Gunjan Project

PROJECT REPORT ON

“A STUDY OF EFFECTIVENESS OF TRAINING AND DEVELOPMENT PROCESS IN WESTERN REGION-II OF

POWERGRID CORPORATION OF INDIA LTD.”

FACULTY OF MANAGEMENT STUDIES, AJMER

As a partial requirement for the degree of

Master of Business Administration (MBA)

Year 2010-2012

SUBMITTED TO: SUBMITTED BY:

MR.MANOJ KUMAR GUNJAN BHARDWAJ

PERSONNEL OFFICER MBA SEM.-III

PGCIL,VADODARA FMS, MDSU, AJMER

PREFACE

The summer training is an integral part of curriculum. During the training, a student gets an opportunity to understand the practical aspect of theory. Training makes the concept clear.

This project report is the outcome of the summer training that I have undergone at REGIONAL HEADQUARTERS OF WESTERN REGION-II OF POWERGRID CORPORATION OF INDIA LTD. for the partial fulfillment of MBA.

The topic allotted by the company to me is “A STUDY OF EFFECTIVENESS OF TRAINING AND DEVELOPMENT PROCESS IN WESTERN REGION-II OF POWERGRID CORPORATION OF INDIA LTD.” This is a very wide topic which helped me to understand how the TRAINING AND DEVELOPMENT FUNCTION OF HR is executed practically. It made me understand the prominent processing & functioning of HRD activities at POWERGRID CORPORATION OF INDIA LTD.

Preparation of project requires perseverance, initiatives, proper guidance and direction. So, to complete this project it was mandatory to take the aid of various departments working under HR department.

ACKNOWLEDGEMENT

It gives me great pleasure to present the report entitled “A STUDY OF EFFECTIVENESS OF TRAINING AND DEVELOPMENT PROCESS IN WESTERN REGION-II OF POWERGRID CORPORATION OF INDIA LTD”.

First of all with profound pleasure & proud privilege, I take this opportunity to express my deep sense of gratitude & indebt to the REGIONAL HEADQUARTERS OF WESTERN REGION-II OF POWERGRID CORPORATION OF INDIA LTD. for giving me opportunity to undertake this project.

I would like to express my sincere thanks to Mr. MITHILESH KUMAR (CM - HR) for giving me this opportunity to complete my summer training in this esteemed organization & for their kind support.There is a saying “HUNDRED MILES JOURNEY BEGIN WITH ONE STEP”. It was my first step in the industry which was welcomed with great encouragement & hearty appreciation for which I m am grateful to MRS. RITU TATHER (Manager-HR). I am also obliged and would like to express my immense gratitude to her for providing esteemed guidance & valuable support throughout the project.

I would also like to express my deep gratitude to – Mr. MANOJ KUMAR (PO-HR) & Mrs. NIRALI THAKER (JS-HR) who helped me in understanding the functioning and working of the training & development department. I take this as opportunity to thank all those working in HR department who directly or indirectly rendered the assistance, guidance and support for the project undertaken by me in the company.

Last but not the least, I find myself lacking in words to express sense of gratitude to my beloved family & friends for their encouragement, morale support and emotional support.

DECLARATION

I hereby declare that this project titled “A STUDY OF EFFECTIVENESS OF TRAINING & DEVELOPMENT PROCESS IN WESTERN REGION-II OF POWERGRID CORPORATION OF INDIA LTD.” has been completed at REGIONAL HEADQUARTERS (VADODARA) OF WESTERN REGION-II OF POWERGRID CORPORATION OF INDIA LTD. It is my own & original work. This is a project report submitted in partial fulfillment of degree course of MBA. It has never been submitted nor published anywhere else before.

The above statement is true to the best of my knowledge.

Place: vadodara

Date: 12.09.2011 GUNJAN BHARDWAJ

CONTENTS

1. INTRODUCTION OF THE ORGANIZATION

2. HUMAN RESOURCE MANAGEMENT

3. TRAINING AND DEVELOPMENT

4. EVALUATION OF THE EFFECTIVENESS OF TRAINING

5. TRAINING AND DEVELOPMENT IN POWERGRID

6. RESEARCH METHODOLOGY

7. DATA ANALYSIS

8. FINDINGS

9. SUGGESTIONS

10. LIMITATION

INTRODUCTION TO ORGANIZATION

BACKGROUNG & MANAGEMENT

MISSION & OBJECTIVES MILESTONES BOARD OF DIRECTORS POLICY & CODES BUSINESS FINANCIAL PROFILE SHAREHOLDING PATTERN

COMPANY PROFILE

In October 23, 1989 under the Companies Act, 1956, the National Power Transmission

Corporation Limited was formed, and assigned the responsibility of planning, executing,

owning, operating and maintaining the high voltage transmission systems in the country.

In October 1992, the National Power Transmission Corporations name was changed to

Power Grid Corporation of India Limited, as we know of it today.

POWERGRID,

the Central Transmission Utility (CTU) of the country, is engaged inpower transmission business with the mandate for planning, co-ordination, supervisionand control over complete inter-State transmission system. POWERGRID, as on March31,2011, owns and operates about 82,354 ckt kms of transmission lines at 800/765 kV,400 kV, 220 kV & 132 kV EHVAC & +500 kV HVDC levels and 136 sub-stations withtransformation capacity of about 93,365 MVA. This gigantic transmission network,spread over length and breadth of the country, is consistently maintained at an availabilityof over 99% through deployment of state-of-the-art Operation & Maintenance techniqueswhich are at par with global standards. About 51% of total power generated in thecountry is wheeled through this transmission network.

GENERAL DESCRIPTION

POWERGRID, in line with its mandate, is discharging its responsibilities efficiently inConstruction and Operation & Maintenance of inter-State transmission system andoperation of Regional Power Grids. It has been notified as the Central TransmissionUtility (CTU) of the country. Based on its impeccable performance in a short span oftime, POWERGRID was recognized as the Miniratna Category–I PSU by GoI w.e.f.Oct’98. POWERGRID achieved many milestones & established benchmarks in variousareas of its business operations and is playing a strategic role in Indian Power Sector inestablishing & maintaining transmission infrastructure. Recognising POWERGRID’ssterling performance, Government of India conferred the status of “Navratna” toPOWERGRID w.e.f 1st May, 2008.

ESTABLISHMENT OF NATIONAL GRID POWERGRID has planned to create a strong and vibrant National Grid in the country in

a phased manner to ensure optimum utilization of generating resources, conservation ofeco-sensitive right of way and for having flexibility to accommodate uncertainty ofgeneration plans. A framework for inter-regional interconnection has been evolved toestablish National Grid in a phased manner. In line with the perspective plan, variousinter-regional transmission schemes have been commissioned/ undertaken forimplementation/ planned by POWERGRID.Four major power regions of the country namely, North-Eastern, Eastern, Western andNorthern are now operating as one synchronous grid (same frequency). SouthernRegional grid is connected to this synchronous grid through HVDC links.

GRID MANAGEMENT In 1994, the Government of India entrusted POWERGRID with further responsibility of

controlling the existing load despatch centres in the country with a view to achieve bettergrid management and operation.For overall improvement and better grid management inthe country, POWERGRID modernised all the Regional Load Dispacth Centres (RLDCs)with the state-of-the-art Unified Load Despatch & Communication (ULDC) schemes at acost of about Rs. 2,000 Crore. For overall co-ordination at national level, POWERGRIDhas implemented National Load Despatch Centre (NLDC) at Delhi with back up atKolkata, which has been commissioned in February, 2009.

TELECOM

POWERGRID diversified into Telecom business to utilize spare telecommunicationcapacity of its Unified Load Dispatch Centre (ULDC) schemes, leveraging its countrywide transmission infrastructure. As a part of this, POWERGRID has installed over20,000 Km. Telecom Network and connectivity has been provided to all metros, majorcities & towns including State capitals in North-Eastern Region, Jammu & Kashmir, etc.Presently, The Company has acquired IP-II, ISP and NLDO licences to provide a varietyof services.

DISTRIBUTION MANAGEMENT

POWERGRID has taken lead role and making valuable contribution in Govt. of India’snation building schemes of Accelerated Power Development and Reforms Programme(APDRP) and Rajiv Gandhi Grameen Vidyutikaran Yojana (RGGVY) aimed at bringingqualitative improvement in the distribution sector. Under APDRP, POWERGRID isacting as Advisor-cum-Consultant (AcC) to lend its managerial and technical expertisefor improvement of distribution system in 177 distribution circles/ towns/ schemes spreadover 18 States.

MISSION

“Establishment and operation of Regional and National Power Grids to facilitate transferof electric power within and across the regions with Reliability, Security and Economyon sound commercial principles,”

OBJECTIVESThe Corporation has set following objectives in line with its mission and its status as"Central Transmission Utility" to:

Undertake transmission of electric power through Inter-State Transmission System. Discharge all functions of planning and coordination relating to Inter-State  

Transmission System with-      (i) State Transmission Utilities;      (ii) Central Government;      (iii) State Government;

      (iv) Generating Companies;      (v) Regional Power Committees;      (vi) Authority;      (vii) Licensees;      (viii) Any other person notified by the Central Government in this behalf.

Exercise supervision and control over the Inter-State Transmission System. Efficient Operation and Maintenance of Transmission Systems. Establish/augment and operate all Regional Load Dispatch Centers and Communication

facilities Restoring power in quickest possible time in the event of any natural disasters like super-

cyclone, flood etc. through deployment of Emergency Restoration Systems. Provide consultancy services at national and international levels in transmission sector

based on the in-house expertise developed by the organization. Participate in long distance Trunk Telecommunication business ventures. Ensure principles of Reliability, Security and Economy matched with the rising /

desirable expectation of a cleaner, safer, healthier Environment of people, both affected and benefited by its activities.

MILESTONES

July 2010: Approval to the Follow-on Public Offer of POWERGRID

March 2010: Certificate for Commencement of Business issued to Power System Operation Corporation Limited.

March 2009: POWERGRID`s wholly owned subsidiary, Power System Operation Corporation Limited, was incorporated.

February 2009: POWERGRID established National Load Dispatch Centre (NLDC) at New Delhi.

May 2008 : POWERGRID was notified as a Navratna Company.

October 2007: POWERGRID`s Listing of Equity Shares on the Stock Exchanges.

December 1998:  POWERGRID was notified as the Central Transmission Utility by the Government of India. POWERGRID continues to be the CTU under the Electricity Act, 2003 as per the notification issued by the GoI on November 27, 2003.

October 1998 : POWERGRID was notified as a Mini Ratna (Category I) company by the Government of India.

1996-1994: Control of the five regional load dispatch and communication centers was transferred to POWERGRID in a phased manner. POWERGRID undertook the unified load dispatch and communication project (“ULDC”) under which modernized load dispatch facilities have been established in each of the five regional centers. The establishment of a national load dispatch centre is also underway. 1994: The Government of India entrusted POWERGRID with the responsibility of controlling the existing load dispatch centers in the country with a view to achieve better grid management and operation.

August 1993: The transmission assets of Tehri Hydro Development Corporation Limited are transferred to POWERGRID.

January 1993: The National Thermal Power Corporation Limited, the National Hydro Electric Power Corporation Limited and the North-Eastern Electric Power Corporation Limited (Acquisition and Transfer of Power Transmission Systems) Ordinance (“Power Transmission Systems Ordinance”) was enacted , pursuant to which the right, title and interest of these three power generating companies in relation to the power transmission system, comprising of the main transmission lines, including the extra high voltage alternative current transmission lines and the HVDC lines, and sub-stations, owned by them, were acquired by the Government of India and transferred to Company, with effect from April 1, 1992

April 1992: Transmission assets of Neyveli Lignite Corporation Limited were taken over by POWERGRID under the Neyveli Lignite Corporation Limited (Acquisition and Transfer of Power Transmission System) Act, 1994. April 1991: The transmission assets of Nuclear Power Corporation Limited were transferred to POWERGRID.

BOARD OF DIRECTORS

S.NO. NAME DESIGNATION 1. SHRI R.N.NAYAK Chairman & Managing Director

2. SHRI V. M. KAUL Director (Personnel)3. SHRI I.S.JHA Director (Projects)4. SHRI R. T. AGARWAL Director (Finance)5. SHRI RAKESH JAIN Government Nominee6. SHRI PARVEZ HAYAT Chief Vigilance Officer

POLICY AND CODES

QUALITY ASSURANCE AND INSPECTION

In order to ensure the quality implementation of various projects, POWERGRID have adopted a total project quality assurance and inspection concept. It has developed and implemented systems and procedures aligned to the requirements of ISO-9001:2008 (Quality Management Systems), ISO14001:2004 (Environment Management Systems) and OHSAS 18001:2007 (Occupational Health and Safety Management Systems). It has been certified for compliance to these standards and specifications by international accredited bodies.

ENVIRONMENTAL AND SOCIAL POLICY

With global warming being talked about the world over, Power Grid Corporation of India Ltd. has proactively followed the Environmental and Social Policy & Procedures (ESPP) for the conservation of forests, flora & fauna, resettlement & rehabilitation. The ESPP is based on the principals of Avoidance, Minimization and Mitigation. The ESPP outlines POWERGRID’s commitment to deal with environmental and social issues relating to its transmission projects and lays out management procedures and protocol to address them.

CODE OF CONDUCT

The Board of Directors has laid down a Code of Conduct for Board Members as well as for other Senior Management Personnel as a step towards high standards of personal and professional integrity, ethical conduct while working for the Company.

POWERGRID’S BUSINESS

1. CONSTRUCTION ACTIVITY – ESTABLISHMENT OF TRANSMISSION SYSTEM

- Core business, own and operate more than 82000 Kilometer network of transmission lines, 93050 MVA transformation capacity and 135 nos. substations (as on 30th Apr`11).

- 80 transmission projects in various stages of implementation involving approximately 45,000 circuit kilometers of transmission lines and 74 substations with a total power transformation capacity of approximately 116,500 MVA

- undertaken development of 11 nos. High Capacity Transmission Corridors mainly comprising of high capacity 765kV double circuit line, ±800kV HVDC system, 765/400kV Pooling Stations at different locations

- development of transmission system of 6 UMPPs each of 4000MW capacity as well as other central sector generation projects and grid strengthening schemes.

- establishment of 765kV AC and 800kV HVDC system.- envisaged to develop about 50,000 circuit km EHV transmission lines at 400kV and

above level and about 60 nos. EHV substations with about 110,000 MVA transformation capacity in next 6-7 years.

2. GRID MANAGEMENT

- For overall improvement and better grid management in the country, POWERGRID has modernised all the Regional Load Dispacth Centres (RLDCs) with the state-of-the-art Unified Load Dispatch & Communication (ULDC) schemes at a cost of about Rs. 2,000 Crore.

- For overall co-ordination, National Load Despacth Centre (NLDC) at Delhi,with back up at Kolkata, has been successfully commissioned on 25 February 2009 and running satisfactorily

3. OPERATION & MAINTENANCE OF TRANSMISSION SYSTEM

- Condition assessment and monitoring techniques, flexible working practices, live-line working techniques, Emergency restoration systems (“ERSs”),etc. are used to comply with the technical standards of operation and maintenance of transmission lines, in accordance with the Grid Standards, as specified by the CEA.

4. TELECOM

- POWERGRID is the only utility in the country having overhead optic fibre network using OPGW (Optical Ground Wire) on power transmission lines.

- POWERGRID has diversified into Telecom utilizing right of way on its Extra High Voltage Power Transmission Network infrastructure in the country with its brand name as POWERTEL.

- POWERGRID has an all India Broad Band Telecom Network of about 20,733 Kms with multiple self resilient rings for backbone as well as intra city access networks connecting more than 129 cities across the country and ensuring a reliability of more than 99.9%

- POWERGRID has following Telecom Licenses: Infrastructure Provider Category - I (IP-I license) NLD License for providing end-to-end bandwidth. ISP category ‘A’ license to provide internet services in the country.

- The following services are available on POWERGRID’s network: E1/E3/DS3/STM1/STM4/STM16 Leased Line Ethernet Private Leased Line Multi-site LAN Interconnect plus Internet Access Internet bandwidth

5. INTERNATIONAL BUSINESS

- POWERGRID has so far been assigned more than 300 nos. of consultancy assignments by national and international clients in Construction of Transmission Lines and Substations, Load Dispatch Centre, Distribution and Rural Electrification.

- POWERGRID has taken up 30 international assignments in countries like Afghanistan, Bangladesh, Bhutan, Dubai, Nepal, Nigeria and Srilanka.

5. CONSULTANCY

- OWERGRID provides the one stop consultancy services to other utilities ranging whole gamut of services pertaining to transmission system which include:

Execution of new transmission lines from concept to commissioning. Execution of new substations from concept to commissioning.  Execution of bay extension works.  Execution of OPGW work & SCADA / EMS under expansion of ULDC

system. Establishment and Modernisation of Load Dispatch Centres. Up-gradation of substations. Providing tower and foundation designs & drawings. Specialised testing of equipment. System studies and preparation of report. Detailed Project Report (DPR) / Feasibility Report. Distribution Management system. Contract & procurement services. Project Management services. Operation and Maintenance of transmission lines & substations. Training & Workshop in various areas

REGISTERED OFFICE OF POWERGRID

NEW DELHI

CORPORATE OFFICE OF POWERGRID

GURGAON (HARYANA)

REGIONAL OFFICES

NORTHERN REGION TRANSMISSION SYSTEM I (NEW DELHI)

NORTHERN REGION TRANSMISSION SYSTEM II (JAMMU)

EASTERN REGION TRANSMISSION SYSTEM I (PATNA)

EASTERN REGION TRANSMISSION SYSTEM II (KOLKATA)

WESTERN REGION TRANSMISSION SYSTEM I (NAGPUR)

WESTERN REGION TRANSMISSION SYSTEM II (VADODARA)

SOUTHERN REGION TRANSMISSION SYSTEM I (SECUNDERABAD)

SOUTHERN REGION TRANSMISSION SYSTEM II (BANGLORE)

NORTH-EASTERN REGION TRANSMISSION SYSTEM (SHILLONG)

REGIONAL LOAD DISPATCH CENTRES (RLDC)

NORTHERN RLDC (NEW DELHI)

EASTERN RLDC (KOLKATA)

WESTERN RLDC (MUMBAI)

SOUTHERN RLDC (BANGLORE)

NORTH-EASTERN RLDC (SHILLONG)

SUBSIDIARIES

POWER SYSTEM OPERATION CORPORATION LIMITED :

Power System Operation Corporation Ltd (POSOCO) was incorporated as a whollyowned subsidiary of POWERGRID on 20.03.2009. POSOCO, will be responsible forIndependent System Operation.The certificate of commencement of business of thecompany has been obtained on 23rd March, 2010.

JOINT VENTURE COMPANIES

(A)POWERLINKS TRANSMISSION LTD.(NEW DELHI): The Company was incorporated to undertake the implementation of Transmission Lines associated with Tala HEP, East-North interconnector and Northern Region Transmission System. This was POWERGRID’s first public - private partnership in Power Transmission. POWERGRID and TATA POWER are the Joint Venture Partners in this Joint Venture Company and hold 49% and 51% equity, respectively.

(B) TORRENT POWERGRID LTD.(AHMEDABAD):The main objective of the Company is to establish transmission system associated with 1100MW Gas Based project being implemented by Torrent Power Generation Ltd. (TPGL) at Akhakhol in Surat District of Gujarat. POWERGRID and Torrent Power Transmission Private Ltd. are the Joint Venture Partners in this Company and hold 26% and 74% equity, respectively.

(C)JAYPEE POWERGRID LTD.(NEW DELHI):The main objective of the Company is to implement a transmission system to evacuate power to be generated by 1000 MW Karcham Wangtoo Hydro Electric Power Project in Kinnaur District in Himachal Pradesh. The power under the system is to be evacuated from Wangtoo to Abdullapur.

(D)PARBATI-KOLDAM TRANSMISSION CO. LTD.(GURGAON) :POWERGRID entered into a Joint Venture Agreement on 23rd November, 2007 with Reliance Energy Limited (REL) now Reliance Infra, for implementation of transmission lines associated with Parbati-II (800 MW) HEP and Koldam (800 MW) HEP. The Company named ‘Parbati Koldam Transmission Company Limited’ existing with POWERGRID to take up implementation of Parbati and Koldam Transmission systems through Joint venture route was converted to JVC.

(E) TEESTVALLEY POWER TRANSMISSION LTD.(GURGAON):POWERGRID entered into a Joint Venture Agreement with Teesta Urja Limited on 23 rd

November, 2007 on 26% equity -POWERGRID and 74% equity Teesta Urja Limited (TUL) for implementation of transmission lines (i) Teesta-III to Mangan pooling station 400kV D/C line; and (ii) Mangan pooling station to New pooling station at Kishanganj 400k/V D/C line associated with 1200 MW Teesta-III Hydro Electric Power Project.

(F) NORTH-EAST TRANSMISSION COMPANY LTD.(GURGAON): POWERGRID entered into a Joint Venture Agreement in February, 2009 with ONGC Tripura Power Project Company Ltd. (OPTC) and Government of Tripura for establishment of Transmission Line of 400kV D/C Palatana Bongaigoan Transmission Project associated with 726 MW Palatana Gas base Power Project in the state of Tripura. The Joint Venture Company is named ‘North East Transmission Company Limited’. OTPC, the generating Company is a joint venture of ONGC Ltd., Government of Tripura and Infrastructure Leasing & Finance Services Ltd., (IL&FS Ltd.).

(G)NATIONAL HIGH POWER TEST LABORATORY (P) LTD.: POWERGRID entered into a Joint Venture Agreement in April, 2009 with equal participation with NTPC Ltd., NHPC Ltd. and Damodar Valley Corporation for setting up an On-line High Power Test Laboratory for short circuit test facility in the country. The Joint Venture Company is named ‘National High Power Test Laboratory Private Limited’.

(H)ENERGY EFFICIENCY SERVICES LIMITED:POWERGRID entered into a Joint Venture Agreement in November, 2009 with equal participation with NTPC Ltd.,Power Finance Corporation Ltd. and Rural Electrification Corporation Ltd. The JV Company will promote measures of Energy efficiency, Energy Conservation and Climate Change. The Joint Venture Company is named ‘Energy Efficiency Services Limited’.

CONSULTANCY SERVICES

DUBAI CONSULTANCY PROJECT (UAE)

FINANCIAL PROFILE

POWERGRID’S PERFORMANCE

HUMAN RESOURCE MANAGEMENT

INTRODUCTION:

HUMAN RESOURCES :- Human resources may be defined as the total knowledge,

skills, creative abilities, talents and aptitudes of an organization's workforce, as well as

the values, attitudes, approaches and beliefs of the individuals involved in the affairs of

the organization. It is the sum total or aggregate of inherent abilities, acquired

knowledge and skills represented by the talents and aptitudes of the persons employed in

the organization.

The human resources are multidimensional in nature. From the national point of view,

human resources may be defined as the knowledge, skills, creative abilities, talents and

aptitudes obtained in the population; whereas from the viewpoint of the individual

enterprise, they represent the total of the inherent abilities, acquired knowledge and skills

as exemplified in the talents and aptitudes of its employees.

HRM :- Human Resource Management has come to be recognized as an inherent part of

management, which is concerned with the human resources of an organization. Its

objective is the maintenance of better human relations in the organization by the

development, application and evaluation of policies, procedures and programmes relating

to human resources to optimize their contribution towards the realization

of organizational objectives.

HUMAN RESOURCE MANAGEMENT: DEFINED

There are several definitions of HRM given by experts. Some of them are given below:

1) HRM is a management practise where the employees of an organization are treated as its asset & conscious effort is made to address their financial, intellectual, social & emotional needs so that their productivity is maximised.

2) A model of personnel management that focuses on the individual rather than taking a collective approach. Responsibility for human resource management is often devolved to line management. It is characterized by an emphasis on strategic integration, employee commitment, workforce flexibility, and quality of goods and services.

HUMAN RESOURCE MANAGEMENT: EVOLUTION

The early part of the century saw a concern for improved efficiency through careful design of work. During the middle part of the century emphasis shifted to the employee's productivity. Recent decades have focused on increased concern for the quality of working life, total quality management and worker's participation in management. These three phases may be termed as welfare, development and empowerment.

HUMAN RESOURCE MANAGEMENT: NATURE

Human Resource Management is a process of bringing people and organizations together so that the goals of each are met. The various features of HRM include:

• It is pervasive in nature as it is present in all enterprises.• Its focus is on results rather than on rules.• It tries to help employees develop their potential fully.• It encourages employees to give their best to the organization.• It is all about people at work, both as individuals and groups.• It tries to put people on assigned jobs in order to produce good results.• It helps an organization meet its goals in the future by providing for competent and well-motivated employees.• It tries to build and maintain cordial relations between people working at various levels in the organization.• It is a multidisciplinary activity, utilizing knowledge and inputs drawn from psychology, economics, etc.

HUMAN RESOURCE MANAGEMENT: SCOPE

The scope of HRM is very wide:

1. Personnel aspect-This is concerned with manpower planning, recruitment, selection, placement, transfer, promotion, training and development, layoff and retrenchment, remuneration, incentives, productivity etc.2. Welfare aspect-It deals with working conditions and amenities such as canteens, crèches, rest and lunch rooms, housing, transport, medical assistance, education, health and safety, recreation facilities, etc.3. Industrial relations aspect-This covers union-management relations, joint consultation, collective bargaining, grievance and disciplinary procedures, settlement of disputes, etc.

HUMAN RESOURCE MANAGEMENT: OBJECTIVES

To help the organization reach its goals. To ensure effective utilization and maximum development of human resources. To ensure respect for human beings. To identify and satisfy the needs of individuals. To ensure reconciliation of individual goals with those of the organization. To achieve and maintain high morale among employees. To provide the organization with well-trained and well-motivated employees. To increase to the fullest the employee's job satisfaction and self-actualization. To develop and maintain a quality of work life. To be ethically and socially responsive to the needs of society. To develop overall personality of each employee in its multidimensional aspect. To enhance employee's capabilities to perform the present job. To equip the employees with precision and clarity in transaction of business. To inculcate the sense of team spirit, team work and inter-team collaboration.

HUMAN RESOURCE MANAGEMENT: FUNCTIONS

In order to achieve the above objectives, human resource management undertakes the following activities:

1. HUMAN RESOURCE OR MANPOWER PLANNING:-

The penalties for not being correctly staffed are costly.

Understaffing loses the business economies of scale and specialization, orders, customers

and profits.

Overstaffing is wasteful and expensive, if sustained, and it is costly to eliminate because

of modern legislation in respect of redundancy payments, consultation, minimum periods

of notice, etc. Very importantly, overstaffing reduces the competitive efficiency of the

business.Planning staff levels requires that an assessment of present and future needs of theorganization be compared with present resources and future predicted resources.Appropriate steps then be planned to bring demand and supply into balance.Thus the first step is to take a 'satellite picture' of the existing workforce profile(numbers, skills, ages, flexibility, gender, experience, forecast capabilities, character,potential, etc. of existing employees) and then to adjust this for 1, 3 and 10 years aheadby amendments for normal turnover, planned staff movements, retirements, etc, in linewith the business plan for the corresponding time frames.Future staffing needs will derive from:

Sales and production forecasts

The effects of technological change on task needs

Variations in the efficiency, productivity, flexibility of labor as a result of training, work

study, organizational change, new motivations, etc.

Changes in employment practices (e.g. use of subcontractors or agency staffs, hiving-off

tasks, buying in, substitution, etc.)

Variations, which respond to new legislation, e.g. payroll taxes or their abolition, new

health and safety requirements

Changes in Government policies (investment incentives, regional or trade grants, etc.)

2. RECRUITMENT, SELECTION AND PLACEMENT OF PERSONNEL:-

Recruitment of staff should be preceded by:

An analysis of the job to be done (i.e. an analytical study of the tasks to be performed to determine their essential factors) written into a job description so that the selectors know what physical and mental characteristics applicants must possess, what qualities and attitudes are desirable and what characteristics are a decided advantage.

The main sources of recruitment are:

Internal promotion and internal introductions (at times desirable for morale purposes) Careers officers (and careers masters at schools) University appointment boards Agencies for the unemployed Advertising (often via agents for specialist posts) or the use of other local media (e.g.

commercial radio)

Before letters of appointment are sent any doubts about medical fitness or capacity (in employments where hygiene considerations are dominant) should be resolved by requiring applicants to attend a medical examination.

Interviewing can be carried out by individuals (e.g. supervisor or departmental manager), by panels of interviewers or in the form of sequential interviews by different experts and can vary from a five minute 'chat' to a process of several days.

Ultimately personal skills in judgment are probably the most important, but techniques to aid judgment include selection testing for:

Aptitudes (particularly useful for school leavers) Attainments General intelligence In more senior posts other techniques are: Leaderless groups Command exercises Group problem solving

3. EMPLOYEE MOTIVATION :-

To retain good staff and to encourage them to give of their best while at work requires attention to the financial and psychological and even physiological rewards offered by the organization as a continuous exercise.

4. EMPLOYEE EVALUATION:

An organization needs constantly to take stock of its workforce and to assess its

performance in existing jobs for three reasons:

To improve organizational performance via improving the performance of individual contributors should be an automatic process in the case of good managers, but (about annually) two key questions should be posed:

what has been done to improve the performance of a person last year? what can be done to improve his or her performance in the year to come?

To identify potential, i.e. to recognize existing talent and to use that to fill vacancies higher in the organization or to transfer individuals into jobs where better use can be made of their abilities or developing skills.

To provide an equitable method of linking payment to performance where there are no numerical criteria (often this salary performance review takes place about three months later and is kept quite separate from 1. and 2. but is based on the same assessment).

Basically an evaluation / appraisal scheme is a formalization of what is done in a more casual manner anyway (e.g. if there is a vacancy, discussion about internal moves and internal attempts to put square pegs into 'squarer holes' are both the results of casual evaluation). Most managers approve merit payment and that too calls for evaluation. Made a standard routine task, it aids the development of talent, warns the inefficient or uncaring and can be an effective form of motivation.

5. INDUSTRIAL RELATIONS:

The HR manager's involvement in the system of industrial relations varies from organization to organization, but normally he or she is required to provide seven identifiable functions, thus:

1. To keep abreast of industrial law (legislation and precedents) and to advise managers about their responsibilities, and similarly to determine organizational policies (in conjunction with other managers) relevant to legal and moral requirements

2. To conduct (or assist in the conduct) of either local negotiations (within the plant) or similarly to act as the employer's representative in national negotiations. This could be as a critic or advisor in respect of trade etc. association policies or as a member of a trade association negotiating team. Agreements could be in respect of substantive or procedural matters. Even if not directly involved the personnel manager will advise other managers and administrators of the outcome of negotiations.

3. To ensure that agreements reached are interpreted so as to make sense to those who must operate them at the appropriate level within the organization.

4. To monitor the observance of agreements and to produce policies that ensures that agreements are followed within the organization.

5. To correct the situations which go wrong.

6. To provide the impetus (and often devise the machinery) for the introduction of joint consultation and worker participation in decision-making in the organization.

7. To provide statistics and information about workforce numbers, costs, skills etc. as relevant to negotiations (i.e. the cost of pay rises or compromise proposals, effect on differentials and possible recruitment/retention consequences of this or whether agreement needs to be known instantly); to maintain personnel records of training, experience, achievements, qualifications, awards and possibly pension and other records; to produce data of interest to management in respect of personnel matters like absentee figures and costs, statistics of sickness absence, costs of welfare and other employee services, statements about development in policies by other organizations, ideas for innovations; to advise upon or operate directly, grievance, redundancy, disciplinary and other procedures.

6. PROVISION OF EMPLOYEE SERVICES

Attention to the mental and physical well-being of employees is normal in many organizations as a means of keeping good staff and attracting others.The forms this welfare can take are many and varied, from loans to the needy to counseling in respect of personal problems.

Among the activities regarded as normal are:

Schemes for occupational sick pay, extended sick leave and access to the firm's medical adviser;

Schemes for bereavement or other special leave; The rehabilitation of injured/unfit/ disabled employees and temporary or permanent move

to lighter work; The maintenance of disablement statistics and registers (there are complicated legal

requirements in respect of quotas of disabled workers and a need for 'certificates' where quota are not fulfilled and recruitment must take place);

Provision of financial and other support for sports, social, hobbies, activities of many kinds which are work related;

Provision of canteens and other catering facilities; Possibly assistance with financial and other aid to employees in difficulty (supervision,

maybe, of an employee managed benevolent fund or scheme); Provision of information handbooks, Running of pre-retirement courses and similar fringe activities; Care for the welfare aspects of health and safety legislation and provision of first-aid

training.

7. EMPLOYEE EDUCATION, TRAINING AND DEVELOPMENT :

In general, education is 'mind preparation' and is carried out remote from the actual work area, training is the systematic development of the attitude, knowledge, skill pattern required by a person to perform a given task or job adequately and development is 'the growth of the individual in terms of ability, understanding and awareness.

Within an organization all three are necessary in order to:

Develop workers to undertake higher-grade tasks; Provide the conventional training of new and young workers (e.g. as apprentices, clerks,

etc.); Raise efficiency and standards of performance; Meet legislative requirements (e.g. health and safety); Inform people (induction training, pre-retirement courses, etc.);

From time to time meet special needs arising from technical, legislative, and knowledge need changes. Meeting these needs is achieved via the 'training loop'.

Designing training is far more than devising courses; it can include activities such as:

Learning from observation of trained workers; Receiving coaching from seniors; Discovery as the result of working party, project team membership or attendance at

meetings; Job swaps within and without the organization; Undertaking planned reading, or follow from the use of self–teaching texts and video

tapes; Learning via involvement in research, report writing and visiting other works or

organizations.

So far as group training is concerned in addition to formal courses there are:

Lectures and talks by senior or specialist managers; Discussion group (conference and meeting) activities; Briefing by senior staffs; Role-playing exercises and simulation of actual conditions; Video and computer teaching activities; Case studies (and discussion) tests, quizzes, panel 'games', group forums, observation

exercises and inspection and reporting techniques.

Evaluation of the effectiveness of training is done to ensure that it is cost effective, to identify needs to modify or extend what is being provided, to reveal new needs and redefine priorities and most of all to ensure that the objectives of the training are being met.

HRM AT REGIONAL HEADQUARTER,VADODARA,WRTS-II

STRUCTURE OF HR DEPARTMENT

DIRECTOR PERSONNEL (SH.V.M.KAUL)

EXECUTIVE DIRECTOR (HR)

HEAD OF DEPARTMENT (RHQ)(SH.MITHILESH KUMAR)

MANAGER MANAGER MANAGER

ESTABLISHMENT

TRAINING & DEVELOPMENT

CORPORATE SOCIAL RESPONSIBILITY

RECRUITEMENT

APPRAISAL & PROMOTIONS

INDUSTRIAL ENGINEERING

ADMINISTERATION

TRANSPORT FACILITY

GUEST HOUSE

RECRUITEMENT:

MANPOWER PLANNING & BUDGETING AND SANCTION FROM CORPORATE CENTRE

RECRUITEMENT ADVERTISEMENT PREPARATION & ADVERTISING IN NEWSPAPER AND NOTIFICATION TO EMPLOYEE EXCHANGES/INSTITUTIONS

PRE-TEST ACTIVITIES

QUESTION PAPER, MODERATION & PRINTING

CONDUCTING WRITTEN TEST

POST-TEST ACTIVITIES-OMR EVALUATION

MERIT LIST PREPARATION FOR INTERVIEW

INTERVIEW/TRADE TEST

FINAL SELECTION/ISSUE OF APPOINTMENT LETTERS/MEDICAL CHECK-UP

INDUCTION

APPRAISAL & PROMOTIONS:

The promotions of non-executives (supervisors & workmen) are done through Regional Headquarters on the basis of eligibility period and performance of the employee.

Eligibility period refers to the required tenure of service rendered by employee due for promotion.

Non-executives are promoted either from workmen cadre to workmen cadre only or from workmen cadre to supervisor cadre on basis of required qualification.

For promoting an employee from workmen cadre to supervisor cadre, supervisory test is conducted.

The required data for promotions is maintained and updated by Industrial Engineering section.

The promotions of executives are done through corporate centre for which consolidated data is sent by regional headquarters.

ESTABLISHMENT:

Following functions are performed by establishment section:

1) Maintenance of all advances such as computer advance, conveyance advance, furniture advance, multipurpose advance, house building advance (HBA), etc.

2) POWERGRID provides two types of medical facilities-(a) Pre-medical facilities to current employees of the Powergrid.(b) Post-retirement medical facilities to retired employees.

3) Maintenance of personal files & documents such as biodata forms, medicalexamination reports, gratuity & PF files, personal particulars such as promotions, trainingfinished, etc. 4) Probation clearance: Probation period of an employee is cleared if the following documents are verified: (a) Character & antecedent verification. (b) Cast verification. (c) Performance appraisal report by controlling officer. (d) Vigilance clearance: If probation is cleared then the employee will be eligiblefor the all the benefit in the concerned grade. But, if probation is not cleared then theemployee will be eligible for increment only. 5) Character & antecedent and cast verification: Character & antecedent of theemployee is verified by the police. This verification is required for all the places at whichhe has during the period of training & probation. Caste is verified by District Megistrateor Tehseeldar. 6) Vigilance clearance: All the data about the employee is cross-checked by thevigilance department. 7) Promotion probation clearance: After 6 months and 1 year (for E5 and above) of

Promotion performance appraisal report by controlling officer is required for the Clearance and initial probation clearance is mandatory as well. 8) Incremental release: Two types of increments are provided to employees- (a) Initial increment after completing one year of service, which is decided by HR department. (b) Annual & regular increment which is calculated by F&A department. There isno role of HR department. 9) Time office: It is functional in Regional Headquarters only for attendancemaintenance. Employees need to punch through finger print at a specified time. Employees areallowed to punch late four times in a month for which he has to compensate. Leaverecords of different leaves such as earned leave, sick leave, casual leave, extra ordinaryleave etc. are maintained by time office only. 10) Solution of death cases: For relief in case of death of an employee a sum Rs.200from the salary of each employee is deducted under the Death Relief Scheme (DRS).Asum of Rs. 100 is contributed to pension plan of the employee & Rs.100 to the nomineesof dead employee. Nominees are also provided post medical facilities, gratuity, PF, etc. 11) Reimbursement is provided for conveyance, internet connection, transportsubsidiary, etc. 12) Allowances provided are HRA, city compensatory allowance, LTC, overtimeallowance, telephone allowance, etc. Shift allowance, hot line maintenance allowance, etcare provided for site employees. 13) An employee can seek permission for higher education through correspondenceor part time from POWERGRID. The expenses are incurred by POWERGRID for such education.

TRAINING AND DEVELOPMENT

Following procedure is followed for training & developments;

Online training need assessment of employees.

Preparation of learner planner by Corporate Center.

Nomination of employees for different programs.

Arrangement of faculty.

Intimation to nominated employees about the training program.

Program implementation

Evaluation of the program.

CORPORATE SOCIAL RESPONSIBILITY:

POWERGRID has been undertaking corporate social responsibility activities in different

locations across India either on its own or through external agencies on a continuous

basis primarily to ensure socio-economic development of weaker sections of society and

for overall conservation of environment and improvement of ecological balance.

All sub-stations actively participates to undertake activities in their neighborhood areas

with a focus on different thrust areas like education, health care, infrastructure

development, ecology and environment conservation, developmental programs in tribal

areas etc.

ADMINISTERATION, TRANSPORT FACILITY, GUEST

HOUSE:

This section is divided into Regional Headquarter office administration, site-offices

administration and Rajbhasha implementation.

REGIONAL HEADQUARTER OFFICE ADMINISTRATION:

This includes general administration of day-to-day activities of office which

comprises of:

House keeping Security Canteen Dispatch section Stationary Annual maintenance of air conditioners, photocopy machines, water purifier,

consumables for office automation, etc. Vehicle maintenance. Procurement of office stationary. Organizing periodical meetings. Organizing National festivals.

SITE-OFFICES ADMINISTERATION:This includes administration and welfare of site offices which comprises of following activities:

Lease rent for residence as well as office. Executives are provided lease rent as per fixed guidelines of the company when there are no company quarters. Non-executives are provided HRA as per the norms of Govt. of India and percentage fixed by the company. Company quarters are allotted on the basis of designation.

Following facilities are provided for welfare of the employees: Company has empanelled certain hospitals for indoor treatment of the employee

& their dependants. Company provides the facility of medical consultant on ad-hoc basis. Company provides for school-bus facility for children of employees working at

sub-stations. Company provides bus facility for picnic once in a year. Company provides funds for library, gymnasium, playing equipments, ladies club

once in a year. Company provides for cable TV through PEWA (POWERGRID EMPLOYEES’

WELFARE ASSOCIATION). Maintenance of guest house, vehicles, security, etc. at sub-stations. Procurement of office equipments for site offices.

RAJBHASHA IMPLEMENTATION: To regulate the rules of Home Ministry for implementation of Hindi as Rajbhasha, HR

department has a Rajbhasha Implementation Section. Whole India is divided into three regions:

Region A - Full Hindi region which consists of Uttar Pradesh, Madhya Pradesh, Bihar, Chhattisgarh, Delhi, Haryana and Rajasthan.

Region B - Partial Hindi Region which consists of three states-Gujarat, Maharashtra and Punjab and three Union Territories-Chandigarh, Dadar & nagar haveli and Daman diu.

Region C - Non-Hindi Region consists of all the remaining parts of India.

TRAINING AND DEVELOPEMENT

INTRODUCTION:

Every organization needs to have well-trained and experienced people to perform theactivities that have to be done. If the current or potential job occupant can meet thisrequirement, training is not important. But, when this is not the case, it is necessary andraises the skill levels and increases the versatility and adaptability of employees.Inadequate job performance or a decline in productivity or changing resulting out of jobredesigning or a technological breakthrough require some type of training anddevelopment, efforts. As the jobs become more complex the importance of employeedevelopment also increases. In a rapidly changing society, employer training anddevelopment are not only an activity that is desirable but also an activity that anorganization must commit resources to if it is to maintain a vital and knowledgeworkforce.The underlying aim of all employees training is to increase efficiency. Other outcomesare really auxiliary and incidental. While goals such as facilitating the personal andprofessional development of employees are commendable, they do not constitute theprimary impetus for most training efforts. Companies exist to make money and the desireto optimize profitability drives most management decisions. Management consistentlyviews employees training as simply an additional avenue for enhancing the total financialreturn on investment rather than detracting from the importance of employees trainingprograms. However, this view inherently provides the training manager with the kind ofcredibility essential to success.

HISTORICAL BACK GROUND OF TRAINING:

History of training is as old as man himself. It is generally though that human beings began amassing knowledge at the beginning of the Stone Age. As they invented tools, weapons, clothing, shelter and language, the need for training became an essential ingredient in the march of civilization. As history progressed, even our old Indian epics, relate the importance of training. Mahabharata, Ramayana or even before that Manu in his book “Manu Shastra” gave direction on how to carry on dealing in our daily life.

Likewise Upanishad and shastras throw light on various aspects of life Mahabharata and Ramayana also explained the importance of training in the form of transferring skills, knowledge, value and attitudes of guru to his shishyas. Indian history is very enriching in explaining the importance of guru to his shishyas. It is very enriching in explaining the importance of training in various rectors of life.

TRAINING & DEVELOPMENT:

Training is a process of learning a sequence of programmed behavior, it is application of

knowledge, and it gives people an awareness of the rules and procedures to guide their performance

on the current job & to prepare them for an intended job.

Training in work organization is essentially a learning process in which learning opportunity are

purposefully structured by the managerial, HR & Training staff, working in collaboration, or by

external agent acting on their behalf.

According to Flippo:  ,“Training is the act of increasing the knowledge and skills of an

employee for doing a particular job.”

According to Mark Twain: , “There is nothing training cannot do; nothng is above its

reach; it can turn bad morals to good, it can destroy bad principles and create good ones,

it can lift men to angelship.

According to Jucius:The term training is used here to indicate only process by which the

aptitudes, skills and abilities of the employees to perform specific jobs are increased.

According to Dale S. Beach: .”Training is the organized procedure in which people

learn knowledge and skills for definite purpose.

According to Goldstein (1980):, ““Training as the acquisition of skills, concepts or

attitudes that result in improved performance in an on the job situation”.

Training is the acquisition of technology, which permits employees to perform their

present job to standards. It improves human performance on the job the employee is

presently doing or is being hired to do. Also, it is given when new technology is

introduced into the workplace.

Development is training people to acquire new horizons, technologies, or viewpoints.

It enables leaders to guide their organizations onto new expectations by being proactive

rather than reactive. It enables workers to create better products, faster services, and more

competitive organizations. It is learning for growth of the individual, but not related to a

specific present or future job.

In nutshell,

“Training is the formal and systematic modification of behavior through learning which occurs as a result of education, instruction, development and planned experience.

Development is any learning activity, which is directed towards future, needs rather than present needs, and which is concerned more with career growth than immediate performance.”

DIFFERENCE BETWEEN TRAINING AND DEVELOPMENT

Training and development go hand in hand and are often used synonymously but there isa difference between them. Training is the process of learning a sequence ofprogrammed behavior. It is an application of knowledge. It gives people an awareness ofthe rules and procedures to guide their behavior. It intends to improve their performanceon the current job and prepares them for an intended job.Development is a related process. It covers not only those activities, which improve jobperformance, but also those, which bring about growth of the personality. It helpsindividual in the progress towards maturity and actualization of potential capabilities sothat they can become not only good employees but better human beings.

TRAINING PROCESS:

The objective of training is to achieve a change in the behaviour of those trained. In the industrial situation this means that the trainee shall acquire new techniques, skills, problem-solving abilities and develop work attitude. It is expected that the employees apply their newly acquired knowledge on the job in such a way that it can help them in the achievement of the organizational goals.

Training should be provided according to the objective and strategy of the organization so that their skill can be improved to perform the job and contribute to the achievement of organizational goals. The training process includes the following steps: Corporate objectives.

1. Training strategy.

2. Identification of training needs.

3. Fixing training goals.

4. Designing program for training.

5. Conducting training program.

6. Evaluation of training program.

ADVANTAGES OF TRAINING & DEVELOPMENT:

1. Leads to improved profitability and/or more positive attitudes toward profits orientation.

2. Improves the job knowledge and skills at all levels of the organization.

3. Improves the morale of the workforce.

4. Helps people identify with organizational goals.

5. Helps create a better corporate image.

6. Fosters authenticity, openness and trust.

7. Improves the relationship between boss and subordinate.

DISADVANTAGES OF TRAINING & DEVELOPMENT:

1. Can be a financial drain on resources; expensive development and testing, expensive to

operate?

2. Often takes people away from their job for varying periods of time;

3. Equips staff to leave for a better job

4. Bad habits passed on

5. Narrow experience

PRINCIPLES OF TRAINING

MOTIVATION

Learning is enhanced when the learner is motivated. Learning experience must be designed so

learners can see how it will help in achieving the goals of the organization. Effectiveness of training

depends on motivation.

FEEDBACK

Training requires feedback. It is required so the trainee can correct his mistakes. Only getting

information about how he is doing to achieve goals, he can correct the deviations.

REINFORCEMENT

The principle of reinforcement tells the behaviors that are positively reinforced are encouraged

and sustained. It increases the likelihood that a learned behavior well be repeated.

PRACTICE

Practice increases a trainee’s performance. When the trainees practice actually, they gain

confidence and are less likely to make errors or to forget what they have learned.

INDIVIDUAL DIFFERENCES

Individual training is costly. Group training is advantageous to the organization. Individuals vary

in intelligence and aptitude from person to person. Training must be geared to the intelligence and

aptitude of individual trainee.

OBJECTIVES OF TRAINING

TO INCREASE PRODUCTIVITY An instructor can help employees increase their level

of performance on their assignment. Increase in human performance leads to increase in the

operational productivity and also the increase in the profit of the company.

TO IMPROVE QUALITY

Better-trained workers are less likely to make operational mistakes. It can be in relationship to

the company or in reference to the intangible organizational employment atmosphere.

TO HELP A COMPANY FULFILL ITS FUTURE PERSONNEL NEEDS

The organizations having good internal training and development programs will have to make

less changes and adjustments. When the need arises, vacancies can be easily staffed.

TO IMPROVE ORGANIZATIONAL CLIMATE

An endless chain of positive reactions result from a well planned training program.

TO IMPROVE HEALTH AND SAFETY

Proper training can prevent industrial accidents. A safer atmosphere leads to more stable

attitudes on part of the employees.

PERSONAL GROWTH

Employees on a personal basis gain individually from their exposure to educational expressions.

Training programs give them wider awareness and skills.

NEED FOR TRAINING

To impart to the new entrants the basic knowledge and skills they need for definite tasks.

To assist employees to function more effectively in their present positions by exposing them

to new concepts.

To build a line of competent people and prepare them to occupy more responsible positions.

To reduce the supervision time, wastage and spoilage of new material.

To reduce the defects and minimize the industrial accidents.

To ensure the economical output of the required quality.

To prevent obsolescence.

To promote individual and collective morale, responsibility and cooperative attitudes etc.

TYPES OF TRAINING

Training is required for several purposes. Accordingly training programs may be of the following

types:

ORIENTATION TRAINING: Induction or orientation training seeks to adjust newly

appointed employees to the work environment. Every new employee needs to be made fully

familiar with his job, his superiors and subordinates and with the rules and regulations of the

organization. Induction training creates self-confidence in the employees. It is also knows as

pre-job training. It is brief and informative.

JOB TRAINING: It refers to the training provided with a view to increase the knowledge

and skills of an employee for performance on the job. Employees may be taught the correct

methods of handling equipment and machines used in a job. Such training helps to reduce

accidents, waste and inefficiency in the performance of the job.

SAFETY TRAINING: Training provided to minimize accidents and damage to machinery

is known as safety training. It involves instruction in the use of safety devices and in safety

consciousness.

METHODS OF TRAINING

ON- THE- JOB METHODS

OFF- THE- JOB METHODS

PROMOTIONAL TRAINING: It involves training of existing employees to enable them to

perform higher-level jobs. Employees with potential are selected and they are given training

before their promotion, so that they do not find it difficult to shoulder the higher

responsibilities of the new positions to which they are promoted.

REFRESHER TRAINING: When existing techniques become obsolete due to the

development of better techniques, employees have to be trained in the use of new methods

and techniques. With the passage of time employee may forget some of the methods of doing

work. Refresher training is designed to revive and refresh the knowledge and to update the

skills of the existing employees. Short-term refresher courses have become popular on

account of rapid changes in technology and work methods. Refresher or re-training programs

are conducted to avoid obsolescence of knowledge and skills.

METHODS OF TRAINING

Fig - Methods of Training

ON-THE-JOB TECHNIQUES

On the job techniques enables employees to practice job-related skills, make mistakes and learn

from their mistakes under the guidance of an experienced, competent manager. Some of the methods

are as:

JOB ROTATION: It is also referred to as cross straining. It involves placing an employee on different jobs for periods of time ranging from a few hours to several weeks. At lower job levels, it normally consumes a short period, such as few hours or one or two days. At higher job levels, it may consume much larger periods because staff trainees may be learning complex functions and responsibilities. Job rotation for managers usually involves temporary assignments that may range from several months to one or more years in various departments, plants and offices. Job rotation for trainees involves several short-term assignments, that touch a variety of skills and gives the trainees a greater understanding of how various work areas function.

For middle and upper level management, it serves a slightly different function. At this stage, it involves lateral promotions, which last for one or more years. It involves a move to different work environment so that manager may develop competence in general management decision-making skills.

ENLARGED AND ENRICHED JOB RESPONSIBILITIES:

By giving an employee added job duties, and increasing the autonomy and responsibilities associated with the job, the firm allows an employee to learn a lot about the job, department and organization.

JOB INSTRUCTION TRAINING:

It is also known as step-by-step training. Here, the trainer explains the trainee the way of doing the jobs, job knowledge and skills and allows him to do the job. The trainer appraises the performance of the trainee, provides feedback information and corrects the trainee. In simple words, it involves preparation, presentation, performance, tryout and follow up.

COACHING: The trainee is placed under a particular supervisor who functions as a coach in training the

individual. The supervisor provides the feedback to the trainee on his performance and offers him some suggestions for improvement. Often the trainee shares some duties and responsibilities of the coach and relives him of his burden.

COMMITTEE ASSIGNMENTS:

Here in, a group of trainees are given and asked to solve an actual organizational problem. The trainees solve the problem jointly. This develops team work and group cohesiveness feelings amongst the trainees.

OFF-THE-JOB TRAINING

It includes anything performed away from the employee’s job area or immediate work area. Two broad categories of it are:

IN HOUSE PROGRAMMES These are conducted within the organizations own training facility; either by training specialists from HR department or by external consultant or a combination of both.

OFF-SITE PROGRAMMESIt is held elsewhere and sponsored by an educational institution, a professional association, a

government agency or an independent training and development firm. The various off- the- site-training programs are as follows:

VESTIBULE TRAINING: Herein, actual work conditions are simulated in a classroom. Material, files and equipment those are used in actual job performance are also used in training. This type of training is commonly used for training personnel for clerical and semi-skilled jobs. The duration of this training ranges from few days to a few weeks. Theory can be related to practice in this method.

ROLE-PLAYING: It is defined as a method of human interaction that involves realistic behavior in imaginary situations. This method involves action doing and practice. The participants play the role of certain characters, such as production manager, HR manager, foreman, workers etc. This method is mostly used for developing interpersonal interactions and relations.

LECTURE METHOD: The lecture is a traditional and direct method of instruction. The instructor organizes the material and gives it to the group of trainees in the form of a talk.

CONFERENCE OR DISCUSSION: It is a method in training the clerical, professional and supervisory personnel. It involves a group of people who pose ideas, examine and share facts and data, test assumptions and draw conclusions, all of which contribute to the improvement of job performance. It has an advantage that it involves two-way communication and hence feedback is provided. The participants feel free to speak in small groups. Success depends upon the leadership qualities of the person who leads the group.

EVALUATING THE EFFECTIVENESS OF TRAINING

An Investor in People evaluates the investment in training and development to assess

achievement and improve future effectiveness. Kearns (1994) suggests that there are four

groups of ‘measures’ of training effectiveness, which are used by organization.

The groups are as follows:

- No Measurement

- Subjective Measures

- Qualitative Measures

- Objective Measures

The first group, in which no real measurement occurs, includes activities undertaken asan “Act of Faith”, where no form of measurement is attempted, such as initiatives toimprove communications in organization, which seem to make people feel good andappear to have worked in some intangible manner.The second group includes subjective responses from trainees/course delegates, asexemplified by the “Happy Sheet”. The main question asked is about how individualsfeel after the training. Organizations often make the assumption that positive responsesindicate training success and therefore value to the organization. However, coursedelegates may well give strong positive response scores for a number of reasons,including the presentational skills of the trainer, the quality of the venue, and the “feelgood” factor of indulging in a creative work group, and so on. Quality measures appear to be more objective than the previous group, but are oftenflawed by subjectivity as well. They are typified by questionnaires asking delegates to“put a value on” the likely benefits of a training programs.Objective measures are the only really meaningful ones. However, they challenge theprovider of training to demonstrate how their training activities feed through to the“bottom line”: in terms of return on investment and return on the capital employed. Therehas often been an assumption, in times past, that training somehow “justifies itself”,because it is all about developing people. However, it is incumbent on organizations to look critically at the ways in which theyevaluate their training activities, lest they fall prey to the subject approach and are badlycaught out when a rigorous analysis of all the functions of the organization’s business iscalled for. A desirable, if not essential, characteristic of all training programs is a built-inprovision for evaluation. The four main dimensions of evaluation are:

EVALUATION OF CONTEXTUAL FACTORS

Training effectiveness depends not only on what happens during training, but also onwhat happens before the actual training and what happens after the training has formallyended. Evaluation should, therefore, be done of both the pre-training and post-trainingwork. Pre- training work includes proper identification of training needs, developingcriteria of who should be sent for training, how many at a time and in what sequence,helping people to volunteer for training, building expectations of prospective participantsfrom training etc. Post- training work includes helping the concerned managers to plan toutilize the participant’s training, and provide the needed support to them, buildinglinkages between the training section and the line departments and so on.

EVALUATION OF TRAINING INPUTS

This involves the evaluation of the training curriculum and its sequencing.

EVALUATION OF THE TRAINING PROCESS The climate of the training organization,

the relationship between participants and trainers, the general attitude, and approaches of the

trainers, training methods, etc are some of the important elements of the training process

which also needs to be evaluated.

EVALUATION OF TRAINING OUTCOMES Measuring the carry-home value of a training program in terms of what has been achieved and how much is the main task of evaluation. This, however, is a complex technical and professional task. Benefits of a training program are not obvious and they are not readily measurable. Payoffs from training are intangible and rather slow to become apparent. A central problem is the absence of objective criteria and specific definitions of relevant variables by which to measure the effectiveness either of specific programs or changes in employee behavior. Nevertheless, the good personnel managers do make an effort to systematically appraise the benefits and results of their programs.

In job-related training, the objective is to train people for specific job skills so that theirproductivity may increase. Evaluation can be done either to the direct criterion ofincrease in output or to the indirect criteria of decrease in cost, breakage or rejects. Evenmore indirect are measures that point out changes in absenteeism or turnover. The most difficult problems of evaluation lie in the area of human relations skill training,which is given to the supervisors and middle- level managers. Supervisory andmanagerial training programs are, for this reason, less amenable to objective reviewprocedures.

THE EVALUATION MODELS

The process of evaluating the training effectiveness involves the consideration of various

constraints. Many researchers have developed various methods and models in order to

facilitate this process. Some of the models are described as below:

CIRO MODEL OF EVALUATION

Developed originally by WARR (1978), this theoretical model is based on evaluation

being carried out at four different levels:

Context Evaluation: Obtaining and using information about the current operational context i.e.

about individual difficulties, organizational deficiencies etc. in practice, this mainly implies the

assessment of training needs as a basis for decision. This involves:

Examining the expectations and perceptions of the people.

Examining whether the training needs were accurately identified.

Putting the specific training event in the wider context of other training activities.

Establishing whether the trainers enjoyed the confidence of the trainees and whether the

latter are comfortable with the level and focus of the training.

Input Evaluation: Determine using factor and opinion about the available human and

material training resources in order to choose between alternative training methods.

This involves:

Establishing the adequacy of the resource base and its cost.

Considering the choice and effectiveness of the training methods and techniques.

Identifying the numbers who successfully completed the program compared with those who

started and draw appropriate inferences.

Establishing whether the trainers were perceived to be credible as far as the trainees are

concerned.

Establishing whether the psychological and emotional climate of learning was appropriate.

Reaction Evaluation: Monitoring the training as it is in progress. This involves

continuous examination of administrative arrangements and feedback from trainees. This

involves:

Looking at the reactions of trainees to the content and method of training.

Establishing the reaction of other people, particularly line managers to the early results of the

training program.

Discussing the views and observations of the trainers.

Outcomes: It implies the measuring of the consequences of training. This involves:

Establishing whether expectations of results were met.

Identifying whether all or some of the learning objectives were met.

Finding out what were the end course views about the training.

The three levels of outcome evaluation may be distinguished:

Immediate Outcomes: The changes in the trainee’s knowledge, skills and attitude that

can be identified immediately after the completion of training. The aim here is to find out

the extent to which positive transfer of learning has taken place from the training to the

workplace. This type

of evaluation may be done in several ways such as behaviorally anchored rating scales or

self repots supplemented by reports of subordinates, peers and supervisors or critical

incidents etc.

Intermediate Outcomes: These are the changes in trainee’s actual work behavior, which

result from training. The assumption here is that effective training should be reflected in

the trainee’s increased job-proficiency.

Ultimate Outcomes: These are the changes in the functioning of part or the entire

organization, which have resulted from changes in work behavior.

resource accounting are taken as the ultimate results achieved by the trainee.

HAMBLIN’S MODEL

Hamblin (1974) said, “The purpose of evaluation is control”. A well controlled training

program is one in which the weakness and failures are identified and corrected by means

of the negative feedback and strengths and successes and corrected by means of the

positive feedback. The processes, which occur as a result of a successful training

program, can be divided into 4 levels. The evaluation can be carried out at any of the

following levels:

approach to training evaluation was developed by D.L. KIRKPATRICK (1975) which,

according to Bornbrauer (1987), despite its age and common sense approach to the

subject, remains valid: “because of its comprehensiveness, simplicity, and applicability to

a variety of training situations.”

The Kirkpatrick Model establishes the effectiveness in terms of assessing the extent to which

the objectives are met. Combining the four levels of Reaction Level: It measures the

reactions of the trainees to the content and methods of the training, not the trainer, and to any

other factors perceived as relevant. It determines what the trainee thought about the training.

Learning Level: It measures the learning attitude of the trainees during the learning period.

It collects information that did the trainees learn what was intended.

Job Behavior Level: The job behavior of the trainees in the work environment at the end of

the training period i.e. did the training got transferred to the job?

Effect on the Department: Has the training helped the trainees in improving the

department’s performance?

The Ultimate Level: It measures that has the training affected the ultimate well being of

the organization in terms of the business objectives.

THE KIRKPATRICK MODEL

Perhaps the most influential this model and an optimum cost benefit strategy would

enable the management to ascertain the extent to which a program is contributing to the

effectiveness of the organization.

LEVEL ONE-REACTION

This level in the Kirkpatrick model is seen to offer some useful insights into the early

experiences of trainees, but precisely because it is concerned with “feelings” and first

reactions, the results need to be viewed with some caution.

Measurement can be done through:

Reaction sheets: Reaction sheets (often referred to as ‘happy sheets’) should ask

questions about the achievement of the course objectives, about the course material, the

presentation, the activities used, the venue and the pre-course material.

Group discussion: Build in time at the end of the course for how they will take the

learning forward. Have them record the main points of the discussion for you to take

away.

Thumbs up, thumb down: This is much focused on reaction. Ask closed questions

about the training course directed to the whole group. If participants feel the answer to

the question is ‘Yes’ they give a thumbs-up sign, if the answer is ‘No’, it’s a thumbs

down. You need to record the number of responses, positive or negative, to each

question.

Level Two- Learning

This is the level at which “new learning” is generated and which requires evaluators to

try to establish individual’s progress towards the learning of specified skills and

competencies.

Measurements can be done through:

Reaction sheets: Questions about what participants feel they have learnt during the

course can be included on the reaction sheets.

Post-courses review: Delegates should meet with their lime manager soon after the

course to discuss what learning has taken place and how this will be applied. They should

then meet at agreed intervals to review how much progress is being made.

Action plans: By requiring delegates to complete action plans at the end of course, we

imply that we are expecting them to implement some learning from the course and make

some changes in the way they work.

LEVEL THREE- EFFECTS ON INDIVIDUAL PERFORMANCE

Recognizing that the purpose of training is to create new job capabilities means that

evaluation must be extended to the working environment. Above all, this level of

evaluation draws attention to the fact that training does not end at the completion of the

training programme, but has to embrace issues such as the transfer of training, support for

the use of new skills and competences and the support provided by line managers.

Measurement can be done through:

Post- course review with line manager: Delegates should meet with their lime manager

soon after the course to discuss what learning has taken place and how this will be

applied. They should then meet at agreed intervals to review how much progress is being

made.

Follow-up questionnaire: The trainer circulates a questionnaire to all delegates and their

managers asking questions about how the learning from the course is being applied.

Follow-up calls: The trainer, or a nominated person, chooses a random sample of

delegates from a course and then contacts them and their line managers to ask a series of

questions about the application of learning from the course.

Re-testing: If the training is very skills- based and has culminated with a test, it is

possible (although time-consuming) to re-test delegates on regular basis and then to

retrain if necessary.

LEVEL FOUR- EFFECTS ON ORGANIZATIONAL PERFORMANCE

The ultimate level and one that represents an attempt to establish what is often described

as the impact of training on the “bottom line” must be measured.

As with level three evaluations, in order to assess the effects of training on an

organization, measures need to be taken prior to the training being carried out. Examples

of such measures are:

Staff attitude surveys

Profit levels

Wastage

Levels of consumables used’

Accidents and damage rates

Customer complaints

Working rates

Error rates

Work outstanding

Task completed per hour/day/week

Self-assessment of performance by team members

TRAINING AND DEVELOPMENT in Powergrid corporation of India ltd.

MISSION OBJECTIVES TRAINING MANDATE BUDGET ORGANIZATION & INFRASTRUCTURE RESPONSIBILITY CENTERS TRAINING STRATEGY TRAINING NEED ASSESSMENT PROGRAM IMPLEMENTATION NOMINATIONS EVALUATION HRDMS SUPPORT TO STAKEHOLDERS & CUSTOMERS INTERSHIP & SUMMER TRAINING SPECIAL TRAINING PROGRAMS

HRD MISSION:

“The development of human capabilities to achieve organizational objectives through

world class learning interventions”

HRD OBJECTIVES:

1) To build a structure and a framework for faster dissemination of information, ideas, trends, benchmarks and best practices.

2) To architect a learning process where employees will have ample opportunities to self develop.

3) To implement HRD training solutions and interventions for upgrading knowledge, skills and attitudes of all employees for qualitative improvement in performance.

4) To integrate HRD with business strategy and implement HRD interventions keeping pace with the changing business scenario and latest trends in technology and management.

5) Establish strategic alliances with National/international management/educational institutes and the industry to inculcate an outside-in perspective and a global mindset.

6) Extend HRD interventions for development of stakeholders.

TRAINING MANDATE:

POWERGRID strives to achieve the target of providing at least an average 6 man days

of need based training per employee per annum.

HRD BUDGET:

Adequate funds will be allocated to training & development activities and HRD

interventions. A minimum of 1.5% of salary budget is provided initially, gradually

increasing it to the level of 5% of salary budget in accordance with National Training

Policy of Power Sector.

ORGANIZATION AND TRAINING INFRASTRUCTURE:

ORGANIZATION:HRD in POWERGRID have two tier structures with responsibility centers at Corporate Centre and Regions/RLDCs. Corporate HRD evolves the overall HRD & training strategy, HRD perspective plans which forms the basis for preparing the annual/six months HRD action plan for implementing across respective establishments.

TRAINING INFRASTRUCTURE:1) To impart training and for implementation of the HRD interventions, all Regions

have created their own Employee Development Centers (EDCs) in a phased manner.

2) Corporate Center have created National Power Transmission and Management Centre (NPTMC) for conducting broad based training, national/international conferences, symposiums, workshops and to carry out research for bringing improvements in training & development strategies.

3) EDCs and NPTMC are established in strategic location keeping in view the infrastructural facilities, proximity of air/rail head, communication facilities, and availability of faculties, academic and training institutions.

4) All EDCs and NPTMC is equipped with state-of-the-art facilities, tools, training aids, dummy equipments, exhibits, simulators etc. to impart classroom, live demonstration and hands-on training of employees and other stakeholders.

RESPONSIBILTY CENTERS;

CORPORATE HRD:

Corporate HRD or NPTMC is the main responsibility center for training & development, workshops, symposium or any other structured learning programs, research and analysis based on organizational need and/or training need assessment in the Corporation and is responsible for:

1) Formulation of training & development strategy and issue of policy guidelines.2) Implementation of HRD interventions like e- learning, global outreach, case

study repository and collaborations for strengthening on interface between the industry and academia.

3) Customized training for all executives in the level of DGM and above.4) Formulating training plan in behavioral, managerial, IT, new technology and

new business areas concerning all employees.5) Training and development of all employees of Corporate Center.6) Guidelines for Training Need Assessment (TNA) in the corporation and TNA in

the Corporate Center.7) Finalizing of Annual HRD Learner Planner.8) Executive trainees training programs, up gradation programs, affiliation and

accreditation of EDCs and NPTMC.9) Consulting services and customer growth initiatives.10) Updating HRD website in terms of communication systems requirement.

HRD AT REGION/RLDC: Region/RLDC is responsible for conducting HRD training and development initiatives for the following under their jurisdiction:

1) All workmen, supervisors and executives up to the level of Chief Manager.2) Training of diploma trainees and technician trainees as per the training module

finalized by Corporate HRD and up gradation programs for workmen & supervisors.

3) TNA exercise in the Region and RLDCs in accordance with guidelines and other structured interventions, learning solutions in the accordance with the HRD strategy and guidelines.

4) Communication and uploading of summary, analysis and conclusion of feedback, study material etc. to Corporate HRD, to all concerned internal customers, and updating HRD website within stipulated time.

5) Periodical assessment of learning impact & quality and report to Corporate Center.

TRAINING STRATEGY:

The Head of Region/RLDC and Head of HR at Corporate Center Constitutes a “HRD Advisory Council” for the respective REGION/RLDC/CC to act as a guiding force.

In the event of inter functional and interdisciplinary transfers, employees are provided training in the corresponding function or discipline at earliest opportunity in line with the prescribed matrix for training requirement on inter-functional and inter-disciplinary movements.

Following Training input matrix in respect of Functional areas and other than functional (behavioral/managerial/IT) for various categories/levels of employees is the basis for evolving the HRD action plan and finalizing the nominations:

1) 80% functional and 20% managerial/behavioral/IT for executives up to Chief Manager.

2) 60% functional and 40% managerial/behavioral/IT for Deputy General Manager – Additional General Manager.

3) 30% functional and 70% managerial/behavioral/IT for executives (General Managers and Executive Directors).

4) 60% functional and 40% supervisory/behavioral/IT for supervisor and workmen.

LEVELS OF TRAINING:1) INDUCTION/ORIENTATION PROGRAM:

All new employees undergo induction program for their familiarization with the organization dynamics.

Mandatory training and orientation programs are conducted to train executive trainees, diploma trainees, technician trainees, assistant engineer trainees, etc. for their orientation to POWERGRIDS business and equip them appropriate skills to take charge of their works on regularization.

2) REFRESHER PROGRAM:Refresher programs are conducted periodically to sharpen functional and cross functional competencies of employees in discharging their duties.

3) ADVANCE LEVEL PROGRAM:Advance level programs are conducted for providing advanced technological/managerial/behavioral inputs to employees based on individual training needs.

4) CADRE UP-GRADATION PROGRAMS:Workmen/supervisors who are promoted and placed in supervisors/executive cadre undergo executive and supervisory programs to facilitate their competency building to take charge of new responsibilities.

5) CUSTOMIZED TRAINING FOR EXECUTIVES IN THE LEVEL OF E7 AND ABOVE:Executives in the level of E7 and above are the prime movers from concept to execution of all strategic and operational challenges, hence specialized and

individualized training programs are organized by Corporate HRD by engaging knowledgeable and dedicated expert coordinators for this purpose.

6) PROFESSIONAL DEVELOPMENT OF TOP MANAGEMENT:In order to develop top management talent for professional competence and business acumen, CMD and Directors are sponsored for advance programs for leadership/business strategy and functional area in top business schools in India and abroad like Harward, Whartan, Kellogg, Michigan, Stanford, Cornell, IIMs, ISB etc.

To enhance the interface with academia and industry for exposure to the latest management practices and concepts, Corporate HRD establish strategic collaboration with reputed institutions and organizations in India and abroad like IIM, ISB, Administrative Staff College of India, Engineering Staff College of India, IITs, Institute of Public Enterprises, European College of Management, National University of Singapore, Manchester, Harvard and others.

TRAINING NEED ASSESSMENT:

TRAINING NEED ASSESSMENT (TNA) for all employees is conducted once in two years keeping in view the new technology, new management practices, research and analysis, corporate business plan and other related factors.

This exercise commences by 1st September and end by 31st December in the concerned year and carried out at three levels namely at the level of individual units, at the level of Region/RLDC and finally at the level of Corporate Center.

To speed up TNA process, Region/RLDC/Corporate Center make maximum use of the online facility to reach out to maximum number of employees.

Based on TNA Region/RLDCs/Corporate Center prepare their own training plans/interventions on six months/annual basis.

To consolidate, once in a year, corporate center integrates and normalize the proposed plans of Regions/RLDCs/Corporate Center and communicates the approval of competent authority to roll out the training plan/interventions by the respective Regions/RLDCs/Corporate Center on six months/annual basis as per the responsibilities defined.

PROGRAM IMPLEMENTATION:

The HRD programs notified in the HRD Learner Planner and other approved programs are organized by the Corporate Center, Regions and RLDCs in the employees’ development centers or at other venues subject to availability on approval by the Head of HRD at the CC and the Head of the Regions/RLDCs for programs at Regions and RLDCs.

The programs conducted in the EDCs and in other institutes with hostel facilities are residential programs. The programs conducted at venues other than these may be residential depending on the facility available and cost involved.

Module, content and faculty for HRD programs designed in line with objective are finalized in consultation with Corporate HRD wherever the same has not been pre-determined and communicated.

Class-room trainings are conducted with the support of internal experts from POWERGRID and external experts from leading academics, industry, consulting institutions on short & long term basis.

It is the Endeavour of functional heads, experts and HRD to have the reading material standardized which shall be made available to participants well in advance and be uploaded in intranet.

The HRD concerned makes all the efforts to communicate the concerned participants with details of program module, program expectations, reading materials and other related details in advance the commencement of the program concerned.

Concerned also makes all efforts to apprise the concerned facilitator(s) well advance about the purpose and context of the program, relevant organizational data, profile of the participants, subjects to be covered, expected mode of delivery, manner for instructional design, mode of pre and post training examinations to be conducted, mode of taking feedback of participants, criteria for post training evaluations and other relevant factors to make the program tailor-made for contextual execution at the participant’s work place.

Sessions of Yoga/meditation, values and ethics, human rights, disaster management, safety are included in the in-house training programs.

Honorarium and professional charges for the faculty and the institute both internal and external would be regulated as per the extant policy for payment of honorarium in POWERGRID.

NOMINATIONS FOR PROGRAMS:

Nomination of employees to internal or external HRD program is in areas relevant to their current duties and/or which they are likely to take up in future in accordance with training matrix and identified as their developmental needs.

Heads of departments in the Corporate Center and Heads of Region/RLDCs ensures that each employee is given at least one opportunity to take part in a training program or learning intervention in a year.

Nomination exercise is carried out by all the Regions/RLDCs and departments well in advance based on the HRD Learner Planner.

An employee also has an option to request for nomination through his Reporting Officer, provided the request is made two weeks before the program.

Delegation for nomination is in accordance with the scheduled delegation of powers. For participation in overseas conferences, seminar and training programs all the

nominations are approved by CMD. Usually no exemption is granted in respect of HRD planned programs excepting very

extra ordinary situations with the approval of Competent Authority. If an employee nominated for a program absents without prior approval of competent

authority or withdraws in the midst of the program or has partially attended program, cost of the program may be recovered from the salary of the employee. The HRD within two days of commencement of the program reports the action in respect of employee who has not attended or has withdrawn.

Where an employee obtains exemption more than twice in a year to attend a program or consecutively obtains exemption in two programs, this is reflected in personal records including appraisal record and would also be debarred from nomination to foreign training in next five years.

EVALUATION OF EFFECTIVENESS OF THE PROGRAMS:

To ensure quality of deliverables and effectiveness of learning process a system for obtaining feedback from participants, faculty and feedback on program output is in force and is strictly pursued by all.

In addition to evaluating the learning effectiveness, pre & post training evaluation is in force.

On a periodical basis, preferably bi- annually, all relevant inputs are compiled for its scrutiny and assessment by the “HRD Advisory Council” at Region/RLDC. Actions based on its recommendations are taken up by the concerned Region/RLDC for ensuring the quality of training programs conducted and learning imparted to the participants.

The recommendations of “HRD Advisory Council” in Region/RLDC along with details of the action taken by the concerned Region/RLDC are sent for assessment by ‘Corporate HRD Advisory Council” at Corporate Center.

Data and analysis generated through training evaluation and the result of the internally conducted process studies forms the basis for review of renewal of training system.

HRD MANAGEMENT SYSTEM (HRDMS):

HRD intervention are implemented through online HRDMS, web based platform for accessing information on HRD policy, TNA, details of upcoming and past programs, details of trainees, faculties, nominations, feedbacks, study material, etc.

HRD in the Corporate Center and in the Region/RLDC works in union to ensure regular updating and uploading the relevant data in HRDMS.

HRD SUPPORT TO STAKEHOLDERS AND CUSTOMER GROWTH

INITIATIVES:

Towards fulfillment of corporate responsibility and corporate governance, POWERGRID strives for skill enhancement and strategic capability addition of its stakeholders and the customers. It facilitates its stake holders and customers in working out their development strategies for overall excellence.

INTERNSHIP AND SUMMER TRAINING:

Short duration training is provided to students pursuing professional education in areas like engineering, management, IT, etc. in accordance with guidelines issued for the purpose.

SPECIAL TRAINING PROGRAM FOR UNDER PRIVILEGED & WOMEN EMPLOYEES:

Special training programs are organized for the employees belonging to SC, ST, OBC and other reserved categories for their personal growth and professional development.

Special programs are also organized for empowering the women employees.

RESEARCH METHODOLOGY :

RESEARCH OBJECTIVES :

MAIN OBJECTIVE: To measure the effectiveness of Training and development process in Western Region-II of POWERGRID CORPORATION OF INDIA LTD.

SUB-OBJECTIVES:

1) To know employees’ attitude towards training.2) To determine benefits of training conducted to employees and organization.3) To know whether employees are aware about their responsibilities and authorities or not.4) To know the organizational climate and increase in morale of employees.

RESEARCH QUESTION: How effective is the training & development process followed by Regional headquarters of western region-II of POWERGRID CORPORATION OF INDIALTD.

RESEARCH HYPOTHESIS: NULL HYPOTHESIS (H0): Training & development process followed by Regional

headquarters of western region-II of POWERGRID CORPORATION OF INDIA LTD. is effective.

ALTERNATE HYPOTHESIS (H1): Training & development process followed by Regional headquarters of western region-II of POWERGRID CORPORATION OF INDIA LTD. It is not effective and needs a change.

RESEARCH DESIGN: It is a descriptive research since data is collected through questionnaire for analysis.

SOURCE OF DATA: Primary data and secondary data.

SAMPLING METHOD:

Simple random sampling : It refers where each and every item in the population has

an equal chance of inclusion in the sample and each one of the possible samples, in case

of finite universe, has the same probability of being selected.

SAMPLE UNIT :

Sample unit is the executives & supervisors of western region-II of Powergrid

Corporation of India Limited.

SAMPLE SIZE :

Sample size is 100 employees chosen from a large population.

RESEARCH INSTRUMENT :

Questionnaire would be the instrument to collect the primary data. The questionnaire

would contain multiple choice questions.

Secondary data would be collected from the feedback forms of the various training

programs conducted by RHQ (Vadodara).

ANALYSIS TOOLS :

Following analysis tools would be used to interpret the collected data:

1) Pie charts

2) Tables

DATA ANALYSIS

1) POWERGRID considers training and development as an integral part of organizational

strategy and has a well-defined organizational HRD policy.

OPTIONSNO.OF

RESPONDENTS% OF

RESPONDENTSStrongly agree 59 84%Partially Agree 8 12% Partially Disagree 0 0%Strongly Disagree 3 4%Can't say 0 0%TOTAL 70 100%

(a) Strongly

Agree84%

(b)   Par-tially Agree11%

(d)   Strongly disagree4%

(a) Strongly Agree

(b) Partially Agree

(c) Partially disagree

(d) Strongly disagree

(e) Can't say

INTERPRETATION:

84% respondents strongly agree that POWERGRID considers training and development as an integral part of organizational strategy and has a well-defined organizational HRD policy, which indicates that POWERGRID really has a very strong training & development strategy & policy.

12% agrees partially and only 4% strongly disagrees. This is a very low percentage but still company should take care of this small percentage.

2) The purpose and philosophy of training in your organization is to help employees to acquire the capacity for their present job, prepare them for new functions & to upgrade their knowledge so that they can achieve higher position.

OPTIONSNO.OF

RESPONDENTS% OF

RESPONDENTS

Strongly agree 53 76%

Partially Agree 12 17%

Partially

disagree2 3%

Strongly

disagree3 4%

Can't say 0 0%

TOTAL 70 100%

(a)    Strongly agree76%

(b)   Partially Agree17%

(c)    Partially disagree3% (d)   Strongly disagree

4%

(a) Strongly agree

(b) Partially Agree

(c) Partially disagree

(d) Strongly disagree

(e) Can't say

INTERPRETATION:

76% respondents strongly agree & 17% partially agree that the purpose and philosophy of training in POWERGRID is to help employees to acquire the capacity for their present job, prepare them for new functions & to upgrade their knowledge so that they can achieve higher position. This indicates that POWERGRID provides highly effective training.

Only 3% respondents partially agree and strongly disagree, which is a small but still important percentage.

3Training programs in your organization are mostly

INTERPRETATION:

71% respondents find the training both need based & future assignment oriented which indicates that POWERGRID prepares most of the employees for all the situations through training.

Only 17% respondents find the training is only need based. 12% respondents find the training is based on future assignments.

\4)The training is effective in improving on-the-job efficiency?

(a)    Need based17%

(b)   Fu-ture as-

signment oriented

13%

(c)    Mixed71%

(a) Need based

(b) Future assignment oriented

(c) Mixed

(d) Can't say

OPTIONSNO.OF

RESPONDENTS% OF

RESPONDENTSNeed based 12 17%

Future assignment oriented 9 12%

Mixed 51 71%Can't say 0 0%TOTAL 72 100%

OPTIONSNO.OF

RESPONDENTS% OF

RESPONDENTS

Strongly agree37

53%

ModeratelyAgree

30 43%

Moderatelydisagree

0 0%

Stronglydisagree

2 3%

Can't say 1 1%TOTAL 70% 100%

(a)    Strongly agree53%

(b)   Moderately Agree43%

(d)   Strongly disagree3% (e) Can't say

1%(a) Strongly agree

(b) Moderately Agree

(c) Moderately disagree

(d) Strongly disagree

(e) Can't say

INTERPRETATIONS:

53% respondents believe that the training programs increase their job efficiency but 3%

disagree to this. 43% partially agree to this.

5) In your organization decisions regarding training and development programs are taken by

OPTIONS NO.OF RESPONDENTS% OF

RESPONDENTSTop management 17

21%

HODs 17 21%

Controlling officer. 12 14%

HR department 35 43%

Can't say 1 1%TOTAL 77 100%

(a)    Top man-

agement21%

(b)   HODs21%(c)    Controlling officer.

15%

(d)   HR de-

part-ment43%

(e) Can't say1%

(a) Top management

(b) HODs

(c) Controlling officer.

(d) HR department

(e) Can't say

INTERPRETATION:

43% respondents believe that most of the decisions about training & development are taken by HR department which indicates that HR is highly effective in a very important function of training & development.

21% respondents equally believe that top management & HODs are involved in decisions of training & development.

14% respondents believe that controlling officer takes the decision of training & development.

Only 1% respondent cannot say anything about the authority who takes decisions about training & development.

6) Which target group undergoes most of the trainings?

OPTIONSNO.OF

RESPONDENTS% OF

RESPONDENTSExecutives

2130%

Supervisors 1 1%

Workmen 0 0%

Everybody is given equal

Amount of training.46 66%

Can't say 2 3%TOTAL 70 100%

(a)    Execu-tives30%

(b)   Supervi-sors1%

(d)   Every-body is given equal amount

of training.66%

(e) Can't say3%

(a) Executives

(b) Supervisors

(c) Workmen

(d) Everybody is given equal amount of training.

(e) Can't say

INTERPRETATIONS:

66% respondents believe that everybody in the organization is given equal amount of training which is a very high percentage indicating an effective strategy of training & development.

30% respondents believe that only executives are given more amount of training and only 1% believes that supervisors are given more preference.

3% respondents cannot answer this question.

6) Are training needs regularly assessed at your company?7)

OPTIONSNO.OF

RESPONDENTS% OF

RESPONDENTSYes, by HR department

5172%

Yes by outside consultant3 4%

Yes, by department

heads10 14%

No 6 9%

Can't say 1 1%TOTAL 71 100%

(a)    Yes, by HR department

72%

(b)   Yes, by outside consultant

4%

(c)    Yes, by department heads14%

(d)   No8%

(e) Can't say1%

(a) Yes, by HR department(b) Yes, by outside consultant(c) Yes, by department heads(d) No(e) Can't say

INTERPRETATIONS:

72% of respondents agree that training needs are assessed by training department. 14% respondents believe that training needs are assessed by department heads. 9% believe that training needs are not at all assessed. 4% believe that training needs are assessed by outside consultants. 1% respondents could not comment on the training need assessment.

8) Are assessed training needs kept into account while nominating employees for training programs?

OPTIONSNO.OF

RESPONDENTS% OF

RESPONDENTSAlways

3246%

Very often 23 33%

Sometimes10 14%

Rarely. 4 6%

Can't say 1 1% TOTAL 70 100%

(a)    Always

46%

(b)   Very often33%

(c)    Some-times14%

(d)   Rarely.6% (e) Can't say

1%

(a) Always

(b) Very often

(c) Sometimes

(d) Rarely.

(e) Can't say

INTERPRETATIONS:

46% respondents believe that training programs organized are as per the needs of the employees.

33% respondents believe that training needs are kept into account very often. 14% respondents believe that only sometimes their needs are kept into account while

organizing training needs. 6% respondents believe that there needs are kept into account rarely. 1% respondents cannot say anything.

8) How often the communication about the training program is made to you in time?

OPTIONSNO.OF

RESPONDENTS% OF

RESPONDENTSAlways

2434%

Very often 23 33%

Sometimes 11 16%

Rarely 12 17%

Can't say 0 0%TOTAL 70 100%

(a)    Always

34%

(b)   Very often33%

(c)    Some-times16%

(d)   Rarely17%

(a) Always(b) Very often(c) Sometimes(d) Rarely(e) Can't say

INTERPRETATIONS:

34% respondents believe that they are informed on-time about the training programs to be conducted.

33% believe that they informed often about the training program on-time. 17% respondents believe that they informed rarely on time about the training programs. 16% respondents believe that they are informed on-time about the training programs

sometimes only.

9) Training program objectives are known to you before attending it?

OPTIONSNO.OF

RESPONDENTS% OF RESPONDENTS

Always39

55%

Very often 16 23%

Sometimes 11 15%

Rarely 4 6%

Can't say 1 1%TOTAL 71 100%

(a)    Always

55%

(b)   Very often23%

(c)    Some-times15%

(d)   Rarely6% (e) Can't say

1%

(a) Always(b) Very often(c) Sometimes(d) Rarely(e) Can't say

INTERPRETATIONS:

55% of the respondents agree to the fact of knowing the training objectives always

beforehand, in addition to 23% who agrees to the fact very often.

But a small population as 15% believes that it happens sometimes.

Only 6% of respondents believe that they rarely know the objectives of training program

beforehand.

11) Comment on the degree to which the training objectives are met during the training sessions.

OPTIONS NO.OF % OF RESPONDENTS

RESPONDENTSAll the objectives are met.

811%

Most of the objectives are met. 46 66%

Some of the objectives are met. 14 20%

None of the objectives are met. 2 3%

Can't say 0 0%TOTAL 70 100%

(a)    All the objectives are met.

11%

(b)   Most of the objec-tives are met.

66%

(c)    Some of the ob-jectives

are met. 20%

(d)   None of the objec-tives are met.

3%

(a) All the objectives are met.

(b) Most of the objectives are met.

(c) Some of the objectives are met.

(d) None of the objectives are met.

(e) Can't say

INTERPRETATIONS:

66% of the respondents agree to the fact that most of the objectives of the training programs are met.

20% of the respondents believe that only some objectives are met in the training programs.

11% respondents believe that all objectives are met during the programs. A very small percentage 3% believes that none of the objectives are met during the

training programs.

11) Training imparted to you is mostly:

OPTIONS NO.OF % OF

RESPONDENTS RESPONDENTSBehavioral training

1216%

Technical training 17 22%

IT training 1 1%

All of the above 46 60%

Can't say 1 1%TOTAL 78 100%

(a)    Behav-ioral training

16%

(b)   Tech-nical train-

ing 22%

(c)    IT training

1%

(d)   All of the above

60%

(e) Can't say1%

(a) Behavioral training

(b) Technical training

(c) IT training

(d) All of the above

(e) Can't say

INTERPRETATION:

60% respondents believe that POWERGRID provides all behavioral, technical, IT training to their employees.

22% respondents believe that they are provided only technical training. 16% respondents believe that they are provided only behavioral training. A very small percentage 1% believes that they are provided only IT training. Only 1% cannot say anything about the type of training provided in POWERGRID.

13) The training methods and aids used during the training programs are effective for understanding the subject better

OPTIONSNO.OF

RESPONDENTS% OF

RESPONDENTS

Strongly agree37

53%

Partially Agree 29 41%

Partially

Disagree2 3%

Strongly disagree 2 3%

Can't say 0 0%TOTAL 70 100%

(a)    Strongly

agree53%

(b)   Par-tially Agree

41%

(c)    Partially disagree3%

(d)   Strongly disagree3%

(a) Strongly agree(b) Partially Agree(c) Partially disagree(d) Strongly disagree(e) Can't say

INTERPRETATION:

53% of the respondents strongly believe that the training methods used during the

programs were helpful in understanding the subject, yet 3% partially disagree and 3%

strongly disagree to this notion.

41% partially agree to this notion.

14) How well the venue of the training program is mostly arranged?

OPTIONSNO.OF

RESPONDENTS% OF

RESPONDENTS

Luxurious14

20%

Modest 48 69%

Manageable 8 11%

Not satisfactory 0 0%

Can't say 0 0%TOTAL 70 100%

(a)    Lux-uri-ous20%

(b)   Modest69%

(c)    Manageable11%

(a) Luxurious(b) Modest(c) Manageable(d) Not satisfactory(e) Can't say

INTERPRETATION:

69% of the respondents find the venue of training programs modest in comparison to 20% who finds venue luxurious.

A very small percentage 11% believes that venue of training programs is manageable.

15) The duration of training programs are mostly?

OPTIONSNO.OF

RESPONDENTS% OF

RESPONDENTS

Adequate57

82%

More than adequate. 3 4%

Less than adequate. 10 14%

Can't say 0 0%TOTAL 70 100%

(a)    Ade-quate81%

(b)   More than ade-

quate.4%

(c)    Less than ad-equate.14%

(a) Adequate(b) More than adequate.(c) Less than adequate.(d) Can't say

INTERPRETATION:

82% respondents feel that the time limit of the training programs was adequate but 14%

feel that it was insufficient.

Also, 4% find the time limit more than sufficient.

16) How often study material is provided to you for further reference.

OPTIONSNO.OF

RESPONDENTS% OF

RESPONDENTS

Always35

49%

Very often 23 32%

Sometimes 7 10%

Rarely 6 9%

Can't say 0 0% TOTAL 71 100%

(a)    Always

49%

(b)   Very often32%

(c)    Some-times10% (d)   Rarely

8%

(a) Always(b) Very often(c) Sometimes(d) Rarely(e) Can't say

INTERPRETATIONS:

49% of the respondents agree to the fact that they are always provided study material for further reference.

32% respondents agree to the fact that they are provided study material very often. 10% agree to the fact that they are provided study material sometimes only. Only 9% believe that they get study material rarely.

17) How many training programs have you attended in last financial year?

(a)    131%

(b)   243%

(c)    310%

(d)   More than 311%

(e) Can't say4%

(a) 1(b) 2(c) 3(d) More than 3(e) Can't say

INTERPRETATIONS:

43% of the respondents have attended 2 training programs in the last FY.

However, 31% of the respondents have attended only 1 training program, which needs to

be evenly monitored by the organization.

Only 12% and 10% respondents have attended more than 3 training programs and only 3

training programs respectively in last FY year.

4% respondents could not comment on the notion.

18) Are employees permitted time – off from work to attend training?

OPTIONSNO.OF

RESPONDENTS% OF

RESPONDENTS 1

2231%

2 30 43%

3 7 10%

More than 3 8 12%

Can't say 3 4%TOTAL 70 100%

(a)    Yes, with pay.100%

(a) Yes, with pay.

(b) Yes, without pay

(c) No, only after work hours

(d) No, only in special cases.

(e) Can't say

INTERPRETATION:

100% of the respondents agree to the fact that they are provided time-off for training programs with pay.

19) Evaluation of training program is done through:

OPTIONSNO.OF

RESPONDENTS% OF

RESPONDENTSYes, with pay

70100%

Yes, without pay 0 0%

No, only after work hours0 0%

No, only in special cases. 0 0%

Can't say 0 0%TOTAL 70 100%

(a)    Formal written tests.3%

(b)   Feedback

forms.67%

(c)    Keep-ing a watch on produc-tivity of the employees

1%

(d)   All of the above.

29%

(a) Formal written tests.(b) Feedback forms.(c) Keeping a watch on produc-tivity of the employees(d) All of the above. (e) Can't say

INTERPRETATION:

67% respondents believe that training programs are evaluated through feedback forms. 29% of respondents believe that all the methods formal written test, feedback forms &

monitoring the productivity of employee are used for evaluation. Only 3% and 1% respondents believe that formal written tests & watching productivity

of employee are used respectively for evaluation of training programs.20) Major problems faced in carrying out training programs in your organization include

OPTIONSNO.OF

RESPONDENTS% OF

RESPONDENTSFormal written tests. 2

3%

Feedback forms. 48 67%

Keeping a watch on productivity of the employees

1 1%

All of the above. 21 29%

Can't say 0 0%TOTAL 72 100%

OPTIONSNO.OF

RESPONDENTS% OF

RESPONDENTSLack of interaction on the part of management

1014%

Lack of adequate trainers and facilities 14 20%

Lack of good response from departments & employees 21 29%

All of the above. 14 20%

Can't say 12 17%

(a)    Lack of interaction

on the part of management

14%

(b)   Lack of adequate

trainers and facilities

20%

(c)    Lack of good response from de-partments & em-

ployees30%

(d)   All of the above.20%

(e) Can't say17%

(a) Lack of interaction on the part of management

(b) Lack of adequate trainers and facilities

(c) Lack of good response from departments & em-ployees

(d) All of the above.

(e) Can't say

INTERPRETATIONS:

29% respondents find lack of good response from departments & employees as the biggest hurdle in effective training & development.

20% respondents believe that lack of adequate trainers & facilities as major problem for conducting training programs.

20% respondents believe that lack of good response from employees, lack on the part of management, lack of adequate trainers & facilities all are major problems for training programs.

14% respondents find lack on the part of management as major hurdle in conducting training programs.

17% of the respondents could not comment on the problem.

21) Which type of faculty is most effective in facilitating different training programs?

OPTIONSNO.OF

RESPONDENTS% OF

RESPONDENTSIn – house faculties

710%

External faculties from

institutes/agency 14 20%

Mixed50 70%

Can't say 0 0%

(a)    In – house faculties10%

(b)   Ex-ternal fac-ulties from institutes/

agency20%

(c)    Mixed70%

(a) In – house faculties

(b) External faculties from insti-tutes/agency

(c) Mixed

(d) Can't say

INTERPRETATION:

70% of respondents find the mixture of both the faculties-internal & external as effective faculty.

20% respondents find only external faculty effective. 10% respondents find only internal faculty effective.

FINDINGS & SUGGESTIONS

FINDINGS:

The major findings of the project are enumerated as follows:

The training and development is considered as an integral part of organizational strategy and

POWERGRID has a well-defined organizational HRD policy.

The main purpose and philosophy of training in POWERGRID is to help employees to

acquire the capacity for their present job, prepare them for new functions & to upgrade their

knowledge so that they can achieve higher position.

Training programs in POWERGRID are mostly mixture of need based programs & future assignment oriented programs.

The training programs were able to improve on-the-job efficiency.

In POWERGRID decisions regarding training and development programs are taken by by HR department.

Everybody (executive, supervisors & workmen) is given equal amount of training.

Training needs are regularly assessed by HR department.

Most of the times assessed training needs are kept into account while nominating employees

for training programs. It is very often that they are not kept into account.

Mostly communication about the training program is made in time to the participants. It is

very often that the information cannot be communicated on time.

The objectives of the training programs were broadly known to the respondents prior to

attending them.

Most of the training objectives are met during training sessions.

Training imparted to respondents is mostly a mixture of behavioral, technical & IT training.

The training methods and aids used during the training programs are effective for understanding the subject better.

The venue of the training program is mostly modest for the respondents.

Duration of training programs is mostly adequate for the respondents. Some of the respondents suggested that the duration is less than adequate.

Mostly study material is provided to respondents for further reference. It is very often that it

could not be provided.

Most of the respondents attended only 2 or 1 training program in last FY. Very less

respondents attended 3 or more than 3 training programs.

The best HRD policy of POWERGRID is that all employees are given time-off with pay for

attending training programs.

Evaluation of training program is mostly done through feedback forms. Sometimes other

methods such as formal written tests, monitoring the productivity of employee etc. are also

used.

Major problem faced in carrying out training programs in POWERGRID include lack of

good response from departments & employees. Lack on the part of management and lack of

adequate trainers and facilities also contribute a significant percentage to the problems for

carrying out training programs.

Mixed faculty i.e. both in-house faculty & external faculty from institutions/agencies is most

effective in facilitating different training programs.

SUGGESTIONS:

Based on the data collected through the questionnaire the following recommendations are

made for consideration:

The organization may utilize both subjective and objective approach for the training

programs.

The organization may consider deputing each employee to attend at least two training

programs each year.

The In-house training programs will be beneficial to the organization as well as employees

since it will help employees to attend their official work while undergoing the training.

The organization can also arrange part time training programs in the office premises for short

durations, spanning over a few days, in order to avoid any interruption in the routine work.

The organization can arrange the training programs department wise in order to give focused

attention towards the departmental requirements.

The authority of taking decisions regarding training & development should remain with HR

department only since training & development is an integral function of HR department.

Most of the nominations for participants of different training programs may be based on the

training needs assessed only.

One or more hi-tech technologies can be used to inform participants of training programs on

time.

A communication may be made about the objectives & benefits of the training program to be

conducted to the participants, which may encourage them to attend the program.

A printed material or soft copy may be made available to the participants of different training

programs for their further reference.

Like feedback forms other methods may also be used to evaluate training program

effectiveness.

Preliminary sessions can be arranged to make employees aware of the need & importance of

training programs. Similarly, some sessions may also be arranged for management to make

them understand the need & importance of support of management in training &

development activities.

Some more hi-tech aids may be used to make the training more interesting.

LIMITATIONS:

The study has to be completed in limited span of time, which is not sufficient to do a

survey in RHQ (Vadodara) of powergrid, which consists of several employees.

The sample size chosen is limited to 100 respondents; the study may not be applicable to

all the organizations.

Hence the data collected may not be a representation of the entire population.

There would be a possibility of biased answer from the respondents; hence the

information collection might not be an accurate one.

The study would be done in RHQ (Vadodara) of powergrid. The findings would be

confined to head quarters and do not represent the region, state or country.

As the organization is very huge it would not be possible to cover each and every area.

BIBLOGRAPHY:-

1. ASWATHAPPA . K. Human Resource and personnel Management.

Tata – McGraw Hill publishing company Limited.

2. Industrial training and development by virbhani

3. DAVID. A. DECENZO and STEPHEN P.ROBBINS

Personnel and Human Resource Management, Prentice-Hall of India Pvt. Ltd.,

www.powergrid.com

www.bookboon.com