hr project of mpeb

A Project Report On

In partial fulfillment for the award of the Degree of Master of Business Administration

Submitted to RANI DURGAVATI VISHWAVIDYALAYA, JABALPUR (M.P.)

SUBMITTED BYVANDANA

Batch – 2013-15

Gyan Ganga Institute of Technology and Science, Jabalpur (M.P.)

1

FORWARD

DEPARTMENT OF BUSINESS ADMINISTRATION

I here, forwarded the project entitled on the topic “STUDY ON

TRAINING OF ACCEPABILITY AND EFFECTIVNESS OF EMPLOYEES IN

TRAINING CENTRE” at “M.P.P.K.V.V.C.L.” which is submitted by Vandana

a student of MBA IIIrd Semester in the partial fulfillment of course

curriculum of the degree of MBA from Gyan Ganga Institute of

Technology and Science, Jabalpur (M.P.) .

Date :

Place:

DIRECTORDEPT. OF MBA

2

DECLARATION

I hereby declare that the Project entitled “Study on

Training and Its Effectiveness in Training Centre” from

“M.P.P.K.V.V.C.L.” which is being submitted in partial

fulfillment for the award of degree of M.B.A. “Rani Durgawati

Vishwavidyalaya, Jabalpur (M.P.)” is the authentic record of

my own work.

The matter reported in the project is neither being used

elsewhere nor has been submitted earlier for the award of

the degree of MASTER OF BUSINESS ADMINISTRATION.

Date:Place: VANDANA

MBA IIIrd Semester Batch: 2013-15

Gyan Ganga Technology and Science, Jabalpur (M.P.)

3

ACKNOWLEDGEMENT

It was a great privilege for me to performing project in

such emerging topic “Study on Training and Its Effectiveness

in training centre” at “M.P.P.K.V.V.C.L., Jabalpur”.

The completion of this report would have been dream

without the help and co-operation of the respondent who

gave me their precious time and attention to me for the

collection of information needed for the report.

I am immensely grateful and deeply indebted to H.O.D.

of the Department of Business Administration & All Faculty

Members of “Gyan Ganga Institute of Technology and Science,

Jabalpur (M.P.)” for this moral support and encouragement

throughout the project work.

I express my heartful gratitude to my guide Dr.

A.K.Tiwari Director Central Training Institute of

M.P.P.K.V.V.C.L. Jabalpur and a for his inspiring guidance and

constructive criticism.

I would also like to thanks all the staff members of the

CTI Jabalpur for their kind co-operation and facilities

throughout this project.

VANDANA

B

atch: 2013-15

MBA IIIrd SEM4

INDEX

S.NO TOPIC Page No.

1 EXCLUSIVE SUMMARY 11

2 OBJECTIVE OF THE STUDY 12

3 INTRODUCTION TO MPPKVVCL 13-15

4 COMPANY ‘S FORMATION 16-18

5 INTRODUCTION TO CTI 19-20

6 OBJECTIVES OF THE PROJECT 21-23

7 QUALITY OBJECTIVES 24-25

8 COMPANY PROFILE 26-27

9 MPPKVVCL ORGNASATION STRUCTURE

28

10 TRAINING AND ITS EFFECTIVENESS

29-32

11 PHASES OF TRAINING PROGRAMME DESIGN

33-43

12 RESEARCH METHODOLOGY 44-45

13 DATA ANALYSIS AND -INTERPRETATION

46-63

14 QUESTIONNAIRES 64-655

15LIMITATIONS/ RECOMMENTATION

66

16 CONCLUSION 67

17 BIBILIOGRAPHY/WEBSITES 68

6

AVAILABLE ZONE OR DISCOMS IN MADHYA PRADESH STATE

East Zone

Known as M.P. Poorv Kshetra Vidyut Vitran Co. Ltd.

Geographical area of

Jabalpur, Sagar & Rewa Region

Western Zone

Known as M.P. Paschim Kshetra Vidyut Vitran Co. Ltd.


Indore & Ujjain Region

Central Zone

Known as M.P. Madhya Kshetra Vidyut Vitran Co. Ltd.


Bhopal & Gwalior Region

HQ - Jabalpur HQ - Indore HQ - Bhopal

7

http://www.mp.gov.in/energy/mpseb/About_us/Geographical_map/mp-total.htm

http://www.mp.gov.in/energy/mpseb/About_us/Geographical_map/Central-zone.htm

http://www.mp.gov.in/energy/mpseb/About_us/Geographical_map/West-Zone.htm

http://www.mp.gov.in/energy/mpseb/About_us/Geographical_map/East-Zone.htm

MADHYA PRADESH POORV KSHETRA VIDYUT VITRANA COMPANY LTD.JABALPUR (EAST ZONE) AT NIGHT

8

CENTRAL TRAINING INTITUTION

10

EXCLUSIVE SUMMARY

1. The internship is an integral part of the MBA Program. The organization that I choose for my internship is MPPKVVCL, JABALPUR (M.P.). During ONE MONTH internship, I learnt many application of management which enhances my skills in real manner

2. “Training And Its Effectiveness” was the topic I chooses for

my project. I analyzed how training is important for the

employees. For analysis, data is collected from the questionnaire

and by taking personal interviews of the trainees (employees).I

also analyzed the working environment of the center and

collected feedback for the reporting officer. For this I have taken

the personal interview of staff members. The feedback and

suggestions from the trainees and staff members were taken,

compiled and interpretated as result.

The area of project work is Nayagaon, Jabalpur city, where the survey has been undertaken. The whole project is guided by Dr A.K.Tiwari training . It was a great learning experience for me.

11

OBJECTIVE OF THE STUDY

To study training and its effectiveness on employees in the

MPPKVVCL

To know if the training is given adequate importance in

MPPKVVCL, training is planned and of sufficient duration.

To find out if there is difference in the opinion of two groups of

employees of MPPKVVCL (Line men and Junior engineers)

regarding training and its effectiveness.

12

INTRODUCTION TO MPPKVVCL

13

The government of Madhya Pradesh Vide order dated 1st July, 02 has

incorporated Madhya Pradesh Poorv Kshetra Vidyut Vitran Company

Limited as a wholly owned Government of Madhya Pradesh

Corporations under the Companies Act, 1956 to undertake activities

of distribution and retail supply for and on behalf of Madhya Pradesh

State Electricity Board in the areas covered by the Commissionaires

of Jabalpur, Sagar and Rewa.

MP proposed a transient phase in which the assets and liabilities

would continue to be serviced by the Board, with only the operational

activities being vested onto this new company.Madhya Pradesh

Electricity Regulatory Commission in the order dated 16th July, 02 has

granted approval to this operation and Management arrangement for

facilitating the process of reform and reorganization and bringing in

economy and efficiency in the operational activities of electricity

sector.

Objective of the company

14

The main objectives are to achieving efficiency gains and making

necessary changes to make the company commercially viable,

progressively self- sustainable and less government dependent and at

the same time, balancing the interest of the consumers in regard to

quality of service and economical tariff.The plan would include

among other things. Metering ,billing ,collection, identifying the

present deficiencies and the improvements to be made,mapping

supply feeders, measurement of energy supplied to feeders and energy

audit, study of losses and scheme for progressive reduction, reduction

in input costs, consumer affairs handling,investments required for

improvements in the distribution system etc.

15

LIST OF ABBREVIATIONS

1. MPPKVVCL – Madhya Pradesh Poorv Kshetra Vidyut Vitran Company Limited

2. CTI – Central Training Institute

3. REC - Rural Electrification Corporation

4. PFC - Power Finance Corporation

16

COMPANY ‘S FORMATION

The electricity supply act 1948 is an enactment in the history of

power development in our country. It aimed at coordinated

development of electricity on a regional basis to enable its generation,

transmission and distribution systematically.

The Madhya Pradesh State Electricity Board was established on

1957.With the power sector reform process taking place in the state

Madhya Pradesh, the vertically integrated MPSEB was segmented

into 6 companies as per the provision contains in the MP Vidhut

Sudhar Adhiniyam 2000. The power sector was corporatized were

formed in May 2002.

The name of the companies are as under-

Generation Company- (M.P. Power Generating Company Ltd.) Genco

Transmission Company – (M.P. Power Transmision Company Lyd.)

Transco

Distribution Company- 3-discoms East, Central and West Zone

Trading Company- Tradco (Now- M.P. Power Management Company

Ltd.)

17

(meter testing Lab at CTI)

Out of this reorganization MP Poorvkshetra Vitaram Company (east

Zone) came into existence on 31st may 2002. The complete

distribution was reorganized into 3 companies known as following:

East zone is called as MP Poorva Kshetra Vidyut Vitaran Company

Limited (MPPKVVCL)

MISSION

The mission of MPPKVVCL is to provide quality electricity supply

services to each customer satisfying his/her needs in most efficient

manner at reasonable prices through continuous innovations and by

maintaining commercial and financial viability of the company along

with employee’s satisfaction.

18

Distribution Company’s

East ZoneCentral

ZoneWest Zone

Vision

MPPKVVCL aspires to be the best electricity supply company in

India by continuously enhancing its technological leadership and

commercial acumen to satisfy its customers.

Core Value

To achieve its mission, the company and its employees commit

themselves to honesty and integrity, result oriented work,transparency

in work,dedication to duty ,cost consciousness, openness to

suggestions and feedback from all stake holders.

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INTRODUCTION TO CTI

Central Training Institute is apex training center of MPPKVVCL,

located in Nayagaon, Jabalpur and committed in providing quality

services in the field of training of MPPKVVCL employees . The

institution is a hallmark in learning, practice and knowledge, the

development of team work. leadership and motivation , creative

productivity, communication skills, critical thinking , problem solving

skills , personality development and appropriate accomplishments

with competency development and keeping up the best standards of

corporate governance. The CTI is partner training institute of

Government of India , Ministry of Power and rum various training

courses of PFC and REC for power sector employees.

The training offered by the institute shall inculcate industry

orientation and practical approach among the employees so that they

are of ready use to the industry. The CTI is an ISO 9000:2008

certified institute.

The Institute undertake oriented

teaching, training and research,

extension program me, consultancy

and to provide employable skills with

a view to contribute to the

development of the society.

20

The institute constantly endeavor to upgrade the technology and

equipment available with it to the international standards. The Central

Training Institute is headed by Dr. A K Tiwari , an engineer with

Ph.D. in management and alumnus of IIT Delhi and IIM Calcutta.

21

OBJECTIVES OF THE PROJECT

1. To know the satisfaction level of employees with the rules and

regulations of the company.

2. To know how satisfied are the employees with the location of

the job.

3. To know whether any changes are required in the working

strategy of the company.

4. To know the how efficient the management is working toward

employees.22

5. To know the internal problems faced by the employees.

6. To know the working of the various technologies used.

7. To know whether the services are provided on time or not to the

employees.

8. To know the necessities of incentives for employees.

CENTRAL TRAINING INSTITUTE

(An ISO 9000:2008 certified Institute)

MADHYA PRADESH POORV KSHETRA VIDYUT VITARAN

CO.LTD. Jabalpur

23

QUALITY OBJECTIVES

To impart training to professionals in order to update their

knowledge and upgrade their skills

To conduct teaching-learning in the area of engineering,

management, and related disciplines,

To make attempt to fill knowledge gaps through training and

research,

To undertake consultancy assignments in areas of its expertise,

To conduct faculty development programmes for trainers and

instructors,

To collaborate with such institutions and authorities worldwide

as would help promote the cause of employee training,

To organize and facilitate conferences, seminars, workshops,

and colloquia,

To make our student disciplined, well mannered, cultured,

tolerant and liberal, co- operative and productive thinking.

To stress on leadership training, democratic way of living,

moral progress and a feeling of national integration.

Addl. Secretary E.E. (Training)

25

CENTRAL TRAINING INSTITUTE

(An ISO 9000:2008 certified Institute)

MADHYA PRADESH POORV KSHETRA

VIDYUT VITARAN

CO.LTD. Jabalpur

QUALITY POLICY

Central Training Institute is committed to providing quality services in the field

of training of MPPKVVCL Employees and committed to make the institution a

hallmark in learning, practice and knowledge, the development of team work,

leadership and motivation, creative productivity, communication skills, critical

thinking, problem solving skills, personality development and appropriate

accomplishments with competency development and keeping up the best

standards of corporate governance.

The training offered by the institute shall inculcate industry orientation

and practical approach among the employees so that they are of ready use to the

industry.

The Institute undertake industry oriented teaching, training and research,

extension programme, consultancy and to provide employable skills with a view

to contribute to the development of the society.

The institute shall constantly endeavour to upgrade the technology and

equipment available with it to the international standards.

Addl. Secretary E.E.

(Training)

26

COMPANY PROFILE

Poorv kshetra encompasses an area served by 59,489 km of HT and

1,02,231 km of LT distribution network. The size of the

administrative set-up is as below

Number of regions 3

Number of circles 15

Number of divisions 49

Number of sub-divisions 189

Number of Distribution Centers 368

Number of Fuse Call Centers 1,888

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BOARD OF DIRECTORS

Name DESIGNATION

SHRI M. DSLEMAN (IAS) DIRECTOR AND SECRETARY

ENERGY, GOVT OF M.P.,

BHOPAL

SHRI SUKH VEER SINGH,

(IAS)

CMD , M.P. POORV KSHETRA

VIDYUT VITRAN COMPANY

LYD, JABALPUR

SHRI P.K. PARASHAR,(IAS) DIRECTO AND

COMMISSIONER, JABALPUR

DR. H.O. GUPTA DEEN IIT, ROORKEE

SHRI AMIT RATHORE,(IAS) ADDL. SECRETARY

(FINANCE) GOVT OF M.P.,

BHOPAL

28

MPPKVVCL ORGNASATION STRUCTURE

29

TRAINING AND ITS EFFECTIVENESS

Meaning

The game of economic competition has new rules. Firms should

be fast and responsive. This requires responding to customers'

needs for quality, variety, customization, convenience and

timeliness. Meeting these new standards requires a workforce

that is technically trained in all respects. It requires people who

are capable of analyzing and solving job related problems,

working cooperatively in teams and 'changing hats' and shifting

from job to job as well. Training has increased in importance in

today's environment where jobs are complex and change.

Need for Training Effectiveness :

After employees have been selected for various positions

in an organization, training them for the specific tasks to which

they have been assigned assumes great importance. Training is

the act of increasing the knowledge and skills of an employee

for performing a particular job. The major outcome of training is

learning. A trainee learns new habits, refined skills and useful

knowledge during the training that helps him improve

performance. Training enables an employee to do his present job

more efficiently and prepare himself for a higher-level job. The

essential features of training may be stated thus:

30

Increases knowledge and skills for doing a particular job;

it bridges the gap between job needs and employee skills,

knowledge and behaviors

Focuses attention on the current job; it is job specific and

addresses particular performance deficits or problems

Concentrates on individual employees; changing what

employees know, how they work, their attitudes toward their

work or their interactions with their co-workers or supervisors

Tends to be more narrowly focused and oriented toward

short-term performance concerns.

Training is needed to serve the following purposes:

Newly recruited employees require training so as to

perform their tasks 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 developments in job operations. 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). After training, the' employee can change

31

jobs quickly, improve his performance levels and achieve career

goals comfortably

Training is necessary to make employees mobile and

versatile. They can be placed on various jobs depending on

organizational needs.

Training is needed to bridge the gap between what the

employee has and what the job demands.

Training is needed to make employees more productive

and useful in the long-run. Importance Training offers

innumerable benefits to both employees and employers. It

makes the employee more productive and more useful to an

organization. The importance of training can be studied under

the following heads:

Benefits to the business:

1. Improved productivity

2. Less accident

3. Less wastages

4. Improve organization culture

5. Creat a team work behavior

6. Loyaly toward the organization

7. Standerzation

Benefits to the employees:

32

1.Training makes employees more efficient and effective.

2.Training enables employees to secure promotions easily.

3.Employees can avoid mistakes, accidents on the job.

4. higher production

5. fewer mistakes

6. greater job satisfaction

7. motivation

8. standard work practices

33

PHASES OF TRAINING PROGRAMME DESIGN

Learning Principles

Training is essential for job success. It can lead to higher production,

fewer mistakes, greater job satisfaction and lower turnover. These

benefits accrue to both the trainee and the organization, if managers

understand the principles behind the training process. To this end,

training efforts must invariably follow certain learning-oriented

guidelines.

Modelling

Modeling is simply copying someone else's behavior. Passive

classroom learning does not leave any room for modeling. If we want

to change people, it would be a good idea to have videotapes of

people showing the desired behavior. The selected model should

provide the right kind of behavior to be copied by others. A great deal

of human behaviour is learned by modelling others. Children learn by

modelling parents and older children, they are quite comfortable with

the process by the time they grow up. As experts put it. "managers

tend to manage as they were managed"

34

Motivation

For learning to take place, intention to learn is important. When the

employee is motivated, he pays attention to what is being said, done

and presented. Motivation to learn is influenced by the answers to

questions such as: How important is my job to me? How important is

the information? Will learning help me progress in the company? etc.

People learn more quickly when the material is important and relevant

to them. Learning is usually quicker and long-lasting when the learner

participates actively. Most people, for example, never forget how to

ride a bicycle because they took an active part in the learning process.

Reinforcement

If a behavior is rewarded, it probably will be repeated. Positive

reinforcement consists of rewarding desired behaviors. People avoid

certain behaviors that invite criticism and punishment. A bank officer

would want to do a postgraduate course in finance, if it earns him

increments and makes him eligible for further promotions. Both the

external rewards (investments, praise) and the internal rewards (a

feeling of pride and achievement) associated with desired behaviors

compel subjects to learn properly. To be effective, the trainer must

reward desired behaviors only. If he rewards poor performance, the

results may be disastrous: good performers may quit in frustration,

accidents may go up, and productivity may suffer. The reinforcement

principle is also based on the premise that punishment is less effective

35

in learning than reward. Punishment is a pointer to undesirable

behaviors.

Feedback

People learn best if reinforcement is given as soon as possible after

training. Every employee wants to know what is expected of him and

how well he is doing. If he is off the track, somebody must put him

back on the rails. The errors in such cases must be rectified

immediately. The trainee after learning the right behaviour is

motivated to do things in a 'right' way and earn the associated

rewards. Positive feedback (showing the trainee the right way of

doing things) is to be preferred to negative feedback (telling the

trainee that he is not correct) when we want to change behaviour.

Whole Learning

The concept of whole learning suggests that employees learn better if

the job information is explained as an entire logical process, so that

they can see how the various actions fit together into the 'big picture'.

A broad overview of what the trainee would be doing on the job

should be given top priority, if learning has to take place quickly.

Research studies have also indicated that it is more efficient to

practice a whole task all at once rather than trying to master the

various components of the task at different intervals.

36

Active Practice

'Practice makes a man perfect': so said Bacon. To be a swimmer, you

should plunge into water instead of simply reading about swimming

or looking at films of the worlds' best swimmers. Learning is

enhanced when trainees are provided ample opportunities to repeat

the task. For maximum benefit, practice sessions should be distributed

over time.

Applicability of Training

Training should be as real as possible so that trainees can successfully

transfer the new knowledge to their jobs. The training situations

should be set up so that trainees can visualise - and identify with - the

types of situations they can come across on the job.

Environment

Finally, environment plays a major role in training. It is natural that

workers who are exposed to training in comfortable environments

with adequate, well spaced rest periods are more likely to learn than

employees whose training conditions are less than ideal. Generally

speaking, learning is very fast at the beginning. Thereafter, the pace of

learning slows down as opportunities for improvement taper off.

Areas of Training

The Areas of Training in which training is offered may be classified

into the following categories.37

Knowledge

Here the trainee learns about a set of rules and regulations about the

job, the staff and the products or services offered by the company.

The aim is to make the new employee fully aware of what goes on

inside and outside the company.

Technical Skills

The employee is taught a specific skill (e.g., operating a machine,

handling computer etc.) so that he can acquire that skill and contribute

meaningfully.

Social Skills

The employee is made to learn about himself and others, and to

develop a right mental attitude towards the job, colleagues and the

company. The principal focus is on teaching the employee how to be

a team member and get ahead.

Techniques

This involves the application of knowledge and skill to various on-

the-job situations.

In addition to improving the skills and knowledge of employees,

training aims at moulding employee attitudes: When administered

properly, a training programme will go a long way in obt8ining

employee loyalty, support and commitment to company activities.

38

Some of the widely used training methods are listed below.

1. Job Instruction Training (JlT)

The JIT method (developed during World War II) is a four-step

instructional process involving preparation, presentation, performance

try out and follow up. It is used primarily to teach workers how to do

their current jobs. A trainer, supervisor or co-worker acts as the coach.

The four steps followed in the JIT methods are:

1. The trainee receives an overview of the job, its purpose and its

desired outcomes, with a clear focus on the relevance of training.

2. The trainer demonstrates the job in order to give the employee a

model to copy. The trainer shows a right way to handle the job.

3. Next, the employee is permitted to copy the trainer's way.

Demonstrations by the trainer and practice by the trainee are repeated

until the trainee masters the right way to handle the job.

39

4. Finally, the employee does the job independently without

supervision.

Merits:

Trainee learns fast through practice and observation.

It is economical as it does not require any special settings. Also,

mistakes can be corrected immediately.

The trainee gains confidence quickly as he does the work himself in

actual setting with help from supervisor.

It is most suitable for unskilled and semi-skilled jobs where the job

operations are simple; easy to explain and demonstrate within a short

span of time.

Demerits:

The trainee should be as good as the trainer if the trainer is not good,

transference of knowledge and skills will be poor.

While learning, trainee may damage equipment, waste materials,

cause accidents frequently,

Experienced workers cannot use the machinery while it is being used

for training.

2. Coaching:

Coaching is a kind of daily training and feedback given to employees

by immediate supervisors. It involves a continuous process of

learning by doing. It may be defined as an informal, unplanned

training and development activity provided by supervisors and peers.

In coaching, the supervisor explains things and answers questions; he

40

throws light on why things are done the way they are; he offers a

model for trainees to copy; conducts lot of decision making meetings

with trainees; procedures are agreed upon and the trainee is given

enough authority to make divisions and even commit mistakes. Of

course, coaching can be a taxing job in that the coach may not possess

requisite skills to guide the learner in a systematic way. Sometimes,

doing a full day's work may be more important than putting the

learner on track.

When to use coaching usefully? Coaching could be put to good use

when:

When an employee demonstrates a new competency

When an employee expresses interest in a different job within

the organisation

When an employee seeks feedback

When an employee is expressing low morale, violating company

policies or practices or having performance problems

Effective working, obviously, requires patience and communication

skills. It involves:

explaining appropriate ways of doing things

making clear why actions were taken

stating observations accurately

offering possible alternatives / suggestions

following up

3. Job Rotation :

41

This kind of training involves the movement of trainee from one job

to another. This helps him to have a general understanding of how the

organisation functions. The purpose of job rotation is to provide

trainees with a larger organisational perspective and a greater

understanding of different functional areas as well as a better sense of

their own career objectives and interests. Apart from relieving

boredom, job rotation allows trainees to build rapport with a wide

range of individuals within the organisation, facilitating future

cooperation among departments. The cross-trained personnel offer a

great amount of flexibility for organisations when transfers,

promotions or replacements become inevitable.

Job rotation may pose several problems

especially when the trainees are rolled on various jobs at frequent

intervals. In such a case, trainees do not usually stay long enough in

any single phase of the operation to develop a high degree of

expertise. For slow learners, there is little room to integrate resources

properly. Trainees can become confused when they are exposed to

rotating managers, with contrasting styles of operation. Today's

manager's commands may be replaced by another set from another

manager! Further, job rotation can be quite expensive. A substantial

amount of managerial time is lost when trainees change positions,

because they must be acquainted with different people and techniques

in each department.

Off-the-Job Methods

42

Under this method of training, the trainee is separated from the job

situation and his attention is focused upon learning the material

related to his future job performance. Since the trainee is not

distracted by job requirements, he can focus his entire concentration

on learning the job rather than spending his time in performing it.

There is an opportunity for freedom of expression for the trainees.

Off-the-job training methods are as follows:

A. Vestibule training: In this Method, actual work conditions are

simulated in a classroom. Material, files and equipment - those that

are used in actual job performance are also used in the training. This

type of training is commonly used for training personnel for clerical

and semi-skilled jobs. The duration of this training ranges from a few

days to a few weeks. Theory can be related to practice in this method.

B. Role playing: It is defined as a method of human interaction that

involves realistic behavior in imaginary situations. This method of

training involves action, doing and practice. The participants play the

role of certain characters, such as the production manager, mechanical

engineer, superintendents, maintenance engineers, quality control

inspectors, foreman, workers and the like. This method is mostly used

for developing interpersonal interactions and relations.

C. Lecture method: The lecture is a traditional and direct method of

instruction. The instructor organizes the material and gives it to a

group of trainees in the form of a talk. To be effective, the lecture

43

must motivate and create interest among the trainees. An advantage of

lecture method is that it is direct and can be used for a large group of

trainees. Thus, costs and time involved are reduced. The major

limitation of the lecture method is that it does not provide for transfer

of training effectively.

D. Conference/discussion approach: In this method, the trainer

delivers a lecture and involves the trainee in a discussion so that his

doubts about the job get clarified. When big organisations use this

method, the trainer uses audio-visual aids such as black boards,

mockups and slides; in some cases the lectures are videotaped or

audio taped. Even the trainee's presentation can be taped for self¬

confrontation and self-assessment.

The conference is, thus, a group-centered approach where there is a

clarification of ideas, communication of procedures and standards to

the trainees. Those individuals who have a general educational

background and whatever specific skills are required ¬such as typing,

shorthand, office equipment operation, filing, indexing, recording, etc.

- may be provided with specific instructions to handle their respective

jobs.

E. Programmed instruction: This method has become popular in

recent years. The subject matter to be learned is presented in a series

of carefully planned sequential units. These units are arranged from

simple to more complex levels of instruction. The trainee goes

through these units by answering questions or filling the blanks. This

method is, thus, expensive and time-consuming.

44

RESEARCH METH O DOLOGY

Research methodology is the systematic way to solve the research problem.

It gives an idea about various steps adopted by the researcher in a systematic

manner with an objective to determine various inferences.

4.4.1 Source of Data - Data needed for this exploratory research

has been collected from primary source. Primary data are

those which are collected for the first time and are thus

original in characters. Primary data are in the shape of raw

material to which statistical methods are applied for the

purpose of analysis and interpretation. After statistical

treatment the primary data loss their original shape and

become secondary data.

Here, most of the data collected by the researcher is Primary data through the questionnaire and personal interview, where the researcher and the respondent operate face-to-face.

Period of study - Data over a period of 20 days is collected.

45

METHODS OF DATA COLLECTION -

A. PRIMARY SOURCE -

Questionnaire for employees

Interview of managers

a. The questionnaire for employees: It contains ten

questions to study the TRAINING AND ITS EFFECTIVENESS

of employees in the training centre at MPPKVVCL.

b. The Interview of managers

It contain few questions asked verbally to tap the managerial

expertise. These questions were asked about many aspects of

management in company.

Tools for data analysis - On the basis of various parameters

and attributes the opinion of retailers in form of hypothesis has

been framed. The result has been tested using statistical tools by

SALSTAT software which analyzes ANNOVA, regression

analysis, chi-square test, profitability correlation etc. The

SALSTAT is used for testing of hypothesis and chi-square test.

However manual calculation of chi-square test is also presented.

46

DATA COLLECTION ANALYSIS

AND

INTERPRETATION

47

Q.1 why you are attending the training program?

Ans.:

S.NO OPTIONS RESPONSES OF TRAINEES

NUMBER OF TRAINEES IN

%

1. For best utilization of resources

10 3.125

2. For better performance

39 12.19

3. For safety measures

51 15.9

4. For better hierarchy

220 68.75

5. All the above 0 0

TOTAL=320 TOTAL=100%

48

FIGURE -1

INTERPRETATION: The above figure shows that 69% of the trainees agreed that they attend the training program because they want better hierarchy.

RATE THE FOLLOWING:

Q.2 Training objectives are clear to you.

Ans.:


NUMBER OF TRAINEES IN%

1. Strongly disagree 0 0

2. Disagree 20 6.25

3. Neither 50 15.625

4. Agree 250 78.125

5. Strongly Agree 0 049


FIGURE -2INTERPRETATION: The above figure shows that 78% of the

trainees agreed with the fact that the training objectives are clear to them.

Q. 3) Trainees are aware of the different training programs conducted in the institution?

Ans.:



50


2. Disagree 50 15.625

3. Neither 40 12.5

4. Agree 230 71.875



FIGURE -3

INTERPRETATION: The above figure shows that 72% of the trainees agreed that they are aware of the different training programs conducted in the institution.

51

Q. 4) Trainees are satisfied with the training methodology used for their training?

Ans.:




2. Disagree 60 18.75

3. Neither 50 15.625

4. Agree 210 65.625



52

FIGURE -4

INTERPRETATION: The above figure shows that 66% of the trainees are satisfied with their training methodology.

Q. 5) Machines and equipments used are sufficient to give practical knowledge?

Ans.:




2. Disagree 30 10

3. Neither 20 6

4. Agree 270 84

53



FIGURE -5

INTERPRETATION: The above figure shows that 84% of the trainees agreed the fact that the Machines and equipments used are

sufficient to give practical knowledge.

Q. 6) Trainees are satisfied with their training period?

Ans.:

S.NO OPTIONS RESPONSES OF

TRAINEES



2. Disagree 100 31.2554

3. Neither 20 6.25

4. Agree 200 62.5



FIGURE -6

INTERPRETATION: The above figure shows that 63% of the trainees are satisfied with their training period and 31% are not satisfied.

Q. 7) Given Study material was useful and sufficient?

Ans.:

S.NO OPTIONS RESPONSES NUMBER OF 55

OF TRAINEES

TRAINEES IN%


2. Disagree 0 0

3. Neither 40 12.5

4. Agree 280 87.5



FIGURE -7

INTERPRETATION: The above figure shows that 88% of the trainees found their study material sufficient and useful.

56

Q. 8) After the training skills will increase and enhance the work?Ans.:



%


2. Disagree 80 25

3. Neither 20 6.25

4. Agree 220 68.75



FIGURE -8

INTERPRETATION: The above figure shows that 69% of the trainees agreed that after the training their skills will increase and enhance

their work.57

Q. 9) How much you rate the whole training program?

Ans.:



%


2. Disagree 15 4.68

3. Neither 10 3.125

4. Agree 295 92.187



58

FIGURE -9

INTERPRETATION: The above figure shows that 92% of the trainees found their training program satisfactory.

QUESTIONNAIRE FOR FACULTY SATISFACTION:

RATE THE FOLLOWING:

Q.10 Faculty is competent enough to teach.

Ans.:



%


2. Disagree 20 6.25

59

3. Neither 50 15.625

4. Agree 250 78.125



FIGURE -1INTERPRETATION: The above figure shows that 78% of the

trainees found their faculty competent enough to teach.

Q. 11) Is the faculty’s communication skills are satisfactory?

Ans.:



%


2. Disagree 30 10

60

3. Neither 20 6

4. Agree 270 84



FIGURE -2

INTERPRETATION: The above figure shows that 84% of the trainees are satisfied with their communication skills.

Q. 12) Faculty is active for clearing the doubts of trainees?

Ans.:

S.NO OPTIONS RESPONSES OF


61

TRAINEES


2. Disagree 0 0

3. Neither 40 12.5

4. Agree 280 87.5



FIGURE -3

INTERPRETATION: The above figure shows that 88% of the trainees found their faculty active in clearing the doubts.

Q. 13) Faculty is punctual?Ans.:

62



%


2. Disagree 15 4.68

3. Neither 10 3.125

4. Agree 295 92.187



FIGURE -4

INTERPRETATION: The above figure shows that 92% of the trainees found their faculty punctual.

63

Q. 14) Are the Trainees satisfied with their test criteria?

Ans.:



%


2. Disagree 0 0

3. Neither 20 6.25

4. Agree 300 93.75



64

FIGURE -5

INTERPRETATION: The above figure shows that 94% of the trainees are satisfied with their test criteria.

Questionnaires

NameAgeJob PostS.no. Question Please Tick The answer

Strongly disagree

Disagree Neither Agree Strongly Agree

1. Why you are attending the training program

￮￮￮￮￮

2. Training objectives are clear to you.

￮￮￮￮￮

65

3. Trainees are aware of the different training programs conducted in the institution?

￮￮￮￮￮

4. Trainees are satisfied with the training methodology used for their training

￮￮￮￮￮

5. Machines and equipments used are sufficient to give practical knowledge

￮￮￮￮￮

6. Trainees are satisfied with their training period

￮￮￮￮￮

7. Given Study material was useful and sufficient

￮￮￮￮￮

8. After the training skills will increase and enhance the work

￮￮￮￮￮

9. How much you rate the whole training program

￮￮￮￮￮

10. Faculty is ￮￮￮￮￮66

competent enough to teach.

11. Is the faculty’s communication skills are satisfactory

￮￮￮￮￮

12. Faculty is active for clearing the doubts of trainees

￮￮￮￮￮

13. Faculty is punctual

￮￮￮￮￮14. Are the

Trainees satisfied with their test criteria

￮￮￮￮￮

LIMITATIONS

1.) The survey is subjected to the bias and prejudices of the respondents. Hence 100% accuracy can’t be assured.

2.) The research was carried out in a short span of time, where in the researcher could not widen the study.

3.) The study could not be generalized due to the fact that researcher adapted personal interview method.

67

RECOMMENTATIONS

1. Management should take proper regular feedback from the employees in the training centre.

2. Then after the feedback changes should be made to overcome the problems faced by the employees

3. Frequent transfers should not be made of employees.

4. The services provided to employees should be on time example

Medical facilities, conveyance allowances, tour allowances etc.

5. Employees should be well equipping with the changing new technologies of the company.

CONCLUSION

On the basis of observations from data analysis following inferences can be drawn-

training is given adequate importance in MPPKVVCL, training is well-planned and Induction training is of sufficient duration.

training provides an excellent opportunity for newcomers to learn comprehensively about the organization

The norms and values of the company are clearly explained to the new employees

The training is periodically evaluated and improved. There is adequate emphasis on developing managerial capabilities of

the managerial staff through training.

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BIBILIOGRAPHY

1. Kothari C.R. – Research Methodology, new age international publication

2. Rao V.P.S.’ ROJI JOSHI – Human Resource Management, Excel books

Websites

www.mpez-electricity-discom.nic.in

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

http://www.managementstudyguide.com

www.humanresourcesiq.com/articles/

http://www.managementheaven.com/

69

hr project of mpeb

Documents

cti jabalpur

training centre

geographical area of

training of accepability

project report

project work

gyan ganga technology

degree of mba