02 project report
TRANSCRIPT
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CONTENTS
CHAPTER-I INTRODUCTION
CHAPTER-II TRAINING AT DRDL
A Case Study Of Senior Technical Asst.
1) About DRDL Introduction
2) Senior Technical Asst.
CHAPTER-III Training Procedure at D.R.D.L
1) Types of Training
2) Selection process of Training
CHAPTER-IV DATA COLLECTION
CHAPTER-V DATA REPRESENTATION
1. Tabular Representation
2. Graphical Representation
CHAPTER-VI DATA ANALYSIS
CHAPTER-VII FINDINGS
CHAPTER-VIII CONCLUSIONS &
RECOMMENDATIONS
CHAPTER-IX REFERENCES
BIBLIOGRAPHY
ANNEXURE
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ACKNOWLEDGEMENT
I acknowledge the support extended by our principal Sri
G.Ravindranath (MBA) and the college management for providing an
opportunity and facility in successful completion of my project.
My graceful thanks to Sri G.Ravindranath (MBA). Faculty for
his constant guidance and valuable advice. I express my heartful
thanks to him.
I am extremely thankful to Shri K.Rajendar Rao, Scientist E,
HRDD, DRDL, for his excellent and extensive guidance through thiswork.
I express my sincere thanks to Shri Ram Mohan Rao, Technical
Assistant C, D.R.D.L for providing me the necessary material to
carry out the project work.
S.Rahamtulla MBA
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DECLARATION
I do here by declare that this project work titled THE STUDY
OF TRAINING PROGRAMMES FOR SENIOR TECHNICAL
ASSISTANTS AT DRDL, is the bonafied work which I have
executed for the award of degree of master of Business administration.
I also declare that this work is my own and this thesis has not
been submitted for the award of any degree or diploma to any
university or Institute.
PLACE: S.Rahmtulla
DATE: MBA.
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CHAPTER-I
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1. INTRODUCTION
Every organization need to have well trained and
experienced people to perform the activities that have to be done.
It is necessary to raise the skill levels and increase the versatility and
adaptability of employees. Inadequate job performance or a decline
in productivity or changes resulting out of job redesigning
or a technological breakthrough rehires some type of training and
development efforts. As the jobs become more complex, theimportance of the employee development also increases. In a
rapidly changing society, employee training and development
are not only organization must commit resources to if it is to
maintain a viable and knowledgeable work force.
Training is a process of learning a sequence of
programmed behavior. It is application of knowledge. It gives people
an awareness of the rules and procedures to guide their
behavior. It attempts to improve their performance on the current job
or prepare them for an intended job.
Training enables an employee to do his present job more
efficiently and prepare himself for a higher level job.
Training imparts the ability to detect and correct error. In any
case, trainees are expected to acquire abilities and knowledge that
will enable them too performs their jobs more effectively.
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1.1 Definitions
Training is the act of increasing the knowledge and skills of an
employee for doing a particular job. The major outcome of training is
learning.
Edwin Flippo
You can change the behavior in an entire organization, provided
you treat training as a process rather than an event.
Warren G. Bennis
Training is all encompassing and should be related to every
thing a unit does, or can have happened to it.
Arthur Collins
Training, thus, may be defined as a planned programme
designed to improve performance and bring about measurable
changes in knowledge, skills, attitude and social behaviour of
employees.
1.2 Importance
Training is the corner stone of sound management, for it makes
employees more effective and production. It is actively and intimately
connected with all the personnel of managerial activities.
Training is a practical and vital necessity because, it enables
employees to develop and rise within the organization and increase
their market value , earning power and job security. It moulds the
employees attitudes and helps them to achieve a better cooperation
with the company and a greater loyalty to it.
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Training, moreover, heightens the morale of the employees, for
it helps in reducing dissatisfaction, complaints, grievance and
absenteeism, reduces the rate of turnover.
1.3 Necessity of Training
Newly recruited employees require so as to perform their
task effectively. Instruction, guidance, coaching help them
to handle jobs competently, without any wastage.
Training is necessary to prepare existing employees for
higher level jobs (promotion).
Existing employees require refresher training so as to
keep abreast of the latest development in job operation. In
the face of rapid technological changes, this is an absolute
necessity.
Training is necessary when a person moves from one job
to another (Transfer).
Training is needed to bridge the gap between what the job
demands. Training is needed to make employees more
productive and useful in the long-run. To improve the performance and productivity
To improve quality in relation to a company product or
service, or in reference to the intangible organized
employment atmosphere
To bridge the gap necessary to reducing grievances help
to prevent industrial accidents
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Need for reducing grievances and minimum accident rates
Need for maintaining the validity of an organisation as a
whole and raising the morale of its employee
1.4 Scope & Objectives
Scope
Training is mostly the result of initiatives taken by management.
Training seeks to meet the current requirements of the job and
individual. Training focusing on the personal growth of the employee.
Areas of training in which training is given: Knowledge,
Technical Skill, Social Skills and Techniques.
Training needs can be identified through the following types of
analysis:
Organizational analysis:
Analysis of objectives: This is a study of short and long term
objectives and the strategies followed at various to meet these
objectives.
Resource utilisation analysis: The various organizational
resources (human, physical and financial) are put to use in the
main focus of this study.
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Environmental Scanning: The Economic, Socio - Cultural and
Technological Environment of organization is examined.
Organizational Climate Analysis: The climate of an
organization speaks about the attitudes of members towards work,
company policies, supervisors, etc.
Task or role analysis:
The exercise is meant to find out how the various tasks have to
be performed and what kind of skills, knowledge, attitudes are neededto meet the jib needs. Questionnaires, Interviews, reports, tests,
observation and other methods are generally used to collect job
information from time to time.
Manpower Analysis:
The focus is on the individual in a give job. There are three
issues to be resolves through manpower analysis. First we try to find
one whether performance is satisfactory and training is required.
Second, whether the employee is capable of being trained, we need to
state whether poor performance (who can improve with requisite
training inputs) on the job need to be replaced by those who can do
the job.
Training is most effective when it is planned, implemented and
evaluated in a systematic way.
Objectives:
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The training policies are formulated by the HRD manager at the
request of line managers. The training objectives are laid down
keeping in view the companys goals and objectives.
To impart the basic knowledge and skill to the new entrants and
enable them to perform their jobs well.
To equip employee to meet the changing requirements of the job
and the organization.
To teach the employees to for higher level tasks and up a second
line of competent managers.
To prepare employees for higher level tasks and build up a
second line of competent managers.
The individual should be able to identify all the additional
factors which would improve their effectiveness on the field .
The individual should be to list out all the additional support
and information required for effective operational usage.
The individual should be able to understand self concept and
find out the ways and means of self development, personal
relations.
The individual should be to understand the need for the best use
of existing resource with himself and people working with him.
Individual should be able to identify his management styles in
relation to styles in the management of people.
METHODS OF TRAINING
1.4.1 On the Job training (OJT)
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Training earn as they learn under the watchful eyes of a master
mechanic or craftsman, receive immediate feedback, practice in the
actual work environment and associate with the same people they will
work with after training. Under this technique an employee is placed
in a new job and is told how it may be performed. It is primarily
concerned with developing in an employee a repertoire of skill and
habits consistent with the existing practices of an organization, and
with organizing him to his immediate problems. It is mostly given forunskilled and semi skilled jobs clerical and sales jobs.
There are a variety of OJT methods, such as coaching or
understudy; job rotation; and special assignments.
Under coaching or understudy method (which is also known as
internship and apprenticeship method) the employee is trained on
the job his immediate superior Internship is usually applied to
managerial personnel and provide wide variety of job experiences,
often involving job rotation, or an assistant to type of position.
Apprenticeship is generally used to impart skill requiring long
periods of practice as found in trade, crafts and other technical fields.
In job rotation, a management trainee is made to move from job
to job at certain intervals.
1.4.2 Vestibule Training
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This method attempts to duplicate on-the-job situation in a
company classroom. It is a classroom training which is often
imparted with the help of the equipment and machines which are
identical with those in use in the place of work. This
technique enables the trainee to concentrate on learning the new
skill rather than on performing an actual job. In other words, it is
geared to job duties. Theoretical training is given in the
classroom, while the practical work is conducted on theproduction line.
It is a very efficient method of training semi - skilled
personnel, particularly when many employees have to be trained
for the same kind of work at the same time. It is often used to train
clerks, bank tellers, inspectors, machine operators, testers, typists,
etc. It is most useful when philosophic concepts, attitudes, theories
and problem soling abilities have to be learnt.
Training is generally given in the form of lectures,
conferences, case studies, role playing and discussion.
1.4.3 Demonstration and Examples:
In the demonstration method, the trainer describes and displays
something, as when he teaches an employee how to do something by
actually performing the activity himself and by going through a step-
by-step explanation of why and what he is doing.
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Demonstrations are used in combination with lectures, pictures,
text materials, discussions, etc. in a demonstration, the emphasis is
primarily on know-how, the principles and theory of a job.
1.4.4 Simulation
Simulation is a technique which duplicates, as nearly as
possible, the actual conditions encountered in job. The vestibule
training method or the business game method are examples of business
simulations. Simulation techniques have been most widely used in the
aeronautical industry.
Trainee interest and employee motivation are both high in
simulation exercise because the actions of a trainee closely duplicate
real job conditions. This training is essential in which actual on-the-
job practice might result in a serious inquiry, a costly error, or the
destruction of valuable materials or resources.
1.4.5 Apprenticeship
Training in crafts, trades and in technical areas, apprenticeship
training is the oldest and most commonly used method, especially
when proficiency in a job is the result of a relatively long training
period. of 2 to 3 years for persons of superior ability and from 4 to 5
years for others. The field in which apprenticeship training is offered
are numerous and range from the job of a draughtsman, a machinist,
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a tool maker, a pattern designer, a mechanic, carpenters and etc. A
major part of training time is spent on-the job productive work. Each
apprentice is given a programme of assignment according to a pre-
determined schedule, which provides for efficient training in trade
skills.
1.4.6 Classroom Methods
Lectures
Lectures are regarded as one of most simple ways of impartingknowledge. to the trainees, especially when facts, concepts or
principles, attitudes, theories and problem solving abilities are to be
taught.
Lectures are essential when it is a question of imparting
technical or special information of a complex nature. In the hands of
able lecturers, and for certain kinds of purposes and participants, it
may turn out to be more interesting and effective than any other
methods.
Introducing a subject and present an overview of its scope.
Illustrate the application of rules, principles; reviewing, clarifying and
summarizing.
Conference
In this method, the participating individuals 'confer' to discuss
points of common interest to each other. A conference is basic to most
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participative group centered methods of development. It is a formal
meeting, conducted in accordance with an organised plan, in which
the leader seeks to develop knowledge and understanding by obtaining
a considerable amount of oral participation of the trainees. It lays
emphasis on small group discussions, an organised subject matter,
and on the active participation of the members involved. Learning is
facilitated by building up on the ideas contributed by the conferees.
There are three types of conferences. In the directed discussion,the trainer guides the discussion in such a way that the facts,
principles or concepts are explained. In the training conference, the
instructor gets the group to pool its knowledge and past experience
and brings different points of view to bear on the problem. In the
seminar conference, answer is bound to a question or a solution to a
problem. For this, the instructor defines the problem, encourages and
ensures full participation in the discussion.
Seminar or Team Discussion
This is an established method for training. A seminar is
conducted in many ways.
I) It may be based. on a paper prepared by one or more trainees on a
subject selected in consultation with the person in charge of the
seminar. It may be a part of a study or related to theoretical studies or
practical problems. The trainees read their papers, and this is
followed by a critical discussion. The chairman of the seminar
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summarises the contents of the papers and the discussions which
follow their reading.
Case Study
This method was first developed in the 1800s by Christopher
Langdell at the Harvard Law School to help students to learn for
themselves by independent thinking and by discovering in the ever
tangled skein of human affairs, principles and ideas which have
lasting validity and general applicability.
The case study is based upon the belief that managerial
competence can best be attained through the study, contemplation,
and discussion of concrete cases. When the trainees are given cases to
analyse, they are asked to identify the problem and recommend
tentative solutions for it. This method offers to the trainees matter for
reflection and brings home to them a sense of the complexity of life as
opposed to theoretical simplifications of, and practices in the decision
making process. It diagnoses and deals with real life situations.
Role Playing
This method was developed by Moreno, a Ventian psychiatrist.
He coined. the terms "role-playing", "role reversal", "sociodrama",
and a wide variety of specialised terms, with emphasis on learning
human relation skills through practice and insight into one's own
behaviour and its effect upon others. It has been defined as " a method
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of human interaction which involves realistic behaviour in the
imaginary situations".
Role playing primary involves employee-employer relationships
- Hiring, firing, discussing a grievance procedure, conducting a post
appraisal interview or disciplining a subordinate or a salesman
making a representation to a customer.
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II. TRAINING AT DRDL - A CASE STUDY OF
SENIOR TECHNICAL ASSISTANTS
1. INTRODUCTION TO DRDO
The Defence Research and Development Laboratories is one of
the biggest laboratories in the country. Like the Indian Space
Research Organization, Indian Council of Medical research, Indian
Council of Agriculture research, which cater to space research,
medical research, and agriculture research respectively. The DRDL
looks after the Defence research and development needs. The DRDL is
a governmental wing with headquarters at New Delhi.
The DRDL is Parental body of all the forty plus Defence
specialist disciplines and multi discipline laboratories spread across
the country.
The DRDL is a multi discipline organization .It is engaged in all
types of Engineering, activities, particularly work shops, Aeronautical
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engineering, Mechanical engineering, Structural engineering, Physics,
Chemistry Electrical and Electronics & Engineering, Ground
Instrumentation, Photography, Telemetry etc.
Defence Research & Development Organisation (DRDO) had a
very modest beginning in 1958. Two small research organisations,
Defence Science Organisation and Technical Development
Establishment were amalgamated to form DRDO. Today DRDO has
50 laboratories under its ambit, with manpower of about 30,000.
R&D activities of DRDO cater to the needs of armed forces,
which range from aircrafts, missiles, torpedoes, radars, to battle
tanks; and from frozen foods to nuclear medicines. They strive for
expertise, specialisation and self-sufficiency in them.
The sophisticated weapons being developed by DRDO have to
meet the grueling' environments of deserts, high altitudes, very low
temperatures, snow and sea. Modelling and simulation studies of
operational problems, investigation of psychological needs,
physiological phenomenon of high altitudes and high speeds, and vital
analyses in a host of other areas are carried out in different
laboratories of DRDO for accomplishing its tasks.
ROLE OF DRDL
As a supporting organisation for armed forces the main function of
DRDL are as follows:
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1. To design, develop systems and equipment based on the operational
requirements as defined by services and help in indigenous
production.
2. To render scientific advice to service headquarters.
3. To carry out basic and applied research and to solve the problem
of the services.
4. To evaluate and conduct the technical trials of new weapons and
equipments that are' designed and developed by the laboratory.
5. To render technical support to civilian from indigenouslydeveloped techniques.
DRDL plays a vital role in technical development for national
security. DRDL is one of the biggest laboratories of DRDO and is
engaged in the development of missiles. The infrastructure of DRDL
includes large manpower, sophisticated machines and modern
computer systems with advanced management systems, State-of-the-
art technology has been utilised wherever possible for achieving high
level of performance.
INFRASTRUCTURE BUILDUP PERIOD: 1971-1979
A project for development of Surface to Air Missile (SAM) was
sanctioned to DRDL in 1972. The project was titled as Project Devil.
Infrastructure build-up in the initial phase gave tremendous strength
to DRDL's fabrication facilities and even today DRDL is known in
DRDO for its precision fabrication and machining facilities.
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IGMDP ERA: 1983
Project Devil demonstrated DRDO's Technological and
Managerial capabilities in development of weapon / missile systems
from conceptual stage. In order to equip India with the state of art
missile technology and to ensure self reliance in defence systems.
DRDO has been entrusted with the task of development of various
missile systems through Integrated Guided Missile Development
Programme (lGMDP). The programme was sanctioned by Govt. ofIndia, Ministry of Defence for design and development leading to
production of four types of missile systems (TRISHUL, PRITHVI,
AKASH & NAG) and development of a technology demonstrator
(AGNI) - re-entry technology.
Shri Prahlada took over as Director, DRDL in 1997 from Lt.
Gen. VJ Sundaram. Director, DRDL is also Chairman, Programme
Management Board (PMB) of IGMDP.
2. Senior Technical Asst.
Senior Technical Asst. grade category is covered under DRTS
(Defence Research Technical Service. Most of Senior Technical Asst.
are having Diploma in Engineering or Graduation in Sciences. About
some of Senior Technical Asst. are Post Graduates in Engineering or
Sciences and rest are ITI Certificate Holders. The average experience
of any Senior Technical Asst. is more than 20 years varying in
qualification and level of entering into this organisation. They have
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rich Shop Floor / Work Centre experience in the relevant fields of
work. They carry out logistic and some technical work which
otherwise to have been done by Scientists, there by saving time for the
Scientists to concentrate on high value scientific work.
The Senior Technical Asst. are divided into three categories
Senior Technical Asst. 'A' 'B' and 'C'. Senior Technical Asst. are not
directly recruited. They will be promoted from Senior Technical
Assistant 'C' to Senior Technical Asst. 'A'.As such the Senior Technical Asst. forms the core support team
for the scientific research at D. R. D. L, these officers have very deep
practical experience in the machines and laboratory equipments. They
are also experienced in testing facilities that are run through for the
testing and qualification of missile system at various stages.
As the educational level is generally limited to Diploma in
Engineering and other workshop training, D.R.D.L. made openings
for the functional training programmes specially focussing the skills
required to upgrade their performance and productivity.
The training for Senior Technical Asst. is basically to fill up the
technology gaps and to upgrade their skill level to meet the
technological requirement of various prospects.
The Senior Technical Asst. are very essential group of D.R.D.L.
who contribute to the functions such as purchases, transport, canteen
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services and also as the committee members in cash purchase and
stock taking teams.
In general the Senior Technical Asst. playa major and important
role in activities of various projects. They promote to the
organizational excellence by the effective contribution.
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There is a very systematic training process at D.R.D.L.
consisting of various stages that include the following:
a) Identification of training opportunities for the calendar year
b) Identification of suitable discipline wise training schemes
for various personnel.
c) Category wise listing of training courses that are offered by various
institutes.
d) Chronological classification of training schemes based on their
time schedules.
e) Institution wise training schemes offered at various places for
various categories
f) The HRD group prepares various training schemes and
programmes that are relevant to Senior Technical Asst. as well as
for staff categories of employees from time to time.
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This information is presented in the form of training opportunities
in every calendar year. Based on this the information is already
provided on internal D.R.D.L Network. It is accessible by every
employee through D-NET. HRD also coordinates and collects the
information regarding long range courses being organized at various
institutes and D.R.D.O training centres. In addition there is a scheme
offered i.e., Continuous Education Programmes (CEP's) the duration
is for 1 to 2 weeks and organized at different regional coordinating
laboratories. Based on the suitability and legibility for these CEP's,Director, D.R.D.L nominates suitable number of personnel from
different groups. The necessary support for getting their nominations
approved and arranging for processing of applications for these
CEP's is taken care of by HRD groups. The necessary correspondence
and the communication is provided at appropriate time to all the
concerned. In this way HRD group is a facilitator for all types of
training programmes for Senior Technical Asst., besides there is a
system of customized skill improvement schemes from time to time
which are tailor made to suit the selected category of Senior Technical
Asst.. These courses are offered at Hyderabad or sometimes in-house
and outstations. Based on the nature, strength and coverage of the
course sometimes Senior Technical Asst. are also nominated for
specified training courses offered by other organizations at
Hyderabad by paying relevant course fee. This type of course form
apart of core competency building programme. HRD also evaluates
the feed back obtained from various participants in order to have an
idea about the suitability and effective administering of" training
programmes by various institutes and agencies. This feed back is also
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very useful for ascertaining the suitability of training courses for
futuristic usage.
1) TYPES OF TRAINING:
Generally the Senior Technical Asst. are encouraged to select
their necessary and suitable type of training from the available
approved list of the course already short listed by HRD groups. These
courses include in-house training courses, organized group trainingsystem that includes orientation opportunities new facilities and visits
to various work centres for getting exposure for updated engineering
operations. In addition the system of sending Senior Technical Asst.
for specified training course as offered by the various training
institutes is also practical.
The Senior Technical Asst. are also nominated to CEP
programme that are organized at various regional laboratories from
time to time. These CEP's are based on specific functions that are
generally required for the Senior Technical Asst. and also they include
emerging technology and concepts in the relevant fields. Hence the
content and course work at CEP's is generally exhaustive and the
coverage is to a large extent related to D.R.D.O activities.
Senior Technical Asst. are also nominated for customised
training courses based on their training needs as accessed by their
Technology Directorates as well as by themselves. These customised
courses are generally offered for a group task where in a selected
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group of Senior Technical Asst. are sent to this specialised courses as
planned by D.R.D.L.
At the end of the course the feed back is analysed with regard to
course content, effective communication and administration of course
and also the strength of training institute or agency is evaluated so as
to continue the said course for futuristic batches. , Senior Technical
Asst. are also encouraged for educational advancement by means of
taking up part time engineering courses as well as sponsoringresearch and technology courses. These are generally long range
general engineering oriented areas that lead to award of Diploma,
B.E., B.TECH, M.E., M.TECH Degrees by the corresponding
institutes.
2) SELECTION PROCESS OF TRAINING:
The selection process 'of an employee for specified training
course is systematically organised and administered by HRD group.
Based on the schedule of the training courses the concerned Senior
Technical Asst. having identified in respect to the suitability of the
course, shall apply in prescribed form as shown in enclosure with the
consent of the immediate supervisory Technology Directorates. After
this the application is scrutinized by HRD group based on the
legitimate guidelines suitable applications are accepted. After
accepting the application it is further processed for obtaining
clearance from Human resources council for final approval. After this
the correspondence with the concerned institutes is initiated and it is
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communicated back to the concerned individual. The necessary
financial sanction is obtained by HRD in the specified sanction format
and the cheque requisition is sent to finance for the release of fees to
the concerned institute in the form of cheque and posted to the
relevant agency. Whereas the application has been approved the
concerned individual is allowed to participate in the training course
by means of getting the temporary date approval if the course is at
outstation and the period is treated as on duty for all practical
purposes. If the course is in-house the concerned work group shallrelieve them from operation work for that specified period after
getting approval from HRD, if it is locally organised course. The
concerned employee's attendance is regularised therefore by a
common note from HRD. Whereas the course is attended by Senior
Technical Asst. they will come back and joint duty and submit the feed
back to H RD for necessary information and decision making.
These feed backs are analysed by HRD groups and if required
shall be presented to D.R.D.O Council and Management Council from
time to time .
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The data collection has been done mainly from direct sources of
records available from Personnel department as far as personnel
details are covered. And the training details over a period of time (3
years) has been collected directly from HRD department of D.R.D.L.
Apart from this direct personnel discussions with Senior
Technical Asst. on random sampling basis also helped in compilation
of data on various aspects of training programmes attended by Senior
Technical Asst..
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The training study is being carried out by taking three years
data Le., 2004; 2005 and 2006 of Senior Technical Asst. as advised by
the project guide.
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The data has been collected from Human Resource Development
Group (HRDG). The data is segregated into Age Wise, Qualification
Wise, Experience Wise and Disciplines Wise. The data presented in
Tabular form, Graphical representation using Histograms.
The Senior Technical Asst. are divided into three categories
Senior Technical Asst. 'A' 'B' and 'C'.
Age wise split into three groups:
23 - 35 years
36 - 45 years
46 - 60 years
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To be designated as Senior Technical Asst. experience is required.
So the age group between 46 - 60 will be more.
Qualification wise split into six groups:
SSC
ITI
Diploma
Bachelor's Degree
BE/B.Tech
Post Graduation.
The minimum qualification to become a Senior Technical Assistants
is Diploma. ITI (Indian Technical Institute) holders also are given
Senior Technical Assistants Cadre depending upon their experience.
The Diploma Holders relating to Senior Technical Asst. will be more
compared to other qualifications.
Experience wise split into five stages:
Up to 10 years
11 - 15 years
16 - 20 years
21 - 25 years and more.
Senior Technical Asst. of experience more than 25 years are
comparatively more to the other stages. To be designated as Senior
Technical Asst., experience is required.
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The training study is being carried out by taking three years
data i.e., 2004, 2005 & 2006 of Senior Technical Asst..
The total no. of Senior Technical Asst. attended training in the
year 2004 is 29, 2005 is 23, 2006 is 20. The Senior Technical Asst. 'A'
cadre has attended more. The Senior Technical Asst. attended training
in three years is similar except in the 2006, the no. of employees is
reduced by 3 numbers.
Discipline wise split into six groups: Computers Engineering,
Mechanical Engineering,
Electrical/Electronics Engineering,
Quality Management,
Management and
Others
As officers attending to this disciplines are more compared to
others.
a) Tabular Representation of data relating to Age
Senior
Technical Asst.
A
(TO A)
Senior
Technical Asst.
B
(TO B)
Senior
Technical Asst.
C
(TO C)
I. AGE WISE
23-45 38 03 01
36-45 04 04 15
46-60 01 07 18
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Total 43 14 34
Total No. of Senior Technical Asst. - 91
b) Graphical Representation - Histograms
STA/A STA/B STA/C TOTAL %
23-45 38 03 01 42 46.15
36-45 04 04 15 23 25.27 46-60 01 07 18 26 28.57
TOTAL 91
46 % of the employees are between 23-35.
46%
25%
29%
1 2 3
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25 % of the employees are between 36-45.
29 % of the employees are between 46-60.
AGE - WISE DESCRIPTION OF STA/A
STA/A %
0
5
10
15
20
25
30
35
40
No.o
fEmployees
23-35 36-45 46-60
AGE(Years)
STA/A
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23-45 38 88.37
36-45 04 9.30
46-60 01 2.32
TOTAL 43
89 % of the STA/AS are between 23-35.
9 % of the STA/AS are between 36-45.
2 % of the STA/AS are between 46-60.
89%
9% 2%
1 2 3
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AGE - WISE DESCRIPTION OF STA/B
STA/B %
23-45 03 21.43
36-45 04 28.57
46-60 07 50TOTAL 14
0
1
2
3
4
5
6
7
No.o
fEmployees
23-35 36-45 46-60
AGE(Years)
STA/B
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21 % of the STA/BS are between 23-35.
29 % of the STA/BS are between 36-45.
50 % of the STA/BS are between 46-60.
21%
29%
50%
1 2 3
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AGE - WISE DESCRIPTION OF STA/C
STA/C %
23-45 01 2.94
36-45 15 44.12
46-60 18 52.94
TOTAL 34
0
2
4
6
8
10
12
14
16
18
No.o
fE
mployees
23-35 36-45 46-60
AGE(Years)
STA/C
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3 % of the STA/CS are between 23-35.
44 % of the STA/CS are between 36-45.
53 % of the STA/CS are between 46-60.
3%
44%53%
1 2 3
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a) Tabular Representation of data relating to Age
Senior
Technical Asst.
A
(TO A)
Senior
Technical Asst.
B
(TO B)
Senior
Technical Asst.
C
(TO C)
II. QUALIFICATION WISE
SSC - - -
ITI 03 01 02
DIPLOMA 33 07 20
DEGREE 07 04 07
BE/B.TECH 04 01 02
P.G. 02 01 03
Total 49 14 34Total No. of Senior Technical Asst. - 97
b) Graphical Representation - Histograms
STA/A STA/B STA/C TOTAL %
SSC - - - -ITI 03 01 02 06 6.18
DIPLOMA 33 07 20 60 61.85
DEGREE 07 04 07 18 18.56
BE/B.TEC
H
04 01 02 07 7.22
P.G. 02 01 03 06 6.18
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TOTAL 97
0% of the employees are between SSC
6% of the employees are between ITI
62% of the employees are between DIPLOMA
19% of the employees are between DEGREE
7% of the employees are between BE/B.TECH
6%
62%
19%
7%6%
1 2 3 4 5
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6% of the employees are between P.G
QUALIFICATION - WISE DESCRIPTION OF STA/A
STA/A %
SSC - -ITI 03 6.12DIPLOMA 33 67.35DEGREE 07 14.28BE/B.Tech 04 8.16 P.G. 02 4.08
Total 49
0
5
10
15
20
25
30
35
SSC ITI DEPLOMA DEGREE BE/B.TECH P.G.
Qualification
STA/A
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0 % of the employees are of SSC.
6 % of the employees are of ITI
68 % of the employees are of DIPLOMA
14 % of the employees are of DEGREE
8 % of the employees are of BE/B.Tech
4 % of the employees are of PG
6%
68%
14%
8%
4%
1 2 3 4 5
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QUALIFICATION - WISE DESCRIPTION OF STA/B
STA/B %
SSC - -ITI 01 07.14DIPLOMA 07 50.00DEGREE 04 28.57 BE/B.Tech 01 07.14P.G. 01 07.14Total 14
0
1
2
3
4
5
6
7
SSC ITI DEPLOMA DEGREE BE/B.TECH P.G.
Qualification
STA/B
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0 % of the employees are of SSC.
7 % of the employees are of ITI
50 % of the employees are of DIPLOMA
29% of the employees are of DEGREE
7 % of the employees are of BE/B.Tech
7 % of the employees are of PG
7%
50%29%
7%7%
1 2 3 4 5
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QUALIFICATION - WISE DESCRIPTION OF STA/C
STA/C %
SSC - -ITI 02 05.88DIPLOMA 20 58.82DEGREE 07 20.59BE/B.Tech 02 05.88P.G. 03 08.23Total 34
0
5
10
15
20
SSC ITI DEPLOMA DEGREE BE/B.TECH P.G.
Qualification
STA/C
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0 % of the employees are of SSC.
6 % of the employees are of ITI
59 % of the employees are of DIPLOMA
21 % of the employees are of DEGREE
6 % of the employees are of BE/B.Tech
8 % of the employees are of PG
6%
59%
21%
6%8%
1 2 3 4 5
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a. Analysis of Training attended by Senior Technical Asst.
a) Year Wise
Senior Technical Asst. Attended Training 2004
Sl.No. Particulars Nos.
1 Senior Technical Asst. A&B 10
2 Senior Technical Asst. C 19
TOTAL 29
TOTAL NO. OF SENIOR TECHNICAL ASST. 2004 - 43
Senior Technical Asst. Attended Training 2005
Sl.No. Particulars Nos.1 Senior Technical Asst. A&B 04
2 Senior Technical Asst. C 19
TOTAL 23
TOTAL NO. OF SENIOR TECHNICAL ASST. 2005 - 51
Senior Technical Asst. Attended Training 2006
Sl.No. Particulars Nos.
1 Senior Technical Asst. A&B 01
2 Senior Technical Asst. C 19
TOTAL 20
TOTAL NO. OF SENIOR TECHNICAL ASST. 2006 - 75
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b) Discipline Wise
Training Attended by Technical Asst. in Different Discipline in theyear 2004
Sl.
No.Discipline
Senior
Technical
Asst.A & B
Senior
Technical
Asst.C
1 Awareness Prog. 02 02
2 Fibre-Optics Trg Prog - 043 Machine Tool Maintenance 01 --
4 Networking Admn -- 01
5 International Seminar 01 --
6 National Seminar 02 --
7 Paints for Corrosion protection 01 --
8 Industrial Hydraulics - 02
9 Trg.Prog. On Voltas
Diesel/Batteries
- 01
10 Calibration of Measurement - 02
11 Introduction to PIc - 01
12 Industrial Radiography
Certification
- 01
13 Course on C++ Lang. - 01
14 Electro Magnetic Compatibility 01 -
15 Vb & Asp - 02
16 Computer Fundamental & MS
Office
01 02
17 Auto CAD 2001 01 -
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TOTAL 10 19
Graphical Representation Histograms
0
1
2
3
4
5
AwarenessProg.
Fibre-OpticsTrgProg
MachineTool
Maintenance
NetworkingAdmn
InternationalSeminar
NationalSeminar
PaintsforCorrosion
protection
IndustrialHydraulics
Trg.Prog.
OnVoltas
Diesel/Batteries
Calibrationof
Measurement
IntroductiontoPIc
IndustrialRadiography
Certification
CourseonC++Lang.
ElectroMagnetic
Compatibility
Vb&Asp
ComputerFundamental
&MSOffice
AutoCAD2001
Series1 Series2
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Training Attended by Technical Asst. in Different Discipline in the
year 2005
Sl.
No.Discipline
Senior Technical
Asst.A & B
Senior
Technical
Asst.C
1 Computer Edcn. Prog. II 01 -
2 Computer Awareness - 04
3 National Conference 01 01
4 Course on ORACLE 8i - 02
5 Oops & C ++ - 01
6 Implementation of Iso 9000 01 -
7 Auto CAD 2000 - 03
8 Mechatronics - 01
9 Seminar on Enterprises
Suraksha 2002
- 02
10 S/W Qlty. Boot Camp - 01
11 Deu Real Time S/W 01 -
12 S/W Trg. Adobe Photoshop &
Macro Media flash
- 01
13 Fibre Optic Trg - 01
14 W/S on quality Mgt System Iso
9000
- 01
15 Commutation skills - 01
TOTAL 04 19
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Graphical Representation Histograms
0
1
2
3
4
5
ComputerEdcn.
Prog.II
ComputerAwaren
ess
NationalConfere
nce
CourseonORACLE8i
Oops&C
++
ImplementationofIso9
000
AutoCAD2000
Mechatronics
SeminaronEnterprisesSuraksha
2002
S/W
Qlty.
BootCa
mp
DeuRealTimeS/W
S/W
Trg.
AdobePhotoshop&Ma
cro
Mediaflash
FibreOptic
Trg
W/SonqualityMgtSystemIso9
000
Commutations
kills
Courses
No.o
fEmployeesAttended
Series1 Series2
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Training Attended by Technical Asst. in Different Discipline in the
year 2006
Sl.
No.Discipline
Senior
Technical
Asst.A & B
Senior
Technical
Asst.C
1 National Conference - 01
2 Auto CAD 2000 01- -
3 Mechatronics - 03
4 Six Sigma Concepts - 01
5 Seminar on R.F. & Wireless
Network
- 01
6 Adv.Java Language - 02
7 IT based Mgt. support Systems - 02
8 IT Security & Firewalls - 01
9 Multimedia 3D Animation - 01
10 Course on HTML - 04
11 Geometrical Tolerances - 01
12 Experimental stress Analysis - 01
13 PC H/w N/W & Windows - 01
TOTAL 01 19
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Graphical Representation Histograms
0
1
2
3
4
5
National
Conference
AutoCAD2000
Mechatronics
SixSigma
Concepts
SeminaronR.F.
&
WirelessNetwork
Adv.Java
Language
ITbasedMgt.
supportSystems
ITSecurity&
Firewalls
Multimedia3D
Animation
CourseonHTML
Geometrical
Tolerances
Experimental
stressAnalysis
PCH/wN/W&
Windows
Courses
No.o
fEmployeesAttend
ed
Series1 Series2
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c) Functional Area wise Training Attended by Senior Technical
Asst.
Senior Technical Asst. A
Particulars Venue Days Fee
COMPUTERS
Computers Awareness Programme Hyderabad 18 750
Software Quality Boot Camp Hyderabad 2 4500
Computer Awareness Hyderabad 1 -
Computer Course on Oracle 8i Hyderabad 15 10000
Computer Education Programme II Hyderabad 15 600
Fundamentals & MS Office Hyderabad 5 3000
Foundation Course Hyderabad 8 3000
Micro Controllers Applications Hyderabad 5 3000
OOPS & C++ Hyderabad 5 3500Computers & Awareness Hyderabad 12 -
Manual Part Programming Hyderabad 4 8000
Systematic Methodology for software
Testing
Hyderabad 1 1800
Software Verification Validation
Course
Hyderabad 1 1800
Multimedia on Emerging Panorama Hyderabad 2 -
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MECHANICAL
Advanced Auto CAD II Hyderabad 5 7000
2ndNational Conference on precision
Engineering 2002
Coimbatore 3 1000
III SERC Precision Engineering 2002 Kanpur 10 -
Advanced Auto CAD 2000 Hyderabad 5 7000Auto CAD Level I Hyderabad 5 5000
Auto CAD R 2000 Chennai 12 1300
ELECTRICAL / ELECTRONICS
Electro Magnetic Compatibility Hyderabad 3 5000
QUALITY MANAGEMENT
Implementation of ISO 9000 Hyderabad 3 4000
Concepts of ISO 9001: TQM Mumbai 5 1000
Plg. Implementation & Documentation
ISO 9000 : 2000
Jaipur 4 6000
ISO 2000 implementation Jaipur 4 5000
MANAGEMENT
Quest for quality life style Hyderabad 3 2000
Communication skills Hyderabad 5 2550
One day programme on Executive life
places
Hyderabad 1 1000
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OTHERS
Seminar on Enterprises Suraksha 2005 Hyderabad 1 1000
Course on Instrumentation Mumbai 2 1500
Seminar on 2005 Marine
Hydrodynamics
Visakhapatna
m
2 -
Electrical safety Mumbai 3 5000
14 National Convention on Aerospace
Engineering
Hyderabad 2 1500
51 IFC, IEEX 2005 Exhibition Jaipur 3 1500
Organisation & Motivation for Safety Chandigarh 3 5000
National Conference on Instrumentation Hyderabad 2 750
Seminar on Enterprises Suraksha 2005 Hyderabad 1 1000Stationary Requirement pertaining to
Occupation safety
Kochi 3 5000
Hazardous Waste Management Mumbai 3 5500
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Training Status on seminar Technical Asst.
Status of Senior Technical Asst. in the year 2004
Sl.
No.Particulars Attended Not Attended
1 Senior Technical Asst. A&B 10 10
2 Senior Technical Asst. C 19 04
TOTAL 29 14
TOTAL NO. OF SENIOR TECHNICAL ASST. 2004 - 43
Status of Senior Technical Asst. in the year 2005
Sl.No.
Particulars Attended Not Attended
1 Senior Technical Asst. A&B 04 21
2 Senior Technical Asst. C 19 07
TOTAL 23 28
TOTAL NO. OF SENIOR TECHNICAL ASST. 2005 - 51
Status of Senior Technical Asst. in the year 2006
Sl.
No.Particulars Attended Not Attended
1 Senior Technical Asst. A&B 01 43
2 Senior Technical Asst. C 19 12
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TOTAL 20 55
TOTAL NO. OF SENIOR TECHNICAL ASST. 2006 - 75
a. Senior Technical Asst. Not Attended any Training during 3 years .
Senior Technical Asst. Not Attended Training 2004
Sl.No. Particulars Nos.
1 Senior Technical Asst. A&B 10
2 Senior Technical Asst. C 04
TOTAL 14
TOTAL NO. OF SENIOR TECHNICAL ASST. 2004 - 43
Senior Technical Asst. Not Attended Training 2005
Sl.No. Particulars Nos.
1 Senior Technical Asst. A&B 21
2 Senior Technical Asst. C 07
TOTAL 28
TOTAL NO. OF SENIOR TECHNICAL ASST. 2005 - 51
Senior Technical Asst. Not Attended Training 2006
Sl.No. Particulars Nos.
1 Senior Technical Asst. A&B 43
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2 Senior Technical Asst. C 12
TOTAL 55
TOTAL NO. OF SENIOR TECHNICAL ASST. 2006 - 75
b. Tabulation of Employees attending Selected disciplines :
Training Attended by Senior Technical Asst. in Different Disciplines
in the year 2004
Sl.No.
Discipline
Senior
Technical
Asst.A & B
Senior
Technical
Asst.C
1 Awareness Prog. 02 02
2 Fibre-Optics Trg Prog - 04
3 Machine Tool Maintenance 01 --
4 Networking Admn -- 01
5 International Seminar 01 --
6 National Seminar 02 --
7 Paints for Corrosion protection 01 --
8 Industrial Hydraulics - 02
9 Trg.Prog. On Voltas
Diesel/Batteries
- 01
10 Calibration of Measurement - 02
11 Introduction to PIc - 01
12 Industrial Radiography
Certification
- 01
13 Course on C++ Lang. - 01
14 Electro Magnetic Compatibility 01 -
15 Vb & Asp - 02
16 Computer Fundamental & MS
Office
01 02
17 Auto CAD 2001 01 -
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TOTAL 10 19
Training Attended by Senior Technical Asst. in Different Discipline
in the year 2005
Sl.
No.Discipline
Senior Technical
Asst.A & B
Senior
Technical
Asst.C
1 Computer Edcn. Prog. II 01 -
2 Computer Awareness - 04
3 National Conference 01 01
4 Course on ORACLE 8i - 02
5 Oops & C ++ - 01
6 Implementation of Iso 9000 01 -
7 Auto CAD 2000 - 03
8 Mechatronics - 01
9 Seminar on Enterprises
Suraksha 2002
- 02
10 S/W Qlty. Boot Camp - 01
11 Deu Real Time S/W 01 -
12 S/W Trg. Adobe Photoshop &
Macro Media flash
- 01
13 Fibre Optic Trg - 01
14 W/S on quality Mgt System Iso
9000
- 01
15 Commutation skills - 01
TOTAL 04 19
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Training Attended by Senior Technical Asst. in Different Discipline
in the year 2006
Sl.
No.Discipline
Senior
Technical
Asst.A & B
Senior
Technical
Asst.C1 National Conference - 01
2 Auto CAD 2000 01 -
3 Mechatronics - 03
4 Six Sigma Concepts - 01
5 Seminar on R.F. & Wireless
Network
- 01
6 Adv.Java Language - 02
7 IT based Mgt. support Systems - 02
8 IT Security & Firewalls - 01
9 Multimedia 3D Animation - 01
10 Course on HTML - 04
11 Geometrical Tolerances - 01
12 Experimental stress Analysis - 01
13 PC H/w N/W & Windows - 01
TOTAL 01 19
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The study related to various training programmes as envisaged
by D.R.D.L to benefit the Senior Technical Asst. of the laboratory
have been studied in detail taking the .data pertaining to period
from years 2004 to 2006. The data on the training programmes hasbeen systematically analysed and various cross-referential findings
have been tabulated in the chapter of data presentation and data
analysis.
The above study on the training programmes reflects the
quantum of training that has been administered to the Senior
Technical Asst. as well as their utility towards the skill
improvement in the related fields. The data has been analysed with
respect to age, Qualification, Experience, discipline and other
functional areas of working. It has been noticed that the quantum of
Senior Technical Asst. undergoing various training programmes
has been very encouraging. As represented in the tabular form
under the data presentation the various categories of Senior
Technical Asst. namely Senior Technical Asst. 'A' '8' and 'C' has
been highly participative reflecting that as many as 49 Senior
Technical Asst. 'A's, 14 Senior Technical Asst. '8's and 34 Senior
Technical Asst. 'C's amounting to 97 Senior Technical Asst. have
been utilising these training opportunities.
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The age wise classification shows that the Senior Technical Asst.
under TO 'C' constitute to major part of the higher age group
whereas TO 'A's and TO '8's have an average age between 36 -
45 years, TO 'A's and TO 'B's are closely related whereas TO 'C's
are in the age group of 46 - 60. This calls for more emphasis on
training for the TOP'S' as they retire shortly.
The analysis of qualification shows that as many as 60 SeniorTechnical Asst. are holding a Diploma In Engineering out of total
'97 it is working around 62 0/0. Senior Technical Asst. holding
Degree are 18 in no. which works around only 19 % then there is a
sizable quantum whose qualification is ITI or equivalent working
around 6%. However very few in number (i.e., Nos. 6 Senior
Technical Asst.) have got PG qualification working to 6 % of Senior
Technical Asst..
This shows that there is a necessity for enhancing of diploma
holders into graduate in Engineering by means of sponsoring them
for part time BE, B.TECH courses and also to encourage them to
go for AMIE etc.
The Senior Technical Asst. with higher qualification such as
B.E, B.TECH, and P.G. etc can be utilised to upgraded functions
such as conceptual design and participation and the involvement in
project management and advanced jobs need to be encouraged to
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motivate the morale of higher qualified Senior Technical Asst. And
also the discipline wise training course needs to be examined with
respect to their immediate utility as well as leading to their
qualification improvement in line with growing opportunities in the
selected fields.
The management should strive to update the skills required of
the unattended Senior Technical Asst. by organising customised
and focused disciplines in order to enhance the skills related totheir own parent discipline as well as to acquire higher skills. In
order to get into other areas of work related requirements.
Along with the lines of the training programmes attended by
Senior Technical Asst. it is also. very important observation that
there is sizable number of Senior Technical Asst. who could not
attend these courses.
The analysis shows that as many as 14 Senior Technical Asst.
out of 43 have not attended any training courses during the year
2004 In the year 2005 the number of Senior Technical Asst. not
attended the training programmes is 28 out of 51, it is working
around 55% reflecting to 45% only attending the training
programmes in the year 2004 & 2005.
During the year 2006 number of Senior Technical Asst. not
attended training programmes is 55 out of 75 it is working around
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73% they could not attend at least one of the training programmes
in this year.
It is noticed that bulk of TO 'B's numbering to 21 out of 51 in the
year 2005 could' not attend anyone of training programmes this
shows that there is a necessity for objective oriented training
programmes to facilitate such TO 'B's as mandatory to attend in
their relevant supervisory authority officers need to be coordinated
and the grey areas are to be strengthened with the help ofcorresponding technology directorates.
The figures related to 2006 are also very alarming wherein 43
TO 'B's could not attend anyone of the training programmes. This
also reveals that there is an immediate necessity for the
corresponding technology directorates to chalk out a compulsory
suitable training schemes specially customised to attract these
Senior Technical Asst. and get exposed for the fruits out of training
needs to be emphasised.
When the discipline wise training is looked at it shows that
majority of the people are getting trained in the areas of Computers
related and. Mechanical oriented trainings. This is also in line with
their basic work area and their possessed qualification.
However the objectivity related to the expected functions needs
to be stressed upon for the forthcoming training course.
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The informal discussions and the personal interviews held with
various Senior Technical Asst. has revealed that in general there is
a very good scope and encouragement for the Senior Technical
Asst. to be trained.
However some of the Senior Technical Asst. have expressed that
there is a clash with work schedule and their spar ability.
Hence it is very important for the management to note that this
spar ability of the employee is to be planned as the training
schedules are already announced in the beginning of the year. This
particular situation needs to be paid attention by the management
in order to optimise the training opportunities and their utilisation
by the Senior Technical Asst. This will automatically improve the
productivity and the general commitment and morale of the Senior
Technical Asst..
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BIBLIOGRAPHY
1. Personnel Management - C.B. Mammoria & Gavankar
2. Human Resource Management P. Subba Rao
3. Human Resources Management -Bhaskar Chatterjee
4. Human Resources Management -L.M. Prasad
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