FINAL DRAFT Training and Development

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INTRODUCTION

Training is the corner stone of management. It makes employees more effective

and productive. It is actively and intimated connected with all the personnel or

managerial activities. It is the integral part of the whole management program with all itsmany activities functionally interrelated training is an ever present need for training men

so that new and changed techniques may be taken advance and improvements affected in

the old methods, which are woe fully inefficient.

Training is a particle and vital necessity. It molds the employees attitudes and

helps them to achieve a better corporation with the company and a greater loyalty to it.

Moreover, it heightens the morale of the employees thereby reducing dissatisfaction,

complaints and grievance absenteeism and also reduces the rate of turnover.

The importance of training can be judged by the following points:

1. Training enables the management to be dynamic and makes it potent

enough to face the pressure of changing environments.

2. An increase in skills usually results in both quantity and quality of

output.

3. It leads to job satisfaction and heightens the morale of the people.

4. Trained executives want more freedom, autonomy and less supervision.

5. With the help of trained personal available, the enterprise can have both

stability and flexibility.

6. Effective managers recognize that training is a continuous process and

not a one short activity. New problems, new procedures, new

equipments, new knowledge and new jobs are constantly evolving

hence there is need for employee training.

The present study is carried out in Neyveli Lignite Corporation Limited, Neyveli

having more than *18,000 employees. There is a separate training division and it is

mandatory in the part of the management to evaluate the performance of this division.

The study is on How Training needs of employees are assessed.

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PURPOSE OF TRAINING AND DEVELOPMENT

Training development serves important purpose other than providing an effective

way to obtain needed skills at a higher level for example, firms that include training as a

way of career mobility may use it to communicate fairness and commitment by the firmto its employees internalize the norms of the organization, particularly as job structures

move away from direct supervising or control mechanisms. The major purpose served by

T&D of managerial and non-managerial employees are described below.

1. Performance improvement

The mail purpose of training is to improve individual and organizational

performance. When employees are unable to perform in accordance with expected

standards due to deficiency in skills, training often becomes instrumental in minimizing

those problems. For example, an otherwise competent manager may be ineffective due to

lack of interpersonal skills. Imparting interpersonal skills training may help the manager

perform more effectively on the job. Training is also useful to help a new recruit or a

newly promoted individual to reach performance standards sooner than they would

otherwise. Often, organizations hire new employees who have the aptitude to learn but

may not be immediately ready for the job. After hiring organizations train these

newcomers to perform specific tasks. By improving the job performance of employees,

training contributes to organizational performance improvement also. However, not all

performance problems may be due to skills deficiency and therefore training may not be a

solution to motivational problems resulting from dissatisfaction with the immediate

superior.

2. Updating skills

Technological advances result in changes in the nature of jobs. This results in new

skill demands for these jobs to be performed successfully. Employees who fail to adapt to

change in the nature of jobs and the way jobs are performed become obsolete. Managerial

obsolescence is the failure to keep peace with new methods and processes that enable

employee skills to meet the challenges of technological advancements and prevents

managerial obsolescence. Training and development programmers concern all aspects of

an organization like finance, manufacturing general management, IT, etc..

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3. Solving problems

Organizations face several problems such as scheduling delays, inventories

shortages, absenteeism, employee turnover, union management dispute, etc.. Training

provides one means for solving these problems.

4. New employee orientation

New employees come to the organization with certain expectations. They

experience anxiety and discomfort when they find that reality is different from heir

expectations. Their interactions with other organizational members lead them to form

impressions about the organization and its employees. Moreover, for some time, the new

employees perform below their potential since they are still getting familiar with the job

and with the organization. Orientation training helps new comers adjust faster to the

organization in their run-up to become fully functional members of the firm.

Preparation for promotion

Promotion serves to motivate and retain personnel. When people perceive career

growth opportunities in a firm, they are attracted to jobs in the firm. Organizations

designs their training and management development programs to prepare and enable

employees to acquire the skills needed for a promotion. Thus, T&D facilitates employee

movement from the present job with higher responsibilities.

5. Opportunities for personal growth

Many employees strive for continuous growth and seek challenges in their present

job. Training and development serves to help employees in their quest for personal

growth. Employee growth leads to improves job performance as well as greater

organizational effectiveness.

It is evident that T&D leads to both individual and organizational performance

improvement. As mentioned earlier, T&D benefits both the employee and the

organization, causing a win-win situation. Training should be analyzed in itsorganizational context and in the context of its having multiple determinants in addition

to its technical function of increasing efficiency. Recently, there has been a growth and

expansion of the notion of training to include a broader focus on those sklls that may not

contribute directly to efficiency or productivity but are general skills and thus more

transferable.

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Functionally integration training in a comprehensive manner is significantly

difficult, but by applying four basic principles to event design or by using the recipes to

evaluate packaged training. Organizations can achieve this functional integration fairly

efficiently.

Translating the principles into a technology may involve considerable detail and

effort, but the effort should not be overwhelming. We are examining the best set of

functions organizations should bear in mind the ideal set of functions training is supposed

to achieve. For training to be effective, trainers must construct ideas so that it teaches a

new set of skills. Those people then must meet an agreed on standards. Further, trainers

and organizations must administer the training so that it increases trainees desire and

capacity to learn.

The principles describe below are elaborations of a functionally integrated

approach to training.

Principle 1: Make sure the training content relevant to the trainees.

For any training to be effective, trainees should perceive or understand its content

as relevant to themselves. Trainees will see relevance if training content responds to their

perception of their work task needs. Or training can respond to trainees self-perception by

addressing their personal values or by increasing their capacity to live. Of course, training

content that involves other values and capacity has the likelihood of involving troubles.

To make training content relevant to trainees, trainers need to understand their

frames of reference. This can be possible only through observing, listening and

responding to the potential trainees. Trainees need to disclose significant accounts of

their perceptions of work and life-experience that can affect their functionality in day-to-

day activities.

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FACTORS REGARDING TRAINEES FRAMES OF

PREFERENCE:

Knowing trainees attitudes toward training is important. The more resistance

trainees are, the more exponential trainers must make trainees. Understanding trainees

learning style is helpful in designing training lesson plans. Knowing trainees familiarity

and competence with the training topic provides a base for organizing content and lesson.

Understanding their relationship between trainees and organization for which they work

promotes your awareness of issues that-if addressed correctly can help trainees develop

into a cohesive, anticipation unit or that can-if addressed inappropriately-polarized them.

If trainers can develop a clear perception of trainees frames of reference, trainers

can design training that reduces resistance and develop trust. Reduced trainee resistanceand belief in trainees sincerity increases employee participation equally important, the

information trainers collect allows them to design training around trainees knowledge,

skills and experiential base further increasing the likelihood of achieving training

objectives.

Principle 2: Make training objectives congruent with work tasks.

Congruence means that changes training is intended to make in trainees

knowledge, attitudes or skills will maintain or enhance their work functioning.

To achieve congruence trainers must analyze training relative to an organizations

congruence between a training strategic plan and organizational mission is usually not a

line trainers responsibility. Still it is that trainers responsibility to make sure that the

training orders not seem incongruent.

In small organizations where there is one trainer, this responsibly in most

definitely with the trainer. When a outside training consultant provides training the

burden of assuring congruence rests with the consultant. The same is true for

organizations training goals, objectives, management and policy.

Principal 3: Make training event design systematic and relate directly to training

objectives.

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Design involves identifying and organizing content integrated with a plan for

delivery. The more specific the contents are relative to training objectives, the greater the

likelihood that trainees will reach these objectives.

Trainers must organize lesson plans and contents ti assure a systematic,

comprehensive method that will allow trainees to master the content, trainers design must

start with the trainees levels of functioning and end with their actual performance of

tracks of skills defined in the training objectives.

Designing system, targeted training takes several steps. First, identify appropriate

content detail for the training audience. If, for experience, the training is for people

having no prior experience with the content, then trainers must make content unite

detailed and explicit. Trainers should describe in detail the tasks, skills, skill steps and

supporting information trainees need to do the skill steps. Trainers should also describe

the resources and materials trainees need to perform the tasks. For trainees already

competent in the necessary skills however trainees should make the content task

application method.

Next organize the content in to development sequence for learning. This usually

involves sequencing the content into a step-by-step cumulative method.

Appropriate content organization depends on the material trainees must learn. For

some content areas this means organizing the content in the same sequence on a hierarchy

of operations trainees must learn such as from simple to complex. Still others require

incrementally increasing the number of operations trainees must perform during a

particular period.

Third, design a delivery format for the trainee. The format needs two levels

details.

PRIMARY LEVEL:

For the primary level of detail, explicitly write out five phases of delivery for each

set of sequence to be learned, called ROPES model of lesson planning.

ROPES MODEL:

1. Review of skills and knowledge to learn the new content trainers must be

presenting.

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2. Overview of the sequence trainees must learn and how the sequence fit in with

the content of the training.

3. Presentation of the content trainees must learn.

4. Exercises trainees must practice and master.

5. Summary of what the trainees have learned and its relationship to what they

have already learned and will learn later.

The second level of detail entails in developing and delivery plan containing those

parts within each area of ROPES model. This plan should include exactly, what trainers

will tell trainees what they will show them and what they will have to do.

Principle 4: Make training delivery respond to trainees frames of reference.

Whatever the desired outcome is, if training is to be effective it must adequately

involve the trainees. The greater their involvement, the greater is the likelihood of

training success. Further trainees must consistently calculate their training delivery to

match trainees level of ability and performance. The training responsiveness to

individuals is reflected in the content and effective use of interpersonal and problem-

solving skills throughout training delivery. Attending, responding, personalizing and

initiation are most interpersonal communication.

There are two sets of attending skills. Physical attending skills involve physically

presenting in a way that communicates interest and openness to trainees. These skills

include posturing in an open manner, learning or standing toward trainees, making

comfortable eye contact, and having barrier-free environment.

Psychological attending skills involve listening non-judgmentally for main or

repeating them as well as for the who, what, when, where, how and why trainees

express. Psychological skills also involve making observations from which you can draw

inference about trainees moods, tensions, energy, health, comfort and congruence

between verbal and non-verbal expressions.

Training is only one component in a productivity improvement effort. Training

makes up for poor policy, poor management, and supervision, inadequate resources such

as antiquated equipment or poor worker-management relations.

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But if you incorporate the 4 basic principles outlined about in the training

actively, then that training regardless pf its primary goal, will have some degree of

positive impact on organizational productivity.

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NEED FOR TRAINING AND DEVELOPMENT

Before discussing the conditions necessitating training and development

activities, it would be relevant to differentiate between the terms training and

development particularly in the context of industrial and service organization. Theobjective of training is to develop specific and useful knowledge, skills and techniques. It

is intended to prepare people to carry out pre-determined tasks in well defined job

contexts. Training is basically a task oriented activity aimed at improving performance in

current or future jobs. The term management as are relevant to managerial tasks and

functions.

Development encompasses the whole complex process by which employees as

individuals learn, grow, improve their abilities to perform a wide variety of roles within

an outstanding organization and acquire socially desirable attitudes and values

management tasks.

It involves learning on the job through experience.

Participation in formal training or educational programs is an integral part of

overall management development. Several other approaches like job rotation, placement,

job enrichment, task forces constituted around specific problem areas, participation, etc..

can be used to promote management development, is highly individual matter, it is

essentially self development.

The need for training and development of employees on a continuing basis in

organized sector of human activities is no longer a matter of debate. The need has been

recognized as an essential activity not only if management in public and private sector

but also of trade unions, academic institutions professional bodies and the various

departments and the agencies of the governments.

Some of the conditions that led to the awareness of the importance os training and

development activities in organizations in India are:

1. Sub-optimal performance of organizations in public government and private

sector.

2. The ever increasing gap between planning and implementation of projects.

3. Technological changes necessitating acquisition of new skills.

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4. Qualitative change in the form of professionalism of managerial staff and

workmen.

5. Increased uncertainties and complexities in the environment necessitating

flexible and adaptive responses.

6. Need for individual and organizations to grow up at rapid pace.

7. To meet challenges of global competition.

8. To harness the human potential and give expression to their creative urges.

Arising out of the above, the main areas in which training is provided are :

Knowledge

The training in this area aims at helping the training learn to understand and to

remember facts, information and principles

Technical skills

The trainee is taught physical acts or actions like operating a machine, working

with a computer, using mathematical models to take decision, etc..

Social skills

The trainee are provided import unities to acquire and sharpen such behavioral

and human relations skills as are necessary for improved interpersonal relationship,

between team work and effective leadership.

Techniques

This involves teaching of application of knowledge and skill to dynamic

situations.

Attitudes

This involves attitudinal change towards increased work commitment and has a

positive orientation towards the organization and society. The basis attitudes, and the

knowledge and skill with which to change them have to be carefully diagnosed

Experience

It can not be taught in the class room. It is the result of practicing the use of

knowledge, skills, techniques and the attitudes over a period of time in different work

situations.

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Most organizations depending on their specific development requirements at

various levels in the organizations tend to assign priority to one or the other areas above

for training purpose. Usually a well design training program aims at facilitating learning

in partially all the areas, the emphasis, however, may differ based on the specific

requirements of tasks and people.

Although in many cases need for training has been realized, infrastructure created

financial support provided, yet the benefits of training are not reflected to the desired

extent in the overall improvement in the current state or preparedness for future

challenges. Training to be meaningful, therefore, must be integrated into the overall

human resource developmental strategies of organizations. Such integrations can be

achieved only when training activities are carried out in a systematic manner.

ASSESMENT OF TRAINING NEEDS

Training is an essential input in providing learning opportunities to employees of

an organization to enable them to optimally contribute towards meeting the short and

long-term objectives of the organization. Thus all the activities pertaining to training

must be related to the specific needs of both the organizations and the individual

employees. The specificity with training needs.

Firstly the extent to which the skills required for a particular task ones role have

been acquired and utilized in improving ones performance, and secondly, the extent to

which the individual interests, aspiration and potentials have been met and realized for

ensuring job satisfaction and employee growth.

Aphorism in the choice of training programs and in formulating training strategies

are, likely to cause more frustration than satisfaction among organization members as

they may not be able to utilize their new acquired learning on their jobs. There is the

need, therefore, to develop realistic plans for training and development of employee,

excite them and follow them up with continuous monitoring and evaluation. The first

phase in the planning process is the identification of specific training and development

needs, which involves the following:

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ORGANISATION ANALYSIS

This involves a study of entire organization in terms of its objectives, its

resource, the allocation and utilization of these resources for achievement of objectives.

And its interaction patterns with the relevant social-economic technologicalenvironments. The training philosophy for the entire organization can be developed

through this process. In more specific terms the organization analysis includes the

following steps:

Analysis of objectives

Analysis of organizations objectives provides a clear understanding both short and

long-term objectives as well as the priorities they are accorded to various objectives.Specific goals and strategies should be stated to various divisions, departments and

sections of the organizations as a means of achieving the long-term priority objectives.

Continuous review of objectives and a subsequent modification in the context of the

changing environment need to be undertaken at regular intervals. Also, it is necessary to

translate general objectives into detailed and specific operational targets.

Resource utilization analysis

Having analyzed the objective the second strep involves evaluating the process of

allocation of various human and physical resource and the extent of their efficient

utilization in meeting the specific operational targets across the organization. Various

efficiency induces can be derived to determine the adequacy of specific work flows, so

that detailed examination of the inputs and outputs of the total system is possible. The

focus should be on the contribution that human resources make to ward these induces.

Environmental scanning

This involves analysis of the enterprise as an organization as an organization or a

subsystem operating in a distinct socio-cultural, economic and political environment.

This enables the organization to influence certain aspects of its environment and to accept

other parts as given constraints, which cannot easily be controlled.

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Organization climate analysis

The climate of an organization is a reflection of its members attitude towards

various aspects of work, supervision, company procedures, goals and objectives of work

and membership in the organization.

The prevailing organizational climate, especially the attitude towards employee

development, determines the training programs success. Lack of management support for

the objectives of a particular training program reduces or eliminates its potential for

serving the organization. Often, training must be supported by other organization such as

job enrichment, change in style of supervision, etc,. to bearing about desired changes.

Another important consideration, particularly in management development, is an

enterprises need to project requirements trends during the careers of its current

management force.

Task/role analysis

This involves a careful study of jobs within an organization in a further effort to

define the specific content of training. It requires an orderly, systematic collection of data

about the job. Role or position: and its purpose is to spell out, in as much detail as

possible, what tasks constitute the job, how they are to be performed and what behavior,

skills, knowledge and attitudes, the job holder must have to perform certain tasks.

In the collection of job information for the purpose of formulation training

programs, particularly attention must be paid to performance standards required of

employees, the tasks in which they will be engages, the methods they will use on the job

and most important, they have learned these methods.

Many different ways of collecting job information are available. Such as:

quotations, interviews, personal records, observation, business and production reports,

test etc,.

Manpower analysisThe focus of this analysis is on the individual in a given job, rather than on the job

itself. Three basic issues are involved in a manpower analysis for training purposes.

1. Through appropriate observation, supervisory evaluation and diagnostic

testing we need to determine whether performance is substandard and training is

needed.

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2. We need to know whether current employees are capable of being

trained, but the specific areas in which training is required.

3. We need to ask whether current employees with standard performance can

improve their work through appropriate training or to be transferred to make room

for those who can already do the job.

4. Otherwise alternatives to training like modification in the job or new

equipments or process should also be considered as solutions.

5. Job knowledge tests, work samples, diagnostic psychological tests and

performance reports provide the kind of information needed to choose from the

above alternatives

6. If the training program is to remain relevant and viable, then the three kinds of

analysis described above must be carried on continuously.

7. Training programmers should be reviewed constantly and revised in the light of

changes in a companys resources, objectives, internal climate and external

environment. Further, these analysis are then be integrated in a carefully designed

and executed research program.

TRAINING OBJECTIVES AND STRATEGIES

Having identified the training needs based on the various analysis discussed

above, the next logical steps are to set training objectives in concrete terms land to decide

on the strategies to be adopted to meet these objectives. The training needs basically

highlight the gap between the existing and desired repertoire of knowledge, attitude and

skills at individual, group and organizational level to enable the employees to contribute

towards the realization of organizational objectives in quantitative and qualitative terms

to be achieved through training. Such an exercise will also enable the training specialists

to evaluate, monitor and measure the extent to which stated objectives have met through

training intervention. As the training objectives are related to organizational objectives,

the involvement of the top management will be necessary to ensure that the two sets of

objectives are integrated.

It is desirable to use the following criteria in setting training objectives:

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1. Specific requirements of individuals and organizations so as to

achieve integration of the two.

2. Roles and tasks to be carried out by the target group.

3. Relationship with other positions cortically and horizontally and

technological imperatives.

4. Relevance, applicability and compatibility of training to work

situations.

5. Training as a means of bringing about a change in behavior back

on the job.

6. Behavior including activities that can be observed measured and

recorded.

7. The expedited change in behavior must be useful, closely related

to and subject to maintain in the work environment.

More specifically the following steps could be involved in setting training objectives:

1. Identification of the behavior where change is required.

2. Nature and size of the group to be trained in terms of prior training,

situational factors, formal eduction.

3. Existing behavior defined in terms of ratio, frequency, quality of

integration and supervision, routines and repetitiveness, innovation,

omission, error, etc,.

4. Desired behavior aimed at improving the existing condition stated

preferably in quantitative terms such as ratio, frequency of occurrence,

reporting by exceptions, self monitoring mechanisms etc,.

5. Operational results to be achieved through training stats in terms of

increasing in efficiency and effectiveness criteria such as productivity,

cost, down time, turner, time for innovations and creativity.

6. Indicators to be used in determining changes from existing to the

desired level in terms of ratio and frequency.

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Depending on the objectives set, the next step is to decide on the strategy of

training involving the following:

1. Classification of objectives in terms of purpose:

1. corrective objectives

2. maintenance/status-quo objectives

3. problem solving objectives and

4. innovation objectives

2. Classification of objectives in terms of level of learning:

1. skills of motor responses, memorization and simple

condition:

2. adaptation level where one is gaining knowledge or

adapting to a simple environment:

3. interpersonal understanding and skill:

4. values of individual and groups.

3. On-the-job or off-the-job training.

4. In-house or external training

5. Individual or group training.

6. Horizontal, vertical or diagnostic/mixed group.

7. Changes required, if any in the existing work roles, organizational

relationship, work requirements, process of supervision and

alternative structures.

EFFECTIVENESS OF TRAINING METHODS:

RELATIVE EFFECTIVENESS OF DIFFERENT TRAINING

METHODS:

To be really effective the training methods must fit in training program needs to

find out how effective the method are in accomplishing their goal of modifying skills,

attitudes and ultimate behavior.

In an effort to evaluate the effectiveness of training programmers, training

directors were asked to evaluate nine training techniques on their effectiveness in

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achieving knowledge acquisition, changing attitudes, providing problem-solving skills,

developing interpersonal skills gaining participant accept and achieving knowledge

retention. For this purpose, a questionnaire was issued to 80 training directors with a

request to rank the above methods from effective to not effective. The directors

judged the program instruction as the most useful technique where knowledge acquisition

and knowledge retention were important. Sensitivity training ranked highest on

changing attitudes and developments interpersonal skills. The case study method led in

he problem-solving skill category, and the conference method was said to be most

effective in gaining participant acceptance.

Objectives of training evaluation is to determine the ability of the participant in

the training program to perform jobs for which they were trained, the specific nature of

training deficiencies, whether the trainees for the participants to meet job requirements.

There are various approaches to training evaluation. To get a valid measure of

training effectiveness, the personal manager should accurately asses trainees job

performance two to four months after completion of training.

IMPROVING EFFECTIVENESS OF TRAINING

The training program can be effective and successful if the following hits are

considered:

1. Specify training objectives should be outlines on the basis of the type of

performance required to achieve organizational goals and objectives. An

audit of personal needs compared with operational employees. This

evaluation evaluation should from a well-defined set of performance

standards towards which each trainee should be directed.

2. Attempt should be made to determine if the trainee has the intelligence,

maturity and motivation to successfully complete the training program. If

deficiencies are noted in these respects, the training may be postponed or

canceled till improvements till improvements are visible.

3. The training program should be planned so that it is related to the trainees

previous experience and background. This background should be used as a

foundation for anew development and new behavior.

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4. If necessary, a combination of training methods should be selected so that

variety is permitted and as many of the senses as possible are utilized.

5. As the trainee acquires new knowledge, skills or attitudes and applies

them in job situation, he should be significantly rewarded for his efforts.

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COMPANY PROFILE

VISION:-

To emerge as a leading mining and power Company, continue to be socially

responsible and strive for operative excellence in mining and exploration.

MISSION:-

Strive towards greater cost competitiveness and work towards continue financial

strength. Continually imbibe best practices from the best Indian and International

organization engaged in Power Generation and Mining.

Be a preferred employer be offering attractive avenues of career growth and

excellent work environment and by developing human resources to match international

standards. Play an active role in society and be sensitive to emerging environment issues.

OVERVIEW OF NEYVELI LIGNITE CORPORATION:-

Neyveli Lignite Corporation Limited was registered as a company on 14th

November, 1956. The mining operation in Mine-I were formally inaugurated on 20th

May, 1957 by the Prime Minister Pandit Jawaharlal Nehru.

The main constituent units of the company are three Lignite Mines and Three

Thermal Stations with additional units on the anvil. (10.5 million tones of lignite per

annum Mine-I) feeds Thermal Power Station-I (600MW). The Thermal Station-I Units

were operate more than 1.51 lakh unit running hours and to extend the life further. GOI

sanctioned life extension program of Units of TPS-I in March 1992. This program was

successfully completed in March 1999. Mine-II (10.5 million tones of lignite per annum).

Mine-A with 3.0 million tones of lignite feeding CMS Energy Thermal Power Plant.

MINE-I:-

The lignite seam was first exposed in August 1961 and regular mining of lignite

commenced in May 1962. German Excavation technology in opencast mining, using

bucket wheel excavators, conveyors and spreaders were used for the first time in the

country in Neyveli Mine-I Lignite excavated from Mine-I meets the fuel needs of

Thermal Power Station-I.

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Some of the unique characteristics features of the Neyveli Lignite Mine are

occurrence of ground water aquifer below lignite bed.

A huge reservoir of ground water occurs below the entire lignite bed, exerting an

upward pressure of 6kg to 8kg/cm2. Unless this water pressure is reduced before mining,

it will burst the lignite seam and flood the mines. This problem was overcome by

continuously pumping out water round the clock through bore wells located at

predetermined points and thereby reducing the water pressure at the lignite excavation

area. Over the years, through continuous study and implementation of new methods, the

quantity of water pumped out has been reduced from 50,000 GPM to 32,000GPM. (For

mining on tone of lignite, about 13 tones of water has to be pumped out.) The water level

is continuously monitored through observation wells for proper ground water

management.

MINE-II:-

In February 1978 Government of India sanctioned the second lignite mine of

capacity 4.7MT of lignite per annum and in February 1983, Government of India

sanctioned the expansion of second mine capacity from 4.7 million tones to 10.5 million

tones. Unlike Mine-I, Mine-II had to face problems in the excavation of sticky clay soil

during initial stage. The method of mining an equipment used are similar to that of Mine-

I. The seam is the same as of Mine-I and is contiguous to it. The Lignite seam in Mine-II

was first exposed in September 1984 and excavation of lignite commenced in March

1985. The last overburden system (Surface bench system) under the expansion scheme

was commissioned on 15.12.1991. the lignite excavated from Mine-II meets the fuel

requirements of Thermal Power Station-II.

MINE-IA:-

This project with a capacity of 3 million tones of lignite per annum was

sanctioned by Government of India in from this mine will meet the requirement of M/s-

CMS Energy, an Independent Power Project (IPP) to the tune of 1.9 million tones per

annum and the balance lignite will be utilized to the best commercial advantage of NLC.

THERMAL POWER STATION-I:-

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The 600MW Neyveli Thermal Power Station-I which the first unit was

synchronized in May 1962 and the last unit in September 1970 consists of six sets of

50MW each and three sets of 100MW each.

The power generated from Thermal Power Station-I after meeting Neyveli

Lignite Corporations requirements is fed into Tamil Nadu Electricity Board which is

the sole beneficiary. Due to the aging of the equipments/high pressure parts, life

extension program has been taken up and was successfully completed in March 1999.

THERMAL POWER STATION-II:-

The 1740MW second thermal power station consists of 7 sets of 210MW each. In

February 1978, Government of India sanctioned the second thermal power station of

630MW capacity (3x210MW) and in February 1983, Government of India sanctioned the

second thermal power station expansion from 630MW with addition of 4 units of

210MW each. The first 210MW unit was synchronized in March 1986 and the last unit

(Unit-VII) was synchronized in June 1993. Some of the salient features of Neyveli

Thermal Power Station-II are:

Largest Lignite fired unit.

First tower type boiler in the country.

Tallest tower type boiler 92.7 m high.

First software based burner management system.

First hydrogen/hydrogen cooled generator of this size.

First boiler to be cleaned by Hydro fluoric acid.

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The power generated from thermal power station after meeting the needs of second

mine is shared by the Southern States viz., Tamil Nadu, Kerala, Karnataka, Andhra

Pradesh, and Union Territory of Pondicherry as per the following table:

STATES STAGE-I(630MW) IN MW IN %

Tamil Nadu 176.000 30.34

Andhra Pradesh 97.000 16.72

Karnataka 84.000 14.48

Kerala 63.000 10.86

Pondicherry 65.000 11.21

Unallocated** 95.000 16.38

Total 580.000* 100.00

STATES STAGE-I(630MW) IN MW IN %

Tamil Nadu 265.000 33.54

Andhra Pradesh 180.000 22.78

Karnataka 115.000 14.56

Kerala 90.000 11.39

Pondicherry 15.000 1.90

Unallocated** 125.000 15.82

Total 790.000 100.00

** Balance 50MW from each stage is used for NLC consumption.** Being shared by SREBs from time to time.

PROJECTS COMPLETED:-

PROJECTS CAPACITY COST(RS.IN CRORES)

Mine-I Expansion 10.5MT 1658.38

TPS-I Expansion 2x210MW 1420.27

Mine-IA 3MTPA 1032.81

TPS-I EXPANSION:-

This project 2x210MW is aimed to meet the fast growing demand of electrical

energy in southern region by producing cheaper power, utilizing the available

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III 22.00hrs to 06.00hrs

General shift

Pattern I 08.00hrs to 17.00hrs (With 1 hour break between 12 - 1)

Pattern II 08.30hrs to 17.00hrs (With 1 hour break between 12 - 1)

Office Timing 10.00hrs to17.00hrs

The Muslim members of the staff who actually go to mosque to say their jumma

prayers have been permitted to avail themselves of permission for 11/2 from 12.30 pm to

2 pm every Friday.

Classification of Executives

Personnel in the grade of E-2 & above are classified as executives. Just drawing

the scale of pay of E-2 without holding the grade/post of e-2 are not classified as

executives.

Classification of workmen

1. Regular A regular workmen is one required for regular post, has

completed his probation therein and whose name entered in the records of the

company as such and who has been given a letter of regular appointment

signed by management.

2. Probationer A probationer is one provisionally employeed on probation

in a post to ascertain his suitability & fitness and who do not complete the

prescribed or extended period of probation in the post.

3. Temporary A temporary workmen is one who is engaged for work which

is of on essentially temporary nature likely to be finalized within a limited

period.

4. Casual A casual workmen is one whose employment is of a casual natureon a day to day basis.

5. Apprentices or trainees is a learner who may or may not be paid an

allowance during the period of his training.

6.

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Nature of duties & skills of workmen

With reference to the nature of work involved in each category or grade therein in

an establishment the workmen to be employed in such category or grade shall be

one or other of the following types.

Skilled

Semi-skilled

Highly Skilled

Clerical

Supervisory

Promotion Rules

1. NLC believes in growth of its human resource from within. Acoordingly the

general policy is to identify and groom suitable personnel within the organization

with requisite skill and expertise for filling up higher level position.

2. Whenever suitable personnel are not available within management will take

recourse to the lateral entry at any level from outside to the extent considered

necessary to cope up with the organizational demands demand keeping the

external environment by influencing fresh blood and outlook.

3. Unless otherwise specifically stated, promotion of executives to various higher

positions shall be solely on the basis of merit, efficiency, suitability and meeting

the norms based on vacancy.

4. The management based reserves the right to assign duties to its employees from

time to time in addition to and including same nature of duties even after

promotion and all employees including supervisors & executives will be to carry

out the same

Criteria for Promotion:

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Promotion of the executives shall be primarily on merit and the following criteria

will be given due regard

1. Number of years of service in the existing grade.

2. Qualification.

3. Performance in the existing job as indicated in the annual appraisal report.

4. Performance in the assessment interview to find out the potential for fuether

and advancement quality of leadership, job requirement to the particular grade

etc.

5. Attendance norms.

Welfare to EMPLOYEES

1. Township with over 21,000 Houses.

2. Subsidized Transport.

3. Industrial canteens in all the production units.

4. Medicare with 359 bed hospital (Being Expended to 500) Supported by

Peripheral dispensaries.

5. Post retirement medical assistance scheme for retired employee and

their spouse.

6. Education 34 Schools and a College in Neyveli campus 0

7. Sports with all infrastructural facilities.

8. Water treatment plant of 30 MLD Capacity.

Retirement & Retrieval benefits

The age of retirement under the standing order establishment regulations and in

regard to regular establishment in the corporation is 60 yrs. The retirement of a

corporation employee is automatic on the date of which an employee is due to attain the

age of 60 yrs by the management.

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The payment of encashment of earned leave / leave with wages on death /

retirement on superannuation will be worked out as below:

Pay + DA admissible

On the date of retirement Number of days E.L / Leave

Cash payment = with wages at credit subject to

a

30 maximum of 300 days

Pay includes special pay & personnel pay & DA. No other allowance will be

taken into account for the purpose. The terminal statutory benefits, gratuity, PF

settlement & EDLI shall be release as per the existing regulation.

Rules for Acceptance of Resignation

Uniform Notice period of 3 months should be adopted for

resignation / termination in the case of all executives

Probationer or temporary workmen 14 days.

All other regular employee covered by the standing order 30 days

No person who has deserted / resigned his appointment in the corporation cant be

permitted to be re-appointed even as a fresh entrant.

Filling up of vacancies

Vacancies in various posts will be filled in ordinarily by promotion of candidates

with the requisition of qualifications & experience prescribed by the management.

Promotion:

1.) The management shall prescribe from time to time the classification of posts

promotion tubes indicating the eligibility of posts, grades/posts & the channel of

promotion basis.

2.) Promotion from one post or grade to next higher, a candidate must have the

number of years of experience prescribed by the management.

3.) The eligibility grade/post for promotion shall be the one immediately below

the grade post to which promotions are made.

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4.) Promotion shall be made only to the extent vacancies are available. the

management may decide not to fill up any vacancies at a particular time.

5.) All promotions shall be made on the basis of the recommendations of the

departmental promotional committee.

Direct recruitment

Where it is seen that the project employees in other lower categories of posts

would have acquired similar skill and proficiency as needed for appointment to a post,

applications may be called from the project employees first. The employment exchanges

will also be notified simultaneously. The number of vacancies that may be filled in by

direct recruitment will be decided by the management from time to time.

1.) Candidates will be selected after an interview by the selection committee

appointed for the purpose and also after a trade test wherever considered

necessary by the management.

2.) All orders of promotions/appointment shall be issued in writing by the

authority authorized in this behalf by the management. The order of

promotion/appointment shall clearly specify the category and/or grade to which

the person is being promoted or appointed.

3.) If a workman is engaged on monthly pay, his pay and allowances shall be in

respect of all works performed in a month.

4.) Every promotion/appointment shall be deemed to have been terminated on the

expiry of the period of sanction of the post, provided however it may be

continued for a further period, where the period of sanction for the post is

extended.

5.) A workman shall not be entitled to allowances or remuneration of any kind

other than what is mentioned in the promotion/appointment order.

TRAINING AND DEVELOPMENT ACTIVITIES

Scope of training:

a) To provide training opportunities for employee to develop his/her potential

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b) To offer developmental training to employees matching with their

corporations as well as individuals growth needs

c) To make the training & development activity continuous & updated, based on

the technological, social, economical development in the environment

IN-house training:

Keeping in view of the management development & its activities , NLC conducts

variety of in-house training programmes of short duration ranging from 1 to 5 days for

different categories of employees to ensure that they realize their full potential & perform

at the peak of their capacity.

Evaluation formats:

For every in-house training program, an inappropriate

learning/reaction/result/behaviour evaluation format is to be designed by training

complex and all programs to be evaluated critically. Evaluation formats to be approved

by director personnel.

Deputation training:

The second stream of management development for the experienced personnel by

deputation of key personnel in the area of operation/maintenance/service etc., to a

selected professional institution to gain specific skills & knowledge in the key areas.

Foreign training:

The third stream of training activities in this sector is foreign deputation training.

Based on their experiences & professional knowledge employees are selected for foreign

training to acquire know-how and know-why skills of imported technology & science.

Induction training:

The intake of personnel for the organization is taking place at two places. One at

the engineer level where young & qualified engineers are recruited & two at the worker

level (called artisan level) where youngsters duly qualified ,ITI certificate holders, are

recruited as ARTISANS. Orientation training of 15 days duration is given to all newly

inducted employees. Further, specific training modules are to be designed to meet the

requirements of the group.

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REVIEW OF LITERATURE

Training id one of the tools of organization development and is conceived as a

planned change involving the whole organization as a complex system aimed at

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increasing the effectiveness if the organization in order to survive in this competitive

world should have talented workforce with innovative and analytical skills. This is

possible only through training- Mark Twain (1895-1910)

Training is everything. The peach was once a bitter almond: cauliflower is

nothing but cabbage with a college education. Richard Feyman (1918-1998)

You can know the name of a bird in all languages of the world, but then you are

finished, you will know absolutely nothing about the bird. So lets look at the bird and see

what it does. Thats what counts. I learned very early the difference between knowing the

name of something and knowing something

Sharma (1984) stressed the need for collectively finding an answer to make the

training effort result oriented. He says in spite of many constraints training efforts can

give positive results.

Raghu (1984) emphasized that there is need for rationality in matching the

training requirements to the need of the people in the organization.

Training of personnel is not a choice left to the goodwill of management, a luxury

of profitable enterprise. It is a must requirement of socio-economic system, a process

imposed on the enterprise as a result of organizational growth, change in environment in

its wider sense. It is an integral part of organizational learning.

In a survey of public enterprise in 1982, it was found that in most enterprise,

qualified trainers are too far too short in terms of the needed numbers. Many enterprise

face the difficulty because of the paucity formal opportunities for training and

development of trainers. To overcome this problem following opportunities are needed.

An opportunity for specialized in teaching method.

An opportunity to gain management training exercise and its diversification.

An opportunity for participation in advance programmes on training

methodology, curriculum development and training policies, conducted by

professional management institution in India and abroad.

The former prime minister Indira Gandhi (1983) said, local people if they are not

trained, they should be give facilities for training so that they can get employment. There

is a need for training managers even after recruitment. We should give a chance to those

who are not efficient, to catch up and be efficient, each person must do his best. The

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irony of it is we know that the capacity and yet we do not use our own capacity to the

fullest.

A survey by training magazine in march 1998 of a number of training directors

regarding the key change in HRD showed that the priorities occupying their minds were

very much business-driven and were quite different from those of a few years ago.

Devolution of training management to line managers and individuals themselves features

strongly, along with extensive outsourcing of resources, creative of the learning

consultant role, and the management of learning beyond the classroom.

Donald A School's the reference practitioner: How professional think in action,

catches best in action what we mean by learning and helping others learn i.e., training.

The book is based on recording of what goes on in professional offices of an expected

recognized, architect, psychotherapist, scientist, town planner manager-a master- works

with a junior colleague for or interim over a design, a review of a session, a case. They

converse not so much with each other as with the situation made up of concrete

consideration such as purpose, suit characteristic.

Client preference and other. In the process they reframe the problem test fresh

solution together and visualize consequence firm up some components in order to free up

some others. This process is full of stops and starts, some dead ends and much

excitement.

Herbert and Doverspike (1990) reviewed the American literature on the

relationship between appraisal and training analysis from 1961-1985 they concluded that

while the need analysis survey literature for the needs analysis process, the performance

survey literature seems to indicate that only small percentages of companies and state

government list needs analysis as an important function of their appraisal system, and that

this function ranks very low among the purpose for conducting such appraisal. This may

indicate that few companies and the state government truly perform any type name,

analysis, but that when it is performed, performance appraisal data is viewed as the useful

source of information.

As per survey conducted in China in the year 1979 only one percent of the labor

force had scientific or technical training. The ratio of scientist and engineers to employed

was only 5-1000, low when compares to the situation in other developing countries. Poor

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performance in technical areas is a direct consequence of the political upheavals

associated with the cultural revolution. China lost two million middle-level technicians

among this generation. This resulted, mainly because of negligence of the need for

training.

Yuan Bohu in 1980 said lack of skills is a universal problem if these

circumstances are not altered, modern construction cannot be properly conducted and in

order to alter them training and worker education must be vigorously developed.

Heany (1972) the dichotomous view of training as a preparatory for the

subsequent work life of an individual is changing management, education is considered

as a critical link in getting managers to use management.

Lgrand (1975) training is viewed as a life long process and it is essential for the

self development of an individual. The life long education leads a human being so as to

maintain the continuity of his apprenticeship and training throughout his life.

Fernandes (1981) emphasized the variation of training needs from time to time.

He says the half-life of learning is decreasing. Technical practices change rapidly with

passage of time. As there is tremendous scientific innovation, the work life situation

alters. There has been a change in several fields, which affect management situation.

These in turn, will involve continuous educational linkages between education on

one hand and absorption and utilization on the other. Education is visible by the

approaches adopted by several industries having started in company training facilities.

This has been supplemented by deputing different educational training. Thus the training

needs to vary accordingly.

Kaye Thorne and Alex Machray (2001) stated that training need analysis is an

essential part of determining your training strategy and cannot be exempted. Having

clarified the organizational goals and the required levels of performance to deliver these

goals, the need analysis seeks to determine the present level of performance. Any gap

between the present level of performance. Will help to determine the target areas training

and importantly for the manager, the priority order of that training.

The research techniques and sampling issues are exactly the same as those used

when evaluating. You are attempting to measure the gap between existing and subsequent

levels of performance.

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OBJECTIVES

Background of the study

Every organization needs to have well trained and experienced people to perform

the activities that have to be done. If the current or potential job occupant does not meet

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the requirement, it is necessary to raise the still level and increase the mentality and

adaptability of the employees. As the jobs become more complex, the importance

development also increases. In a rapidly changing society, employee training and

development is not only an activity that is desirable but also an activity that an

organization must commit it resources to, if it is to maintain available and knowledge

work force. Thus the importance of training and development department need not be

over emphasized.

The present study, carried out in Neyveli Lignite Corporation ltd., may provide

a bench marking for future references and effective organization and control of HR

training and development in Neyveli Lignite Corporation. It grains all the more

importance considering the huge amount allocated for training budgets in Neyveli

Lignite Corporation. The study is based on the following objectives.

Objectives of the study:

1. To highlight the salient features of the activities of the training.

1. To identify a list of parameters along which the effectiveness of HR

training and development program can be measured.

2. To estimate the effectiveness long with the parameters as indicted.

3. To analyze and interpret the perception of the respondents.

4. To assess the perceptional differences in the opinions on account ofdemographic variable such as age, number of years of job experience, unit

of working , educational background, income level and nature of the job

etc.,

5. to provide rational suggestions based on the result and finding of the

study. The study takes into consideration the following parameters for

assessing the effectiveness of:

Program design and content.

Scope for learning.

Scope for implementation effectiveness of the program.

Over all benefits of the program conducted.

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LIMITATION OF THE STUDY

The research was limited to a single organization (Neyveli Lignite Corporation

ltd.,)

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The research was conducted among executive level workers only.

The employee population was quite large and there was not much scope for

getting the feedback personally

The result cannot be generalized.

Due to time and cost factor, the study was not done in a detailed manner.

RESEARCH METHODOLOGY

Research methodology

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SAMPLING SIZE AND TECHNIQUES

Size of the samples:

It refers to the number of items to be selected from the universe to constitute as a

sample. In this study eighty employees from different departments in Neyveli Lignite

Corporation were selected as the sample size. The total population of Neyveli Lignite

Corporation is 450

Sample design

The sampling techniques used in this study are simple random sampling methods.

This method is also called as the method of chance selection. Each and every item of

population has an equal chance to be included in the sample.

STATISTICAL TECHNIQUES USED

To analyze and interpret the collected the following statistical tools were used.

Simple average methods:

no. of respondents

Simple average methods= ______________________ x 100

total no. of respondents

Chi-square test:

Chi-square test is been applied to test the independence of attributes. It is one of

the statistical measures used in the context of sampling analysis for comparing a variance

to a theoretical variance. It can be used to determine if categorical date shows

dependency or the classifications are dependent.

E(O-E)

Chi-square = ________________

E

where,

O= observed frequency

E= expected frequency

we require the degrees of freedom for using this test.

d.f=(c-1)(r-1)

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Then by comparing the calculated level with the table values of chi-square for (c-

1)(r-1) degrees of freedom at a given level of significance, we may either accept or reject

the null hypothesis. If calculated value is less than the table value, the null hypothesis is

accepted, but if the calculated value is equal or greater than the value, the hypothesis is

rejected.

ANALYSIS AND INTERPRETATION

TABLE - 1

Age

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S.NO Particulars No. of. Respondents Percentage

1 Below 30 years of age 0 0.00%

2 31 to 40 years of age 14 17.50%

3 41 to 50 years of age 43 53.75%

4 Above 50 years of age 23 28.75%

Total 80 100.00%

INTERPRETATION:

The above table shows that there are no respondents below the age of 30 years,

17% of the respondents are of 31 to 40 years of age, 53% of the respondents are of 41 to

50 years of age and the remaining 28% of the respondents are of the age above 50 years.

CHART 1

AGE

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TABLE 2

42

18%

54%

29%

Below 30 years of age

31 to 40 years of age

41 to 50 years of age

Above 50 years of age


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EXPERIENCE

S.NO Particulars No. of Respondents Percentage

1 Below 15 years 14 17.50%2 16 to 30 years 46 57.50%

3 31 to 40 years 20 25.00%

Total 80 100.00%

INTERPRETATION:

The above table shows that 17% of the respondents have below 15 years of

experience, 57% of the respondents have 16 to 30 years of experience and 25% of the

respondents have more than 30 years of experience.

CHART 2

EXPERIENCE

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TABLE 3

44

18%

58%

25%

Below 15 years

16 to 30 years

31 to 40 years


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EDUCATIONAL


1 SSLC and below 4 5.00%

2 HSC 13 16.25%

3 ITI and diploma 2 2.50%

4 UG 31 38.75%

5 PG 30 37.50%

Total 80 100.00%

INTERPRETATION:

The above table shows that 5% of the respondents have studied up to SSLC, 16%

of the respondents have studied up to high school, 2% of the respondents have done ITI

and diploma, 38% of the respondents are Under Graduates and 37% of the respondents

are Post Graduates.

CHART 3

EDUCATION

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TABLE 4

46

5%

16%

3%

39%

38%

SSLC and below

HSC

ITI and diploma

UG

PG


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GENDER

S.NO. Particulars No. of respondents Percentage

1 Male 49 61.25%

2 Female 31 38.75%

Total 80 100.00%

INTERPRETATION:

The above table has shown that 61% of the respondents are male workers and the

rest 38% of the respondents are female workers.

CHART 4

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GENDER

TABLE 5

TRAINING PROGRAM IN NLC ARE BASED ON THE NEEDS

48

61%

39%

Male

Female


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1 Agree 65 81.25%

2 No opinion 12 15.00%3 Disagree 3 3.75%

Total 80 100.00%

INTERPRETATION

According to the above table, it shows that 81% of the respondents have agreed

that the training programs in NLC are done based on the needs of the participants, 15% of

the respondents have no opinion about this and 3% of the respondents disagree with this.

49

81%

15%

4%

training program in NLC are based on the needs

Agree

No opinon

Disagree


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CHART 5

TABLE - 6

CLEAR COMMUNICATION OF THE COURSE OBJECTIVES TO

THE PARTICIPANTS


1 Agree 68 85.00%

2 No opinion 8 10.00%

3 Disagree 4 5.00%

Total 80 100.00%

INTERPRETATION:

The above table here shows that 85% of the respondents have agreed that there is

clear communication to the participants in accordance to the course objectives and 10%

of the respondents have no opinion about this issue and only 5% of the respondents havedisagreed with the above issue.

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CHART 6

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TABLE 7

REQUIREMENTS OF AN INDIVIDUAL ARE TAKEN INTO

CONSIDERATION

52

85%

10%

5%

clear communication of the course objectives

Agree

No opinon

Disagree


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TABLE - 8

54

Agree 50%

No opinon 38%

Disagree 13%

requirements of an individual taken into consideration

Agree

No opinon

Disagree


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RELEVANCE OF THE TRAINING PROGRAM TO THE

PERSONAL NEEDS


1 Agree 59 73.75%


3 Disagree 3 3.75%

Total 80 100.00%

INTERPRETATION:

The above shows that 73.75% of the respondents have agreed that the trainingprograms are relevant to the personal needs of the participant. Whereas 22.5% have no

opinion and only 3.75% of the respondents have disagreed.

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CHART 8

56

74%

23%

4%

relavance of the training program to personal needs

Agree

No opinon

Disagree


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TABLE 9

SCOPE OF LEARNING OF NEW GOALS FROM TRAINING

PROGRAM


1 Agree 51 63.58%


3 Disagree 6 7.50%

Total 80 100.00%

INTERPRETATION:

The above table shows that 64% of the respondents have agreed that they have a

scope to learn new goals from the training program. Whereas 28% of the respondents

have no opinions and 7% of the respondents have disagreed.

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CHART 9

58

64%

29%

8%

scope of learning new goals from training program

Agree

No opinon

Disagree


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TABLE - 10

PRESENTATION OF THE PROGRAM AND EASILY

UNDERSTOOD


1 Agree 68 85.00%


3 Disagree 3 3.75%

Total 80 100.00%

INTERPRETATION:

The above table shows that 85% of the respondents have agreed that the

presentations done in the training program are clear and easily understood. Whereas 11%

of the respondents have no opinion and 3% of the respondents have disagreed.

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CHART 9

60

85%

11%

4%

presentation of the program are clear and easily undertood

Agree

No opinon

Disagree


61/108

TABLE - 11

MOTIVATION OF THE TRAINING PROGRAM


1 Agree 61 76.25%


3 Disagree 6 7.50%

Total 80 100.00%

INTERPRETATION:

The above table shows that 76% of the respondents have agreed that the training

program motivates them to implement whatever they have learnt in the program.

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Whereas 16% of the respondents have no opinion and 7% of the respondents have

disagreed with that.

CHART 11

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63

76%

16%

8%

motivation of training program

Agree

No opinon

Disagree


64/108

TABLE - 12

SATISFACTION OF THE TRAINING PROGRAM


1 Agree 62 77.50%


3 Disagree 4 5.00%

Total 80 100.00%

INTERPRETATION:

The above table shows that 77% of the respondents have agreed that they are

satisfied with the time spent in the training program. Whereas 17% of the respondents

have no opinion and 5% of the respondents have disagreed with this.

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CHART12

65


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66

78%

18%

5%

satisfaction of training program

Agree

No opinon

Disagree


67/108

TABLE - 13

CURIOSITY TO ATTEND THE TRAINING PROGRAM


1 Agree 52 65.00%


3 Disagree 4 5.00%

Total 80 100.00%

INTERPRETATION:

The above table shows that 65% of the respondents colleagues are curios to

attend the training program. Whereas 30% of the respondents have no opinion with this

issue and 5% of the respondents have disagreed with this.

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CHART 13

68

65%

30%

5%

curiosity to attend training program

Agree

No opinon

Disagree


69/108

TABLE 14

UPWARD COMMUNICATION FOR IMPLEMENTATION OF THE

TRAINING PROGRAM


1 Agree 46 57.50%


3 Disagree 6 7.50%

Total 80 100.00%

INTERPRETATION:

The above table shows that 57% of the respondents communicate with their

superiors for their help to implement what they have learnt from the training program.

Whereas 35% of the respondents have no opinion with this and 7% of the respondents

disagree with this.

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TABLE - 15

IMPLEMENTATION OF TRAINING PROGRAM IN PERSONALLIFE


1 Agree 59 82.50%


3 Disagree 10 3.75%

Total 80 100.00%

INTERPRETATION:

The above table shows that 82% of the respondents agree that they make a sincere

attempt to implement the learnings of the training program in the personal life. Whereas

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13% of the respondents have no opinion about this and 3% of the respondents have

disagreed with this.

CHART 15

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73

74%

14%

13%

implementation of training program in personal life

Agree

No opinon

Disagree


74/108

TABLE - 16

PRODUCTIVITY OF TALENTS IN THE ORGANIZATION


1 Agree 37 46.25%


3 Disagree 10 12.50%

Total 80 100.00%

INTERPRETATION:

The above table shows that 46% of the respondents talents are made fully

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76/108

76

46%

41%

13%

productivity of talents in the organization

Agree

No opinon

Disagree


77/108

TABLE - 17

YOUR CAPACITY OF EXERCISING COMMUNICATION SKILLS

AFTER THE TRAINING PROGRAM


1 Agree 58 72.50%


3 Disagree 2 2.50%

Total 80 100.00%

INTERPRETATION:

The above table shows that 72% of the respondents agree that they exercise their

communication skills after the training program whereas 25% of the respondents have no

opinion about this and 3% of the respondents have disagreed with this fact.

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CHART 17

78

73%

25%

3%

capacity of excersicing communication skills

Agree

No opinon

Disagree


79/108

TABLE - 18

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HAVE YOU ATTENDED TRAINING PROGRAM


1 Yes 65 81.25%

2 No 15 18.75%

Total 80 100.00%

INTERPRETATION:

The above table shows that 81% of the respondents have attended the training

program whereas 18% of the respondents have not attended the training program.

CHART 18

80


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TABLE 19

81

81%

19%

attending training program

yes

No


82/108

SATISFACTION WITH THE METHOD OF SELECTION OF

EMPLOYEES IN ATTENDING THE TRAINING PROGRM


1 yes 69 86.25%

2 No 11 13.75%

Total 80 100.00%

INTERPRETATION:

The above table shows that 86% of the respondents are satisfied with the method

of selection after the training program and 13% of the respondents are not satisfied with

the selection method.

82


83/108

CHART 19

83

86%

14%

satisfaction with selection methods

yes

No


84/108

TABLE 20

CONTENT OF THE TRAINING PROGRAM WITH REFERENCE

TO THE WORK


1 Yes 63 78.75%

2 No 17 21.25%

Total 80 100.00%

INTERPRETATION:

The above table shows that 78% of the respondents who attended the training

program have accepted that the contents of the training program are referenced to their

work life. And 21% of the respondents deny that the contents of the training program are

referenced to their work life.

84


85/108

CHART 20

85

79%

21%

content of training program

yesNo


86/108

TABLE 21

FEEDBACK OF THE PARTICIPANTS TAKEN INTO ACCOUNT


1 yes 67 83.75%

2 No 13 16.25%

Total 80 100.00%

INTERPRETATION:

The above table shows that 83% of the respondents feedbacks are taken into

account and 16% of the respondents deny this fact.

86


87/108


88/108

TABLE 22

HAVE ATTENDED OTHER SPECIAL PROGRAM


1 Yes 35 43.75%

2 No 45 56.25%

Total 80 100.00%

INTERPRETATION:

The above table shows that 43% of the respondents have attended other special

programs apart from the training program. And 56% of the respondents have not attended

special programs.

88


89/108

CHART 22

89

44%

56%

special programs attended

yes

No


90/108

STATISTICAL ANALYSIS

CHI SQUARE I

Null Hypothesis (Ho):

The employees are making sincere attempt to implement the training.

Alternative Hypothesis (H1):

The employees are not making sincere attempt to implement the training.

MAKING SINCERE ATTEMPT TO IMPLEMENT THE TRAINING

Age Agree No opinion Disagree Total

Age 31 - 40 8 4 2 14

Age 41 50 36 4 3 43

Above 50 15 3 5 23

Tot

al

59 11 10 80

Factor Chi Square Degree of

freedom

P - Value Remarks

Age 6.850 4 0.144Attempt

prevails

Results:

Chi-square calculation is applied to the hypothesis test its evidence from the test.

We accept the null hypothesis and reject the alternate hypothesis value. It is found that a

making sincere attempt to implement the training exposure in work place.

CHI SQUARE II


90


91/108

The employees have high scope for learning new goal by training program.


The employees dont have high scope for learning new goal by training program.

HIGH SCOPE FOR LEARNING NEW GOAL BY TRAINING

Experience Agree No opinion Disagree Total

Below 15 yrs 34 10 2 46

16 30 yrs 10 8 2 20

Above 31 yrs 7 5 2 14

Total 51 23 6 80

Factor Chi Square Degree of

freedom

P Value Remarks

Experience 5.293 4 0.259High Scope

prevails

Results:


We accept the null hypothesis and reject the alternate hypothesis value. It is found that

the employees have high scope for learning new goal by training program.

CHI SQUARE III


The employees will discuss with their supervisors for implementation of training.


The employees will not discuss with their supervisors for implementation of

training.

DISCUSS WITH THEIR SUPERVISORS FOR IMPLEMENTATION

OF TRAINING

Experience Agree No opinion Disagree Total

Below 15 yrs 29 15 2 46

16 30 yrs 10 8 2 20

Above 31 yrs 7 5 2 14

91


92/108

Tota

l

46 28 6 80

Factor Chi Square

Degree of

freedom P - Value Remarks

Experience 2.434 4 0.656Discuss with

supervisors

Results:


We accept the null hypothesis and reject the alternate hypothesis value. It is found that

the employees will discuss with their supervisors for implementation of training.

FINDINGS

53.75% of the respondents belong to the age group of above 41 to 50 years of age

and 28.75% of the respondents belong to the age group of above 50 years.

81.25% of the employees agree that the training program conducted in NLC are

based on the needs of the employees.

85% of the employees agree that the course objectives are clearly communicated

to the participants.

92


93/108

50% of the respondents agree that the requirements of an individual are taken into

consideration and 12.5% disagree that the requirements of an individual are not

taken into consideration.

73.75% of the respondents agree that the training program are relevant to the

participants personal needs.

63.58% of the respondents agree that there is a scope of learning new goals from

the training program

85% of the respondents agree that the presentations done in the training program

are clearly to the participants and easily understood.

76%of the employees agree that the training program is a motivation factor to the

employees.

77.5% of the respondents agree that they are are satisfied with the training

program.

65% of the employees agree that their colleagues are curious to attend the training

program.

57.5% of the respondents agree that upward communication helps in

implementing the training program for the employees.

82.5% of the respondents agree that they implement what they have learn in

training, in their personal life.

81.25% of the respondents have attended the training program.

86.25% of the respondents are satisfied with the selection method of the

employees after the training program.

78.75% of the respondents agree that the content of the training program are

reference to their daily work.

83.75% of the respondents feedbacks are taken into account.

56.25% of the respondents have not attended other special program.

93


94/108

SUGGESTION AND RECOMMENDATION

It is suggested that the training program are confined to be contracted as there is a

positive feedback from the trainees.

It is suggested that the training program could be changed in such a manner that

they can put into practice with applicability to enhance their personal needs too.

Obtaining feedbacks after the training program is good but the purpose of it could

be fulfilled by suitability implementing changes.

94

8/8/2019 FINAL DRAFT Training and Develop

FINAL DRAFT Training and Development

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