give a birds eye view of the organization where he has to work. !t is a very short of involvement in the minds of newly appointed employees. 4. J"+ T!$inin. :ob training relates to specific "ob which the worker has to handle. !t gives information about machines process of production, instructions to be followed, and methods to be used and so on. !t develops skills and confidence among the workers and enables them to perform the "ob efficiently.

5. A((!&n ic&shi( T!$inin. Apprenticeship training programme tends more towards education than merely on the vocational training. Ander this, both knowledge and skills ion doing a "ob or a series of related "obs are involved. The trainees receive wages while learning and they ac+uire valuable skills which command a high wage in the labor market. !n !ndia, there are so may Bearn when you learn0 schemes both in the private as well as public sector undertakings. 6. In &!nshi( T!$inin. Ander this method, the educational or vocational institute enters into arrangement with an industrial enterprise for providing practical knowledge to its students. !nternship training is usually meant for such vocations where advanced theoretical knowledge is to be backed up by practical experience on the "ob. 7. R&'!&sh&! T!$inin. "! R& !$inin. As the name implies, the refresher training is meant for the old employees of the enterprise. The basic purpose of refresher training is to ac+uaint the existing workforce with the latest methods of performing their "obs and improve their efficient further. !n the works of ale Coder, <%etraining programmes are designed to avoid personnel obsolescence.= Thus, refresher training is essential because of the following factors. #a* The workers re+uire training to bring them up&to&date with the knowledge and skills and to relearn what they have forgotten. #b* %apid technological changes make even the +ualified workers obsolete in course of time because new technology is associated
3

with new work&methods and "ob re+uirements. The workers need to learn new work methods to use new techni+ues in doing their "obs. #c* %efresher training necessary because many new "obs which are created due to changes in the demand for goods and services are to be handled by the existing employees. 8. T!$inin. '"! P!"," i"n The talented employees may be given ade+uate training to make them eligible for promotion to higher "obs in the organization. promotion of an employee means a significant change in his responsibilities and duties. Therefore, it is essential that he is provided sufficient training to learn new skills to perform his new duties efficiently. The purpose of training for promotion is to develop the existing employees to make them fit for undertaking higher "ob responsibilities. This serves as motivating force to the employees.

DESIGNING A TRAINING PROGRAMME

The training programme is an integral part of human resource management. As shown in 6ig.3, it consists of the following inter& related stepsD #i* #ii* #iii* #iv* !dentification of training needs. -etting training ob"ectives ;rganization of training @valuation of training.

i. I#&n i'ic$ i"n "' T!$inin. N&&#s The technological were changes taking place through is the main cause and

identification of the training needs in an organization. earlier the people ac+uiring training apprenticeship vocational courses, which are not sufficient in the modern era of industrialization. !t is necessary to identify the training needs because of the following reasonsD a* Adoption of new techni+ues in an organization an introduction of modern working methods. 6or example, computerization of the office as has been done in %ailway bookings or Airlines bookings. b* )oor performance by the workers as reflected by low output, lack of initiative, incompetence, bad decision. This re+uires systematic training of the work&force. c* 5ide gaps between what workers should be doing and what they are doing. d* Analysis of the strengths and weaknesses of an organization may reveal the areas of weaknesses which need to be handled seriously. Training needs can be identified through the following types of analysis. #i* #ii* #iii* #i* ;rganizational analysis Task analysis 'anpower or $uman %esource Analysis O!.$ni9$ i"n An$%-sis: allocation and !t is systematic study of the potential and its

organization in terms of its ob"ectives, its resources, resource utilization, growth

environment. !ts purpose is to determine where training emphasis should be placed in the organization for increasing organizational effectiveness. ;rganizational analysis involves the following elements. #a* An$%-sis "' O+/&c i)&s: The long&term and short&term ob"ectives and their relative priorities should be properly analyzed. -pecific goals for various departments should be stated which will serve as means for achieving the overall organizational ob"ectives. The management would have to examine what are the specific training inputs that would contribute towards the achievements of these ob"ectives. #b* R&s"u!c&s human and U i%i9$ i"n physical An$%-sis: resources The and allocation their of

efficient

utilization in meeting the operational targets should be analyzed. !n order to examine the need for training, the following +uestions need to be answeredD 5hether ade+uate number of personnel is available to ensure the fulfillment of the goalsE 5hether the personnel performance is upto the re+uired standardsE #c* C%i,$ & An$%-sis: ;rganizational climate reflects the attitudes of organizational members as regards trust, loyalty, openness, commitment to organizational goals. Analysis of organizational whether the climate should in aim to determining environment different

departments is conducive to fulfillment of their goals. This

will help in knowing areas where training is needed to improve the climate of the organization. #ii* T$s; An$%-sis. !t is systematic analysis of "obs to identify "ob contents, knowledge, skills and aptitudes re+uired to perform the "ob. )articular attention should be paid to the tasks to be performed, the methods to be used, the way employees learn these methods and the performance standards re+uired of employees. ,uestionnaires, interviews, personnel records, observation and other methods can be sued to collect information about "obs in the organization. !n task analysis, the main focus is on the "ob or task. #iii* M$n("*&! An$%-sis. The +uality of manpower re+uired by the organization has to be carefully analyzed. !t has to be done in the light of both internal and external environment of the organization. to achieve these +uality standards, specific training needs should be determined on the following linesD #a* specific areas where individual need training,

#b* the capability of present workforce to learn new skills and behaviors. #c*The time frame within which training must be imparted, and #d* :ob designing and redesigning, introduction of new work methods and technology. 4. T!$inin. O+/&c i)&s ;nce the training needs are identified, the next step is to set training ob"ectives in concrete terms and to decide the methods to be adopted to achieve these ob"ectives. The overall aim of any training programme is to increase organizational effectiveness.

$owever,

each

training

programme

must

also

have

specific

ob"ectives such as increased productivity, improved +uality, better human resource planning, better health and safety prevention of obsolescence and enhanced personal growth. 5. O!.$ni9$ i"n "' T!$inin. P!".!$,,& @very training programme includes trainees, trainers, a training period and training material. The proper selection of trainees is of ma"or importance if permanent and gainful results are to be obtained. A trainee should be trained for the kind of "ob he likes and is fitted to perform. !n this respect, training is closely related to the selection of personnel. Careful screening of candidates for training will raise the effectiveness of the training programme. 5hile giving training to an employee, the first step is to attempt to place him at cease. !n case of supervisory training, it is better to include all supervisors and other employees considered suitable for promotion to such posts. The instructor or trainer is a key figure in an effective training programme. $e can contribute immeasurably to its success. ,ualified instructor may be obtained from inside or outside the organization. he must be able to divide the "ob into logical parts so that he may take up one party at a time without losing his perspective of the whole. $e must be tolerant and patient. $e must be able to appreciate the value of training "ob in relation to the enterprise and an understanding of what the employees would go through in order to ac+uire the skills and knowledge as envisaged by the programme.

The length of the training period depends upon the skills to be ac+uired, the trainees learning capacity and the training methodology used. (ow the +uestion arises whether the training should be given during working hours or after the working hours. !t is beyond doubt that a trained employee is an asset for the organization. A big organization can afford to send their employees for full time training on full pay. The choice of any method would depend upon the specific ob"ectives of the training programme. To increase the effectiveness of training, some written material is usually desirable as a basis for instructions, review and reference. The training section may prepare the training material with the help of line supervisors to be used for different "obs. 6. E)$%u$ i"n "' T!$inin. it is a very costly and time&consuming process. !t is essential to determine its effectiveness in terms of achievement of specific training ob"ectives. The sooner employees know the results of a +uiz or how well they are can assess their progress. The sooner employees receive positive feedback from the trainer, the less time they will waste. -elf&graded tests and programmed learning kits provide the necessary feedback to a person on his progress on a particular sub"ect. @valuation of training would provide useful information about the effectiveness of training as well as about the design of future training programmes.

REVIEW OF LITERATURE AND PROBLEM STATEMENT

%obinson #3F23* explained that the following two specific types are important but when put to use both of them have their own conse+uences. ;ne is skill training and the other is cross training. -kill Training & Gut in contrast to the above view of many ;rganisations, there was a recent study done by Hould 5illiams suggesting that there are <some ;rganisations that only pay attention on investing in skill training rather than any other sort of training, this was seen in organisations like (T)C, G$@I etc. !venson #3F2F* revealed that ma"or organisations like (T)C have come about with certain methods of working on the issue of training and development. The management of this organisations has come about with certain features such as having group discussions, secondly the assigned candidate is given a particular situation to handle and then play out the entire scenario to the fellow candidates, the other method is using a case study where a real life documentary is shown, the individuals have to analyse it and find solutions to the problem of the documentary. The type of training done could be called as <;n the :ob training=. The other type of training that is also done is called <;ff the :ob training= which takes place outside the work environment and even outside from the place of residence of the employees. !t0s a good way of creating self esteem, and building motivation within the trainee, also that each and every trainee is provided with special attention while performing the given task and it also helps the trainer to focus on specific problematic areas which prove to be an obstacle in delivering the best performance by the respective candidate.

10

Andrews #3FFF* stated that training is a systematic modification of behaviour through learning, which occurs as a result of education, instruction, development and planned experience. Training needs exists when there is a gap between the present performance of employee or group of employees and the desired performance. The existence of this gap can be determined on the basis of skill analysis involving ? stepsD Analysis and determination of the ma"or re+uirements of the specific "ob, identification of the tasks needed to be accomplished to meet the "ob re+uirements, understanding of the procedures needed to accomplish each of the "ob re+uirements, analysis of the knowledge and skills needed to accomplish the procedures and identification of any special problems of the "ob and analysis of any practical skill needed to meet the problem. Thus the most talked about issue of the organisation is that, how it0s so prominent in maintaining its standards as well as giving side&by& side significance to manpower planning. Today most of the organisations have come forth and given a clear indication of using the practices and policies of the human resource management efficiently. -o now each and every organisation has given way of including another department so that it looks after the company as a whole as well as also helps in gaining immense productivity and performance over the year. This is when the hotel works on a very effective platform of personnel managementJ that is, training and development. 5illiams #3FFF*, argued that though these types of training are good they do not evoke maximum results for the organisation, as in most of the situations the employees agree to go through these procedures for their own benefit and to earn extra wages, but on the other hand it can be an obstacle for those who are not promoted or given the chance of going through these types of

11

training and development programmes. Iooking employee point of view training and

briefly from the is really

development

beneficiary for those employees whose self&actualization levels are comparatively low. !f done under the guidance of excellent leaders can evoke good "ob satisfaction for employees. As well as from time to time employees will be able to enhance their potential skills and also keep track of what are their strengths and weaknesses when rendering their services to the organisation as a whole. @ven their commitment towards their supervisor or the service towards the manager increases. Again contradictory to this notion of employee motivation and development, many ;rganisations don0t have training programmes, or even for that matter highly skilled staff but even then are still able to raise their business and reach commercial marketing standards, this happens more so because the way management looks after the well being of its employees and promotes the need of having healthy environments for offering guest services. These are from a series of articles which originally appeared in Tappi :ournal in 3FF?&F4, to introduce methods addressing the development of individuals and organizations through the field of $uman %esource evelopment. This research was done by the Technical Association of the )ulp and )aper !ndustry !s training the answer to cope with the changes occurring in our lives, our careers and our organizationsE Ces, partly, sometimes, but certainly not always. There are other answers too && the solution may lie with organization development, career development, or a combination of these or other strategies.

12

To ensure that training is delivered effectively and efficiently, a process of instructional systems design #!- * should be implemented as a planned process for the assessment, design, development, implementation and evaluation of training. !starts with an assessment of the needs of the

organization, which may include surveying, identifying and prioritizing mill training needs, analyzing the causes of performance problems and opportunities, and identifying possible solutions. !t is imperative to determine if training is the appropriate solution, and if it will be cost&effective. eveloping training should include analyses of the

characteristics of the learners, the setting in which the work will be performed, and the tasks and duties which the trainees will be expected to perform. A complete review of the sub"ect matter #and sub"ect matter experts* is also necessary. Hoals and performance ob"ectives must be set, and a plan to evaluate the training should be developed. !nstructional materials and strategies must be ac+uired, prepared, and pre& tested. Training can be useful in many ways to help people function more effectively in team environments, includingD

Communication&

)eople

must

learn

how

to

communicate

effectively in teams and between teams across the entire organization. @mployees must use communication to resolve and manage conflicts, and to air and resolve grievances and complaints.

Team management and functioning- 'anaging pro"ects, setting goals, clarifying roles, and solving problems in teams are skills

13

that must be developed. (ew organizational skills must be developed if teams are to operate effectively and efficiently.

Ieadership development- Team leaders and upper management need to learn how to act as role models for team operation, and how to promote the active building, leadership and management of teams.

)ersonal development& @mployees need help in overcoming fears about the loss of "ob security and independence, and to learn how to continue to make individual contributions within team structures. !nterpersonal skills need to be developed, especially with respect to group problem solving.

P!"+%&, s $ &,&n Training is an organized activity for increasing the knowledge and skills of people for a definite purpose. !t involves systematic procedures for transferring technical know&how to the employees so as to increase their knowledge and skills for doing specific "obs with proficiency. ;n other words, the trainees ac+uire technical knowledge, skills and problem solving ability by undergoing the training programme. !n the conduction phase of training, some employees have a little problem with the duration of the training. Almost //7 of employees at "unior level have a little problem with the attitude of the trainees. 917 of "unior level employees need same modification or change in the existing culture of training. 'ost of employees prefer :ob !nstruction Training #:!T* or on the "ob training than the class room training.

14

COMPANY PROFILE
(ational Thermal )ower Corporation Iimited #(T)C* is the largest thermal power generating company of !ndia. A public sector company incorporated in the year 3FK? to accelerate power development in the country as a wholly owned company of the Hovernment of !ndia. At present, Hovernment of !ndia holds 2F.?7 of the total e+uity shares of the company and the balance 31.?7 is held by 6!!s, omestic Ganks, )ublic and others. 5ithin a span of /1 years, (T)C has emerged as a truly national power company, with power generating facilities in all the ma"or regions of the country ). Gased on 3FF2 data, carried out by ata monitor AL, (T)C is the#s 4th largest in terms of thermal power generation and the second most efficient in terms of capacity utilization amongst the thermal utilities in the world (T)C.s core business is engineering, construction and operation of power generating plants and also providing consultancy to power utilities in !ndia and abroad. As on date the installed capacity of (T)C is 9/,K>F '5 through its 3/ coal based #3F,>21 '5*, K gas based #/,F?? '5* and / :oint Menture )ro"ects #/3> '5*. (T)C ac+uired ?17 e+uity of the -A!I )ower -upply Corporation Itd. #-)-CI*. This :M company operates the captive power plants of urgapur #391 '5*, %ourkela #391 '5* and Ghilai #K> '5*. (T)C is also managing Gadarpur thermal power station #K1? '5* of Hovernment of !ndia. (T)C0s share on /3 'ar 9131 in the total installed capacity of the country was 3F.>7 and it contributed 9K.37 of the total power generation of the country during 911F&31. (T)C is committed to the environment, generating power at minimal environmental cost and preserving the ecology in the

15

vicinity of the plants. (T)C has undertaken massive afforestation in the vicinity of its plants. )lantations have increased forest area and reduced barren land. The massive afforestation by (T)C in and around its %amagundam )ower station #9311 '5* have contributed reducing the temperature in the areas by about /Nc. (T)C has also taken proactive steps for ash utilisation. !n 3FF3, it set up Ash Atilisation ivision to manage efficient use of the ash produced at its coal stations. This +uality of ash produced is ideal for use in cement, concrete, cellular concrete, building material. A "Centre for )ower @fficiency and @nvironment )rotection

#C@()@@)*" has been established in (T)C with the assistance of Anited -tates Agency for !nternational evelopment. #A-A! *. Cenpeep is efficiency oriented, eco&friendly and eco&nurturing initiative & a symbol of (T)C.s concern towards environmental protection and continued commitment to sustainable power development in !ndia. (T)C has set new benchmarks for the power industry both in the area of power plant construction and operations. !t is providing power at the cheapest average tariff in the country. 5ith its experience and expertise in the power sector, (T)C is extending consultancy services to various organisations in the power business. (T)C has entered into a "oint venture with Alstom, Hermany for renovation and modernization of power plants in !ndia. As a responsible corporate citizen, (T)C is making constant efforts to improve the socio&economic status of the people affected by the its pro"ects. Through it.s %ehabilitation and %esettlement programmes, the company endeavors to improve the overall socio& economic status of )ro"ect Affected )ersons.

16

(T)C was among the first )ublic -ector @nterprises to enter into a 'emorandum of Anderstanding #';A* with the Hovernment in 3F2K&22. (T)C has been )laced under the .@xcellent category. #the best category* every year since the ';A system became operative. (T)C has been rated among the top ten "Gest companies to work for in !ndia" by 'ercer $% Consulting&Gusiness Today -urvey 911F. This is the second consecutive year that (T)C has appeared in this prestigious list. Gesides, (T)C is also the only )-A among the top ten companies. The survey was conducted on the basis of five attributes such as $% 'etrics, $% )rocesses, @mployee )erception, -take holder )erception and Attrition on a weighted scale to arrive at a total score for each company surveyed.

GROWT2
!n a span of "ust 3? years after commissioning of the first 911 '5 units at -ingrauli in 6ebruary 3F29, (T)C has grown to become the largest utility of the country with a commissioned capacity of 34,KF? '5 as in April 3FF2, at an average annual commissioning rate of about 3,111 '5. (T)C has been ranked ninth in thermal generation among the world0s thermal generating companies as per the bench&marking data of 911 top utilities of the world #published by 'arket line !nternational AL*. The total approved capacity of (T)C at the end of 'arch 3FF2 stands at 91,?3? '5 consisting of 39 coal&based stations and K& gas8li+uid fuel based stations. !n addition, (T)C also manage Gadarpur thermal power station and Galco Captive )ower )lant on behalf of the Hovernment of !ndia and Gharat Aluminum Corporation Iimited #GAIC;* respectively.

17

(T)C has also constructed 34,F42 ckt. Lm. of transmission lines up to 'arch 3FF9. These transmission lines were subse+uently transferred to )ower Corporation of !ndia Itd. #earlier incorporated as (ational )ower Transmission Corporation Itd.* in April 3FF9 with the ultimate ob"ective of creating a (ational Hrid.

MARKET S2ARE
(T)C0s share on /3st 'arch 9131, in the total installed capacity of the country is 91.>7 and it contributed 9K.37 of the total power generation of the country during 911F&31. After adding the capacity and generation contributed by "oint venture companies, (T)C0s share of installed capacity increases to 9K.?37 of the total generation in the country.

EXISTING JOINT VENTURES

:oint ventures with -A!I Atility )owertech Itd (T)C Alstom )ower -ervices )vt. Itd. )TC !ndia Itd. (T)C Tamil (adu @nergy Company Itd.

ACTIVITIES FOR NEW JOINT VENTURES: ';A with 'inistry of %ailways ';A with Gharat $eavy @lectricals Itd. ';A with Hu"arat )ower Corporation Itd. ';A with %ural @lectrification Corporation Itd. ';A with !ndian ;il Corporation Itd. ';A with Glack O Meatch

18

SPREAD OF NTPC<s PROECTS The region Pwise distribution of (T)C power stations 8 pro"ects at the close of 'arch 9131 is shown in the table belowD N". "' s $ i"ns Ins $%%&# c$($ci -

R&.i"n

C"$%

G$s

T" $ %

C"$%

G$s

T" $%

5estern (orthern @astern -outhern Total :M0s G!$n# T" $%

9 ? > 9 3/ / 34

9 > & 3 K & K

> F > / 91 / 9/

>/41 ?491 ?F11 /411 3F>21 /3> 3FKF>

39F/ 9/39 & /?1 /F?? & /F??

?4?/ KF/9 ?F11 /F?1 9/>/? /3> 9/K>F

NTPC VISION
<T; G@ ;(@ ;6 T$@ 5;%I -0- IA%H@-T A( AT!I!T!@-, );5@%!(H !( !A0- H%;5T$=. (T)C a front runner in the !ndian )ower -ector, to be one of the largest and best power utilities of the world and thereby contributing to !ndia0s emergence as one of the world0s leading economics. G@-T );5@%

19

MISSION
'ake available reliable and +uality in increasing large

+uantities at appropriate tariffs and ensure timely realization of revenues. -peedily plan and implement power pro"ects, with

cotemporary technologies. !mplement strategic diversification in areas of %O' hydor, I(H and non&conventional and @co&friendly fuels and explore new areas like transmission, information technology etc. )romote consultancy and make prudent ac+uisitions. Continuously develop competent human resource to match world standards. Ge a responsible corporate citizen with thrust on environment protection, rehabilitation and ash utilization.

CORPORATE OBJECTIVES:
To add generating capacity within prescribed time and cost. To operate and maintain power stations at high availability ensuring minimum cost of generation. To maintain the financial soundness of the company by managing the financial operations in accordance with good commercial utility practices. To develop appropriate commercial policy leading to

remunerative tariffs and minimum receivables. To function as a responsible corporate citizen and discharge social responsibility, in respect of environment protection and rehabilitation.

20

The corporation will strive to utilize the ash produced as its stations to the maximum extent possible through production of ash bricks building materials, etc.

To adopt appropriate human resources development policy leading to creation of team of motivated and competent power professional.

To

introduce,

assimilate

and

attain

self&sufficiency

in

technology, ac+uire expertise in utility management practices and to disseminate knowledge essentially as a contribution to other constituents of the power sector in the country. To develop %esearch O plant reliability. To expand the consultancy operations and to participate in ventures abroad. NTPC CORE VALUES The values shared by the entire organization are to permeate through each and every discipline within the company and in all its initiatives and responses with the rest of the worldD %espect for each other @veryone a winner 6airness, Gusiness ethics Customer -atisfaction Mendor partnership evelopment for achieving improved

@fficiency, profitability, Genefit&cost orientation -ystem Approach And iscipline

!nnovation, Creativity, @ntrepreneurship

21

Concern 6or @cology, @nvironment !nternal Customer -atisfaction Total ,uality -ensitivity To 6eedback, Iearning And %enewal

SWOT ANALYSIS
STRENGT2S 5ell thought O monitored programmes are carried. Training is imparted only after needs are identified. Training programmes are outlined and are conducted in aJ procedural manner 'ethods applies are highly interactive in nature. The latest techni+ues O developments are tracked and taught Gest of effort is put in organizing %esponse is good among employees.

WEAKNESSES @mployees are not consulted before imparting the programmes. !ndividual needs are not kept in mind while assessment of training needs. -ince, the training programmes are held mainly at the regional head+uarters, outstation employees are not benefited in any way. Absenteeism is not %eported

OPPORTUNITIES

22

Training programmes increase the promotional aspects of the employees.

!mparting specialized knowledge provides them opportunities to excel in the field of operations.

evelopment programmes undertaken by help to enhance the managerial O work capabilities of the employees.

T2REATS The training programmes are sometimes taken by the employees casually, since, there is no compulsion to attend these

programmes. )ractical implementation of the knowledge ac+uired is +uite low. Training for the sake of training can be a threat to the productivity of the organization.

23

TRAINING AND DEVELOPMENT AT NTPC

P2ILOSOP2Y The basic philosophy of the guidelines is to make training an effective instrument in transforming (T)C into a learning organization. OBJECTIVES The ob"ectives of the guidelines are toD 3. 'ake learning one of the fundamental values of the Company 9. @nsure value addition through to the overall business process /. !nstitutionalize learning opportunities that supplement work experience. >. !ntegrate organizational and individual developmental needs ?. @nable employees to keep abreast with the latest knowledge and skills and enable them to undertake current and future responsibilities in a more effective manner. 4. )rovide linkages between the different functionaries of training activity K. )rovide linkages of training activity with overall $uman %esource function. COVERAGE The training -ystem shall cover all regular employees of the Company nominated for training. DEFINITIONS T!$inin.: Training shall include a training programme, seminar, convention, workshop, symposium or any other structured learning

24

or developmental programme, based on organizational needs and8or training (eed Analysis. T!$inin. Y&$!: Training Cear shall mean a period of one year commencing from 3st April till /3st 'arch of the subse+uent year. In=h"us& T!$inin. P!".!$,,&: A training programme designed, developed and conducted within the Company, exclusively for the regular employees of the Company, with or without the assistance of external agency #cies*. E1 &!n$% T!$inin. P!".!$,,&: A training programme designed, developed and conducted within !ndia, by an outside agency, not exclusively for the employees of the company, and to which one or more employees of the Company may be nominated. P%$nn&# In &!)&n i"n: A grade8level8category&wise in house training programme, normally based on a template course design, and conducted to improve competency base of employees as felt necessary by the organization. The Iist of current )lanned !nterventions is given in Annexure !. N&&#=+$s&# P!".!$,,&: A training programme, designed,

developed and conducted on the basis of the developmental needs felt and identified for the employees concerned in the Training (eeds 6orm. -pecified !nterventionD An external training proramme or an in& house training programme other than a planned !ntervention or a (eed&based )rogramme, conducted to improve certain specified competencies, as felt necessary by the organization.

25

C%$ssi'ic$ i"n "' T!$inin. N&&#s >'"! N&&#=+$s&# P!".!$,,&s?@ 3. @ssentialD evelopmental needs which , if not met, may affect

"ob performance 9. esirableD evelopmental needs which are necessary for

personal development and growth. /. -hort&termD evelopmental needs which need to be fulfilled for

immediate "ob performance. >. Iong&termD evelopmental needs which need to be fulfilled for

future "ob performance, in next two years or so TRAINING TARGET !t shall be the endeavor of the Company to provide seven man days of training in a training year to every employee. @mployees shall make full use of the Training -ystems to support this endeavor to create a learning organization. AGENCIES OF TRAINING The agencies that shall deal with the training function in the Company shall includeD P"*&! M$n$.&,&n Ins i u &: )'! shall be the apex&training

institute and the nodal agency for Training for the Company. !t shall cater to the advanced training needs of all executives of the Company. !n case of employees of Corporate Centre, it shall cater to the training needs of both executives and non&executives. !t shall specialize in 'anagement areas including information evelopment and advanced technical Technology and shall serve as

knowledge dissemination centre for the Company as a whole. !t will as engage in research and constancy.

26

Uni units.

T!$inin. C&n !&s: Anit Training Centres shall cater to the

training and development needs of the employees of the respective

Si,u%$ "! T!$inin. C&n !&s: The -imulator training centres at Lorba O Lawas, designed to produce real time behaviour of the Thermal and gas modules respectively, shall cater to the needs of the corporation in addition, depending on the availability of resources, the -imulator training centres would also provide training to external agencies8organizations, on commercial terms. R&.i"n$% 2R .!"u(: The %egional $% group shall cater to the training and development needs of the employees of the respective region. 5herever it is not feasible for the Anit Training Centres to organize a specific programme, %egional $% group would organize such a programme for the employees in the entire region. !t would also take an active and proactive part in finalization of the training calendars of each unit within the region. C"!("!$ & 2R .!"u(: $% Hroup shall co&ordinate external training programmes for allthe employees of Corporate Centre. !t would also co&ordinate&specified interventions for targeted groups. D&($! ,&n $% T!$inin. C"=c""!#in$ "! D The $ead of each

epartment shall nominate an executive who shall, besides his normal functional assignment, co&ordinate the training and related matters for the employees of the department. !t shall be the responsibility of the the employees of epartmental Training Co&coordinator for the department concerned to training conducting Training (eed Analysis and so ensuring nomination of programmes that the Training Target of K man days of training for every employee in a training year is achieved.

27

TRAINING NEED ANALYSIS >TNA?: 3. The ob"ectives of Training (eed Analysis are to 3.3 3.9 systematically identify developmental needs of employees integrate so&identified individual needs with organizational needs 3./ enhance relevance and acceptance of training programmes

9. @mployees would identify their training needs once in two years. this is as per the Training )lan implemented in 3FF2. /. @ach employee will identify his8her training needs in a maximum of four areas in consultation with his reporting officer. The training needs expressed should be related to the employee0s present responsibilities and his likely areas of future assignments. >. Training (eeds would be classified as @ssential and desirable along two time&frames of short&term #for immediate "ob performance* and long&term #for future "ob performance, in next two years so*. ?. The identified needs would be prioritized in the following manner and would be addressed accordingly. )riority A )riority G )riority C )riority @ssential -hort P term esirable short&term @ssential long P term esirable long P term

Training needs identification in case of executives would be done by the executive concerned in consultation with his8her %eporting ;fficer in the Training (eeds 6orm enclosed at Annexure !!

28

4. Training needs identification in case of non&executives would be done by their %eporting ;fficers in the Training (eeds 6orm enclosed at Annexure !!!. K. The epartmental Training Co&coordinator shall trigger the T(A

exercise from 3st -eptember, every second year, with the distribution of training (eed forms. $e8-he would consolidate and submit the filled up Training (eed forms of executives and (on&@xecutives, of his8her department concerned to the respective Training Centre by /1th ;ctober. 2. !n case of pro"ect8stations8units, based on such Training (eed forms, a Centre epartment&wise analysis would be done by the training of the Anit and discussed in -ite 'anagement epartment for evolving the yearly Training

Committee8$eads of

Calendar for the next two years, by 3?th (ovember. F. 5ith a view to integrate the process of evolving of the Training Calendar and to utilize Training resources optimally, the finalization of Training Calendars would be done by $eads of Training in association with the $ead of )ersonnel of the respective %egions by /1th (ovember. 31. !n case of advanced training needs where it is not possible for the Training Centres to design and conduct programmes, the same should be forwarded to )'! for designing and conducting Company&level programmes and incorporation of the same in its Training Calendar. 6or this purpose, the $eads of personnel of %egions and )'! shall meet before 3?th ecember for sharing Training Calendars of the )ro"ects8-tations of the respective %egion and for providing inputs to the Training Calendar of )'!.

29

33. !n case of training needs expressed by only a few employes and its is not viable to design and conduct programmes at the pro"ect8station level, the $eads of )ersonnel8$% of each %egion would explore the possibility of conducting the programmes at the %egion&level either at the %egional $ead+uarters or in any of the )ro"ects8-tations of the %egion, so that the training needs are not left unfulfilled for want of number of employees. 39. !n case of Company&level need&based programmes, the Training (eed Analysis forwarded by individual pro"ects8stations and corporate centre would be consolidated by )'! and the yearly training calendar for the next two years would be prepared accordingly, by end 6ebruary. 3/. !n case of Corporate Centre, the Training (eed forms and epartment&wise analysis would be consolidated by )'! and the yearly supplementary training calendar for the next two years would be prepared accordingly, after discussion with and acceptance of the @ds8H's of the respective departments, by 3?th ecember.

TRAINING CODE DIRECTORY A training code directory, listing out codes for various training courses8programmes shall be evolved, maintained and circulated by )'! for uniform compilation and classification of training needs identified and training programmes attended by employees. NOMINATION FOR TRAINING PROGRAMMES: 3.3 P%$nn&# In &!)&n i"ns The Training Centre8)'! would sent to departmental training co& ordinators, schedules for the next three programmes of a planned
30

intervention, who in turn shall seek preferences for nomination from the employees in the target group and send the list of employees to the Training Centre8)'! 3.9 ;n the basis of the preferences received for nomination, the Training Centre8)'! shall send confirmation. 4. N&&# B$s&# 9.3 The training Agency will ensure that employees are normally nominated to programmes related to training needs identified. 9.9 An employee interested in attending any of the training programmes included in the training calendar of the training of the training centre of respective Anit or )'! should forward his8her re+uest for nomination, through the reporting officer, at least two weeks before the commencement of the programme. 5 E1 &!n$% T!$inin.: /.3 @mployees may generally be considered for nomination to training programmes only in the areas identified in the Training (eeds Analysis and after verifying if a similar programme is being conducted in house during the year. /.9 Training centres shall, as far as possible, try to provide training to employees in house. @mployees will normally be nominated for external programmes only for advanced programmes or where conducting the programme in house is not feasible. /./ The authorities competent to nominate for external training programmes are as given below

31

>A? P%$n s A R2Bs i* 6or period up to 9 weeks in each case in respect of employees up to @4 level ii* 6or period up to weeks in respect of employees up to @4 and up to 9 weeks in respect of @K >B? i* C"!("!$ & C&n !& 6or period up to 9 weeks in each case in respect of employees up to @> level ii* 6or period up to > weeks in respect of employees up to @> and up to 9 weeks in respect of employees in the level of @? to @K >C? Fu%% P"*&!s 6. S(&ci'i&# In &!)&n i"ns: >.3 The authorities competent to approve specified training 6unctional irector @ H' @ 8H'8$e ad of the )ro"ect @ #;rders to be issued by )OA*

programmes are as given belowD A* )lant&level intervention G* %egion&level intervention C* Company&level intervention $ead of the plant concerned @ of the %egion concerned irector 6unctional

?. 5ith a view to achieve the Training Target of average of seven mandays of training in a training year for each employee, the Training Centre, along with the epartmental Training Coordinator will periodically prepare a list of employees who have not attended any training programme or have not yet c1ompleted an average of seven man days of training. (ominations should generally based on this list. The list should be made available to all employees.
32

CATEGORICATION OF PROGRAMMES ;n the basis of duration, training programmes would be categorized as -hort duration 'edium duration Iong duration Ap to Three days 6our days to ten training days Above ten training days

LIMIT ON T2E NUMBER OF PROGRAMMES: An employee may be nominated for training programmes within the limits stipulated herein. -hort&duration 'edium duration Iong duration 'aximum of three in year 'aximum of two in a year ;nce in two years

INFORMATION REGARDING NOMINATION An employee will normally be informed through his %eporting ;fficer, by the Training Agency, regarding his8her nomination for the programme preferably with a notice of 3. / days in case of short&duration programmes 9. K days in case of medium&duration programmes /. 9 weeks in case of long duration programmes NON=ATTENDANCE0ABSENCE FROM TRAINING PROGRAMMES:

33

3. (on attendance of any training programme for which an employee has been nominated will be allowed only on the basis of approval by i* $ead of epartment concerned All (on P executives Apto @> Ap to @K irector 6ull )owers

ii* $ead of the )ro"ect concerned8H' at CC iii* @ iv* 6unctional

9. Communication regarding inability to attend the programme shall be intimated to the Training Agency atleast 3 day before the programme for short&duration programmes, three days for medium& duration programmes and one week for long&duration programmes /. 5here an employee has been nominated but has absented himself for withdrew in the midst of the programme or has partially attended the programme without giving ade+uate notice and ade+uate reasons for the same, the cost of the programme may be recovered from the monthly salary of the employee in interest&free e+uated monthly installments within a year. >. The training Agency, within two days from the commencement of the programme, shall take up with the %eporting ;fficers cases of absence8withdrawal. TRAINING DATABASE: 3. Training centers should maintain a database of training details of a all employees of the respective unit, which shall include 3.3 Training (eeds identified

34

3.9 Training programmes nominated8absented 9. The Training Centres should also maintain details of the programmes conducted, training cost and all other similar information. /. )'! would maintain the training database for all executives. 6or this, different training agencies should forwarded training details to )ower 'anagement !nstitute on a monthly basis. >. Training details will be periodically updated in the personal files of the employees, for which the Training Agency would forward the details of nomination8attendance8absence of employees to the $ead of )ersonnel concerned. TRAINING EVALUATION: The ob"ective of training evaluation is to enhance value addition through training programmes by building on the strengths and by removing the shortcomingsJ if any, and measure the impact of training programmes on "ob behavior. Training @valuation would be done at three levelsD )re&training @valuation )rogramme 6eedback !mpact Assessment P!&= !$inin. E)$%u$ i"n: )re training @valuation is aimed at detecting shortcomings in the programme design before the commencement of the programme. 6or this, in case of all in house long&duration, programmes, the

35

Training Centre8)'!8$% Hroup, as the case may be shall review the programme design, content etc. in the light of the feedback obtained from a sample of participants. P!".!$,,& E)$%u$ i"n: The Training Centre8)'!8$% Hroup, as the case may be, shall seek participant feedback at the end of the training programme in the programme 6eedback 6rom as in Annexure !M for making modifications8improvements in future programmes. 3. I,($c Ass&ss,&n : 3.3 !nvolves measuring the change in "ob behavior of the employee on account of the learning during the training programme. The information would be collected through the !mpact Assessment 6rom #!A6* as in Annexure M after completion of six months of the programme. 3.9 )re&training @valuation is re+uired in case of all Iong duration programmes. !mpact Assessment is re+uired in case of all Iong&duration programmes and )lanned interventions of a duration of not less than 31 days. 3. P!".!$,,& E)$%u$ i"n R&("! : 3.3 After !mpact, Assessment, the Training Centre8)'!8$%

Hropup, as the case may be, would prepare a programme @valuation %eport in case of all Iong&duration programmes and )lanned interventions of a duration of not less than 31 training days in the proforma given in Annexure M! and circulate it to all the participants concerned. 3. TEMPLATE COURSES:

36

3.3

)'!8Corporate $% Hroup will design templates for training programmes in areas like Attitudinal Training, !nformation Technology, @xecutive areas of training. evelopment )rogramme etc. for bringing about uniformity across the Company in important

3.9

-essions on Coga8'editation and Malues shall be included in all in&house training programmes of medium&duration and long&duration categories.

3. S2ARING OF LEARNING: 3.3 @mployees who have attended training programmes shall normally share their learning with other employees in for a like )rofessional Circles, ,uality Circles, departmental meetings etc. !n case of medium and long&duration programmes for executives, the participant shall submit an action plant to his %eporting ;fficer, w9ith a copy marked to the Training Agency, detailing the steps that would be taken by him8her for implementing the learning in his8her "ob.

37

OBJECTIVE AND RESEARC2 MET2ODOLOGY

OBJECTIVE OF T2E STUDY

The main ob"ective of the study is to know the role of training and development at (T)C. And also to know whether the employees are satisfied from the training process or not.

RESEARC2 MET2ODOLOGY
RESEARC2 DESIGN
!n this study the primary data was collected from the employees of (T)C mainly through +uestionnaires. ,uestionnaire are distributed among the employees of :unior level, 'iddle level and -enior level. -econdary data were collected from the $% mannual, organization.s website, etc. $ere the type of sampling was stratified random sampling. !n this study employees are divided in / groups i.e. "unior level, middle level and senior level. And the sample size is taken as /1. And the +uestionnaires are distributed in each group, among /1 employees. !n the "unior level there are approximately /21 employees. !n the middle level approximately 341 employees and in senior level approximately 41 employees are there. 5hile doing the sampling it is believe that there is a homogeneity among employees in each group.

38

SCOPE OF T2E STUDY

As we all know that Training and evelopment process is a very

useful process in any organisation. This process make the human resource more efficient and full of skills and also make them upto& date in this competitive world. This study give us a scope to know and understand the process of Training and training is going in an organisation. evelopment of (T)C. Through this study we can practically know how the process of

DATA COLLECTION
!n this study the primary data was collected from the employees of (T)C mainly thorough +uestionnaires and also personal interview. ,uestionnaires are distributed among the employees of :unior Ievel, 'iddle Ievel and -enior Ievel. -econdary data were collected from the $% 'annual, ;rganization.s 5ebsites etc.

STATISTICAL TOOL USED

S$,(%in. T-(& $ere the type of sampling was stratified random sampling. istributions of the +uestionnaire were done by dividing the employees into three groups8levels i.e. "unior, middle and senior level. And within each level the +uestionnaire were distributed randomly. -o it is a stratified random sampling.

39

S$,(%in. si9& !n this study employees are divided in three groups i.e. "unior

level, middle level and senior level. And /1 employees from each group are taken as sample. -o the sample size is /1. S$,(%in. P!"c&#u!& !n (T)C # adri )ro"ect* there are approximately 411 employees, including the executives and non&executives in the corporate building. All these employees are divided into :unior level, 'iddle level and -enior level. And so an employee from each group is taken as a sample. Among 411 employees #approximately* 41 employees are come under the -enior level, employees are comes under the middle level approximately 341 and /21 #approx*

comes under the "unior level. !n this study the minimum sample size is taken i.e. /1. 5hile doing the sampling it is believe that there is a homogeneity among employees in each group. 5hile capturing the sample. ! try to nutralize the minor differences which are present in each group i.e. parameters like age, gender, etc.

LIMITATION OF T2E STUDY

Time constrain As the sample size taken was very small so the study is not a concrete study. Hetting appointment with senior official was difficult. The respondents would not have divulged all the information needed because of some of it0s company policies.

40

ANALYSIS A INTERPRETATION
As in the study, all the employees are divided into / categories i.e. :unior level, 'iddle level and -enior level. -o the findings and analysis is also done according to these / categories. As the whole training process have / phases i.e. need assessment phase, conduction phase and evaluation phase. A so ! try to divide all the +uestions of the +uestionnaire in these / phase to get a clear picture of training and development at (T)C. This enables me to explain the findings and analysis more appropriately.

JUNIOR LEVEL
At the "unior level there are approximately /21 employees. This level includes trainees, assistant, "unior engineer, accountant, etc. Among the /21 employees /1 employees are taken as a sample and analysis is done on the basis of these /1 employees. >I? G&n#&! FIGURE =3
4D 4D 3E N". "' &,(%"-&&s 38 36 34 3D E 8 6 4 D F&,$%& M$%& 3D

Among /1 employees 31 are females 91 are males.

41

>II? A.& G!"u( FIGURE =4

47 N". "' &,(%"-&&s 4D 37 3D 7 D D 4D=57 57=7D A.& >in -!s? 7D A $+")& 46

>III? W"!; E1(&!i&nc& $ NTPC FIGURE =5

47 N". "' &,(%"-&&s 4D 37 3D 7 D E 44

D L&ss h$n 3D -!s 3D=4D -!s 4D A $+")&

W"!; E1(&!i&nc& >in -!s?

Among /1 employees 99 employees have on work experience of less than 31 years and 2 employees have an work experience from 31&91 years.

42

>IV? N&&# Ass&ss,&n Ph$s& !n this phase task analysis, human resource analysis, organisational analysis are done. #a* #b* Among the /1 employees all employees are aware about the existing training programme of (T)C. All the /1 employees are aware of the $% programme which are related to the training like promotion, performance appraisal, etc. #c* 9? employees are agreed that the training needs of the organization are assessed periodically. ;nly ? employees are not agreed from this. #d* Among the /1 employees 9> employees are agreed that the needs of training are efficiently clarified to the trainees but 4 employees are not agreed. #e* All the /1 employees consider the training part of their life. FIGURE =6
5D 5D 47 N". "' E,(%"-&&s 4D 37 3D 7 D A*$!& "' h& &1is in. !$inin. (!".!$,,& A*$!& "' h& 2R (!".!$,,& !&%$ &# " !$inin. E,(%"-&&s $.!&&# h$ !$inin. n&&#s $!& $ss&ss&# (&!i"#ic$%%5D 47 46 5D

as an important

E,(%"-&&s $.!&&# h$ h& n&&#s "' !$inin. $!& &''ici&n %- c%$!i'i&# " !$in&&s C"nsi#&! h& !$inin. $s $n i,("! $n ($! "' h&i! %i'& 0c$!&&!

43

>VI? Th& Pu!("s& "' T!$inin. #a* Among the /1 employees 9K employees think that one of the purpose of training should be the up gradation of abilities of the employees. #b* 3? employees think that training can be given for preparing the employees for promotions. #c* 31 employees think that training should also be given for preparing the employees for future assignments. #d* 91 employees think that there should be training in allied fields. #e* ? employees think that there should be training for preparing the employees for transfers. #f* 9? employees think that training should be given to develop specific abilities8competence FIGURE =7
5D 47 N". "' E,(%"-&&s 4D 37 3D 7 D 4F 47 4D

37 3D 7

U(.!$#$ i"n "' $+i%i i&s P!&($!in. '"! 'u u!& $ssi.n,&n s P!&($!in. '"! !$ns'&!s

P!&($!in. '"! (!"," i"n T!$inin. in $%%i&# 'i&%#s D&)&%"( s(&ci'ic $+i%i i&s0c",(& &nc&

44

>VII? I#&n i'ic$ i"n "' T!$inin. N&&#s #a*Among the /1 employees 94 employee think that the

identification of training needs should be done through the process of performance appraisal. #b*99 employees think that the identification of training needs should be done through his discussion with the superiors. #c* 32 employees think that the process of identification of training needs should be done by the training department. FIGURE =8

I#&n i'ic$ i"n "' T!$inin. N&&#s 5D 47 N". "' E,(%"-&&s 4D 37 3D 7 D 48 44 3E

P&!'"!,$nc& $((!$is$%

Discussi"n *i h su(&!i"!s

T!$inin. #&($! ,&n

45

>V? C"n#uc i"n Ph$s& Conduction phase includes the method of the training, the content8study material of the training, duration of the training, where the training is carried out, etc. #a* Among the /1 employees 9> employees do not need any modification on change in the existing culture of training for enhancing the re+uired skills. #b* 91 employees are satisfied with the attitude that trainers show towards the employees. #c*94 employees are satisfied from the study materials which are provided during the training. #d* Among the /1 employees 91 employees feel the need of external trainer8agency. #e* Among the /1 employees 9? employees prefer the "ob instruction training 8 on the "ob training and ? employees prefer classroom training. #f* Among the /1 employees 93 employees are satisfied with the duration of training that the got from the organization for the training.
5D 46 47 N". "' &,(%"-&&s 4D 4D 37 3D 7 D n" n&&# $n- ,"#i'ic$ i"n "n ch$n.& in h& &1is in. cu% u!& "' !$inin. D" S$ is'i&# *i h h& $ i u#& "' h& !$in&!s S$ is'i&# '!", h& s u#- ,$ &!i$% "' !$inin. F&&% h& n&&# "' &1 &!n$% !$in&!s0$.&nc- '"! h& !$inin. P!&'&! /"+ ins !uc i"n !$inin. 0"n h& /"+ !$inin. P!&'&! c%$ss !"", !$inin. S$ is'i&# *i h h& #u!$ i"n "' !$inin.

FIGURE =F
48 4D

47 43

46

>VI? E)$%u$ i"n 0F&&#+$c; Ph$s& #a* All the employees are agreed that the evaluation of training program is done indirectly through the feedback mechanism #b* 9> employees among the /1 employees are agreed that the outcomes of evaluation are put into use for future improvements. #c* 91 employees among the /1 find same change on development in their skill, knowledge, enthusiasm, etc. after undergoing training. #d* 32 employees think that training improved their commitment to the organization. #e* 93 employees support that the sense of belongings and future retention of employee.s is reflected through training. #f* 99 employees support that the training educes the gap between the present and standard performance level.
5D

FIGURE =E
46 4D 43 3E

5D 47
N". "' E,(%"-&&s

44

4D 37 3D 7 D

T!$inin. (!".!$,,& is #"n& h!"u.h '&&#+$c; ,&ch$nis, Ou c",&s "' &)$%u$ i"n $!& (u in" us& '"! 'u u!& i,(!")&,&n s Fin# ch$n.&s "! #&)&%"(,&n in s;i%%G ;n"*%&#.&G &n husi$,G & c. $' &! h& !$inin. T!$iinin. i,(!")&# &,(%"-&&Hs c",,i ,&n " h& "!.$ni9$ i"n

S&ns& "' +&%"n.in.n&s $n# 'u u!& !& &n i"n "' &,(%"-&&Hs is !&'%&c &# h!"u.h !$inin. T!$inin. !&#uc&s h& .$( +& *&&n h& (!&s&n $n# s $n#$!# (&!'"!,$nc& %&)&%

47

MIDDLE LEVEL
At the middle level there are approximately 3?1 employees. This level includes manager, deputy manager, executive engineers, senior accountant, etc. Among the 3?1 employees employees. >I? G&n#&! FIGURE =I /1 employees are taken as a sample and analysis is done on the basis of these /1

+1

++

+,

2o& of Emplo!ees

/1

/,

, 3emale Male

Among the /1 employees 2 are female and 99 and male.

48

>II? A.& G!"u( FIGURE =3D

38 38 36 N". "' E,(%"-&&s 34 3D E 8 6 4 D 4D=57 57=7D A.& >in -!s? 4 34

7D A $+")&

>III? W"!; E1(&!i&nc& $ NTPC FIGURE =33

36 36 34 N". "' E,(%"-&&s 3D E 8 6 4 D L&ss h$n 3D -!s 3D=4D -!s A.& >in -!s? 4D A $+")& -!s 6 34

49

Among the /1 employees 39 employees have work experience less than 31 years, 3> employees have work experience of 31&91 years and > employees have more than 91 years. >IV? N&&# Ass&ss,&n Ph$s& !n the need assessment phase there is task analysisJ organizational analysis in turns of organizational ob"ectives, resource utilization, etc. human resource analysis, on the basis these points need assessment is done. #i* Among the /1 employees all the employees are aware about the existing training program of (T)C #ii* All the /1 employees are aware of the $% programmes which are related to the training the promotion, performance appraisal, etc. #iii* 99 employees are agreed that the training needs of the organization are assessed periodically. #iv* 91 employees are agreed that the needs of training are efficiently clarified to the trainees #v* All the /1 employees of the sample consider the training as an important part of their life. FIGURE =34
5D 5D N". "' E,(%"-&&s 47 4D 37 3D 7 A*$!& "' h& &1is in. !$inin. (!".!$,,& D A*$!& "' h& 2R (!".!$,,& !&%$ &# " !$inin. E,(%"-&&s $.!&&# h$ !$inin. n&&#s $!& $ss&ss&# (&!i"#ic$%%44 4D 5D 5D

E,(%"-&&s $.!&&# h$ h& n&&#s "' !$inin. $!& &''ici&n %- c%$!i'i&# " !$in&&s C"nsi#&! h& !$inin. $s $n i,("! $n ($! "' h&i! %i'& 0c$!&&!

50

>VI? Th& Pu!("s& "' T!$inin. #a* Among the /1 employees 9? employees think that one of the purpose of training should be the upgradation of abilities. #b* 31 employees think that training can be given for preparing the employees for promotion. #c* 3? employees think that training should also be given for preparing the employees for future assignments. #d* 99 employees think that there should be training in allied fields. #e* Among the /1 employees no one think that there should be training for preparing the employees for transfers. #f* 93 employees think that training should be given to develop specific abilities8competence FIGURE =35
47 47 N". "' E,(%"-&&s 4D 37 3D 7 D
U(.!$#$ i"n "' $+i%i i&s P!&($!in. h& &,(%"-&&s '"! (!"," i"n P!&($!in. h& &,(%"-&&s '"! 'u u!& $ssi.n,&n s T!$inin. in $%%i&# 'i&%#s P!&($!in. h& &,(%"-&&s '"! !$ns'&! T" #&)&%"( s(&ci'ic $+i%i i&s0c",(& &nc&

44

43

37 3D

51

>VII? I#&n i'ic$ i"n "' T!$inin. N&&#s #a* Among the /1 employees 92 employee think that the identification of training needs should be done through the process of performance appraisal. #b* 9? employees think that also the identification of training needs should be done through the discussion with superiors. #c* 3? employees think that the one of the process of

identification of training needs should be done by the training department. FIGURE =36

4E 5D 47 N". "' E,(%"-&&s 4D 37 3D 7 D 37 47

I#&n i'ic$ i"n "' !$inin. n&&#s sh"u%# +& #"n& h!"u.h (&!'"!$nc& $((!$is$% I#&n i'ic$ i"n "' !$inin. n&&#s sh"u%# +& #"n& h!"u.h h& #iscussi"n *i h su(&!i"!s Th!"u.h h& !$inin. #&($! ,&n

52

>V? C"n#uc i"n Ph$s& #a* Among the /1 employees 94 employees do not need any modification on change in the existing culture of training for enhancing the re+uired skills. #b* 9? employees among the /1 are satisfied with attitude that trainers show towards the employees. #c* 92 employees are satisfied from the study materials which are provided during the training. #d* Among the /1 employees 99 employees feel the need of external trainee8agency. #e* Among the /1 employees 94 employees prefer the "ob instruction training 8on the "ob training and > employees prefer classroom training. #f* Among the /1 employees 91 employees are satisfied with he duration of training that they got from the organisation for the training. FIGURE =37
5D 47
N". "' &,(%"-&&s

48

4E
47

48 44 4D

4D 37 3D 7 D

D" n" n&&# $n- ,"#i'ic$ i"n "n ch$n.& in h& &1is in. cu% u!& "' !$inin. S$ is'i&# *i h h& $ i u#& "' h& !$in&!s S$ is'i&# '!", h& s u#- ,$ &!i$% "' !$inin. F&&% h& n&&# "' &1 &!n$% !$in&!s0$.&nc- '"! h& !$inin. P!&'&! /"+ ins !uc i"n !$inin. 0"n h& /"+ !$inin. P!&'&! c%$ss !"", !$inin. S$ is'i&# *i h h& #u!$ i"n "' !$inin.

53

>VI? E)$%u$ i"n 0F&&#+$c; Ph$s& #a* All the employees are agreed that the evaluation of training program is done through the feedback mechanism #b* 94 employees among the /1 employees are agreed that the outcomes of evaluation are put into use for future improvements. #c* 9? employees among the /1 find some change or

development in their skill, knowledge, enthusiasm, etc after under going training. #d* 93 employees think that training improved their commitment to the organization. #e* 9? employees support that the sense of belongings and future retention of employee.s is reflected through training. #f* 9K employees support that the training reduces the gap between the present and standard performance level. FIGURE =38
5D 5D 47 N". "' E,(%"-&&s 4D 37 3D 7 D
T!$inin. (!".!$,,& is #"n& h!"u.h '&&#+$c; ,&ch$nis, Ou c",&s "' &)$%u$ i"n $!& (u in" us& '"! 'u u!& i,(!")&,&n s Fin# ch$n.&s "! #&)&%"(,&n in s;i%%G ;n"*%&#.&G &n husi$,G & c. $' &! h& !$inin. T!$iinin. i,(!")&# &,(%"-&&Hs c",,i ,&n " h& "!.$ni9$ i"n

48

47 43

47

4F

S&ns& "' +&%"n.in.n&s $n# 'u u!& !& &n i"n "' &,(%"-&&Hs is !&'%&c &# h!"u.h !$inin. T!$inin. !&#uc&s h& .$( +& *&&n h& (!&s&n $n# s $n#$!# (&!'"!,$nc& %&)&%

54

SENIOR LEVEL
At the senior level there are approximately 41 employees. This level includes Heneral 'anager, Assistant Heneral 'anager, -enior @ngineers, -enior 'anagers, etc. >I? G&n#&! FIGURE =3F

38 38

37.7

N". "' E,(%"-&&s

37

36.7 36 36

35.7

Among the /1 employees 3> are female and 34 are male.

35 F&,$%& M$%&

55

>II? A.& G!"u( FIGURE =3E

38 36 N". "' E,(%"-&&s 34 3D E 8 6 4 D D 4D=57 57=7D A.& >in -!s? 7D A $+")& 36 38

5ithin the sample 3> employees are in the age group of /? to ?1 and 34 employees are in the age group of ?1 and above. !n senior level there is no one of the age group of 91&/?. >III? W"!; E1(&!i&nc& $ NTPC FIGURE =3I
3E 38 N". "' E,(%"-&&s 36 34 3D E 8 6 4 D D L&ss h$n 3D -!s 3D=4D -!s A.& >in -!s? 4D A $+")& -!s 34 3E

Among the /1 employees 39 employees have work experience of 31&91 years and experience. 32 employees have more than 91 years of

56

>IV? N&&# Ass&ss,&n Ph$s& #i* Among the /1 employees all the employees are aware about the existing training program of (T)C #ii* All the /1 employees are aware of the $% programme which is related to the training. #iii* 92 employees are agreed that the training needs of the organization are assessed periodically. #iv* 9? employees are agreed that the needs of training are efficiently clarified to the trainees #v* All the /1 employees of the sample consider the training as an important part of their life. FIGURE =4D
5D 5D 4I N". "' E,(%"-&&s 4E 4F 48 47 46 45 44 47 4E 5D 5D

A*$!& "' h& &1is in. !$inin. (!".!$,,& A*$!& "' h& 2R (!".!$,,& !&%$ &# " !$inin. E,(%"-&&s $.!&&# h$ !$inin. n&&#s $!& $ss&ss&# (&!i"#ic$%%-

E,(%"-&&s $.!&&# h$ h& n&&#s "' !$inin. $!& &''ici&n %- c%$!i'i&# " !$in&&s C"nsi#&! h& !$inin. $s $n i,("! $n ($! "' h&i! %i'& 0c$!&&!

57

>VI? Th& Pu!("s& "' T!$inin. #g* Among the /1 employees 94 employees think that one of the purposes of training should be the up gradation of abilities. #h* 2 employees think that training can be given for preparing the employees for promotion. #i* 3/ employees think that training should also be given for preparing the employees for future assignments. #"* 9> employees think that there should be training in allied fields. #k* Among the /1 employees no one think that there should be training for preparing the employees for transfers. #l* 9? employees think that training should be given to develop specific abilities8competence FIGURE =43
5D N". "' E,(%"-&&s 47 4D 37 3D 7 D
F"! u(.!$#$ i"n "' $+i%i i&s P!&($!in. h& &,(%"-&&s '"! (!"," i"n P!&($!in. h& &,(%"-&&s '"! 'u u!& $ssi.n,&n s T!$inin. in $%%i&# 'i&%#s P!&($!in. h& &,(%"-&& '"! !$ns'&! T" #&)&%"( s(&ci'ic $+i%i i&s0c",(& &nc&

48

46

47

35 E

58

>VII? I#&n i'ic$ i"n "' T!$inin. N&&#s #a* Among the /1 employees 9K employees think that the identification of training needs should be done through the process of performance appraisal. #b* 92 employees think that also the identification of training needs should be done through the discussion with superiors. #c* 93 employees think that the one of the process of

identification of training needs should be done by the training department. FIGURE =44
4E 5D 47 N". "' E,(%"-&&s 4F

43

4D 37

3D 7 D

I#&n i'ic$ i"n "' !$inin. n&&#s sh"u%# +& #"n& h!"u.h (&!'"!$nc& $((!$is$% I#&n i'ic$ i"n "' !$inin. n&&#s sh"u%# +& #"n& h!"u.h h& #iscussi"n *i h su(&!i"!s Th!"u.h h& !$inin. #&($! ,&n

59

>V? C"n#uc i"n Ph$s& #a* Among the /1 employees 9? employees do not need any modification on change in the existing culture of training for enhancing the re+uired skills. #b* 9K employees among the /1 are satisfied with attitude that trainers show towards the employees. #c* 9? employees are satisfied from the study materials which are provided during the training. #d* Among the /1 employees 9> employees feel the need of external trainee8agency. #e* Among the /1 employees 9K employees prefer the "ob instruction training 8on the "ob training and > employees prefer classroom training. #f* Among the /1 employees 99 employees are satisfied with he duration of training that they got from the organization for the training. FIGURE =45
5D 47 N". "' &,(%"-&&s 4D 37 3D 47 4F

4F 47 46 44

5
7 D D" n" n&&# $n- ,"#i'ic$ i"n "n ch$n.& in h& &1is in. cu% u!& "' !$inin. S$ is'i&# *i h h& $ i u#& "' h& !$in&!s S$ is'i&# '!", h& s u#- ,$ &!i$% "' !$inin. F&&% h& n&&# "' &1 &!n$% !$in&!s0$.&nc- '"! h& !$inin. P!&'&! /"+ ins !uc i"n !$inin. 0"n h& /"+ !$inin. P!&'&! c%$ss !"", !$inin. S$ is'i&# *i h h& #u!$ i"n "' !$inin.

60

>VI? E)$%u$ i"n 0F&&#+$c; Ph$s& #a* All the employees are agreed that the evaluation of training program is done through the feedback mechanism #b* 92 employees among the /1 employees are agreed that the outcomes of evaluation are put into use for future improvements. #c* 9K employees among the /1 find some change or

development in their skill, knowledge, enthusiasm, etc after undergoing training. #d* 92 employees think that training improved their commitment to the organization. #e* All the employees support that the sense of belongings and future retention of employee.s is reflected through training. #f* All the employees among the /1 employees support that the training reduces the gap between the present and standard performance level. FIGURE =46
5D 5D 4I.7 N". "' E,(%"-&&s 4I 4E.7 4E 4F.7 4F 48.7 48 47.7
T!$inin. (!".!$,,& is #"n& h!"u.h '&&#+$c; ,&ch$nis, Ou c",&s "' &)$%u$ i"n $!& (u in" us& '"! 'u u!& i,(!")&,&n s Fin# ch$n.&s "! #&)&%"(,&n in s;i%%G ;n"*%&#.&G &n husi$,G & c. $' &! h& !$inin. T!$iinin. i,(!")&# &,(%"-&&Hs c",,i ,&n " h& "!.$ni9$ i"n

5D

5D

4E 4F

4E

S&ns& "' +&%"n.in.n&s $n# 'u u!& !& &n i"n "' &,(%"-&&Hs is !&'%&c &# h!"u.h !$inin. T!$inin. !&#uc&s h& .$( +& *&&n h& (!&s&n $n# s $n#$!# (&!'"!,$nc& %&)&%

61

6rom all these findings it has been clear that "unior, middle and senior levels in need assessment phase of training almost all the employees of (T)C are aware of the existing training programme of (T)C. 'aximum employees or we can say almost all employees are aware of the $% programme like promotion, performance appraisal etc. And almost all the employees of "unior, middle and senior level consider the training as an important part of their life8career. TABLE 3: IN T2E NEED ASSESSMENT P2ASE OF TRAINING
Juni"! %&)&% &,(%"-&&s Training needs organization periodically of the assessed 2/7 Mi##%& %&)&% &,(%"-&&s K/7 S&ni"! %&)&% &,(%"-&&s F/7

Are the needs of training efficiently clarified to the trainees )urpose of training & upgradation of abilities & )reparing for assignments future

/17

4K7

2/7

F17 ?17 //7 4K7 3K7 2/7

2/7 //7 ?17 K/7 1 K17

2K7 9K7 >/7 217 1 2/7

& )reparing for promotion & Training in allied fields & )reparing for transfers & evelop specific abilities8competence

!dentification of training needs should be done through & )erformance Appraisal & iscussion with superiors epartment 2K7 K/7 417 F/7 2/7 ?17 F17 F/7 K17

& Training

62

TABLE 4: IN T2E CONDUCTION P2ASE OF TRAINING

:unior level employees (eed modification or change in the existing culture of training for enhancing the re+uired skill -atisfied with the attitude that trainers show towards trainees -atisfied from the study material of training (eed of external trainer8agency )refer "ob instruction training or on the "ob training )refer class room training -atisfied with the duration of training 917 'iddle level employees 3/7 -enior level employees 3K7

4K7 2K7 4K7 2/7 3K7 K17

2/7 F/7 K/7 2K7 3/7 4K7

F17 2/7 217 F17 317 K/7

TABLE 5: EVALUAITON P2ASE OF TRAINING All the employees of "unior, middle senior level agreed that evaluation of training programme was done through feedback mechanism.
:unior level employees ;utcomes of evaluation put into for future improvements 6ind any change or development in your skills, knowledge, enthusiasm, etc. after undergoing training Training improved your commitment to the organisation -ense of belongingness and future retention of employees is reflected through training Training reduces the gap between the present and standard performance level 217 4K7 'iddle level employees 2K7 2/7 -enior level employees F/7 F17

417

K17

F/7

K17

2/7

All most all the employees All most all the employees

K/7

F17

63

6rom all the above tables D !, !! O !!! we can say that among the / level i.e. "unior, middle and senior, employees of senior level are more satisfied from the role of training and development. As we all know the training and development can be mainly divided into / parts i.e. and assessment phase, conduction phase and the evaluation phase. 6rom analyzing the +uestionnaire it is than that, according to the employees of (T)C the evaluation phase is more appropriate and strong from the other two phase of training i.e. need assessment and conduction phase.

64

CONCLUSION0FINDINGS

The role of Training and

evelopment at (T)C is very strong

maximum employees are satisfied form the training process. !n the need assessment phase of training almost employees of all the levels are satisfied from the role of training and development. According to the //7 of employees at 'iddle level the needs of training is not efficiently clarified to the trainees. All the employees mainly need training for the up gradation of abilities, training in allied fields and to develop specific abilities 8competence. And some also need training for promotion i.e. pre promotion training. 'ost of the employees want that identification of training should be done through performance appraisal and discussion with supervisors. !n (T)C the needs are identified through these processes also. !n the conduction phase of training, some employees have a little problem with the duration of the training. Almost //7 of employees at "unior level have a little problem with the attitude of the trainers. !n this phase 917 of "unior level employees needs some modification on change in the existing culture of training. 'ost of the employees prefer "ob instruction training #:!T* or on the "ob training than the class room training. !n the @valuation )hase the senior level employees are very much satisfied from the evaluation process of training. The other employees are also satisfied. The employees think that the training reduces the gap between the present and standard performance level. Training improves the commitment of the employees to the
65

organisation. A sense of belongingness and future retention of employees is reflected through training. The (T)C have a very strong training and development process. They know that the manpower is he main pillar of an organization. They invest in their manpower resources to make them more efficient, so that they can reach at the top level and can remain there on the yearly basis (T)C try to improve and develop their training and development process and try to implement new module of training, so that employees can remain up to date with the competitive environment. This pro"ect is a try to know the training and development process at (T)C. As the study is done on the basis of a small sample and which is not completely sufficient to reach to a concrete result.

66

RECOMMENDATION

!t is very difficult to give any recommendation because most of the employees are satisfied from the role of training and development. Gut some little changes can be done The needs of training can be explained clearly to the employees. 5hy they need the training in which field the employees have to be improve themselves. ;n what basis it was determined that a employee need a training on a particular topic. All these types of +uestion should be explained to the trainees8employees. 'ost of the employees need training for up gradation of abilities develops specific abilities8competence, training in allied fields. The company should give more stress on these fields.

67

BIBLIOGRAP2Y0REFERENCES

'irza

-.

-aiyadain&

$uman

%esource

'anagement

9 nd

@dition )ublishers P Tata 'cHraw&$ill. M.L. ubey P 'anagement of Training and evelopment

and 'otivation -kills. Mirmani, G.%. And -eth And )remila#3F2?* evelopment= <@valuating )ublished Gy

'anagement

Training

Mision Gook )vt Itd Training and evelopment & a perspective $arward

Gusiness %eview 911F The )ersonal 'anagement & C.G. 'amoria $uman %esource 'anagement& T.(. Chhabra $uman %esource 'anagement& 'irza -. -aiyadain 'anagement of Training and -kills& M.L. ubey. evelopment and 'otivation

www.ntpc.co.in

68

APPENDIX BUESTIONNAIRE
! am QQQQQQQQQQQQQQa student of QQQQQQQQQQQQQQQQQQQThis is a +uestionnaire prepared in reference to the pro"ect study on "%ole of Training and evelopment at (T)C". $ence ! seek your kind cooperation0s and support. 3. Hender 6emale 9. Age Hroup /. esignation :unior 'anagement -enior 'anagement 'iddle 'anagement 'ale

>. 5ork experience at (T)C Iess than 31 yrs 31&91yrs NEED ASSESSMENT P2ASE

91 O above yrs

?. Are you aware about the existing training programme Ces (o 4. Are you aware of the $% programme which are related to the training like promotion, performance appraisal. Ces (o K. Are the training needs of the organization assessed periodically Ces (o 2. Are the needs of training efficiently clarified to the trainees Ces (o F. !s the training program considered as importance on your partE Ces (o )hase rate from 3 to / #3 being the maximum minimum* and / being the

69

31.

5hat should be the purpose of training #i* Ap gradation of abilities &&&&&&&&&&&&&& #ii* )reparing for future assignments &&&&&&&&&&&&&& #iii* )reparing for promotion &&&&&&&&&&&&&& #iv* Training in allied fields &&&&&&&&&&&&&& #v* )reparing for transfers &&&&&&&&&&&&&& #vi* evelop specific abilities 8competence &&&&&&&&&&&&&&

33. !dentification of training needs of employees should be done through #i* )erformance Appraisal &&&&&&&&&&&&&& #ii* iscussion with superiors &&&&&&&&&&&&&& #iii* Training epartment &&&&&&&&&&&&&& #iv* -ome other process &&&&&&&&&&&&&& C"n#uc i"n Ph$s& 39. o you need any modification or change in the existing culture of training for enhancing the re+uired skill Ces (o

3/. Are you satisfied with the attitude that trainers show towards you Ces (o 3>. Are you satisfied from your study materials which are provided during the training. Ces (o 3?. o you feel the need of external trainers or agencyE Ces (o

34. 5hat type of training do you preferE Class room training :!T #:ob instruction training*8on the "ob training 3K. Are you satisfied with the duration of training that you got from the organization. Ces (o

70

E)$%u$ i"n0F&&#+$c; Ph$s& 32. @valuation of training program is done through feedback mechanism, Ces (o 3F. Are the outcomes of evaluation put into use for future improvementsE Ces (o

91. id you find any change or development in your skills, knowledge, enthusiasm, its after undergoing trainingE Ces (o

93. $as training improved your commitment to the organization Ces (o 99. -ense of belongingness and future retention of employees is reflected through training Ces (o Training reduces the gap between the present and standard performance level. Ces (o

9/.

71

Appendix- I PLANNED INTERVENTIONS FOR NON=EXECUTIVES

-l. 3 9 Ievel 53&59 53&59 'odule a* Gasic @ducation for these who can not read and write a* Company information O 5elfare, 'easures b* Tools for 'easurement c* -afety, fire fightingO first aid a* )ower )lant 6amiliarization b* @nhancing personal productivity c* ,uality Awareness including service8customer orientation d* -,C tools a* -ystematic )roblem solving - Tools O techni+ues #/ days* - )ro"ect 5ork #3week* - %eview workshop #/ days* b* (ew skills #beyond %outine* c* %etirement )lanning a* ;rientation in Heneral 'anagement b* Company !nformation c* !nter P)ersonal -kills d* )rogrammes on Hood living 4 -9&-> a* @nhancing personal periodicity ,uality b* !mprovement through service O customer orientation c* %etirement planning #6or those who are through 5&4& 5K level* uration / months > days 9 days 3 week 3 week 3 week 3 week 3 week At 5hat Ievel

;n "oining # 53&59* 9 yrs. @xperience #53&59* ;n "oining #5/&54* 6or 5> O5? 6or 54 6or 54

5/&54

>

5K& 533

-!

3 week 3 week 9 weeks / days / days 3 week 9 week 3 week 3 week

5F&w31 5 33

;n promotion8"oin ing 9 Crs. @xperience 6or those "oining directly as -upervisors -9 -/ -/&->

72

PLANNED INTERVENTIONS FOR EXECUTIVES -l. 3 'odule Gasic of management #@mphasis on LA!R@(, -,C* Customer P Mendor attitude etc )rogramme on Heneral 'anagement @ffective %eading O writing 6unctional 'odule #covering all functions* 6oundation Course in Heneral 'anagement Capsule Course in Heneral 'anagement @nhancing 'anagerial Competence 'anaging !T )ower -tation 'anagement -trategic 'anagement $anding )ublic %elations 'anaging Creativity and !nnovation Ievel 39 weeks uration @3

/ weeks

@9 with 9 yrs. @xperience @/ @> @? @? @4 @4 @4#;O'* @K8@KA @2 @2

/ > ? 4 K 2 F 31 33 39

? days ? days 31 days 33 days / 5eeks / days 31 days 3 week /days ? days

73

Appendix- II TRAINING NEEDS FORM #6or @xecutives* (ame esignationD epartmentD @mployee (oD -ectionD )lace of )osting

#)lease see overleaf for instructions before filling up the form* -$;%T&T@%' I;(H&T@%' %@'A%L- ;6 $;

(@@ @ 3. @ ( 9. T! A I 3. @ ! % 9 A G I @

-ignature of the employee (ame esignation

-ignature of the %eporting ;fficer (ame esignation

-ignature of $ead of ept. (ame esignation

the

74

2&$# "' T!$inin. >Th!"< D&($! ,&n $% T!$inin. C""!#in$ "!? !nstructionsD )lease fill up the form in consultation with your %eporting knowledge, ;fficer, skills what and in your opinion re+uired are for the additional your attitudes enhancing

performance in the present "ob, for handling future responsibilities and for your personal development and growth. A short explanation of the terms used in the table is given below for your appreciationJ @ssentialD performance esirableD evelopmental needs which do are necessary for evelopmental needs which, if not met, will affect "ob

personal development and growth -hort TermD evelopmental needs which need to be fulfilled for

immediate "ob performance Iong TermD evelopmental need which need to be fulfilled for future

"ob performance, in next two years or so

75

Appendix- III TRAINING NEEDS FORM >'"! N"n=&1&cu i)&s? -ectionD N$,& E,( . N" D&si.n$ i" n epartmentD T&chnic $% T!$inin. N&&#s D&)&%"(,&n $% N&&#s R&,$!; s

-ignature ;fficer (ameD

of

the

%eporting

esignationD

$ead ;f

epartment

$ead of Training #Thro0

epartmental Training Coordinator*

76

Appendix- IV PROGRAMME FEEDBACK FORM PART IJ BACKGROUND INFORMATION (ameD esignationD epartmentD Course TitleD )eriodD MenueD )rogramme ;b"ectivesD @mployee (oD -ectionD )lace of positingD

6romD

ToD

PART II J PROGRAMME FEEDBACK PERFORMANCE OF FACULTY >P%&$s& ci!c%& -"u! ch"ic& "n h& sc$%&? -. (; 3 9 / > (A'@ ;6 T$@ 6ACAITC T;)!C ;6 T$@ -@--!;( A(-AT!-6ACT;%C 3 3 3 3 9 9 9 9 / / / /

@SC@II@(T
> > > > ? ? ? ?

RELEVANCE OF INPUTS >P%&$s& ci!c%& -"u! ch"ic& "n h& sc$%&? -. (; 3 9 / > (A'@ ;6 T$@ T;)!C (;T %@I@MA(T 3 3 3 3 9 9 9 9

';-T %@I@MA(T
/ / / / > > > > ? ? ? ?

77

LEVEL OF INPUTS >P%&$s& ci!c%& -"u! "n h& sc$%&? -. (; 3 9 / > (A'@ ;6 T$@ T;)!C

@I@'@(TA%C 3 3 3 3 9 9 9 9

A
/ / / /

MA(C@ > > > > ? ? ? ?

A%AT!;( ;6 T$@ )%;H%A''@ C;A%-@ 'AT@%!AI T%A!(!(H '@T$; ;I;HC A '!(!-T%AT!M@ -@%M!C@-

T%A!(!(H Ade+uate8inade+uate Ade+uate8inade+uate -atisfactory8not -atisfactory

Si.n$ u!& "' h& ($! ici($n

78

Appendix- V IMPACT ASSESSMENT FORM PART I J BACKGROUND INFORMATION Course TitleD )eriodD MenueD )rogramme ob"ectivesD

#To be filled in by the participant* (ameD esignationD epartmentD @mployee (oD -ectionD )lace of positingD PART II J IMPACT ASSESSMENT 3. The programme introduced me to new concepts and tools that helped me to perform my "ob better (o impact 3 Hreat !mpact ?

>

9. $ow often do you apply the knowledge8skills during the programme ;casionally 3 aily ?

>

/. Are there any significant achievements as a result of the application of your knowledge to you organizationE

79

(ot -ignificant 3

>

-ignificant ?

>. 5ould you like to elaborate on some8any of the achievementsE ?. 5as action planning done as part of the programmeE !f yes, how far have you been able to implement the action targets setE 4. 5hat barriers have you experienced in trying to apply your new knowledge and skillsE (ot -ignificant 3 9 3 9 3 9 -ignificant > ? > ? > ?

Iack of finances Iack of team support Iack of institutional support Change of role ;thers #please explain*

/ / /

K. 5ould you like to explain in detail, any of the above barriersE

&ignat(re o) the Parti*i+ant

80