training & development lg

7/25/2019 TRAINING & Development LG

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CONTENT

1. Introduction

2. Training

2.1 Meaning

2.2 Definition

2.3 Comparison

2.4 Importance

2.5 Principle

2.6 Need of Training

2. !"#ecti$e % &oals

3. '(M % Training

4. Met)ods of Training

5. *$aluation

6. +.&. INDI, % Its Training ,cti$it-

. T)e T/D0

. ,nal-sis

. uggestion

1.Conclusion

11.,nneure

1



PREFACE

,s a part of m- curriculum for M, I am re7uired to undergo t8o mont)s

practical training. T)e o"#ecti$e of t)is training is to gain an insig)t into

functioning of t)e personnel department in an organi9ation. T)e emp)asis is on

appraising m-self 8it) practical implications of t)e t)eoretical concepts of 'uman

(esource management learnt at t)e institute in t)e 8or:ing en$ironment.

I got an opportunit- to undergo t)is training in an esteemed Pu"lic ector

*nterprise li:e under a"le guidance of Ms. ,l:a Mittal D&M ;'(< I=C '(>*( of

+.&. INDI, and Ms. us)ma . Purt- r. '( *ecuti$e of +.&. INDI,.

T)e researc) pro#ect entitled ?(e$ie8 on Tec)ni7ues adopted "- '(

Management to Impro$e t)e *ffecti$eness of Training and De$elopment@ is an

attempt to understand t)e opinion and attitudes of t)e $arious categories of

emplo-ees of t)e oil and natural gas corporate limited to8ards t)e maintenance of

effecti$eness of Training ser$ices pro$ided "- t)e Compan-.

It also aims to :no8 and stud- o"stacles in t)e proper utili9ation and increase t)e

effecti$eness of Training programs and tr- to suggest remedial measures 8)ere$er

possi"le.

2



T)e data 8as collected t)roug) 8ell structured 7uestionnaires. ,"out 1

emplo-ees 8ere considered for t)e sample si9e out of 3 emplo-ees since t)e

researc)ers are gi$en $er- limited time. T)is sur$e- 8as carried out in $arious

departments of t)e Compan-.

In t)e course of stud- it 8as found t)at t)e training programmes anal-9ed 8ere

pro$ided to all t)e emplo-ees of oil and natural gas corporate limited and 8as not

specific to particular categor- of emplo-ees. T)e in dept) stud- of t)e 8elfare

measures adopted "- t)e compan- re$ealed t)at ma#orit- of t)e emplo-ees 8ere

fairl- satisfied 8it) t)e training and de$elopment programmes.

3



ACKNOWLEDGEMENT

It gi$es me great pleasure to ac:no8ledge and to epress m- gratitude to all t)ose

8)o )a$e )elped me t)roug) out t)is pro#ect.

I am t)an:ful to Mr. AMAN SABHARWAL facult- t)ere moral support 8it)out

t)eir support t)is pro#ect 8ould )a$e "een impossi"le. I t)an: t)em for t)eir

constant guidance in e$er- aspect of t)is pro#ect.

I am t)an:ful to Ms. Akla Mittal DGM(HR) I=C '(>*( of +.&. INDI, for )er

moral support and guidance.

I epress sincere gratitude to m- famil- mem"ers and friends 8)o )a$e

encouraged me directl- or indirectl- in completion of t)is pro#ect.

4



DECLARATION

I Nea Bar!"a# (oll No. $%&$'%' a student of M, of P*#a+ Te,*i,al -*iersit/.

0ala*!ar )ere"- declare t)at t)e (esearc) report titled 1A ST-D2 OF TRAINING AND

DE3ELOPMENT PROCESS IN LG INDIA4 is m- original 8or: and t)e same )as not "een

su"mitted for t)e a8ard of anot)er diploma or degree.

PlaceA

Date ABBBBBB NEHA BHARDWA0

R5ll N5. 6 $%&$'%'

M.B.A.

5



INTROD-CTION

T)e success of an- organi9ation in t)e long run depends $er- muc) on t)e

7ualit- of )uman resources. 'uman resources comprise t)e aggregate of

emplo-ee attri"utes including :no8ledge s:ill and )ealt) 8)ic) are

potentiall- a$aila"le to an organi9ation for t)e ac)ie$ement of it@s goals. In

ot)er 8ords )uman resources consist of t)e $alue of t)e producti$e capacit-

and considered to t)e most $ital and $alua"le amongst t)e resources namel-

men mac)ine mone- and material. It is t)e 7ualit- of manpo8er t)at determines

t)e success of an organi9ation. T)e importance also stems from t)e fact t)at all

ot)er resources depreciate in $alue 8it) t)e passage of time and use t)e )uman

resource appreciate in $alue t)roug) ac7uisition of greater :no8ledge t)roug)

eperience and training t)at reflects an in)erent d-namism and t)e de$elopment

potential.

T)ere )as "een an increasing reali9ation t)at t)e organi9ation success is

dependent on t)e s-nerg- created "- its )uman resources. &ro8t) can onl- "e

ensured t)roug) appropriate colla"oration and amalgamation of $arious personnel

around organi9ation goals or tas:s. Tremendous c)anges in t)e social science and

tec)nolog- sp)eres )a$e "roug)t man- compleities to industrial s-stem. T)e

limitation of a mac)ine is restricted to its specification "ut t)at of a )uman "eing is

6



unlimited pro$ided it is tapped in t)e rig)t 8a- )ence organi9ation of all :inds

seem to "e gro8ing increasingl- a8are of its economic importance as a resource.

In a competiti$e "usiness 8orld t)e success of an organi9ation depends to a great

etent upon t)e leaders)ip of t)e manager. If )e can lead people effecti$el- and

attain organi9ational o"#ecti$es t)e organi9ation 8ill flouris).

T)e de$elopment of personnel at all le$els is one of t)e primar-

responsi"ilities of t)e manager as it is t)e people in t)e organi9ation 8)ic)

pro$ide t)em competiti$e edge o$er ot)ers. 'ence for t)e success of organi9ation

management )as to identif- t)e potential and innate a"ilities of t)e people to

effecti$eness of t)e organi9ation in t)e economic gro8t) of countr-.



TRAINING

*$er- organi9ation needs to )a$e 8ell trained and eperienced persons to

perform t)e acti$it- t)at )a$e to "e done. In a rapidl- c)anging "usiness

en$ironment training and de$elopment is not onl- an acti$it- "ut also an

independent function or su" s-stem 8it)in t)e organi9ation 8)ic) it must commit

its resources if it )as to maintain a $ia"le and :no8ledgea"le 8or: force.

Training is defined as learning t)at is pro$ided in order to impro$e performance on

t)e present #o". , personEs performance is impro$ed "- s)o8ing )er )o8 to master

a ne8 or esta"lis)ed tec)nolog-. T)e tec)nolog- ma- "e a piece of )ea$-

mac)iner- a computer a procedure for creating a product or a met)od of

pro$iding a ser$ice.

!li$er )eldon sa-s ?No industr- can rendered efficient so long as t)e fact remains

unrecogni9ed t)at t)e in principall- )uman F not a mass of mac)ines and tec)nical

process "ut a "od- of men. If manpo8er is properl- utili9ed it causes t)e industr-

to run at its maimum optimi9ation getting results and also 8or:s for as an clima

for industrial and group satisfaction in t)e relation to t)e 8or: formed.

Competiti$e ad$antage is t)erefore depending on t)e :no8ledge and s:ill

possessed "- emplo-ee more t)an t)e finance or mar:et structure "- organi9ation.



Mea*i*7 a*! De8i*iti5*9

,fter an emplo-ee is selected placed and introduced )e or s)e needs to "e

pro$ided 8it) training facilities. T)e training is t)e act of increasing t)e :no8ledge

and s:ill of an emplo-ee for doing t)e particular #o". Training is a s)ort term

educational process and utili9ing s-stematic and organi9ed procedure "- 8)ic) an

emplo-ee is learned t)e tec)nical :no8ledge.

De8i*iti5*A

taime9A defines ?Training is a s)ort term process utili9ing a s-stematic and

organi9ed procedure "- 8)ic) non>managerial personnel to learn tec)nical

:no8ledge and s:ill

MamoriaA defines De$elopment co$ers not onl- t)e acti$ities 8)ic) impro$e #o"

performance "ut also t)ose 8)ic) " ring a"out gro8t) of personalit- )elps

indi$idual in t)e process to8ards maturit- and actuali9ation of t)is potential

capacities so t)at t)e- "ecome not onl- good emplo-ees "ut also "ot) good men

and 8omen.

. P. (o""insA Defines Training is a learning process 8)ic) see:s a relati$el-

permanent c)ange in "e)a$ior t)at occurs as a result of eperience.



Dale 0oderA Defines It is t)at deals 8it) t)e effecti$e control and use of

manpo8er as a distinguis)ed from ot)er source of man po8er

Mea*i*79

Training is part of 'uman (esource De$elopment. It is concerned 8it) concerned

8it) training de$elopment and education. Training )as "een defined as an

organi9ed learning eperience conducted in a definite time period to increase t)e

possi"ilit- of impro$ing #o" performance and gro8t). !rgani9ed means t)at it is

conducted in a s-stematic 8a-.

,lt)oug) learning can "e incidental training is concerned 8it) t)e 8or:er learning

clear and concise standards of performance or o"#ecti$es.

Trai*i*7 is t)e ac7uisition of tec)nolog- 8)ic) permits emplo-ees to perform

t)eir present #o" to standards. It impro$es )uman performance on t)e #o" t)e

emplo-ee is presentl- doing or is "eing )ired to do. ,lso it is gi$en 8)en ne8

tec)nolog- in introduced into t)e 8or:place.

Deel5:;e*t is training people to ac7uire ne8 )ori9ons tec)nologies or

$ie8points. It ena"les leaders to guide t)eir organi9ations onto ne8 epectations

"- "eing proacti$e rat)er t)an reacti$e. It ena"les 8or:ers to create "etter products

faster ser$ices and more competiti$e organi9ations. It is learning for gro8t) of t)e

indi$idual "ut not related to a specific present or future #o". /nli:e training 8)ic)

can "e completel- e$aluated de$elopment cannot al8a-s "e full- e$aluated. T)is

1



does not mean t)at 8e s)ould a"andon de$elopment programs as )elping people

to gro8 and de$elop is 8)at :eeps an organi9ation in t)e cutting edge of

competiti$e en$ironments. De$elopment can "e considered t)e forefront of 8)at

man- no8 call t)e +earning !rgani9ation.

De$elopment in$ol$es c)anges in an organism t)at are s-stematic organi9ed and

successi$eBand are t)oug)t to ser$e an adapti$e function. Training could "e

compared t)is metap)or > if I miss one meal in a da- t)en I 8ill not "e a"le to

8or: as effecti$el- due to a lac: of nutrition. G)ile de$elopment 8ould "e

compared to t)is metap)or > if I do not eat t)en I 8ill star$e to deat). T)e sur$i$al

of t)e organi9ation re7uires de$elopment t)roug)out t)e ran:s in order to sur$i$e

8)ile training ma:es t)e organi9ation more effecti$e and efficient in its da->to>da-

operations.

Ta+le ,5;:aris5* +et"ee* Trai*i*7 a*! Deel5:;e*t

P5i*ts 58 ,5;:aris5* Trai*i*7 Deel5:;e*t

. De8i*iti5* Training is a s)ort term

process utili9ing a

s-stematic and organi9ed

procedure 8)ic) non

managerial personnel

learn tec)nical :no8ledge

and s:ills for a definite

De$elopment is a long

term educational process

utili9ing a s-stematic and

organi9ed procedure "-

8)ic) managerial

personnel learn

conceptual and t)eoretical

11



purpose. :no8ledge for general

purpose.

%. C5*te*ts Tec)nical and mec)anical

operations.

Conceptual and

p)ilosop)ical concept.

<. Parti,i:a*ts Non>Managerial

personnel.

Managerial personnel.

=.Ti;e :eri5! )ort term one s)ort

affair.

+ong term continuous

process.

>. Pr:5se pecific #o" related. Total personalit-.

'. S,5:e Narro8. Gider.?. Natre 58 :r5,ess (eacti$e process to meet

current need.

Proacti$e process to meet

future needs.

$. Met5!s se! It ma:es use of on t)e #o"

training met)ods as

apprentices)ip $esti"ule

training etc.

It ma:es use of #o"

training suc) as #o"

rotation lecture "rains

storming etc.

@. Pers5*alit/ It see:s to assist person It see:s to de$elop )idden

12



for efficienc- and

effecti$eness in impro$ing

and updating )is

profession :no8ledge.

talent and 7ualities of

personnel.

&. -tiliati5* It see:s to ma:e 8or:ers

proficient in t)eir eisting

#o".

It see:s to prepare

emplo-ees for )andling

responsi"le and

c)allenging #o".

13



I;:5rta*,e 58 trai*i*7

, 8ell planned and 8ell eecuted training programme can pro$ide t)e follo8ing

ad$antagesA

1. Hi7er :r5!,tiit/9 T)e training )elps to impro$e t)e le$el of

performance. Trained emplo-ees perform "etter t)us more efficientl- "-

using "etter met)od of 8or:. Impro$ement in manpo8er producti$it- in

de$eloped nations can "e attri"uted in no small measure to t)ere educational

and industrial training programmes.

2. Better alit/ 58 "5rk i* 85r;al trai*i*79 T)e "est met)ods are

standardi9ed and taug)t to emplo-ees. /niformit- of 8or: met)ods and

procedures )elps to impro$e t)e 7ualit- of product or ser$iceH trained

emplo-ees are less li:el- to ma:e operational mista:es

3. Less lear*i*7 :eri5!9> , s-stematic training programme )elps to reduce t)e

time and cost in$ol$ed in learning. *mplo-ees can more 7uic:l- reac) t)e

accepta"le le$el of performance. T)e- need not 8aste t)eir time and efforts

in learning t)roug) trial and error.

4. C5st re!,ti5*9> training emplo-ees ma:e more economical use of

materials and mac)iner-. (eduction in 8astage and spoilage toget)er 8it)

increase din producti$it- )elp to minimi9e cost of operations per unit.

14



Maintenance cost in also reduced due to fe8er mac)ine "rea:do8ns and

"etter )andling of e7uipment. Plant capacit- can "e put to t)e optimum use.

5. L5" a,,i!e*t rate9> Trained personnel adopt t)e rig)t 8or: met)ods are

ma:e use of t)e prescri"ed safet- de$ices. T)erefore t)e fre7uenc- of

accidents is reduced. 'ealt) and safet- of emplo-ees can "e impro$ed.

6. Hi7 ;5rale9> Proper training can de$elop positi$e attitude among t)e

emplo-ees. o" satisfaction and morale are impro$ed "ecause of rise in

earning and #o" securit- of t)e emplo-ees training reduces t)e emplo-ees

grie$ances "ecause opportunities for internal promotions are a$aila"le to

8ell trained emplo-ees.

. Fl8illi*7 ;a*:5"er *ee!s9 it is "elie$ed "- man- organi9ations t)at t)e

"est 8a- to o$ercome recruiting pro"lems is to esta"lis) apprentices)ip

training programmes. T)us training )elps in identif-ing talented people for

different #o"s 8it)out an- un8anted costs.

. Pers5*al 7r5"t9> training enlarges t)e :no8ledge and s:ill of t)e

participants. T)erefore 8ell trained personnel can gro8 faster in t)eir #o"s.

Training pre$ents t)e o"solescence of t)eir s:ills and :no8ledge. Trained

emplo-ees are more $alua"le asset to t)e organi9ation. Training )elps to

de$elop people for promotion to )ig)er posts and to de$elop future

managers.

15



. I*,reases 5r7a*iati5*al sta+ilit/ a*! 8lei+ilit/9> !rgani9ational sta"ilit-

means a"ilit- of an organi9ation to sustain its effecti$eness despite of t)e

loss its :e- personnel and flei"ilit- refers to t)e a"ilit- to ad#ust itself to t)e

s)ort run $ariations of its of 8or: 8it) t)e a$aila"ilit- of trained personnel it

can )a$e "ot) sta"ilit- and flei"ilit- t)e former "ecause t)ere is a reser$oir

of trained replacement and letter "ecause trained possessing multiple s:ills

can transferred to ot)er #o"s as t)e situation demands.

1.Or7a*iati5*al ,li;ate9 , sound training programme )elps to impro$e t)e

climate of t)e organi9ation. Industrial relation and discipline impro$es

t)erefore decentrali9ation of aut)orit- and participati$e management can "e

introduced. (esistance to c)ange is reduced. !rgani9ations )a$ing regular

training programmes fulfill t)eir needs for personnel from internal resources.

!rgani9ational sta"ilit- is en)anced "ecause training )elps to reduce la"our

turno$er and a"senteeism. Training is an in$estment in people and t)erefore

is sound "usiness in$estment. Intact no "usiness can c)ose 8)et)er or not to

train t)e emplo-ees t)e onl- is 8)et)er t)is training s)all "e )ap)a9ard or

casual misdirected or 8)et)er it s)all "e made carefull- planned part of an

integrated programme of personnel administration.

16



Pri*,i:le 58 Trai*i*79

. Trai*i*7 Pla*9 T)is must "e 8ell planned prescri"ed and a"l- eecuted

effecti$e implementation depends to great etend on planning.

%. Or7a*iati5*al 5+#e,ties9 T % D program must meet o"#ecti$es of t)e

organi9ation

<. Eit/ a*! 8air*ess9 T and D program must en#o- e7ual opportunit- to dri$e

"enefit out of suc) training and must )a$e e7ual c)ance to undergo suc) training.

=. A::li,ati5* s:e,i8i,ati5*9 Training content is "alanced "et8een t)eor- and

practical. It must "e ?,pplication specification@.

>. -:7ra!i*7 i*85r;ati5*9 T and D program is continuous re$ie8ed at periodic

inter$al as order to ma:e t)em updated in terms of :no8ledge and s:ill.

'. T5: Ma*a7e;e*t s::5rt9 Top management support is essential to ma:e

Training and De$elopment effecti$e.

1



?. Ce*traliati5*9 Jor econom- of effecti$e uniformit- and efficienc-

centrali9ation of training department is found more common and useful.

$. M5tiati5* F Training and De$elopment )a$e moti$ation aspects li:e "etter

career opportunit- indi$iduals % s:ill de$elopment etc.

Nee! 85r Trai*i*79

Training must "e tailored to fit t)e organi9ation@s strateg- and structure. It is seen

as pi$otal in implementing organi9ation>8ide culture>c)ange efforts suc) as

de$eloping a commitment to customer ser$ice adopting total 7ualit- management

or ma:ing a transition to self>directed 8or: teams. Pace>setting 'uman (esource

De$elopment departments )a$e mo$ed from simpl- pro$iding training on demand

to sol$ing organi9ational pro"lems.

Trainers see t)emsel$es as internal consultants or performance impro$ement

specialists rat)er t)an #ust instructional designers or classroom presenters. Training

is onl- one of t)e remedies t)at ma- "e applied "- t)e ne8 "reed of 'uman

(esource De$elopment practitioners.

In an age of net8or: organi9ations alliances and long>term relations)ips 8it)

#ust>in>time suppliers leading companies are finding t)at t)e- need to train people

ot)er t)an t)eir o8n emplo-ees. ome organi9ation offer 7ualit- training to t)eir

1



suppliers to ensure t)e 7ualit- of critical inputs. !rgani9ations 8it) a strong focus

on customer ser$ice ma- pro$ide training for purc)asers to t)eir product.

. S5rta7e 58 skill9 :illed and :no8ledge people are al8a-s on s)ort suppl-

alternati$el- t)e- are too epensi$e to )ire from outside. T)e "est 8a- is to

impro$e t)e s:ill and :no8ledge of t)e eisting emplo-ees t)roug) Training and

De$elopment.

%. Te,*5l57i,al O+s5les,e9 &ro8t) of tec)nolog- ta:es place $er- fast. T)is 8ill

render current tec)nological o"solesces in t)e near future.

<. Pers5*al O+s5les,e9 ,t t)e time of recruitment emplo-ees posses a certain

amount of :no8ledge and s:ill. ,s t)e time passes t)eir :no8ledge "ecomes

o"solesce unless it is uploaded "- proper training. T)is )appens "ecause of

c)anges ta:e place in product met)ods procurement of "etter mac)ines.

=. Or7a*iati5* O+s5les,e9 Modern management )as introduced a num"er of

inno$ati$e steps in functioning of management li:e pla- organi9ing controlling to

suc) c)ange are "ound to fail and "ecome o"solete to pre$ent o"solesce

organi9ation. *mplo-ees must "e eposed to modern Tec)nolog- t)roug) T % D

>. I*,rease! Pr5!,tiit/9 Instruction can )elp emplo-ees increase t)eir le$el of

performance. Increase )uman performance often directl- leads to operational

producti$it- and increase compan- profits.

1



'. C5er,ie Trai*i*7 +/ G5er*;e*t9 In order to pro$ide "etter emplo-a"ilit-

c)anges of unemplo-ed -out) certain go$ernments )a$e ta:en initiati$es to

mo"ili9e resource a$aila"le at pu"lic=go$ernment and pri$ate to pro$ide training to

outside candidates. !ne suc) arrangement is called at ,pprentices)ip Training@

conducted "- &o$ernment of India. , part of ependiture incurred for t)is "- t)e

pri$ate sectors is reim"ursed "- go$ernment.

?. H;a* Ca:ital9 T)e latest t)in:ing is to treat emplo-ees as ?'uman Capital@.

T)e ependiture in$ol$ed in training and de$elopment are no8 "eing considered as

an in$estment. T)is is cause in glo"ali9ation it is t)e :no8ledge and s:ill of

emplo-ees 8)ic) determine complete ad$antages of firm.

2



OB0ECTI3ES AND GOALS OF TRAINING9

Training and De$elopment can )elp an organi9ation in a num"er of 8a-s.

/ltimatel- it is emplo-ee :no8ledge and s:ill t)at produce t)e organi9ation@s

product or ser$ice. Training facilitates t)e implementation of strateg- "- pro$iding

emplo-ees 8it) t)e capa"ilit- to perform t)eir #o"s in t)e manner dictated "- t)e

strateg-. Training also assists in sol$ing immediate "usiness pro"lems suc) as

8)en a team of Manager in an action learning program studies a real pro"lem and

recommends a solution. Jinall- to :eep a)ead in a )ig)l- competiti$e t)e tur"ulent

en$ironment it )as "een suggested t)at t)e training function must foster a

continuous learning culture and stimulate managers to rein$ent t)eir corporation.

Training ena"les emplo-ees to de$elop and train 8it)in t)e organi9ation and

increase t)e mar:et $alue earning po8er and #o" securit-. It moulds t)e

emplo-ee@s attitude and also )elps t)em to ac)ie$e "etter co>operation 8it) t)e

compan- and greater lo-alt- to it. T)e management is "enefited in t)e sense t)at

)ig)er standard of 7ualit- are ac)ie$ed a satisfactor- organi9ation structure is "uilt

up aut)orit- can "e delegated and stimulus for progress applied to emplo-ees.

To increase producti$it- of emplo-ees or 8or:ers

To impro$e 7ualit- of 8or: and product

To en)ance and update :no8ledge and s:ill le$el of emplo-ee in t)e

organi9ation

21



To promote "etter opportunit- for t)e gro8t) and promotion c)ances of

emplo-ees and t)ere"- t)e emplo-a"ilit-

To secure "etter )ealt) and safet- standard

To impro$e 7ualit- of life of emplo-ees

To sustain competiti$e ad$antage

To impart ne8 entrants of :no8ledge and s:ill

To "uild up a sound line of competent efficienc- and prepare t)em as a part

of t)eir career progress to occup- more responsi"le positions

To impart customer educationH )elp grading s:ills and :no8ledge and

emplo-ees estimate career planning of t)e compan-.

22



INTROD-CTION

ELECTRONIC INDUSTRY PFOFILE IN INDIA

Git) t)e ad$ent of science and tec)nolog- electronics )as assumed an added

significance. *lectronics in India )as all t)e ingredients for rapid gro8t). India )as

t)e potential of "ecoming a ma#or glo"al pla-er in electronics. During t)e last fe8

-ears t)e electronic industr- )as made significant contri"ution to t)e national

econom- 8)ile su"stantial gro8t) in production )as "een ac)ie$ed in t)e areas of

consumer electronicsH t)e gro8t) trends in ot)er areas are $er- encouraging.

23



CONS-MER ELECTRONICS

*lectronics pla-s a $ital role not onl- in tac:ling t)e issues of national importance

"ut is also pro$ing ad$antageous in t)e field of communications transportation

)ealt) agriculture and industrial production.

Git) t)e li"erali9ation of in$estment licensing foreign colla"oration import

policies lo8ering of important tariffs in t)e countr-. T)e consumer electronics

sector 8itnessed a "oom during t)e *ig)t) Ji$e 0ear Plan.

It is proposed to set a goal of electronics production of (s. 5 "illion for t)e -ear

2>2 1 ,D or (s. "illion for t)e terminal -ear of t)e t) Plan. T)is 8ould

represent a gro8t) rate of a"out 3 to 35K during t)e t) Plan and 8ould "e a

mere 2K of t)e 8orld trade estimated at L13 "illion "- 21. Jurt)er goals

24



suggested for electronics production for 26>2 and 211>212 are 5 percent

and 12K respecti$el- of t)e 8orld mar:et.

25



COMPAN2 PFOFILE OF LG

+& *lectronics India P$t. +td. a 8)oll- o8ned su"sidiar- of +& *lectronics

out) orea 8as esta"lis)ed in anuar- 1 after clearance from t)e Joreign

In$estment Promotion oard ;JIP<. T)e trend of "eating industr- norms started

8it) t)e fastest e$er>nation8ide launc) "- +& in a period of 4 and 5 mont)s 8it)

t)e commencement of operations in Ma- 1. +& set up a state>of>t)e art

manufacturing facilit- at &reater Noida near Del)i in 1 8it) an in$estment of

(s 5 Crores T)is facilit- manufactured Colour Tele$isions Gas)ing Mac)ines

,ir>Conditioners and Micro8a$e !$ens. During t)e -ear 21 +& also

commenced t)e )ome production for its eco>friendl- (efrigerators and esta"lis)ed

its assem"l- line for its PC Monitors at its &reater Noida manufacturing unit. T)e

26



"eginning of 23 8ill see roll out of t)e first locall- manufactured Direct Cool

(efrigerator from t)e plant at &reater Noida.

T)e &reater Noida manufacturing unit line )as "een designed 8it) t)e latest

tec)nologies at par 8it) international standards at orea and is one of t)e most

*co>friendl- units amongst all +& manufacturing plants in t)e 8orld.

+& F T'* *T &+!,+ C!MP,N0

+& *lectronics 8as esta"lis)ed in 15 as &old star Compan- +td. ,nd )as "een a

trendsetter in t)e electronics industr- e$er since. T)e corporate name 8as c)anged

to +& *lectronics in 15 as part of and effort to ma:e t)e compan- ma#or pla-er

in 8orld mar:ets.

?&old star@ "rand product sales in 16 came to / L "illion 8)ic) ran:ed one

of t)e top electronics industr- in t)e 8orld. Consumers in more t)an 11 countries

for offering products t)at deli$er ultimate satisfaction :no8 +&.

2



,long 8it) t)e ne8 corporate mission +& electronics )as "een re"orn. T)e

organi9ation remains -out)ful and $i"rant. uilding a "etter future for customers is

t)e top priorit- and t)e compan- is going top gear to ma:e t)e "etter future a

realit-.

T)e management p)ilosop)- F

Ge create $alue for our customers t)roug) management "ased on esteem for

)uman dignit-.

T)e product manufactured internationall- co$er Multimedia Pla-ers ideo=,udio

products 'ome ,ppliances Information -stem products Communication

De$ices Displa- products Magnetic (ecording Media and *lectric= *lectronics

Parts and Components. 'ea$- in$estments are "eing made in t)e net generation

and en$ironment friendl- product.

T)e +& &roup F +oo:ing ,"o$e

2



T)e +& &roup is toda- one of t)e orea@s top 3 conglomerates In fields ranging

from c)emicals energ- electronics semiconductors mac)iner- and metals of

trade ser$ices and finance eac) of t)e +& mem"er companies is no8 8or:ing to

rise to t)e )ig)est le$el of glo"al competition in t)eir respecti$e Industries. T)e

compan- is represented "- 2 su"sidiaries around t)e 8orld 8it) o$er 55

emplo-ees 8orld8ide. +& is no8 read- to ma:e t)e net 7uantum leap for8ard>

+*,P 25.

+eap 25 is t)e strateg- for sur$i$ing in t)e era of unlimited competition and

started form )ig)l- c)arged inno$ation. +&@s "usiness strateg- for 21st centur- is

$er- aggressi$e.

Information and communication electric and electronics c)emicals and energ-

multimedia "ioengineering and semi> conductors industries 8ill "e promoted. -

t)e -ear 25 t)e group plans to ac)ie$e annual sales of / L 4 "illions.

2



DIGITAL LG

Git) t)e ne8 millennium +&* )as un$eiled t)e am"itious $ision of ?DI&IT,+

+&.@ T)e s)ort 8ords of Digital +& is t)e em"odiment of +&*@s strong 8ill to

"ecome t)e true leader of t)e Digital +&.

+&* is poised to ta:e t)e leap for8ard as Digital +eader c)arting its o8n course

of success in t)e rapidl- c)anging digital age. G)ile offering inno$ati$e digital

products and ser$ices t)at enric) people@s li$es and ma:ing t)em more

comforta"le +&* 8ill stri$e to "ecome and eemplar- compan- for t)e Digital

,ge t)at reali9es leaders)ip for t)e digital Management.

T)roug) t)ese efforts t)e compan- aim to "e t)e true leader of t)e Digital ,ge. T)e

compan- 8ill "e at t)e forefront of reali9ing customer $alue pro$iding "est profit

to t)e s)are)olders and reaffirming t)e pride and satisfaction of our staff mem"er

in t)eir efforts to reali9e t)eir o8n indi$idual $ision.

3



Digital +&A

Is t)e rand Icon created "- t)e +& *lectronics to con$e- t)e ne8 $alues of

t)e digital ,ge to t)e customers "- $isuall- illustrating t)e image of ?eas->to>use

en#o->to>use@ digital tec)nolog-.

31



LG ELECTRONICS INDIA LTD.

+& India t)e Indian 8ing of t)e out) orean c)ae"ol formall- :no8n as ?+uc:-

&old star@. +& *lectronics India ltd.;+&*I+< is t)e 8)oll- o8ned su"sidiar- of

+& electronics and started operations in its current ?a$ataar@ in Del)i in Ma- @

and spread itself across t)e countr- 8it)in mont)s. Compan- launc)ed t)e entire

product profile under t)e +& "rand name 8)ic) t)e compan- )ad decided to

c)ange from its pre$ious "rand &!+DT,( around t)e 8orld.

Toda- in a s)ort span of 4 -ears +& )as t8ent- models of color tele$ision ranging

from 14 inc)es to 6 inc)es 15 models of large capacit- refrigerators ranging from

15 liters to liters models of 8as)ing mac)ines ranging from 5.5 gs. 12

models of air F conditioners 45 models of micro8a$es o$ens 2 CD@s 4 models

of ,=C 11 models of Monitor along 8it) po8er entertainment de$ices i.e. audio

CD (ecorder MP P+,0*( ,nd DD Pla-er +CD Pro#ector and )a$e

su"se7uentl- launc)ed t)e same all India.

In t)e first p)ase of in$estment from 1 to 21 t)e compan- )ad decided to

in$est / L 46 million ;(s.525 crores< to esta"lis) manufacturing facilit- at

&reater Noida. T)is facilit- 8ill "e capa"le of c)urning out Gas)ing

Mac)ines 1 ,ir conditioners etc.

32



In t)e second p)ase from 21 to 25 +& *lectronics 8ill in$est L 143 million to

increase its eisting capa"ilities in finis)ed products and capa"ilities to

manufacture compressors fl- transformers motor and deflection -o:es.

,fter setting up of +& soft8are Center in angalore in 16 +&*I+ )as also set

up in )ouse (% D and '(D Center in India not onl- to train t)e Indian

emplo-ees "ut also to ser$e foreign emplo-ee of +&* in out) ,sia and Nort)

,frica.

In fi$e -ears from no8 +&*I+ 8ill "ecome one of t)e largest industrial )ouses in

Indian and stri$e to "ecome No.1 Compan- in India "- 23 +&*I+ )as alread-

ac)ie$ed a turno$er of (s. 14 Crores in t)e -ear 2 and (s. 5 Crores in

1. T)e target turno$er for +&*I+ in t)e $ision +*,P 25. is (s. 1

Crores.

+& is alread- No. 1 in t)e sale of ,ir conditioners in India and among t)e top

priorit- in t)e sale of all ot)er consumer electronics.

In addition +@s &olden e-e tele$ision offers t)e 8orld@s most ad$anced picture

s-stem.

T)ere are 1 "ranc) offices co$ering 8)ole of India in t)e follo8ing cities

,)meda"ad angalore )u"anes)8ar ol:ata C)andigar) C)ennai Coac)in

&)a9ia"ad &u8a)ati '-dera"ad Indore aipur +uc:no8 Mum"ai Ne8 Del)i %

33



'ar-ana Patna % Pune. G)ile corporate office is situated at &reater Noida /P

and (egd. !ffice at !:)la Industrial *state Ne8 Del)i.

+& )as "een a"le to craft out in fi$e -ears a premium "rand positioning in t)e

Indian mar:et and is toda- t)e most preferred "rand in t)e segment

arious studies )a$e s)o8n t)at t)e consumer is 8ell informed on t)e )ealt)

a8areness front. +& 8as one of t)e first companies 8)o recogni9ed t)e emerging

c)ange in consumer needs and decided to differentiate t)eir products on t)e "asis

of tec)nolog- 8)ic) appealed to t)e consumer on t)e "asis of )ealt) "enefits. Its

$ision 8as to "ecome a E'ealt) PartnerE for its consumers 8orld8ide and t)erefore

formulated its corporate p)ilosop)- to ma:e peoplesE li$es "etter con$enient and

)ealt)ier.

34



T)e CT range offered "- +& )as E&olden *-eE tec)nolog- 8)ic) senses t)e lig)t

le$els in t)e room and ad#usts t)e picture to ma:e it more comforta"le for t)e e-es.

T)e entire range of +& air>conditioners )a$e E'ealt) ,ir -stemE 8)ic) not #ust

cools "ut :eeps pollution out. imilarl- micro8a$e o$ens )a$e t)e E'ealt) Ga$e

-stemE refrigerators )a$e t)e EPN -stemE 8)ic) preser$e t)e nutrition in food

and 8as)ing mac)ines )a$e EJa"ricare -stemE 8)ic) ta:es t)e )ealt) factor do8n

to ones clot)es. ,ll t)e products offered "- t)e compan- )a$e uni7ue tec)nologies

de$eloped "- its (%D departments t)at gi$e customers a )ealt)ier en$ironment to

li$e>in.

35



T)e -ear 21 8itnessed +& "ecoming t)e fastest gro8ing compan- in t)e

consumer electronics )ome appliances and computer perip)erals industr-. T)e

compan- )ad till t)e mont) of !cto"er 21 ac)ie$ed a cumulati$e turno$er of (s

5 Crores in India since its inception in 1 ma:ing it t)e fastest e$er (s 5

Crores cloc:ed "- an- compan- in t)e Indian consumer electronics and )ome

appliances industr-. 'a$ing ac)ie$ed t)is milestone +& ac)ie$ed anot)er

"enc)mar: 8it) t)e first e$er sales of !ne +a:) ,=Cs ;Gindo8s and plits< in a

calendar -ear. +& is poised to surpass its turno$er target of (s. 2 Crores t)is

-ear and cloc: a turno$er of (s. 3 Crores.

T)is -ear +& )as emerged as t)e leader in Colour Tele$isions emi ,utomatic

Gas)ing Mac)ines ,ir Conditioners Jrost>Jree (efrigerators and Micro8a$es

36



!$ens. In Colour Tele$isions )a$ing set t)e sales target of one million units of

Color Tele$isions for 22 +& )as alread- ac)ie$ed t)e one million mar: in t)e

mont) a)ead of its target.

+& *lectronics India is t)e fastest gro8ing compan- in t)e consumer electronics

)ome appliances and computer perip)erals industr- toda-. +& *lectronics is

continuall- pro$iding superior tec)nolog- products % $alue for mone- to o$er 5

la:) )ouse)olds in India.

3



II!N

• To "e No. 1 compan- in India "- 23

P'I+!!P'0

• Compete in t)e International mar:et 8it) a glo"al Mindset..

• Maimi9e $alue for customers *mplo-ees and s)are)olders.

• Pursue t)e "est in t)e class t)roug) Management "- Principle.

• Contri"ute to t)e societ- t)roug) good corporate citi9ens)ip.

INITI,TI*

• (edesign "usiness portfolio.

• De$elop ne8 strategic "usiness.

• &lo"ali9ation

• ,c7uire promising differentiated tec)nolog-.

• Culti$ate )ig) performing leader

3



TRAINING METHODS AND TECHNI-ES

ecause of t)e o"#ecti$e of 'uman (esource De$elopment is to contri"ute to t)e

organi9ation@s o$erall goals training programs s)ould "e de$eloped s-stematicall-

and 8it) t)e organi9ation@s true needs in mind. uccessful training "egins 8it) a

t)oroug) need assessment to determine 8)ic) emplo-ees need to "e trained and

8)at t)e- need to "e trained to do.

,llison (ossett and osep) G. ,r8ad- states T)e 7uestion is not 8)et)er -ou 8ill

solicit t)is :ind of information t)roug) needs assessment. It is )o8 muc) of it -ou

8ill do and using 8)ic) tools. T)e culmination for t)e assessment p)ase is a set of

o"#ecti$es specif-ing t)e purpose of t)e training and t)e competencies re7uired in

trainees after t)e- complete t)e program.

T)is section considers t)e c)oice of met)ods for emplo-ees training. Git) training

o"#ecti$es defined and learning principles in mind t)e trainer must "e c)oose

appropriate training met)ods and design t)e se7uence of e$ents in t)e training

program. Per)aps t)e first decision to "e made is 8)et)er to conduct t)e training

on t)e #o" or a8a- from t)e #o". In man- cases t)e decision is to do some of "ot).

3



. O* te 05+ Trai*i*79 !n t)e #o" training is conducted at t)e 8or: site and in

t)e contet of t)e actual #o". T)e $ast ma#orit- of all industrial training is

conducted on t)e #o" often "- t)e trainee@s immediate superior or a nominated

peer trainer. !n>t)e #o" training )as se$eral ad$antagesA

". ecause of training setting is also t)e performance setting t)e transfer of

training to t)e #o" is maimi9ed

c. T)e cost of a separate training facilit- and a full>time trainer are a$oided or

reduced.

d. Trainee moti$ation remains )ig) "ecause it is o"$ious to trainees t)at 8)at t)e-

are learning is rele$ant to t)e #o"

e. Trainees generall- find on>t)e>#o" training more $alua"le t)an classroom

training.

%. A::re*ti,esi: Trai*i*79 T)is training is com"ination of on and off t)e #o"

training. T)e department of +a"or regulates apprentices)ip programs and often

management and a union #ointl- sponsor apprentices)ip training. T)is training is

normall- gi$en to artisans electricians plum"ers "ric:la-ers etc. T)e duration is

normall- $ar- from 2 to 6 -ears. ,pprentices)ip training is carried out under t)e

guidance and intimate super$ision of master craftsman or epert

4



8or:er=super$isor. During apprentices)ip training period t)e trainees are paid less

t)an t)at of a 7ualified 8or:er.

<. 05+ R5tati5*9 In t)e #o" rotation management trainee=emplo-ee is made to

mo$e from one function to anot)er at planned inter$als. o" rotation is 8idel- used

as a management eecuti$e de$elopment program 8)ic) ma:es t)e emplo-ee or

management trainee a multi>tas:ing indi$idual. It can "e done eit)er $ertical or

)ori9ontal.

4. C5a,i*7 a*! -*!ersta*!i*7 ;et5!9 Training under eperienced 8or:er

t)e- are coac)ed and instructed "- s:illed co>8or:er "- super$isor "- special

trainee instructor.

>. Ot+5*! Trai*i*79 T)e out"ound training is conducted in a location

specificall- designated for training. It ma- "e near t)e 8or:place or a8a- from

8or: at a customi9ed training center or a resort. T)e purposes of conducting t)is

:ind of training a8a- from t)e 8or: place is to minimi9ed or a$oid distractions of

t)e emplo-ee from t)eir dail- 8or: routine and allo8s t)em to de$ote t)eir full

attention t)e specific su"#ect. ome of t)e out"ound training met)ods and acti$ities

areA

a. A,ti5* :la**i*79 !ften a closing acti$it- as:ing participants to specif- or set

goals a"out eactl- 8)at t)e- 8ill do differentl- "ac: on t)e #o"

41



+. Beai5r;5!elli*7 trai*i*79 use a $ideotape to demonstrate t)e steps in a

super$isor- acti$it- suc) as conducting a disciplinar- inter$ie8 follo8ed "- role

pla-ed s:ill practice and feed"ac:

,. Beai5ral Si;lati5*9 +arge>scale multi person role>la- non>computeri9ed

"usiness game.

!. Brai*st5r;i*79 Creati$e idea>generation eercise in 8)ic) no criticism is

allo8ed.

e. Bsi*ess Ga;e9 Computerised "usiness simulation t)at re7uires participants to

ma:e decisions a"out strateg- and in$estments and t)en pro$ides financial results

"ased on t)e decisions.

8. B Gr5:9 mall>group discussion of se$eral minutes duration on an

assigned topic

7. Case St!/9 Jrom a one>paragrap) $ignette to a fift->page 'ar$ard>st-le case.

. De;5*strati5*

i. E:erie*tial eer,ise

#. Fiel! tri:

k. Gr5: !is,ssi5*

l. Gest s:eaker

;. Gi!e! tea,i*79 Dra8ing from t)e group t)e points t)e lecturer ot)er8ise

8ould ma:e )im or )erself

42



*. I*85r;ati5* sear,9 ,s:ing trainees to locate t)e ans8ers to 7uestion in t)e

training materials or manuals pro$ided

5. I*ter7r5: e,a*7e9 small groups s)are t)eir ideas of findings 8it)

anot)er group

:. Lear*i*7 7a;e9 competition "et8een teams in a 7ui9 s)o8 format

. Le,tre

r. Me*tal i;a7er/9 ,s:ing participants to close t)eir e-es and $isuali9e or

recall somet)ing or engage in mental re)earsal of p)-sical or interpersonal

s:ills.

s. Ot!55r lea!ersi: trai*i*79 Team acti$ities t)at ma- include )i:ing rope

courses or ot)er p)-sical c)allenges along 8it) pro"lem.>sol$ing acti$ities.

t. Pr5+le;s5li*7 a,tiities

. R5le:la/

. Sel8assess;e*t i*str;e*t 5r i. ,n eample is a conflict resolution F

st-le in$entor-.

". Tea; Bil!i*79 , series of group acti$ities and sometimes sur$e-s used to

de$elop team s:ills and role clarif- in a team of people 8)o must 8or: toget)er

closel- on t)e #o"

. 3i!e5ta:es9 can "e used alone "ut are most effecti$e in discussion and

practice.

43



Tere are ari5s 5ter i*str,ti5*al ;et5!s se! i* trai*i*7 :r57ra;9

1. Classroom>programs F li$e

2. Gor:"oo:s = Manuals

3. ideotapes

4. Pu"lic eminars

5. elf>assessment instruments

6. (ole pla-s

. Case tudies

. &ames=simulations ;not computer>"ased<

. !utdoor eperiential programs

!ut of t)e a"o$e off #o" training tec)ni7ues t)e follo8ing are used in generalA

1. Classroom +ectures

2. Conference and seminars

3. &roup discussions and case stud- anal-sis

4. ,udio>$isual and film s)o8s

5. imulation and computer modeling

6. esti"ule training

. Programmed organi9ations

. &ames and (ole pla-ing

. T>group training

44



1. (etraining

. Classr55; le,tres9 T)is is t)e simplest and from t)e off t)e #o" training. T)is

is a "est form of instruction 8)en t)e instruction is to con$e- information on rules

regulation policies and procedures.

%. C5*8ere*,e a*! Se;i*ars a*! W5rks5:s9 T)is is a formal met)od of

arranging meeting in 8)ic) indi$iduals confer to discuss points of common interest

for enric)ing t)eir :no8ledge and s:ill. T)is is group acti$it-. It encourages

group@s discussion and participation of indi$iduals for see:ing clarification and

offering eplanation and o8n eperience. It is a planned acti$it- 8it) a leader or

moderator to guide t)e proceedings 8)ic) is focused on agreed agendas points

prefied during planning stage of suc) conference.

Tere are tree aria+les9

Directed conference

Training conference

eminars and 8or:s)ops

<. Gr5: !is,ssi5*s a*! st!/ a*al/sis9 case stud- met)od 8as initiall-

introduced "- C)ristop)er +ang Dell at 'ar$ard +a8 c)ool in 1@s. T)e

principle used is ?eperiences are t)e "est teac)er@. 'ere se$eral empirical

structures are eamined in detail to find out commonalities to deri$e general

discussion. ased on suc) studies and group discussion are initiated to deri$e

45



common lesson. T)is met)od )as )o8e$er limited use of 8or:er "ut "ot) use for

super$isors. In case of 8or:ers areas of importance in t)is met)od are t)at t)e

7ualit- control.

=. A!i5isals a*! Fil; S5"s9 In order to impro$e understanding $er- usual

and sometimes is escapa"le to ?Demonstrate@ operation of a mac)ine or eplain or

process. ,udio>$isual film s)o8s can supplement t)e efforts lecturing and impro$e

its effecti$eness.

>. Si;lati5* C5;:ter M5!eli*79 , training acti$it- in 8)ic) actual 8or:ing

en$ironment is artificiall- created as near and realistic and possi"le is called

simulation training. Case stud- anal-sis eperiment eercise game pla-ing

computer model and $esti"ule training etc come under t)is categor-. G)en t)e

8or: en$ironment is artificiall- created "- using computer>programming met)od

8ell call it ?computer met)od@

'. 3esti+le Trai*i*79 In t)is training emplo-ees are trained of t)e e7uipment

t)e- are emplo-ed "ut t)e training is conducted a8a- from t)e place of 8or:. In

8)ic) all necessar- e7uipment and mac)ines re7uired as actual mac)ined s)ip are

duplicated

46



?. Pr57ra;;e I*str,ti5*9 Programmed instruction is a stu5rctured met)od of

instruction aided t)roug) tets )andouts "oo: and computer aided instruction. In

t)is case t)e instruction materials and information is "ro:en do8n in meaning full

unit and arranged in a proper se7uenced from logical met)od of learning pac:ages

t)e learning a"ilit- is tested and e$aluated in real time "asis

$. T. 7r5: Trai*i*79 ?T@ stand for training or la"orator- training. T group training

8as originated on 14@s "ut onl- 16@s it )as opened to t)e industries. T)is

Training )as "ot) supporters and opponents. /nli:e anot)er programmers

discussed. T group training is concerned 8it) reall- pro"lem eisting 8it)in t)e

ot)er group itself.

@. Retrai*i*79 tec)nolog- is ad$ancing at rapid pace. 'ere o"solesce is a ma#or

pro"lem faced "- t)e 8or:er are t)e introduction of automation for suc) retraining

programme to update t)eir :no8ledge 8)ic) 8ill furt)er ma:e t)em producti$it-

useful of t)e organi9ation and restore t)is confidence.

4



Ealati5* :ase9

Ma#orit- of emplo-ees 8ere in agreement 8it) t)e statement and said t)at training

does )elps in imparting a sense of "elongingness for t)eir organi9ation as $er- fe8

emplo-ees t)in: ot)er8ise.

*$aluation is t)e s-stematic collection and assessment of information for t)e

deciding )o8 "est to utili9e a$aila"le training resources in order to ac)ie$e

organi9ational o"#ecti$es.

!ne of t)e most common 8a-s of e$aluating management training is named

:ir:patric:@s model. T)is )as 4 steps as descri"ed "elo8A

Ste:. Rea,ti5* A 'o8 8ell did t)e trainees li:e t)e programmeO

Ste:%. Lear*i*7 A G)at principles facts % tec)ni7ues 8ere learnedO

Ste:<. Beai5r A G)at c)anges in #o" e)a$iour resultedO

Ste:=. Reslts A G)at 8ere t)e tangi"le resultsO

Jor t)e e$aluation eercises to "e effecti$e it is $er- important t)at training

o"#ecti$es are carefull- t)oug) and framed.

W/ Ealati5*

Training is done 8it) specific o"#ecti$e. 'ence e$aluation of training is a must. It

is necessar- in order to determineA

If t)e de$elopment o"#ecti$es 8ere ac)ie$ed.

4



T)e effecti$eness of t)e met)ods of instructions.

If t)e "est and most economical training acti$ities 8ere conducted

*$aluation also )elps to tell us a"out t)e 7ualit- of t)e training on t)e one )and

and t)e effect t)at it )as created on t)e learners on t)e ot)er. -stematic e$aluation

can point out t)e 8ea:nesses in t)e programmes so t)at t)e- could "e corrected in

future programmes. It can also indicate t)e etent to 8)ic) t)e learners )a$e

learned 8)at is taug)t in t)e class t)e etent to 8)ic) t)e- )a$e transferred t)is

learning to t)e 8or: situation and t)e results -ielded t)ereafter.

We* t5 ealate9

T)e e$aluation process normall- starts rig)t from t)e stage 8)en t)e

inauguration stage of training or 8)en t)e trainees reac) t)e campusA during

trainingA and after training sa- form t)ree mont)s to one -ear. *$aluation at t)e

inauguration stage 8ill )elp to compare t)e laid do8n o"#ecti$e and contents of t)e

programme 8it) t)e epectations of t)e participants. T)is process 8ill t)us )elp

t)e programme designers to c)ange content of t)e programme to matc) t)e

participant@s epectations and o"#ecti$es. T)is e$aluation is :no8n as t)e pre>

training e$aluation.

4



Intermediate is done 8)en training is in progress. T)is can "e done eit)er on a

da->to>da- "asis or at t)e training. Da->to>da- e$aluation is con$enient 8)en t)e

programme duration is long sa- eceeding 3 da-s.

Rea,ti5*9 T)e first le$el in$ol$es reaction measures or t)e participant@s

feelings a"out t)e program. (eaction information is usuall- gat)ered "-

7uestionnaire during or immediatel- after t)e program. ,t least t8o aspects of

reaction s)ould "e assessedA Did t)e trainee en#o- t)e program and do t)e- t)in:

t)e program 8ill "e useful to t)em.

Lear*i*79 T)e second le$el of e$aluation )as to do 8it) learning. +earning

measures assess t)e degree to 8)ic) trainees )a$e mastered t)e concepts

information and s:ills t)at t)e training tried to impart. +earning is assessed during

and or at t)e end of t)e training program 8it) paper and pencil tests performance

tests and graded simulation eercises.

Beai5r9 !n>t)e>#o" e)a$ior is t)e t)ird le$el of e$aluation. e)a$ior

measures as: 8)et)er emplo-ees are doing t)ings differentl- on t)e #o" after

training 8)et)er t)e- are $isi"l- using 8)at t)e- )a$e "een taug)t. In essence

t)is is transfer of training.

Reslts9 T)e final le$el of e$aluation in$ol$es results measures. ,t t)is le$el

t)e impact of t)e training program on t)e 8or: group or organi9ation as a 8)ole is

assessed o"#ecti$el-. T)e appropriate o"#ecti$e measures to use depend on t)e

5



content and o"#ecti$es of t)e training. amples measures of results include cost

sa$ings profit producti$it- 7ualit- accidents turno$er and emplo-ee attitude.

Trai*i*7 Deel5:;e*t

,n integral part of +.&. INDI,@s emplo-ee>centered policies is it@s t)rust on t)eir

:no8ledge up gradation and de$elopment. +.&. INDI, ,cadem- pre$iousl-

:no8n as Institute of Management De$elopment ;IMD< 8)ic) )as an I! 1

certification along 8it) ot)er training institutes pla- a :e- role in :eeping our

8or:force at pace 8it) glo"al standards.

+.&. INDI, ,cadem- is t)e premier nodal agenc- responsi"le for de$eloping t)e

)uman resource of +.&. INDI,. It also focuses on mar:eting its '(D epertise in

t)e field of *ploration % Production of '-drocar"ons. +.&. INDI,@s ports

Promotion oard t)e ,pe "od- )as a Compre)ensi$e ports Polic- t)roug)

8)ic) top )onors in sports at national and international le$els )a$e "een ac)ie$ed

Tra*s85r;i*7 te Or7a*iati5*

+.&. INDI, )as underta:en an organi9ation transformation eercise in 8)ic) '(

)as ta:en a lead role as a c)ange agent "- e$ol$ing a communication strateg- to

ensure in$ol$ement and participation among emplo-ees in $arious 8or: centers.

*clusi$e 8or:s)ops and interactions="rainstorming sessions are organi9ed to

facilitate in$ol$ement of emplo-ees in t)is pro#ect.

51



Parti,i:atie Cltre

Policies and polic- ma:ers at +.&. INDI, )a$e al8a-s )ad t)e interests of t)e

large and multi>disciplined 8or:force at )eart and )a$e "een a8are of t)e nuances

and significance of cordial Industrial (elations. - ena"ling 8or:ers to participate

in management t)e- are pro$ided 8it) an Informati$e Consultati$e ,ssociati$e

and ,dministrati$e forum for interacti$e participation and for

fostering an inno$ati$e culture.

In fact +.&. INDI, )as "een one of t)e fe8 organi9ations 8)ere t)is met)od )as

"een implemented. It )as )ad a positi$e impact on t)e o$erall operations since it

)as led to en)anced efficienc- and producti$it- and reduced 8astages and costs.

A M5!el C5r:5rate Citie*

Res:e,t and !i7*it/ are t)e :e- $alues t)at underline t)e relations)ip +.&. INDI,

)as 8it) its )uman assets. Conscious a"out its responsi"ilit- to societ- +.&. INDI,

)as e$ol$ed guidelines for ocio>*conomic De$elopment programmes in areas

around its operations all o$er t)e countr-.

• *ducation

• 'ealt) Care and Jamil- Gelfare

• Communit- De$elopment

52



• Promotion of ports and Culture

• Calamit- (elief

• De$elopment of Infrastructural Jacilities

• De$elopment of t)e ociall- % *conomicall- Gea:er ections of ociet-

enefit and Gelfare

S:5rts

,round 15 sportspersons including 5 international le$el performers are on t)e

rolls of +.&. INDI, representing -our Compan- in 15 different games.

+.&. INDI, )osted t)e +.&. INDI, Ne)ru Cup International In$itational

Tournament during 2>.

C)ess ueen oneru 'ump- 8as conferred 8it) Padmas)ri and adminton ace

C)etan ,nand recei$ed t)e ,r#una ,8ard.

(eigning Gorld illiards C)ampion Pan:a# ,d$ani retained )is title after an Eall

+.&. INDI, JinalE in 8)ic) D)ru$ it8ala 8as t)e (unner>up

,r#una ,8ardee irender e)8ag "ecame t)e first Indian and t)ird cric:eter to

score t8o triple Test centuries.

+.&. INDI, 8on t)e Petroleum MinisterEs PP Trop)- for !$erall est

Performance in 2> for t)e fift) -ear in succession

53



C5r:5rate S5,ial Res:5*si+ilit/

+.&. INDI, is spear)eading t)e /nited Nations &lo"al Compact > GorldEs "iggest

corporate citi9ens)ip initiati$e to "ring Industr- /N "odies N&!s Ci$il societies

and corporate on t)e same platform.

During t)e -ear -our Compan- )as underta:en $arious C( pro#ects at its 8or:

centers and corporate le$el.

W5;e* E;:5"er;e*t

Gomen emplo-ees constitute a"out 5K of +.&. INDI,Es 8or:force. arious

programmes for empo8erment and de$elopment including programme on gender

sensiti9ation are organi9ed regularl-

Trai*i*7 a*! Deel5:;e*t i* L.G. INDIA

Te 5+#e,ties 58 trai*i*7 a*! !eel5:;e*t are as 85ll5"s9

> To de$elop entrepreneurs)ip and epertise par ecellence t)roug) training

and retraining

> To prepare eecuti$es to meet t)e strategic "usiness goals in t)e fast

c)anging en$ironment.

> To create a learning en$ironment in order to ac)ie$e a competiti$e edge

t)roug) le$eraging )uman resource

54



> To de$elop training tools and tec)ni7ues to facilitate effecti$e learning.

> To organi9e interacti$e 8or:s)ops in upstream industr- area.

> To stri$e for continuous impro$ement in all aspects of *%P acti$ities

t)roug) training in t)e emerging tec)nologies.

> To inculcate 7ualit- consciousness

> To promote IT as an instrument of organi9ational transformation

> To culti$ate creati$e and inno$ati$e t)in:ing

> (educing gap "et8een current and epected le$el of performance t)roug)

s-stematic enric)ment of :no8ledge s:ills and attitudes.

> De$eloping multi>craft s:ills.

> Preparing eecuti$es for career ad$ancement

> To impart training to all emplo-ees to moti$ate t)en to8ards actuali9ation of

potential.

I*!,ti5* Trai*i*7

T)e fres) incum"ents of t)e organi9ation are eposed to 8ide gamut of tec)nolog-

of petroleum industr- s-nergic approac) co$ering multi F disciplinar- t)eoretical

and practical aspects 8it) emp)asis upon on t)e #o" training.

55



T)us a ne8l- recruited eecuti$e undergoes an intensi$e classroom training

interspersed 8it) field eposure to effecti$el- speciali9e )im in t)e organi9ation.

T)e speciali9ed modules of training on t)e ad$anced )-drocar"on eploration and

eploitation tec)nolog- are inculcated in t)e ne8l- recruited officer "efore )e is

put on t)e #o" training for )ands>on>eperience.

56



L.G. INDIA Trai*i*7

Ma*a7e;e*t trai*i*7

!ne of t)e most important aspects of eecuti$e de$elopment is Man>

Management suita"le programs are "eing organi9ed 8it) special emp)asis on

appreciation of roles pla-ed "- $arious disciplines in t)e compan-. *n$ironment

and pu"lic enterprises principles of management corporate planning pro#ect

management management of c)ange Management of Tec)nolog- Man>

Management Team "uilding and conflict (esolution Management of (% D

Personal *ffecti$eness including !ral and Gritten communication Presentation

s:ills listening s:ills Management tress etc. are 8ider areas co$ered t)roug)

$arious training modules.

Jor t)e personnel alread- engaged in different disciplines a career lin:ed training

plan is dra8n to impart ad$ance training in management.

T)e eecuti$es of *>4 and a"o$e le$els are eposed to &eneral Management

Training at reputed Institutions in India including ,CI % IIM@s to ac)ie$e t)e

perfection in de$elopment. T)us t)e training s-stem in +.&. INDI, ensures o$erall

de$elopment of t)e officers.

5



esides t)is speciali9ed programs are also de$eloped for t)e eecuti$es of *> and

a"o$e le$els "ased on t)e re7uirement.

SPONSORING EEC-TI3ESJEMPLO2EES FOR HIGHER ST-DIES

WITHIN INDIAJABROAD

To encourage emplo-ee for )ig)er studies 8it)in t)e sp)ere of t)eir respecti$e

duties 8it)in India=a"road in su"#ects rele$ant to t)e acti$ities of t)e eisting

conditions for grant of stud- +e$els='P+=*!+ laid do8n in t)e +.&. INDI,

;lea$e< (ules t)e follo8ing &/DI+IN* are follo8ed in t)e case of sponsoring of

emplo-ees for t)e )ig)er studies 8it)in India=a"roadA>

i. T)e eecuti$es=emplo-ees 8)o )a$e complete 3 -ears of ser$ice on t)e

date of su"mission of application are consider for sponsoring for a

particular stud- in India=a"road su"#ect to t)e follo8ing conditionA>

;a< T)e eecuti$e=emplo-ee )olds t)e first class 1. 7ualification in t)e

su"#ect concerned.

;"< T)e team of fello8s)ip=sc)olars)ip stud- does not eceed 12 mont)s.

;c< T)e decision of t)e management to 8)o s)ould "e sponsored for suc)

studies 8ould "e final and 8ill "e ta:en in consultation 8it)

functional Director director ;'(< and c)airman and Managing

Director.

5



;d< During t)is period t)e eecuti$e=emplo-ee 8ould "e treated as on

dut- and 8ould dra8 full pa- and allo8ances in India in addition to

t)e stipend of fello8s)ip=sc)olars)ip etc. if an-.

;e< T)e eecuti$e=emplo-ee 8ould also "e entitled to "ot) 8a-s air fare

if t)e same is not pa-a"le to )im in accordance 8it) t)e a8arded of

fello8s)ip=sc)olars)ip.

;f< ponsoring can also "e done in t)ose cases 8)ere admission rules

insist t)at suc) sponsors)ip is necessar- "- t)e emplo-ee. 'o8e$er

sponsoring does not automaticall- mean t)at )e 8ould "e entitled for

t)e "enefits as mentioned a"o$e unless )e satisfied t)e a"o$e

conditions.

ii. T)e a"o$e guidelines are in relaation of t)e conditions laid do8n in

+.&. INDI, ;+ea$e< (ules. T)erefore it )as "een decided t)at t)e

concerned eecuti$e=emplo-ee "efore proceeding on lea$e for pursuing

)ig)er studies 8ill "e re7uired to su"mit a "ond as under till t)e

amendment as a"o$e are made in +.&. INDI, ;+ea$e< (ulesA>

;a< In cases 8)ere t)e emplo-ee is granted lea$e including *!+ and

stud- lea$e for pursuing )ig)er studies in accordance 8it) t)e

5



eisting pro$isions of t)e +.&. INDI, ;+ea$e< (ules t)e "ond mone-

8ill "e as per t)e eiting amount mentioned in t)e rules i"id.

;"< In cases 8)ere lea$e for pursuing )ig)er studies including 'P+ *!+

and stud- +ea$e in sanctioned in relaation of an- specified

conditions of t)e eisting pro$isions of t)e +ea$e (ules i.e. eit)er

possessing less lengt) of ser$ice t)an prescri"ed on t)e duration of

lea$e is longer t)an prescri"ed or anot)er reason t)e eecuti$e

concerned 8ill "e as:ed to gi$e t)e "ond for pa- D, ,d)oc

relief=interim relief t)at )e 8ould dra8 for a period of t)ree -ears on

return from lea$e.

6



SPONSORING OF SC ST EMPLO2EES

G)ile deputing officers for training or attending seminars conferences etc.

preference s)ould "e gi$en to sc)eduled Castes=c)eduled Tri"es officers as per

eisting rule and regulations of &o$t. of India.

LONG TERM TRAINING CO-RSES WITHIN INDIA

In certain disciplines officers are deputed for long term training courses in India

including courses leading to a8ard of degree=diplomas.

TERMS AND CONDITIONS

T)e terms and conditions in respect of deputation of compan-@s emplo-ees on

training courses 8it)in t)e countr- eceeding 3 mont)s in duration 8ill "eA>

1. Titi5* 8ee9 *penditure to8ards tuition fees and course material if an-

8ill "e "orn "- t)e compan- and s)all "e paid directl- to t)e institute

concerned eit)er in installments or as a lumpsum.

2. Pa/ a*! All5"a*,esA> T)e officer 8ill "e treated as on dut- for t)e period

of t)e course and 8ill "e paid )is=)er normal pa- plus dearness allo8ance

and )ousing facilit- onl-. No ot)er allo8ances 8ill "e pa-a"le.

61



3. TAJDAA> T)e place of training s)all "e )ead7uarters of t)e all purposes

during t)e entire period of training "ut t)is 8ill not "e treated as a case of

transfer and transfer T, s)all not "e pa-a"le for self and famil-.

T, as on tour ecluding Dail- ,llo8ance 8ill "e allo8ed from t)e place of

)is=)er dut- to t)e Institute and "ac:.

, lumpsum of (s.5=> per mont) is paid for meeting ependiture to8ards

"oarding lodging and ot)er incidental epenses during t)e period of course

of stud- at t)e Institute and pa-ment of t)e same 8ill "e made directl- to t)e

officer "- t)e respecti$e (egion=Institute=Pro#ect=!ffice.

G)ere t)e course fee includes epenses on "oarding and lodging t)e

aforesaid lumpsum of (s.5=> p.m. 8ill not "e admissi"le.

In case of officer is allo8ed an- stipend "- t)e Institute concerned t)e

amount of lumpsum paid s)all "e so regulated t)at t)e sum of stipend paid

and lumpsum does not eceed (s.5=>

If t)e amount of stipend eceed (s.5=> t)e officer 8ould "e allo8ed to

o"tain t)e 8)ole amount of t)e stipend "ut in t)at case )e=s)e 8ill not "e

entitled to t)e lumpsum amount of (s.5=> per mont).

efore releasing t)e lumpsum e$er- mont) it 8ill )a$e to "e ascertained

8)et)er t)e emplo-ee recei$ed an- stipend from t)e Institute concerned and

a certificate to t)is effect t)at )e=s)e is not receipt of an- stipend dul-

62



countersigned "- t)e aut)orit- concerned of t)e Institute 8ill )a$e to

furnis) "- t)e emplo-ee concerned.

4.Rei;+rse;e*t 58 ,5*e/a*,e E:e*!itreA During t)e period of con$e-ance

ependiture restricted to 3K of )is=)er normal entitlement su"#ect to fulfillment

of ot)er conditions.

5. H5se Re*t All5"a*,eA T)e officer s)all "e allo8ed to retain t)e residential

accommodation at t)e last place of )is=)er posting on pa-ment of usual rent if so

desires. ,lternati$el- )e=s)e )o8e$er ma- "e allo8ed to :eep )is=)er

esta"lis)ment=famil- at an- place of )is=)er c)oice during t)e training period and

ma- dra8 '(D limited to t)e amount admissi"le for t)e last place of )is=)er

posting su"#ect to fulfillment of ot)er prescri"ed conditions.

6. Me!i,al Fa,ilitiesA T)e officer 8ill "e entitled to medical facilities for self and

famil- as per compan-@s (ule during t)e period of training.

. B5*!9 efore t)e officer actuall- lea$es for training programme )e=s)e is

re7uired to eecute a suret->cum>personal ond on non>#udicial stamp paper to

ser$e t)e compan- for a period of fi$e -ears on completion of )is=)er course.

alue of t)e "ond 8ill "e t8ice t)e amount of ependiture estimated to "e

incurred=epended on t)is "- compan-.

63



. E:e*!itre 58 Tet B55ks9 , maimum sum of (s.1=> to meet t)e

ependiture of tet "oo:s and ependiture incurred up to (s.2=> for t)e

dissertation 8or: 8ill "e reim"ursed to t)e officer su"#ect to t)e production of

receipts=$ouc)ers "- )im=)er for t)e entire training. T)e tet "oo:s etc. purc)ased

s)ould "e t)ose prescri"ed "- t)e Institute and t)e receipts=$ouc)ers s)all "e got

$erified and certified "- t)e Institute concerned.

A. TREATMENT OF PERIOD OF TRAINING

T)e period of training s)all "e treated as on dut- for earning lea$e increment etc.

B. G-IDELINES FOR SPONSORSHIP

T)e general guidelines for sponsoring t)e emplo-ees for training course

eceeding 3 mont)s in compan-@s interest are as follo8sA>

;i< T)e emplo-ee must )a$e put a minimum 3 -ears ser$ice in t)e

compan- and must not "e more t)an 5 -ears of age on completion of

t)e course.

;ii< T)e course for 8)ic) t)e emplo-ee is sponsored is related to )is=)er

discipline=profession=function="asic degree or diploma alread- )eld "-

)im=)er and t)e same 8ill "e "eneficial to )im=)er in t)e disc)arge of

official duties.

64



C. INCENTI3E et,.

Jor ac7uiring t)e degree=diploma as referred a"o$e for t)e assistance of t)e

compan- t)e emplo-ee 8ill not "e eligi"le for an- additional

increments=incenti$e for attaining )ig)er professional 7ualification.

D. PA2MENT OF ALLOWANCES D-RING TRAINING

T)e eecuti$es=emplo-ees 8)o are sponsored for an- course=programme

eceeding t)ree mont)s 8it)in India 8ould also "e entitled to t)e follo8ing

allo8ance.

;i< 'ill ,llo8anceA T)is 8ould "e admissi"le onl- if t)e families of t)e

emplo-ee sta- in De)radun.

;ii< Cit- Compensator- ,llo8anceA 'e 8ould "e admissi"le onl- if )is

famil- sta-s at a place 8)ere t)e emplo-ee is entitled for suc)

allo8ance and t)at )e is not in receipt of Drilling ,llo8ance.

;iii< Drilling ,llo8anceA 'e 8ould "e entitled for pa-ment of Drilling

,llo8ance pro$ided )e is not in receipt of Cit- Compensator-

,llo8ance.

;i$< (emote +ocalit- ,llo8anceA In t)ose cases 8)ere t)e famil- continues

to remain at t)e station 8)ere t)e emplo-ee 8as posted "efore

65



proceeding for training and (emote +ocalit- ,llo8ance is admissi"le

for t)at station.

;$< 'ouse (ent ,llo8anceA ,s applica"le to t)e localit- 8)ere t)e famil-

of t)e indi$idual resides during t)e period of training of t)e emplo-ee.

;$i< In no case 'ard Dut- ,llo8ance !perational ,llo8ance and ot)er

similar allo8ances 8)ic) are re7uired to "e paid for performance of

t)e specific duties 8ould "e pa-a"le during t)e period of training.

66



OB0ECTI3E OF THE ST-D2

T)ese are t)e o"#ecti$e I )ad ta:en for m- stud-A>

1. To find out personal as 8ell as organi9ational gro8t) and de$elopment.

2. To find out contri"ution of organi9ation as 8ell as senior to ma:e training

programs successful.

3. To find out Training Needs ,nal-sis.

4. To :no8 learning outcomes of training program.

6



RESEARCH METHODOLOG2

(esearc) can "e defined as a scientific and s-stematic searc) for pertinent

information in an- "ranc) of :no8ledge@. It is t)e pursuit of trut) 8it) t)e )elp of

stud- o"ser$ation comparison and eperiment. (esearc) is t)us an original

contri"ution to t)e eisting stoc: of :no8ledge ma:ing for its ad$ancement.

OB0ECTI3ES OF RESEARCH9

(esearc) inculcates scientific and inducti$e t)in:ing and it promotes t)e

de$elopment of logical )a"its of t)in:ing and organi9ation. T)e purpose of

researc) is to disco$er ans8er to 7uestion t)roug) t)e application of scientific

procedures. T)e main aim of researc) is to find out t)e )idden trut) 8)ic) )as not

"een disco$ered -et. T)oug) eac) researc) stud- )as its o8n specific purpose 8e

ma- t)in: of researc) o"#ecti$es as falling not a num"er of follo8ing "road

groupingsA

Q To gain familiarit- 8it) a p)enomenon or to ac)ie$e ne8 insig)ts into it

;*plorator- or formulari9e researc) studies<

6



Q To portra- accuratel- t)e c)aracteristics of a particular indi$idual situation or a

group ;Descripti$e researc) studies<

Q To determine t)e fre7uenc- 8it) 8)ic) somet)ing occurs or 8it) 8)ic) it is

associated 8it) somet)ing else. ;Diagnostic (esearc) tudies<

Q To test a )-pot)eses of a casual relations)ip "et8een $aria"les ;)-pot)esis testing

researc) studies<

Q T)is researc) is an amalgamation of "ot) formulari9e as 8ell as descripti$e

researc) as it reflects on t)e present satisfaction le$el of t)e emplo-ees at +.&.

INDI, regarding t)e $arious training and de$elopment programmes "eing

conducted )ere. In t)e process it also aims to collect more detailed information on

t)e su"#ect of training and de$elopment itself.

RESEARCH APPROACHES

T)ere are t8o "asic approac)ed to researc) 7uantitati$e approac) and t)e

7ualitati$e approac). T)e former in$ol$es t)e generation of data in 7uantitati$e

form 8)ic) can "e su"#ected to rigorous 7uantitati$e anal-sis in a formal and rigid

6



manner. T)is approac) is furt)er su">di$ided into inferential approac) is to form a

data"ase form 8)ic) to infer c)aracteristics or relations)ip of a population. T)is

usuall- means sur$e- researc) 8)ere a sample of population is studied to

determine it@s c)aracteristics and it is t)en inferred t)at t)e population )as t)e same

c)aracteristics.

ualitati$e approac) to researc) is concerned 8it) su"#ecti$e assessment of

attitudes opinions and "e)a$ior. (esearc) in suc) a situation is a function of

researc)er@s insig)t and impressions. uc) an approac) to researc) generates

results eit)er in non>7uantitati$e form or in t)e form 8)ic) are no su"#ected to

rigorous 7uantitati$e anal-sis.

T)is researc) follo8s "ot) t)e inferential 7uantitati$e and 7ualitati$e approac).

T)e 7uestionnaires circulated to collect t)e rele$ant information )a$e "een

anal-9ed ion t)e "asis of rating is "ased on 5 scales and t)en aggregate of t)e

rating of all t)e 7uestions of a group )as "een ta:en to find out t)e percentage of

eac) response to t)at group.



RESEARCH PROCESS FOLLOWED9

(esearc) process consists of a series of actions or steps necessar- to effecti$el-

carr-out researc) and t)e desired se7uencing of t)ese steps. T)e $arious steps

in$ol$ed in a researc) process are not mutuall- eclusi$e not are t)e- separate or

distinct. 'o8e$er t)e follo8ing order concerning $arious steps pro$ides a useful

procedural guideline regarding t)e researc) process and )as "een used to carr- out

t)is researc)A

FORM-LATING THE RESEARCH PROBLEM

,t t)e $er- "eginning t)e researc)er singles out t)e pro"lem )e = s)e 8ants to

stud- in specific terms. 'ere for t)is purpose and etensi$e stud- of a$aila"le

literature 8as done.

T)e training and de$elopment policies 8ere studies from t)e personal manual as

8ell as some information "roc)ures made a$aila"le "- t)e training department at

+.&. INDI,.

No literature 8as a$aila"le of an- stud- conducted earlier on a similar topic. T)e

su"#ect matter related to t)e topic. Training and De$elopment 8as also eamined

from t)e a$aila"le literature i.e. "oo:s manuals etc. "- t)is re$ie8 t)e etent of

a$aila"le of t)e data of ot)er materials 8as :no8n and t)is led to a specification of

1



t)e pro"lem in a more meaningful contet. ,fter specif-ing t)e pro"lem a

s-nopsis 8as su"mitted to t)e compan- for appro$al.

PREPAIRING THE RESEARCH DESIGN9

T)e function of researc) design is to pro$ide for t)e collecting of t)e rele$ant

information and data 8it) minimal ependiture of effort time and mone-. ut t)e

8a- of ac)ie$ing all t)is depends mainl- on t)e purpose of t)e researc). 'ere t)e

purpose of t)e stud- is "ot) eploration and description

THE MEANS OF OBTAINING INFORMATION9

In t)is researc) case a structure red 7uestionnaire 8as used 8it) close>ended

7uestions 8it) t)e eception of t)ree 7uestions t)at re7uired descripti$e ans8ers.

T)e time a$aila"le for researc) 1mont) and for t)e completion of t)is researc) t)e

time limit 8as 2mont).*planation of t)e 8a- in 8)ic) selected means of

o"taining information 8ill "e organi9ed and t)e reasoning for t)e selection.

Data ,5lle,ti5* ;et5!s

Pri;ar/ !ata9 Data o"ser$ed or collected directl- from first>)and eperience. ,nd

I 8as go t)roug) as inter$ie8s and 7uestionnaire.

2



T)ere are man- met)ods of collecting primar- data and t)e main met)ods includeA

• uestionnaire

•Inter$ie8s

• Jocus group inter$ie8s

• !"ser$ation

• Case studies

• Diaries

• portfolios

Se,5*!ar/ !ata9 Pu"lis) data and t)e data collected in t)e past or ot)er parties is

called secondar- data.

• Maga9ine

• '( Manual

• Internet

• Ne8spaper

3



LIMITATIONS

est possi"le efforts )a$e "een made to ma:e t)is stud- as compre)ensi$e and

representati$e as possi"le. ,ctuall- t)is pro#ect is not done in )ead7uarter of +.&.

INDI, 8)ic) is in De)radun from 8)ere all training programs de$eloped and

conducted so I could not ta:e feed"ac: from t)e top management 8)o are

in$ol$es in ma:ing training programs in +.&. INDI,. ince attitudes are

influenced "- social "ac:ground as 8ell t)e results ma- not "e reflecti$e of t)e

opinion of t)e entire organi9ation.

4



DATA ANAL2SIS

25r 5r7a*iati5* ,5*si!ers trai*i*7 as a :art 58 5r7a*iati5*al strate7/

85r 7r5"t.

S.

N5.

Res:5*se Cate75r/ N5. 58

res:5*!e*ts

Per,e*ta7e

()

;a< trongl- ,gree ;5< 2 2

;"< ,gree ;4< 54 54

R Neit)er agree nor disagree ;3< 11 11

;d< Disagree ;2< 6 6;e< trongl- disagree ;1< 2 2

Total 1 1

A*al/sis9

5



Jrom t)e a"o$e grap) it is clear t)at ma#orit- of t)e respondents agree t)at

training is an important factor for gro8t) of organi9ation is most important factor

and it pla-s a ma#or role in gro8t) of "ot) emplo-ees as 8ell as organi9ation.

25r 5r7a*iati5* ,5*!,ts trai*i*7 a*! !eel5:;e*t :r57ra;s as a

re7lar a,tiit/ 85r te 7r5"t 58 e;:l5/ees as "ell as 5r7a*iati5* .

S.

N5.


res:5*se

Per,e*ta7e

()


;"< ,gree ;4< 54 54


;d< Disagree ;2<

;e< trongl- disagree ;1<

Total 1 1

6



A*al/sis9

Jorm t)e a"o$e grap) it ma- "e concluded t)at Training and De$elopment

program is conducted as regular acti$it- at +.&. INDI,. T)e- "elie$e t)at regular

training program :eeps t)e emplo-ees updated and upgraded a"out t)e :no8ledge

of $arious )urdles arising during t)e #o" process.



Trai*i*7 el:s /5 t5 a,ire te,*i,al k*5"le!7e a*! skill 85r

e88e,tiel/ :er85r;i*7 /5r #5+.

S.

N5.


res:5*se

Per,e*ta7e

()


;"< ,gree ;4< 62 62

;c< Neit)er agree nor disagree ;3< 3 3;d< Disagree ;2< 2 2

;e< trongl- disagree ;1< 1 1

Total 1 1

A*al/sis9



Jrom t)e a"o$e grap) it is clear t)at ma#orit- of respondents accept t)at

training )elps in impro$ing t)eir s:ill and :no8ledge to eecute t)eir #o"

efficientl-. 'ig)er le$el emplo-ees ga$e maimum response and t)e- feel t)at

training )as updated t)em 8it) ne8 s:ills and :no8ledge.



3isi5* a*! ;issi5* 58 L.G. INDIA is ,learl/ s:e,i8ie! +/ /5r ;e*t5r "e*

*5;i*ati*7 85r a trai*i*7 :r57ra; .

S.

N5.


res:5*se

Per,e*ta7e

()

;a< trongl- ,gree ;5<

;"< ,gree ;4< 4 4


;d< Disagree ;2<

;e< trongl- disagree ;1< 5 5Total 1 1



A*al/sis9

, trainee )as to :no8 t)e $ision and mission of t)e organi9ation "efore

attending a training program. T)us it is clear from grap) t)at appro 5K of

respondents actuall- :no8 $ision and mission of +.&. INDI,. 'o8e$er lo8er

le$el emplo-ee feel t)at $ision and mission of t)e organi9ation is not clearl-

specified "- t)eir mentor. Moreo$er appro. 5K of top le$el emplo-ees ga$e

neutral response 8)ic) indicates t)at t)e- also epect more clarit- a"out t)e a"o$e.

1



25r se*i5rs ;5tiate /5 t5 *!er75 relea*t trai*i*7 :r57ra;s.

S.

N5.


res:5*se

Per,e*ta7e

()


;"< ,gree ;4< 4 4


;d< Disagree ;2< 1 1


Total 1 1

A*al/sis9

2



Mostl- top le$el emplo-ees agreed t)at t)e- are moti$ated "- t)eir seniors to

undergo rele$ant training programs. ut lo8er le$el emplo-ees feel lac: of support

and moti$ation "- t)eir seniors e$en t)e- didn@t get t)at muc) opportunit- to

undergo rele$ant training programs "ecause of 8or: pressure.

3



A*al/sis9

Jrom t)e grap) ma#orit- of t)e respondents agree t)at t)e- )ad "een gi$en

ade7uate time and opportunit- to implement in t)eir 8or: 8)ate$er t)e- learn in

training. ut lo8er le$el totall- do not agree stating t)at t)e- are uploaded "-

pending 8or:s and do not get opportunities to implement t)eir learning in

trainings.

5



Trai*i*7 as i*,rease! /5r ,5;;it;e*t t5"ar!s te 5r7a*iati5*

S.

N5.


res:5*se

Per,e*ta7e

()


;"< ,gree ;4< 55 55

;c< Neit)er agree nor disagree ;3< 16 16



Total 1 1

6



A*al/sis9

atisfaction of learning is most important factor in training programme. It

pla-s a ma#or role in emplo-ees@ gro8t) and de$elopment and commitment

to8ards t)e #o". In m- stud- most of t)e emplo-ees agreed t)at training and

de$elopment programs ma:e t)em more lo-al and committed to8ards t)e

organi9ation.



E;:l5/ees are s:5*s5re! 85r trai*i*7 :r57ra;;es 5* te +asis 58

,are8ll/ i!e*ti8ie! Deel5:;e*tal *ee!s.

S.

N5.


res:5*se

Per,e*ta7e

()

;a< trongl- ,gree ;5<

;"< ,gree ;4< 31 31



Total 1 1



A*al/sis9

Jrom t)e a"o$e grap) it is clear t)at 1=3rd of t)e respondents feel t)at

emplo-ees are not carefull- identified for de$elopmental needs and most of t)e

respondents didn@t )a$e an- $ie8 regarding it. ut top le$el emplo-ees agree t)at

emplo-ees are carefull- identified de$elopmental needs.



25r 8ee!+a,k is ,5*si!ere! 85r 8rter i;:r5e;e*t 58 te trai*i*7

:r57ra; /5 atte*!e!.

S.

N5.


res:5*se

Per,e*ta7e

()


;"< ,gree ;4< 31 31



Total 1 1

A*al/sis9



Jrom t)e a"o$e grap) it is found t)at feed"ac: is not ta:en so muc)

seriousl-. 'ig)er le$el emplo-ees )ad gi$en strong reaction on it and 8ere in

complete disagreement 8it) t)e a"o$e statement and didn@t :no8 muc) a"out

feed"ac: is implemented for impro$ement in training programs.

1



Trai*i*7 a,tall/ +55sts : /5r ;5rale.

S.

N5.


res:5*se

Per,e*ta7e

()


;"< ,gree ;4< 5 5




Total 1 1

2



A*al/sis9

Jrom t)e a"o$e grap) it is clear t)at ma#orit- of respondents feel t)at

training actuall- "oosts up t)eir morale. ,nd t)e- "ecome more confident and

read- to )andle an- )ig)er responsi"ilit-.

3



Trai*i*7 el:s i* i*,reasi*7 /5r :r5!,tiit/ a*! :er85r;a*,e.

S.

N5.


res:5*se

Per,e*ta7e

()


;"< ,gree ;4< 5 5

;c< Neit)er agree nor disagree ;3< 1 1



Total 1 1

A*al/sis9

4



,s t)e result s)o8s ma#orit- of emplo-ee agree to fact t)at Training )elps

t)em to 8or: effecti$el- and )ence increase t)e producti$it-. ased on t)is 8e can

sa- t)at Training program )elps t)e emplo-ee to 8or: effecti$el- and )ence )elps

to increase in "etter performance of t)eir compan-.

5



FINDINGS AND OBSER3ATIONS

G)ile collecting data man- of t)e respondents s)are t)eir $ie8s on man- of t)e

7uestions raised and related matters.

It 8as o"ser$ed t)at t)e top management at t)e )ead 7uarters is moti$ated to

impro$e compan-@s performance to ac)ie$e t)e organi9ational effecti$eness and in

particular to ma:e 8or: culture more open.

T)e emplo-ees )old positi$e attitude to8ards training. Man- of t)ose sampled

feelA

1. Training is imparting of s:ills to an emplo-ee to increase t)e proficienc- in a

particular #o".

2. Training see:s to modif- emplo-ees@ "e)a$iour and attitude induces a sense

of "elongingness in t)e emplo-ees 8)ic) "enefits t)e organi9ation at large

and impro$es organi9ational effecti$eness.

3. Training "oosts up an emplo-ee@s morale 8)ic) leads to "etter performance

and producti$it-.

4. It en)ances t)e commitment of an emplo-ee to t)e organi9ation and t)us

decreases attrition rate.

5. Training is a must and s)ould "e according to one@s #o".

6



6. T)e trainee )as to :no8 $ision and mission of t)e organi9ation. !nl- 5K of

emplo-ees are a8are a"out t)e $ision and mission of +.&. INDI, 8)en

"eing selected for training.

. Training is gi$en to emplo-ees "- recogni9ing t)eir area of deficienc-. No

training is imparted to t)e emplo-ees on t)e "asis of gi$ing promotion upon

completion.

. T)e (eturn of in$estment made on t)e training and acti$it- are not measured

properl-. *mplo-ees are feeling t)at t)e return on in$estment made for

training is more t)an t)e epected gain.

During t)e interaction a fe8 sources of dissatisfaction amongst t)e emplo-ee 8as

disco$ered 8)ic) is reflected in t)e lig)t of t)eir suggestions.



S-GGESTIONS

•

T)e ma#or and foremost pro"lem is t)at t)ere seems to "e a missing

communication lin: "et8een t)e top management and t)e emplo-ees. 'ence

t)ere is a strong need for creating a conduci$e 8or: culture c)aracteri9ed "-

t8o 8a- communication c)annels.

• Training s)ould "e need "ased. ,lso after training ne8 s:ills ac7uired "- t)e

emplo-ee s)ould "e put to appropriate use.

• T)ere s)ould "e a proper feel of all t-pes of training imparted.

• T)e training s)ould "e gi$en on t)e "asis of t)e #o" re7uirement "e it

"e)a$ioral or #o" specific.

• Training s)ould "e #o" oriented and s)ould "e at regular inter$als.

• Training s)ould "e compulsor- and s)ould "e on a -earl- pattern.

• Training s)ould "e more tec)nical and more 8or: related.

• Training must "e lin: to indi$idual career de$elopment plan.

• Training e$aluation and effecti$eness monitoring.

• Training s)ould "e more structured. Jeed"ac: s)ould "e ta:en from t)e

trainee. T)e "enefit of t)e training to t)e organi9ation to "e

measured=e$aluated.



• More trainings on personalit- de$elopment and coping 8it) 8or: pressure

s)ould "e conducted rat)er t)an trainings on t)eoretical su"#ects=topics.

• T)e identification of training needs and placing rig)t man at rig)t place

after training is $er- muc) importance.

• ,fter t)e training t)ere s)ould "e a test to e$aluate t)e in$ol$ement of t)e

trainee during course of t)e training.

• 5K training "- planned inter$ention of management re7uired 25K training

"- indi$idual c)oice s)ould "e more.

• +ong duration training s)ould "e di$ided into smaller modules of one 8ee:

eac) 8it) enoug) time for practical=la"s and implementation.

• *mplo-ees consider maintaining t)e people trained in speciali9ed field in

rele$ant assignments.

• enior emplo-ees gi$e t)eir regards to /NN,TI P(,0, and /PP*(

/NN,TI P(,0, programs a"out t)e career de$elopment.

• Training related to ne8 c)ange of policies s)ould "e gi$en time to time as

and 8)en ne8 t)ings come.

• uita"le training to persons performing specific tas:s and not #ust for

namesa:e.



• Implement online T% D module for maimi9ing returns on in$estment made

t)roug) trainings.

CONCL-SIONS

T)e detailed anal-sis of t)e data in lig)t of findings o"ser$ations leads us to t)e

follo8ing conclusionA

• T)e )uman resource eecuti$es s)ould "e eposed to lot of management

programs

• More eperienced and senior eecuti$e s)ould "e in$ol$ed in training

sessions and for eperience s)aring sessions

• upport and moti$ation s)ould "e ta:en "- senior for t)e #uniors.

• *mplo-ee feels t)e lac: of ade7uate up8ard communication s-stem. Means

communication "arrier t)at seems to eist "et8een top le$el eecuti$es and

lo8er le$el emplo-ees.

• T)e emplo-ees s)ould a8are a"out t)e criteria for selection and t)e- s)ould

a8are a"out t)e $ision and mission of t)e organi9ation 8)en "eing selected

for training programs.

• Training s)ould "e more rele$ant to t)e #o" and need contri"ute to trainee@s

:no8ledge to t)e fullest etent.

1



• Training also to impart to t)e emplo-ee "ased on gi$ing promotion not #ust

onl- for t)e emplo-ees 8)o are found inefficient. T)is )elps in moti$ating

t)e emplo-ees and maintains t)e effecti$eness of training.

ANNE-RES9

esti5**aire 5* 1Trai*i*7 a*! Deel5:;e*t :r5,ess i* LG I*!ia4

Na;e (5:ti5*al<BBBBBBBBBBBBBBBBBB.BBBBBBBB

A7e9 (a) %><> /rs. (+) <>=> /rs. (,) =>>> /rs. (!) >> /rs a*! a+5e

Ge*!er9 (a) Male (+) Fe;ale

De:art;e*t9 BBBBBBBBBBBB

Leel9 BBBBBBBBBBBB

W5rk E:erie*,e9 (a) && /rs. (+) &%& /rs. (,) %&<& /rs. (!) <& /rs. a*!

a+5e

Every organization needs to have we trained and e!"erien#ed e$"oyees to

s%rvive in the ra"idy #hanging &%siness environ$ent' Training ( deveo"$ent is a

very #r%#ia and integra "art o) *%$an Reso%r#es )%n#tion to deveo" #o$"etent

11



$an"ower' This s%rvey is +%st a s$a strive to st%dy the e))e#tiveness o) training

"rogra$s i$"arted to e$"oyees in this organization'

12



I re,%est yo% to -indy s"are )ew $o$ents and arrange to )i the ,%estionnaire'

Yo%r views sha &e -e"t #on)identia and sha &e %sed )or a#ade$i# "%r"ose ony'

Kindly rate the statements as follows:

5 F trongl- agree 4 F ,gree 3 F Neit)er agree nor disagree 2 F Disagree

1 F trongl- disagree

.No trongl-

agree

,gree Neit)er

agree

nor

disagree

Disagree trongl-

disagree

1 0our organi9ation considers

training as a part of

organi9ational strateg- for

gro8t).

2 0our organi9ation conducts

training and de$elopment

programs as a regular

acti$it- for t)e gro8t) of

emplo-ees as 8ell as

13



organi9ation

'

3 Training )elps -ou to

ac7uire tec)nical

:no8ledge and s:ill for

effecti$el- performing -our

#o".

4 ision and mission of +.&.

INDI, is clearl- specified

"- -our mentor 8)en

nominating for a training

program'

5 0our seniors moti$ate -ou

to undergo rele$ant training

programs.

6 0ou are gi$en ade7uate

time and opportunit- to

plan and implement

impro$ement in -our 8or:.

14



Training )as increased -our

commitment to8ards t)e

organi9ation

*mplo-ees are sponsored

for training programmes on

t)e "asis of carefull-

identified De$elopmental

needs.

0our feed"ac: is

considered for furt)er

impro$ement of t)e training

program -ou attended.

1 Training actuall- "oosts up

-our morale.

11 Training )elps in

increasing -our

producti$it- and

performance.

15



12 0ou feel t)e in$estment

made on -our training

gains more t)an t)e

epected return to -ou and

-our organi9ation.

13 0our organi9ation )as

ta:en initiati$es to e7uip

and en)ance 7ualification

of emplo-ees t)roug)

/NN,TI P(,0, and

/P*( /NN,TI P(,0,

programs.

14 Training imparts a sense of

"elongingness in -ou for

-our organi9ation'

15 afet- training )elps in

reducing t)e num"er of

accidents.

16



Any s%ggestions yo% wo%d i-e to give regarding training and deveo"$ent in

L'.' INDIA'

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,ND/+,

INT*(N*T

M,&,SIN*

N*G P,P*(

training & development lg

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