51983935 NTPC Project Report

8/10/2019 51983935 NTPC Project Report

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PROJECT REPORT

ON

TRAINING AND DEVELOPMENTTRAINING AND DEVELOPMENT

ORGANIZATION : NATIONAL THERMAL POWERCORPORATION

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

MASTER OF BUSINESS AMINISTRATION

Se!!ion "##$%"#&&

SUBMITTE TO'% SUBMITTE B('%

M!) Sonam *ulati ANI+ ,UMARFa-ult. of MBA ept) Roll No)% #$#/"0###1

MBA 2 IIIrd Sem)

E3ARTMENT OF MANA*EMENT

A4AEM( OF BUSINESS AN EN*INEERIN* S4IEN4E5 *6A7IABA

Institute of Management & Research, Ghaziabad 1


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INDEX

S. No. Topics Page No.

1. Acknowledgement I2. Executive Summary II

3. Introduction Te !rgani"ation #T$% 1

&. $ro'lem (ndertaken 3)

*. !'+ective o, !ur Study 31

-. Training & Development - Theoretical Perspective 32

. /esearc 0etodology *

. ata $resentation -1

. ata Analysis )

1). %onclusions 2

11. /ecommendations 3

12. 4imitation &

13. 5i'liograpy *

1&. Annexure -

1*. 6uestionnaire

ACKNOWLEDGEMENT

7e are grate,ul to 0rs. Sonam 8ulati ,or is guidance and support during te

compilation o, te pro+ect.

7e wis to tank 0r. Asok 9adav: ;


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4ast 'ut not te least we tank te employees o, #T$% ,or teir co>operation in te

course o, our pro+ect.

ate?@@@@@ Anil kumar

$lace?@@@@ 05A IIIrd semester


i


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EXECUTIVE SUMMARY

#ational Termal $ower %orporation ;#T$%= as emerged as a truly national power

company: wit power generating ,acilities in all te ma+or regions o, te country. #T$%

is committed to te environment: generating power at minimal environmental cost and

presenting te ecology in te vicinity o, te plants. It as 1 power generating plants

wic contri'ute to 2* o, total power supply in India. #T$% is ranked 3 rdin India ,or

employee satis,action.

8lo'al competition tecnological advancement and trans,ormation o, te traditional

workplace are raising te pressure on all organi"ations to improve per,ormance.

Training and development are te most ,reBuently employed organi"ational strategy to

enance organi"ational a'ility to adopt and use advances in tecnology 'ecause o,

igly capa'le and knowledgea'le employees continuous training C development o,

employees is crucial in enancing organi"tions competitive position and improveemployee morale: teamwork: pro'lem solving and decision making capa'ilities. Tis

as persuaded many organi"ation to ,orm separate training department. #T$% too

'elieves in tis approac towards per,ection 'ut consistent.

#T$% is involved in a variety o, innovative training C development tecniBues So as to

make #T$% a learning organi"ation.



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INTRODUCTION

THE ORGANIZATION: NTPC

#ational Termal $ower %orporation 4imited ;#T$%= is te largest termal power generating

company o, India. It was incorporated in te year 1* wit te o'+ective o, planning:

promoting and organi"ing an integrated development o, termal power in te country. #T$%

is a pu'lic sector company wolly owned 'y 8ovt. o, India. Today #T$% as power

generating capacity in all te ,our ma+or power regions o, te country.


ii


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NTPC POWER STATION



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Mare! S"are

Te present commissioned capacity o, #T$% is 1:&3* 07. #T$%Ds sare on 31st

0arc2))1 in te total installed capacity o, te country is 1.3. It contri'uted 2- in tetotal power generation o, te country during 2)))>2))1.

Te approved capacity 22** 07 consisting o, 13 coal stations and gas F liBuid > ,uel

com'ined cycle power plants. #T$% is also managing 5adarpur termal power station

;)* 07= o, 8overnment o, India and 5alco %aptive $ower $lant

;2) 07=. Among te ,irst $u'lic Sector Enterprises to enter into a 0emorandum o,

(nderstanding ;0!(= wit te 8overnment in 1>. #T$% as 'een placed under te

Excellent category ;te 'est category= every year since te 0!( system 'ecame operative.

/ecogni"ing itDs excellent past per,ormance and its vast potential: te 8ovt. o, te India as

identi,ied #T$% as one o, te #avratnas> a potential glo'al giant.



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ORGANIZATION CHART

VISION

#T$%: a ,ront>runner in te Indian power sector: to 'e one o, te largest and 'est power

utilities o, te world and tere'y contri'uting to IndiaDs emergence as one o, te worldDs

leading economies.

#T$%Ds vision ,or te new millennium is inspired 'y a glorious past: vi'rant present and a

'rilliant ,uture.



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MISSION

To make availa'le relia'le and Buality power to te nation in increasingly large Buantities.Towards tis end: te company will spearead te process o, accelerated development o,

te power sector 'y planning and expeditiously implementing power pro+ects and operating

power stations economically and e,,iciently. In doing so te company will also seek

opportunities ,or augmenting power generation troug tie>ups wit oter organi"ations in

te area o, conventional energy sources and additionally troug non> conventional energy

sources. Te corporation will contri'ute to all round sector improvement 'y saring its

expertise and experience wit oter organi"ations. Te company will participate in te setting

up o, te power pro+ects a'road: i, necessary in colla'orations wit oter reputedorgani"ations.

NTPC CORE VALUES #COMIT$

%(ST!0E/ G!%(S

!/8A#IHATI!#A4 $/IE

0(T(A4 /ES$E%T A# T/(ST

I#ITIATIE A# S$EE

T!TA4 6(A4IT9

O%JECTIVES

In pursuance o, te vision and mission: te ,ollowing would 'e te corporate o'+ectives o,

#T$%?

GROWTH

To add generating capacity witin prescri'ed time and costJ



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To expand consultancy operations and to participate in ventures a'roadJ

To diversi,y in ydro and non>conventional energy sources power generationJ

To diversi,y into power related 'usinesses to ensure integrated development o, energy

sector in India.

PERFORMANCE LEADERSHIP

To acieve continuous per,ormance improvement in te areas o, pro+ect

implementation: plant operation and maintenance: generation e,,iciency etc. and to acBuire

and sustain internationally compara'le standards in tese areas wit good 'usiness etics

and values.

HUMAN RESOURCE DEVELOPMENT

To develop a learning organi"ation aving knowledge> 'ased competitive edge.

To create a culture o, team 'uilding: empowerment and accounta'ility to convert

knowledge into productive action wit speed: creativity and ,lexi'ility.

FINANCIAL SOUNDNESS

To maintain and improve te ,inancial soundness o, #T$% 'y managing te ,inancial

resources in accordance wit te 'est commercial utility practices.

To develop appropriate commercial policies wic ensure remunerative tari,,s and

minimum receiva'les.

TECHNOLOGY LEADERSHIP

To acBuire: assimilate and adopt relia'le: e,,icient and cost> e,,ective tecnologies and to

disseminate knowledge to oter constituents o, te power sector in te country.



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SUSTAINABLE POWER DEVELOPMENT

To contri'ute to sustaina'le power development 'y ,unctioning as a responsi'le

corporate citi"en and discarge social responsi'ilities in te areas o, environment protection

and rea'ilitation.

Te corporation will strive to utili"e te as produced at its stations to te maximum

extent possi'le.

RESEARCH AND DEVELOPMENT

To carry out researc and development ,or e,,icient and relia'le operation o, power

plants in te country.

VALUES

Te values sared 'y te entire organi"ation are to permeate troug eac and every

discipline witin te company and in all its initiatives and responses wit te rest o, te world?

/espect ,or eac oter

Every one a winner

Gairness: 'usiness etics

%ustomer satis,action

endor partnersip

E,,iciency: pro,ita'ility 'ene,it cost orientation

Systems approac and discipline

Innovation: creativity: entrepreneursip

%oncern ,or ecology: environment

Internal customer service

Total Buality



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Sensitivity to ,eed'ack: learning and renewal.

GENESIS& GROWTH AND MARKET SHARE

NTPC-GENESIS

Te electricity ;supply= act o, 1& provided ,or: among oter tings: setting up o, te state

electricity 'oards ;SE5s= in eac state: wit responsi'ility ,or generation: transmission and

distri'ution o, electric power.

Te #T$% was incorporated in te year 1*: troug an amendment o, te electricity

;supply= act: to supplement te e,,orts o, te states ,or Buicker and greater capacity addition.

Te mandate given to tis new entity was planning: promoting and organi"ing an integrated

development o, termal power ;including associated transmission systems= in te country.

GROWTH

In a span o, +ust over 1* years a,ter commissioning o, te ,irst 2)) 07 unit at Singrauli in

Ge'ruary 12: #T$% as grown to 'ecome te largest utility o, te country wit te

commissioned capacity o, 1-:* 07 as in April 1: at an average annual commissioning

rate o, 1))) 07. #T$% as 'een ranked nint in termal generation amongst te worlds

termal generating companies as per te 'enc>marking data o, 2)) top utilities o, te world

;pu'lised 'y 0arketline International (K=.

Te total approved capacity o, #T$% at te end o, te 0arc 1 stands at 2):*1* 07

consisting o, 12 coal 'ased stations and gasF liBuid ,uel 'ased stations. In addition: #T$%

also manages 5adarpur termal power station and 5alco captive power plant on 'eal, o,

te government o, India and 5arat Aluminium %orporation limited ;5A4%!= respectively.

#T$% as also constructed 1-- ckt. Km. o, transmission lines upto 0arc 12. Tese

transmission lines were su'seBuently trans,erred to power 8rid %orporation o, India ltd. In

April 12 wit te ultimate o'+ective o, creating a national grid.

MARKET SHARE

#T$%Ds sare in te total installed capacity o, te country stands at 1. and it contri'uted

2*.3 in te total power generation o, te country during te year 1>.



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DIAGNOSIS

4ooking 'ack: it as not exactly 'een an a'solutely smoot sailing all te way ,or #T$%. Till

te late eigties: te central government provided 'udgetary support troug eBuity

contri'utions and mo'ili"ations o, multilateral and 'ilateral de't at relatively ,avora'le terms

and loan guarantees: allowing #T$% to ploug 'ack all its earnings: tere'y providing it wit

an important source o, long>term capital. Te government also supported #T$% in te

reali"ation o, dues troug central appropriations.

In te li'erali"ed economic scenario: te announcement o, a new power policy in !cto'er

11 marked a signi,icant cange in te governmentDs priorities. Tere ave 'een

successive policy announcements to ,acilitate greater private sector participation. 7it te

opening up o, power sector to private participation: as many as tree pro+ect sites underdevelopment 'y #T$% were trans,erred to te respective state governments ,or

implementations 'y te I$$s as?

Te government wanted to encourage private participationJ

#T$%: during te years 1>2: was ,acing a severe ,inancial crunc caused 'y uge

arrears o, SE5s coupled wit witdrawal o, net 'udgetary support 'y te governmentJ

enial 'y te multilateral ,unding agencies like te 7orld 5ank to support new #T$%pro+ects: wile continuing te ,unding o, ongoing pro+ects.

Tis was a turning point in te istory o, #T$%? a make or 'reak situation tat would

determine te survival o, te company and te ,uture role it expected to ave in te power

sector o, te country.

Strategies and approaces ad to 'e Buickly evolved: to move ,rom ,inancial crisis to good

ealt: and tis was acieved in large part 'ecause o, te +udicious mix o, sound commercial

policies adopted in resolving te crisis wit te support o, te government. Te steps taken

included?

!,,ering new incentives to encourage prompt payment troug 4%s 'y SE5sJ



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Strengtening te commercial department o, #T$%J

Intensive liaison wit te customerF state governmentsJ

%entral government support: including central appropriations: and

/esorting to regulation o, power supply commensurate wit payments: werever

needed and ,easi'le.

Te result was dramatic improvement in te reali"ation o, dues: and revival o, te 7orld

5ank loans under te time slice concept 'y 13. Soon: oter lending agencies ,ollowed suit.

Tus 'etween 1 and 1: #T$% went troug tree distinct pases o, ,irst aving

pro+ects 'ut no money ;1>12=: aving money 'ut no new pro+ects to implement ;1*

onwards=.

Today: #T$% is well pois3ed to implement an am'itious growt plan o, 'ecoming a 3))))

07 plus company 'y te year 2)).

STRATEGIC ADVANTAGE PRO'ILE

#(De)o!e* *!re)g!"*& + De)o!e* ,ea)e**e*- o)*!ra/)!*$

MARKET SHARE

(Te government as reposed its con,idence in #T$% 'y selecting it to 'e one o, te

eleven $S(s aving a potential to 'ecome a glo'al giant. Tis privilege provides signi,icant

leverage to #T$% in reali"ing its vision.

(7it a sare o, 1. in installed capacity and 2*.3 in generation contri'ution: #T$% is

not only te largest and leading power generating company in te country 'ut as also

acclaimed international reputation.

($oised to 'ecome a 3)))) 07 plus company 'y te end o, Lt plan i.e. year 2)).

(


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PAST PERFORMANCE

(An impressive growt rate in capacity addition: unmatced in te istory o, power sector in

India.

(An excellent record o, pro+ect implementation 'y commissioning most o, te units on or

aead o, scedule.

(Acieved new per,ormance 'encmarks in operational and e,,iciency parameters.

(Acieved sel,>su,,iciency in engineering o, coal and gas 'ased power stations.

(5rougt impressive turnaround in per,ormance o, te stations taken over ,rom SE5s and

managed 'y #T$%.

(0aintained continuously its per,ormance under excellent rating in 0!(s wit government

,or te last 11 years.

(7on several prestigious awards ,or excellent per,ormance in various areas o, productivity:

environment: industrial relations: sa,ety: ,amily wel,are: Buality assurance: standardi"ation:

pro+ect management etc.

+elays in declaration o, commercial operation o, some o, its units.

+ 4arge inventory o, ig values: nonF slow moving sBuares as 'een accumulated over

te years.

+elays in contract closings a,ter te completion o, te pro+ects.

+Te state owned monopolistic nature o, power industry wit inadeBuate ,ocus on service to

customers.

FINANCIAL POSITION

(


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(Increasing pro,its year a,ter year since inception.

(Su'stantial internal resource generation ,or growt.

+ery large receiva'les ,rom state electricity 'oards.

+4ow return on investment due to administered tari,,.

HUMAN RESOURCES

( $ool o, skilled and dedicated pro,essionals in engineering: operations: maintenance:

contracts: /C: ,inance and uman resource management: etc.

( %ontinued concern ,or uman resource development. Esta'lised power management

institute eBuipped wit necessary in,rastructure 'acked 'y training institutes at all pro+ects to

upgrade te tecnical and managerial skill.

TECHNOLOGY

(Gull ,ledged engineering division accredited wit IS! ))1 certi,ication.

($ioneered several state>o,>te art tecnologies vi". %0IS: ,ledged /C center eBuipped wit state>o,>te>art eBuipment ,or carryingout applied researc in power tecnology. Te /C center supports te sustenance o, ig>

level operational per,ormance.

ENVIRONMENT AND R&R

(%enter ,or power e,,iciency and environmental protection created to improve e,,iciencies

and minimi"e environmental pollution. Te entire power sector will 'ene,it 'y te centerDs

work.

(Girst to develop and adopt a well conceived /C/ policy in te Indian corporate sector.

(7ell>,ocused environmental protection policy 'eing ,ollowed ,rom 5eginning.

ORGANIZATION STRUCTURE



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( Tree>tier structure provides decentrali"ation o, line responsi'ility wile retaining

centrali"ed systems in areas suc as engineering: contracting o, ig value packages: co>

ordination wit ,inancing agencies etc.

+Tall ierarcy ,or controlling and directing

+/ole am'iguity as started creeping in.

SYSTEMS AND PROCEDURES

( %ompreensive management systems exist in various ,unctional areas suc as

engineering: contracting: pro+ect management: ,inance and maintenance management.

+7ile te systems ave served #T$% well in te past: te canging environment as

necessitated reengineering o, tese systems ,or e,,ective ,unctioning in te ,uture. Tis is an

important task considering te usual resistance to cange: especially in success,ul

organi"ations.

+$oor storage and retrieval o, data.

SHARED VALUES (CULTURE)

(#o ma+or industrial disputes.

(%ordial management employees relationsip.

+Too many to take credit ,or successes and too ,ew accounta'le ,or ,ailures. Tis may put

'linkers in te managerDs perceptions as tey 'ecome insulated ,rom te environment and

instead o, trying innovative approacesJ tey may stick to wat as worked in te past. Tis

may tend to maintain status Buo.

> 4ack o, in,ormation saring tendency.



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PRODUCTS AND SERVICES

CONSULTANCY

7it te success,ul execution and operation o, termal power pro+ects: #T$% as emergedas te acknowledged leader in engineering: construction: !C0 and management o, termal

power pro+ects and power systems. In an attempt to gain ,rom tis ric experience: many

leading Indian and international utilities ave 'een seeking consultancy services.

#T$% as experience in developing nearly :))) 07 ,or oter utilities and Independent

$ower $roducers. Te %onsultancy 7ing acts as te nodal point ,or all te %onsultancy and

turnkey pro+ect contracts undertaken ,or outside clients and organi"ations.

#T$% o,,ers an entire range o, consultancy services related to a wide range o, in,rastructure

sector 'usiness suc as?

Gossil ,uel 'ased termal power generation.

%om'ined cycle power generation.

%ogeneration.

#on>conventional energy.

7ater supply and treatment.

Environment engineering and management.

Sur,ace transport ;/oads: 'ridges and ,uel transportation=.

Town planning and development.

ENTIRE GAMUT O' SERVICES& IN THE A%OVE AREAS& ARE O''ERED SUCH AS:

!wners Engineer Services.

4enders Engineer Services.



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Environment Engineering and 0anagement.

$rocurement Services.

$ro+ect 0anagement.

6uality Assurance and Inspection Services.

0aterials 0anagement.

%onstruction 0anagement: Erection and %ommissioning.

Ginancial Systems and 0odeling.

!peration and 0aintenance.

/estoration: E,,iciency Improvement and /enovation and 0oderni"ation.


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2x2*) 07 units at #0T$$ pase>II o, ideocon $ower %ompany: India.

12 07 ;x1- 07= iesel 'ased $ower Station at Ko"ikode: Kerala ,or Kerala State

Electricity 5oard India.

3x21) 07 5aleswar $ower $ro+ect o, 7est 5engal $ower evelopment %orporation

4td: India.

TURNKEY EXECUTION

Turnkey Execution o, pro+ects including esign: Supply %onstruction: Testing and

%ommissioning o,?

Sevent $ower $ro+ect o, #epal S and


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Geasi'ility /eport: 5asic Engineering: 5idding ocuments: etailed Engineering: 6uality

Assurance: !perational E,,iciency Studies: Environmental Studies: $ower System $lanning:

Socioeconomic Studies and $rocurement Services ,or?

3x2*) 07 aanu Termal $ower Station o, 5SES 4td.: India.

E,,iciency Improvement o, T#E5 ,or Asian evelopment 5ank: 0anila: $ilippines.

&*) 07 0cucuma 0ining>cum>$ower $ro+ect ,or #ational evelopment %orporation:

Tan"ania.

3)) 07 $ragati %om'ined %ycle $ower $ro+ect ,or eli idyut 5oard: India.

-)) 07 8as 'ased %om'ined %ycle $ower $ro+ect at ypeen: Kerala ,or Siasin Energy

$vt 4td: India.

Tamil #adu Industries %aptive $ower %ompany 4td: India.

3)) 07 %om'ined %ycle $ower $ro+ect at


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'ased %om'ined %ycle $ower $lants. In addition: 5T$S ;2) 07= and 5A4%! ;2) 07=

are also 'eing operatedFmanaged 'y #T$%



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O2M 5ee67a /)or4ora!e6 /) 6e*/g)*

5eing a power utility: #T$% as te uniBue advantage o, regular ,eed'ack on various

operational and maintenance aspects ,rom its generating plants. Tis ,eed'ack is ten

suita'ly incorporated ,or improvement in ,uture designs.

International Procurement Experience

0ost o, te #T$% power plants ave 'een ,unded 'y International Gunding Agencies like te

7orld 5ank: A5: and !E%G etc. Tese plants incorporated state>o,>te>art eBuipment and

systems generally procured troug International %ompetitive 5idding. #T$% as te varied

and ric experience o, working wit eBuipmentFsystems sourced ,rom di,,erent parts o, te

world suc as (SA: (K: Grance: 8ermany: Mapan: Italy: and /ussia etc.

'a8/9/ar/! ,/!" S!a!;!or A;!"or/!/e*

#T$% is ,ully ,amiliar wit te reBuirements o, various government 5odies C Statutory

Autority: 0inistry o, Environment C Gorest etc.

1;a9/5/e6 Ma)4o,er

#T$% as a vast $ool o, Buali,ied tecnical and managerial manpower wo are well

supported 'y igly trained sta,, and excellent in,rastructure ,acilities to extend services to its

own power plants as well as to its various clients.

E34er/e)e o5 ,or/)g ,/!" I)!er)a!/o)a9 Co)*;9!a)!*

#T$% engineers ave ad te opportunity o, working in close association wit several

international consultants vi". 5lack and eatc Intl.: (SAJ (E C %: (SAJ 5ritis Electricity

International: (.K.J Electricite de Grance: GranceJ 8il'ert %ommonwealt: (SA and manymore.



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Co)e4! !o o88/**/o)/)g a)6 7eo)6...

#T$% as te capa'ility and expertise to provide te total range o, services ,rom %oncept to

%ommissioning o, power station covering areas suc as ,easi'ility C EIA studies: design:

engineering: 6ACI: procurement: pro+ect management: construction supervision: testing:

commissioning: operation C maintenance and training etc.

Reg/*!ere6 ,/!" I)!er)a!/o)a9 I)*!/!;!/o)*

#T$% is registered as a consultant wit 7orld 5ank: Asian evelopment 5ank: A,rican

evelopment 5ank: etc.



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POWER MANAGEMENT INSTITUTE

INTRODUCTION

Te $ower 0anagement Institute ;$0I= was set up 'y #ational Termal $ower %orporationin recognition o, te vital role tat training and development as to play in te context o, te

callenges associated wit te growt o, te Indian $ower Sector. Te Institute set up in te

year 12: is involved in te training and development o, middle and senior level personnel

,rom te power sector as also ,rom oter organi"ations not related to power sector. $0I

started ,unctioning ,rom te sprawling campus at sector 1-: #oida.

!ver te years: $0I as developed its strengt in designing and delivering customi"ed

programs suited to te needs o, individual organi"ations. 7ile te instituteDs core

competence in tecnical areas is related to power sector: its 0anagement and IT

development programs cover all aspects o, management development. Te in,rastructure

and idyllic surroundings o, $0I make it conducive to learning and sel,>development.

OVERVIEW

ISO-900 !"#$%%!'$%:

$0I as secured te prestigious IS!>))1 certi,ication ,rom 44!9S /E8ISTE/ 6(A4IT9

ASS(/A#%E ;4/6A=. Te standard o, training imparted as 'een ad+udged to 'e o, ig

Buality as endorsed 'y certi,ication.

P*%!+:

$0I is committed to 'e a leading institute in developing world>class competencies 'y

providing state>o,>te>art training catering to te needs o, te power pro,essionals. Te

institute sall endeavor to innovate and adopt latest management and tecnological

practices to continuously improve te capa'ilities.

O,"!$%."/:

To increase training capacity utili"ation



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%ontinuous up>gradation o, ,aculty competencies

To develop strategic alliances ,or mutual improvement o, core competencies

To widen te customer 'ase and acieve improved customer satis,action

To carry out 'encmarking wit national and international training institutes

MANAGEMENT DEVELOPMENT PROGRAMS

$ower sector scenario is marked 'y sweeping canges like private sector participation:

restructuring o, SE5s: setting up o, regulatory commissions: etc: so as to make te power

industry glo'ally competitive. Tese programs address te need o, eBuipping power

pro,essionals wit te latest managerial tools and tecniBues so as to ena'le tem to

e,,ectively manage and operate under dynamic circumstances.

Te ,ocus o, $0I program is to 'uild and develop #T$% and also t-o develop ,unctional

competencies among te individual managers.

Te programs are developed a,ter training needs analysis o, te organi"ation and te

industry keeping in mind te recent developments in te sector. Ginance: 'eavioral

sciences: strategic management: uman resource development: vigilance mecanism:

creativity and values: Buality: pro+ect management and several oter areas are covered in

tese programs.

In te recent years: a num'er o, concert programs ave 'een done ,or organi"ations: like

$ower Ginance %orporation: A$8E#%!:


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power sector.

A GE7 S$E%IA4 TE%Sooting and maintenance

4inux



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S4e/a9 Progra8*

Te institute in colla'oration wit IIT: eli as introduced an 1 monts 0>tec program in

$ower Engineering. Tis program is open to all power engineers aving minimum years

experience and less tan &) years o, age. Te selection is troug a written test eld all over

te country and interview o, te sort>listed candidates. Twenty>,ive candidates are ,inally

selected. A ,ew seats are reserved ,or candidates sponsored 'y external organi"ations.

$0I as also taken te initiative o, o,,ering a degree course: 5>Tec in $ower Engineering in

colla'oration wit 5ITS: $ilani to its employees aving diploma in Engineering. Te institute

is also expanding its port,olio to include management education.

!ver te years $0I as 'een providing long duration induction level training programs to te

new #T$% executive trainees. Also: organi"ations like $ower ,inance %orporation: A55:

/eliance: 5SES: Siemens: etc are sponsoring executive trainees to $0I ,or induction level

courses.

'ACULTY PRO'ILE

irector ;$ersonnel= #T$% is te irector>in>carge o, $0I: wic is eaded 'y Executive

director: $0I. A competent ,aculty pool drawn ,rom various disciplines is te core strengt o,

$0I. Te areas include

!rgani"ational 5eavior


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Ginancial 0anagement

Strategic 0anagement

$ro+ect 0anagement

%ontracts and 0aterials 0anagement

/enovation and moderni"ation

/ea'ilitation and settlement

Energy conservation

Te ,aculty is supported 'y a competent team o, o,,icials ,rom areas like administration:maintenance: ospitality: environmental management and a ost o, oter support services.

Tere is a learning resource center aving over :*)) titles o, 'ooks and videotapes and

also ,acilities ,or sports and games including swimming.

RESEARCH

Apart ,rom dissemination o, knowledge: $0I strongly 'elieves in undertaking researc

pro+ects on topics related to management development. A 'eginning as 'een made in tis

direction and a culture and an atmospere stimulating researc is 'eing created in te

institute.

CONSULTANCY

$0I as made a ,oray in te area o, 0anagement consultancy 'y 'eing a part o, te Artur

Anderson consortium in te Andra $rades power sector re,orms and restructuring

process. 7it te restructuring o, most o, te SE5s in te o,,ing: $0I is poised to 'ecome a

ma+or player in tis direction 'y o,,ering consultancy in te area related to training:


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TOTAL PROGRAMME DAY


and>now proposition: somewat like induction training: wic

does not ave a very signi,icant development aspect to it. Its aim is narrow>to guarantee a

certain contri'ution to te +o': ,or instance sales training and macine skills.



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H;8a) Re9a!/o) Tra/)/)g

Tis is a 'road category em'racing many di,,erent aspects.

Sel,>learning and inter>personnel competence can 'e included in tis category>all concernedwit generally te same teme. It stresses a concern ,or individual relationsips: ,or ,eeling

and treating people as Puman 'eingsQ: rater tan as macines. #ot only is tis concern

and awareness in oneDs attitudes and 'eavior conducive to 'etter work>place relations: 'ut

also to enanced productivity. Tis category o, training is oriented towards te development

o, te individual and conseBuently te organi"ationDs e,,iciency in terms o, 'etter teamwork.

Pro79e8* So9/)g Tra/)/)g

0any in>company programmes also revolve around organi"ational units: like divisions o,

'rances: wic generally andle a product line. Te practice is to old togeter all

managerial personnel in a particular divisionF 'ranc ,rom te 'ot te eadBuarter and te

,ield o, o,,ices and discuss common pro'lems and solutions across te ta'le. Tis not only

elps solve pro'lems: 'ut also serves as a ,orum ,or te excange o, ideas and in,ormation:

wic could 'e utili"ed in oter situations.

Ma)ager/a9 A)6 S;4er/*or Tra/)/)g

Te managerial +o' com'ines 'ot tecniBues and conceptual knowledge. I, it is tat o, a

specialist: it would empasi"e some tecniBues and knowledge like operations: researc:

,inance: production: and personnel management. I, on te oter and it is a general

management +o': ten te empasis would 'e on te principles o, scienti,ic management?

organi"ing: planning: sta,,ing: directing and controlling.

A44re)!/e Tra/)/)g

Te Apprentice Act 1-1 was 'ased on te pilosopy o, providing some tecnical training

,or unskilled people in order tat teir employment opportunity is enanced: or alternativelyto elp tem 'e sel,>employed. Industrial organi"ations in speci,ied industries are reBuired to

train apprentice in proportion to teir work,orce in designated trades. Te duration o, training

is one to ,our years.



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LEARNING AND TRAINING

Irrespective o, te type or metod o, training: trainer as to keep in mind some o, te

principles o, learning or motivation: wic would enance internali"ation o, wat is taugt.

Mo!/a!/o)

A trainee needs to ave a desire to learn and 'ene,it ,rom te programme. I, e is not

interested: or is demotivated: ten te learning outcome is going to 'e insigni,icant and te

company will ave spent its money 'adly. !n te oter and: 'eing too intense a'out

learning and outcome may result in setting over>am'itious goals ,or te individual.

Re/)5ore8e)!

Gollowing on te concept o, motivation is tat o, rein,orcement. Gor learning to take place

and 'e internali"ed to te desired extent: a trainee is rewarded or given some

encouragement. Tis rein,orcement: or te acknowledgement tat wat as 'een acBuired is

desira'le: can 'e eiter an extrinsic or intrinsic reward> external praise or some tangi'le

reward: or te individualDs ,eeling o, a sense o, progress. %urrent stress is on positive

support and elp,ul 'eavior: even wen mistakes are made.

'ee67a

uring te training process: it is use,ul ,or te trainee to 'e told ow e is progressing. Te

knowledge o, results is: several researcers ave con,irmed: an e,,ective motivator.

%onstant and periodic ,eed'ack as positive e,,ects on te traineeDs learning. (nless te

trainee knows ow close is per,ormance comes to te desired standard: e will not ave an

opportunity to improve. Geed'ack: tere,ore: provides a 'asis ,or correcting onesel,.

Secondly: ,eed'ack elps to sustain te traineeDs interest in te task: or in te learning tat is

taking place: 'y 'ringing greater involvement wit te learning process. I, ,eed'ack is to 'e

meaning,ul: it sould ,ollow a learning segment as Buickly as possi'le.



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Tra)*5er O5 Tra/)/)g

Te maximum use o, training can 'e made i, te trainee is a'le to trans,er is learning to is

actual work role. Tis is possi'le i, elements are incorporated in te training situation ,rom

te +o' role: eiter existing or proposed. Te more similar te learning situation is to te +o'

situation: te iger te degree o, trans,er te trainee can expect: and ence te greater te

relevance o, te training programme.

Re4e!/!/o)

/epetition etces a pattern into our memory: e.g.: wen one studies ,or an examination: it isnecessary to repeatedly go over ideas so tat tey can 'e recalled later.

Re9ea)e

/elevance relates to te meaning,ul use o, material: wic aids learning: e.g.: trainers

usually explain in te overall purpose o, a +o' to trainees 'e,ore assigning tem a particular

task.

TRAINING POLICY

A companys training policy represents te commitment o, its top management to training:

and is expressed in te rules and procedures tat govern or in,luence te standard and

scope o, training te organi"ation. Training policies are necessary ,or te ,ollowing reasons.

1. To igligt te ,irms approac to te training ,unction: provide guidance ,or design and

execution: and to provide in,ormation regarding programmes to all employees.

2. Gormulation o, policy elps in identi,ication o, priority areas in training: and since

resources are scarce: tey are prioriti"ed according to ,elt needs.

3. A training policy document elps to communicate te ,irms intent regarding an

employees career development: and also gives te employee te opportunity to 'etteris prospects troug training.



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POSITIVE OUTCOMES O' TRAINING

Te continued e,,ectiveness and e,,iciency o, an organi"ation is to some extent dependent

on te a'ility o, its employees to produce at ig levels o, e,,iciency: and keep a'reast wit

teir canging +o'>role demands. Training will provide ,or an output in tis direction. Te

several positive 'ene,its o, training are tat?

- Training elps employees to learn teir +o's and attain desired levels o, per,ormance

speedily tus cutting costs and contri'uting to 'etter utili"ation o, macines and

materials: ,or example in workers categories.

- Training elps to reduce te cost o, raw materials and products>reducing losses due to

waste: poor Buality products and damage to macinery>wic would result i, an

untrained employee were to learn on is own.

- Employee motivation is enanced wen employees known tat te ,irm would provide

tem training opportunities to increase teir skills and knowledge: tus ena'ling tem to

develop and Buali,y ,or iger posts. Suc practices create ,avora'le attitudes towards

te organi"ation: wic could result in 'etter ad+ustment and commitment to ones work

and te organi"ation. Tus cooperation could elp reduce employee turnover:

a'senteeism: accidents: dissatis,actions and grievances.

- Ginally: training aids in te development o, individual skills: 'etter metods: new

eBuipment: and sometimes new work place relationsips. Suc a process would also

,acilitate tecnological cange 'y updating te versatility o, employees.



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TRAINING METHODS

Training metods are a means o, attaining te desired o'+ective in a learning situation. 8iven

'ackground work suc as identi,ication o, training needs: a programme design and its

duration ;'ased on tese needs=: it ten 'ecomes pertinent to analy"e and select te 'est

metod or com'ination o, metods: given te several constraints: to attain te programme

o'+ective. Te coice o, a metod several constraints: to attain te programme o'+ective.

Te coice o, a metod would depend on a wide variety o, ,actors: suc as competence o,

instructors: relevance to te participants: te programme design: i.e.: is a particular metod

te 'est veicle to put across te contents: and ,inally its cost implications.

#umerous training metodologies and tecniBues ave 'een developed over te years to

meet certain speci,ic needs. Eac metod as structured procedures ,or conduct tat o,,ercertain advantages in developing certain limited ,acets o, a trainee: and su,,er ,rom some

limitations.

In using a particular metod: one sould know its strengts and weaknesses: given te

situation: and analy"e its relevance: its purpose: and i, it is use,ul: ow to get te most out o,

it. Tis would provide te rationale o, te various training metods. Te trainer sould know

te rationale o, eac o, te metods 'e,ore attempting to use any o, tem.

O%JECTIVES O' TRAINING METHODS

Training metods ave a num'er o, overlapping o'+ectives. As stated earlier: tey ave to 'e

cosen in relation to te programme design reBuirements. Te main o'+ectives o, individual

training metods could 'e? demonstration value: developing interest and ,inally: appeal to

senses.


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talks or reading: alone.

Dee9o4/)g /)!ere*!

!ne o, te ,actors to 'e kept in mind in coosing a metod is its a'ility to old and arousete interest o, te trainee in te learning situation. 0uc researc as 'een done in te ,ield

to test te e,,ectiveness o, various metods. A trainer as to consider alternative metods o,

presenting training material to participants in order to stimulate teir interest and ,acilitate

retention o, te matter. Gor instance: i, traditionally te matter as 'een presented troug

lectures: peraps audiovisual metods could 'e used: or instead pro+ect work 'e assigned

wic would mean learning 'y doing or researcing te su'+ect onesel,.

A44ea9 !o 8a) *e)*e*

Te statement tat Rto see a ting once is 'etter tan to ear it a undred times empasi"es

te inadeBuacy o, words as a means o, communication. Experience indicates tat almost *

per cent o, wat we im'i'e is troug te sense o, sigt and te rest is troug te sense o,

earing: touc: smell and taste. Grom te trainers point o, view it would 'e 'ene,icial to

utili"e as many o, te trainees senses as possi'le: in order to improve retention o, learning.

Application o, tese 'asic o'+ectives or guidelines alone would not 'e enoug. Gor te

appropriate use o, a metod: pro'lem analysis and needs identi,ication are also necessary.

Te trainer as to understand and identi,y te pro'lem areaJ wat is wrong: and were is te

correction neededO


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C9a**/5/a!/o) o5 Me!"o6*

epending on te learning outcome: and te process 'y wic it is attained: it is possi'le to

categori"e te various metods into several groups.

O-$"-,-#%"$"1 $#'%%2 3"$1/

In tis cluster are included metods wose main o'+ective is centered around te +o': more

speci,ically: learning on te +o' itsel, 'y a variety o, metods. Tey em'race development

troug per,ormance on te +o': were organi"ational strengt and constraints: uman

'eavior and tecnological systems ave ,ull and ,ree play. 0etods: wic ,all into tis

category: are?

1. !n>te>+o' training.

2. Mo' rotation.

3. 8uidance and counseling.

&. 5rainstorming sessions.

*. Syndicate metod ;working in small groups=.

S%34*'$% 3"$1/

/eal>li,e situations are simulated ,or imparting training. Te metods ,alling in tis category

are?

1. /ole>play.

2. %ase metod.

3. 0anagement games.

&. In>'asket exercise.



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Ro9e P9a

Te role>play metod reBuires participants to enact roles on te 'asis o, a written script or an

oral description o, a particular situation. Te enactment process provides an insigt and

understanding o, te demands and situations o, te assigned role: tere'y ,acilitating

empaty wit anoters ;actual= role. Te main empasis in management training is in

,acilitating 'etter understanding o, interpersonal pro'lems: and attitude cange. I, not

andled well: owever: it could degenerate a cildis exercise: were: instead o, ,ocusing on

te pro'lem to 'e understood: te situation migt 'e over>dramati"ed.

Ca*e 8e!"o6

Te case is an actual situation: wic is written ,or discussion purposes. Analysis would need

pro'lem identi,ication: analysis o, te situation and o, its causes. Tere could 'e several

solutions to te pro'lem: and eac o, tese alternatives and teir implications needs to 'e

examined. In te real world: on many occasions: a manager may not ave all te relevant

in,ormation wit im 'e,ore taking a decision. Similarly: te case metod approximates tis

reality and in many situations decisions are taken wit limited data: or wat is termed

decision>making under uncertainty. Te managerial response in suc a situation is explored

and understood and learning consists o, developing pro'lem>solving skills.

Ma)age8e)! ga8e*

Te game is 'uilt around te model o, a 'usiness situation and trainees are divided into

teams representing te management o, competing companies. Tey simulate te real>li,e

process o, taking operation decisions. ecisions taken are analy"ed 'y a computer: or

manually: and a series o, te implications o, tese decisions are ,ed 'ack. Te game is

played in several rounds to take te time dimensions into account.

I)+7a*e! e3er/*e

Tis is a simulation training tecniBue designed around te Rincoming mailR o, a manager. A

variety o, situations are presented wic would usually 'e dealt wit 'y an executive in is

working day.


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possi'ility. Tere is te cost aspect to 'e considered? ,or te cost o, sending a participant to

an external programme: several employees could 'e trained witin an organi"ation. 9et: te

advantage o, an external programme would 'e a 'reat o, ,res air troug discussions wit

oter participants and a ,res approac could 'e 'rougt into te organi"ation and its

pro'lems. Te skills and tecniBues learnt migt also 'e di,,erent ,rom tose o,,ered 'y ones

own in>ouse programmes.

Tra/)/)g %;6ge!*

A training 'udget ,or eac internal programme as to 'e prepared: wic would include cost

o, ,acilities like training room: ,ood: transport: guest ,aculty: i, any: and cost o, teacing

materials. In ,act: te cost to te organi"ation sould also include te wages and salaries o,

employee participants wo would 'e temporarily pulled out o, teir regular +o's and sent ,ortraining. 9et: organi"ational reBuirements would necessitate teir +o's 'eing done 'y

someone else. Te reason ,or costing te trainee employees salary would 'e tat tey

would not 'e making any contri'ution to te company during te training period: and tat tis

is an additional 'urden on te companys ,inances.

EVALUATION O' TRAINING

Evaluation o, any activity is important: since in evaluating one tries to +udge te Rvalue or

wort o, te activity: using te in,ormation availa'leR.

7at is te purpose o, evaluationO Evaluation: 'y 'ringing to te ,ore Rweaknesses and

,ailures@strengts and successes:R elps to improve training metods. Evaluation elps

management to answer te ,ollowing Buestions

- Te relevance o, te programmes to te organi"ations needs>wat canges i, any

sould 'e made in existing programmes to realign to te organi"ations needs.

- Geed'ack on te coice o, areas o, training will also need to 'e examined in te contexto, its contri'utions to te organi"ations e,,ectiveness.

- Sould te money continue to 'e spent on tis activity: or anoter more relevant activity

tat will improve attainment o, te organi"ations o'+ectivesO



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/eactions ,rom trainees a'out te training programme can elp identi,y its strengts and

weaknesses. Tese reactions can 'e used as a 'ase ,or te improvement o, programmes:

'ut tose evaluating must ,irst 'e de,inite a'out te aspects tey are interested in

investigating.

An evaluation o, a training metod or system must also take into account te suita'ility o,

o'+ectives. RI, te o'+ectives were inadeBuately ,ormulated in te ,irst place: even a good

training programme as really no cance to 'e e,,ective.R

!'+ectives ave to 'e clear>cut: must relate to needs: and make way ,or canges.

!'+ectives cannot 'e static and need to 'e re>appraised ,reBuently so tat training may

result in improved overall organi"ational e,,iciency. Evaluation o, o'+ectives elps to 'ridge

te gap 'etween needs and o'+ectives.

T"e Ea9;a!/o) Proe**

Te most use,ul means o, evaluating training are o'servations: ratings: trainee surveys and

trainee interviews. !'servation is concerned wit o'serving te 'eavior o, people in a

certain situation. To 'e use,ul: it must 'e speci,ic: systematic: Buantitative: recorded and

expert. #eedless to say: o'servers: must 'e trained and ave speci,ic ideas a'out wat tey

are looking ,or. Tis is te most direct metod o, Rassessing te Buality o, ,ormal training and

o, identi,ying de,icienciesR.

Te second metod o, evaluation is tat o, ratings. Rarious elements o, te training system

sould 'e rated independently 'y several Buali,ied raters. Tese elements include trainees:

instructors: eBuipment: materials: training aids and ,acilities.R Te use o, rating scales

reBuires supervised practice: as it is easy to commit errors.

Te tird metod is trainee surveys were opinions o, te trainees are used ,or evaluation.

Tese opinions sould not 'e used independently: since tey cannot always 'e relied on to

'e o'+ective.

Te ,ourt metod is trainee interviews: were'y ideas and views tat trainees migt not put

down on paper can 'e determined 'y Rskil,ul BuestioningR. Tis metod allows ,or more

precise in,ormation and details to 'e o'tained and prevents am'iguity: especially in



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interpretation.

Te ,inal metod is tat o, collecting te o'servations and recommendations o, instructors

troug surveys and interviews Rto ensure tat te system is consistent wit te needs o, te

implementers o, te trainingR. Interviews wit instructors will 'ring to te sur,ace

caracteristics tat instructors may ,eel reluctant to put down on paper.

IS TRAINING THE %EST MEDICINE

Imagine tis? A man is aving cest pains. eart surgery.


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7ork samples

7ritten records

Surveys

Tests

Gocus groups

A pro,essional trainer can 'e ired to per,orm an analysis 'ut itDs not +ust a tecniBue ,or

trainers. Every'ody sould 'e trained in tis simple process. ItDs a supervisorDs or a

managerDs +o' to make sure people can do teir +o's. To do training needs analysis te

,ollowing steps sould 'e ,ollowed?

S!;6 ;rre)! 4er5or8a)e: 5e,ore tying to cange anyting: itDs essential to know wat is

already appening. 7at skills and knowledge do employees already aveO 7at tasks are

tey per,orming on teir daily +o'sO

De5/)e /6ea9 4er5or8a)e: wat standard o, per,ormance is necessary ,or te 'usiness and

te employees to 'e a successO 7at tasks must tey doO 7at level o, accuracy or

productivity sould tey acieveO 7at skills and knowledge must tey aveO

'/)6 !"e ga4: 7at is te di,,erence 'etween te de,inition o, ideal per,ormance and wat

te employees are currently doingO Are tere any areas tat arenDt ,unctioning as well as

tey souldO 7ere are tere opportunities ,or improvementO Tis is te Pper,ormance gapQ

tat te company is trying to ,ill. !ne must look ,or pro'lems or opportunities tat may occur

in ,uture as well as ones tat already exist.



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I6e)!/5 !"e a;*e: 7y are workers not working up to standardO designed sel,>directed learning will pro'a'ly take al, te

time o, classroom instruction. 5ut even well >designed programs wont acieve optimum

results witout proper support. R$eople switc to sel,>directed learning programsU ,or cost



57/110

issues: and a lot o, tem dont recogni"e tat tere are organi"ational issues tat tey ave

to deal wit: RI, tey dont deal wit tem: te teyDre not going to get as 'ig a return on teir

training investment as tey could. Te ,ollowing are tips ,or supporting set directed learning

in a company.

1. Lear)/)g /* ,or. 0any organi"ations dont recogni"e training as real work. (nlike

classroom training: wic must ave a sceduled time and place: sel,>directed learning is

o,ten +ust sBuee"ed in ere and tere: or te employee may 'e ,orced to take it ome.

2. Kee4 *e**/o)* *"or!.All days are muc more ,ragmented tan tey used to 'e RSo

wen sel, directed modules are developed: tere is no space ,or two our or tree our

modules. Te training needs to 'e made into sorter cunks: so tat it can ,it into te sorter

periods o, time. RTraining sould 'e long enoug to get a concept across: 'ut not so longtat it involves too many once.

3. Peo49e )ee6 4eo49e. 0any managers ,orget a'out te learners need ,or contact wit

oters. Seeing and 'eing seen are very important in te political environments o, todays

companies and te classroom is were tat o,ten went on. I, we take tat away ,rom te

classroom: we ave to provide some oter way ,or it to appen: 'ecause tey learn ,orm

eac oter as well as learning ,rom te class. 0eetings: e>mail: and electronic ,orums are

some ways to compensate ,or te isolation tat sel,>directed learners may ,eel.

&. Co87/)e 6e9/er 8e!"o6*. Sel, directed learning as many advantages>'ut it is not

te 'est coice ,or every situation. Sel, directed learning is muc 'etter ,or knowledge 'ased

learning. It can work ,or some skill 'ased learning: 'ut tere are times wen one wants to

ave ands on. A lot o, your 'est programs are a com'ination. Gor example: a well>rounded

program migt start wit an introductory session delivered 'y satellite. Sel, directed:

computer 'ased training could ten get every'ody up to speed on te 'asic in,ormation.

%lassroom sessions could ten 'uild on tat knowledge 'y teacing ands on skills. Te

most important ting is to plan aead in te initial training needs analysis ,or ways to supportte uniBue needs o, your sel, directed learners. Tat is a very important part o, te needs

analysis tat is o,ten neglected. 7e look at wat are te learning o'+ectives: 'ut we dont

look at wat as to 'e taken care o, in te organi"ation and culture in order to acieve to



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tose learning o'+ectives.

TRAIN& DONT TELL

0any companies so>called training programs are little more tan one>way in,ormationdumps. In,ormation is transmitted: 'ut te trainees get little guidance on exactly wat to do

wit it or wy. As a result: te words ,loat 'y in isolation: seemingly detaced ,rom te

employees real world o, paperwork and production Buotas. 5ecause te in,ormation is

never used: it is Buickly ,orgotten.

Tis pro'lem is compounded: 'ecause te uman 'rain processes procedural knowledge

di,,erently ,rom te way it process declarative ;telling= knowledge. Te people wo are

selected to do trainingU are o,ten people wo ave expertise in doing someting. Tey

usually got tat expertise troug trial and error: 'ut tey try to teac troug telling. In oter

words: tey use declarative metods to teac procedural knowledge. A,terward: tey except

trainees to per,orm te task and tey 'ecome ,rustrated wen it doesnt work tat way.

/eal training is a two way street. It elps te trainee process and practice new skills: rater

tan simply dumping in,ormation on im. 5y actively engaging te trainees participation: real

training converts li,eless in,ormation into meaning,ul knowledge. Te employee understands

wy te new knowledge is relevant and as a clear idea o, ow to apply it. Trans,orming

telling into training isnt ard: i, one includes tese six key elements?

I)e)!/e*: Employees need to understand wats in it ,or tem. 7y sould tey do it

tis wayO emonstrate ow te new knowledge or skill will solve a pro'lem or make

tem 'etter: ,aster: and more e,,ective in teir +o's.

O7e!/e*: 0ake sure trainees understand wat te companies wants ,rom tem. !ne

o, te 'iggest ini'itors o, employee per,ormance is unclear expectations.

Orga)/Fa!/o): !rgani"e in,ormation to make it easier to remem'er. Sow ow it relates

to tings tey already know. (se analogies: examples: and mnemonics. onDt con,use

'eginners wit a lot o, unnecessary details. Instead: ,ocus on te 'asic steps to gain

per,ormance.

Par!//4a!/o): Encourage tem to ask and answer Buestions. 8et tem to try te skills



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or apply te knowledge ,or temselves rater tan +ust memori"ing wat you say or do.

Te more tey participate: te more tey will learn.

'ee67a: 4et tem know ow teyre doing. Tis allows tem to correct mistakes

'e,ore tey 'ecome a'its. It also elps tem gain con,idence: wic will encourage

tem to ,eel com,orta'le applying new skills.

Re,ar6*: I, teyre rigt: tell tem tey did well. I, teyre wrong: praise tem ,or trying.

Even i, tere tecniBues are applied in small: in,ormal ways: employees will understand wat

te company wants a lot 'etter: once one stops telling and starts training.

TRAINING: MANTRA O' THE NEW MILLENNIUM

In todays scenario: cange is te order o, te day and te only way to deal wit it is to learn

and grow. Knowledge is te potent sym'ol o, te new millennium and te only way an

organi"ation can strive to excel is to reali"e tat success today is not a ,unction o, ,inancial

muscle or pysical assets 'ut o, competent work,orce. It is te work,orce wit ig cali'er:

knowledge and skills tat is ard to duplicate. Employees ave 'ecome central to te

success or ,ailure o, an organi"ationJ tey are te cornucopia o, ideas.

Kat" and Kan ;1= ave posited tat organi"ations must ave tree 'eavioral ,eatures.

People must be attracted not only to join the organization but also to remain in it.

People must perform tasks for which they are hired and must do so in a dependable

manner.

People must go beyond this dependable role performance and engage in some form of

creative, spontaneous and innovative behavior at work.

Te most important aspect tat guides competitiveness in current tur'ulent markets in owcompanies gater: analy"e and use in,ormation to teir advantage. Tus IT capa'ility tat

processes and manages in,ormation in a corporate will 'e te single most e,,ective weapon

in te era o, in,ormation tecnology. As organi"ations si,t ,rom 'eing product 'ased to



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knowledge 'ased tere as 'een a si,t: wit accent on knowledge. Employees today need

to adopt skill sets wit ease. Te knowledge worker o, today is in a constant pressure to

compete wit redundancy: as knowledge and in,ormation is no longer a prerogative o, a ,ew.

IT is a,,ecting te people: process: structure and strategy o, organi"ations. IT acts as an

ena'ler to capture and disseminate in,ormation so tat individuals can 'ecome knowledge

workers. Keeping tis in mind :organi"ations need to realign teir tougt process and give

training a ,res look. Tings will never 'e te same in te e>era.

7it te world 'ecoming a glo'al work,orce: organi"ations today ave to compete at te

international level. Tis as rede,ined +o' reBuirements in terms o, skills: competencies and

Buali,ications. Today development o, te employee is a prereBuisite to make te employees

work ,or te company rater tan in te company.

Today it is not te aptitude tat guarantees success 'ut te attitude. Employees are 'eing

encouraged to learn tat it is essential not to control ones emotions 'ut to manage tem and

canneli"e tem ,or teir e,,ective use. 7orksops on emotional intelligence are Buiet

common in te corporate arena. !ne o,,soot o, E6 training is team 'uilding. Teamwork is

igligted in most companies and various outdoor training programs are conducted: even

at te induction training stage: to nurture te team spirit. !ter topics on wic training is

'eing encouraged in te new millennium are communications: computer skills: customer

service: etics and Buality initiatives.

TRAINING IS EVERY%ODYS %USINESS

Training is not te panacea ,or all te ,riction resulting due to cange. 9et e,,orts in te rigt

direction are de,initely wort it: as organi"ations need to acieve teir goals: maintain tem

internally and at te same time adapt to te ever canging environment.


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widely 'encmarked corporate university in te world. I50 also as a university ,or its

employees and tey are encouraged to learn under te guidance o, Rdispersed mentorsR.

(sually companies are turned to te 7I# G0>wats in it ,or me. %ompanies like 8E: 8eneral

0otors ave teir training department independent o, wit glo'al level expertise.


62/110

dispersed mentors.

In,osys Every In,oscion receives an average o, & ours o, training.

2.-* o, turnover is spent on education and researc.

0otorola Every employee receives training ,or &) ours annually.

0otorola (niversity is te most widely 'encmarked

university in te world. It is a V 1)) million glo'al service

'usiness operating troug sites across 21 countries

employing &)) sta,, mem'ers.

(niversity is run as an independent 'usiness operation: a

pro,it center.

#IIT ) o, te training is delivered in>ouse.

#o. o, training days per employee is 13 days. R5ack to

ScoolQ is ,ollowed were partial course ,ee is reim'ursed ,or

completion o, part time pro,essional courses.

In>ouse tutorials and training procedures are distri'uted on

te network witout aving to print uge documents.

Sat yam Training is conducted to ,amiliari"e employee wit di,,erent

cultures and 'usiness practices.

Tata

%onsultancy

Services

It as a training center in Trivandrum were training ,or new

entrants ,ocuses on team 'uilding: presentation skills and

grooming.

It as a 2 days long training program.

!ne way to minimi"e te danger o, a company losing its ,inancial investment in training is to

sare te cost wit te employee. 5y asking an employee to invest partially: one does

increase te intrinsic value o, te training to te employee since it is instrumental in career

planning and succession planning.



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%ENE'ITS O' TRAINING ARE EXPANSIVE

Employees and organi"ations need to reali"e te importance o, contri'ution and learning ,or

mutual growt and development. An organi"ation wit a myopic view cannot reali"e te

importance o, training. !rgani"ations tat lack vision undergo stagnation: decline and crisis

a,ter success. Training is te answer to deal wit te stagnation stage 'y constantly updating

it in every ,ield. !ter 'ene,its o, training include.

cultural training is

essential ,or tem ,or 'etter ad+ustment in te new environment.

Increasing commitment? Training acts as a loyalty 'ooster. Employee motivation is also

enanced wen te employee knows tat te organi"ation would provide tem

opportunities to increase teir skills and knowledge. 5usiness is not +ust a'out

transactions 'ut is a'out relationsips.

It gives te organi"ation a competitive edge 'y keeping a'reast o, te latest cangesJ it

acts as a catalyst ,or cange.


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sowing ig potential can 'e trained ,or advanced training in teir ,ield. Tus one can

trace te link o, training wit per,ormance appraisal and potential evaluation.

7e ave moved a long way ,rom te 0acine Age. Today wat is reBuired is strategic

acumen and cross>,unctional expertise. Today te work,low is milestone led. %ommand and

control ave given way to ,acilitation. Te employer> employee relationsip in te networked

age is a skill contract and te work is largely cere'ral. Te 'ene,its resulting due to training

prove tat it is time ,or organi"ations to discard teir parocial view and work towards

developing teir uman assets. Te people ,actor is te pivot ,or organi"ational growt.

Aligning organi"ational vision to te development o, employee is only possi'le way to

'ecome a success story in an environment wic seems to 'e rever'erating wit two words?

per,orm or peris.



65/110


66/110

1. SE%!#A/9 S!(/%ES? Secondary data was collected ,rom various sources suc

as?

5usiness maga"ines

Mournals

Text'ooks

Internet

%ompany 5ulletin

Te details o, tese sources are mentioned in te 'i'liograpy.

2. $/I0A/9 ATA? $rimary data was collected troug a structured: non>disguised

Buestionnaire. Two Buestionnaires were designed? one ,or te trainers and te oter ,or te

trainees.

STATISTICAL METHODS USED 'OR ANALYSIS O' DATA

Te various metods used ,or te analysis o, te data collected were?

Tally metod

0etod o, 0oving averages

5ar graps and $ie carts.



67/110

DATA PRESENTATION

In tis capter: te data collected ,rom te respondents as 'een ta'ulated. Eac Buestion

as 'een andled one>'y>one in seBuence.

TRAINERS

. W"a! are !"e r;9e* a)6 4roe6;re* !"a! goer) !"e *!a)6ar6 a)6 *o4e o5 !ra/)/)g /)

o;r orga)/Fa!/o)

i. $0I ,ollows te IS! ))1 standards

ii. a. Eac individual as to undergo at least days o, training in a year

'. #eed 'ased interventions ;,or gaps=

c. $lanned interventions ;,or development=

iii. a. 9early programs are mentioned wit te duration in te training calendar.

'. Excellent: experienced ,aculty is enlisted

c. Individual ,eed'ack is sougt a,ter eac program

iv. a. Training needs analysis is done at corporate and pro+ect level

'. Training scedule is made on te 'asis o, training needs analysis ;T#A=

c. Te total training policy is guided 'y


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=. W"a! 8e!"o6* are ;*e6 5or !ra/)/)g )ee6* a)a9*/*

i. 5y individuals in a ,orm supplemented 'y teir superiors. #eed ranking is done.

ii. a. 0eeting te co>coordinator

'. (nderstanding te pro,ile o, te participants

c. (nderstanding te processes te participants are undergoing

iii. 5y taking ,eed'ack: discussing wit participants: department eads and pro+ect

eads

iv. Identi,ication troug a mecanism o, T#A 'etween te employee and supervisor at

all levels

v. Troug Buestionnaires and personal interactions wit te eads o, departments

vi. a. Actual interview wit 80:

'. Geed'ack o, programs

c. $er,ormance appraisal ,orm

d. #eeds identi,ied 'y management: $0I

vii. !rgani"ational needs: customer ,eed'ack and practical experience

. W"a! are !"e ar/o;* area* /) ,"/" !ra/)/)g /* /84ar!e6

i. %ompany policies and procedures

ii. Gunctional skills

iii.


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v. 0anagerial and supervisory training

vi. Apprentice training

>. W"a! are !"e ar/o;* !ra/)/)g 8e!"o6* e849oe6

ON THE JO%:

i. $ractical training on siteFplant

ii. Teoretical as well as ands on training

!n te +o' training is generally used at te induction level.

!GG T


70/110

iv. epends on type o, training to 'e imparted

v. !n te 'asis o, o'+ectives set out ,or te training interventions and its impact

vi. Survey and analysis

-. Training is conducted in>ouse and is also out>sourced depending on te nature o, te

training input: altoug out>sourcing is rarely done. $rograms like WTraining ,or TrainersD and

W0emory 0anagementD are outsourced.

. I5 o;!+*o;re6& ,"a! age)/e* a)6 o)*;9!a)!* are /)o9e6

i. LE#SA

ii. #IIT

iii. A$TE%centered

7$ Tra/)ee:

i. E,,ective and attentive listener

ii. Seriousness and commitment

iii. %o>operation

iv. $roper ,eed'ack on te session

v. $ositive attitude

5ot sould ,unction in partnersip and te trainer sould 'e concerned a'out te

development o, te learner.

. W"a! are !"e e**e)!/a9 e9e8e)!* !"a! go /)!o 8a/)g a !ra/)/)g 4rogra8

*;e**5;9

/anks 1 2 3 & * -



75/110

%learo'+ectives

8ood ,aculty

/igt trainingmetod

$ysicalarrangement

uration o,trainingprogram

%ontents o, T$

/ewardsFincentives a,ter teT$

Te Tally 'ars represent te num'er o, respondents wo ave given speci,ic ranks to eac

o, te parameters. Tis would 'e ,urter used to ,ind out te ,inal rankings.

@. W"a! are !"e 8a/) 4ro79e8* o; o8e aro** ,"/9e !ra/)/)g /)6//6;a9*

i. Gor some people: training is merely a relie, ,rom regular monotony: so tey want to

relax during te training days instead o, taking it seriously

ii. Sometimes: participants are sent not on te 'asis o, teir needs: 'ut to satis,y te

statistics

iii. I, te 'atc is not omogeneous: it is a pro'lem to maintain te ,low in a training

program

iv. %ali'er o, individuals is o, di,,erent levels

v. 0indset

vi. $articipants sometimes donDt ave te prereBuisite 'ackground ,or training



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77/110

x. 5$/

xi. %ore competencies: core value actuali"ation: 'usiness strategies in te canging

scenario

TRAINEES

. W"a! are !"e 8e!"o6* ;*e6 5or !"e a)a9*/* o5 o;r !ra/)/)g )ee6*

i. Analysis 'y superiors or company: identi,ication 'y individuals ;T#A=

ii. iscussion wit superiors

iii. Identi,ication 'y group ead or depending on departmental ,unctional needs

iv. Geed'ack ,rom persons to 'e trained a'out wat training tey need and tis is

incorporated in $0IDs program to te extent possi'le 'y management

v. $lanned interventions training

vi. 6uestionnaires ,illed 'y participants

vii. Training is identi,ied ,rom a list wic as 'een proposed 'y te training department:

'y te employee 'ased on is needs and aptitude

viii. Sel, analysis

ix. epending on te type and nature o, +o' 'eing andled

x. iscussions at departmental levels

xi. Keeping in mind te career map o, an employee and also te ,unctional reBuirements

=. Are !"e e849oee* /)o9e6 /) /6e)!/5/)g !"e/r !ra/)/)g )ee6*-area* o5 !ra/)/)g

Re*4o)*e No. o5 re*4o)6e)!* *a/)g



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9es 1

#o 2

. W"a! are !"e ar/o;* area* /) ,"/" !ra/)/)g /* /84ar!e6

i. %ompany policies and procedures

ii. Gunctional skills

iii.


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vi.


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O'' THE JO%:

i. 4ectures

ii. Audio>visual aids

iii. Simulations

iv. iscussions

v. Seminars

vi. 7orksops

vii. $ro+ect work

?. Do o; !"/) !"e 8e!"o6* ;*e6 are re9ea)! a)6 e55e!/e

/esponse #o. o, respondents saying

9es 1

#o 3

. W"a! are o;r o7e!/e* /) a!!e)6/)g a !ra/)/)g 4rogra8

i. 8ain knowledge in your area

ii. To en+oy social get togeter

iii. evelop competencies

iv. Sel, development

v. $ersonal satis,action as well as taking a 'reak ,rom continuous and strenuous work

vi. !vercome mental 'lockage and eliminate complacency

@. Do o; !"/) o;r o7e!/e o5 a!!e)6/)g !"e !ra/)/)g 4rogra8 /* )or8a99 a"/ee6



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/esponse #o. o, respondents saying

9es 1

#o 1

B. W"a! aor6/)g !o o; are !"e e area* /) ,"/" !ra/)/)g *"o;96 7e /84ar!e6

i. Tecnical skills

ii. 0anagerial skills

iii. %omputers

iv. Gunctional areas

v. Interpersonal relations

vi. Sel, development

vii. 5eavioral skills

viii. *) years

ix.


82/110


83/110


84/110

. I) ,"a! ,a ,o;96 o; 9/e !o 7e /)o9e6 /) /84ro/)g - 49a))/)g !"e !ra/)/)g

4rogra8 /) 5;!;re

R I)6//6;a9

/e,*

Co88).

8ee!/)g

S;re S;gge*!/o)

7o3

'-7 o) PA

1 3 3

2 3

3 3

& 3 3

* 3 3 3

- 3 3 3 3 3

3 3 3

3

1) 3

11 3

12 3

13 3

1& 31* 3

1- 3

1 3 3 3

1 3 3

1 3

2) 3

Total

/esponses

- 1) 3 &



85/110

R: Re*4o)6e)!

?. I) o;r o4/)/o) ,"a! are !"e /)4;!* !"a! ,o;96 8ae a !ra/)/)g 4rogra8 *;e**5;9

#Ra) !"e 5o99o,/)g /) or6er o5 /84or!a)e$

/anks 1 2 3 & * -

%learo'+ectives

8ood ,aculty

/igt trainingmetod

$ysicalarrangement

uration o,trainingprogram

%ontents o, T$

/ewardsFincentives a,ter teT$



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DATA ANALYSIS

Te ta'ulation o, te data collected was done in te previous capter.

Grom te data gatered: we can o'serve te ,ollowing?

Te training needs analysis is done generally 'y discussion wit superiors and

departmental eads.



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Grom te data collected: we see tat lecturesFclassroom sessions are te most used

metods ,or training. Again: te metod used would 'e dependent on various oter ,actors

as seen in te next Buestion. Also: on te +o' training is generally used at induction level.

6*. 5ASIS !# 7 Te coice o, training metods at $0I is largely dictated 'y availa'ility o, resources.

Also: training metods are selected on te 'asis o, depending on te type o, training to

'e imparted. Gor example: tey generally use lectures ,or sessions on company policies and

procedures. Also: ,or training on pro'lem solving: more o, case studies are used.

6. 5ASIS G!/ %!#(%TI#8 T/AI#I#8 ELTE/#A449?

Training is outsourced very rarely. Te only times wen it is outsourced is wen resources

are not availa'le or te workload at $0I is more. Also: in areas were #T$% does not ave

te expertise ;,or e.g.: computers=: training is outsourced to reputed organi"ations like #IIT:

A$TE%


88/110

612. (/ATI!# !G A T/AI#I#8 $/!8/A0?

Again te duration o, a training program would depend on te type o, training 'eing

imparted. Training sessions on %omputer 'asics last ,or around 3>* days. Training o,

Executive trainees lasts ,or a year.

613. %operation in order to make a training program

success,ul. A good trainer must understand te needs o, is trainees and listen to is

pro'lems and Bueries patiently. 5ut: tis can appen only i, te trainee takes interest in te

program and wants to gain someting su'stantial ,rom te program.


89/110

61*. E4E0E#TS T


90/110

Te Tally 'ars represent te num'er o, respondents wo ave given speci,ic ranks to eac

o, te parameters.

Te a'ove ta'le can 'e used to o'tain rankings o, te elements in te order o, importance.

Grom te a'ove ta'le: we can clearly see tat a clear o'+ective is te most important

element tat goes into making a training program success,ul.

Also: te least important element: according to te TC sta,, is rewardsFincentives a,ter

te training program.

Grom te ta'le: we can see tat tere is a tie 'etween good ,aculty and contents o, te

program ,or te second rank. !ne o, te ways to overcome learning 'lockages is to ave a good ice'reaker at te

'eginning o, te session. Also: most trainers tink tat it is necessary tat te trainer

understand te level and capacity o, eac trainee: and deal wit eac accordingly. Tis

would elp te trainee open up to te trainer convey is pro'lems and di,,iculties witout any

esitation.



91/110

61. $!TE#TIA4 A/EAS !G T/AI#I#8 I# G(T(/E?

It is clearly seen ,rom te data gatered tat in ,uture te empasis would not 'e on

developing ,unctional skills. Instead te empasis would 'e on uman relations. Also: wit

most o, te processes at #T$% 'eing automated and computeri"ed: te knowledge o,

computers would 'e extremely essential. Tus: tis would 'e a main area o, training in

,uture.

TRAINEES

61. 0ET

Training needs analysis is generally done 'y discussions wit superiors and departmental

eads. Te participants are also involved in te analysis o, teir own training needs. Tus:te decision on wat type o, training is reBuired 'y an individual is not taken 'y is superiors

alone: 'ut 'y te trainee and is superior togeter. Te superior analy"es wat kind o,

training is reBuired 'y te individual and te trainee gets an opportunity to assess is

strengts and weaknesses and decide in wic area e reBuires additional expertise.

62.

) o, te respondents said tat tey were involved in te identi,ication o, teir trainingneeds: wereas only 1) respondents said tat tey were not involved.

63. $!TE#TIA4 A/EAS !G T/AI#I#8 I# G(T(/E?


I3E#TIGI%ATI!# !G T/AI#I#8 #EE3S

)

1)

9es

#o


92/110

According to te trainees: te stress in ,uture would 'e de,initely on people skills and

communication skills. Also: training in coping wit cange in tis ,ast canging environment

would 'e a key training area. And o, course: te ,ocus would also 'e on computers: since

survival witout computer skills would 'e di,,icult in tis igly automated environment.

6&.

* o, te respondents said tat te training metods used were relevant and e,,ective.


EGGE%TIE#ESS !G T/AI#I#8

0ET

2*

1*

9es

#o


93/110

6*. !5ME%TIES I# ATTE#I#8 A T/AI#I#8 $/!8/A0?

0a+ority o, te respondents ad gaining knowledge as te main o'+ective in attending a

training program.

6-. * o, te respondents ,elt tat teir main o'+ective in attending a training program was

satis,ied: i.e. tey gained wat tey expected to gain ,rom te training program.

6.

Almost &) o, te respondents ,elt tat tey were not 'eing provided adeBuate training to

keep tem a'reast o, te canging environment. Altoug tey agreed tat tey 'ene,ited

,rom training programs: tey tougt tat empasis sould 'e on training individuals to

prepare tem ,or ,uture uncertainties: ,or example: managing cange.


A%


94/110

6.

&* o, te respondents said tat te management does not take into consideration teir

opinion on te training program planning. Tey are involved in T#A: 'ut not in te program

planning.

6.

!ut o, te respondents wo said tat tey were not involved in te T$ planning: only -

;3)= ave communicated teir dissatis,action to te management.


I#!4E0E#T I# $/!8/A0$4A##I#8

**

&* 9es

#o

%!00(#I%ATI!# !G $/!54E0S T!

0A#A8E0E#T

3)

1*

**

9es

#o

#A


95/110

61). 7A9S I# 7


96/110

1 3

2) 3

Total/esponses

- 1) 3 &

/ankings II III I I

/? /espondent

epending upon te num'er o, responses o'tained 'y eac parameter: we will o'tain a ,inal

ranking ,or te various parameters. Grom te ta'le: we see tat conducting a survey o, te

participants ,or planning a training program as got te most responses.


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Grom te a'ove ta'le: we can o'tain te rankings ,or eac o, te elements. Gorexample: we can clearly see tat clear o'+ectives as 'een ranked ,irst 'y most o, te

respondents: ence we place it at te ,irst position: as te most important element in makingas training program success,ul.

W/ewards and incentivesD as 'een ranked 'y most respondents: ence we assign itrank seven.

8ood ,aculty is ranked 2.

5y using te metod o, 0oving Averages: we can see tat contents will 'e assigned rank 3and rigt training metod will 'e ranked ,ourt.

!ter rankings can 'e o'tained similarly.



98/110

CONCLUSIONS

Grom te analysis done in te previous capter: we can arrive at te ,ollowing conclusions?

Training needs analysis is done taking into consideration te views o, not only te

superiors: 'ut also te trainees temselves. Tis was con,irmed ,rom te responses

o, 'ot te trainees and te trainers. Te trainees ,elt good tat tey were involved in

te analysis o, teir own needs and also said tat te management was very co>

operative and tried to incorporate teir views and suggestions to te extent possi'le.

Tus: as ,ar as tis aspect is concerned: te trainees were satis,ied wit te procedures

,ollowed.

5ot te trainers and te trainees ,elt tat te trust in ,uture sould 'e on

developing people skills and not only ,unctional skills. Tey also said tat IT would 'e a

,ocus area.

0ost o, te times trainees were not involved in te training program planning.

5ot te trainees and te trainers were in agreement on te most essential elements

tat go into making a training program success,ul. Te ,inal ranking o'tained is te

same in 'ot te cases. Tis only goes to sow tat #T$% is aware o, te needs o,te participants and also understand wat elements are most important ,or a trainee. Gor

'ot: clear o'+ective is te most important element tat makes a training program

success,ul.

7e can conclude tat #T$%Ds e,,orts towards training and development ave

'een Buite success,ul. Te employees are satis,ied wit te training activities: 'ut tey

only ,eel tat tey sould 'e involved in te planning o, te Training $rogram. According

to tem: teir views sould 'e taken on all issues instead o, +ust in,orming tem tat tey

ave to attend a training program. Tey sould ave a say in deciding on te contents:

pysical arrangements: etc. Tis would involve tem ,urter in te exercise and tey

would 'e more open to learning.



99/110

RECOMMENDATIONS

Training sould 'e imparted on current issues like cange management: 'ecause

altoug te employees are Buite satis,ied wit te training programs as a wole: tey

still ,eel tat training sould 'e imparted on issues tat are relevant in te current

'usiness scenario.

Training sessions sould not 'e too long: long sessions sould 'e split up into modules.

Sel,>directed learning in some areas sould 'e encouraged. Tis would save te

companyDs time and also reduce costs.



100/110

LIMITATIONS

Te main limitation ,aced wile conducting te researc was te availa'ility o, te ,aculty

mem'ers at te training institute o, #T$% i.e.: $0I. It was very di,,icult to 'e a'le to meet

tem personally: since most o, tem were 'usy wit te ectic training scedule.

%I%LIOGRAPHY



101/110

. PPersonnel !anagementQ 'y Arun 0onappa and 0ir"a.S.Saiyadain

". P#earning to #earnQ: Sylvia owns ;

directed learningQ.

Source? www.Bualitymag.com

. 6uality 0aga"ine: #ovem'er 1: Training Trends? (/n the job

training01o it right2&

Source? www.Bualitymag.com

3. (4ever 5top #istening, 4ever 5top #earning, 4ever 5top )raining&,

$ramod 5atra and eepak 0aendru.

6. (781 through training&,Te Economic Times dated 11>2>&.

9. ()raining !antra of the new millennium& : Sangam 8arg:


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ANNEXURE



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1UESTIONNAIRE 'OR TRAINEES

1. 7at are te metods used ,or te analysis o, your training

needsO

2. Are te employees involved in identi,ying teir training

51983935 NTPC Project Report

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Transcript of 51983935 NTPC Project Report