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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.

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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?

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COMPANY

S PROFILE

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Indian Oil Corporation Limited

IndianOil Corporation Ltd.

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

and Indian Refineries Ltd. (Est. 1958).

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.

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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 itsIBP 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.

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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- the-

year for the convenience of the various customer segments.

Exclusive XTRACARE petrol & diesel stations unveiled in select urban and semi-urbanmarkets 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.

WideningHorizons

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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 itsmarketing 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.

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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.

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VALUES

Indian Oil nurtures a set of Core Values

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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 grossrefining 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.

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To inculcate strongcore 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.

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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

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REFINERIES DIVISION

REFINERIES

REFINERIES YEAR OFCOMMENCEMENT

CAPACITY AS ON 31.3.99 (INMILLION TONNES)

Guwahati 1962 1.00

Barauni 1964 3.30

Gujarat 1965 9.50

Haldia 1974 3.75

Mathura 1982 7.50

Panipat 1998 6.00

Digboi 1981 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

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PIPELINES

CRUDE OIL PIPELINES

CRUDE PIPELINE LENGTH

DESIGN CAPACITY

(MMTPA)

SALAYA-VIRAMGAM-KOYALI -

MATHURA-PANIPAT PIPELINES

1704 17.02

SALAYA VIRAMGA 300

VIRAMGAM KOYALI 142VIRAMGAM-CHAKSU 716

CHAKSU-MATHURA 197

CHAKSU-PANIPAT 349

HALDIA BARAUNI CRUDE PIPELINES 506 4.2

TOTAL 2210 21.4

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PRODUCT PIPELINES

PRODUCT PIPELINE LENGTH

DESIGN CAPACITY

(MMTPA)

GUWAHATI-SILIGURI PIPELINES 435 0.818

KOYALI-AHMEDABAD PIPELINES 116 1.100

HALDIA BARAUNI PIPELINE 525 1.25

BARAUNI-KANPUR PIPELINES 669 1.800

HALDIA MOURIGRAM-RAJBAN 269 1.350

MATHURA-JALLANDHAR PIPELINE 526 3.700KANDLA BHATINDA PIPELINES 1443 6.000

DIGBOI TINSUKIA PIPELINE 75 0.735

TOTAL 4058 16.75

GRAND TOTAL 6268 38.15

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Indian oil Institute of Petroleum Management (liPM)

83, Institutional Area, Sector-18, Gurgaon- 122 001 (Haryana)

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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 withtraining 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.

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LITREATUR

E

REVIEW

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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 oninvestment (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 vs. Training

BASIS OF

COMPARISION

EDUCATION TRAINING

Content and ScopeBroad and general Narrow and Specific, Job

Related

Nature Pure and general,

Theoretical

Applied and Practical

Duration Long duration Short duration

Result Delayed and in apparent Quick and apparent

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:-

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Training vs. Development

BASIS OF

COMPARISION

TRAINING DEVELOPMENT

Content technical, mechanical,And operations

conceptual andPhilosophical

Participants non-managerial persons managerial persons

Time period short term and is one-shot

affair

long term and is a

continuous process

Purpose specific, job related skills total personality

Initiative from management and

External motivation

from individual employee

and internal

Motivation

Nature and process reactive process-to meet

The current need

pro-active process

and to meet the future

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

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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.

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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 andmotivate. 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.

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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:

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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.

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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 isdetermined 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.

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(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 fortraining 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.

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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 explainknowledge and skills.

4. Internship training:

It is joint program of training in which educational institutes and business firms co-

operates. 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.

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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.

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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

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Executive Development program

On-the-job techniques Off-the-job techniques

1. Coaching2. Under study3. Position rotation

4. Project assignment5. Committee assignments6. Multiple management7. selected readings

1. Lectures2. Case studies3. Group discussions

4. Role playing5. Management games6. In basket exercises7. Conferences8. Sensitivity training9. Programmed

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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 apparentto 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.

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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 methodsthat 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

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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.

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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 betrained .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 &

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(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 howmuch 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

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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, withmembers 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.

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OBJECTIVES OF A MANAGEMENT DEVELOPMENTAL

PROGRAM

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 self-

confidence, 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.

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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.

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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 andsummative.

Formative

Formative evaluation (also known as internal) is a method of judging the worth of a program

while the program activities areforming(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 andlearning) 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.

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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 isKirkpatrick's Four Level Evaluation Modelof

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

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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 thelearning 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

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"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).

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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.

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TRAINING

SYSTEM AT IOCL

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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.

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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

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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

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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 co-

ordinates 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

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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 TRAININGDepending 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

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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.

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TRAINING

SYSTEM AT

MOSERBAER

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Moser Baer India Limited

66 Udyog Vihar,Greater Noida

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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 GreaterNoida are exclusively for manufacturing of optical media storage disk formats.

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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

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54

The respective head of departmentshould identify the trainingrequirements

Communication should be givento the training department

Whether

the

emp

loyeeis

newly

introduced

or

not

Dependingon

thespecializationof

trainingto

decideweather

trainingshould

bein-houseor

not

In-house training should be conducted

Annual training calendar shouldbe prepared and circulated to thedepartments

Basic induction training followed

by specialized training should begiven in. According to thedepartment to which employeejoin.

Employee should be given on thejob training.

External training should bearranged by a lining with externalagencies who have the expertisenecessary infrastructure.

In-house training should beconducted

YES

NO

NO

YESB

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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

The effectiveness of thetraining should be reviewedby taking a feedback from theemployees

Further courses of action shouldbe taken based on the feedbackreceived from employee

Employee wise trainingconducted should bementioned in the system

Employees should be askedto submit a report statingwhat they have learnt.

A B


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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.

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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.

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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 isnot 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.

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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 withthe 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?

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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 oftraining 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

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62

IOCL MOSER BAER

TNI Once in 2 years. Two mandays or 16 hours training to eachemployee in a year.

TRAIN-

ING

CALEN-

DAR

Prepare for 1 year.April to March

Prepare every month.

TRAINI

NG

INSTITU

TES

IIPM-GurgaonIMA-Haldia

____

EFFECT-

IVENESS

-Feed back is takenfrom the participants/

presentation formanagementappraisal.-EffectivenessEvaluation formfilled by HODs.-Analyzed and takecorrective action.

Evaluation Effectiveness is done by:-Conducting a test.

-employees are asked to fill up a feedback form.-Monitoring-Evaluation by their respective bosses.


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SURVEY ON

EFFECTIVENESS

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OF TRAINING

SYSTEM

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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 rese

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