identification of training and development needs in nlc ltd

8/9/2019 identification of training and development needs in nlc ltd

http://slidepdf.com/reader/full/identification-of-training-and-development-needs-in-nlc-ltd 1/133

IDENTIFICATION OF TRAINING AND DEVELOPMENT NEEDS

1

Abstract

The project of “Identification of Training and developments needs in Neyveli Lignite

Corporation Ltd”. The project duration was 7weeks and the project dealt with studying the

need for training and development process in the Company. The project started with the

induction program which acquainted us with the concept of HR Functions and gave us the

overview regarding various aspects of the company. After having an overview as to how the

company works, we started with the research on various dimensions of the organization.

Documents were provided to know about the company business divisions, location of offices,

hierarchies, reporting relationship, welfare activities, safety measures followed, five decades

journey of the company etc. After acquiring an insight about the organization, we prepared

questionnaires to identify and analyze individual and organizational training needs. The

questionnaire covered questions related to:

Training identification and evaluation

Preferable method of learning of every individual

Organizational need apart from individual needs

Organizational strengths and also areas of improvements

Before starting the final survey, we had done a sample testing at Personnel and HRD

department so that I could find the flaws in the questionnaire with respect to various

parameters like interpretation of the questions, time taken by the employees to give their

response etc.

After capturing the responses of the identified participants on the finalized questionnaire and

after conducting one-to-one interactions with them, individual and organizational training

needs were identified & analyzed.

On the basis of the findings from the analysis, various suggestions and recommendations

were given which will help HR department to formulate the strategies in near future. The

findings and analysis were filed and recorded so that it could be used for future reference.




2

CHAPTER – I

INTRODUCTION

Manufacturing confronts a negative public image. Characteristic notions that are

synonymous with this industry include: low pay, no scope for growth and so on.

Consequently, few highly skilled workers seriously consider manufacturing careers.

But now the general perception is changing dramatically. Apart from providing a more

structured career growth path, one of the reasons for this change in the mindset would be the

nature of training and coaching provided to new entrants once they are taken on board.

Employers are quickly realizing that the quality of their manpower is directly proportional to

the final bottom line, bringing forward the need to train and coach employees appropriately.

While an assessment process and competency-based interviews help identify talent, coaching

and training are initiatives that aim at grooming and nurturing the talent. Training provides

theoretical support to an individual development whereas coaching provides a more practical

and personal form of support. The combination of both creates a powerful foundation stone

for future development and potential identification.

Every organization has different processes, and at times, a different approach to work as well,

leading to the need for process-driven training and coaching to facilitate relevant learning.

Most hires may have the theoretical knowledge required for the job, but they need to be

taught the tricks of applying that knowledge in the fashion that best suits the process.

A company-specific structured training program is extremely essential. Fresh engineers

recruited straight off campuses cannot be put on the job straight away, as they have very little

knowledge about the actual dynamics at shop floor level. They need to be introduced to

Engineering Management skills in a systematic manner.

The manufacturing industry also boasts about the fact that it provides its workforce with

competency enhancement training. This ensures that they become competent to take up

different roles in the organization and have an insight into various managerial soft skills,

which are almost as essential as the technical ones. Training programs have been put in place

to address competency development at various levels by leading engineering companies like

BHEL,TKII, L&T and Essar. They are customized taking data from Assessment center

reports and from interactions with domain experts in the area. Faculty members from reputed




3

institutes conduct these programs on a regular basis. Programs like Leading high performance

teams, Resource Optimization, Risk management, Project management etc have been put

together to address managerial competencies by these leading companies.

The one important resource that can build and transform any organization is its human

resources. And this makes it essential to groom once workforce in order to ensure that

maximum productivity is generated. In the fiercely competitive market, one can actually

score above others if once workforce is well equipped and trained appropriately to meet

industry requirements.




4

INDUSTRY OVERVIEW:

Mining Industry in India - An overview

Minerals constitute the back-bone of economic growth of any nation and India has been

eminently endowed with this gift of nature. There are many evidence that exploitation of

minerals like coal, iron-ore, copper, lead-zinc has been going on in the country from time

immemorial. However, the first recorded history of mining in India dates back to

1774 when an English Company was granted permission by the East India Company for

mining coal in Raniganj. M/s John Taylor & Sons Ltd. started gold mining in Kolar Gold

Fields in the year 1880. The first oil well was drilled in Digboi in the year 1866 - just seven

years after the first ever oil well was drilled anywhere in the world viz. in Pennsylvania

State, USA in 1859. Mining activities in the country however remained primitive in nature

and modest in scale uptill the beginning of the current century. Thereafter, with progressive

industrialization the demand for and hence the production of various minerals gradually

went up. After India became independent, the growth of mining under the

impact of successive Five Year Plans has been very fast. There are ambitious plans in coal,

metalliferous and oil sectors to increase production of minerals during the 8th Five Year

Plan and thereafter.

Coal: Deposits & Exploration

India‟s major workable coal deposits occur in two distinct stratigraphic horizons - Permian,

commonly known as "Gondwana" coals and the Tertiary. About 99% of the country‟s coal

resources are found within a great succession of fresh water sediments. The major coalfields

are represented by isolated basins which occur along prominent present day river valleys,

viz., Damodar, Koel, Sone-Mahanadi, Pench-Kanhan, Pranhita-Godavari. Nearly 50

coalfields, varying in size from a few km2 to as much as 1500 km2 are known today, barring

the small and lenticular occurrences of coal along the Himalayan foothills.

Coals of practically all ranks occur in India except peat and anthracite. The share of lignite,

however, is insignificant as compared to sub-bituminous and bituminous coal. Indian

bituminous coals are broadly divided into two categories, coking and non-coking.




5

Coal exploration in India even today is largely being carried out by conventional methods of

systematic geological mapping followed by drilling, core drilling playing a dominant role.

However, in the recent times modern exploration techniques like photo-geology, remote

sensing, non-coring drilling, geophysical surveys etc. are being increasingly used for detailed

and precise exploration.

Coal Reserves

The total coal reserves of the country have been estimated from time to time.

* Proved Reserves: In this case, the reserves are estimated from dimensions revealed in

outcrops, trenches, mine workings and boreholes and the extension of the same for

reasonable distance not exceeding 200m on geological evidence. Where little or no

exploratory work has been done, and where the outcrop exceeds one km in length, another

line drawn roughly 200m in from outcrop will define a block of coal that may be regarded as

proved on the basis of geological evidence.

* Indicated Reserves: In the case of indicated reserves, the points of observation are 1,000

m apart, but may be 2,000 m for beds of known geological continuity . Thus a line drawn

1,000 to 2,000 m from an outcrop will demarcate the block of coal to be regarded as

indicated.

* Inferred reserves : This refers to coal for which quantitative estimates are based largely on

broad knowledge of the geological character of the bed, but for which there are no

measurements. The estimates are based on an assumed continuity for which there is

geological evidence, and more than 1,000 to 2,000 m from the outcrop.




6

State wise and depth wise Coal reserves are given in the following table,

In Million Tonnes

State 0-300m 300-600m 600-1200m Total

West Bengal 11999 8933 4191 25123

Bihar 40079 17626 6666 64371

Madhya Pradesh 32638 7433 14 40085*

Maharashtra 4590 1686 - 6276

Orissa 35015 11167 37 46219

Andhra Pradesh 5245 3876 1717 10838

North Eastern Region 710 155 - 865Total 130276 50876 12625 193777

Percentage 67 26 7 100

* includes 1062 Million. Tonnes in UP

The following table gives the State wise reserves indicating different categories,

State Proved Indicated Inferred Total Percentage

of total

reserve

West Bengal 10590 10867 3666 25123 13

Bihar 28993 28801 6579 64373 33

Madhya Pradesh 9387 20480 9156 39023 20

Uttar Pradesh 662 400 - 1062 1

Maharashtra 3170 1179 1927 6276 3

Orissa 5714 22120 18384 46218 24

Andhra Pradesh 6079 916 3843 10838 5

North Eastern

Region

257 149 458 864 1

Total 64852 84912 44012 193777 100

Percentage 33 44 23 100

Thus, India‟s total coal resources now stand at a level of a little over 194 billion tonnes in

coal seams of thickness 0.9m and above and upto a depth of 1200m. This is a little over 1%

of the global coal resources. Of the total coal reserves of 194 billion tonnes, 85% is of non-

coking variety and only 15% is of coking variety. Further, 33% of the reserves fall under

„Proved‟ category 44% in the „Indicated‟ category and 23% in the „Inferred‟ category. The




7

coal occurring between 600m and 1200m depths, which may be economically tapped for

development in future, may be grouped as "Resources" and the rest as "Reserves".

Lignite Resources

The total lignite deposit of the country is estimated at about 2800 million tonnes, out of

which the major deposit is occurring in Tamilnadu ( 2500 million tonnes). The remaining

lignite deposits are found in Gujrat, Jammu & Kashmir and Rajasthan. Further exploration

activities indicate availability of additional lignite resources in Rajasthan, Gujrat and

Tamilnadu.

Mineral Resources (Other than Coal & Oil)

India is largely self sufficient in most of the minerals which include barytes, bauxite,

chromite, dolomite, fluorspar, gypsum, iron ore, kyanite, limestone, manganese ore,

magnesite, sillimanite, etc. except the minerals like copper, asbestos, lead and zinc, natural

phosphates, sulphur and crude petroleum, in which domestic production meets the demand

only partially.

India is rich in the resources of minerals like iron ore, bauxite, manganese, baryte etc. It hasresources of 12745 million tonnes of iron ore, 2,525 million tonnes of bauxite, 76446 million

tonnes of limestone, 233 million tonnes of magnesite, 167 million tonnes of lead & zinc ore,

70 million tonnes of barytes, 176 million tonnes of manganese ore and 90 million tonnes of

chromite. The reserves of iron ore, bauxite and manganese accounts for nearly 7 per cent, 16

per cent and 6 per cent respectively of the total known global resources of these minerals.

India possesses the largest known reserves of barytes in the world.

Oil Resources

India has prognosticated hydrocarbon reserves of more than 17 billion tonnes of which only

about 5 billion tonnes have been converted into geological in-place reserves. This brings out

the magnitude of exploratory efforts still to be carried out. The proved and indicated balance

recoverable reserves of crude oil and natural gas are given in the table below:




8

Reserves of Crude Oil & Natural Gas

State Crude Oil Natural Gas

Gujrat 143.02 62.11

Assam, Nagaland &

Rajasthan

124.38 106.27

Bombay High 371.04 411.09

Total (All India) 638.44 579.47

* Crude Oil in million Tonnes, Natural gas in Billion Cubic metre

Operating Mines

India has a unique blend of big and small, manual and mechanised, opencast and

underground mines. The total number of working coal mines as on date are 572, in oil sector

there are 29 oil projects excluding installations off-shore beyond territorial waters. As far as

metalliferous mines are concerned the number of mines which are submitting returns stands

at about 2,500. However, there are many more mines which are small in size, seasonal in

nature and which are not submitting the statutory returns, a fair estimate indicates that total

number of metalliferous mines are about 6000. Total workforce of the mining industry in

India consists of about one (1) million workers.

Mining in India: Legacy of the past

Coal mining

The development of coal mining in India was historically linked with the development of the

railway system. Establishment of the railway lines prompted many companies to take up

mining leases. Large number of mining leases were granted by the erstwhile Zemindars and

Rajahs, the terms of leases and the periods varied, some being in perpetuity, some for 999

years and other for shorter periods. With the increasing awareness of the values of the

properties, lease periods became shorter and leased areas smaller. By the end of the World

War I the prolification of small owners became a problem and the coal mines of Raniganj &

Jharia came to acquire all the characteristics which created chronic problems in future years.




9

From as early as the 1920‟s, the various consultants, commissions and committees sat over to

decide on the question of conservation and scientific exploitation of coal, working conditions

in the mines and safety of the work persons, and thereby regulate and control the coal

industry in India. All of them emphasized the necessity to have state ownership of the coal

mines. The overall problem of coking coal in India has been studied in depth by a whole herd

of prestigious committees including the Indian Coal Mining Committee (1937), the Indian

Coalfields Committee (1946), the Committee on Metallurgical coal conservation (1950). The

Estimates Committee of the Lok Sabha (1954-55) took notice of the evidence submitted by

different agencies. The then Coal Commissioner in his evidence to the estimates committee

wrote among other thins.

".............. we will be left with a number of units, which if not affected by underground fires,

and other hazardous conditions, would be uneconomic to work." The architect of coal

nationalization, the late S. Mohan Kumaramangalam, the then Minister of Steel and Mines

had given a vivid description of the mines of Jharia coalfield in his book "Coal Industry in

India".

"Slaughter mining, lack of conservation and unscientific methods remained characteristic of

large areas of the industry ....................... lack of safety & welfare measures, robbing of pillar

of coal, selective, seasonal and shallow depth mining in a haphazard manner, etc. seemed to

be the guiding principles of a large number of the private collieries."

All these, led to the take-over of coking coal mines on the 16th October, 1971. Subsequently,

these mines were nationalized on the 1st May, 1972 and are now operated by M/s.Bharat

Coking Coal Limited (BCCL). By Coal Mines (Taking over of Management) Ordinance 1973

the non-coking coal mines were also taken over. The mines were nationalized on the 1st May,

1973 and brought under the management of the Coal Mines Authority Limited (CMAL).

Later on the CMAL and the BCCL were merged and the holding company Coal India

Limited (CIL) was formed on the 1st November, 1975.

The beginning of coal mining in Central provinces dates from the year 1862 and in the Rewa

state from 1884. The Singareni field in the Hyderabad state had been discovered in 1872 and

went into production some 15 years later. Appreciable development also took place in Upper

Assam from 1881 and in Baluchistan and Punjab (now in Pakistan) in the last decade of the

19th century. Bokaro Karanpura areas were first examined between 1846 and 1848.




10

Development of the Bokaro field commenced in 1915. Production from the Karanpura field

did not commence until 1925.

No .of Coal Mines in India – Company Wise as on 31.03.2004

Company No. of Collieries

OC UG Mixed Total

COAL:

1. ECL 18 92 2 112

2. BCCL 15 49 16 80

3. CCL 35 22 6 63

4. NCL 8 0 0 8

5. WCL 33 42 5 80

6. SECL 19 76 2 97

7.MCL 14 9 0 23

8.NEC 2 5 0 7

Total CIL

(1 to 8)

144 295 31 470

SCCL 12 55 0 67

BSMDCL 1 0 0 1

DVC 1 0 0 1

IISCO 0 1 2 3

JKML 1 3 0 4

BECML 1 0 0 1

ICML 1 0 0 1

JSPL 1 0 0 1

TISCO 2 5 0 7

TOTAL COAL 164 359 33 556

LIGNITE:

NLC 2 2

GMDCL 2 2

GIPCL 1 1

RSMDCL 1 1

TOTAL LIGNITE 6 6

TOTAL COAL +

LIGNITE

170 359 33 576




11

NO OF COAL MINES – SECTOR WISE AS ON 31-03-2003

STATES NO OF COLLIERIES

OC UG MIXED TOTAL

COAL PUBLIC 160 354 33 547

COAL PRIVATE 4 5 0 9

LIGNITE

PUBLIC

5 5

LIGNITE

PRIVATE

1 1

TOTAL 170 359 33 562

NO OF COAL MINES – STATE WISE AS ON 31-03-2003

STATES NO OF COLLIERIES

OC UG MIXED TOTALCOAL:

ANDHRA 12 55 67

ASSAM 2 4 6

CHHATTISGARH 12 44 2 58

J & K 1 3 4

JHARKHAND 60 85 24 169

MADHYA

PRADESH

18 53 4 75

MAHARASHTRA 28 21 1 50

MEGHALAYA 1 1ORISSA 14 9 23

WEST BENGAL 14 84 2 100

UP 3 3

TOTAL COAL 164 359 33 556

LIGNITE:

GUJARAT 3 3

TAMIL NADU 2 2

RAJASTHAN 1 1

TOTAL LIGNITE 6 6

TOTAL COAL +LIGNITE

170 359 33 562

Metalliferous Mines

At the turn of the century, India produced 14 minerals of commercial value. Now, the country

produces 11 metallic and 45 non-metallic minerals except coal and oil. In India, production of

minerals dates back to ancient times. Remnants of old workings can still be seen in some

parts of the country. In fact, some of these have led to the discovery of several large mineral

deposits which are being worked today like Lead & Zinc in Zawar, Copper in Khetri, Gold in




12

Karnataka etc. Despite the active past, the metal mining activities in the country remained

dormant over a long period until the beginning of this century.

Growth of the Industry

The post- Independence era witnessed a massive expansion of exploration activities through

various five-year plans which included the augmentation of mineral inventory as well as

addition of a number of mineral reserves to the existing ones. This took the country into the

realm of plenty in respect of some minerals which were earlier regarded as scarce.

The search for minerals did not remain only on the land mass alone but extended to off-shore

areas and deep seas. Large reserves of oil were discovered in the off-shore areas and their

exploitation opened up new and exciting vistas in the oil sector thereby conserving huge

foreign exchange reserves. In the Indian Ocean, India has explored successfully the presence

of poly metallic nodules lying on the ocean floor at a depth exceeding 3000 meters which

bear metals such as copper, cobalt, nickel, manganese, etc.

Keeping with the spirit of Industrial Policy for higher targets of mineral production, the

expansion and augmentation of mineral based industry in the country was quite obvious.

Therefore, ambitious programme‟s were launched to increase the production of minerals to

meet the ever growing demand of the core industries like steel, non-ferrous metals, fertilizers,

etc. keeping in view also the higher exports for much needed foreign exchange. Many public

sector organizations were set up to take up exploration and exploitation of minerals and the

state assumed direct responsibility for developing mines of important minerals and

establishing mineral based industries.

Thus there were increases not only of minerals but also in the metal production as

well as cement, chemicals, fertilizers and several other mineral based products.

The table below indicates the trend in growth of production of some important minerals in

our country.




13

Production in Mil li on Tonnes

Year Coal Copper Ore Lead &

Zinc Ore

Iron Ore Limestone Bauxite

1951 34.98 0.37 0.01 3.71 2.96 0.06

1961 55.71 0.42 0.15 12.26 15.73 0.481971 75.64 0.68 0.30 32.97 25.26 1.45

1981 127.32 2.01 0.96 42.78 32.56 1.75

1991 237.76 5.05 1.82 60.03 75.02 3.86

1993 260.60 5.15 2.10 63.26 87.72 4.81

1994 267.52 4.78 1.90 64.91 86.77 4.70

1995 284.59 4.77 2.10 73.00 93.64 5.09

1996 304.10 4.75 2.06 71.59 120.87 5.35

1997 316.68 4.26 2.01 78.36 123.56 5.17

1998 319.90 4.38 2.23 77.34 116.61 5.91

1999* 313.55 3.28 3.08 73.05 108.29 5.24

*Provisional

In the last two decades, coal mining has witnessed a phenomenal growth in production from

70 million tonnes in 1971-72 to 246 million tonnes in 1993-94 and is projected to touch about

400 million tonnes by the turn of the century.

The strategies adopted for rapid expansion of mining activities include increasedmechanization, adoption of new technologies & their adaptation under Indian geo-mining

conditions and assimilation of latest scientific innovations in the concerned areas. However, it

has also brought in its wake increased hazard potential posing new problems of safety

management.

The new liberalized industrial policy may lead to high and accelerated growth in mineral

industry to complement and supplement the revival and rapid growth of national economy.

The present day environment demands of us to have a fresh look at safety management as a

structured process composed of well defined systems that emphasises continuous

improvement in work quality, health, welfare and productivity of workforce engaged in

mineral industry through setting up of improved safety standards and their effective

implementation and administration.




14

Minerals & Economy

The gross value of mineral production in India in 1995 is estimated to be approximate

Rs.2,70,000 million up from about Rs.1,800 million in 1961, i.e. by nearly 150 times.

Mineral wealth and its exploitation have substantially contributed to the growth of national

economy. The contribution of mineral production to the Gross National Product went up from

1.02% in 1960-61 to 1.54% in 1980-81. Minerals continued to play a vital role in India‟s

overseas trade too.

Employment

With the growth of production, employment in the mineral industry has also grown

phenomenally during the last few decades. The following table indicate the trends:

Average daily employment in Mines ( in '000 )

Year Coal Oil Copper Gold Iron Lime Mang. Mica Stone Others Total

Ore Ore Ore Stone Ore Metals

1951 351.9 N.A. 3.7 21.9 20.2 16.0 55.5 25.2 5.1 49.5 197.1

1961 411.2 N.A. 4.2 16.3 54.5 54.6 46.9 29.6 8.5 45.1 259.7

1971 382.3 13.6 7.6 12.4 52.8 53.2 30.4 12.2 8.8 57.5 234.9

1981 513.4 14.5 13.4 12.3 44.9 49.8 26.5 6.7 7.7 60.6 221.9

1986 543.3 24.9 13.2 11.9 46.6 50.2 17.7 3.3 10.2 68.1 221.21987 549.7 25.9 12.6 11.6 48.8 51.2 17.6 3.3 10.8 69.6 225.5

1988 537.8 26.6 12.3 10.9 46.0 43.0 17.4 2.8 14.2 60.5 207.1

1989 548.1 25.2 10.8 10.5 44.5 44.6 16.1 2.9 12.9 62.0 204.3

1990 549.0 26.9 12.3 9.7 38.1 41.5 17.3 2.3 10.1 58.0 189.3

1991 554.1 35.5 12.8 9.3 40.1 43.5 17.9 2.2 11.2 63.2 200.2

1992 552.0 35.7 12.7 9.4 42.0 43.0 18.4 1.6 8.9 67.2 203.2

1993 546.3 33.5 12.2 7.9 39.8 41.6 18.5 1.5 9.2 68.9 199.6

1994 523.7 34.3 11.2 7.4 38.5 39.8 18.2 1.7 9.4 65.2 191.4

1995 513.3 34.0 10.5 7.1 39.6 39.8 18.1 1.8 7.5 64.4 188.8

1996 506.4 33.4 9.9 6.9 39.2 35.7 18.1 1.2 5.2 60.1 176.31997 503.4 28.6 10.3 6.8 38.6 33.0 16.0 1.2 4.9 61.6 172.4

1998 491.3 29.5 8.7 6.1 37.3 31.2 15.9 1.1 5.3 59.3 164.9

1999* 486.7 25.0 7.3 6.1 38.7 30.0 14.8 0.9 4.9 63.0 165.7

*Provisional

Although no firm figures regarding %age of persons employed under contractors in mineral

industry could be ascertained but during the visit of the sub-committee of the installations in




15

Kalol oil fields under ONGC, it was reported that approximately 25% of the total workforce

engaged at work were employed under contractors on one pretext or the other.

The trend reveals that there has been a gross reduction in employment potential in winning of

gold ore, manganese ore and mica . This has come about basically due to two reasons . Firstly

the lack of demand of the minerals due to substitution of the same in the user industry viz. the

manganese ore in manufacture of steel & mica as insulating material in electrical industry,

secondly to the rising cost of production of gold from the poor quality of gold ore available in

the country vis-à-vis global market. Barring above the employment in the mineral industry

has shown tremendous growth over the years. It is anticipated that the average daily

employment in the mineral industry at present is about 1(one) million.

Exploitation of resources: Problems faced

Mining industry in India has been progressing at an annual rate of 4% to 5% during the last

three decades. It appears that the concept of „growth at all cost‟ has become the order of the

day. This is rather too heavy a price to pay for development‟s sake. This „mad rush‟ to

produce gives way to unsustainable developments.

As far as mining is concerned, the price for progress has also been quite high. The late S

Mohan Kumarmangalam, the then Minister of Steel & Mines had given a scathing but vivid

description of the coal industry scene in his book „Coal Industry in India‟. This was

generally true of smaller units specially spread over in the Jharia and Raniganj fields.

"Workers were cheated of their legitimate dues. Slaughter mining, lack of conservation and

unscientific mining methods remained characteristic of large areas of the industry. The mine

owners successfully prevented any further progress towards implementation of the numerous

recommendations of the different committees made over the years. „Lathials‟ or musclemen

protected the interests of the mine owners. Rampant corruption, forced labour, dubious and

duplicate records, under reporting of production, non-payment of full wages, extended hours

of shift without payment of lead or lift, lack of safety and welfare measures, robbing of pillars

of coal, selective, seasonal and shallow depth mining in a haphazard manner etc. seemed to

be the guiding principles of a large number of private collieries."




16

Violations of mine safety laws were widespread. The extensive fires and collapses were the

result of unscientific mining practiced over the years and the cost to the nation was

considerable in the shape of loss of coal reserves and in controlling fires. Mine ventilation

was poor, support inadequate, safety equipment conspicuous by their absence. The hazards to

which workers were exposed had been a matter of severe criticism. A dangerous situation had

developed and the Government could no longer remain a passive spectator. This paved the

way for nationalization of the coal industry during 1971-73.

Though the situation since then has improved considerably in some of the areas, many

problems of the past remain and need to be addressed sincerely at this point in time. Quest for

development has to go hand in hand with rapid industrialization, and mining has to remain an

important cog in the wheel of development. It is expected that accentuated efforts on mining

shall be witnessed in the years to come. As the mine operators begin to look forward for ways

and means to improve efficiency and cut costs, safety considerations certainly assume more

and more important position and emerge as significant factor even purely on economic

considerations. Side by side modern society is also tending more and more to demand a safe

and decent work environment, as a social need. Thus, results are being demanded. Tools and

skill are available, and achievement with tremendous humanitarian and economic benefits are

within the realm of practical possibility.




17

COMPANY PROFILE

Neyveli Lignite Corporation Limited (NLC) was incorporated in 14th November of the year

1956 as a private limited company under the house of Government of India (GOI). It went

to public in 7th March of the year 1986. The main core activity of NLC is lignite excavation

and power generation using lignite excavated.

Neyveli lignite corporation has been conferred with “NAVARATNA” status on 11th April

2011.In commencement of Golden Jubilee Celebrations ( 1956-2006) the Hon‟ble Prime

Minister Dr,Manmohan Singh, visited Neyveli on 04.02.2006 and laid foundation stone for

Mine-I and TPS II Expansation.

Vision of NLC

To emerge as a leading mining and power company. Continue to be socially responsible

company and strive for operational excellence in mining & Exploration.

Mission of NLC

Strive towards greater cost competitiveness and work towards continue financial

strength.

Continually imbibe best practices from the best India and international organization

engaged in power generation and mining.

Be a preferred employer by offering attractiveness avenues of carrier growth

andexcellent work environment and by developing human resource to match

international standards,

Play an active role in society and sensitive to emerging environmental issues.




18

LIGNITE RESERVES:

Geological reserves of lignite in the country have been estimated at around 36009

million tons. As on 01-01-2004 out of the above 4150(MT) of lignite spread over an area of

480 Sq.KM is on the Neyveli Lignite fields in cuddalore district of which around 2360

million tons have been proved.

EXSISTING PROJECTS :

MINE – I

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

commenced in May 1962. German excavation technology in open cast mining, using

Bucket Wheel Excavators, Conveyors and Spreaders were used for the first time in the

country in Neyveli Mine-I. The capacity of this mine was 6.5 MT which met the fuel

requirement of TS-I. The capacity was increased to 10.5MT of lignite per annum from

March 2003 under Mine-I expansion scheme and at present meets the fuel requirement for

generating power from TPS-I and TPS-I Expansion.

MINE – II

In February, 1978 Government of India sanctioned the Second Lignite Mine of capacity 4.7

MT of lignite per annum and in February `83, Government of India sanctioned the

expansion of Second Mine capacity from 4.7 Million Tonnes to 10.5 Million Tonnes.

Unlike Mine-I, Mine-II had to face problems in the excavation of sticky clayey soil during

initial stage. The method of mining and equipment used are similar to that of Mine-I.




19

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

first exposed in September 1984 and the excavation of lignite commenced in March, 1985.

GOI sanctioned the expansion of Mine-II from 10.5 MTPA to 15.0 MTPA of lignite in

October 2004 with a cost of Rs. 2295.93 crore. Mine-II Expansion project was completed

on 12th March 2010. The lignite excavated from Mine-II meets the fuel requirements of

Thermal Power Station-II and Thermal Power Station – II Expansion under implementation.

MINE – IA

Government of India sanctioned the project Mine-I A of 3 million tonnes of lignite per

annum at a sanctioned cost of Rs. 1032.81 crores in February'98. This project is mainly to

meet the lignite requirement of M/s ST-CMS for their power plant and also to utilize the

balance lignite to the best commercial advantage of NLC. The project was completed on

30th March 2003 within time and cost schedule.

BARSINGSAR MINE:

GOI sanctioned implementation of Barsingsar mine with a capacity of 2.1 MTPA of lignite

per annum at an estimated cost of Rs. 254.60 crore in December 2004. Both overburden and

lignite production has been outsourced. Lignite excavation commenced on 23rd November

2009 and production attained the rated capacity on 31st January 2010.




20

THERMAL POWER STATION-I:

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

May'62 and the last unit in September'70 consists of six units of 50 MW each and three

units of 100 MW each. The Power generated from Thermal Power Station-I after meeting

NLC's requirements is fed into Tamil Nadu Electricity Board which is the sole beneficiary.

Due to the aging of the equipment / high pressure parts, Life extension programme has been

approved by GOI in March 1992 with an estimated cost of Rs.315.23 crore and was

successfully completed in March‟99 thus extending the life by 15 years. The extended life

also to be completed between 2009-2014. However as per the request of TNEB, this power

station is being operated after conducting Residual Life Assessment (RLA) study. GOI has

sanctioned a 2x500 MW Power Project (Neyveli New Thermal Power Plant – NNTPS) in

June 2011 as replacement for existing TPS-I The Board of Directors of NLC accorded

approval to taper down the generation of TPS-I by 300 MW by March 2015 or earlier and to

close down the remaining units by September 2015 or earlier.

THERMAL POWER STATION-II

The 1470 MW Second Thermal Power Station consists of 7 units of 210 MW

each. In February 1978, Government of India sanctioned the Second Thermal Power Station

of 630 MW capacity (3 X 210 MW) and in Feb.'83, Government of India sanctioned the

Second Thermal Power Station Expansion from 630 MW to 1470 MW with addition of 4

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

unit (Unit-VII) was synchronized in June'93. The power generated from Second Thermal

Power Station after meeting the needs of Second Mine is shared by the Southern States viz.,

Tamil Nadu, Kerala, Karnataka, Andhra Pradesh and Union Territory of Pondicherry.




21

THERMAL POWER STATION-I Expansion:

Thermal Power Station-I has been expanded based on the additional lignite available from

Mine-I Expansion. The scheme was sanctioned by Government of India in February 1996

with a sanctioned cost of Rs. 1590.58 Crores. The Unit-I was synchronized in October 2002

and Unit-II in July 2003. The power generated from this Thermal Power Station after

meeting the internal requirements is shared by the Southern States viz., Tamil Nadu, Kerala,

Karnataka, and Union Territory of Pondicherry.

BARSINGSAR THERMAL POWER STATION:

Government of India sanctioned the Barsingsar Thermal Power Station 250 MW (2 X 125

MW) in October 2004 with a latest cost (RCE) of Rs. 1626.09 Crores. First Unit was

synchronised on 27th October 2009 and second unit was synchronized on 5th June 2010.

Both the units could not be taken for commercial operation due to teething trouble and

stablisation problem. Both the units were commissioned in December 2011 and January

2012.




22

ONGOING PROJECTS

1. TPS-II EXPANSION (2 x 250 MW)

PROJECT INFORMATION:

1. Station Capacity: 2 x 250 MW.

2. GOI Approval : 18.10.2004

3. Original sanctioned Cost : Rs. 2030.78 Crs.

COMMISSIONING SCHEDULE: Anticipated

a) COD of Unit-I: November 2012

b) COD of Unit-II: March 2013

NNLC TAMILNADU POWER LIMITED (2 x 500 MW)

NLC Tamilnadu Power limited (NTPL), is a subsidiary of Neyveli Lignite Corporation

Ltd (NLC) and a joint venture between NLC and M/s TANGEDCO (Tamilnadu

Generation and Distribution Company), incorporated under the company act.

The equity participation between NLC and TANGEDCO is at the ratio of 89:11.

GOI had issued sanction for the implementation of coal based 2x500MW Thermal Power

Project by NTPL at Tuticorin at an estimated cost of Rs.4909.54 Cr.

The project is located in the Harbour Estate area of M/s V.O. Chidambaranar Port Trust

(VOCPT) and adjacent to the Thoothukudi Thermal Power Station of TANGEDCO.

Land for the project and residential colony has been allotted by VOCPT on long term

lease basis.

Service water requirement for the plant and the potable water requirement for the plant as

well as township will be met from the Desalination plant being set up at the project site.

All the major packages for the project have been awarded. The main plant package

namely Steam Generators & Turbo Generators has been awarded to M/s BHEL.

Construction activities are progressing in full swing and the commissioning of the first

unit is expected by December 2013 followed by the second unit in March 2014.

Power Purchase Agreement has been signed with TANGEDCO, ESCOMs of Karnataka

State, Puducherry Electricity Department, Kerala State Electricity Board, DISCOMs of

Andhra Pradesh.

Power evacuation from this project is being carried out by M/s Power Grid Corporation




24

FUTURE PROJECTS

1. UTTAR PRADESH POWER PROJECT (3 x 660 MW - COAL BASED)

It is proposed to establish 4000 MW capacity coal based power project in the

State of Uttar Pradesh in 2 stages each having 2000 MW capacity. The estimated

cost of the project is around Rs. 14858.62 Crores.

MOU was signed with M/s Uttar Pradesh Rajya Vidyut Nigam Limited

(UPRVUNL) for implementing the first phase of the project as a Joint Venture

with equity participation in the ratio of 51% (NLC) : 49% (UPRVUNL).

Firming of Project inputs like water allocation is completed and land acquisition

is in process. Coal linkage is yet to be obtained.

Power Purchase Agreement has been signed with M/s Uttar Pradesh Power

Corporation Limited, within the time limit stipulated by Ministry of Power,

Joint Venture Agreement entered with UPRVUNL on 06.10.2012.

2. SIRKAZHI THERMAL POWER PROJECT (3 x 660 - MW COAL BASED)

Sirkazhi Thermal Power Project (STPP) is proposed with imported coal and it is

proposed to take up 2000 MW initially and increase it by another 2000 MW in

the second and final phase at a cost of Rs.10395.00 Crores.

Site selected in Thirumullaivasal village of Sirkazhi Taluk was inspected by Site

Selection Committee of Central Electricity Authority.




25

Power Purchase Agreement was signed with Southern Electricity Boards within

the time limit stipulated by Ministry of Power.

Project inputs like Land and coal linkage are to be firmed up.

3. BBITHNOK THERMAL POWER STATION IN RAJASTHAN (1 x 250 MW - LIGNITE BASED)

Project Cost Rs.1670.54 Crs.

Power Purchase Agreement was signed within the time stipulated by Ministry of Power,

with Distribution Companies (DISCOMS) of Rajasthan for supplying entire power.,

Environmental Clearance for the power project was received from State Pollution Control

Board and NOC from Aviation and Defense Department were obtained.

50 Cusecs of water from IGNP canal has been reserved for Bithnok and Riri Projects and

water supply agreement is to be signed with IGNB.

Application was submitted for Land Acquisition and Notifications were issued to acquire

the private lands. The High Power Committee constituted by Government of Rajasthan in

its meeting held on 06.07.2012 has recommended the amount of compensation. The

recommended Compensation is under scrutiny by GoR. On approval by GoR, the award is

likely to be passed shortly which will complete the process of acquisition of private lands.

M/s Mecon has been engaged as Project Consultant and Tender documents are under

preparation.




27

Application was submitted to Government of Rajasthan for land acquisition and

is under process. Land acquisition notice was issued in July 2012.

Mine Plan approval was obtained and application was submitted for issue of

Mining Lease, which is under process.

Palana Mine:

Feasibility Report has been received from M/s CMPDI and EIA / EMP Report is

under preparation by M/s Kirloskar Consultants, Pune.

Application has been submitted to MOE&F for fixation of Terms of Reference

(TOR) for preparation of EIA / EMP Report. MOE&F held the TOR meeting for

the project on 27.08.2012.

Proposal for Transfer of Mining Lease in favour of NLC was forwarded by the

Government of Rajasthan to Ministry of Coal.

NLC has deposited the amount with M/s Rajasthan Vidyut Pracharan Nigam

Limited (RVPNL) towards 7334 Bighas of land, which is to be surveyed and

transferred to NLC.

5. JOINT VENTURE COAL MINING PROJECT IN ODISHA (20 MTPA)

Project Cost Rs.447.72 Crs.

A Joint Venture Company viz., M/s MNH Sakthi Limited was formed by M/s

MCL, NLC & M/s HINDALCO as per the direction of Ministry of Coal, with




28

equity participation in the ratio of 70% : 15% : 15%, to develop and mine

Talabira 2 and 3 coal blocks in Talcher Coal Fields of Odisha and share the

production in the same ratio.

M/s Mahanadi Coalfields Limited M/s MCL) being the major partner, carrying

out all the project activities for developing the Mine.

6. WIND POWER PROJECT

Based on the approval given by the Board, NIT issued on 20.04.2012 to fix up

agency for setting up 50 MW Wind Power Project at one or two locations

anywhere in India at an estimated cost of Rs.364.75 Crores which includes

O&M services for the first five years. Tender opened on 12.09.2012. Three bids

received and bid evaluation is in progress.

7. SOLAR POWER PROJECT

It is proposed to install 10 MW crystalline based Photo Voltaic Solar Power

Project at Neyveli (near the airstrip) in the first phase which will be increased to

25 MW in the second phase. For fixing up of agency for installing 10 MW Solar

Power Plant at an estimated cost of Rs. 133 crores, tender was floated on

13.03.2012. Tender was opened on 04.05.2012. 13 bids were received and 10

bids were Short-listed. Techno-Commercial evaluation is in progress.




29

HUMAN RESOURCE MANAGEMENT

The number of employees in various categories behind the success of the company are:

N.L.C firmly believes in the adage “ learning Occurs at all times”. All employees are

provided opportunity on a wholesome approach to develop their potential and use it in

achieving corporate goals. The training is important to employees thorough different

scheme on a 3 tier thus:

In – Housing Training

Deputation Training within India

Foreign Training

The number of employees in various categories behind the success of the company

are

Executives 4,259

Non-executives(Regular) 8,106

Labour 5,228Total 17,593

EMPLOYEE DEVELOPMENT CENTRE

The Company gives high priority towards training of executives, supervisors and

workers. Apart from utilising the training facilities available in the Employee

Development Centre of the Company, the employees are also deputed to other training

centres within India. Training facilities provided by the equipment manufacturers within

the country/abroad are also utilised.




30

Quality Circle activities are co-ordinated in Employee Development Centre which has

given many benefits to the organisation. Case Study presentation of Neyveli Quality

Circles brought good name by demonstrating their contribution out side Neyveli in many

conferences.

Employee Development Centre is in the job of fulfilling the Training needs of all

Categories of Employes and developing the Skills, Knowledge and Attitude. TRAINING

adding VALUE to LIFE is the mantra for development and indeed the growth of the

individual and the organization to which he belongs. The enrichment of the individual is

achieved through the objectives:

excel in this Competitive World.

-house Competency of Human Potential

s.

-2008 Quality Management System

standard requirements.

At EDC Training Programmes are conducted under various categories.

In-house Training

Programmes are planned systematically. All training programmes will start with prayer

and end with a stress relieving Yoga / Meditation in most of the programmes as a work-

life balancing art.




31

Corporate Social Responsibility(CSR)

programmes aimed at reaching the rural public particularly the students and womenfolk

will be exposed to topics like Energy Conservation, Domestic Safety, Health, Hygiene

and Cleanliness, Examination Skills, Road Safety, Skill Development etc., Special

Programmes for Students belonging to Project Affected People (PAP) villages will be

done by engaging the services of Voluntary Organisation.

Training @ Site through which large number of employees can be motivated at the

work place itself to perform better. Team Building, Motivation, 5 S, QC Concepts,

Official Language Hindi, Energy Conservation etc., are some of the programmes

planned under the category.

OBT - Under Out Bound Training the following programmes are conducted in this

year

Deputation Training

NLC employees are deputed to various reputed Training Institutes to update their

Knowledge and Skills in various areas so as to apply the same at NLC. Employees are

deputed for the programmes sponsored by Department of Personnel and Training of




32

Government of India at various State Government run institutes like Anna Institute of

Management, Chennai, Administrative Training Institute, Mysore, Dr. MCR Institute of

AP, Hyderabad, Institute of Public Enterprise, Hyderabad etc.,

Industry - Institute Interface

In line with the Industry - Institute Interface, Engineering Students belonging to

Diploma/Degree are permitted to do their In Plant Training (IPT) and Project work (PW)

in the period between December to July every year. Student community is benefitted by

way of synergizing the theoretical knowledge learned at class rooms with the practical

applications at the plants so as to enrich their creative brains.

Training Ambience

-A/C halls with state-of-the-art facilities creating an

ambience for effective training.

-Auditorium of 100 seats capacity to cater micro meetings. Buffet System in

Dining to choose their liking and avoid wastage.

uditorium of 300 seats capacity to host Corporate Events.

INDUSTRIAL RELATIONS

NLC continues to maintain cordial industrial relations. The Joint Council of Unions and

Associations of Engineers and Officers are functioning in NLC effectively. The

Management has a regular system of discussions on common matters which help to

maintain good industrial relations and to create mutual trust and belief among the

employees.




33

WELFARE

The Company as a model employer lays great stress on the welfare of its employees and

peripheral villages. Some of the salient features are :

Welfare to Employees

Township with over 21000 houses

Subsidised transport

Medicare with more than 350 bed hospital supported by peripheral dispensaries.

Industrial Canteens

Family welfare

Special Incentive Schemes for small family norm.

Education - Schools and a college in Neyveli Campus.

Recreation facilities like clubs, gyms.

Sports with all infrastructural facilities.

Post retirement medical assistance.

A creche for children.

Health care programmes for school children.

Social Welf are - Peripheral Development :

Drinking water to surrounding villages

Irrigation water to 20,000 acres in nearby villages

Facilities for mentally handicapped children, destitute women and aged people

`Sneha'.

A Centre for making Jaipur type artificial limb for handicapped

Free Medical Camps for surrounding villages; Sterilizations.

A school for the speech and hearing impaired "Shravanee".




34

CHAPTER II

OBJECTIVES

The primary objective of the project in identifying the organizational and individual training

needs and to analyze the same to give feedback and suggestions to the organization for

improving the training & development process of the organization.

The secondary objectives of the project are as follows:

To study the training and development process carried on in the Company.

To identify the knowledge and skills required to perform the job efficiently and

effectively.

To study the various training and development activities exist in NLC Ltd.

To find out the quality of training programme in NLC Ltd.

To find out training programme is productive to improve their performance or not.

To find out whether they are implementing the knowledge and skills or not.

To find out the changes the employees required in their training program.

To make suitable suggestion and recommendations for the improvement of training

and development programme based on the opinion of the employees and findings of

the study.




35

SIGNIFICANCE OF THE STUDY

Training and Development is very important and essential in every organization due to thefollowing:

Training is required to cover essential work-related skills, techniques and knowledge. It

is the process used to reduce the gap between the desired performance and the actual

performance which eventually results in increased Productivity, quality and healthy

work environment.

Optimum Utilization of Human Resources – Training and Development helps in

optimizing the utilization of human resource that further helps the employee to achieve

the organizational goals as well as their individual goals.

Training helps to eliminate obsolesce in work, it gives the employees a clear view of

what is needed and also helps in upgrading their skills and knowledge to keep in pace

with the ever changing technology which is very essential in today‟s competitive

market.

Development of Human Resources – Training and Development helps to provide an

opportunity and broad structure for the development of human resources‟ technical and

behavioral skills in an organization. It also helps the employees in attaining personal

growth.

Team spirit – Training and Development helps in inculcating the sense of team work,

team spirit, and inter-team collaborations. It helps in inculcating the zeal to learn within

the employees.

Safety in work place is another important feature of training which helps to avoid

accidents and injuries in the work place.

Organization Culture – Training and Development helps to develop and improve the

organizational health culture and effectiveness. It helps in creating the learning culture

within the organization.




36

Training and Development aids in organizational development i.e. Organization gets

more effective decision making and problem solving. It helps in understanding and

carrying out organizational policies

Training and Development helps in developing leadership skills, motivation, loyalty,

better attitudes, and other aspects that successful workers and managers usually

display.

For every employee to perform well especially Supervisors and Managers, there is

need for constant training and development. The right employee training,

development and education provides big payoffs for the employer in increased

productivity, knowledge, loyalty, and contribution to general growth of the firm. In

most cases external trainings for instance provide participants with the avenue to meet

new set of people in the same field and network. The meeting will give them the

chance to compare issues and find out what is obtainable in each other‟s environment.

This for sure will introduce positive changes where necessary.

So I felt it is important to carefully identify the training needs, carefully plan a

training process and evaluate this process. Hence the study on “Identification of

Training needs in NLC.”




37

LIMITATIONS OF THE STUDY

Time constraint - While getting all the questionnaires filled, I faced that most of the

employee‟s didn‟t want to respond because of the limited time they had. I faced a lot of

problem while convincing them.

Sample size constraint - As the employee base of the organization is about 17593

employees, so it was very difficult to cover all the employees in this survey. Number of

employee covered in this survey is limited to the sample size of 100 employees only. This

limits the scope of the project study and the analysis may not represent the whole

population.

Duration constraint - The time duration for the project is limited to 7 weeks so it was

difficult to analyze the trainings needs at micro level.

Perception constraint - Also, Employees have a tendency to underestimate their skills

before training and overestimate their skills post training to validate their participation in

the training program. In this way it is seen that it is difficult to comprehensively evaluate

or capture the effectiveness of a training program.




38

CHAPTER – II

REVIEW OF LITERATURE

Bella Ya Hui Lien,Richard Yu Yuan Hung and Gary N. McLean on the title of

Training evaluation based on cases of Taiwanese benchmarked high-tech companies

suggested that Although the influence of workplace practices and employees‟ experiences

with training effectiveness has received considerable attention, less is known of the influence

of workplace practices on training evaluation methods. The purposes of this study were to:

(1) explore and understand the training evaluation methods used by seven Taiwanese

companies benchmarked for their excellence; and (2) compare Kirkpatrick‟s and Swanson‟s

training evaluation models with practices used by the benchmarked Taiwanese organizations

from a cross-cultural perspective. Five themes emerged from in-depth interviews, extending

our understanding of training evaluation in the benchmarked Taiwanese organizations.

Cyril Kirwan and David Birchal on the topic of Transfer of learning from

management development programmes: testing the Holton model Transfer of learning from

management development programmes has been described as the effective and continuing

application back at work of the knowledge and skills gained on those programmes. It is a

very important issue for organizations today, given the large amounts of investment in these

programmes and the small amounts of that investment that actually translates into an

improved individual and organizational performance. This paper describes the testing of the

Holton model of learning transfer and suggests amendments to the model where appropriate.

A sample of participants on a management development programme within the Irish health

service completed the Learning Transfer System Inventory based on the Holton model. The

data obtained were analysed using multiple regression and partial correlation techniques.




39

Results indicate that the model does adequately represent the effects of its factors,

although a slightly revised model is presented. Important relationships between factors are

identified, and the central role of the learners‟ personal capacity for transfer (hitherto

unreported in the literature) and their motivation to transfer in facilitating transfer is

highlighted. In practical terms, the tested model can be used as a diagnostic tool by

identifying individual, training design and work environment transfer issues in need of

attention and by developing strategies to deal with them. It can also be used as a framework

for the evaluation of training and development interventions, examining factors outside the

traditional range of most training evaluation efforts and providing a more complete picture of

the success or otherwise of that intervention.

Doo H. Lim & Scott D. Johnson on the topic of Trainee perceptions of factors that

influence learning transfer, The focus of the study was to assess learning transfer made by

HRD professionals from a Korean organization for a training program on performance

improvement technologies. Results revealed multiple reasons for high or low transfer and

provide insights into the design of highly transferable training programs.

Holly M. Hutchins and Lisa A. Burke on the topic of Identifying trainers' knowledge

of training transfer research findings – closing the gap between research and practice

Training professionals were surveyed concerning their knowledge of transfer of training

research. Survey items were developed from an integrative literature review based on

empirical findings of factors that directly or indirectly (through learning) influence training

transfer. Survey results suggest that training professionals are in agreement with empirical

transfer findings in the areas of training design and the work environment, but differ in their

agreement of how individual differences impact transfer success and of relevant transfer

evaluation findings. Training professionals were more familiar with academic transfer

research when they occupied higher job positions within their organization, held a training




40

certification and had a college degree. The results of our study and the implications for

addressing the research-to-practice gap among training professionals are also discussed

Robert Blomberg on the topic of Cost-Benefit Analysis of Employee Training: A

Literature Review, This article reviews current literature related to cost-benefit analysis of

employee training programs. After a conceptual stage is set and the meaning of terms is

clarified, methodologies for measuring costs and benefits, and problems related to this

process are discussed. Primary and secondary beneficiaries of training are identified. The

need for distributional assignments of costs as a function of benefit is described. Following

the identification of problems inherent in cost-benefit research, concluding comments focus

on the need for practical applications of cost-benefit research.

George M. Alliger, Elizabeth A. Janak on the topic of Kirkpatrick's Levels Of

Training Criteria: Thirty Years Later Kirkpatrick's model (1959a, 1959b, 1960a, 1960b) of

training evaluation criteria has had widespread and enduring popularity. This model proposed

four "levels" of training evaluation criteria: reactions, learning, behavior, and results. Three

problematic assumptions of the model may be identified: (1) The levels are arranged in

ascending order of information provided. (2) The levels are causally linked. (3) The levels are

positively intercorrelated. This article examines the validity of these assumptions, the

frequency of each level in published evaluation studies, correlations from the literature in

regard to Assumptions 2 and 3, and implications for the researcher and training manager.

Raquel Velada ,António Caetano, John W. Michel on the topic of The effects of

training design, individual characteristics and work environment on transfer of training, This

study aims to gain insight into some of the factors that determine the transfer of training to

the work context. The present research examined the relationship between three types of

predictors on transfer of training, including training design, individual characteristics and




41

work environment. Data was collected at two points in time from 182 employees in a large

grocery organization. The results indicated that transfer design, performance self-efficacy,

training retention and performance feedback were significantly related to transfer of training.

Contrary to expectation, supervisory support was not significantly related to transfer of

training. These results suggest that in order to enhance transfer of training, organizations

should design training that gives trainees the ability to transfer learning, reinforces the

trainee's beliefs in their ability to transfer, ensures the training content is retained over time

and provides appropriate feedback regarding employee job performance following training

activities.

In a study of Government (1997), 140 State Government agencies in 30 rates were

surveyed The assessment of training needs, collection of needs evaluation. The result

described standard training practices and the degree to which state Government agencies

adhere to accepted practices in determining training needs incorporated in the design and

assess training out comes.

Samson Jose(1985)conducted “A study on training need assessment in MRF”.the objective

of his study were and ascertain training and development needs keeping in video their

present assignment and to suggest the board outline of format training programme to meet

their needs. Saxena (1975) has evolved a group approach in identification needs.

Thayakeswara(1996) conducted “A study in Zonal training school railway”trichy on the

Effectiveness of the training programme .The objective of the study was to find the

effectiveness of the training programme and it was revealed that the training effectiveness

was found to only at moderate level.

In a study conducted by Richard,J.Brossetian(1969) it was reported that when the trainess

themselves identify their training needs and design the corresponding programmes yield better results.




42

Training & Development

Training is a process of learning a sequence of programmed behaviour. It improves the

employee's performance on the current job and prepares them for an intended job.

Development not only improves job performance but also brings about the growth of the

personality. Individuals not only mature regarding their potential capacities but also become

better individuals.

Difference between Training & Development:

Training:

1. It's a short term process.

2.

Refers to instruction in technical and mechanical problems

3. Targeted in most cases for non-managerial personnel

4.

Specific job related purpose

Development:

1. It is a long term educational process.

2. Refers to philosophical and theoretical educational concepts

3.

Managerial personnel

4. General knowledge purpose




43

Purpose of Training:

1. To improve Productivity: Training leads to increased operational productivity and

increased company profit.

2. To improve Quality: Better trained workers are less likely to make operational

mistakes.

3. To improve Organizational Climate: Training leads to improved production and

product quality which enhances financial incentives. This in turn increases the overall

morale of the organization.

4. To increase Health and Safety: Proper training prevents industrial accidents.

5. Personal Growth: Training gives employees a wider awareness, an enlarged skill

base and that leads to enhanced personal growth.

Steps in Training Process:

1. Discovering or Identifying Training needs: A training program is designed to assist

in providing solutions for specific operational problems or to improve performance of

a trainee.

o Organizational determination and Analysis: Allocation of resources that

relate to organizational goal.

o Operational Analysis: Determination of a specific employee behaviour

required for a particular task.

o Man Analysis: Knowledge, attitude and skill one must possess for attainment

of organizational objectives




44

2. Getting ready for the job: The trainer has to be prepared for the job. And also who

needs to be trained - the newcomer or the existing employee or the supervisory staff.

3. Preparation of the learner:

o

Putting the learner at ease

o Stating the importance and ingredients of the job

o Creating interest

o Placing the learner as close to his normal working position

o

Familiarizing him with the equipment, materials and trade terms

4.

Presentation of Operation and Knowledge: The trainer should clearly tell, show,

illustrate and question in order to convey the new knowledge and operations. The

trainee should be encouraged to ask questions in order to indicate that he really knows

and understands the job.

5. Performance Try out: The trainee is asked to go through the job several times. This

gradually builds up his skill, speed and confidence.

6. Follow-up: This evaluates the effectiveness of the entire training effort

The Sequence of Training Program can be put in a Flowchart as below:

Discoveri ng or I denti fying Traini ng Needs -> Getting Ready for the job -> Preparation of

Learner (Creating desir e) -> Presentation of Operation & Knowledge -> Performance Try

out -> Follow up and Evaluation




45

TRAINING PROCESS

Training focuses on learning the skills, knowledge, and attitudes required to initially performa job or task or to improve upon the performance of a current job or task, while development

activities are not job related, but concentrate on broadening the employee's horizons.

Organizational Objectives

and Strategies

Departmental Objectives

and Strategies

Individual Goals (KRAs)

Training Need

Identification

Devising and

Implementation Training

Program

Evaluation of Results




47

DIFFERENT LEVELS AT WHICH TRAINING NEEDS ARE

IDENTIFIED

Identification of training needs can be done at three levels to ascertain three kinds of needs: -

Organizational Needs

These concern the performance of the organization as a whole. Here identification of training

needs is done to find out whether the organization is meeting its current performance

standards and objectives and if not, exploring ways in which training or learning might help it

to do so. Sometimes organizational training needs are also identified when the organization

decides that it has to adopt a major new strategy, create a new product or service, undergo a

large-scale change program, or develop significant new relationships, such as joining with

others to form new partnerships.

Fig. 4.2: Type of Needs




48

Group Needs

Since working in groups and teams have become very much prevalent in today's corporate

world that is why nowadays there is increased emphasis given on team effectiveness and

team performance. Therefore training needs are nowadays even identified at the group level.

Training needs here are concerned basically with the performance of a particular group,

which may be a team, department, function, sub-unit, or so on. Information about the

performance of the group may identify areas of training need - which, again, may be further

utilized for training or other interventions. It is used to find out how efficiently a particular

team or group goes about its business and meets its current objectives.

Individual Needs

These concern the performance of one or more individuals (as individuals, rather than as

members of a group). Here identification of training needs is about finding out to what extent

individuals need to learn or be trained in order to bring their current performance up to the

required level as a result of changes in methods and processes that call for new competenciesand skills.

It also sees to it that there is continuous improvement initiative taken by them. Moreover it

also helps to find out whether individuals are comfortable in working across boundaries, with

people from different backgrounds and different perspectives. This is especially important

because there is so much work force diversity observed today in organizations that it has

become impossible to retain workforce, which is not flexible enough to accommodate such

changes into their daily work schedule.




49

SOURCES FOR IDENTIFYING TRAINING NEEDS

There are three sources for identifying training needs. Although they are independent sources

for gathering the necessary data but it is usually beneficial if they are considered

complementary to one another as the objective of the exercise is to prepare as consolidated

data of training needs as possible. The three sources are as follows: -

Job Profile

It is a comprehensive description of all the functions and the responsibilities that a person has

to carry out in due course of his job. It is very common for us sometimes to find that people

of a particular department more or less perform the same kind of job and therefore a

comparative study can be done on their performance to pinpoint on the training needs of

those people who have not performed up to the mark. In here we can also include Job

analysis in order to have a realistic and systematic appraisal of training needs. In order to do

this first we need to break up the functions and responsibilities into categories. Next we have

to classify these tasks/activities on the basis of their relative importance to the nature of the

job. And lastly we can compute a priority listing of these tasks in order to have a catalogue ofknowledge, skills and attitudes required for effective performance of the job.




51

EVALUATION OF TRAINING PROGRAM

INTRODUCTION AND PURPOSE OF EVALUATION OF

TRAINING PROGRAM:

The process of examining a training program is called training evaluation. Training

evaluation checks whether training program has had the desired effect. Training evaluation

ensures that whether candidates are able to implement their learning in their respective

workplace, or to the regular work routines.

Purpose of Evaluation

Feedback: It helps in giving feedback to the candidates by defining the objectives and

linking it to learning outcomes.

Research: It helps in ascertaining the relationship between acquired knowledge, transfer of

knowledge at the work place, and training.

Control: It helps in controlling the training program because if the training is not effective,

then it can be dealt with accordingly.

Power games: At times, the top management (higher authoritative employee) uses theevaluative data to manipulate it for their own benefits.

Intervention: It helps in determining that whether the actual outcomes are aligned with the

expected outcomes.




52

METHODS OF TRAINING EVALUATION:

As Organization spend a large amount of their time and resources in the training and

development of their employees, it is important to evaluate these programs for their

effectiveness.

Cost-Benefit Analysis:

A Cost- benefit analysis helps in analyzing and evaluating any development efforts. A

Cost-benefit analysis measures the benefits from the development program, against

the monetary costs of development. These costs include the costs of materials,

supplies, lost work time, travel expenses, consultant fees, and the like. Though it is

easy to calculate the monetary costs it is difficult to translate the benefits into

economic terms. For example, an improvement in an individual‟s Leadership skill s

cannot be measured in monetary terms. Though the cost benefit analysis sounds

appealing, it may not always be practically useful.

Gap Analysis:

Another strategy to evaluate development efforts is to measure the extent to which the

objectives of the program are met. Identifying the gap between the actual and desired

level of performance helps in measuring the level of success of the development

program. However this strategy depends on the quality of the objectives set.

Kirkpatrick Model:

In the late 1950‟s D.L Kirkpatrick developed a model for evaluating workplace

education programs. Kirkpatrick‟s system has four levels of evaluation. He proposed

applying each level of evaluation to a program, which includes the participant‟s

reaction, participant‟s learning, change in participant‟s behavior and impact of the

program on the organizational effectiveness.




53

KIRKPATRICK’S MODEL IN BRIEF

ASSESSING TRAINING EFFECTIVENESS often entails using the four-level model

developed by Donald Kirkpatrick (1994). According to this model, evaluation should always

begin with level one, and then, as time and budget allows, should move sequentially through

levels two, three, and four. Information from each prior level serves as a base for the next

level's evaluation. Thus, each successive level represents a more precise measure of the

effectiveness of the training program, but at the same time requires a more rigorous and time-

consuming analysis.

Level 1 - Reactions

Just as the word implies, evaluation at this level measures how participants in a training

program react to it. It attempts to answer questions regarding the participants' perceptions -

Did they like it? Was the material relevant to their work? This type of evaluation is often

called a “smile sheet.” According to Kirkpatrick, every program should at least be evaluated

at this level to provide for the improvement of a training program. In addition, the

participants' reactions have important consequences for learning (level two). Although a

positive reaction does not guarantee learning, a negative reaction almost certainly reduces its

possibility.




54

Level 2 - Learning

Assessing at this level moves the evaluation beyond learner satisfaction and attempts to

assess the extent students have advanced in skills, knowledge, or attitude. Measurement at

this level is more difficult and laborious than level one. Methods range from formal to

informal testing to team assessment and self-assessment. If possible, participants take the test

or assessment before the training (pretest) and after training (post test) to determine the

amount of learning that has occurred.

Level 3 - Transfer

This level measures the transfer that has occurred in learners' behavior due to the training

program. Evaluating at this level attempts to answer the question - Are the newly acquired

skills, knowledge, or attitude being used in the everyday environment of the learner? For

many trainers this level represents the true assessment of a program's effectiveness. However,

measuring at this level is difficult as it is often impossible to predict when the change in

behavior will occur, and thus requires important decisions in terms of when to evaluate, how

often to evaluate, and how to evaluate.

Level 4 - Results

Frequently thought of as the bottom line, this level measures the success of the program in

terms that managers and executives can understand -increased production, improved quality,

decreased costs, reduced frequency of accidents, increased sales, and even higher profits or

return on investment. From a business and organizational perspective, this is the overall

reason for a training program, yet level four results are not typically addressed. Determining

results in financial terms is difficult to measure, and is hard to link directly with training.




55

BENEFITS OF TRAINING NEEDS IDENTIFICATION &

TRAINING EVALUATION

Benefits of Training Need Identification and Training Evaluation are:

The organization is informed about the broader needs of the participants. Through this

process it may be possible that certain new training programs, which were, previously

not in their list may come to the forefront.

The organization is able to reduce the perception gap between the participant and

his/her boss about their needs and expectations from the training program.

The organization is also able to pitch its course input closer to the specific needs of

the participants.

Find out if the learning is being applied at the workplace.

Ensure training improves continuously.

Track the development of staff knowledge and skills.

It also saves a lot of money for the organization as otherwise money is just

unnecessarily wasted on those training programs, which are either not needed by the

employees or they have no interest in undertaking them.

Lastly, time, which is the most important resource today, is also saved, as the training

programs conducted are the ones, which are actually needed by the participants.




56

CHAPTER – III

RESEARCH METHODOLOGY

Research:

Research is a process in which the researcher wishes to find out the end result for a

given problem and thus the solution helps in future course of action. The research has been

defined as “A careful investigation or enquiry especially through search for new facts in any

branch of knowledge.

Research Methodology:

The procedure using, which researchers go about their work of describing, explaining

and predicting phenomena, is called Methodology. Methods compromise the procedures usedfor generating, collecting and evaluating data. Methods are the ways of obtaining information

useful for assessing explanations.

Design of Study:

The Research Design undertaken for the study is Descriptive one. A

study, which wants to portray the characteristics of a group or individuals or situation, is

known as Descriptive study. It is mostly qualitative in nature.

Hypothesis of the study:

The project “Identification of Training Needs in NLC.” is based on the following Hypothesis:

NLC, carries out training of the employees.

The Company aims at Effective Training and Development.

Training is needed at the following levels :

Junior Level-Shop Floor Workers

Middle Level-Engineers, Design Engineers, Supervisors

Senior Level-Assistant Departmental Managers, Departmental Managers

Training Evaluation is carried out in order to check the effectiveness of the training

and development process.




57

The training and development process is structured, systematic, well defined and

involves active participation of the employees.

Feedback is available and this feedback can be used for analysis.

Data Collection Method:

Survey method is considered the best method for data collection of data and the tools

used for data collection are Questionnaire. This method is quite popular particularly in case

of big enquires. Private individuals, research works, private and public organizations and

even government are adopting it.

In this method a questionnaire is sent to the persons concerned with a request to

answer and return the questionnaire. A questionnaire consists of a number of question

involves both specific and general questions relating to needs for training.

Sources of Data:

The two sources of data collection are namely Primary & Secondary.

Primary Data

Questionnaires are prepared and personal interview was conducted. Most of the

questions are consist of multiple choices. The structured interview method was undertaken.

The interview was conducted in English as well as in Tamil.

Proper care was taken to frame the interview schedule in such a manner it should be

easily understood in view of educational level of the employees. Generally 24 questions are

prepared and asked to the employees of the NLC, Neyveli.

Secondary Data

Secondary data was collected from Internets, various books, Journals, and

Company Records.

QUESTIONNAIRE CONSTRUCTION

Questionnaires were constructed based on the following types

Open ended questions

Close ended questions

Multiple choice questions




58

Period of the Study:

The period for the study is done for 9 weeks.

Sample Design:

Universe : 17,593

Sample Element : Employees

Sample Size : 100 samples

Sample Test : Percentage Method and

Sample Media : Questionnaire

Statistical tools used:

o Percentage method

PERCENTAGE METHOD

In this project Percentage method test was used. The percentage method is used to

know the accurate percentages of the data we took, it is easy to graph out through the

percentages. The following are the formula

No of Respondent

Percentage of Respondent = x 100

Total no. of Respondents

From the above formula, we can get percentages of the data given by the respondents.




59

CHAPTER – V

ANALYSIS AND INTREPRETATION

ANALYSIS USING PERCENTAGE METHOD:

Table 4.1: Age Level of the Respondents

PARTICULARS FREQUENCY PERCENTAGE

20 - 30 Years 2 2%

31 - 40 Years 10 10%

41 - 50 Years 42 42%

Above 51 Years 46 46%

Total 100 100%

INTREPRETATION:

From the above table it is inferred that, 46% of the respondents are at the group of

above 51 years, 42 % of the respondents are belongs to the age group between 41 – 50 years,

10% of the respondents are belongs to the age group between 31 – 40 years, 2% of the

respondents are belongs to the age group between 20 – 30 years.




60

Chart 4.1: Age Level of the Respondents

0%

5%

10%

15%

20%

25%30%

35%

40%

45%

50%

20 - 30

Years

31 - 40

Years

41 - 50

Years

Above

51

Years

2%

10%

42%46%

P e r c e n t a g e

Age-group




61

TABLE 4.2 : GENDER OF THE RESPONDENTS


Male 98 98%

Female 2 2%

Total 100 100%

INTREPRETATION:

From the above table it is inferred that, 98% of the respondents are belongs to male,

2% of the respondents are belongs to female.




62

CHART 4.2 : GENDER OF THE RESPONDENTS

98%

2%

Male

Female




63

TABLE 4.3: EDUCATIONAL QUALIFICATION OF THE RESPONDENTS


Below SSLC 40 40%

HSC 28 28%

Diploma/Degree 26 26%

PG 6 6%

Total 100 100%

INTREPRETATION:

From the above table it is inferred that, 40% of the respondents are belongs to below

SSLC qualification, 28% of the respondents are belongs to HSC, 26% of the respondents are

belongs to diploma/degree, 6% of the respondents are belongs to post graduation.




64

CHART 4.3: EDUCATIONAL QUALIFICATION OF THE RESPONDENTS

0% 10% 20% 30% 40%

Below SSLC

HSC

Diploma/Degree

PG

40%

28%

26%

6%

Percentage

E d u c a t i o n a l Q u a l i f i c a t i o n




65

TABLE 4.4: MARITAL STATUS OF THE RESPONDENTS


Married 94 94%

Unmarried 6 6%

Total 100 100%

INTREPRETATION:

From the above table it is inferred that, 94% of the respondents are married, 6% of the

respondents are un married.




66

CHART 4.4: MARITAL STATUS OF THE RESPONDENTS

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

Married Unmarried

94%

6%

P e r c e n t a g e

Marital status




67

TABLE 4.5: WORK EXPERIENCE OF THE RESPONDENTS


Below 5 Years 2 2%

6 - 10 Years 2 2%

11 - 15 Years 10 10%

Above 15 Years 86 86%

Total 100 100%

INTREPRETATION:

From the above table it is inferred that, 86% of the respondents are having the work

experience of above 15 years, 10% of the respondents are having 11 – 15 years of work

experience, 2% % of the respondents are having 6 – 10 years of work experience, 2% % of

the respondents are having below 5 years of work experience in NLC.




68

CHART 4.5: WORK EXPERIENCE OF THE RESPONDENTS

0% 20% 40% 60% 80% 100%

Below 5 Years

6 - 10 Years

11 - 15 Years

Above 15 Years

2%

2%

10%

86%

Percentage

W o r k e x p e r i e n c e




69

TABLE 4.6: MONTHLY INCOME OF THE RESPONDENTS


Below 5,000 2 2%

6,000 – 10,000 0 0%

11,000 - 15,000 8 8%

16,000 - 20000 2 2%

Above 20,000 88 88%

Total 100 100%

INTREPRETATION:

From the above table it is inferred that, 88% of the respondents are in the income

level of above 20,000, 8% the respondents are in the income level between 11,000 – 15,000,

2% the respondents are in the income level between 16,000 – 20,000, 2% the respondents are

in the income level of below 5,000, 0% the respondents are in the income level between

6,000 – 10,000.




70

CHART 4.6: MONTHLY INCOME OF THE RESPONDENTS

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

Below

5,000

6,000 –

10,000

11,000 -

15,000

16,000 -

20000

Above

20,000

2%0%

8%2%

88%

P e r c e n t a g e

Monthly income




71

TABLE 4.7: EXISTING TRAINING AND DEVELOPMENT PROGRAMME HELPS

TO ENSURE THE CHANGES OF KNOWLEDGE


Strongly Agree 64 64%

Agree 32 32%

Neither agree nor disagree 2 2%

Disagree 2 2%

Strongly Disagree 0 0%

Total 100 100%

INTREPRETATION:

From the above table it is inferred that, 64% of the respondents strongly agree that the

existing training development programme is ensure the knowledge, 32% of the respondents

agree that the existing training development programme is ensure the knowledge, 2% of the

respondents neither agree nor disagree that the existing training development programme is

ensure the knowledge, 2% of the respondents disagree that the existing training development

programme is ensure the knowledge, 0% of the respondents strongly disagree that the

existing training development programme is ensure the knowledge of the employees.




72

Chart 4.7: Existing Training and Development Programme helps to ensure the changes

of Knowledge

64%

32%

2% 2% 0%0%

10%

20%

30%

40%

50%

60%

70%

Strongly

Agree

Agree Neither

agree

nor

disagree

Disagree Strongly

Disagree

P e r c e n t a g e




73

Table 4.8: Present Training &Development Programme are framed with the Objective

of Improving Skill and Overall growth



Agree 62 62%


Disagree 4 4%


Total 100 100%

INTREPRETATION:

From the above table it is inferred that, 62% of the respondents are agree that the

training and development programme is framed with improving skill and knowledge, 30% of

the respondents are strongly agree that the training and development programme is framed

with improving skill and knowledge, 4% of the respondents are disagree with the training

and development programme, 2% of the respondents are strongly disagree with the training

and development programme, 2% of the respondents are neither agree nor disagree that the

training and development programme is framed with improving skill and knowledge of the

employees.




75

Table 4.9: Present Training &Development Programme increases the Quality of Work

life



Agree 40 40%


Disagree 4 4%


Total 100 100%

INTREPRETATION:

From the above table it is inferred that, 46% of the respondents are strongly agree that

the training & development programme increases the quality of work life, 40% of the

respondents are agree that the training & development programme increases the quality of

work life, 8% of the respondents are neither agree nor disagree that the training &

development programme increases the quality of work life, 4% of the respondents are

disagree with the training & development programme, 2% of the respondents are strongly

disagree that the training & development programme.




76

Chart 4.9: Present Training &Development Programme increases the Quality of Work

life

0%

5%

10%

15%

20%

25%

30%

35%

40%

45%

50%

Strongly Agree Agree Neither agree nor disagreeDisagree Strongly Disagree

46%

40%

8%

4%2%

P e r c e n t a g e




77

Table 4.10: Training and development programme will improve the value of individual



Agree 40 40%


Disagree 2 2%


Total 100 100%

INTREPRETATION:


the training and development programme will improve the value of individuals, 40% of the

respondents are agree that the training and development programme will improve the value of

individuals, 2% of the respondents are neither agree nor disagree that the training and

development programme will improve the value of individuals, 2% of the respondents are

disagree with the training and development programme, 2% of the respondents are strongly

disagree about the training and development programme in improving the value of

individuals.




78

Chart 4.10: Training and development programme will improve the value of individual

54%

40%

2%

2%

2%

0% 10% 20% 30% 40% 50% 60%

Strongly Agree

Agree

Neither agree nor disagree

Disagree

Strongly Disagree

Percentage




79

Table 4.11: Knowledgeable & Experienced trainers have been engaged in Training and

development Programme



Agree 44 44%


Disagree 0 0%


Total 100 100%

INTREPRETATION:


knowledgeable and experienced trainers are engaged in training and development

programme, 44% of the respondents are agree that knowledgeable and experienced trainers

are engaged in training and development programme, 4% of the respondents are neither agree

nor disagree with the training and development programme, 2% of the respondents are

strongly disagree with the training and development programme, 0% of the respondents are

disagree that knowledgeable and experienced trainers are engaged in training and

development programme.




80

Chart 4.11: Knowledgeable & Experienced trainers have been engaged in Training and

development Programme

0%

5%

10%

15%

20%

25%

30%

35%

40%

45%

50%


50%

44%

4%

0%2%

P e r c e n t a g e




81

Table 4.12: Employees suggestions are considered in deciding the training programme



Agree 38 38%


Disagree 12 12%


Total 100 100%

INTREPRETATION:

From the above table it is inferred that, 38% of the respondents are agree that

employees suggestions were considered in training programme,22% of the respondents are

neither agree nor disagree that employees suggestions were considered in training

programme, 20% of the respondents are strongly agree that employees suggestions were

considered in training programme, 12% of the respondents are disagree that employees

suggestions were considered in training programme, 8% of the respondents are strongly

disagree that employees suggestions were considered in training programme.




82

Chart 4.12: Employees suggestions are considered in deciding the training programme

0% 10% 20% 30% 40%

Strongly Agree

Agree


Disagree

Strongly Disagree

20%

38%

22%

12%

8%

Percentage




83

Table 4.13: High Scope for learning technical and Non technical skill and knowledge

from the Programmes



Agree 48 48%


Disagree 8 8%


Total 100 100%

INTREPRETATION:

From the above table it is inferred that, 48% of the respondents are agree that there is

a high scope for learning by the training programme, 36% of the respondents are strongly

agree that there is a high scope for learning by the training programme, 8% of the

respondents are neither agree nor disagree that there is a high scope for learning by the

training programme, 8% of the respondents are disagree that there is a high scope for learning

by the training programme, 0% of the respondents are agree that there is a high scope for

learning the technical and non-technical skill and knowledge.




84

Chart 4.13: High Scope for learning technical and Non technical skill and knowledge

from the Programmes

36%

48%

8%

8%

0%

0% 10% 20% 30% 40% 50% 60%

Strongly Agree

Agree


Disagree

Strongly Disagree

Percentage




85

Table 4.14: Presentation of the Programme is interesting and clear



Agree 52 52%


Disagree 2 2%


Total 100 100%

INTREPRETATION:

From the above table it is inferred that,52% of the respondents are agree the

presentation of the programme is interesting and clear, 36% of the respondents are strongly

agree the presentation of the programme is interesting and clear, 10% of the respondents are

neither agree nor disagree the presentation of the programme is interesting and clear, 2% of

the respondents are disagree the presentation of the programme is interesting and clear,0% of

the respondents are disagree the presentation of the programme is interesting and clear.




88

Chart 4.15: Improvement of employees moral after attending the training programme

0%

5%

10%

15%

20%

25%

30%

35%

40%

45%


30%

44%

16%

8%

2%

P e

r c e n t a g e




89

Table 4.16: Programme provides motivation to implement that learned



Agree 38 38%


Disagree 6 6%


Total 100 100%

INTREPRETATION:


programme provides motivation, 32% of the respondents are strongly agree that the

programme provides motivation, 20% of the respondents are neither agree nor disagree that

the programme provides motivation,6% of the respondents are disagree that the programme

provides motivation, 4% of the respondents are strongly disagree that the programme

provides motivation to implement that are learned.




90

Chart 4.16: Programme provides motivation to implement that learned

32%

38%

20%

6%

4%

0% 5% 10% 15% 20% 25% 30% 35% 40%

Strongly Agree

Agree


Disagree

Strongly Disagree

Percentage




91

Table 4.17: Satisfaction about the Worker educational programme



Agree 39 39%


Disagree 8 8%


Total 100 100%

INTREPRETATION:


the workers educational programme is satisfactory, 39% of the respondents are agree that the

workers educational programme is satisfactory, 8% of the respondents are disagree that the

workers educational programme is satisfactory, 7% of the respondents are strongly disagree

that the workers educational programme is satisfaction, 2% of the respondents are neither

agree nor disagree that the workers educational programme is satisfactory.




92

Chart 4.17: Satisfaction about the Worker educational programme

0% 10% 20% 30% 40% 50%

Strongly Agree

Agree


Disagree

Strongly Disagree

44%

39%

2%

8%

7%

Percentage




96

Chart 4.19: Satisfaction about the Self - Development and Growth training Programme

0% 10% 20% 30% 40% 50%

Strongly Agree

Agree


Disagree

Strongly Disagree

32%

50%

10%

6%

2%

Percentage




97

Table 4.20: Satisfaction about counselling system



Agree 38 38%


Disagree 6 6%


Total 100 100%

INTREPRETATION:


counselling system is satisfactory, 36% of the respondents are strongly agree that the

counselling system is satisfactory, 16% of the respondents are neither agree nor disagree that

the counselling system is satisfactory, 6% of the respondents are disagree that the counselling

system is satisfactory, 4% of the respondents are strongly disagree that the counselling

system is satisfactory.




98

Chart 4.20: Satisfaction about counselling system

0%

5%

10%

15%

20%

25%

30%

35%

40%


36%

38%

16%

6%4%

P e r c e n t a g e




99

Table 4.21: Satisfaction about the Operator training programme



Agree 41 41%


Disagree 2 2%


Total 100 100%

INTREPRETATION:

From the above table it is inferred that, 44% of the respondents are strongly agree

with the operator training programme, 41% of the respondents are agree with the operator

training programme, 13% of the respondents are neither agree nor disagree with the operator

training programme, 2% of the respondents are disagree with the operator training

programme, 0% of the respondents are strongly disagree with the operator training

programme.




100

Chart 4.21: Satisfaction about the Operator training programme

0% 10% 20% 30% 40% 50%

Strongly Agree

Agree


Disagree

Strongly Disagree

44%

41%

13%

2%

0%

Percentage




101

Table 4.22: Satisfaction about the special Lecture training programme



Agree 37 37%


Disagree 6 6%


Total 100 100%

INTREPRETATION:


the special lecture training is satisfactory, 37% of the respondents are agree that the special

lecture training is satisfactory, 10% of the respondents are neither agree nor disagree that the

special lecture training is satisfactory, 6% of the respondents are disagree that the special

lecture training is satisfactory, 4% of the respondents are strongly disagree that the special

lecture training is satisfactory.




102

Chart 4.22: Satisfaction about the special Lecture training programme

0% 10% 20% 30% 40% 50%

Strongly Agree

Agree


Disagree

Strongly Disagree

43%

37%

10%

6%

4%

Percentage




105

Table 4.24: Training is helps to aligning the individual and organisational goal



Agree 30 30%


Disagree 4 4%


Total 100 100%

INTREPRETATION:


training helps to aligning the individual and organisational goal, 30% of the respondents are

agree that training helps to aligning the individual and organisational goal, 26% of the

respondents are neither agree nor disagree that training helps to aligning the individual and

organisational goal, 4% of the respondents are disagree that training helps to aligning the

individual and organisational goal, 0% of the respondents are strongly disagree that training

helps to aligning the individual and organisational goal.




106

Chart 4.24: Training is helps to aligning the individual and organisational goal

0% 10% 20% 30% 40%

Strongly Agree

Agree


Disagree

Strongly Disagree

40%

30%

26%

4%

0%

Percentage




107

Table 4.25: Training is helps to work independently



Agree 46 46%


Disagree 12 12%


Total 100 100%

INTREPRETATION:


training work independently, 32% of the respondents are strongly agree that the training work

independently, 12% of the respondents are disagree that the training work independently,

10% of the respondents are neither agree nor disagree that the training work independently,

0% of the respondents are strongly disagree that the training helps to work independently.




109

Table 4.26: Proper feedback system available to record the responses



Agree 35 35%


Disagree 10 10%


Total 100 100%

INTREPRETATION:

From the above table it is inferred that, 35% of the respondents are agree that there is

proper feedback system is available, 28% of the respondents are strongly agree that there is

proper feedback system is available, 15% of the respondents are neither agree nor disagree

that there is proper feedback system is available, 12% of the respondents are strongly

disagree that there is proper feedback system is available, 10% of the respondents are

disagree that there is proper feedback system is available to record the responses of the

employees.




110

Chart 4.26: Proper feedback system available to record the responses

0%

5%

10%

15%

20%

25%

30%

35%


28%

35%

15%

10%12%

P e r c e n t a g e




111

Table 4.27: Proper evaluation method is available for evaluating the training

programme



Agree 44 44%


Disagree 2 2%


Total 100 100%

INTREPRETATION:

From the above table it is inferred that, 44% of the respondents are agree that proper

evaluation method is available for training, 31% of the respondents are strongly agree that

proper evaluation method is available for training, 13% of the respondents are neither agree

nor disagree that proper evaluation method is available for training, 10% of the respondents

are strongly disagree that proper evaluation method is available for training, 2% of the

respondents are disagree that proper evaluation method is available for training programme.




112

Chart 4.27: Proper evaluation method is available for evaluating the training

programme

0% 10% 20% 30% 40% 50%

Strongly Agree

Agree


Disagree

Strongly Disagree

31%

44%

13%

2%

10%

Percentage




113

Table 4.28: Training is helps to increasing the motivation level



Agree 43 43%


Disagree 6 6%


Total 100 100%

INTREPRETATION:


training helps to increase the motivational level, 26% of the respondents are strongly agree

that the training helps to increase the motivational level, 23% of the respondents are neither

agree nor disagree that the training helps to increase the motivational level, 6% of the

respondents are disagree that the training helps to increase the motivational level, 2% of the

respondents are strongly disagree that the training helps to increase the motivational level.




114

Chart 4.28: Training is helps to increasing the motivation level

0%

5%

10%

15%

20%

25%

30%

35%

40%

45%


26%

43%

23%

6%

2%

P e

r c e n t a g e




116

Chart 4.29: Training methods focus on developing team work and Leadership skill

30%

36%

26%

4%

4%

0% 5% 10% 15% 20% 25% 30% 35% 40%

Strongly Agree

Agree


Disagree

Strongly Disagree

Percentage




117

Table 4.30: Training programme encouraged participation and discussion



Agree 37 37%


Disagree 4 4%


Total 100 100%

INTREPRETATION:

From the above table it is inferred that, 37% of the respondents agree that the training

programme encourage participation and discussion, 36% of the respondents strongly agree

that the training programme encourage participation and discussion, 21% of the respondents

neither agree nor disagree that the training programme encourage participation and

discussion, 4% of the respondents disagree that the training programme encourage

participation and discussion, 2% of the respondents strongly disagree that the training

programme encourage participation and discussion.




118

Chart 4.30: Training programme encouraged participation and discussion

36% 37%

21%

4%2%

0%

5%

10%

15%

20%

25%

30%

35%

40%

Strongly

Agree

Agree Neither

agree

nor

disagree

Disagree Strongly

Disagree

P e r

c e n t a g e




119

Table 4.31: Course objective clearly communicated to the participants



Agree 49 49%


Disagree 10 10%


Total 100 100%

INTREPRETATION:


course objectives are clearly communicated, 28% of the respondents are strongly agree that

the course objectives are clearly communicated, 11% of the respondents are neither agree nor

disagree that the course objectives are clearly communicated, 10% of the respondents are

disagree that the course objectives are clearly communicated, 2% of the respondents are

strongly disagree that the course objectives are clearly communicated to the participants.




120

Chart 4.31: Course objective clearly communicated to the participants

0%

5%

10%

15%

20%

25%

30%

35%

40%

45%

50%


28%

49%

11% 10%

2%

P e r c e n t a

g e




121

Table 4.32: Training helpful to perform the job in better way



Agree 46 46%


Disagree 5 5%


Total 100 100%

INTREPRETATION:


training is helpful to perform the job, 31% of the respondents are strongly agree that the

training is helpful to perform the job, 18% of the respondents are neither agree nor disagree

that the training is helpful to perform the job, 5% of the respondents are disagree that the

training is helpful to perform the job, 0% of the respondents are strongly disagree that the

training is helpful to perform the job in a better way.




122

Chart 4.32: Training helpful to perform the job in better way

0% 10% 20% 30% 40% 50%

Strongly Agree

Agree


Disagree

Strongly Disagree

31%

46%

18%

5%

0%

Percentage




123

Table 4.33: Learning’s of the programme is practiced and will be applied on the job



Agree 40 40%


Disagree 8 8%


Total 100 100%

INTREPRETATION:


learning from the training is applied, 36% of the respondents are strongly agree that the

learning from the training is applied, 16% of the respondents are neither agree nor disagree

that the learning from the training is applied, 8% of the respondents are disagree that the

learning from the training is applied, 0% of the respondents are strongly disagree that the

learning from the training is applied in the job.




124

Chart 4.33: Learning’s of the programme is practiced and will be applied on the job

36%

40%

16%

8%

0%

0% 10% 20% 30% 40% 50%

Strongly Agree

Agree


Disagree

Strongly Disagree

Percentage




125

Table 4.34: Necessary action is being identified the training needs on the basis of

feedback



Agree 25 25%


Disagree 9 9%


Total 100 100%

INTREPRETATION:


necessary action is taken on basis of feed back, 25% of the respondents are agree that

necessary action is taken on basis of feed back, 16% of the respondents are neither agree nor

disagree that necessary action is taken on basis of feed back, 14% of the respondents are

strongly disagree that necessary action is taken on basis of feed back, 9% of the respondents

are disagree that necessary action is taken on basis of feed back.




126

Chart 4.34: Necessary action is being identified the training needs on the basis of

feedback

36%

25%

16%

9%

14%

0%

5%

10%

15%

20%

25%

30%

35%

40%

Strongly

Agree

Agree Neither

agree

nor

disagree

Disagree Strongly

Disagree

P e r c e n t a g e




128

CHAPTER -VI

SUGGESTIONS AND RECOMMENDATION

o

The organization may give more emphasis on the suggestion of the employees while

designing the training programme.

o The training programmes provided to the employee may give more emphasis on

factor like increasing moral.

o All the training and development programmes may be design such that it will helpful

in boosting the motivation of employees to implement the same on the job.

o

There is a scope for little bit improvement in the counseling system of training and

development programme.

o

More emphasis may be given on aligning the individual need with the organization

need while deciding the training programme.

o Feedback system after training and development programme required little bit of

improvement for further development of employee.

o Training programme on developing the teamwork and leadership skill may be

encouraged more to increase the employees productivity.

o Training and development programme encouraging the employees participation and

discussion may always be provided to the employees.

o

While identifying the training needs, feedback of the employee should always be

given preferences.

o No employees should be left out while providing the training programme as it is

essential for the performing the individual duties.




129

CHAPTER –VII

CONCLUSION

The study is aimed to measure the employee training and development needs in Neyveli

Lignite Corporation Limited, Neyveli. The study has conducted a survey with help of

questionnaire, to study the effectiveness of training program. The study reveals that the

training program is playing a vital role in this organization.

After the careful Data analysis through the study I conclude that measurement of training and

development needs at NLC Limited are Good level. The employees are very much satisfied

with the programs offered by the company.

More ever training and learning is a continuous process and so the organization should

provide adequate training to their employees for development of organization.

Through this study, I got some findings and also I have to give some suggestion based on the

findings. I hope that my suggestion will help to improve the training and development in

future development of our esteemed organization.




130

CHAPTER -VIII

APPENDIX

A STUDY OF IDENTIFICATION TRAINING AND DEVELOPMENT NEEDS IN NEYVELI

LIGNITE CORPORATION LIMITED, MINE-I

Questionnaire

1. Name :

2. Age : 20-30 Years 31-40 Years

41-50 Years Above 51Years

3.

Gender : Male Female

4. Qualification : Below SSLC HSC

Diploma/Degree PG

5. Marital Status : Married Unmarried

6. How many years’ experience you have

Below 5 Years 6 – 10 Years

11 -15 Years above 15 Years

7. Monthly Income

Below 5,000 6,000-10,000 11,000 – 15,000

16,000 – 20000 Above 20,000

Kindly rate the following statement on a 5 – point scale as stated below

[Tick on your answer]

1. Strongly Agree

2. Agree

3. Neither Agree nor Disagree

4. Disagree

5. Strongly Disagree




131

S.NO QUESTIONS 1 2 3 4 5

1. The existing training and development programmes help to meet

out the needs and ensure effective change in the knowledge of

employees.

2. The present training and development programmes are framed with

the objectives of improving the skills of employees and overall

growth of employees.

3. The present training and development programme increases the

quality of work life in an organization.

4. Training and development will improve the value of individual

employees in terms of self development, career growth and

contribution to the organization.

5. Knowledgeable & Experienced trainers have been engaged in

training and development programmes.

6. Employees suggestion are given due importance while deciding the

training programme.

7. There is very high scope for learning technical and non-technical

skills and knowledge from the programmes.

8. The presentations of the programme are interesting, clear and

understandable easily.

9. There is a considerable improvement in the employee’s moral in

respect of work after attending the training programme.

10. The programme provides motivation to implement whatever

learned from the programme.

11. Are you satisfied with the following training and development

programme provided by NLC

Workers educational programme.

Computer literacy programme.

Self-development and growth training programme.

Counseling system.

Operators training programme.

Special lecture training programme.




133

CHAPTER -IX

BIBLOGRAPHY

Books

Gower handbook of training and development : Anthony Landale

How to identify your organization‟ s training needs: John H McConnell

Hiring and Keeping the Best People : Harvard Business School Press, 2002

Evaluating Training Programs: The Four Levels :Donald L. Kirkpatrick , James D. Kirkpatrick

Newspapers:

Economic Times

The Times of India

Hindustan Times

Websites

h // h id /

http://www.mwls.co.uk/book.htm#landale

http://www.flipkart.com/donald-l-kirkpatrick/


http://www.flipkart.com/james-d-kirkpatrick/


http://www.hr-guide.com/





http://www.mwls.co.uk/book.htm#landale