Report on Psychometric (2)

8/11/2019 Report on Psychometric (2)

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CHAPTER 1

INTRODUCTION

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INTRODUCTION

PSYCHOMETRIC TESTING (Measuring Hidden Traits)

Psy!"#etri testing an "$%eti&e'y assess !idden traits

Measuring attri$utes 'i*e !eig!t+ ,eig!t+ and strengt! is reas"na$'y si#-'e T!ese are a''

-!ysia' and "$ser&a$'e traits t!at y"u an assess "$%eti&e'y

Traits su! as -ers"na'ity+ inte''igene+ attitude+ and $e'ie.s are i#-"rtant !arateristis t"

#easure and assess /!et!er !iring -e"-'e+ !e'-ing tea# #e#$ers understand t!e#se'&es

and t!eir re'ati"ns!i-s ,it! "t!ers+ "r trying t" .igure "ut ,!at "ne ,ants t" d" ,it! t!eir 'i.e+

it0s use.u' t" assess t!ese ty-es ". !idden+ 'ess "$&i"us attri$utes One ,ay t" gat!er t!is

in."r#ati"n is t!r"ug! -sy!"#etri tests

Psy!"#etri tests in'ude -ers"na'ity -r".i'es+ reas"ning tests+ #"ti&ati"n uesti"nnaires+

and a$i'ity assess#ents T!ese tests try t" -r"&ide "$%eti&e data ."r "t!er,ise su$%eti&e

#easure#ents

Psy!"#etri tests an #easure interests+ -ers"na'ity+ and a-titude

Interest tests#easure !", -e"-'e di..er in t!eir #"ti&ati"n+ &a'ues+ and "-ini"ns

in re'ati"n t" t!eir interests

Personality tests#easure !", -e"-'e di..er in t!eir sty'e "r #anner ". d"ing

t!ings+ and in t!e ,ay t!ey interat ,it! t!eir en&ir"n#ent and "t!er -e"-'e

Aptitude tests#easure !", -e"-'e di..er in t!eir a$i'ity t" -er."r# "r arry "ut

di..erent tas*s

Advantages of Psychometric Tests

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1 Psy!"#etri tests an !e'- t" #a*e -ers"nne' and areer2re'ated assess#ents #"re

"$%eti&e

3 T!e test sa&es a great dea' ". ti#e

4 Easy t" ad#inister+ and t!ey an $e gi&en t" a gr"u- ". -e"-'e (S"#e "t!er ty-es ".

assess#ents #ust $e gi&en indi&idua''y)

5 Psy!"#etri tests are a's" easi'y s"red+ s" resu'ts "#e $a* ui*'y and re'ia$'y

6 Many ". t!ese tests are "#-'eted using s".t,are -r"gra#s+ and s"#e an e&en $e

"#-'eted "n'ine T!is -r"&ides a ti#e ad&antage+ and it an redue "sts

signi.iant'y "#-ared t" "t!er #et!"ds Pe"-'e an ta*e t!e tests .r"# any,!ere+

and t!e resu'ts are aurate'y s"red ea! ti#e

Using Psychometric Tests

Psy!"#etri tests an $e used ."r a &ariety ". -ur-"ses S"#e ". t!e #"st "##"n uses are

as ."''",s7

Selection of personnel8 Here+ tests an !e'- reruiters and !iring #anagers

deter#ine andidates ,!" $est .it a -"siti"n Pers"na'ity+ a-titude+ and *n",'edge tests

are a'' &ery "##"n in t!is ty-e ". testing situati"n 9"r a detai'ed disussi"n ". t!ese

ty-es ". tests and !", t" use t!e# ."r !iring

Individual development and training8 Psy!"#etri tests an !e'- y"u

deter#ine !", $est t" i#-r"&e urrent s*i''s and -er."r#ane I. de-art#ent is g"ing

t" intr"due a ne, ty-e ". te!n"'"gy+ it #ig!t $e !e'-.u' t" assess -e"-'e "n t!eir

interests and #"ti&ati"ns re'ated t" ne, te!n"'"gy

Team uilding and development8 T!is area an -r"&ide #any uses ."r

-sy!"#etri tests T!e $etter -e"-'e understand t!e#se'&es and "t!ers+ t!e $etter t!ey

an $ui'd and #aintain -"siti&e ,"r*-'ae re'ati"ns!i-s

Career development and progression8 Psy!"#etri tests an !e'- y"u un"&er

&a'ues and interests t!at are .unda#enta' t" "&era'' areer satis.ati"n

!"! INDUSTR# PRO$I%&

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Energy is e:tre#e'y ruia' in t"day;s ,"r'd and -'ays an i#-"rtant r"'e diret'y "r indiret'y+

in t!e entire -r"ess ". e&"'uti"n+ gr",t! and sur&i&a' ". a'' 'i&ing $eings It -'ays an

integra' r"'e in t!e s"i"2e"n"#i de&e'"-#ent and !u#an ,e'.are ". a "untry

Energy !as "#e t" $e *n",n as a 4? Giga /att (G/) as ". Mar!

3=13 re"rding an inrease ". 15@ "&er t!at ". Mar! 3=11 Ca-ti&e -",er -'ants generate

an additi"na' 4>6 G/ T!er#a' -",er -'ants "nstitute >>@ ". t!e insta''ed a-aity+

!ydr"e'etri a$"ut 1@ and rest $eing a "#$inati"n ". ,ind+ s#a'' !ydr"2-'ants+ $i"#ass+

,aste2t"2e'etriity -'ants+ and nu'ear energy

A -r"%eti"n in t!e T,e'.t! P'an d"u#ent ". t!e P'anning C"##issi"n indiates t!at t"ta'

d"#esti energy -r"duti"n ". >>> #i''i"n t"ns ". "i' eui&a'ent (MTOE) ,i'' $e rea!ed$y 3=1>21B and ?55 MTOE $y 3=31233 T!is ,i'' #eet ar"und B1 -er ent and > -er ent ".

e:-eted energy "nsu#-ti"n+ ,it! t!e $a'ane t" $e #et .r"# i#-"rts+ -r"%eted t" $e a$"ut

3>B? MTOE $y 3=1>21B and 4B6> MTOE $y 3=31233

India;s energy $as*et !as a #i: ". a'' t!e res"ures a&ai'a$'e in'uding rene,a$'es and t!e

d"#inane ". "a' in t!e energy #i: is 'i*e'y t" "ntinue in ."reseea$'e .uture At -resent 65

@ ". t!e t"ta' insta''ed e'etriity generati"n a-aity is "a' $ased and >B@ ". t!e a-aity

-'anned t" $e added during t!e 11t! 9i&e year P'an -eri"d 3==B213+ is "a' $ased

9urt!er#"re+ "&er B= @ ". t!e e'etriity generated is .r"# "a' $ased -",er -'ants

Ot!er rene,a$'es su! as ,ind+ ge"t!er#a'+ s"'ar+ and !ydr"e'etriity re-resent a 3 -erent

s!are ". t!e Indian .ue' #i: Nu'ear !"'ds a "ne -erent s!are In 3=11213+ India ,as t!e

."urt! 'argest "nsu#er in t!e ,"r'd ". Crude Oi' and Natura' Gas+ a.ter t!e United States+

C!ina+ and Russia India;s energy de#and !",e&er !as "ntinued t" inrease in s-ite ".

s'",ing g'"$a' e"n"#y Petr"'eu# de#and in t!e trans-"rt set"r is e:-eted t" gr",

ra-id'y in t!e "#ing years ,it! ra-id e:-ansi"n ". &e!i'e ",ners!i-

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India0s e'etriity set"r is a#"ngst t!e ,"r'd0s #"st ati&e -'ayers in rene,a$'e energy

uti'iati"n+ es-eia''y ,ind energy As ". Mar! 3=13+ India !ad an insta''ed a-aity ".

a$"ut 35 G/ ". ne, and rene,a$'e te!n"'"gies2$ased e'etriity During t!e E'e&ent!

9i&e Year P'an+ near'y 66+=== M/ ". ne, generati"n a-aity ,as reated+ yet t!ere

"ntinued t" $e an "&era'' energy de.iit ". ?B -er ent and -ea* s!"rtage ". = -er ent

Res"ures urrent'y a''"ated t" energy su--'y are n"t su..iient ."r narr",ing d",n t!e ga-

$et,een energy de#and and energy a&ai'a$i'ity Energy e:-'"rati"n and e:-'"itati"n+

a-aity additi"ns+ 'ean energy a'ternati&es+ "nser&ati"n+ and energy set"r re."r#s ,i''+

t!ere."re+ $e ruia' ."r energy seurity

ey i#-'e#entati"n !a''enges ."r India0s e'etriity set"r in'ude

Ne, -r"%et #anage#ent and e:euti"n

ensuring a&ai'a$i'ity ". .ue' uantities and ua'ities

Fa* ". initiati&e t" de&e'"- 'arge "a' and natura' gas res"ures -resent in India

Fand auisiti"n

En&ir"n#enta' 'earanes at state and entra' g"&ern#ent 'e&e'

Training ". s*i''ed #an-",er t" -re&ent ta'ent s!"rtages ."r "-erating 'atest

te!n"'"gy -'ants

S'OT ANA%#SIS

STR&N(T)S

Fargest #ar*et s!are in d"#esti -",er generati"n and a $r"ad ust"#er -"rt."'i"

ar"ss t!e "untry

Hig!'y e:-eriened+ trained and s*i''ed -e"-'e are !ired ,!" are e:-"sed t" state ".

art te!n"'"gies in -r"%et e:euti"n and -",er generati"n

Ma!aratna status

'&A*N&SS&S

9unti"na' "rientati"n !a#-ering r"ss .unti"na' -ers-eti&e in deisi"n #a*ing

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F"ng and #u'ti 'ayered -r"ure#ent -r"ess 'eading t" '"ng 'ead ti#es and -r"ess

de'ay

Ga-s in HR syste#s su! as -er."r#ane #anage#ent+ re,ards and initiati&es and

areer de&e'"-#ent

Huge in&est#ent ,it! '"ng gestati"n -eri"ds

OPPORTUNITI&S

E:-and generati"n a-aities $y -utting u- t!er#a'+ !ydr" and s"'ar -",er -'ants

t!ere$y #aintaining t!e -"siti"n ". a d"#inant generating uti'ity in t!e Indian P",er Set"r

E:eute inreased nu#$er ". -",er -'ants t!at 'assi.y ."r Mega P",er Pr"%ets

status t!ere$y reduing t!e "st ". t!e -",er -r"%ets and t!e -",er generated

a*,ard integrate int" .ue' #anage#ent t" e:erise greater "ntr"' and

understanding ". su--'y e"n"#is

T)R&ATS

C"#-etiti"n .r"# -ri&ate -'ayers

Stringent n"r#s ."r a--r"&a' ". inrease in a-ita' "sts ."r -r"%ets in e&ent ". ti#e

"&errun

Stringent en&ir"n#enta' n"r#s #ay add t" t!e "st ". e'etriity generati"n in .uture

A$sene ". an inde-endent regu'ar ."r "a' industry and t!e de'ay in -ri&ate

in&est#ents 'eading t" t!e ris* ". '", a&ai'a$i'ity ". "a' in .uture

!"+ CO,PAN# PRO$I%&

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NTPC Fi#ited (Nati"na' T!er#a' P",er C"r-"rati"n) is t!e 'argest Indian state2",ned

e'etri uti'ities "#-any and is $ased in Ne, De'!i+ India It ,as ."unded "n B N"&e#$er

1B6 NTPC $ea#e a Ma!aratna "#-any in May+ 3=1=+ and is a#"ngst "ne ". t!e "n'y

."ur "#-anies t" $e a,arded t!is status It is 'isted in 9"r$es G'"$a' 3=== ."r 3=13 ran*ed at

44Bt! in t!e ,"r'd It is 'isted "n t!e "#$ay St"* E:!ange in ,!i! at -resent t!e

G"&ern#ent ". India !"'ds ?56@ (a.ter di&est#ent ". t!e sta*e $y Indian g"&ern#ent "n 1

Ot"$er 3==) ". its euity It is urrent'y generating 51+1?5 M/ ". e'etriity and !as -'ans

t" generate 13?+=== M/ $y 3=43

-ISION2 T" $e t!e ,"r'd;s 'argest and $est -",er -r"duer+ -",ering India;s gr",t!

,ISSION 2 De&e'"- and -r"&ide re'ia$'e -",er+ re'ated -r"duts and ser&ies at

"#-etiti&e -ries+ integrating #u'ti-'e energy s"ures ,it! inn"&ati&e and e"2.riend'y

te!n"'"gies and "ntri$ute t" s"iety

It;s "re $usiness is engineering+ "-erati"n and "nstruti"n ". -",er generating -'ants as

,e'' as -r"&iding "nsu'tany t" -",er uti'ities in India and a$r"ad

NTPC is !eaduartered in S"-e C"#-'e: in Ne, De'!i T!e t"ta' insta''ed a-aity ". t!e

"#-any is 4>+615 M/ (in'uding JKs) ,it! 1> "a'2$ased and se&en gas2$ased stati"ns+'"ated ar"ss t!e "untry y 3=1B+ t!e -",er generati"n -"rt."'i" is e:-eted t" !a&e a

di&ersi.ied .ue' #i: ,it! "a'2$ased a-aity ". ar"und 3B+646 M/+ 4+66 M/ t!r"ug! gas+

1+43? M/ t!r"ug! !ydr" generati"n+ a$"ut 1+5== M/ .r"# nu'ear s"ures and ar"und

1+=== M/ .r"# Rene,a$'e Energy S"ures (RES)

NTPC !as ad"-ted a #u'ti2-r"nged gr",t! strategy ,!i! in'udes a-aity additi"n t!r"ug!

e:-ansi"n ". e:isting stati"ns+ %"int &entures (,it! SAIF2NESPCF) + green .ie'd &entures+

su$sidiaries and ta*e"&er ". stati"ns

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It !as $een "-erating its -'ants at !ig! e..iieny 'e&e's A't!"ug! t!e "#-any !as 1@ ".

t!e t"ta' nati"na' a-aity+ it "ntri$utes 3@ ". t"ta' -",er generati"n due t" its ."us "n

!ig! e..iieny T!e a-aity ,i'' !a&e a di&ersi.ied .ue' #i: "#-rising 6>@ "a'+ 1>@ Gas+

11@ Nu'ear and 1B@ Rene,a$'e Energy S"ures(RES) in'uding !ydr" y 3=43+ n"n

."ssi' .ue' $ased generati"n a-aity s!a'' #a*e u- near'y 3?@ ". NTPC;s -"rt."'i"

NO O9 PFANTS CAPACITY (M/)

NTPC O,ned

C"a' 1> 41+?66

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GasLFiuid 9ue' B 4+66

Rene,a$'e energy -r"%ets 2 1=

T"ta' 34 46+?3=

O,ned y JKs

C"a' Gas B 6+4>5

T"ta' 4= 51+1?5

Regi"na' S-read ". Generating 9ai'ities

REGION COAF GAS Rene,a$'e TOTAF

N"rt!ern ?+616 3+413 6 1=+?43

/estern 1=+?5= 1+34 2 13+144

S"ut!ern 5+>== 46= 6 5+66

Eastern B+== 2 2 B+==

JKs 4+535 1+5= 2 5+?>5

T"ta' 46+3B 6+?6 1= 51+1?5

T!e Regi"na' F"ad Dis-at! Centres are res-"nsi$'e ."r t!e S!edu'ing and Dis-at! ". a''

t!e generating stati"ns ",ned $y Nati"na' T!er#a' P",er C"r-"rati"n and is t!e a-e: $"dy

t" ensure integrated "-erati"n ". t!e -",er syste# grid in t!e res-eti&e regi"n A'' t!ese

F"ad Dis-at! Centres "#e under P",er Syste# O-erati"n C"r-"rati"n Fi#ited

(POSOCO)

Sine its ine-ti"n NTPC !as $een at t!e ."re.r"nt ". En&ir"n#ent #anage#ent In

N"&e#$er 16+ NTPC $r"ug!t "ut a "#-re!ensi&e d"u#ent entit'ed NTPC En&ir"n#ent

P"'iy and En&ir"n#ent Manage#ent Syste#

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Pe"-'e $e."re P'ant F"ad 9at"r is t!e guiding #antra ". a'' HR -"'iies $eing ."''",ed at

NTPC T!e "rganiati"n $e'ie&es t!at t!e s*i''s+ a$i'ities+ "#-etenies and "##it#ent ".

t!e e#-'"yees "nstitutes t!e #"st i#-"rtant asset ". t!e "rganiati"n and are t!e *ey .at"rs

t" deter#ine t!e e..iieny+ e..eti&eness and suess ". t!e "rganiati"n

NTPC ,as a,arded est /"r*-'ae in India a#"ng 'arge "rganisati"ns and t!e $est PSU ."r

t!e year 3=1=+ $y t!e Great P'aes t" /"r* Institute+ India C!a-ter in "''a$"rati"n ,it! T!e

E"n"#i Ti#es

NTPC is -r"ud ". its syste#s and is *n",n ,"r'd,ide ."r -r"&iding a g""d ua'ity ". ,"r*2

'i.e ."r its e#-'"yees In additi"n t" -r"&iding $eauti.u' and sa.e ,"r* -'aes+ NTPC

en"urages a u'ture ". #utua' res-et and trust a#"ngst -eers+ su-eri"rs and su$"rdinates

C"r-"rate S"ia' Res-"nsi$i'ity a's" -'ays a *ey r"'e in NTPC0s u'ture NTPC !as e:-ansi&e

CSR initiati&es t!at !e'- in de&e'"-ing #utua' trust ,it! t!e "##unities and t!e -e"-'e t!at

surr"und its -",er stati"ns and are an integra' -art ". t!e "rganiati"n

)R -ISION2 T" ena$'e -e"-'e t" $e a .a#i'y ". "##itted ,"r'd 'ass -r".essi"na's

T!e ."ur $ui'ding $'"*s "n ,!i! t!e HR syste#s are $ased are7

C"#-etene $ui'ding

C"##it#ent $ui'ding

Cu'ture $ui'ding

Syste#s $ui'ding

RECRUITMENTS2

NTPC $e'ie&es in t!e -!i'"s"-!y ". 0Gr", y"ur ",n ti#$er0 and t!us T!e 0E:euti&e Trainee0

s!e#e ,as intr"dued in 1BB and its "$%eti&e ,as raising a adre ". !"#e gr",n

-r".essi"na's 9irst Di&isi"n Graduate EngineersL P"st graduates are !ired t!r"ug! nati"n2

,ide "-en "#-etiti&e e:a#inati"ns and a#-us reruit#ents Hiring is ."''",ed $y 63

,ee*s ". .u''y -aid induti"n training

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TAFENT MANAGEMENT SYSTEM2

T!e ta'ent #anage#ent syste# ensures t!e de'i&ery ". t!eir -r"#ise ". #eaning.u' gr",t!

and re'e&ant !a''enges ."r t!e e#-'"yees T!e ta'ent #anage#ent syste# "nsists ".2

Per."r#ane Manage#ent

Feaders!i- De&e'"-#ent

Career Pat!s

T" .u'.i' t!e u'ti#ate "$%eti&e ". $e"#ing a 'earning "rganisati"n+ an integrated and

"#-re!ensi&e n",'edge Manage#ent Syste# !as $een de&e'"-ed+ ,!i! .ai'itates tait

*n",'edge in t!e ."r# ". 'earning and e:-erienes ". e#-'"yees t!at are a-tured and

su##aried ."r .uture re.erene

TRAINING DEKEFOPMENT

NTPC runs a state2".2t!e2art training and de&e'"-#ent institute a''ed t!e P",er

Manage#ent Institute (PMI)+ at NOIDA PMI !as "&er t!e years auired a ,ide range ".

e:-ertise and e:-eriene and !as trained a 'arge nu#$er ". -r".essi"na's .r"# NTPC+ State

E'etriity "ards and "t!er -",er uti'ities in t!e "untry

PMI "..ers -r"gra##es in t!e ."''",ing ateg"ries7

En!aning Genera' Manage#ent C"#-etene and S*i''s7 t!is -r"gra##e ai#s at

de&e'"-ing *n",'edge+ attitude+ $e!a&i"ur and s*i''s ". t!e -artii-ants .r"# t!e

#anage#ent -ers-eti&e ". t!e enter-rise

En!aning Te!nia' E:-ertise7 t!is -r"gra##e ai#s at i#-arting e#erging

te!n"'"gies and -raties t!at inrease te!nia' s*i''s and "#-etenies

U-grading 9unti"na' S*i''s7 T!is -r"gra##e ai#s t" ater t" t!e .unti"na' areas ".

t!e "rganiati"n 'i*e HR+ 9inane+ Materia's+ C"ntrats+ O-erati"ns et

Managing In."r#ati"n Te!n"'"gy7 t!is -r"gra##e ai#s at -r"&iding t!e reuired

*n",'edge and s*i''s in t!e .ie'd ". IT ."r "rganiati"n;s suess

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Induti"n Fe&e' Training Pr"gra##es7 t!ese -r"gra##es are ."r t!e ne,'y reruited

e:euti&e trainees in Engineering+ C!e#istry+ IT+ 9inane and Hu#an Res"ures

E#-'"yee De&e'"-#ent Pr"gra##es7 t!ese Pr"gra##es are "nduted ."r t!e

Su-er&is"rs and /"r*#en ". "ur C"r-"rate Centre O..ie in t!e areas ". -",er -'ant

.a#i'iariati"n+ attitude+ ua'ity+ .inane and IT

NTPC !as a u'ture ". re,ards and re"gniti"ns and re"gnies t!e "ntri$uti"n $e!ind ea!

suess and e'e$rates e&ery a!ie&e#ent and !as intr"dued &ari"us initiati&es t" en!ane

reati&ity+ .unti"na' a-titude+ inn"&ati"n and tea#,"r* ". t!e e#-'"yees T!e initiati&es

intr"dued are Nati"na' O-en C"#-etiti"n ."r E:euti&e Ta'ent+ ua'ity Cir'es+ Pr".essi"na'

Cir'es+ Med!a Pratiy"gita (ui ."r t!e e#-'"yees) It a's" !as a #anage#ent %"urna' a''ed

!"ri"n ,!i! is -u$'is!ed uarter'y and ena$'es t!e e#-'"yees t" s!are t!eir ideas and

e:-erienes ar"ss t!e "rganiati"n

!". O/0&CTI-& O$ STUD#

T!e sur&ey ,as "nduted t" #easure t!e di#ensi"ns ". -ers"na'ity at EB 'e&e' ". NTPC as

set "ut in t!e Fearning sty'e in&ent"ry M"de' O. -ers"na'ity T!e test ad#inister and

!ig!'ig!t e#-'"yee0s d"#inant -ers"na'ity traits T!is -sy!"#etri test is used ."r a'' %"$

ateg"ries and at a'' 'e&e's

Identi.ies an indi&idua';s ."re#"st -ers"na'ity traits

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A"rding t" t!e .unda#enta' -ers"na'ity di#ensi"ns ". t!e Fearning Sty'e

In&ent"ry A"rding t" t!is #"de'+ t!e -rini-a' -ers"na'ity traits an $e

su##aried under .i&e $r"ad ateg"ries+ inde-endent .r"# 'anguage "r

u'tura' in.'uenes

It !as a's" desri$ed e#-'"yee;s -ers"na'ity traits

NTPC $e'ie&es t!at t!e Fearning sty'e in&ent"ry traits are -redit"rs ". .uture -er."r#ane

"ut"#es J"$ "ut"#e #easures in'ude7 %"$ se'eti"n+ %"$ and training -r".iieny and

-ers"nne' data It a's" assess indi&idua's $ased "n t!e Fearning sty'e -ers"na'ity traits

T" identi.y t!e a-titude "r attitude ". e#-'"yees u-"n t!at %"$

T!is study is !e'-.u' t" t!at "rganiati"n ."r "nduting .urt!er resear!

It is !e'-.u' t" identi.y t!e e#-'"yer;s 'e&e' ". satis.ati"n t",ards t!eir

designati"ns

T!is study !e'-s t" #a*e a #anageria' deisi"n t" t!e "#-any

!"1 PURPOS& O$ STUD#

Hu#an Res"ure Manage#ent is t!e #anage#ent ". an "rganiati"n0s e#-'"yees It is t!e

"rganiati"na' .unti"n t!at dea's ,it! issues re'ated t" -e"-'e su! as "#-ensati"n+ !iring+

-er."r#ane #anage#ent+ "rganiati"n de&e'"-#ent+ sa.ety+ ,e''ness+ $ene.its+ e#-'"yee

#"ti&ati"n+ "##uniati"n+ ad#inistrati"n and training Managing e#-'"yees is t!e $iggest

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#anageria' -r"$'e# In an e"n"#y ,it! #"re -e"-'e t!an %"$s+ e#-'"yers tend n"t t" ,"rry

a great dea' a$"ut #"ti&ating t!eir ,"r*ers

Psy!"#etri testing in t"day;s ,"r'd is a--'ied in a ,ide &ariety ". setting+ .r"# eduati"na'

t" industria' "rganiati"ns+ ."r a di&erse range ". -ur-"ses T!ey are e:tre#e'y i#-"rtant in

reruit#ents and areer de&e'"-#ent and !e'- in #a*ing i#-"rtant -ers"nne' deisi"ns

Es-eia''y .r"# t!e HR -"int ". &ie,+ its uses !a&e inreased #u'ti."'d "&er t!e -ast .e,

years

Psy!"#etri tests ai# t" #easure attri$utes su! as inte''igene+ a-titude and -ers"na'ity

,!i! !e'- t!e -"tentia' e#-'"yers t" understand !", ,e'' t!e -ers"n ,"r*s ,it! "t!er

-e"-'e+ !", "ne !and'es stress and !", ,e'' d"es !e "-e u- ,it! t!e de#ands ". t!e %"$

T!e ter# Psy!"#etri Testing e&"*es di..erent reati"ns in di..erent -e"-'e S"#e -e"-'e

t!in* ". it as an enig#ati t!ing+ and s"#e t!in* ". it as s"#et!ing .ears"#e

!"2 INSTRU,&NTS US&D $OR PS#C)O,&TRIC T&STIN(

1 IG 9IKE

3 FEARNING STYFE

/I( $I-&

T!e $ig .i&e -ers"na'ity traits are t!e $est ae-ted and #"st "##"n'y used sienti.i

#easure ". -ers"na'ity and !a&e $een e:tensi&e'y resear!ed T!e .i&e -ers"na'ity traits are

e:tra&ersi"n+ "nsienti"usness+ neur"tiis#+ agreea$'eness and "-enness t" e:-eriene T!e

ig .i&e !as $een -re.era$'y used+ sine it is a$'e t" #easure di..erent traits in -ers"na'ity

,it!"ut "&er'a--ing During studies+ t!e ig 9i&e -ers"na'ity traits s!", "nsisteny in

inter&ie,s+ se'.2desri-ti"ns Ar"ny#s "##"n'y used t" re.er t" t!e .i&e traits "''eti&e'y

are OCEAN+ NEOAC+ "r CANOE

T!e $ig .i&e #"de' 2 .i&e 0$i-"'ar0 sa'es

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T!ese sa'es are "##"n'y re-resented $y t!e OC&AN ar"ny# and desri-ti"ns7

Openness to e3perience (euates t" Creati&e)

Conscientiousness (euates t" Detai')

&3traversion4Introversion

Agreealeness (euates t" Agreea$'e+ "--"site T"ug!2#inded)

Neuroticism (euates t" Sensiti&e+ "--"site C"n.idene)

%&ARNIN( ST#%&

T!e Fearning Sty'e In&ent"ry is a si#-'e se'.2desri-ti"n test $ased "n e:-erientia' 'earning

t!e"ry t" !e'- identi.y "ne;s ",n 'earning sty'e T!is In&ent"ry #easures an indi&idua';s

strengt!s ,ea*nesses as a 'earner in t!e four5stage learning cycle desri$ed in "'$;s

Fearning T!e"ry M"de' T!is #"de' "..ers $"t! 2 a ,ay t" understand an indi&idua';s

di..erent 'earning sty'eLs and an e:-'anati"n ". t!e e:-erientia' 'earning y'e t!at a--'ies t"

a'' ". us

T!ere are four distinct learning styles ("r -re.erenes) t!at an a's" $e inter-reted in a four5

stage learning cycle6

i Concrete &3perience (CE)

ii Reflective Oservation (OR)

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iii Astract Conceptuali7ation (AC)

i& Active &3perimentation (AE)

A"rding t" t!is y'e+ 8immediate or concrete e3periences8 -r"&ide a $asis ."r8oservations and reflections8 T!ese 0"$ser&ati"ns and re.'eti"ns0 are assi#i'ated and

disti''ed int" 8astract concepts8-r"duing ne, i#-'iati"ns ."r ati"n t!at an $e 8actively

tested8 in turn reating ne, e:-erienes

T!e in&ent"ry ,i'' assess t!e re'ati&e i#-"rtane ". ea! ". t!ese 'earning stages ."r an

indi&idua' and gi&e an indiati"n ". ,!i! 'earning sty'e is #"st -re.erred P'ease n"te t!at

n" 'earning sty'e is $etter t!an t!e "t!er A's" a $a'aned -r".i'e is n"t neessari'y t!e $est

The 9ey to effective learning is eing competent in each style :hen it is appropriate"

A !ig! s"re "n "ne sty'e #ay #ean a tendeny t" "&er2e#-!asie t!at as-et ". t!e 'earning

-r"ess ,!i'e a '", s"re "n a -artiu'ar sty'e #ay indiate a tendeny t" a&"id t!at as-et ".

t!e 'earning -r"ess

Types of %earners

!" Concrete &3perience ;C&


17/42

direted 'earning situati"ns t!at e#-!asie t!e"ry T!ey d" n"t $ene.it .r"# unstrutured

dis"&ery ty-e 'earning a--r"a!es

Examples of teaching modes: Lect"res, $apers

1"Active &3perimentation

An ati&e+ d"ing a--r"a! t" 'earning t!at re'ies !ea&i'y "n e:-eri#entati"n T!ese 'earners

'earn $est ,!en t!ey an engage in -r"%ets+ !"#e,"r*+ and s#a'' gr"u- disussi"n T!ey d"

n"t 'i*e 'etures and tend t" $e e:tr"&erts

Examples of teaching modes: Sim"lations, %ase St"dies, &ome'ork

Fearning sty'es gr"u- "##"n ,ays t!at -e"-'e 'earn E&ery"ne !as a #i: ". 'earning sty'es

S"#e -e"-'e #ay .ind t!at t!ey !a&e a d"#inant sty'e ". 'earning ,!i! #ay$e A$strat

C"ne-tua'iati"n+ Ati&e E:-eri#entati"n+ Re.'eti&e O$ser&ati"n and C"nrete E:-eriene+

,it! .ar 'ess use ". t!e "t!er sty'es Ot!ers #ay .ind t!at t!ey use di..erent sty'es in di..erent

iru#stanes T!ere is n" rig!t #i:

%earning style is an indi&idua'0s natura' -attern ". auiring and -r"essing in."r#ati"n in

'earning sty'e A "ne-t is t!at indi&idua's di..er in !", t!ey 'earn t!e t!ings t!e idea ".

indi&idua'ied 'earning sty'es "riginated in t!e 1B=s+ and !as great'y in.'uened A't!"ug!

t!ere is a#-'e e&idene ."r di..erenes in indi&idua' t!in*ing and ,ays ". -r"essing &ari"us

ty-es ". in."r#ati"n

The Cycle of %earning

1 Fearning $egins ,it! diret e:-eriene

3 T!en+ 'earners #"&e t",ard t!e ana'ysis ". a$strat "ne-ts $y re.'eting "n t!eir diret

e:-eriene

4 A.ter re.'eti&e -r"essing !as "urred+ 'earners $e"#e #"re ati&e $y a--'ying t!e ne,

'earning (a$strat "ne-ts)

5 9ina''y+ 'earners at "n t!eir 'earning $y trans.erring it t" a ne, situati"n

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Fearning sty'es in&ent"ry -r"&ides y"u ,it! a guide t" y"ur ",n -ers"na' 'earning sty'es y

as*ing a series ". uesti"ns+ and t!en s"ring t!e resu'ts+ it indiates ,!i! y"ur d"#inant

and se"ndary sty'es are It is a ,ay t" !e'- i#-r"&e y"ur ua'ity ". 'earning y

understanding y"ur ",n -ers"na' sty'es+ y"u an ada-t t!e 'earning -r"ess and te!niues

y"u use

Measures ". FSI

De&e'"-ed .r"# an e:tensi&e re&ie, ". t!e 'iterature+ FSI #easures t!e > 'earning sty'es ."r

,!i! t!ere is #"st su--"rting Ea! ". t!ese > 'earning sty'es .a'' int" 4 -airs ". "--"sing

a--r"a!es t" 'earning7

A -re.erene ."r 'earning .r"# an a$strat+ t!e"retia' -ers-eti&e+ rat!er t!an

'earning .r"# -ratia' e:a#-'es and $y ."ussing "n "nrete rea' ,"r'd issues

A -re.erene ."r ."ussing "n t!e $ig -iture and gaining an "&era'' gras- ". t!e

su$%et2#atter $e."re 'earning t!e .ine detai'+ &ersus -re.erring t" ."us "n t!e "re e'e#ents

". t!e su$%et2#atter and $ui'd an understanding ". !", t!ese e'e#ents are re'ated t" ea!

"t!er 0.r"# t!e $"tt"# u-0

A -re.erene ."r 'earning &ia uiet "nte#-'ati"n and se'.2re.'eti"n &ersus 'earningati&e'y $y disussi"n+ e:-eri#entati"n and !ands2"n ati&ity

Ad&antages7

/!en 'earning t!r"ug! ."r#a' eduati"n "r ,"r*2$ased e:-eriene+ FSI !e'-s -e"-'e #a*e

t!e #"st ". 'earning "--"rtunities and se'.2de&e'"-#ent $y en"uraging t!"ug!t a$"ut

-re.erred ,ays ". 'earning y en"uraging -e"-'e t" 0-'ay t" t!eir strengt!s0+ FSI $"t!

inreases 'earning -"tentia' and guides -e"-'e in de&e'"-ing t!eir areas ". ,ea*ness ui*

t" ad#inister and si#-'e t" "#-'ete in eit!er -a-er2and2-eni' "r "n2sreen ."r#at+ 'earning

sty'es -r".i'es are -r"dued t!r"ug! t!e Gene Sys Assess#ent Syste#

!"= Organi7ation Structure

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19/42

19


20/42

C)APT&R +

R&-I&' O$ %IT&RATUR&

20


21/42

+"! R&-I&' O$ %IT&RATUR&

R P Kan Der Mer,e De-art#ent ". Industria' and Organiati"na' Psy!"'"gy Uni&ersity ".

P"rt E'ia$et!+ 3==3

T!e resear! -a-er says T!is is a u#u'ati&e re-"rt "n t!e .indings ". &ari"us e:-'"rat"ry

resear! t!at ,ere d"ne ,it! regard t" t!e -ratie ". -sy!"#etri testing in t!e Eastern

Ca-e Reent and "ng"ing de&e'"-#ents in t!e S"ut! A.rian 'a$"r 'egis'ati"n+ and es-eia''y

t!e i#-'iati"ns ". t!e E#-'"y#ent Euity At+ !ig!'ig!t "ne again t!e i#-"rtane ". t!e

&a'idati"n ". a'' instru#ents t" $e used ."r !u#an assess#ent and se'eti"n -ur-"ses

In."r#ati"n ,as gat!ered t" esta$'is! ,!i! -sy!"#etri tests are used+ and ."r ,!at

-ur-"ses+ in industry t"day i"gra-!ia' in."r#ati"n "n ea! "rganiati"n is su--'ied+

in'uding t!e nu#$er ". e#-'"yees T!e r"'e ". -sy!"#etri testing in t!e se'eti"n

-r"edure is disussed T!e di..erent tests used+ as ,e'' as t!e test users+ are a's" indiated

T!e .indings ". "t!er+ re'ated resear!+ as ,e'' as "##ents+ re"##endati"ns and s!"rt

"#ings+ are disussed

Har-er+ H"use+ Dre,s Par*+ n"tty Green+ ea"ns.ie'd+ u*s +Internati"na' J"urna' ".

E&idene ased C"a!ing and Ment"ring S-eia' Issue N"3+ 3==?

T!e resear! -a-er sayst!e use ". -sy!"#etri tests !as gr",n int" a #u'ti2#i''i"n2-"und

industry It desri$es a -!en"#en"'"gia' study t" in&estigate t!e reas"ns ,!y "a!es

!""se t" use -sy!"#etri tests designed ."r -ers"na'ity assess#ent in t!eir "a!ing T!e

ai# ". t!e study ,as t" e:-'"re t!e deisi"n2#a*ing -r"ess in&"'&ed and ,!et!er

areditati"n is i#-"rtant Data ,ere "''eted .r"# in2de-t! inter&ie,s ,it! si: e:-eriened

"a!es ,!" ,ere aredited t" use t!e Myers2riggs Ty-e Indiat"r and at 'east "ne "t!er

-sy!"#etri test T!e .indings suggest t!at a $a*gr"und ". -sy!"'"gia' *n",'edge is as

i#-"rtant as t!e *n",'edge ". t!e use ". -sy!"#etri tests

G"s'ing+ Rent.r",+ and S,ann Jr De-art#ent ". Psy!"'"gy+ Uni&ersity ". Te:as+ Seay

Psy!"'"gy 'dg R# 5313+ Austin+ T B?B13+ USA+ A &ery $rie. #easure ". t!e ig29i&e

-ers"na'ity d"#ains

T!e resear! -a-er says /!en ti#e is 'i#ited+ resear!ers #ay $e .aed ,it! t!e !"ie ".

using an e:tre#e'y $rie. #easure ". t!e ig29i&e -ers"na'ity di#ensi"ns "r using n" #easure

at a'' T" #eet t!e need ."r a &ery $rie. #easure+ 6 and 1=2ite# in&ent"ries ,ere de&e'"-ed

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22/42

and e&a'uated A't!"ug! s"#e,!at in.eri"r t" standard #u'ti2ite# instru#ents+ t!e

instru#ents rea!ed adeuate 'e&e's in ter#s ".7 (a) "n&ergene ,it! ,ide'y used ig29i&e

#easures in se'.+ "$ser&er+ and -eer re-"rts+ ($) test8retest re'ia$i'ity+ () -atterns ". -redited

e:terna' "rre'ates+ and (d) "n&ergene $et,een se'. and "$ser&er ratings On t!e $asis ".

t!ese tests+ a 1=2ite# #easure ". t!e ig29i&e di#ensi"ns is "ffered ."r situati"ns ,!ere &ery

s!"rt #easures are needed+ -ers"na'ity is n"t t!e -ri#ary t"-i ". interest+ "r resear!ers an

t"'erate t!e s"#e,!at di#inis!ed -sy!"#etri -r"-erties ass"iated ,it! &ery $rie.

#easures

COETER Resear! Pr"gra# Hu#an Res"ure Manage#ent ."r De&e'"-#ent Resear!

Unit Deisi"n #a*ing and Manage#ent ."r E"n"#i De&e'"-#ent PU ."r CHE 3==4

T!e resear! -a-er says t!e "$%eti&e ". t!is resear! ,as t" deter#ine t!e re'ati"ns!i-

$et,een -ers"na'ity di#ensi"ns and %"$ -er."r#ane A r"ss2seti"na' sur&ey design ,as

used T!e study -"-u'ati"n "nsisted ". 16 e#-'"yees ". a -!ar#aeutia' "#-any T!e

NEO2Pers"na'ity In&ent"ry 8 Re&ised and Per."r#ane A--raisa' uesti"nnaire ,ere used as

#easuring instru#ents T!e resu'ts s!",ed t!at E#"ti"na' Sta$i'ity+ E:tra&ersi"n+ O-enness

t" E:-eriene and C"nsienti"usness ,ere re'ated t" tas* -er."r#ane and reati&ity T!ree

-ers"na'ity di#ensi"ns+ na#e'y E#"ti"na' Sta$i'ity+ O-enness t" E:-eriene and

Agreea$'eness+ e:-'ained 3?@ ". t!e &ariane in -artii-ants; #anage#ent -er."r#ane

T!e "'$ Fearning Sty'e In&ent"ryKersi"n 41 3==6 Te!nia' S-eiati"ns

A'ie Y "'$ E:-eriene ased Fearning Syste#s+ In Da&id A "'$ Case /estern

Reser&e Uni&ersity May 16+ 3==6

A$strat

The *ol %earning Style Inventory -ersion ."!(FSI 41)+ re&ised in 3==6+ is t!e 'atest

re&isi"n ". t!e "rigina' Fearning Sty'e In&ent"ry de&e'"-ed $y Da&id A "'$ Fi*e its

-redeess"rs+ FSI 41 is $ased "n e:-erientia' 'earning t!e"ry ("'$ 1?5) and is designed

t" !e'- indi&idua's identi.y t!e ,ay t!ey 'earn .r"# e:-eriene T!is re&isi"n in'udes ne,

n"r#s t!at are $ased "n a 'arger+ #"re di&erse+ and #"re re-resentati&e sa#-'e ". >BB FSI

users T!e ."r#at+ ite#s+ s"ring and inter-retati&e $""*'et re#ain identia' ,it! FSI 4

T!e te!nia' s-eiati"ns are designed t" ad!ere t" t!e standards ."r eduati"na' and

-sy!"'"gia' testing de&e'"-ed $y t!e A#erian Eduati"na' Resear! Ass"iati"n+ t!e

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A#erian Psy!"'"gia' Ass"iati"n+ and t!e Nati"na' C"uni' "n Measure#ent in Eduati"n

(1) Interna' &a'idity studies ". t!e struture ". t!e FSI 41 using "rre'ati"n and .at"r

ana'ysis are re-"rted E:terna' &a'idity in'udes resear! "n de#"gra-!is+ eduati"na'

s-eia'iati"n+ "nurrent &a'idity ,it! "t!er e:-erientia' 'earning assess#ent instru#ents+

a-titude test -er."r#ane+ aade#i -er."r#ane+ e:-erientia' 'earning in tea#s

%earning style and training delivery mode preference

*im /uch+ (i# u! is an Ass"iate Pr".ess"r in t!e De-art#ent ". Psy!"'"gy at t!e

Uni&ersity ". N"rt! Car"'ina+ C!ar'"tte+ N"rt! Car"'ina+ USA)+ Susan art'ey+ (Susan

art'ey is e#-'"yed ,it! Ernst and Y"ung in t!e USA)

i# u!+ Susan art'ey+ (3==3) Fearning sty'e and training de'i&ery #"de -re.erene+

J"urna' ". /"r*-'ae Fearning+ K"' 15

An e:-'"rat"ry study in&estigated t!e re'ati"ns!i- $et,een 'earning sty'e and -re.erene ."r

training de'i&ery #"de It ,as e:-eted t!at 'earning sty'e ,"u'd in.'uene 'earners;

-re.erene ."r reei&ing training t!r"ug! 'assr""#2+ "#-uter2+ TK2+ -rint2+ "r audi"2$ased

de'i&ery #"des A t"ta' ". 1>6 e#-'"yees .r"# a 'arge US .inania' instituti"n "#-'eted t!e

"'$ Fearning Sty'e Instru#ent and a sur&ey #easuring training de'i&ery #"de -re.erene

Resu'ts ."und su--"rt ."r t!e e:-eted re'ati"ns!i- $et,een t!e t,"+ ,it! "n&ergers

s!",ing a str"nger -re.erene ."r "#-uter2$ased de'i&ery and assi#i'at"rs s!",ing a

str"nger -re.erene ."r -rint2$ased de'i&ery H",e&er+ resu'ts a's" re&ea'ed an "&era''

-re.erene ."r 'assr""#2$ased de'i&ery ."r adu'ts in t!e study+ regard'ess ". t!eir 'earning

sty'e I#-'iati"ns ". t!ese resu'ts ."r training design and de'i&ery are disussed

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C)APT&R .

R&S&ARC) D&SI(N

."! O/0&CTI-& O$ STUD#

T" study -sy!"#etri test as -art ". t!e reruit#ent "r se'eti"n -r"ess in "rder t"

-r"&ide e#-'"yers ,it! a re'ia$'e #et!"d ". se'eting t!e #"st suita$'e %"$

24


25/42

a--'iants "r andidates ."r -r"#"ti"n and t" study t!e signi.iane ". traits ".

e#-'"yees at EB 'e&e'(GM)

."+ R&S&ARC) D&SI(N

A resear! design is a #aster -'an s-ei.ying t!e #et!"ds and -r"edures ."r

"''eting and ana'ying t!e needed data It is a .ra#e,"r* "r $'ue-rint t!at -'ans

t!e ati"n ."r t!e resear! -r"%et

T!e "$%eti&es ". t!e study deter#ined+ is t" ensure t!at t!e data "''eted is

a--r"-riate ."r s"'&ing t!e -r"$'e# T!e data is secondary and it is generated

t!r"ug! survey y the companyin t!e NTPC2PMI+ N"ida

.". SA,P%IN(

P"-u'ati"n; re.ers t" a'' t!"se -e"-'e ,it! t!e !arateristis ,!i! t!e resear!er

,ants t" study ,it!in t!e "nte:t ". a -artiu'ar resear! -r"$'e#

A sa#-'e is a -"rti"n ". -e"-'e dra,n .r"# a 'arger -"-u'ati"n It ,i'' $e

re-resentati&e ". t!e -"-u'ati"n "n'y i. it !as s"#e $asi !arateristis ". t!e

-"-u'ati"n .r"# ,!i! it is dra,n

In t!is sur&ey a'' t!e sta.. #e#$ers ". NTPC ,ere sur&eyed indi&idua''y

."1 SA,P%& SI>&

ADC V nu#$er ". sa#-'e 33

."2 R&S&ARC) INSTRU,&NT

A standardied uesti"nnaire is used as a resear! instru#ent ."r t!e study

."= DATA CO%%&CTION ,&T)OD

Pri#ary data7 -ri#ary data is t!e ne, "r .res! data "''eted .r"# t!e res-"ndents t!r"ug! a

strutured uesti"nnaire+ inter&ie, et

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Se"ndary data7 t!e se"ndary data ,as "''eted t!r"ug! 'iterature re&ie, and a's" .r"# t!e

-ast re"rds #aintained $y t!e "#-any

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C)APT&R 1

DATA ANA%#SIS

1"! DATA ANA%#SIS ON /ASIS O$ %&ARNIN( ST#%& INSTRU,&NT

Dominant Traits

1 C"nrete E:-eriene

3 Ati&e E:-eri#entati"n

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4 Re.'eti&e O$ser&ati"n

5 A$strat C"ne-tua'iati"n

N" ". e#-'"yeesV33

9IGURE 511

Interpretation:

Ma:i#u# nu#$er ". e#-'"yees !as A$start C"ne-tua'iati"n as t!eir D"#inant Trait

It says t!at -ers"n is an ana'ytia'+ "ne-tua' a--r"a! t" 'earning7 '"gia' t!in*ing and

rati"na' e&a'uati"n T!ese 'earners are "riented t" t!ings rat!er t!an t" -e"-'e T!ey 'earn

$est .r"# aut!"rity2direted 'earning situati"ns t!at e#-!asie t!e"ry T!ey d" n"t $ene.it

.r"# unstrutured dis"&ery ty-e 'earning a--r"a!es

Examples of teaching modes: Lect"res, $apers

1"!"! Dominant Trait ? Concrete &3perience

N" O. E#-'"yeesV5?

Ma:i#u# D"#inant Trait

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9IGURE 5113

9IGURE 5114

Inter-retati"n7

ee-ing C"nrete E:-eriene as t!e #ain d"#inant trait T!is s!",s t!e #a:i#u# d"#inant

trait ne:t t" C"nrete E:-eriene is Ati&e E:-eri#entati"n ,!i! is >=@ T!is re"##ends

t!at t!e e#-'"yee ,!" .a''s in t!e ateg"ry ". C"nrete E:-eriene are an active, doing

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approach to learning that relies heavily on eperi!entation" #hese learners learn

$est %hen they can engage in pro&ects, ho!e%or', and s!all gro(p disc(ssion"

#hey do not li'e lect(res and tend to $e etroverts"

Examples of teaching modes: Simulations, Case Studies, Homework

1"!"+ Dominant Trait ? Active &3perimentation

N" O. E#-'"yees V 61

9IGURE 5135

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9IGURE 5136

Inter-retati"n7 In t!is gra-! #a:i#u# nu#$er ". e#-'"yees ,!"se d"#inant trait is

A$strat C"ne-tua'iati"n ,!i! is B5@ It re"##ends t!at ."r an ana'ytia'+ "ne-tua'

a--r"a! t" 'earning7 '"gia' t!in*ing and rati"na' e&a'uati"n T!ese 'earners are "riented t"

t!ings rat!er t!an t" -e"-'e T!ey 'earn $est .r"# aut!"rity2direted 'earning situati"ns t!ate#-!asie t!e"ry T!ey d" n"t $ene.it .r"# unstrutured dis"&ery ty-e 'earning a--r"a!es

1"!". Dominant Trait ? Reflective Oservation

N" ". e#-'"yees V 31

Ma:i#u# D"#inant Trait

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9IGURE 514B

Inter-retati"n7 In t!is gra-! #a:i#u# nu#$er ". e#-'"yees ,!"se d"#inant trait is A$strat

"ne-tua'iati"n ". "t!ers ,!i! is 56@ It re"##ends !eWs!e t!in*s a tentative,

i!partial and re)ective approach to learning" #hey rely on care*(l o$servation o

others and+or li'e to develop o$servations a$o(t their o%n eperience" #hey li'e

lect(re *or!at learning so they can $e i!partial o$&ective o$servers" #hey tend

to $e introverts"

1"!"1 Dominant Trait ? Astract Conceptuali7ation

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No" of employees ? !!+

,a3imum Dominant Trait

9IGURE 515?

9IGURE 515

Inter-retati"n7 In t!is gra-! #a:i#u# nu#$er ". e#-'"yees ,!"se d"#inant trait is Ati&e

e:-eri#entati"n ,!i! is B6@ n active, doing approach to learning that reliesheavily on eperi!entation" #hese learners learn $est %hen they can engage inpro&ects, ho!e%or', and s!all gro(p disc(ssion" #hey do not li'e lect(res andtend to $e etroverts"

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C)APT&R 2

CONC%USION

2"! CONC%USION

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T!e -r"%et re-"rt ,as $ased "n -sy!"#etri test and its i#-"rtane ,it! s-eia' re.erene

t" NTPC T" study t!e "$%eti&e a sur&ey ,as "nduted "n 33 e#-'"yees+ ,!i! in'uded

genera' #anagers T!e sur&ey d"ne ,as "nduted t!r"ug! a standardied uesti"nnaire ,it!

state#ents "nsisting ". t!e -ara#etersL&aria$'es t" #easure t!e traits ". an e#-'"yee in t!e

"rganiati"n T!e test ,as "nduted and ,as a$'e t" .ind t!e d"#inant trait ". an e#-'"yee+

-r"&ided t!e insig!t int" e#-'"yee;s ,"r* sty'e and $e!a&i"ur T!ey are used ."r reruit#ent

and se'eti"n -r"esses t" !e'- e#-'"yers se'et t!e $est -e"-'e ."r t!eir $usiness

Pers"na'ity !as $een s!",n t" $e re'ated t" %"$ -er."r#ane+ #"ti&ati"n+ a$senteeis#+ and

%"$ satis.ati"n

9"r t!e suess ". any "rganiati"n its e#-'"yees are t!e rea' -'ayers and

-'ay a &ita' r"'e in t!e suess st"ry ". any "rganiati"n and t!us it gi&es a ne, "ut'""*

,!i! &ie,s "rganiati"n;s #an-",er as its res"ures and assets

Psy!"#etri test !e'-s e#-'"yee t" gr", in t!eir "rganisati"n And t!is 'eads t" t!e ,e'.are

". e#-'"yee and $ene.it t" t!e "rganisati"n NTPC is "nerned ,it! t!e -er."r#ane ".

e#-'"yees

Hu#an res"ure is t!e s"ure ". strengt! and aid ."r any "rganiati"n In t!e -resent "#-'e:

en&ir"n#ent n" $usiness an e:ist "r gr", ,it!"ut a--r"-riate !u#an res"ures s" t!ey

$e"#e t!e ."us ". attenti"n S" e#-'"yee satis.ati"n in its r"'e is t!e $asi need ."r any

"rganiati"n t" gr", as !a--y e#-'"yees are #"re -r"duti&e e#-'"yees and -sy!"#etri

tests !e'- e#-'"yees t" *n", t!eir strengt!s and inner ta'ents

On t!e $asis ". studying t!e e#-'"yee testing strategies+ t!e HR -"'iies and t!e sur&ey

"nduted it ,as ."und t!at t!e strategies ". t!e "#-any 'a* a .e, t!ings T" start ,it! t!e

strategies ta'* a$"ut ti#e'y "##uniati"n+ .unL-artying a.ter t!e ,!"'e ,ee* ". s'"gging

and #i:ing u- e#-'"yees t!r"ug! t!e "ne-t ". tea+ t"ast and s-"rts An"t!er t!ing t!e

"#-any needs is t" "ndut rereati"na' ati&ities in a'' t!e "..ies ". t!e "rganiati"n ."r its

e#-'"yees

T" "n'ude Pers"na'ity -'ays an i#-"rtant r"'e t!at e..ets a!ie&e#ent A study "nduted

,it! 33 e#-'"yees ,!" "#-'eted t!e 9i&e 9at"r In&ent"ry Pr"esses suggested t!at

"nsienti"usness and agreea$'eness !a&e a -"siti&e re'ati"ns!i- ,it! a'' ty-es ". 'earning

sty'es (synt!esis ana'ysis+ #et!"dia' study+ .at retenti"n+ and e'a$"rati&e -r"essing)+

,!ereas neur"tiis# !as an in&erse re'ati"ns!i- ,it! t!e# a'' M"re"&er+ e:tra&ersi"n and

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"-enness ,ere -r"-"rti"na' t" e'a$"rati&e -r"essing In NTPC+ t!e Fearning sty'e in&ent"ry

Pers"na'ity Traits suggests t!at -ers"na'ity traits #a*e great "ntri$uti"ns t" -er."r#ane

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C)APT&R =

R&CO,,&NDATIONS

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39/42

H"$$y2re'ated ite#s

9""d

M"re"&er Managers an #"ti&ate e#-'"yees $y using ."''",ing -"ints7

He s!"u'd "##uniate 'ear'y+ "nise'y and "nsistent'y ,it! its e#-'"yees

He s!"u'd try t" *n", t!eir e#-'"yees #u! $etter t!at ,!at are t!ey *ey interest

areas

Pr"&ide t!e regu'ar !"nest .eed$a* t" t!e e#-'"yees rat!er t!an te''ing t!e# ,!en

t!e -r"$'e# starts "#ing

S!", res-et ."r e&ery #e#$er ". t!e tea#

C"''a$"rate ". ,ays t" i#-r"&e "r inn"&ate and '""* ar"ss t!e "#-any and ."r#tea# t" ta*'e e#erging issues

Fead t!e tea# ."r,ard ,it! -"siti&e attitude

Res"'&e E#-'"yee Pr"$'e#s and d" n"t 'et -r"$'e#s 'inger M"re"&er #anager

s!"u'd .ind t!e ause+ Identi.y a--r"-riate s"'uti"ns ."r it+ t!en i#-'e#ent it+ tra*

and .ina''y #easure it

T!e in."r#ati"n gained .r"# t!e sur&ey -r"ess an de'i&er &a'ua$'e *n",'edge t!at diret'y

a..ets t!e $"tt"#2'ine and ."sters -"siti&e !ange in any "r a'' ". t!e ."''",ing ,ays7

Identi.ying "st2sa&ing "--"rtunities

I#-r"&ing -r"duti&ity

Reduing turn"&er

Cur$ing a$senteeis#

Strengt!ening su-er&isi"n

E&a'uating ust"#er2ser&ie issues

Assessing training needs

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C)APT&R @

%I,ITATIONS

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@"! %I,ITATIONS

S"#e ". t!e 'i#itati"ns+ ,!i! r"--ed u- ,ere7

1 T!e s"-e ". t!e study e:tends t" NTPC+ NOIDA FODHI ROAD "n'y

3 T!e sur&ey "nduted in De-art#ents "n'y due t" se'eti"n and -r"#"ti"n ".

e#-'"yees and t" *n", t!eir a$i'ities

4 T!e "n'usi"ns ". t!e study are s-ei.i t" t!is and n"t uni&ersa' in nature

5 T!e .indings ". t!e study are su$%eted t" t!e $ias and -re%udie ". t!e res-"ndents

6 Ti#e .at"r is an"t!er 'i#itati"n

> T!e .indings ". t!e study are s"'e'y $ased "n t!e in."r#ati"n -r"&ided $y t!e

res-"ndents

B T!e auray ". t!e .indings is 'i#ited t" t!e ana'ysis ". t!e uesti"nnaire

? 9indings #ay !ange due t" area+ "nditi"n ". t!e e"n"#y et

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R&$&R&NC&S

1 ,,,nt-"in

3 Guide t" NTPC(3=14) G Pu$'iati"ns P&t Ftd

4 Gu-ta+ C (3=13) Hu#an Res"ure Manage#ent Jain ""*

5 O;C"rner J (145)Psy!"#etris F"nd"n7 Har&ard Uni&ersity Press

6 ry"n+M (3==>) T!e U'ti#ate Psy!"#etri ""* ritain7 "gan Page Fi#ited

> Psy!"#etri Test(3=13) U7 O:."rd Uni&ersity Careers Ser&ie

B Raad+ D T!e ig 9i&e Pers"na'ity 9at"rs T"r"nt"7 H"gre.e Hu$er Pu$'is!ers

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