coal india project report

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PROJECT REPORT ON “PERFORMANCE APPRAISAL SYSTEM IN COAL

INDIA”

SUBMITTED IN PARTIAL FULFILLMENT OF

Degree of: Bachelor of Business Management

Submitted by: A YASHI YADHUVANSHI Roll no: - 11PUC18001

Under Supervision of: Prof.M UDAYA SHANKAR B.Tech,MBA

Central College Bangalore University K.R Circle

ACHARYA INSTITUTES OF GRADUATE STUDIES

1ACHARYA INSTITUTES OF GRADUATE STUDIES

2ACHARYA INSTITUTES OF GRADUATE STUDIES

project report

An internship project report on a study of performance appraisal system in COAL INDIA at BHARAT COAKING COAL

LIMITED(JHARKHAND)

COMPILED BY:A YASHI YADHUVANSHI

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DECLARATION:

I hereby declare that the project report titled “STUDY OF PERFORMANCE APPRAISAL SYSTEM” is a genuine research work undertaken by me under the guidance of Prof. M UDAYA SHANKAR,B.Tech,MBA,BANGALORE. This information has been collected from genuine.

The report is being submitted in partial fulfillment of the requirement of BACHELOR OF BUSINESS MANAGEMENT from ACHARYA INSTITUTE OF GRADUATE STUDIES.

A YASHI YADHUVANSHI


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CERTIFICATION:

This is to certify that the Internship training project of Human resource

Titled “performance appraisal in COAL INDIA LIMITED” is an

original work and that this work has not been submitted anywhere in any

form . My indebtedness to others work / publications has been duly

acknowledged at the relevant places. The project work was carried from

30th December, 2013 to 16th January 2014 in BHARAT COAKING

COAL LIMITED.

Date -: 16th JANUARY,2014

Signature

A yashi yadhuvanshi

BBM (2012 - 14)

Signature

(Mr.A.K DUBEY)

Senior manager, personnel Deptt.


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ACKNOWLEDGEMENT:

I take this responsibility to express my profound and sincere gratitude to Acharya Institute of Graduate Studies for providing me with the opportunity to explore the corridors of the corporate world and gather invaluable knowledge and practical experience via the Internship Training Project.

I also owe a sense of gratitude to my faculty members, respected, Prof.M.UDAYA SHANKAR,B.Tech,MBA who guided me throughout making my report and provided structured guidelines to work and progress. Above all no words can express my gratitude to my parents and friends who supported me through thick and thin difficulties faced by me during the preparation of the project.

I take the privilege of offering a deep sense of gratitude and indebtedness to Mr. A,K DUBEY (Chief Personnel Manager), bastacolla area BCCL,(JHARKHAND) for providing me their able guidance and inspiration to complete the Internship Training Report.

I express my sincere gratitude to Mrs.TULIKA SINGH (Assistant Personnel Manager) who guided me how to carry on with the project. Her able guidance and support have been constant source of knowledge and motivation for me.

Last but not the least; I would like to thank all the employees of COAL INDIA, BHARAT COAKING COAL LIMITED for their valuable suggestions and constant encouragement.

The expertise in this study belongs to those listed above. Any errors are mine.

A YASHI YADHUVANSHI


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TABLE OF CONTENT:

Serial no.

Page no.

1. Executive Summary 6

2. Objective of project 8

3. Introduction of company 9

4. Mission and vision 30

5. Review of literature 31

6. Performance appraisal system in coal India(BCCL) 36

7. PRIDE Performance Cycle 37

8. Research Methodology 62

9. Data analysis 63

10. Research Findings 73

11. Suggestion and Recommendations 74

12. Conclusion 75

13. Questionnaire 76

14. Reference and Bibliography 77


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Executive Summary:

Coal India Limited is one of the largest coal producing companies in the world with the total production of 431.32 million metric tons in 2010-2012.CIL has 8 wholly owned subsidiaries. As of March 31st march 2011, it operated 470 mines in 21 major cold fields across 8 states in India including 164 opencast mines 275 underground mines and 31 mixed mines.

Coal mining raises serious environmental and social concerns, including soil erosion, dust, noise and water pollution and impact on local bio diversity. The environmental and social issue related with coal exploration and production such as displacement are of special nature as the coal reserves are located in the river basins such as Damodar, Barakar,Sone,Mahanadi,Brahani etc. which are which are rich in forest cover and is a habitat for precious wildlife and indigenous tribal communities. CIL and its subsidiaries being profit making companies have sufficient resources to discharge its responsibility towards environmental management, community and peripheral development.

The performance Audit of CIL and its subsidiaries was conducted with a view to assess whether the company was able to fulfil their Corporate Social Responsibility (CSR) in an effective and efficient manner towards environment protection, safety requirement and occupational health of workers and community and peripheral development. At total of 18 opencast mines, 8 underground and 4 washeries in 7 coal producing subsidiaries, selected on random sampling were viewed in audit.

The Performance Appraisal System is a process of setting objectives, making plans to achieve those objectives and accomplishing the desired results. Rewards and recognition are the end stage of this process. Organizations use this system to assess the performance of an individual, a team, a function and then the organization as a total. In this project, the whole performance appraisal system is described for the company CIL.

This cycle starts when CIL signs a Memorandum of Understanding (MoU) with the Government of India. In this memorandum the vision, mission and values, targets and action plans are mentioned. In CIL, system have been


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devised to cascade Organizational Goals into individual goals by framing out objectives of the company from the MoU at corporate level and there by preparing a Balance Score Card both at corporate and unit level. The summarized feature of this process is sequentially breaking down the organizational goals into an individual’s e-MAP.

This project describes about the Performance Appraisal System which is followed in CIL. This project also describes the problems faced by the appraisees and the appraisers in this system. It also elaborates about the steps taken by the appraisers to improve the performances of the appraisees so that their efficiency can be increased and later the rewards and recognitions are given in the form of promotions, incentives and empowerment.


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OBJECTIVE OF PROJECT:

To study the process and to understand the importance of Performance Appraisal System in CIL that synchronizes the performance of the employees so as to make the work effective.

To analyze the Performance Appraisal System of CIL in detail and its effectiveness.

To analyze the problems faced by the appraisee and the appraiser in this system.

To analyze the steps taken by the appraisers for the improvement of the performances of the appraisees.


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COAL INDIA LIMITED INTRODUCTION OF COMPANY:

India’s Energy Scenario & Coal

India is currently among the top three fastest growing economies of the world. As a natural corollary India's energy needs too are fast expanding with its increased industrialization and capacity addition in Power generation. This is where 'Coal' steps in. In India coal is the critical input for major infrastructure industries like Power, Steel and Cement.

Coal is the most dominant energy source in India's energy scenario.

Coal meets around 52% of primary commercial energy needs in India against 29% the world over.

Around 66% of India's power generation is coal based.

India is the 3rd largest coal producing country in the world after China and USA.


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CHART REPRESENTATION:

Coal India Limited at a glance

Coal India Limited (CIL) as an organized state owned coal mining corporate came into being in November 1975 with the government taking over private coal mines. With a modest production of 79 Million Tonnes (MTs) at the year of its inception CIL today is the single largest coal producer in the world. Operating through 81 mining areas CIL is an apex body with 7 wholly owned coal producing subsidiaries and 1 mine planning and Consultancy Company spread over 8 provincial states of India. CIL also fully owns a mining company in Mozambique christened as 'Coal India Africana Limited'. CIL also manages 200 other establishments like workshops, hospitals etc. Further,


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it also owns 26 technical & management training institutes and 102 Vocational Training Institutes Centers. Indian Institute of Coal Management (IICM) as a state-of-the-art Management Training 'Centre of Excellence' - the largest Corporate Training Institute in India - operates under CIL and conducts multi-disciplinary management development programs.

CIL having fulfilled the financial and other prerequisites was granted the Maharatna recognition in April 2011. It is a privileged status conferred by Government of India to select state owned enterprises in order to empower them to expand their operations and emerge as global giants. So far, the select club has only five members out of 217 Central Public Sector Enterprises in the country.

Unmatched Strategic Relevance

1. Produces around 81.1% of India's overall coal production

2. In India where approximately 52% of primary commercial energy is coal dependent, CIL alone meets to the tune of 40% of primary commercial energy requirement

3. Commands nearly 74% of the Indian coal market

4. Feeds 82 out of 86 coal based thermal power plants in India

5. Accounts for 76% of total thermal power generating capacity of the Utility sector

6. Supplies coal at prices discounted to international prices


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7. Disseminating Indian coal consumers against price volatility

8. Makes the end user industry globally competitive

Thus, plays a key role in "India Growth Story" and making India incorporate globally competitive.

Corporate Structure and Subsidiary Companies

Coal India is a holding company with seven wholly owned coal producing subsidiary companies and one mine planning & Consultancy Company. It encompasses the whole gamut of identification of coal reserves, detailed exploration followed by design and implementation and optimizing operations for coal extraction in its mines. The producing companies are:

1. Eastern Coalfields Limited (ECL), Sanctoria, West Bengal

2. Bharat Coking Coal Limited (BCCL), Dhanbad, Jharkhand

3. Central Coalfields Limited (CCL), Ranchi, Jharkhand

4. South Eastern Coalfields Limited (SECL), Bilaspur, Chhattisgarh

5. Western Coalfields Limited (WCL), Nagpur, Maharashtra

6. Northern Coalfields Limited (NCL), Singrauli, Madhya Pradesh


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7. Mahanadi Coalfields Limited (MCL), Sambalpur, Orissa

8. Coal India Africana Limited, Mozambique

9. The consultancy company is Central Mine Planning and Design Institute Limited (CMPDIL), Ranchi, Jharkhand.

North Eastern Coalfields (NEC) a small coal producing unit operating in Margherita, Assam is under direct operational control of CIL.

Coal India's major consumers are Power and Steel sectors. Others include Cement, Fertilizers, Brick Kilns, and small scale industries.

MoU Excellence

For previous three consecutive years CIL has bagged 'Excellent' rating in its Memorandum of Understanding (MoU) - a negotiated contract between Government and CIL Management - for performance evaluation on key physical and financial parameters.

Production and Growth

Produces over 400 Million Tonnes of Coal annually. Coal production ending Financial Year 2011 was 431.32 Million Tonnes (MTs). CIL's dynamic production momentum is evident in the fact that in recent years, CIL leaped from 300 MTs mark achieved in 2003-04 to 400 MTs (2008-09) in a time span of 5 years. It took CIL 12 years to cross the 300 MTs production mark from that of 200 MTs achieved in 1991-92. CIL is targeted to produce 452 MTs FY ending 2012.

Two of the subsidiary companies of CIL South Eastern Coalfields Limited and Mahanadi Coalfields Limited are in the elite club of 100 MTs coal producing companies which number only a few worldwide.


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Acquiring assets abroad

it is becoming increasingly evident that domestic coal demand is far outstripping the indigenous production in India. The gap between demand and supply is ever expanding. Especially so in the wake of increased capacity addition in power sector which predominantly coal dependent.

In spite of best efforts, realistically CIL would not be able to satiate growing coal demand. Letters of Assurance (LoA) issued so far are already in excess of CIL's production. Present analysis indicate that there would be a shortage of 350 MTs of coal by 2016-17. To meet this need coal import is inevitable.

CIL has taken it upon itself, in the interest of meeting the country's energy requirement, and is foraying into foreign shores for acquisition of coal properties. For the purpose CIL has adopted a three pronged approach. Acquisition of coal properties directly on its own; through equity participation with coal mining companies abroad and through long term coal off-take contracts.

Transparency Initiatives

Introduced e-auction for selling coal to any consumer from any location in a transparent manner.

Introduced Integrity Pact in High Value Procurement.

e- procurement introduced for speeding up purchase of vital inputs

Employee Welfare& CSR

Pursues a structured CSR policy around coal mining areas to improve quality of life with community consensus and inclusive participation

Mobile Dispensaries and wellness clinics introduced on a large scale.

Tele-medicine facilities introduced in central hospitals.


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Provides medical services to employees, their families and local populace through 86 fully equipped hospitals having 5835 beds.

Employs 1524 specialist Doctors.

Runs 423 dispensaries and has 640 Ambulances.

Provides potable water to about 2.3 million populace in remote corners of CIL's areas of operation

Supports 536 schools under different categories - Project Schools (55); privately managed Schools with grant packages (284); Private Committee Managed Educational Institutes (72) and other schools where occasional grants are given (125).

Introduced 'Coal India Scholarships' for 100 Below Poverty Line students plus 25 wards of land losers in Government Engineering and Medical colleges. Scholarship covers education, hostel and mess charges

Meets the entire cost of wards of workmen securing admission in government engineering and medical colleges

Committed to generate employment opportunities for people in mining areas by providing vocational training.


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The company Pursues 'Mining with a human face' through socially sustainable inclusive model of growth by making Project Affected People stakeholders in the decision making process for their livelihood.

Medical facilities extended to nearby communities in fully equipped company hospitals.

Mobile dispensaries and Tele-medicine facilities meant for employees also extended to nearby village populace.

(Figures are as of April 2011)

Care for Environment

one of the inherent tendencies of coal mining is degradation of the land and environment. CIL constantly addresses the impact of mining activities across environmental and social issues. Eco-friendly mining systems have been put in place in all of its mining areas. To make environmental mitigation measures more transparent, CIL introduced state-of-the-art Satellite Surveillance to monitor land reclamation and restoration for all opencast projects.

Coal India has made afforestation over an area of around 32,000 Hectares while the total forest area degraded due to mining operation is around 12,800 Hectares, which means, for every hectare of forest land degraded, CIL has made plantation in 2.5 Hectares of land.

Committed to minimize the adverse impact of coal mining on environment through well structured Environment Management Plans and sustainable development activities.

As a part of 'Clean & Green' programme, massive plantation has been taken up by CIL wherever land is available. CIL has till date planted over 73 million trees.


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MARKET TURNOVER OF COAL INDIA:


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CONTRIBUTION OF COAL FOR ELECTRICITY PRODUCTION:


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SOME HR POLICIES OF CIL:

Human Resource Development emphasis in Coal India has been set up to deal with the development of existing Human Resources as well as looking ahead with clear perspective with reference to technological advances and growth of manpower to fulfill demand of production vis-à-vis technology.

To cope up with the task emerging from strategic plan, Annual HRD plan is worked out every year to integrate HRD efforts in all the twenty six training centre located in different subsidiaries in following four segments.

I. Technical Training :

It is to provide requirement of training for technology being used in each subsidiary and any other technology being conceived at the corporate level for which preparedness is necessary to meet current shortage of skilled manpower and also preparing statutory personnel for meeting statutory obligation through training. To analyze and project requirement of personnel in critical and non critical categories as well as to prepare them so that capital and technology input to the project through capacity and new equipment or enrichment in the production process through particular systems in technology could provide appropriate return to the investment.

In order to implement the above, workers are exposed through :

* Basic Course : Appropriate to technology, equipment and system

* Refresher course :

Once in three years to those who have already gone through basic course or are already working in specific skill area.

* Specialized course :

In case of change in technology, in equipment configuration and capacity and improvement in the system of production, suitable input is given to all the


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new entrants to the critical skilled areas and have to go through basic courses, while immediate action have to be taken to conduct refresher courses for those who are occupying skilled position. Basic training have to be conducted in the company's technical training centres either within the same company or in any other subsidiary company where the facility exists. Refresher training is also conducted either on the site or in the training centres of the subsidiary company. There are around 105 Vocational Training Centres to take care of statutory obligation. Basic and Refresher training are imparted in all these training centres.

II. Management Training :

Executives at each level and at the time of assuming the charge at the new position i.e. entry to the higher level, a need based training is imparted at the Management Training Centre of each subsidiary companies for the level from E.1 to E.5 and at the apex training Centre, Indian Institute of Coal Management, Ranchi, for higher level, i.e. from M.1 to M.3 level executives.

III. Transformation Training:

A planned attempt to help those who join CIL as part of management policy and for the workmen who are required to acquire skill for movement from conventional to semi-mechanised mines with intermediate technology or at the instance of closure of mines and surplus manpower. These trainees are used as source of supply of manpower in critical and non-critical areas of skills for the technology specific to the subsidiary company.

IV. General Development Training :

With a change in the scenario with reference to status of mine, specifically in ECL, BCCL and to an extent in CCL and separate focus for MCL, NCL, SECL and WCL, the vision of the company, health of organisation - profit &


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loss, criteria for raising productivity, cost parameters and criteria for excellence in performance for survival of the company is propagated through intra - organisational communication as well as face to face interface with workers and supervisors in a planned way by sharing the reality of business.

CORPORATE STRUCTURE OF CIL:

COLLABORATION:


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Material Agreements/Joint Ventures/MOUs

Agreement between our Company and Indian Oil Corporation Limited, IBP Division ("IOCL-IBP") for the supply of bulk loading explosives to our Subsidiaries.

Agreement between our Company and Mitsui & Co. Limited ("Mitsui") for the supply of OTR Tires to NCL.

Memorandum of Understanding between CMPDIL and our Company for 2010-2011.

Memorandum of Understanding between our Company and Rail India Technical & Economic Services Limited ("RITES") for provision of management consultancy services.

Joint Venture Agreement dated September 27, 2007 with BEML Limited and Damodar Valley Corporation.

Joint Venture Agreement dated October 12, 2009 with NTPC.

Joint Venture Agreement dated January 14, 2009 with Steel Authority of India Limited, Rashtriya Ispat Nigam Limited, NMDC Limited and NTPC Limited.

Memorandum of Understanding dated January 10, 2008 with GAIL (India) Limited ("GAIL") and


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Memorandum of Intent dated December 14, 2009 with GAIL and Rashtriya Chemicals and Fertilizers Limited ("RCF").

PROFIT VS LOSS IN CIL:

During the last 5 years CIL has made profit of Rs 6500 Crores and has not given loss till date.


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ORGANISATION STRUCTURE OF COAL INDIA:


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INTRODUCTION ABOUT BCCL:

Bharat Coking Coal Limited (BCCL) is a Public Sector Undertaking engaged in mining of coal and allied activities.

It occupies an important place in as much as it produces bulk of the coking coal mined in the country. BCCL meets almost 50% of the total prime coking coal requirement of the integrated steel sector.

BCCL was incorporated in January, 1972 to operate coking coal mines (214 No’s) operating in the Jharia & Raniganj Coalfields, taken over by the Govt. of India on 16th Oct,1971 to ensure planned development of the scarce coking coal resources in the country.

Currently, the Company operates 81 coal mines which include 40 underground, 18 opencast & 23 mixed mines as on 01.04.2010.


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The Company also runs 6 coking coal washeries, 2 non-coking coal washeries.

The mines are grouped into 13 areas for administrative convenience.

The total manpower as on 1.4.05 was 92,268 and as on 01.03.2010 is 72,222.

RECENT DEVELOPMENT IN BCCL:

Bharat Coking Coal Limited (BCCL), Dhanbad Govt. of India have joined hands with Construction Industry Development Council (CIDC) (the apex nodal body established by Planning Commission, Govt. of India and the Construction Industry) to Employment linked training program in the construction sector for the project affected persons under CSR scheme. An MOU was signed on 20th March, 2013 to fulfil the objective.

The main objective of this programme is to Skill development of human resources and placement of youth in the Construction Sector and placement of 5000 unemployed youth of Dhanbad. The candidates are mainly underprivileged and from economically weaker section of the society. Such trainees have been selected from entire Dhanbad, Jharkhand state. The Training has been provided in various construction trades namely mason, shuttering carpenter, bar bender, Electrical Fitter, Electrical Wireman, painter, Welder, Plumber, Rigger, Mechanical Fitter, Driller,

The programme per batch is of 3 months duration and weekly performance and assessment tests are conducted followed by final examination. The certification is completed thereafter, and the trainee is given an opportunity to participate in the placement meets organized every month in CIDC. The age limit for the trainee is 18years to 35 years.

The training is being imparted at CIDC Training hub “Vishwakarma Pratham” located in Faridabad.In order to enable the trainees to develop the skills and prepare them for the


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intended job responsibility, rigorous ground work activities are being imparted at the site.

This structured training empowers the students with skill sets and knowledge about the specific trades, advancement of technology & makes them aware with recent trends and best practices in construction industry in a short period.

This job oriented skill development training program is not only providing meaningful employment to the unemployed youth of Dhanbad, Jharkhand but also believes that construction activities generate positive and social impact in the community. It also helps in creation of dedicated resource pool of skilled and certified construction workforce for nation building.

Current situation

Bharat Coking Coal Limited gave an annual coal production of around 30 million Tonnes in 2010-11 with a profit of INR 1094 crores. The company is under checks by the BIFR (Board for Industrial and Financial Reconstruction) due to the losses incurred by it in previous years which was 645 crores . It has a manpower of about 67,900.


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USES OF COAL:

CURRENT SITUATION OF BCCL:

Bharat Coking Coal Limited gave an annual coal production of around 30 million tonnes in 2010-11 with a profit of INR 1094 crores. The company is under checks by the BIFR (Board for Industrial and Financial Reconstruction) due to the losses incurred by it in previous years which was 234 crores in 2008. It has a manpower of about 67,900.

"Coal India Ltd (CIL) would launch a new Performance Management System (PMS)... For all executives. This said PMS will be implemented from the financial year 2013-14," Coal India Chairman and Managing Director (CMD) S Narsing Rao said in a letter to employees.

"As per the directives of DPE...It was a mandate provided to all the CPSEs to introduce and develop a robust & transparent performance management


http://www.business-standard.com/search?type=news&q=S+Narsing+Rao

http://www.business-standard.com/search?type=news&q=Coal+India

http://en.wikipedia.org/wiki/Board_for_Industrial_and_Financial_Reconstruction

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system," the CMD said.

The new appraisal system comes at a time when the company is expected to miss the production target for the current fiscal. The new appraisal system is expected to boost production in Coal India, which accounts for over 80 per cent of the domestic coal production.

CIL has a production target of 464 million tonnes (MT) for FY'13. It is likely to end the fiscal with 452 MT of output.

CIL missed its revised production target in the last fiscal as it achieved only 435.84 MT against its revised target of 447 MT.


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MISSION AND VISION:

MISSION:

To produce and market the planned quantity of coal and coal products efficiently and economically in an eco-friendly manner with due regard to safety, conservation and quality.

VISION:

To emerge as a global player in the primary energy sector committed to provide energy security to the country by attaining environmentally & socially sustainable growth through best practices from mine to market.


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REVIEW OF LITERATURE ON PERFORMANCE APPRAISAL:

The amount of research regarding the topic “Performance Appraisal” is so vast. The topic is literally not new; it is as old as the formation of the organizations. Before the early 1980’s, majority of theoretical studies emphasized on revamping the rating system within the organization. The actions were a great thing to reduce the chaotic of employee’s performance appraisal (Feldman, 1981). With the passage of the time the methods and rating system among the employees got enhanced and received an immense appreciation and attentions of the managers.

Behavioral Observation Scale (BOS) is one of the best techniques utilized by the managers to arte the employees. The dilemma was on the peak in the 1960s and 1970s. In the same period couple of new innovated rating scales were introduced, which was Behaviorally Anchored Rating Scale (BARS) and the Mixed Standard Scale (MSS). The innovations were dominant one which condensed the errors and improved the observation skills from the performance appraisal practice. According to the research of Arvey and Murphy (1998), there were hundreds of thousands of researches had been taken place between the periods of 1950 to 1980, which merely focused on the different types of rating scales. Landy and Farr (1980) reviewed and researched the methods of performance appraisal in totally a different manner, in which they understand the rater and process in an organizational context. Other Performance appraisal reports include the rater characteristics in their report like race, gender and likeability.

After the year 1980 the biasness among the performance appraisal system occurred outrageously and appraisal had been granted on the favoritism or race and gender basis rather examined the knowledge, skills and style of the work of the employee. The accuracy criteria among the performance appraisal system clutched its grip in the start of the 1980s, where the researches were emphasized on common psychometric biases which include the diversified rating errors like leniency, central tendency and halo, which were termed as


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rating errors in the appraisal method. It has been observed that the bias free appraisals were inevitably true or more precisely we can say more accurate, but the concept was totally refused by the research of Hulin in 1982. According to them the biasfree appraisals were not necessarily accurate (Murphy & Balzer, 1989).

Researches which had been done in the year 1980 were found the most dominating one which contributed the appraisal system in a great deal. The researches of the1980 also helped out to clarify some presumed assumptions regarding the performance appraisal, just like the work of Murphy (1982). Research has included the measure of employee attitudes towards the system of performance appraisal and its acceptance (Roberts, 1990). Bernardian and Beatty (1984), suggested in their research that behavioral and attitudinal kinds of measure ultimately prove to be better anticipator as compared with the traditional psychometric variables, which we have declared earlier as well, like leniency, halo and discriminability. A Performance Appraisal system is totally ineffective in practice due to the dearth of approval from the end users (Roberts, 1990).

According to a number of researchers, the enhanced and upgraded performance appraisal procedure and method will enhance the satisfaction level of the employees and definitely will improve the process of goal setting within the organization.

Benedict, M., Egan, M. & Lofhjelm, S. (2001). HR performance appraisal system, Vol. 24 No. 2, pp. 10-25. This article’s focus on the US workplace. Organizations can benefit from performance appraisal offering diversity training to employees. That is, training employees to respect others and not to act in a discriminatory manner towards fellow employees.

McGregor, L. (2000). Career Development International. Vol. 5 No. 4/5, pp. 244-249. This article presents two models of mentoring. The traditional view of mentoring is facilitated mentoring where the more experienced person


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(mentor) acts as a role model for the less experienced person (mentee). Another approach is also offered – guided learning. A more experienced co-worker uses guided learning to teach a less experienced worker new skills.

Taylor, W. (2005). The Age, My Career Section, p. 11, 26/11/2005. This paper outlines the experiences of two executive women in developing an internal mentoring program. The experiences demonstrate that the mentoring relationship not only benefits the mentees but also the mentor

While the increased demand for executive coaching in the marketplace has opened up, the increasing number of coaches of every type, training, and perspective has also grown (Brotman et al., 1998; Joe, 2005; Kampa-Kokesh, & Anderson, 2001; Wasylyshyn, 2003). It is surprising that with the increased use of executive coaching and the rising number of coaches, there has not been a professional association formed to develop and monitor the standards, requirements, and competency validation solely for executive coaches (Brotman et al., 1998; ICF, 2006; Wasylyshyn, 2003). This need has brought reactions from executives, coaches, and clients who suggest standardized methods.

Executives have recognized the significance of executive coaching in their professional performance, both personally and organizationally (Ephron et al., 2005; Joe, 2005; Kampa- Kokesh, & Anderson, 2001; Turner, 2006; Wasylyshyn, 2003). During the beginning years of executive coaching, it was seen as an executive crutch to assist non-performers. Today, executive coaching is looked upon as a necessary tool and in some cases reserved only for senior executives (Joo, 2005; Kampa-Kokesh, & Anderson, 2001; Stevens, 2005; Turner, 2006; Wasylyshyn, 2003). One reason for the about face attitude could be the value executive coaching brings as a "time-out" break, from the unyielding demands of the corporate world, for inner- thought, assessment, positive criticism, and a co-development of strategies (Bacon & Spear, 2003; Brotman et al., 1998; Joo, 2005; Kampa-Kokesh & Anderson, 2001; Kilburg, 1996a; Orenstein, 2002; Stevens, 2005; Turner, 2006; Wasylyshyn, 2003).

One of the premier uses of executive coaching is to deliver "just-in-time" strategies for increasing one's personal performance and effectiveness by transforming weaknesses into strengths (Bacon & Spear, 2003; Kampa-


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Kokesh, & Anderson, 2001; Kilburg, 1996a; Orenstein, 2002; Wasylyshyn, 2003). Due to this increase in personal ROI, corporate America is enamored with executive coaching and the benefits it has brought in recent years (Bacon & Spear, 2003).

With many corporate incomes decreasing over the past few years, corporations have reevaluated their training and development practices, to include the use of external sources (Joo, 2005; Kampa-Kokesh, & Anderson, 2001; Turner, 2006; Wasylyshyn, 2003). As a result, executive coaching focuses on ensuring alignment with corporate strategy (Bluckert, 2005b; Brotman et al., 1998; Edwards, 2003; Levinson, 1996; Joo, 2005; Orenstein, 2006; Peterson, 1996; Saporito, 1996; Turner, 2006). In this changing corporate setting, executive coaching must be used in a laser-focused manner, rather than a liberally used improvised solution (Orenstein, 2006). Those corporations who have identified the need and usefulness of executive coaching have created an inner coaching environment to facilitate coaching through internal coaches (Turner, 2006).

It is in the new corporate coaching culture of companies employing their own coaches (internal) where the chemistry of the coaching relationship takes a back seat to replicable measures in the coaching protocol (Joo, 2005; Kampa-Kokesh & Anderson, 2001; Stevens, 2005; Turner, 2006; Wasylyshyn, 2003). The internal coach, unfortunately, finds him or herself in a dilemma of possibly losing one of his most prized outcomes, which is, assisting clients to become masters of change management (Wasylyshyn, 2003). Another downturn of this "commoditization" of executive coaching is to put a limit on the use of coaching, and to what extent, documenting the benchmarks, stages, and action steps. Doing so, realistically, diminishes the coaching process to a cookie cutter approach including a preset number of sessions and strategies rather than a co- developed strategic plan developed over the course of an ongoing relationship. (Joo, 2005; Kampa-Kokesh & Anderson, 2001; Turner, 2006; Wasylyshyn, 2003).


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PERFORMANCE APPRAISAL SYSTEM IN COAL INDIA (BCCL):

PRIDE (Performance Report for Individual Development in Employees) is the Performance Management System which is followed in CIL. This system was introduced in the year 2007-08.

PRIDE aims at creating alignment of your goals with those of the company and enables you to effectively manage performance- for yourself and your team.

This system covers Frontline Executives and Middle level Executives of CIL. Frontline Executives fall in the category from Engineer to Manager (E1-E4) and Middle level Executive starts from Senior Manager to Additional General Manager (E5-E7).

As a trial measure, in the year 2006-07 PRIDE was filled manually, i.e. it was not e-Enabled. From year 2007-08 it was switched over to e-Enabled. Upto year 2005, performance appraisal of an individual was filled in the form of Annual Confidential Report (ACR).

The features of PRIDE have been designed to reduce subjectivity and individual biasness that may impact the effectiveness of a performance management system.

The system is divided into two parts:

Part A: Key Result Area (KRA’s)

Part B: Skill/ Competency Assessment


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THE PRIDE LOGO:

THE PRIDE LOGO REPRESENTS:

• Excellence

• Focus on people at the center of the system

• Sharp growth through performance

• Alignment

• Measurement


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Definition of Performance:

• Definition of Performance in PRIDE is based upon Key Result Areas or KRAs and Routine Responsibilities.

• KRAs are "critical outcomes towards which effort is directed to achieve desired business results."

•Routine Responsibilities are “significant on-going tasks or outcomes that are undertaken or delivered on a day-to-day basis.”

• Unique Role and Responsibility (URR) templates provide the KRAs, relative weight of KRAs and Routine Responsibilities, the Competencies and their required Proficiency Levels for a role. The URR Template in PRIDE helps deliver consistency and clarity on expected performance measures to Appraisees and Appraisers alike.

• PRIDE allows the Appraisee to define the performance measures applicable to the Appraisees situation using a combination of KRAs and Routine Responsibilities.

• The achievement against targets set for each of these will together constitute the Appraisee‟s Performance Plan in the Performance Cycle or Period.


KRA`S Routine Responsibility Competencies

PERFORMANCE &DEVELOPMENT PLAN

Performance Plan Development plan

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PART A-PRIDE PERFORMANCE CYCLE:

Performance cycle at a glance:

A Performance Cycle refers to the year for which your performance is being evaluated. The Performance Cycle of PRIDE is one year coinciding with BCCL financial year.

PRIDE follows an April to March cycle and consists of three key phases:

1. Performance and Development Planning

2. Mid-Year Review

3. Final Review

The figure below provides an overview of the Performance Cycle with key dates for each phase.


Off line performance

planning

on line performance

planning

miid year review

final review and feedback

unit\business sector draft

budget

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PERFORMANCE AND DEVELOPMENT PLANNING:

Performance Planning Phase of PRIDE is initiated in the month of March upon the finalization of the draft budget for CIL. The targets finalized for the Unit, Product Group, Department and consequently the Section will serve as the starting point for an individual to do his Performance Planning.

BALANCED SCORE CARD:

The Balanced Score Card of the company is prepared at the company level at the beginning of the year based on the Strategic Plan as well as the MOU and Budget targets decided for the year.

Based on this, the Balanced Scorecards are also prepared for the following levels:

Unit Head Level Product Group / Function Head Level Department Head Level Section Head Level

The Strategic Objectives of the Company / Unit / Product Group (PG) / Dept. / Section for a given financial year is outlined in the Balanced Scorecard prepared for that Level. Although the Balanced Scorecard is prepared outside PRIDE, it is critical for the success of the system. The individual Performance Plans are derived from the Section Level BSC which will derive its strategic objectives and targets from the Department/ NC/ Unit and Company level BSCs through a process of cascading, thus ensuring proper alignment between the objectives /targets flowing from top to bottom.


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WORKFLOW OF PERFORMANCE PLANNING PHASE:

Creating the Performance & Development Plan (P&DP)

The Performance Plan of an individual essentially consists of one section – KRAs. This is the essential component of any Performance Plan and the individual is expected to fill in this section adhering to all guidelines in order to be able to submit his plan to his Appraiser.


mapping of apraisee by appraiser orplanning by apraisee

APPRAISEE

accepts and edits after the discussion with the appraisee

REVIEWfinal review is done discussion and final

PLAN APPROVAL

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1. Selecting the KRAs:

The Appraisee will select relevant KRAs from the KRA Master of his function (i.e. the function to which he has been mapped). A minimum of six and a maximum of fifteen KRAs can be selected. (max. 15 from own KRA Master; 5 optional which can be taken from KRA Masters of other functions so as to ensure that the total no. of KRAs per plan does not exceed 15).

2. Target Setting and Action Plans for KRAs:

For each KRA, 5 levels of performance must be defined by the Appraisee that quantify the extent of achievement in a given timeframe (L5 being the best and L1 being the lowest level of performance) Along with these, the Appraisee will develop an Action Plan consisting of specific steps required to achieve the target for each KRA.

3. Assigning Weightage:

The Appraisee will propose weightages between 5% and 25% for each KRA. The total weightage for KRA (C) should be equal to or more than the Minimum Weightage for KRA(C) prescribed for the relevant URR to which the individual has been mapped. The total of all KRA weightages should add up to 100%. Maximum limit of weightages have been suggested for all KRAs across all functions for all the categories of URRs. Executives while assigning weightages to the KRAs selected by them in their plan cannot exceed the maximum permissible weightages specified against each KRA. This is ensured through inbuilt system checks.

The P&DP is now ready for submission.

Obtain Appraiser’s and Reviewer’s Sign-off

After creating his P&DP, the Appraisee will submit his plan to his Appraiser. If the Appraiser wishes to modify the plan, he will discuss the same with the


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Appraisee and make the necessary modifications. Thereafter, the Appraiser will forward the Performance Plan to the Reviewer for final sign-off. In case the Reviewer wishes to modify the plan, he can make the required modifications in the Plan after discussing with the Appraisee and Reviewee and then grant final approval.

MID YEAR REVIEW:

Mid-Year Review is an interactive feedback session between the Appraisee and Appraiser, conducted during the month of October for the half-year ended September 30. It is a mid-cycle process for reviewing and tracking achievements thus reducing the scope for year-end surprises.

The Mid-Year Review does not result in a performance score and will be treated as a 'course correction mechanism" wherein the Appraiser guides the Appraisee on whether the Appraisee is on track to achieve the Performance and Development Plan finalized in April. The Appraisee is able to incorporate these inputs to ensure achievement.

Mid-Year Review begins with the Appraisees‟ Self-Appraisal. In his self-appraisal, the Appraisee will comment on his/ her current level of achievement on KRAs, which will then be discussed with the Appraiser for his feedback and inputs. During this phase, the Appraisee also identifies both behavioral and functional competencies for his Development.

MID YEAR REVIEW PROCESS:


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Creating the Development Plan using “Competencies and Development Plan Section”


Appraisee does a self review of KRA and identifies competencies for development and submitts

Appraiser gives his comments and feedbacks

MID YEAR REVIEW COMPLETED

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Development Planning in PRIDE focuses on building Individual Capability using Competencies. From the list of Functional & Behavioral Competencies identified for the function, the Appraisee will identify a minimum of one and maximum of three competencies during this Phase. These will be taken as training requirement which will be met in the following year. The urgent functional competencies will be arranged internally by the department. Documentation of the Performance Discussion & completing the Competency Section concludes the Mid-Year Review Phase of PRIDE.

FINAL REVIEW:

The Final Review Phase will begin with the Appraisees‟ self-appraisal wherein he/she gives the assessment of Target Achievement on each KRA defined in the Performance Cycle (Part-A). The Appraiser will review the outcomes of self-appraisal and give his own assessment of the achievement of the targets in the performance plan for each KRA. In addition, he will also give his assessment on the Skills/ Competencies defined in Part B.

FINAL REVIEW PROCESS:


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After appraisal by Appraiser, the plan will come back to the Appraisee for his acceptance of the assessment done for KRAs (the assessment of Part B will not be visible to the Appraisee). If the Appraisee feels that his Appraisers' Assessment is correct, he can „Accept‟ and forward it to his Reviewer. However, in case of any issues regarding the assessment, the Appraisee can request for a "Discussion" with his Appraiser. After the discussion, the Appraiser will finalize his assessment and send it back to the Appraisee. The Appraisee at this stage can either ‟Accept‟ the assessment or „Reject‟ it. In either case the plan will go to the Reviewer with the appropriate message for his final assessment.

The Reviewer will then give his assessment on the KRAs which will form the basis for calculation of the Consolidated Score of PRIDE for the individual.


Appraisee does self assesment for

KRA

Submits

Appraiser gives

assesment of KRA

Appraisee

sees the assesment

Accepts aur

rejects after discussions

Reviewer gives final decisions

accepting authority does final assesment of part b

final score gets

calculated after alloting weightage to

part a &B

FINAL SCORE OF PRIDE IS

COMMUNICATED ALONG WITH PART A & B.

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He will also give his assessment on the Skills/Competencies specified in Part B.

Thereafter, Part-B alone will travel forward to the Accepting Authority for his final assessment. Once this stage is complete, the Composite Score will get calculated in the system.

The Final Performance Score of PRIDE (Part-A) will be visible to the Appraisee on his dashboard under the link „Final Review‟. Also visible will be those Competencies of Part B in which he has been given a final score of „2‟ or less on a five point scale.

The feedback during Mid-Year Review will be taken into account to significantly add value to the Final Review. The Appraisee‟s self-appraisal will not directly contribute to the Performance Score but will be viewed as the Appraisee‟s opportunity to share his/her perspective on his performance.

Feedback and Coaching by Appraiser will be a key component of the Final Review as this serves as an important input into the next cycles Plan.


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TOOLS OF PRIDE:

The following tools are used in the PRIDE:

1. Rating Scales.

2. Competencies and development plan.

1. RATING SCALES

Performance defined in PRIDE will be evaluated using 5-point Rating Scales. These Rating Scales will be used to assess the extent of accomplishment on KRA Targets, Routine Responsibilities and Competencies.

One common scale will be used for assessing accomplishment on KRAs and Routine Responsibilities, while another scale will be used for assessing accomplishment on Competencies.

Rating KRAs and Routine Responsibilities:

KRAs and Routine Responsibilities have a 5-point scale where each rating has been articulated and explained.

RATING COMPETENCIES:

The 5-point Rating Scale for Competencies is different from the one used for KRAs and Routine Responsibilities.


Significantly below

expectations

moderately below

expectations

meets expectations

moderately above

expectations

significantly above

expectations

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The Appraisee will be evaluated on all Competencies in the URR using the Competency Scale.

Each Rating on the scale has been articulated to describe the extent to which an Appraisee has displayed the behaviors described in the required Proficiency Level of the Competency.

Based upon the behaviors observed, the Rating that best describes the set of displayed behaviors is chosen as the Rating on that Competency.

2. COMPETENCIES AND DEVELOPMENT PLAN:

Competencies:

The 5-point Rating Scale for Competencies is different from the one used for KRAs and Routine Responsibilities.

The Appraisee will be evaluated on all Competencies in the URR using the Competency Scale.

Each Rating on the scale has been articulated to describe the extent to which an Appraisee has displayed the behaviors described in the required Proficiency Level of the Competency.

Based upon the behaviors observed, the Rating that best describes the set of displayed behaviors is chosen as the Rating on that Competency.

Competencies have been classified into two:

A. Behavioral – Are Competencies that define behaviors or attitudes required for performing certain jobs.

B. Functional / Technical – Competencies which relate to knowledge and skill required for performing the job are called technical /functional competencies.-

C .DISCIPLINE-Are Competencies that define behaviors or the discipline which I required to do a job

D. Interpersonal Relationship-These are the competencies which means an employee’s relationship with his subordinates and higher authority.

Accordingly, there are two sets of Competency Masters in PRIDE:


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A. Behavioral Competency Master

B. Functional Competency Master

The „Behavioral‟ Competency Master comprises a list of 18 competencies which are common for all Functions.

The „Functional‟ Competency Master comprises Function-wise list of Competencies pertaining to each function.

Development Plan:

The Development Plan Module has been provided with the Mid-Year Review Phase when the individuals will identify their development needs for the next year from the two sets of Competency Masters. Training needs which need to be fulfilled immediately can be arranged for by the concerned departments. The Appraisee will be required to select a minimum of one Competency from each of the two Masters, and a maximum of three Competencies from both Masters put together. These would be competencies which the individual would like to develop/ improve upon for better performance on the job.

BEHAVIOURAL COMPENTENCIES OF PRIDE:

1. Planning and Organizing

2. Initiative

3. Commitment to Quality

4. Creativity and Innovation

5. Interpersonal Relations

6. Cost Consciousness

7. Strategic Thinking

8. Customer Focus


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9. Decision Making

10. Risk Taking

11. People Capability

12. Analytical Ability

13. Communication Skills

14. Teamwork

15. Achievement Orientation

16. Negotiation Skills

17. Problem Solving

18. Knowledge of Business Environment

FEEDBACK AND COACHING:

The process of continuous Feedback and Coaching is an inherent and critical part of PRIDE.

The Mid-Year and Final Reviews are specifically focused on Feedback and Coaching and hence require the Appraisee and the Appraiser to have a formal feedback session.

For Feedback and Coaching to be truly effective, it should be provided and received on an ongoing basis. When used effectively, Feedback & Coaching is a powerful means of positively impacting performance.

Feedback and Coaching helps an Appraiser in both obtaining information and providing inputs on how an Appraisee is performing and whether or not he / she is headed in the right direction. It is also an opportunity for the Appraisee to solicit resources and help that may be required for enhancing his/ her own performance.

Most people are comfortable in providing positive feedback. However, they are hesitant to initiate a conversation that involves sharing of negative or unpleasant performance-related information. Such hesitation needs to be


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overcome, considering the importance of feedback in correcting the performance level of the Appraisee, and the consequent benefit to the Appraisees career.

Coaching Impacts Performance

Feedback is of various types:

Positive feedback

Corrective feedback

Feedback focused on identifying obstacles to performance

Feedback for the purpose of sharing information etc.

PART B-SKILL/COMPETENCY ASSESSMENT:

The Objective of Part B is to assess the Skills/ Competencies possessed by individuals and factor in this assessment for the purpose of Promotion decisions.


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There are two sets of Skills/ Competencies mapped to different levels of executives as follows:

E1A to E5 Skill/ Competency Set-1

E6 & E7 Skill/ Competency Set- 2

The weighted average score of Part-A and Part-B will give the Composite Score of the individual for that year which will be reckoned for promotion purposes only. The following weightages operate between Part-A (kRAs) and Part-B (Skills and Competencies) while calculating the Composite Score.

The following formula is used to arrive at the Composite Score:

(Score of Part-A*Weightage of Part-A )+ (Score of Part-B*Weightage of Part-B)

‘ Performance Score’ of the individual for the year whereas the weighted average Score of ‘Part-A’ and ‘Part-B’ will constitute ‘Composite Score’ of the individual for the year.

For E6 &E7Appraiser Reviewer Unit Head


E1A to E3 80% 20%

E4 & E5

70%

30%

E6 & E7

50%

50%

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For E1A to E5 Appraiser Reviewer PG/Function Head

Unlike Part- A, there is NO „Self-Assessment‟ of Part-B by the Appraisee and the score of Part-B as also the Composite Performance Score of Part-A and Part-B will not be shared with the Appraisee. The ratings will be given on a scale of 1-5. 5 being the best and 1 being the worst. Any Competency getting a rating of 1 or 2 will be displayed to the Appraisee as an area for development.

LIST OF SKILLS/COMPETENCIES TO BE ASSESSED FOR EXECUTIVES

IN GRADES E1A TO E5 (On a scale of 1 to 5 – 5 being the best and 1 the lowest)

SN1.

SKILLS/ COMPETENCIESFunctional / Technical Knowledge: Possesses knowledge related to function, understands and appropriately applies technical ability related to functional / technical expertise.

2. Leadership: Motivates & develops individuals. Encourages team members in decision making.

3. Interpersonal Relations & Team playing: Sensitive to the needs and problems of others. Collaborates with colleagues to seek solutions that are beneficial to the team. Supports others‟ contribution and helps in achievement of teams‟ goals.

4. Analytical ability: Displays the ability to analyse information and draw logical conclusions.


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5. Openness to continuous learning: Assesses and recognizes own strengths and weaknesses; pursues self-development.

6. Communication: Displays skill to give and receive instructions accurately; has ability to present issues lucidly and share information with all concerned.

7. Initiative & Resourcefulness: Able to act effectively / imaginatively to accomplish mission ; takes initiative to solve problems/ improve processes.

8. Achievement / Result orientation: Displays zeal to achieve by aggressively and passionately pursuing targets which have a standard of excellence.

9. Sense of Responsibility / Tenacity: Meets targets; shoulders responsibility; minimal follow-up required.

10. Quality of work: Displays thoroughness, accuracy and general excellence of output ; produces work free from errors; shows consistency of output under varying conditions

11. Customer Focus & Service Orientation: Displays ability to strive for success of both internal & external customers through high responsiveness and delivering value.

12. Administrative / Executive ability: Displays ability to objectively view administrative situations and demonstrates courage in enforcing financial and personal discipline; has ability to appraise subordinates objectively.

13. Decision Making & Flexibility: Displays ability to diagnose and analyse problems and generate effective solutions by taking practical and calculated decisions; is open and flexible when required.


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14. Planning & Organising: Displays ability to plan dynamically and implement the same for achieving desired goals.

15. Creativity & Innovation: Develops new insights into situations; encourage new ideas and innovations; solves problems creatively.

LIST OF SKILLS/COMPETENCIES TO BE ASSESSED FOR EXECUTIVES IN GRADES E6 &E7 :

SN1.

COMPETENCIESBusiness Environment Knowledge: Knowledge and understanding of economic, legal, socio- political trends.

2. Profession Specific Knowledge: Knowledge related to profession as a whole. Knowledge which is determined by authority & responsibility of other positions, knowledge of mission, values and standard operating procedures, policies.

3. Making Business Decisions: Use business related data to sport effective and timely business decisions by *Systematically gathering relevant business information *Identifying the strengths and weaknesses of a particular business line *Recognizing opportunities or threats and acting on them rapidly *Using business facts collected in daily decision making.

4. Vision: Develop a vision for the future of the organization by: *Grasping the meaning of trends & interrelationships between the organization and its environment at the local, national and international level *Identifying fundamental values and beliefs to guide the organization into the future.


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5. Systematic Thinking: Identifying connections between situations that are not obviously related *using common sense, past experience and basic rules to identify key underlying issues *Generating and testing hunches which may explain complex situations or problems.

6. Networking: To cultivate an informal network which may help to get things done through *Developing contacts with people outside of the immediate work Unit *Using networks as a source of information & support.

7. Organizing Resources: Ensure that all financial, personnel and/or other resources are in place to meet needs by *Identifying and acquiring the resources. *Allocating and utilizing the resources in a timely and cost effective way *Monitoring and controlling all resources required to maintain the efficiency of operations.

8. Inspire People: To generate a sense of purpose for the work done by the organization instilling enthusiasm, loyalty and commitment among team members at all levels of the organization *Inspiring, motivating and guiding others towards organizational goals and objectives *Setting an example for others by behaving in ways that are consistent with espoused beliefs and values and the organization‟s vision and direction.

9. Team Player: To contribute to group objectives in a team environment through *Cooperating and interacting well with others *Contributing actively and fully to team projects *Working collaboratively as opposed to competitively with others *Acknowledging diverse opinions, addressing relevant concerns and working towards consensual solutions that enhance the output of the team.

LIST OF VALUES TO BE ASSESSED FOR EXECUTIVES IN

GRADES E1 TO E7:

SN.1.

VALUESFairness: Decisions are made objectively, free from patronage and reflect the just treatment of employees and applicants.


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2. Transparency: There is open communication about every aspect of managerial decisions which concern people.

3. Trust: Trustworthiness leading to confidence *Allow staff the freedom to grow and develop *Relate to others on the basis of mutual respect * Courage to stand by ones convictions.

4. Can dour: Frank and forthright *Give and receive constructive criticism/suggestions *openly discuss performance deficiencies and take corrective action *Appreciate good performance *Be consistent in words and deeds *Face up to ones mistakes.

5. Collaboration: Working in tandem * Open in sharing information and in seeking suggestions / opinion * Sensitive to concerns of others * Honouring commitments *Encourage team work across departments / functions.

6. Involvement: Total commitment *Be dedicated and committed to work. *Build commitment by encouraging wide participation in decision making process to the maximum extent possible.

7. Flexibility: Ability to participate and adapt to changing circumstances using sound judgement *Open to accepting new ideas * Willing to learn from anyone and to do things differently *Prepared to operate and adapt to different environments.

8. Willingness to accept challenge:*Be willing to experiment*Allow for freedom to fail, but learn from it too.

9. Discipline: Adherence to accepted norms *Honour promises and adhere to agreed system *Respect for others time and space * Exercise self-control.

10. Ethical Behaviour : Demonstrate honesty and sincerity in every action *Apply sound business and professional ethics *Show consistency with principles, values and behaviors.

S.N

GENERIC ATTRIBUTES:Leadership Abilities: Demonstrates ability *For guiding collective decision


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1. making *For succession planning *Crisis management and *Ability to take risks.

2. Team Building: Demonstrates effectiveness in re-organizing his/her own department *Manage diverse and divergent views and group processes without losing sight of objectives.

3. Ability to build a strategic Vision: *Demonstrates ability to manage change *Focus on long term issues *strategic thinking *Translate vision into goals.

4. Business Sense: *Commitment to bottom line results by enhancing revenue generation by addressing interest of customers and stakeholders *Balancing need for viable short and long term performance *Optimizing unit/organization‟s contribution while supporting corporate objectives *Spotting and pursuing new business opportunities wherever possible.

5. Communication skills : Communicate ideas and information effectively and market key points effectively through public speaking and presentation * Ability to convert ideas through action plans and ensure acceptability within the organization and performance at Board meetings


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RESEARCH METHODOLOGY:

The research design in my project was exploratory research design, which is also known Formulative Research Design.

The main purpose of my study was getting the opinion of people regarding the performance appraisal system and what are the problems which are faced by the appraisees and the appraisers.

The research design in my study was flexible to provide opportunities for considering different aspects of the problem under study.

Types of Data collected:

•Primary: First hand information was received from the employees through questionnaires and personal interviews.

•Secondary: The data from internet was collected to get a better insight and the company‟s manual.

SIMPLE RANDOM SAMPLING:


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Simple random sampling refers to the sampling technique in which each and every item of the population is given equal chance of being included in the sample.

Random sampling is sometimes referred to as REPRESENTATIVE SAMPLING. If the sample is chosen at random and if the sample is sufficiently large, it will represent all groups in the population. A random sample is also known as PROBABILITY SAMPLE because every item of the population has equal opportunity of being selected in the sample.

Sample size:

The sample size of my project is 50.

DATA ANALYSIS:

1. Are you satisfied with the present performance appraisal system (PRIDE)? (a) Yes [ ] (b) No [ ]

If No, then why …………………………..


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Interpretation: More than half of the employees are satisfied with the present performance appraisal system. The employees who are not satisfied are mainly from E-1 to E-3 level.

2. Do you think the present system is effective / better than the previous appraisal system? (a) Yes [ ] (b) No [ ]


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Interpretation: 70% of employees think that the current system (PRIDE) is better than the previous system (ACR) because earlier their result was totally confidential and was not known to them.

3. Do you think the PRIDE system reduces biasness? (a) Yes [ ] (b) No [ ]


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Interpretation: 60% of the employees think that this system reduces biasness because the KRA evaluation is transparent to each appraisee.


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4. As an appraisee do you face any problem while selecting the KRAs? (a) Yes [ ] (b) No [ ]

Interpretation: 80% executives have no problem in selecting the KRA‟s because everything is completely elaborated and they are given choices to choose among many of their caliber.


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5. Does your appraiser help you in selecting the KRAs? (a) Yes [ ] (b) No [ ]

Interpretation: 85% executives are helped by their appraisers in selecting KRA‟s. This shows the good inter personal relationship between the appraisee and the appraiser.

6. Do you think the present list of KRAs cover all aspect of your job? (a) Yes [ ] (b) No [ ]


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Interpretation: Only 25% executives feel that the present list of KRA‟s doesn‟t cover all aspects of their job. The Executives which are under grade E1- E3 are unsatisfied.

7. Do you think the part B of PRIDE system should be transparent to an appraisee? (a) Yes [ ] (b) No [ ]


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Interpretation: More than 65% appraisers feel that part-b should not be transparent to an appraisee as this is the only part through which they can control the performance of their subordinates.

8. Do you get any formal feedback regarding your performance? (a) Yes [ ] (b) No [ ]


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Interpretation: 70% executive says that they get the formal feedback regarding their performance by their superiors regularly while carrying out their work.

9. Are any steps taken to improve the performance if not up to the mark? (a) Yes [ ] (b) No [ ]

If yes, then what ………………………………………….


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Interpretation: 30% executives say that the proper training is given to them for upgrading their job whenever required.

10. Do you find these steps effective / useful in your job? (a) Yes [ ] (b) No [ ]


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Interpretation: 65% executive feels that these steps are useful as they develop their skills and competencies.

RESEARCH FINDINGS:

Most of the appraisees find problem in selecting their KRA‟s.


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Some appraisers don’t help their appraisees in selecting the KRA‟s as they think it’s not their work.

Formal feedback is given by the appraisers on day- to- day basis.

Job related training is given to the executives and they think it really helps them in their further growth.

Most of the executives are satisfied with the current scenario of performance appraisal as compared to older one.

SUGGESTIONS:

a. Proper training program should be conducted about the PRIDE system for the new trainees.


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b. Whenever there are any changes in the KRA‟s the executives should be informed about it in advance.

c. Executives should be know that on what basis they performance is being measured in Part-B as this plays an important role at the time of their promotion.

Some personality development trainings should also be provided apart from mere job oriented training

LIMITATIONS:

Little co-operations of some person due to conservative mind.

Some people have no time to give answer.

Sometimes people do not tell truth and fill it just for fun sake.


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CONCLUSION:

From the research it has been concluded that most of the executives who are not satisfied with the present performance appraisal system are the executives from E1 to E3 level as they think it is quiet complicated. They find problems in selecting their KRA‟s from the KRA master as there are so many KRA‟s and they have to select the KRA‟s which are related to their work. Appraises also want that the score of Part- B of PRIDE should be known to them and the basis on which their score is given. But appraisers feel that the score of Part B should not be known to appraises as the think it is the only way by which some how they can control the behavior of the executive. Appraisers don’t have any problem with this system as they are quite experienced.

Appraisers give proper feedback to their appraises on day today basis and proper training or challenging tasks are given to improve their performance. mainly the formal training is given at the time of joining the organization but if the employees face any problem later at the time of their job, their superiors help them in resolving their problems at the same time.

But some appraises feel that they are not given proper feedback and even they don’t want any feedback as they think that they know their work very well.


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QUESTIONNAIRE:

1. Are you satisfied with the present performance appraisal system (PRIDE)? (a) Yes [ ] (b) No [ ]

If No than why …………………………..

2. Do you think the present system is effective / better than the previous appraisal system? (a) Yes [ ] (b) No [ ]

3. Do you think the PRIDE system reduces biasness? (a) Yes [ ] (b) No [ ]

4. As an appraisee do you face any problem while selecting the KRAs? (a) Yes [ ] (b) No [ ]

5. Does your appraiser helps you in selecting the KRAs? (a) Yes [ ] (b) No [ ]

6. Do you think the present list of KRAs cover all aspect of your job? (a) Yes [ ] (b) No [ ]

7. Do you think the part B of PRIDE system should be transparent to an appraisee? (a) Yes [ ] (b) No [ ]

8. Do you get any formal feedback regarding your performance? (a) Yes [ ] (b) No [ ]

9. Are any steps taken to improve the performance if not upto the mark? (a) Yes [ ] (b) No [ ]

10. Do you find these steps effective / useful in your job? (a) Yes [ ] (b) No [ ]

11. As an appraiser what problem do you face ?


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………………………………………………………………………………………………

………………………………………………………………………………………………

………………………………………………………………………………………………

12. Suggestion as an appraisee

………………………………………………………………………………………………

………………………………………………………………………………………………

13. Suggestion as an appraiser

………………………………………………………………………………………………

………………………………………………………………………………………………

Name:………………….

Designation: ……………………………


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REFRENCE & BIBLIOGRAPHY:

WEBSITES:

https://www.google.co.in/?gfe_rd=ctrl&ei=W8kMU8SMKdKDuATmm4HYAg&gws_rd=cr#q=coal+india+performance+appraisal+MANUAL

http://www.naukrihub.com/appraisals/

https://www.google.co.in/search?q=coal+uses&client=firefox-beta&hs=ayM&rls=org.mozilla:en-US:official&channel=fflb&tbm=isch&tbo=u&source=univ&sa=X&ei=VcsMU7f5ComWrAfd7oCwAg&sqi=2&ved=0CC8QsAQ&biw=1366&bih=631#facrc=0%3Bcoal%20power%20plant&imgdii=_&imgrc=_

https://www.coalindia.in/

https://www.google.co.in/search?q=http://www.performance-appraisal.com++Business+knowledge+source+on+job+evaluation+by+Steve+M.jex&ie=utf-8&oe=utf-8&rls=org.mozilla:en-US:official&client=firefox-beta&channel=fflb&gfe_rd=ctrl&ei=3soMU7bhO4_V8gfwpIHYCw&gws_rd=cr#channel=fflb&q=coal+india&rls=org.mozilla:en-US:officia

http://performance-appraisals.org/

BOOKS:

Handbook of Applied Behaviors Analysis. John Austin & James E. crr. Management of Human Resources, Gary Dessler Peter Drucker, “Management task, responsibilities, practices.”

The practice of management‟. By Peter Drucker.

The Busy Learner's Kit for Making Performance Management and Appraisal


http://performance-appraisals.org/




https://www.coalindia.in/




http://www.naukrihub.com/appraisals/




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REFERENCE:

Palmer, J.K. and Feldman, Jack M, “Accountability and Need for Cognition Effects on Contrast, Halo, and Accuracy in Performance Ratings”, Journal of Psychology, 139 (2), 2005, 119-137

F. J. Landy, And Farr, J. L. “Performance Rating”, Psychological Bulletin, 87, 1980, 72-107

Murphy K.R. and Cleveland, J.N. Performance Appraisal: An Organizational Perspective, Boston: Allyn and Bacon, 1991

Roberts G.E., “The Influence of Participation, Goal Setting, Feedback and Acceptance on Measures of Performance Appraisal Effectiveness,”, Dissertation Abstracts In-ternational (Doctoral dissertation, University of Pittsburgh, 1990


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coal india project report

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