INTRODUCTION

It has been found that in any organization there are many areas, which affect the organization in there respective departments. One of them is training and development, which comes under HRD dept. As this project is about training and development it is very essential to know about these terms. Training is most important process of improving personnels working ability, will power, attitude and quality. Employee training refers to improving skills or addition to the existing level of knowledge so that the employee is better equipped to do his present job or to prepare him for a hire position with increased responsibilities. It is a short term process where as development is a long term education process of a systematic and organized procedure by which managerial personnel acquire conceptual and analytical ability for general purpose. Every training program finally ends with evaluation of that program which helps in making the training system more effective. Evaluation of training effectiveness is a highly desirable step in total training programmes so that one can judge the value or worth of the training. Training effectiveness is the degree to which trainees are able to learn and apply the knowledge and skills acquired during the programmes. There are many models through which training evaluation can be done. Some of the models given are Kirkpatricks Model of evaluation, ISD model of evaluation. A training system of IOCL has been discussed and a comparison is made with other different companies. A study on Evaluating Effectiveness of Training System at IOCL, (PLHO) NOIDA was conducted; in which survey has been done through questionnaire in which different questions related to the training system at IOCL, was given to employees. 40 sample sizes were taken and it was analyzed through bar graphs. It was found that, the employees are satisfied with the training system of company but still some of the areas need some attention.

OBJECTIVE
The study was conducted on Evaluating Effectiveness of Training System.
Objective of the study: To observe the Training system at IOCL. To find the satisfaction level of employees of IOCL with the training system at PLHO- NOIDA. Was the Training program effective or not?

COMPANY S PROFILE

Indian Oil Corporation Limited

IndianOil and Indian Refineries Ltd. (Est. 1958).

Corporation Ltd.

(Indian Oil) was formed in 1964 through the merger of Indian Oil Company Ltd. (Est. 1959)

It is currently India's largest company by sales with a turnover of Rs. 220,779 crore (US $51 billion), the highestever for an Indian company and profit after tax of Rs. 7499 crore (US $1.73 billion) for fiscal 2006-07. Indian Oil is also the highest ranked Indian company in the prestigious Fortune 'Global 500' listing, at 153rd position. It is also the 21st largest petroleum company in the world.

Indias Downstream Major

IndianOil and its subsidiaries account for 46.9% petroleum products market share in the industry, 40.4% national refining capacity and 67% downstream sector pipelines capacity. For the year 2006-07, the Indian Oil group sold 54.9 million tones of petroleum products. This includes sale of natural gas, which has gone up to 1.5 million tones from 1.3 million tones in the previous year. In addition, product exports went up to 3.1 million tones from 2 million tones in the previous year.

The Indian Oil Group of companies owns and operates 10 of Indias 19 refineries with a combined refining capacity of 60.2 million tones per annum (1.2 million barrels per day). These include two refineries of subsidiary Chennai Petroleum Corporation Ltd. (CPCL) and one of Bongaigaon Refinery and Petrochemicals Limited (BRPL). The Companys cross-country crude oil and product pipelines network spanning over 9,300 km meets the vital energy needs of the country. To maintain its competitive edge and leadership status, Indian Oil is investing Rs. 43,250 crore (US $10. 65 billion) during the XI Plan period (2007-12) in integration and diversification projects, besides refining and pipeline capacity augmentation, product quality up gradation and expansion of marketing infrastructure

Network Beyond Compare

As the flagship national oil company in the downstream sector, Indian Oil, together with its IBP Division reaches precious petroleum products to millions of people everyday through a countrywide network of around 32,550 sales points. They are backed for supplies by 177 bulk storage terminals and depots, 97 aviation fuel stations and 90 Indane LPG bottling plants. Indian Oil operates the largest and the widest network of petrol & diesel stations in the country, numbering around 16,455. It reaches Indane cooking gas to the doorsteps to over 46.4 million households in 2,709 markets through a network of 4,996 Indane distributors.

Indian Oils ISO-9002 certified Aviation Service commands a 63% market share in aviation fuel business, meeting the fuel needs of domestic and international flag carriers, private airlines and the Indian Defense Services. Indian Oil also enjoys a dominant share of the bulk consumer business, railways, and state transport undertakings, industrial, agricultural and marine sectors.

Customer First
At Indian Oil, customers always get the first priority. New initiatives are launched round- theyear for the convenience of the various customer segments. Exclusive XTRACARE petrol & diesel stations unveiled in select urban and semi-urban markets offer a range of value-added services to enhance customer delight and loyalty. Similarly, large format Swagat brand outlets cater to highway motorists, with multiple facilities such as food courts, first aid, rest rooms and dormitories, spare parts shops, etc. Specially formatted Kisan Seva Kendra outlets meet the diverse needs of rural populace, offering a variety of products and services such as seeds, fertilizers, pesticides, farm equipment, medicines, spare parts for trucks and tractors, tractor engine oils and pump set oils, besides auto fuels and kerosene. SERVO press has been recently launched as one-stop shop for auto care services. To safeguard the interest of our valuable customers, interventions like retail automation, vehicle tracking and marker systems have been introduced to ensure quality and quantity of petroleum products.

Widening Horizons

Indian Oil has set its sight to reach US$ 60 billion revenues by the year 2011-12 from current earnings of US$ 53 billion. The road map to attain this milestone has been laid through vertical integration forward into petrochemicals and backwards into exploration & production of oil and diversification into natural gas business, besides globalization of its marketing operations. In petrochemicals, Indian Oil is currently implementing a master plan envisaging Rs. 30,000 crore (US$ 6.8 billion) investment by the year 2011-12. Through the world-scale Linear Alkyl Benzene plant for detergents manufacture at Gujarat Refinery, the Corporation has already captured 38% market share and product has been exported to Indonesia, Turkey, Thailand, Vietnam, Norway and Oman. An integrated Paraxylene/Purified Terephthalic Acid plant for polyester intermediates is already in operation at Panipat, while a Naphtha Cracker with downstream polymer units is coming up at Panipat. Indian Oils refinery-cum-petrochemicals complex at Paradip on the east coast to strengthen its presence in the sector is proposed to be completed by 2011-12. In exploration & production (E&P), Indian Oil has bagged eight blocks under NELP (New Exploration Licensing Policy) in India, in consortium with other companies. It has also acquired participating interest in on-shore blocks in Assam and Arunachal Pradesh region. Overseas ventures include two gas blocks in Sirte Basin of Libya, the Farsi Exploration Block in Iran, onshore farm-in arrangements in Gabon, an on land block in Nigeria and two on-shore blocks in Yemen.. In natural gas business, Indian Oil is targeting sale of 2 million tonnes in 2007-08, up from 1.5 million tonnes in 2006-2007. An LNG import terminal and city gas distribution projects are in the pipeline in partnership with GAIL (India) and Great Eastern Energy Corporation Ltd. To emerge as a transnational energy major, IndianOil has set up subsidiaries in Sri Lanka, Mauritius and UAE and is simultaneously scouting new opportunities in energy markets in Asia and Africa.

VISION
A major diversified, transnational, integrated energy company, with national leadership and a strong environment conscience, playing a national role in oil security& public distribution

MISSION
To achieve international standards of excellence in all aspects of energy and diversified business with focus on customer delight through value of products and services, and cost reduction. To maximise creation of wealth, value and satisfaction for the stakeholders. To attain leadership in developing, adopting and assimilating state-of- the-art technology for competitive advantage. To provide technology and services through sustained Research and Development. To foster a culture of participation and innovation for employee growth and contribution. To cultivate high standards of business ethics and Total Quality Management for a strong corporate identity and brand equity. To help enrich the quality of life of the community and preserve ecological balance and heritage through a strong environment conscience.

VALUES
Indian Oil nurtures a set of Core Values

OBJECTIVES
To serve the national interests in oil and related sectors in accordance and consistent with Government policies. To ensure maintenance of continuous and smooth supplies of petroleum products by way of crude oil refining, transportation and marketing activities and to provide appropriate assistance to consumers to conserve and use petroleum products efficiently. To enhance the countrys self-sufficiency in oil refining and build expertise in laying of crude oil and petroleum product pipelines. To further enhance marketing infrastructure and reseller network for providing assured service to customers throughout the country. To create a strong research & development base in refinery processes, product formulations, pipeline transportation and alternative fuels with a view to minimizing/eliminating imports and to have next generation products. To optimize utilization of refining capacity and maximize distillate yield and gross refining margin. To maximize utilization of the existing facilities for improving efficiency and increasing productivity. To minimize fuel consumption and hydrocarbon loss in refineries and stock loss in marketing operations to effect energy conservation. To earn a reasonable rate of return on investment. To avail of all viable opportunities, both national and global, arising out of the Government of Indias policy of liberalization and reforms. To achieve higher growth through mergers, acquisitions, integration and diversification by harnessing new business opportunities in oil exploration & production, petrochemicals, natural gas and downstream opportunities overseas. 10

 To inculcate strong core values among the employees and continuously update skill sets for full exploitation of the new business opportunities.

OBLIGATIONS

Towards customers and dealers To provide prompt, courteous and efficient service and quality products at competitive prices. Towards suppliers To ensure prompt dealings with integrity, impartiality and courtesy and help promote ancillary industries. Towards employees To develop their capabilities and facilitate their advancement through appropriate training and career planning. To have fair dealings with recognised representatives of employees in pursuance of healthy industrial relations practices and sound personnel policies. Towards community To develop techno-economically viable and environment-friendly products. To maintain the highest standards in respect of safety, environment protection and occupational health at all production units. Towards Defence Services To maintain adequate supplies to Defense and other Para-military services during normal as well as emergency situations.

11

ORGANIZATIONAL SET UP
A company, Indian Refineries Ltd., was set up in the year 1958 to refine crude oil. Another company, namely, Indian Oil Company Ltd., was incorporated in the year 1959 to market the products. In 1964, the refining Company and the marketing Company were merged and Indian Oil Corporation was born. In 1981 Assam Oil Company, a private sector oil company was nationalized and merged with Indian Oil Corporation Limited. Indian Oil Corporation Limited has five Divisions, namely; Refineries Division Pipelines Division Marketing Division Assam Oil Division Research & Development Center

Indian Oil Blending Ltd. is a wholly owned subsidiary of Indian Oil Corporation and is engaged in the manufacture of lubricants and greases. MARKETING DIVISION HO, Mumbai Northern region Southern region Eastern region Western region

12

REFINERIES DIVISION REFINERIES REFINERIES Guwahati Barauni Gujarat Haldia Mathura Panipat Digboi YEAR OF COMMENCEMENT 1962 1964 1965 1974 1982 1998 1981 CAPACITY AS ON 31.3.99 (IN MILLION TONNES) 1.00 3.30 9.50 3.75 7.50 6.00 0.65

PIPELINES DIVISION Unit Headquarters PLHO, Noida ERPL, Calcutta GSPL, Gauhati HMRBPL, Mourigram BKPL, Barauni HBCPL, Haldia Western Region, Gauridad SMPL, Gauridad KAPL, Koyali Northern Region, Panipat MJPL, Bijwasan KBPL, Panipat

13

PIPELINES CRUDE OIL PIPELINES DESIGN CAPACITY CRUDE PIPELINE SALAYA-VIRAMGAM-KOYALI 1704 MATHURA-PANIPAT PIPELINES SALAYA VIRAMGA VIRAMGAM KOYALI VIRAMGAM-CHAKSU CHAKSU-MATHURA CHAKSU-PANIPAT HALDIA BARAUNI CRUDE PIPELINES TOTAL 300 142 716 197 349 506 2210 4.2 21.4 17.02 LENGTH (MMTPA)

14

PRODUCT PIPELINES DESIGN CAPACITY PRODUCT PIPELINE GUWAHATI-SILIGURI PIPELINES KOYALI-AHMEDABAD PIPELINES HALDIA BARAUNI PIPELINE BARAUNI-KANPUR PIPELINES HALDIA MOURIGRAM-RAJBAN MATHURA-JALLANDHAR PIPELINE KANDLA BHATINDA PIPELINES DIGBOI TINSUKIA PIPELINE TOTAL GRAND TOTAL LENGTH (MMTPA) 435 116 525 669 269 526 1443 75 4058 6268 0.818 1.100 1.25 1.800 1.350 3.700 6.000 0.735 16.75 38.15

15

Indian oil Institute of Petroleum Management (liPM) 83, Institutional Area, Sector-18, Gurgaon- 122 001 (Haryana)

16

ABOUT IIPM
Indian Oil, has envisioned to become a major, diversified, transnational, integrated energy company and has continuously improved upon it's technology and aligning it's resource for creating wealth for the nation. In order to meet the emerging challenges of post deregulated era of the oil sector, IndianOil has, in 1995, setup the Indianoil Institute of Petroleum Management (IIPM), as an apex center for learning, the only of it's kind in the petroleum sector, to create a vibrant brigade of knowledge managers to lead Indian Energy companies. Since last eleven years, IiPM has been conducting management development programmes of global standard. The institute with its sprawling campus of 16 acres and lush green landscape of natural surrounding has excellent facilities to accommodate over 100 participants at a time. It also has a 10 executive suits block earmarked to accommodate the visiting faculty. Indianoil Institute of Petroleum Management, an ISO 9001:2000 certified institute, was awarded the Golden Peacock National Training Award by Institute of Directors for excellence in training in the year 1998, 2000 and 2005, and the Best innovation in Teaching Award by the Association of Indian Management Schools in the year 1998-99. With a mission to align the human resource with corporate business goals, the institute catalyzes organizational initiatives towards business growth and development by offering training programmes in the areas of Strategic & General Management, Operations & Technology Management, Marketing Management, Information Technology, Human Resource Management and Finance Management. IiPM conducts more than fifty programmes every year for over 1200 senior executives. The institute's programmes have been developed and designed based on the industry experience and inputs. IndianOil has also been entrusted with training of officials from various Iraqi oil companies by Ministry of Petroleum & Natural Gas (MOP & NG) / Ministry of External Affairs. Two batches of 22 officials from Iraqi Oil industry have already completed their training at IIPM on various aspects of Oil Industry. IndianOil is also deputing its experts as faculty for imparting training to reputed overseas business organisations like Petronas (Malaysia), ORC (Oman Reginery Company-Oman), ADNOC (Abu Dhabi National Oil Company), QRC (Qatar Refinery Company-Qatar), NNPC (Nigerian National Petroleum Company, Nigeria) etc. Recently IndianOil has started training executives of various Sudanese oil companies on Pipelines operations and maintenance. 17

LITREATUR E REVIEW
18

MANAGEMENT DEVELOPMENT
We are living in a time of incredibly rapid and continuous technological and societal changes. The growing demand for managerial talent, combined with the impact of these technological advances in an increasingly complex and global environment, makes it absolutely essential that successful organizations effectively train and develop their managers in order to survive. Organizations can no longer afford to wait for the cream to rise to the top in todays complicated business world .The business which prosper and succeed in the years to come will be the ones headed by visionary top management CEOS who are personally involved in their organizations management development efforts and who demand as much return on investment (ROI) from their people investments as they do from acquisition and mergers. TRAINING: Training is the process of increasing the knowledge and skills for doing a particular job. The purpose of training is to bridge the gap between job requirements and present competence of an employee. However training may be differentiated from education in ways such as: Education BASIS OF COMPARISION Broad and general Content and Scope Nature Duration Result Pure and general, Theoretical Long duration Delayed and in apparent Narrow and Specific, Job Related Applied and Practical Short duration Quick and apparent EDUCATION vs. Training TRAINING

Development: is a process of increasing the knowledge, skills and capacities of people. However there is a difference between training and development, which is described as below:19

Training BASIS OF COMPARISION Content Participants Time period Purpose Initiative

vs. TRAINING

Development DEVELOPMENT conceptual and Philosophical managerial persons long term and is a continuous process total personality from individual employee and internal Motivation pro-active process and to meet the future need

technical, mechanical, And operations non-managerial persons short term and is one-shot affair specific, job related skills from management and External motivation

Nature and process

reactive process-to meet The current need

TRAINING PROGRAMS IN COMPANY

Most internal programs, whether conducted by the organizations own staff or by external vendors, consist of some form of feedback through video, written or verbal comments from peers or surveys among superiors or subordinates. Some programs involve lectures and films, while others rely on role playing and group discussion. An effective management training program will include a number of learning techniques, including case studies, critical incidents, simulations and management games, films or videos, and group discussions. The key to a successful is to use techniques which closely approximate on-the-job situations which the participants can identify in terms of their own organizations climate. Before designing an in- house training program and developing materials, the objectives of the course should be defined and approved by management. These objectives should be stated in clear, understandable terms so that top management and participants understand the intended outcomes of the program. Objectives should be written for the overall programs as well as for specific topics or modules which are to be included. There are basically two 20

kinds of objectives:-behavioral and learning. Learning objectives are stated in terms of what the participant will know at the end of the programs, while behavioral objectives are stated in terms of what the participant will be able to do at the conclusion.

NEED FOR TRAINING

JOB REQUREMENTS: employees selected for a new job may lack qualification, skills and experience required to perform that particular job. And in some cases the past experience and job knowledge of experienced people are not enough to meet the present competencies. Therefore training is essential to meet the job requirements and need of the organization. TECHNOLOGICAL CHANGES: technology is changing very fast. Increasing use of fast changing techniques requires training to make the adapt themselves with new technological needs. ORGANISATIONAL VIABILITY: in order to survive and grow, an organization must adopt itself to the changing business environment. With increasing economic liberalization and globalization the firms must upgrade their employees and capabilities to meet the changing demand of business. So training is essential. INTERNAL MOBILITY: training becomes necessary when an employee moves from one job to other due to promotion or transfer. Training is widely used to prepare employees for higher level of jobs.

IMPORTANCE OF TRAINING
1. HIGHER PRODUCTIVITY: training helps to improve the level of performance and there by increasing the productivity of employees which results in the growth and profitability of the organization.

21

2. BETTER QUALITY OF WORK: in training the best methods are standardize and taught. So there is less likely occurrence of operational mistakes and that is the reason quality of the product or service increases. 3. LESS LEARNING PERIOD: a systematic training program helps to reduce time and cost involved in learning. There is less change of wastage of time and efforts. 4. COST REDUCTION: trained employees make more economical use of the materials and the machinery. Training also reduces the maintenance cost there by reducing the cost of production and operation which leads organizations profitability. 5. REDUCED SUPERVISION: well trained employees tend to be self radiant and motivate. They need less guidance and control to perform their duties. 6. LOW ACCIDENT RATES: trained personnel adopt the right work methods and make use of prescribed safety devices. So frequency of accidents decrease. 7. HIGH MORALE: proper training can develop the morale, job satisfaction and positive attitude towards the job and towards the organization.\ 8. PERSONAL GROWTH: training helps the personnel to grow faster in their career and also to develop employees for higher post and attaining managerial skills. 9. ORGANISATIONAL CLIMATE: a sound training program helps to improve the climate of organization.

BENEFITS OF TRAINING
Training helps to improve the self confidence of an employee. 22

Trained employees can perform better and there by earn more.

Training helps the employees to use safety devices, so they are less prone to the accidents.

Training enables the employees to adapt to changes in work procedure and methods.

Training helps the employees to develop and earn quick promotions.

Training also develops new knowledge and skills among the employees.

TYPES OF TRAINING
ORIENTATION TRAINING: induction or orientation training seeks to adjust the newly appointed employee to work environment. it is also known as pre-job training. JOB TRAINING: it refers to the training provided with a view that to increase the knowledge and skills of the employees for improving performance on the job. SAFETY TRAINING: training provided to minimize the accidents and damage to machineries. It creates consciousness and use of safety devices. REFRESHER TRAINING: employees are trained to use new methods and techniques to make them adaptable with changing technological up-gradation. REMEDIAL TRAINING: such training are arranged to overcome the shortcomings in behavior and the performance of existing employees.

SYSTEMATIC APPROACH TO TRAINING:

23

IDENTIFYING TRAINING NEEDS

JOB PRESENT PERFORMANCE DESIRED PERFORMANCE GAP

SETTING TRAINING OBJECTIVES AND POLICY DESIGNING TRAINING PROGRAMME CONDUCTING THE TRAINING

FOLLOW UP AND EVALUATION

A.

Identifying Training Needs: All the training activities must be related to the specific

need of the organization and the individual employees. The training programme should be launched only after the training needs are assessed clearly. In order to identify training the gap between the existing and required levels of knowledge, skills and performance and aptitude should be specified. 1. Organizational Analysis: It involves a study of the entire organization in terms of its

objectives its resources, resource allocation and utilization growth potential and its environment. a) Analysis of the objectives: the long term and short term objectives and their relative priorities are analyzed and then the general objectives are translated into specific and detailed operational targets. b) Resource utilization analysis: The allocation of human and physical resources and their efficient utilization in meeting the operational targets are analyzed. 24

c)

Organizational Climate Analysis: The prevailing climate of an organization reflects

the employees and managements attitude towards employee development. d) Environmental Scanning: The economic, political, technological and socio-

economical, cultural environmental of the organization is analyzed. 2. Task or Role analysis: It is a systematic analysis of the jobs to identify job contents, the

job knowledge, skills and aptitudes required and the work behavior. 3. Manpower analysis: The persons to be changed and changes required are analyzed. It is

decided whether the persons performance is substandard and training is needed, it is determined the employees are capable of getting trained, specific areas are decided where training is needed and the effectiveness of training is also decided.

B. Training objectives: (1.)To impart to new entrants the basic knowledge and skills required for efficient performance. (2.) To assist the employees to function more effectively in their present position by developing their skills and techniques. (3.)To built up a second line of competent authorities and prepare them to occupy more responsible positions. (4.) To broaden he minds of senior managers through interchange of experiences within and outside. C. Training Policy : (1) Nature and size of the group to be trained. (2) Role and tasks to be coined out by the group. (3) Relevance applicability and compatibility of training to work situations (4) Identification of behavior when change is required. (5) Existing and desired behavior defined in terms of ratio. (6) Operational results to be achieved through training. 25

(7) Indicators to be used in determining changes from existing to desired level. D. Designing a Training programme: An appropriate training programme includes: 1. Responsibility of training: training is quite strenuous job. Therefore the responsibly of training can be shared from top management to the concerned employee. Again proper planning and training are also useful for the organization. 2. Selecting and motivating the target group: it is necessary to decide who is going to be trained that is the target group. The type and methods to be used will depend on the type of the persons to be trained it is also necessary to motivate the employees and create a desire for training for the growth and the development. 3. Preparing the trainees: the success of the training programme depends to a great extent depends upon the instructors or the resource persons. 4. Developing training package: this step involves deciding the content of training, designing support materials for training and choosing the appropriate methods of training. 5. Presentation: This is the action phase of training. Here the trainers tells, demonstrates and illustrates in order to put over new knowledge and operations. But before that the learner should be put at ease. 6. Performance Try-out: the trainee is asked to do the job several times slowly. The mistakes are corrected and if necessary complicated and complex steps are explained again. 7. Follow-up: This is the last step of a training programme where the effectiveness of training programme is assessed. The feedback is generated through follow up for necessary corrective measures to be taken later. E. TRAINING METHODS AND TECHNIQUES: 1. On- the-Job Training(OJT): In this method the trainee is placed on a regular job and taught the skills necessary to perform the necessary job. The trainee learns under the guidance of a superior or instructor by observing and handling the job. So this is called Learning by Doing. Job Instruction Training includes: Preparing the trainee for instruction. 26

Presenting the job operations (Instructions) in terms of what the trainee is required to do. Applying and trying out the instructing to judge the understanding of the instructions to

the trainee. Following up training to identify corrective ness of training.

2. Vestibule Training: In this method of training the training centre is called vestibule is setup and actual job conditions are duplicated or simulated. Expert trainers are employed to provide training with the help of equipments and machines which are identical with those in use at the work place. 3. Apprenticeship Training: In this method both theoretical instruction and practical learning are provided to the trainees in the training institutes. In India Government has established Industrial Training Industrial Training Institutes (ITIs) under the Apprenticeship Act 1962 for the purpose. 3. Class room training: Under this method training is provided in company class rooms or educational institutions, lectures, case studies, group discussions and audio visual aids are used to explain knowledge and skills. 4. Internship training: It is joint program of training in which educational institutes and business firms cooperates. Selected candidates carry on regular studies for the prescribed period. Simultaneously they work in some industry or office to gain some practical knowledge and skills. F. EVALUATING TRAINING EFFECTIVENESS: Training effectiveness is the degree to which trainees are also able to learn and apply the knowledge and skills acquired in the training program. It is necessary to evaluate the extent to which training programs have achieved the aims foe they were designed. Such an evaluation will provide useful information about the effectiveness the training as well as about the design of future training program. 27

RETRAINING: Retraining is the process of providing training to persons who underwent, training earlier in their jobs. Retraining programs are generally arranged for the employees who have been long in the service of an organization. Such programs are designed to avoid obsolescence of a person in terms of job requirements. EXECUTIVE DEVELOPMENT Executives are the most valuable assets of any organization. The success and growth of an organization depends largely upon the caliber and performance of executives. Therefore, every organization should improve the quality of its managers. Executives development or management development is a systematic process of learning and growth by which managerial personnel gain apply knowledge, skills, attitudes, and insights to manage the work in their organizations effectively and efficiently. It is an educational process through which managers learn conceptual and theoretical knowledge and managerial skills in an organized manner. This is designed to improve the effectiveness of managers in their present jobs and to prepare them for higher jobs in future. PROCESS OF EXECUTIVE DEVELOPMENT 1. Analysis of development need: A critical analysis of the organization structure in the light of future plans will be reveal what the organization needs in terms of departments, functions, and key executives positions. Then the job descriptions and specifications are prepared for all the executives positions to know the type of knowledge, skills, training and experience required for each position. 2. Appraisal of present managerial talent: A quantitative assessment of the existing executives is made to determine the type of executive talent available within the organization. 3. Inventory of executives manpower: This inventory containing the detailed data regarding the education, experiences and performance appraisal results is prepare to obtain the complete information about each executive. An analysis of this information will show the strengths as well as deficiencies of executives in certain functions related to the future needs of organization.

28

4. Planning individual development programs: Each one of us has a unique set of physical, intellectual and emotional characteristics. Therefore development plan should be tailor-made for each individual. 5. Establishing training and development programs: The human resource department prepares comprehensive and well conceived programs identifying the needs and may launch specific recommends, specific executive development programs organized be well known institutes of management. Methods and techniques of executives development program Executive Development program

On-the-job techniques

Off-the-job techniques

1. 2. 3. 4. 5. 6. 7.

Coaching Under study Position rotation Project assignment Committee assignments Multiple management selected readings

1. 2. 3. 4. 5. 6. 7. 8. 9.

Lectures Case studies Group discussions Role playing Management games In basket exercises Conferences Sensitivity training Programmed instructions

29

ON THE JOB TRAINING PROGRAM: On the job training program is most suitable when the aim is to improve the on job behavior of executives. Such training is expensive and time saving .The motivation to learn is high as training takes place in the real situation .The following are the various methods that are used in on the job training program 1. Coaching: In this method, the supervisor guides and instructs the trainee as a coach, The coach or counselor sets mutually agreed upon goals, suggests how to achieve these goals periodically reviews the trainees progress and suggest changes required in behavior and performance. 2. Understudy: An understudy is the person selected and being trained as the here apparent to assume at future time the full duties and responsibilities of the position presently held by his superiors. The superiors taught much of the departmental work through the juniors , discusses problems with him and allows him to participate in the decision making process as often as possible. 3. Position Rotation: Position rotation involves movement or transfer of executives from one position or job to another on some planned basis. These persons are moved from one managerial position to another according to rotation schedule. Position rotation is also called job rotation. Job rotation is a process of horizontal movement that widens the managers experience horizon beyond the limited confines of his own. 4. Project assignment: under this method a number of trainee executives are put together to work on a project directly related to their functional area. The group called project team or task force will study the problem and find appropriate solutions. This is a very flexible training device due to temporary nature assignments. 5. Committee Assignments: a permanent committee consisting of trainee executives is constituted. All the trainees participate in the deliberations of the committee. Through discussion in committee meetings, they get acquainted with different view points and alternative methods of problem solving. They also learn interpersonal skills. 6. Multiple management: Under this method a junior board of young executives is constituted. Major problems are analyzed in the junior board which makes recommendations to the board of directors. The young executives learn decision-making skills and the Board of Directors received the collective wisdom of the executives team.

30

7. Selective Readings: reading selected professional books and journals, managers can keep in touch with the latest research findings theories and techniques in management. No executive can afford to rely solely on others to keep him informed of innovations in management. Readings of current management literature helps to avoid managerial obsolescence. Many organizations maintain libraries for their executives and managers are continually read and improve their skills OFF-THE JOB TRAINING PROGRAMME Off- the- job training programme is effective when the aim is to improve the job behavior of the executives on a long term. Such training is less expensive as compared to the on the job training. But training method is more time consuming. The training programme may not be effective in bringing the motivation level of employees. The following are various methods that are used in the off-the Job Training programme. 1. Lectures: these are formally organized talks by an instructor on specific topics. Lectures are essential when technical of special information of complex mature is to be provided. These can be supplemented by discussion, Case studies, demonstrations, audio visual aids and film shows. Lecture method is a simple way of imparting knowledge to a large number of people within a short time. 2. Group Discussions: It is variant of the lecture method. Under it paper is prepared and presented and presented by one or more trainees on the selected topic. This is followed by a critical discussion. The chairman of the discussion or seminar summarizes the contents of the papers and the discussions which follow. 3. Case Study Method: Under this method, a real or hypothetical business problem or situation demanding solution is presented in writing in to the trainees. They are to require identifying and analyzing the problem, suggesting and evaluating alternatives courses of action and choosing the most appropriate solution. The trainer guides the discussion and ensures that no relevant fact is overlooked. 5. Role Playing: Role playing involves simulation that is creating an environment similar to real work situation. In this method, two or three trainees are assigned parts to play before the rest of the class, as they would play in a stage play. Thus, it is a method of human 31

interaction which involves realistic behavior in an imaginary or hypothetical situation. Role playing primarily involves employee, employer relationships, and hiring, firing, discussing a grievance procedure, conducting a post appraisal. Interview or a sales man presenting to a customer etc. Role playing is a useful method of developing interpersonal or human relations skills. It helps to bring about desired changes in attitudes and behavior. There is high degree of learning by observing and listening. 6. In-basket exercise: In this method, the trainee is provided with a basket or tray of papers and files related to his functional area. He is expected to carefully study these and make his own recommendations or observations of different trainees are compared and conclusions are arrived at. These are put down in the form of a report. 7. Management Games: Management or business games are designed to be representatives of real life situations. These are class room simulation exercises in which teams of individuals complete against one another or against an environment in order to achieve a given objective. In these exercises, the participants play a dynamic role, and enrich their skills through involvement and simulated exercises. 1. Sensitivity Training: sensitivity training is a group exercise designed to provide maximum possible opportunity for the individuals to expose their behavior, give and receive feedback, experiment with new behavior and develop awareness of self and of others. In this method the focus is on face-to- face interaction and confrontation. The purpose is to increase self awareness, develop interpersonal competence and sharpen teamwork skills. The trainees are brought together in a free and open environment wherein participants discuss themselves. The discussion is lightly directed by a behavioral expert, who creates the opportunity to express their ideas, beliefs and attitudes. 2. Programmed Instructions: This method incorporates a prearranged and proposes acquisition of some specific skills or general knowledge. Information is broken into meaningful units and these Units are arranged in a proper way to form a logical and sequential learning package. Each package is built upon the earlier ones and knowledge is imparted with the help of a text book or a teaching machine.

32

DEVELOPING TRAINING PROGRAM

1. Need analysis and validation A Periodic needs analysis is one of the few required procedures in training methodology. Data are collected from as many relevant sources as possible. This process may involve formal meeting with department heads and company planners and the review of performance evaluations, career counseling reports, and appraisals of promo ability and potential surveys of employee attitudes. Need validation is a process of reconciling line unit reports with data concerning organization plans, forecasts and factors which might serve to impact training and human resources needs, example a heavy influx of non -English speaking immigrants. The summation of needs is then reviewed by senior management to establish an overall schematic indicating priorities and limitations in terms of budget boundaries .The practical result is a flexible training plan which meets both the regular and continuing needs of the organization and its employees and which can quickly react to request for new or short term programs. 2. Planning Managements validation of needs and communication of priorities help to produce an accurate forecast as to when, where and what training will be needed and the numbers to be trained .With sufficient lead time , the training unit can evaluate the cost benefit and cost effectiveness of training design and delivery system alternative. In- house training may be chosen to meet clear companywide needs. Vendors and consultants can be used in those instances where economies can be achieved and quality training delivered within budget. 3. Training Design The clearer and more specific the objectives, the more likely that training will be related to actual on-the-job performance now or some point in the future-the more probable that the objectives will be met. Whether internally designed or externally purchased, the design and presentation of the training must be such that: (a) participants come away from the training with an action plan for beneficial on the job application of what was learned ; (b) the learning lasts when faced with the pressures of the real world ; (c) the training is conducted in a well-run professional manner & 33

(d) The training is a positive experience, sensitive to trainee motivation and contributing to acceptance and use of the learning. 4. Conducting the Training Initially, there is an announcement of the training schedule. This should include a clear description of the programs, subjects covered, objectives, and criteria for attendance. Participants and their supervisors should find it easy to identify those who should attend and whether or not this training will meet individual and supervisors objectives. Facility management is responsible for providing and maintaining a Location conductive to learning. Teacher selection is another key decision. Whether the teacher is a full time professional instructor, an outside consultant, or a Line manager instructing on a part-time basis, the individual must be qualified,

IDENTIFYING OBJECTIVES IN MANAGERIAL TRAINING

1. Maintain the Quality of Management and Management Succession: The importance of maintaining and upgrading the performance of existing managers is reflected in the amount of training provided to them. No rule of thumb exists concerning how much time should be devoted to such training. 2. Improve Specific Elements of Management Performance: A large food processing company felt that administration of its salary system was not effective. An audit showed that the operating divisions in highly decentralized company were almost totally ignoring the performance appraisal aspect of the salary program .Intensive training for all levels of management in techniques of appraisal performance and conducting of appraisal interview yielded highly beneficial results when coupled with some minor revisions in salary plan itself. Other specific aspect of management and professional tasks can be upgraded through training as well. 3. Upgrade Overall Performance: When a company so dominates a market that it is not compelled to be innovative and aggressive, members of the corporate team may become wedded to routine and tradition and thus loses their effectiveness. To introduce managers and supervisors to new and successful 34

management techniques, top management may turn to broad-scale training in managerial and business concepts. Professional, technical, and sales employees may receive such training as potential managers .At this level the instruction contributes to the overall climate of improvement necessary to an effort of this type and sets the proper tone for future managers. 4. Alter a Companys Direction: When a top management revises or sharpens the overall corporate objectives, moves the company to a new line of business, it may turn to training in management and business techniques as one means of impressing upon key employees the need to use the latest methods in seeking to attain the revised goals. One company, with a protected market, found itself with a new chief executive who wanted to turn the company into a more profit oriented organization. As one means of doing so, the CEO appointed a multi level task force, with members from all functions, to draw up a training course in current profit management and business techniques which would be presented to salaried personnel. The preparation and presentation of this course helped the new company become much more dynamic, aggressive and profit conscious than it had been before. 5. Build a One Company Concept: Too often, companies are so compartmentalized that employees in one area do not even know what employees in other areas do. This makes career planning difficult .Some firms have tried to break down the walls and strive for a single company concept through management training for professional, technical and managerial employees. 6. Promulgate a New management style: Greater employee participation at the work place appears to offer rewards, such as increased productivity, to a growing number of companies. But coordinating such participation means a marked change from the management style to which most firms are accustomed. Accordingly training programs on employee participation now make up a growing part of many companies training packages.

35

OBJECTIVES PROGRAM

OF

MANAGEMENT

DEVELOPMENTAL

An effective management developmental program can accomplish a number of important organizational objectives by providing a continuous flow of highly qualified and well trained managerial talent from first line supervisors on up through top management and by acculturating new supervisors and managers to the values and norms of the organization .It can serve to: Increase productivity and effectiveness of managers in their current jobs by assisting them to master management skills and techniques, develop a higher level of selfconfidence, and increase their ability to help subordinates advance. Assist the organization to identify its future leaders and accelerate their upward mobility to ensure continuity of leadership. Enable the organization, to produce the number of skilled managers and executives needed to anticipate growth needs. Encourage managerial self-growth and increase the ability of managers to take on greater responsibility and achieve their full potential. Provide executives and managers with up-to-date information on innovations in business theory and practice new technologies which may impact the organization. Encourage a climate of participative management where the individual and organization can mutually set performance goals and measurement techniques.

36

TRAINING EVALUATION MODELS

INSTRUCTIONAL SYSTEM DEVELOPMENT MODEL (ISD)
Evaluation phase is ongoing throughout the entire ISD process. That is, it is performed during the analysis, design, development, and implementation phases. It is also performed after the learners return to their jobs. Its purpose is to collect and document learner performance in a training course, as well as on the job. The goal is to fix problems and make the system better, not to lay blame.

The most exiting place in teaching is the gap between what the teacher teaches and what the student learns. This is where the unpredictable transformation takes place, the transformation that means that we are human beings, creating and dividing our world, and not objects, passive and defined - Alice Reich (1983). Bramley and Newby identify five main purposes of evaluation: 1. Feedback - Linking learning outcomes to objectives and providing a form of quality control. 2. Control - Making links from training to organizational activities and to consider cost effectiveness.

37

3. Research - Determining the relationships between learning, training, and the transfer of training to the job. 4. Intervention - The results of the evaluation influence the context in which it is occurring. 5. Power games - Manipulating evaluative data for organizational politics. Evaluations are normally divided into two broad categories: formative and summative.

Formative
Formative evaluation (also known as internal) is a method of judging the worth of a program while the program activities are forming (in progress). This part of the evaluation focuses on the process. Thus, formative evaluations are basically done on the fly. They permit the learner and the instructor to monitor how well the instructional objectives are being met. Its main purpose is to catch deficiencies so that the proper intervention can take place. This allows the learner to master the required skills and knowledge. Formative evaluation is also useful in analyzing learning materials, student learning and achievements, and teacher effectiveness.... Formative evaluation is primarily a building process which accumulates a series of components of new materials, skills, and problems into an ultimate meaningful whole. - Wally Guyot (1978)

Summative
The summative evaluation (also know as external) is a method of judging the worth of a program at the end of the program activities (summation). The focus is on the outcome. If we refer to Kirkpatrick's four levels of evaluation, levels one and two (reactive and learning) are formative evaluations while levels three and four (performance and impact) are summative evaluations. The reactive evaluation is a tool to help determine if the objectives can be reached, the learning evaluation is a tool to help reach the objectives, the performance evaluation is a tool to see if the objectives have actually been met, while the impact evaluation is a tool to judge the value or worth of the objectives. Thus, there are four major break points.

38

The various instruments used to collect the data are questionnaires, surveys, interviews, observations, and testing. The model or methodology used to gather the data should be a specified step-by-step procedure.

Kirkpatrick's Four Level Evaluation Model

The best known training methodology is Kirkpatrick's Four Level Evaluation Model of reaction, learning, performance, and impact. The chart below shows how the evaluation process fits together:

Level One - Reaction

As the word implies, evaluation at this level measures how the learners react to the training. This level is often measured with attitude questionnaires that are passed out after most training classes. This level measures one thing: the learner's perception (reaction) of the course. When a learning package is first presented, rather it be e-learning, classroom training, CBT, etc., the learner has to make a decision as to whether he or she will pay attention to it. If the goal or task is judged as important and doable, then the learner is normally motivated to 39

engage in it. However, if the task is presented as low-relevance or there is a low probability of success, then a negative effect is generated and motivation for task engagement is low. This differs somewhat from Kirkpatrick. He writes, "Reaction may best be considered as how well the trainees liked a particular training program" (1996). However, the less relevance the learning package is to a learner, then the more effort that has to be put into the design and presentation of the learning package.

Level Two - Learning

This is the extent to which participants change attitudes, improve knowledge, and increase skill as a result of attending the program. It addresses the question: Did the participants learn anything? The learning evaluation require post-testing to ascertain what skills were learned during the training. In addition, the post-testing is only valid when combined with pre-testing, so that you can differentiate between what they already knew prior to training and what they actually learned during the training program. Measuring the learning that takes place in a training program is important in order to validate the learning objectives. Evaluating the learning that has taken place typically focuses on such questions as:

What knowledge was acquired? What skills were developed or enhanced? What attitudes were changed?

Learner assessments are created to allow a judgment to be made about the learner's capability for performance. There are two parts to this process: the gathering of information or evidence (testing the learner) and the judging of the information (what does the data represent?). This assessment should not be confused with evaluation. Assessment is about the progress and achievements of the individual learners, while evaluation is about the learning program as a whole. Evaluation in this process comes through the learner assessment that was built in the design phase. Note that the assessment instrument normally has more benefits to the designer than to the learner. Why? For the designer, the building of the assessment helps to define what the learning must produce. For the learner, assessments are statistical instruments that normally poorly correlate with the realities of performance on the job and they rate learners low on the 40

"assumed" correlatives of the job requirements. Thus, the next level is the preferred method of assuring that the learning transfers to the job, but sadly, it is quite rarely performed.

Level Three - Performance (behavior)

In Kirkpatrick's original four-levels of evaluation, he names this level "behavior." However, behavior is the action that is performed, while the final results of the behavior is the performance. Gilbert said that performance has two aspects -- behavior being the means and its consequence being the end (1998). If we were only worried about the behavioral aspect, then this could be done in the training environment. However, the consequence of the behavior (performance) is what we are really after -- can the learner now perform in the working environment? It is important to measure performance because the primary purpose of training is to improve results by having the students learn new skills and knowledge and then actually applying them to the job. Learning new skills and knowledge is no good to an organization unless the participants actually use them in their work activities. Since level three measurements must take place after the learners have returned to their jobs, the actual Level three measurements will typically involve someone closely involved with the learner, such as a supervisor. Although it takes a greater effort to collect this data than it does to collect data during training, its value is important to the training department and organization as the data provides insight into the transfer of learning from the classroom to the work environment and the barriers encountered when attempting to implement the new techniques learned in the program.

Level Four - Results

This is the final results that occur. It measures the training program's effectiveness, that is, "What impact has the training achieved?" These impacts can include such items as monetary, efficiency, moral, teamwork, etc. The first three-levels of Kirkpatrick's evaluation -- Reaction, Learning, and Performance are largely "soft" measurements, however decision-makers who approve such training programs, prefer results (returns or impacts). That does not mean the first three are useless, indeed, their use is in tracking problems within the learning package:

Reaction informs you how relevant the training is to the work the learners perform (it measures how well the training requirement analysis processes worked). 41

Learning informs you to the degree of relevance that the training package worked to transfer KSAs from the training material to the learners ( it measures how well the design and development processes worked).

The performance level informs you of the degree that the learning can actually be applied to the learner's job ( it measures how well the performance analysis process worked).

Impact informs you of the "return" the organization receives from the training. Decision-makers prefer this harder "result," although not necessarily in dollars and cents.

Note the difference in "information" and "returns." That is, the first three-levels give you "information" for improving the learning package. While the fourth-level gives you "impacts." A hard result is generally given in dollars and cents, while soft results are more informational in nature, but instead of evaluating how well the training worked, it evaluates the impact that training has upon the organization. There are exceptions. This final measurement of the training program might be met with a more "balanced" approach or a "balanced scorecard", which looks at the impact or return from four perspectives:

Financial: A measurement, such as an ROI, that shows a monetary return, or the impact itself, such as how the output is affected. Financial can be either soft or hard results.

Customer: Improving an area in which the organization differentiates itself from competitors to attract, retain, and deepen relationships with its targeted customers. Internal: Achieve excellence by improving such processes as supply-chain management, production process, or support process. Innovation and Learning: Ensuring the learning package supports a climate for organizational change, innovation, and the growth of individuals.

42

TRAINING SYSTEM AT IOCL

43

TRAINING SYSTEM AT IOCL

Training Philosophy: Knowledge management is a continuous process and it is essential that our employees update their functional knowledge and skill in various disciplines through training. Training is imparted on four diverse levels i.e. 1. Functional 2. Development 3. Environmental Management A combination of intellectual and integrated approach to training consists of various interrelated components as given below: Assessment of Training Needs: Training is a fundamental input in providing opportunities to employees of an organization and enables them to optimally contribute towards short and long term objectives of an organization. Thus, all the activities pertaining to training must be related to the specific needs of both organization and the individual employees. Training needs that are stated will ultimately determine the effectiveness of the training and assist in evaluating firstly, the extent to which the skills required for a particular task or role have been acquired and utilized in improving ones performance, and secondly, the extent to which the individual interests, aspiration and potentials have been met and realized for ensuring job satisfaction and employee growth.

44

A SYSTEMMATIC APPROACH TO TRAINING

ORGANIZATIONAL ANALYSIS Identification of organizational Objectives/needs/growth potential and resources. TASK ROLE ANALYSIS Identification of knowledge skills and attitudes are required. MAN POWER ANALYSIS Identification definition of target population and performance analysis. STATEMENT OF TRAINING NEED Identification of gap between existing and required level of knowledge, skills and attitudes. Isolate problem areas amenable to resolution through training. SETTING TRAINING OBJECTIVES In terms of behavioral changes In terms of output Results DEVELOP MEASURES IN JOB PROFICIENCY DEVELOP TRAINING POLICY, PLAN, PROCEDURES, RECORDS

PLAN AND DESIGN TRAINING PROGRAMS Course construction Arrange Resources

CONDUCT TRAINING PROGRAMS Individual 45

Groups On-the-Job FOLLOW UP AND EVALUATION

Carry out evaluation various phases against the training objective set. Develop follow up measures for monitoring. VALIDATE Against measures of job proficiency. ENSURE FEEDBACK OF RESULTS REVISE IF NECESSARY

46

TRAINING OBJECTIVES: The overall training objective is to develop required knowledge, skills and attitudes of our employees so that they can perform productively to achieve the desired business goals. To achieve this, each training program has been designed to take care of the need of division in meeting the present as well as future requirements. It is recognized that the employees learn primarily from on-the-job experience. Therefore, in achieving this objective, the primary contribution is from on-the-job training and supporting contribution from the formal training effort. ROLE AND SCOPE OF TRAINING Training has been playing a vital role in assisting the employees in there pursuit of knowledge and self-actualization. There is no limit to human potential and growth and such attributes should get transform into reality any training would be considered successful only when the transfer of learning takes place. TRAINING CENTRES OF PIPELINE DIVISION The training and development of PLHO, NOIDA is responsible for the overall training activity of pipelines division it is supported by the following three regional training centers in effective transfer of learning: Eastern Region, Kolkatta. Western Region, Gauridad. Northern Region, Panipat. Southern Region, Chennai. Besides organizing divisional level in house training program, PLHO training centre also coordinates with other training bodies like IMA, Haldia, IIPM, gurgaon ,other divisional training departments and various external agencies with India and abroad. TYPES OF TRAINING PROGRAMS IN HOUSE TRAINING 47

a) Functional training (for officers and staff): aimed at imparting skill and knowledge for ensuring better job performance. b) Developmental training (for officer and staff): this relates to growth needs of the employee to widen their prospective and improving their interpersonal skill in their work place. c) Induction training (for Officers): The objectives of Induction Training are as follows: To familiarize the new entrants with the corporations rules and regulations, policies and career growth opportunities, culture and values. To acquaint them with the various departments of pipelines division and also Indian Oil as a company. To provide them the role and function of other departments i.e. Finance, Human Resource, Materials, Information System and Safety & Environment Protection. Site visits, job rotation and on-the-trainings also included. d) JED Programme: subsequent to promotion from staff to officer, junior executive development programme is conducted in four modules. First module related to role of supervisor and role transition and fourth module relating to functional training are conducted by pipelines. Module two and three are related to behavioral programme and are being conducted (Indian Oil Management Academy) Haldia. EXTERNAL TRAINING Depending on the specific need, our employees are nomited for training programs conducted by reputed institutes. Officers are also nominated for training and conference abroad. TRAINING ADVISORY COMMITTEE Training advisory committee deliberates on the training inputs to be imparted to the employees keeping in mind he emerging scenario and the recommendation from field and line managers and approves the training calendar. the training advisory committee is headed by director(pipelines) and includes all executive directors, general managers and deputy general manager. The functions of the training advisory committee are to: Define training objectives Approve in house training activities Approve training budget for the year Finalize the annual training plan Review training performance 48

TRAINING EVALUATION The overall courses evaluation is done by participation at the end of each program through session evaluation and programme feedback form (Appendix II & III) and the courses are modified depending upon the feedback receive. At specified intervals, evaluations of training effectiveness are conducted by reputed outside professional agencies. The participants attending foreign training are required to make a formal presentation regarding the training and action plan for implementation. Six months after training the controlling officer again assess his subordinate through Post-Training Assessment Form (Appendix IV), through this he check the performance as well as the knowledge and skill he gain in training. And also how well the program enhanced his/her competence level in the job.

Steps for Training Need Identification

The Training Process in IOCL has different steps for implementing any training programme. Training need identification is done once every two years. Proposed training calendar is prepared and reviewed by the training advisory committee. This is headed by director (pipeline). When calendar is approved, final training calendar is printed and circulated to different regional training department/ HODs within one month of management approval. Training in IOCL consists of: In-House Training. Training at IMA/IIPM. External agencies within India. External agencies abroad.

49

TRAINING SYSTEM AT MOSERBAER

50

Moser Baer India Limited 66 Udyog Vihar,Greater Noida

51

MOSER BAER INDIA LTD. -CORPORATE PROFILE MBIL is based in New Delhi India and is one of the worlds largest manufacturers of storage media with an 11% share of the global data storage market. Companys product range includes Magnetic Recordable Media also known as Micro floppy disks of diskettes, and optical media that include recordable and rewritable compact dicks, data media and audio storage products. In India MBI has captured majority of market share in a market that is expected to multiply several times over next few years. MBI is ideally positioned to capitalize on the large growth in the data storage business. Majority of MBILS sale comes from export that feeds 92 countries in continents. We have an enviable fortune 500 customer base with strong brands and global distribution. The company has 5 manufacturing facilities situated at Noida Grater Noida. The facilities at A164, phase 2 Noida and 66, Udyog Vihar Greater Noida are exclusively for manufacturing of optical media storage disk formats.

52

TRAINING SYSTEM AT MOSERBAER Moserbaer has a separate Training and Development Department. It is mandatory for them to provide 2 man days or sixteen hours training to each employee in a year. The training and development department organizes these trainings from time to time deciding upon the participants, faculty and venue. On the job training are given to the employees on the shop floor. All the training programs conducted at Moser Baer are divided into broad categories: Organizational Training Induction Training Process Improvement o -Six sigma EHS Programs Behavioral Programmes o Management system MDP(management development programmes) Functional o -DVDR Production

53

The respective head of department should identify the training requirements

Communication should be given to the training department

Annual training calendar should be prepared and circulated to the departments

e th is er e t h ye or he pl o W em ly ced w u ne trod in

YES

Basic induction training followed by specialized training should be given in. According to the department to which employee join.

In-house training should be conducted

In-house training should be conducted

no

NO Employee should be given on the job training.

on g of in nd on i t pe iza er De e th cial g to ath ld e n e u sp ini e w sho or tra cid ng se de aini -hou tr in be not

NO

External training should be arranged by a lining with external agencies who have the expertise necessary infrastructure.

YES

A 54

The effectiveness of the training should be reviewed by taking a feedback from the employees

Employees should be asked to submit a report stating what they have learnt.

Further courses of action should be taken based on the feedback received from employee

Employee wise training conducted should be mentioned in the system

TNI AT MOSERBAER I. IDENTIFYING SOURCES OF TNI At Moserbaer, there are five sources of deriving the training need information of employees. They are: 1. PERFORMANCE APPRAISAL All the Department heads fill up an Employee Need Identification Form for each of their department employees. The form contains the following information Name of employee 55

 Employee ID Designation Department Period of review: whether April or October cycle Development objective: For what purpose the training is required Development action: It tells what training program is needed by the employee to achieve the development objective Measurement of effectiveness: i.e the indicators that the training has been successful in meeting the objective. Present level against measure: previous training given, if any. for instance, specifying that the employee is a yellow belt certified Responsibility for training Target date of completion: this is filled by the training department after analyzing all employees needs Completion Date: the actual date when the training ends This form is duly signed by the Employee as well as the manager. All the forms are handed to the training manager. Though this is the standard format for giving information, yet some departments give the information in different formats. 2. COMPETENCY MAPPING Here, there are 4 employee levels namely: E1-Manager E2-Assistant manager-Deputy manager E3-Deputy engineer and General Engineer E4-Lower level There are 5 levels of skills where 1 is the lowest level and 5 refer to the highest level where the employee is able to train other employees. 56

57

Learner Sometimes demonstrate the behaviour/skill where appropriate Inconsistently effective Some understanding of behaviour/skill Supervision or guidance necessary Capable Often demonstrates the behaviour/skill Effective Good understanding of behaviour/skill Little supervision or guidance needed Strength Almost always demonstrates behaviour/skill where appropriate Highly effective In depth level of understanding of behaviour/skill No supervision/guidance necessary

Role model Encourages and influences others to display the skill Always demonstrates behaviour/skill where appropriate Highly effective In depth level of understanding of behaviour/skill No supervision/guidance necessary

3. ORGANISATIONAL NEED This aspect is concerned with imparting training in areas affecting the organization as a whole. The focus on quality is also reflected in significant investments that are made on quality training of all associates to build a quality conscious culture and leverage the strength of our assets. 58

As a result of the various intiatives, the defect ratio of their products is one of the lowest in the industry. To support its quality journey on the path of excellence, the Plants have maintained a strong focus in improving systems and processes and holds various certificates including ISO 9001:2000 for quality management, ISO 14002:2004 for environment management and other OHSAS 18001:1999 for occupational health and safety. 3. GROUP RISK ASSESSMENT(GRA) It is concerned with training needs of a specific Department than of all the departments as a whole. For instance, training in handling materials is required for maintenance department but is not required for the Human Resource department 4. REVIEW COMMITTEE The need for certain training may be decided upon in the meetings by the members on considering certain factors. I.PREPARATION OF SHEET (EMPLOYEE WISE) After getting the training needs of all employees from different sources, a detailed sheet is prepared listing all the training programs required by each employee. This is done to know how many training needs do a single employee has and who needs the most. II.PREPARATION OF SHEET (PROGRAM WISE) After each individual employees training needs are known, another detailed sheet is prepared. The information consists of listing the number of employees requiring a certain training program. This is done to know which program is required the most at the present hour and also to schedule the training sessions depending on the strength and availability of employees. This sheet is hyperlinked to previous sheet to look into the details of a particular employee if desired.

59

III.PREPARATION OF PLAN CALENDER With all the details in hand, a Plan calendar or monthly calendar is prepared. It shows the duration of training i.e. no of hours, total no. of participants. Also, if there are backlogs in the previous months i.e. some employees were not able to attend the training program, they are fitted into the current month. IV.PREPARATION OF MONTHLY CALENDER After deciding the number of employees who will be given the training in the month, the dates for the training program are worked out. Several tentative dates are there. The choice of a particular date depends on the availability of the trainer, time available with the employees etc. V.IMPLEMENTATION After scheduling, the actual training takes place. There is specified number of employees and the duration is predetermined. VI.EVALUATION Without an evaluation of learning programmes it is not possible to identify the successful or unsuccessful elements and therefore improve future provision Evaluation can be conducted at a number of levels and five are described below Reaction: What is the initial response to the learning programme e.g. feedback sheets Learning: This involves what was actually learned from the learning programme e.g. a short multiple choice test of learning programme contents. Behavior: Has the behavior of programme participants changed in the desired manner e.g. do they operate computer packages correctly?

60

 Outcomes: Is there an improvement in productivity e.g. Is there improved performance which increases productivity? Return on Investment: How does the investment in training compare to the savings made on productivity etc? Evaluation of the impact of learning interventions may be carried out at a number of levels and involve a variety of factors: 1. Reaction What did the participants think about the learning interventions? What did the providers think about the training interventions? What were their thoughts about the venue facilities? 2. Learning What were the main areas which were remembered by the whole group of participants? What were the main areas which were forgotten by the whole group of participants? Which participants remembered the most from the training session? Which participants remembered the least from the training session? 3. Transfer Which elements of the learning have been applied in the workplace? Which elements of the learning have not been applied in the workplace? Why do the participants apply some of the elements of the learning programme and not others? 4. Results What were results of the changed work behavior? What effect did this have on productivity? 5. Return on Investment What was the return on investment (ROI) of the training? How does the cost of training compare to the financial return on increased (decreased) productivity? Evaluation can be through: Conducing a test Feedback: the employees are asked to fill up a feedback form

COMPARISION OF TRAINING SYSTEM OF COMPANIES

61

TNI TRAINING CALENDAR TRAINI NG INSTITU TES EFFECTIVENESS

IOCL Once in 2 years. Prepare for 1 year. April to March IIPM-Gurgaon IMA-Haldia -Feed back is taken from the participants/ presentation for management appraisal. -Effectiveness Evaluation form filled by HODs. -Analyzed and take corrective action.

MOSER BAER Two mandays or 16 hours training to each employee in a year. Prepare every month.

____

Evaluation Effectiveness is done by: -Conducting a test. -employees are asked to fill up a feed back form. -Monitoring -Evaluation by their respective bosses.

62

SURVEY ON EFFECTIVENESS
63

OF TRAINING SYSTEM

64

RESEARCH METHODOLOGY

After being fully aware of the objectives of the study and the research problem, it was found out that it was a descriptive research. Data Collection: The survey was based on the Primary and Secondary data.

Primary Data: Primary source include Questionnaires that were distributed to the employees. Secondary Data: Secondary data includes information from IOCL procedure manuals, website of IOCL (www.iocl.com), Training and Development Textbook. Sampling: Random Sampling has been used in the survey. Sample size of 60 was taken. The survey was conducted in different departments of the head office of IOCL located at UDYOG MARG sector-1 NOIDA. The employees were given various questions to answer on the five point scale in the form of Questionnaire. By putting an effort, we were able to get a response from 40 employees of the organization.

65

ANALYSIS AND FINDING

This is the analysis part of the questionnaire in which the questions were given on the five point scale (SA, A, NAND, D and SD) and on that basis bar graph has been drawn and percentage of response of each statement attempted was calculated. Following are the some abbreviations which are used:

SA A NAND D SD C L F D C&D C&L C&F L&F C, L&D

-Strongly Agree -Agree - Neither Agree nor disagree -Disagree -Strongly disagree -Case Study -Lecture Method -Films -Demos - Case Study and Demos -Case Study and Lecture Method -Case Study and Films -Lecture Method and Film -Case Study, Lecture Method and Demos

66

Statement 1- The training programs meet your learning expectation.

Strongly Agree Agree Neither Agree nor disagree Disagree Strongly Disagree 30

_ _ _ _

17.5% 75.0% 00.0% 07.5% 00.0%

30

30

7 7 2 0

25 20 NO. OF 15 RESPONSES 10 5 0
7 0 3 0

SA A NA/ND D SD

TYPE OF RESPONSE

Most of the Employees agree to this statement. Only 5% of the employees disagree. This means that employees are satisfied with the training programs conducted here as it meets their learning expectation.

67

Statement 2- The training efforts are directed towards the key business requirements of IOCL. Strongly Agree Agree Neither Agree nor disagree Disagree Strongly Disagree _ _ _ _ 20.0% 55.0% 17.5% 07.5% 00.0%

25 20 NO.OF RESPONSES 15 10 5 0
8

22

SA A NA/ND
7 3 0

D SD

TYPE OF RESPONSE

This statement asks about that training programs organized according to the key business requirements. More than 75% respondent agree, around 17% respondent unaware and around 7% disagree to this statement.

68

Statement 3- IOCL has good infrastructure for conducting training programs.

Strongly Agree Agree Neither Agree nor disagree Disagree Strongly Disagree

_ _ _ _

55.0% 30.0% 15.0% 00.0% 00.0%

22
25 20 15 NO. OF RESPONSES 10 5 0 TYPE OF RESPONSE

12 6 0 0

SA A NA/ND D SD

This statement asks about the infrastructure of IOCL required for training program. More than 80% respondents are satisfied with the infrastructure and no one is dissatisfied. Hence this shows that IOCL has a good infrastructure for conducting training programs.

69

Statement 4- Training programs involve the use of expert faculty. Strongly Agree Agree Neither Agree nor disagree Disagree Strongly Disagree _ _ _ _ 22.5% 55.0% 20.0% 02.5% 00.0%

25 20 15
NO.OF RESPONSES

22
SA

10 5 0

8 1
TYPE OF RESPONSE

A NA/ND

D SD

Here, majority of the employees agree on the use of expert faculty in various training programs conducted in IOCL. But 20% of the employees didnt comment on this statement and few of employees disagree on this statement. This means that 22.5% of the employees do not agree on this statement that expert faculty is being used.

70

Statement 5- IOCL gives a lot of imporatance to continous development of its human resource. Strongly Agree Agree Neither Agree nor disagree Disagree Strongly Disagree _ _ _ _ 15.0% 57.5% 07.5% 17.5% 02.5%

25 20 NO. OF RESPONSES 10 5 0 15
6

23

SA A
7 3 1

NA/ND D SD

TYPE OF RESPONSE

Here, Most of the employees agree on the importance to continuous development of its human resources, but some of the employees disagree and 7.5% of employees neither agree nor disagree. This indicates that some of the employees are not going under any continuous development program.

71

Statement 6- Training provided to me will help in my future career growth. Strongly Agree Agree Neither Agree nor disagree Disagree Strongly Disagree _ _ _ _ 27.5% 50.0% 15.0% 07.5% 00.0%

20

20 15 NO. OF 10 RESPONSES 5 0 TYPE OF RESPONSE

11 6 3 0

SA A NA/ND D SD

Out of 40 responses, 77% of the employees feel that training provided to them will help in there future career growth, 7.5% disagree to this statement and 15% of it neither disagree nor agree to this statement. Therefore company should see to it that the entire employee should get training according the utilization in there future growth.

72

Statement 7- IOCL provides training after every job rotation and new assignment. Strongly Agree Agree Neither Agree nor disagree Disagree Strongly Disagree _ _ _ _ 02.5% 22.5% 20.0% 40.0% 15.0%

16

16 14 12 10 NO.OF 8 RESPONSES 6 4 2 0

8 6

SA A NA/ND D SD

TYPE OF RESPONSE

Here, maximum number of employees disagree that IOCL provides training after every job rotation and new assignment. Few of them agree on this statement and few of them couldnt able to comment on this question. Thus this response shows that training after every job rotation and new assignment is not being done.

73

Statement 8- The training programs encourage exchange of information and expression of idea successfully. Strongly Agree Agree Neither Agree nor disagree Disagree Strongly Disagree _ _ _ _ 12.5% 67.5% 12.0% 07.0% 00.0%

30 25 20 NO. OF 15 RESPONSES 10 5 0
5

27

SA A
5

NA/ND
3 0

D SD

TYPE OF RESPONSE

Most of the people agree on this statement that training program encourage exchange of information and expression of idea successfully.

74

Statement 9- Newly acquired skills will help me in improving my quality of work. And Statement 10- The learning from training programs will help you in enhancing your job effectiveness. Strongly Agree Agree Neither Agree nor disagree Disagree Strongly Disagree _ _ _ _ 27.5% 58.75% 12.5% 01.25% 00.0%

25 20

23.5

SA NO. OF RESPONSES 15 10 5 0 TYPE OF RESPONSE

11 5 0.5 0

A NA/ND D SD

Almost all the employees agree on this statement that skills acquired in training will help them in improving there quality of work. And they feel that training conducted in company allow them to learn skills.

75

Statement 11- The training programs are conducted in professional manner. Strongly Agree Agree Neither Agree nor disagree Disagree Strongly Disagree _ _ _ _ 10.0% 57.0% 22.5% 10.0% 00.0%

23

25 20 15 NO. OF RESPONSES 10 5 0 TYPE OF RESPONSE

9 4 4 0

SA A NA/ND D SD

Most of the employees agree on this statement that training program conducted in professional manner. 10% of the employees disagree to these statements. As this shows that training program in IOCL is conducted in professional manner.

76

Statement12- Training program was based on the need assessment. Strongly Agree Agree Neither Agree nor disagree Disagree Strongly Disagree _ _ _ _ 05.0% 27.5% 42.5% 20.0% 05.0%

20 15 NO. OF 10 RESPONSES 5 0
2 11

17

SA
8

A NA/ND
2

D SD

TYPE OF RESPONSE

There is a mix response on this statement, this shows that most of the employees are not sure that training getting to them is on there need bases. Need assessment system should be more transparent.

77

Statement 13- The quality of information provided in training program was good. Strongly Agree Agree Neither Agree nor disagree Disagree Strongly Disagree _ _ _ _ 10.0% 75.0% 15.0% 00.0% 00.0%

30

30 25 20 NO. OF 15 RESPONSES 10 5 0 TYPE OF RESPONSE SA A NA/ND

4 6 0 0

D SD

Majority of employees agrees on this statement that quality of information provided in trainings which has been conducted in the company was good.

78

Statement 14- The Training Program meets the objective for which it was conducted. Strongly Agree Agree Neither Agree nor disagree Disagree Strongly Disagree _ _ _ _ 15.0% 60.0% 17.5% 07.5% 00.0%

24

25 20 NO. OF RESPONSES 10 5 0 TYPE OF RESPONSE 15

6 7 3 0

SA A NA/ND D SD

Majority of employees agree on this statement that training programs meets the objective for which it was conducted.

79

Statement 15- I have been provided adequate opportunity to implement my learning at work place. Strongly Agree Agree Neither Agree nor disagree Disagree Strongly Disagree _ _ _ _ 10.0% 65.0% 15.0% 10.0% 00.0%

30 25 20 NO. OF 15 RESPONSES 10 5 0

26

SA A NA/ND
4 6 4 0

D SD

TYPE OF RESPONSE

Most of the employees agree that they get opportunity to implement there learning at work place. Therefore, this shows that atmosphere of the work place supports the employee to implement there learning.

80

Statement 16- The training helped us identify additional training/learning needs. Strongly Agree Agree Neither Agree nor disagree Disagree Strongly Disagree _ _ _ _ 07.5% 52.5% 32.5% 05.0% 02.5%

25 20 NO. OF 15 REPONSES 10 5 0

21

13

SA A NA/ND D SD

TYPE OF RESPONSE

Most of the people agree on this statement that trainings conducted in this company help them to identify additional training needs.

81

Statement 17- would you like the use of internal faculty, external faculty or both? Internal Faculty External Faculty Both _ _ 20.0% 55.0% 25.0%

25 20 NO. OF 15 REPONSES 10 5 0

22

Most
10 8

of the
INTERNAL EXTERNAL BOTH

TYPE OF RESPONSE

employees want the involvement of External Faculty. This seems that the employees are more convenient with the external faculty rather than internal faculty. Some of them prefer both faculties.

82

Statement 18- Which form of training methodology do you prefer? Case Study Lecture Method Films Demos Case Study and Demos Case Study and Lecture Method Case Study and Films Lecture Method and Film Case Study, Lecture Method and Demos -40.0% -12.5% -10.0% -10.0% -15.0% -02.5% -02.5% -02.5% -02.5%

16

16 14 12 10 NO. OF 8 REPONSES 6 4 2 0

C L F
7 5 4 0 1 1 1 1 4

D C&D C&L C&F L&F C,L&D ALL

TYPE OF RESPONSE

There is a mixed response but most of the people prefer Case Study as a good training method. Some of the people prefer more than one methods of learning. Employees suggest that, training methods depend upon the topic.

83

CONCLUSION
The effective training programmes can bring about dimensional change in the technical, functional and behavioral skills of the employees, training programmes helps both in career and personality development of the employees, which in turn contributes to the growth of the organization. Our survey at IOCL (PLHO Noida), revels that employees find Training System at IOCL is effective, as 72% responses of the employees positively responded towards the statements asked in the questionnaire. 17% responses of employees shows that they are not sure about the system is effective or not and 11% responses of employees negatively responded towards the statements. So after considering this percentage figure we are concluding that training system is effective but up to some extent. There is space for improvement because in some statements many employee shows dissatisfaction. There are certain important areas that need more attention. Training plays important role in performance of employee but it will be effective when it is provided to the right person at right time. IOCL have good training system but employee require more transparency in system. After comparing training system of different companies we found that all the companies follow the conceptual framework but they change according to required level of effectiveness.

84

RECOMMENDATIONS
Training should be conducted for all the employees in a regular way. Training department at IOCL should be given liberty to choose right candidate with potential and urge to learn and implement. More transparency in nomination for training. Training program should be based on individuals current assignment need. Training needs should be identified based on changing scenario and in order to prepare the manpower to increasing competition. External Training programs conducted by premier institute like IITs in technical firms etc. shall be utilized for our requirements and concern employees shall be send for attending the programs. New assignments /Job Rotations should be supported with training manual on the specific job and a Gurukul System where in senior person guides the employee till the employee becomes adept at the job. Advance training intimation to participants for preliminary study about training subjects. Feed back should be taken month / six month. Age bar put on some training program should be removed .The latest trend is to keep the experienced manpower rather than recruit fresh manpower as attrition rate of fresh manpower is high. If experience man power is given higher level of training inputs they can add more vale to company. Training should be provided after every job rotation and new assignment.

85

BENEFITS ACQUIRED BY THE EMPLOYEES WHILE ATTENDING TRAINING PROGRAM

Training has helped to update knowledge and skill Exchange of ideas/experiences with co-participants. It helps in having the actual idea about the present scenario and latest developments in the industries which help in day today working. Help in building positive attitude and self confidence Knowledge base has improved. New learning and understanding help to perform the job better which is not possible being on the job and without the training. Personal development as well as improvement in performing job. It has enhanced my job effectiveness and clarity of particular job. Orientation in communication. Working knowledge enhances confidence help in decision making/planning. Method suggested to manage stress has helped a lot.

86

APPENDIX

87

APPENDIX-I
QUESTIONNAIRE COVER LETTER: EVALUATING TRAINING EFFECTIVENESS SURVEY IN IOCL Dear Sir/Madam, I am a student from IMT Ghaziabad and currently undergoing summer training at IOCL. As a part of our MBA program I have to do summer training and topic assigned to do a project is Evaluating Effectiveness of Training System. We would request you to kindly spare your valuable time to give us feedback about training activities as per the attached questionnaire, to enable us to complete our project report. The questionnaire seeks your opinion on various training activities. You are requested to rate the various activities as per the questionnaire on a 5-point scale as under. Strongly Agree 1 Agree Neither Agree nor Disagree 3 Disagree Strongly Disagree 5

Against each question please tick [] the number in the scale that represents your view . Where the scale is not applicable specific direction has been given for such questions. There is no right or wrong answers. Please reflect your considered opinion . Information and comments on this form will be used only for academic purpose and treated confidentially. Thanking you, Shilpi Gupta

88

QUESTIONNAIRE: EVALUATING EFFECTIVENESS OF TRAINING SYSTEM IN IOCL (PLHO)

S.N . 1.

Questions The training programs meet your learning expectation.

2. 3. 4.

The training efforts are directed towards the key business requirements of IOCL. IOCL has good infrastructure for conducting training programs. Training programs involve the use of expert faculty.

5.

IOCL gives a lot of importance to continuous development of its Human Resource.

6. 7.

Training provided to me will help in my future career growth. IOCL provides training after every job rotation and new assignment.

8.

The training programs encourage exchange of information and expression of ideas successfully.

9. 10.

Newly acquired skills will help me in improving my quality of work. The learning from training programs will help you in enhancing your job effectiveness.

11. 12.

The training programs are conducted in professional manner. Training programs are based on need assessment. 89

13.

The quality of information provided in training program was good.

14. 15.

The training programs meet the objective for which it was conducted. I have been provided adequate opportunity to implement my learning at workplace.

16.

The training helped us identify additional training/learning needs.

17. Would you like the use of? a) Internal faculty [ ] b) External faculty [ ]

18. Which form of training methodology do you prefer? a) Case study c) Films [ ] [ ] b) Lecture method d) Demos [ ] [ ]

19. What other improvements would you recommend in the system? 20. What are some of the benefits you have acquired while attending training program. THANK YOU FOR YOUR KIND CO-OPERATION

90

APPENDIX-II
SESSION EVALUATION Programme Title: Session on: Name of the Faculty Trainer: Your assessment will be valuable and necessary for enhancing the overall effectiveness of the program in faculty selection. Please indicate your frank opinion by a tick in the appropriate column. Excellent Very Good 1. 2. 3. 4. 5. Coverage of Topic Ability to share / impart knowledge Use of Training methods & aids Clarification to your queries[if any] Suggestions for improving the session: Satisfactory Average

What did you gain from this session? 6. New ideas / information 7. Refreshed / updated knowledge 8. Job related knowledge 9. Job related skills

APPENDIX-III

91

PROGRAMME FEEDBACK FORM Program Title From To Location Your assessment will be essential not only in evaluating the effectiveness of this program, but also for planning the future programs. Please feel free to answer questions frankly and to make any additional comments or suggestion for improving the effectiveness. Please tick appropriate column. Excellent 4 1. 2. 3. 4. 5. 6. 7. 8. 9. Were the program objective met? Did you find the program sufficiently demanding and stimulating? Did you benefit from this program Will the learning help you in enhancing your job effectiveness? To what extent will you be able to transfer learning on to your job? Where usage of methods (like cases, role plays, group work and other aids) effective? Was the program conducted in a Professional manner? Was the course material current, relevant and adequate? Topics to be Added /Expanded Very good 3 Satisfa ctory 2 Average 1

Dropped/Shortened Suggestions/ Comments about any other aspect of the program:

92

APPENDIX-IV

E.NO : Name: DOB : Department: DOJ : Grade: DIG : Qualification: TRAINING ATTENDED IN LAST 5 YEARS S.N. 1 2 3 4 5 6 7 8 9 10 Area of strength Attribute Program Name Duration

Designation: Location: Category: Key assignments currently handled (to be filled in by individual officer) Venue/ Institute

Date: Acknowledgement Attitude Self-esteem Communication skills Assertiveness Drive and self motivation Team membership Inspiring trust Concern for subordinate development Commitment to total organization Entrepreneurial Managing change Strategic thinking Inter personal skills Customer orientation

Signature: Area of improvement

Suggested Functional Training Reporting Officer Name/Designation Date Signature

Suggested Development Training HOD Name/designation Signature Date

93

TRAINING NEED IDENTIFICATION FOR NON EXECUTIVES

NAME: EMP. NO: QUALIFICATION: TRAINING ATTENDED IN LAST 5 YEARS SN. 1. 2. 3. 4. 5. Program Name Duration Venue STATE IN BRIEF Major jobs related to your DESIGNATION: DT. OF JOINING: GRADE: CATOGORY: DEPT: UNIT D.O.B.:

6. 7. 8. current assignment Name of the employees... Date..signature. Areas where training input can improve performance. (Keeping in view strengths and weakness of the employees). Name of reporting officer.... Date:signature..

TRAINING NEED IDENTIFIED (FOR TWO YEARS) FUNCTIONAL 1. 2. DEVELOPMENTAL 1. 2. Remarks of HOD:

NAME:. 94

Date:Signature.

APPENDIX-VI
POST TRAINING ASSESSMENT BY CONTROLLING OFFICER

95

Shri/Smt_________________________one __________days Training

of

your

subordinates

attended

the

Program/workshop

from________________to

__________on__________________________________________________________. The purpose of this survey is to gather data that how well the program enhanced his/her competence level in the job. This is also a requirement as per ISO 9001:2000. The duly filled-in format may please be returned to Training Development. For each of the following four queries please tick the appropriate statement. A. The concerned training program is: B. Since attending the program, my subordinate: 1. A regular part of the job. 1. Has performed the task 2. An occasional part of the job. successfully, 2. Needed additional help to learn 3. An unusual part of the job. the task. 4. No part of the job. 3. Is performing the task, but differently than taught. 4. Has not performed the task. C. After his/her return from the program whether he/she has been assigned with more responsibility. D. If yes above, what was his/her reaction? 1. Welcomed it 2. Accepted it 3. Accepted with reluctance 4. Avoided it Name of Controlling Officer Designation: Location/Unit YES/NO

(Signature of Controlling Officer) ]

BIBLIOGRAPHY

96

C.B. Mamoria & S.V. Gankar, Personnel Management, Himalaya Publishing House

T.N. Chhabra, Human Resource Management Concepts & Issue,Dhanpat Rai & Co.

L.M.Prasad, Principal and Practice of Management,Sultan Chand & Sons.

www.trainingoutsourcing.com www.businessball.com www.nwlink.com

PROJECT REPORT
Evaluating Effectivenss of Training System At IOCL, Noida Name : ............Shilpi Gupta................................... Roll No. : ...........52103680....................................
INSTITUTE OF MANAGEMENT TECHNOLOGY CENTRE FOR DISTANCE LEARNING GHAZIABAD

COVER PAGE 97