training and development
TRANSCRIPT
A PROJECT REPORT ON
TRAINING AND DEVELOPMENT
With Reference to
OIL AND NATURAL GAS CORPORATION LIMITEDHYDERABAD.
A Project Submitted to
OSMANIA UNIVERSITY
in partial fulfillment of the requirement for the award of
Master of Business Administration
SubmittedBy
G.SHRUTHI(Regd.No.227709672014)
Under the Guidance ofAsst. Prof: Miss. Y.SAMATHA
DEPARTMENT OF MBA
LOKAMANYA TILAK PG COLLEGE
1
A
PROJECT REPORT
ON
TRAINING AND DEVELOPMENT PROGRAMME
With Reference to
OIL AND NATURAL GAS CORPORATION LIMITEDHYDERABAD.
A Project Submitted to
OUSMANIA UNIVERSITY
in partial fulfillment of the requirement for the award of
Master of Business Administration
SubmittedBy
G.SHRUTHI(Regd.No.227709672014)
Under the Guidance ofAsst. Prof. Miss. Y.SAMATHA
LOKAMANYA TILAK PG COLLEGE (Affiliated to Osmania university, Hyderabad)
Ibrahimpatnam.2009-2011
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DECLARATION
I hereby declared that the project entitled “TRAINING
AND DEVELOPMENT” in ONGC is an original work
submitted towards partial fulfillment of the requirement for
the award of Master Degree in Business Administration in
H.R.M.
(G.SHRUTHI)
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ACKNOWLEDGEMENT
I take this opportunity to remember and acknowledge the cooperation, support provided by several individuals out of which this project has evolved.
I would like to sincerely thanks to Mr. JOHN WESLEY (General Manager) and Mr.G.Venu Babu (In-charge P&A) and also to Mr. K.Krishna Rao (Sr.Executive P&A) for giving me valuable guidance and support in completing my project at ONGC, HYDERABAD.
I take this opportunity to thanks our HOD Mr. HARI KRISHNA and Asst. Prof. Miss .Y.SAMATHA who has given me guidance and suggestion in doing the project work.
I am grateful to my parents & friends for their encouragement and moral support in completing this project.
(G.SHRUTHI)
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ABSTRACT
The efficiency of any organization depends directly on the effective person’s
Performance in their current jobs. To perform effectively, development of personnel is
Essential even under the best suitable conditions; some sort of training is required.
Development of personnel helps the organization in long-range effectiveness.
Oil And Natural Gas Corporation Ltd (ONGC), is one of the leading companies in the World processing a wide range of Oil Country. Tubular Goods required
for the Oil Drilling and Exploration Industry. ONGC is an ISO 9000 company and is
licensed by American Petroleum Institute (API) ONGC is located near Hyderabad city,
India, and is an unique integrated facility in the World. ONGC has earned worldwide
Recognition for the Quality of its products and services. Innovation and Technical
Excellence are the driving focus at ONGC is on the quality of its products and services.
Training programmers are essential and the respondents also felt the same.
The various methods and media used were encouraging employees to learn. Employees are
helped to upgrade their technical knowledge and skills through Training. Induction training
programme is given more importance, is a well-planned exercise and is of sufficient duration.
Employees are satisfied by the knowledge attained through training programmes.
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CONTENTS
CHAPTER TOPIC PAGE NO
INTRODUCTION 1. Objectives of the study
1.1 Introduction to Training & Development 71.2 Concept of Training 81.3 Training Methods 111.4 Concept of Management development 20
METHODOLOGY
2.1 27 2.2 Purpose of the study 272.3 Nature &Scope of the study 272.4 Sample Design 272.5 Data collection method 282.6 Limitations of the study 28
2. ORGANISATION PROFILE Profile of the company 30
4. TRAINING AND DEVELOPMENT IN ONGC
4.1 Procedure for Training and Development 384.2 Performance appraisal role in T & D 404.3 Training calendar 484.4 Procedure for promotion or Increment 50
5. DATA ANALYSIS 52
6. CONCLUSIONS 67
7. FINDINDS&SUGGESIONS 69
8. BIBLIOGRAPHY 71
9. ANNEXURE 75 (Questionnaire)
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CHAPTER 1
INTRODUCTION
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INTRODUCTION TO TRAINING AND DEVELOPMENT
The efficiency of any organization depends directly on the effective person’s performance
in their current jobs. To perform effectively, development of personnel is essential even
under the best suitable conditions; some sort of training is required. Development of
personnel helps the organization in long-range effectiveness. Today’s organizations need to
have for their survival existence in the competitive world and effectiveness and which are
increasingly making the training and development of their members of crucial and Strategic
adaptability, and they are quality and continuous improvement, flexibility and completely
next task boundaries and hence works relationships, and ways of working and thinking about
work. Today’s manager skill does not pertain to a specific job, his skills should present day
manager is Global manger such development takes place through organized Planning,
specifically designed to help individual develop their capabilities, which is known as training
and people to perform the activities that have well-trained and experienced people to
potential job occupant can meet this requirement training is not important. But when this is
not the case, it is necessary to raise the skill levels and increases the versatility and
adaptability of employees. Inadequate job performance or a decline in productivity or
changes resulting nut of job redesign or a technological breakthrough require some type of
training and development efforts. As the job becomes more complex the importance of
employee development also increases. In a rapid changing society, employee training and
development is not only an activity that is desirable, but also an activity that an
organization must commit resources to if it is to maintain a variable knowledge of force.
Industrial growth cannot take place without trained manpower. The technological
advancement is taking place at such a rapid speed that the knowledge, the need for systematic
training is now felt in almost all organizations. Having selected the most suitable for various
jobs in the organizations through the application of scientific techniques, the next function of
personnel management is to arrange for their training. All types of jobs in the organization
usually require some type of training for their efficient performance. Employee’s talents are
not fully productive without a systematic training programme. Moreover, big organizations
hire large number of young people every year who do not know how to perform jobs
assigned to them in work organizations and they need to be trained by their employers. Even
those who have learn technical or professional concepts while at some college or institute
must receive some initial training in the form of orientation training regarding the policies,
practices and ways of their employing organizations. The need for the systematic training has
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increased because of rapid technological changes, which create new jobs and eliminate old
ones. New jobs required some sort of special skills, which may be developed in existing
work force only by giving them necessary training. If, no formal training programme exists
in the organization the employee tries to train himself by trial or by observing the others. But
in fact the absence of a systematic training programme will result in higher training costs.
The employee will take a much longer training time in learning the skills. He may not able to
learn the best operating methods.
Part- A:
CONCEPT OF TRAINING:
A planned process to modify attitude, knowledge or skill behavior through learning,
experience to achieve performance in an activity or range of activities. Its purpose, in the
work situation, is to develop the abilities of the Individual and to satisfy the current and
future needs of the organization
TRAINING OBJECTIVES
1. Objective of training is to prepare employees for the job meant for them.
2. While on first appointment or on promotion and impare them the required skill
and knowledge.
3. Assist the employees to function more effectively in their present positions by
exposing them to the least concepts, information, techniques and develop the
skills and that would be required.
4. The objective is to build a second line of competent officers and prepare them to
more responsible positions.
NEED FOR BASIC PURPOSE OF TRAINING:
A program of training becomes essential for the purpose of
meeting the specific problems of particular organization arising out of the introduction of
new limes of production, changes in design, the demands of competition and economy. The
quality of material processed individual adjustments, promotions, carrier developments job
and personnel changes and changes in volume of business. Collectively these purposes of
organizational training programmers to enhance overall effectiveness. The need for the
training of employees would be clear from the set objectives.
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Observation made by the different authorities
1. To increase the productivity
2. To help the company to fulfill its future personnel needs,
3. To improve organization climate
4. To improve the health and safety
5. Personal growth and heightened morale
6. Reduced supervision
7. Increased organizational stability and flexibility
PRINICIPLES OF EFFECTIVE TRAINING:
A successful training programmer should be based on the following principles:
1. The objective and scope of a training plan should be defined before its
Developed is begun in order to provide a basis for common agreement and
Cooperative action.
2. The technique and process of training programmer should be related directly
to the needs and objective or an organization.
3. To be effective, the training must use tested principles of learning.
4. Training should be conducted in the actual job environment to the
maximum possible extended.
STEPS IN TRAINING PROGRAMMES
Training programmes are a costly affair, and time consuming process. Therefore,
management needs to draft very carefully. Usually in the organization training programmers
the following steps are considered necessary.
1. Discovering or identifying the training needs.
2. Getting ready for learner.
3. Preparation of learner.
4. Presentation of operation and knowledge.
5. Follow up and evaluation of the programme
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TRAINING POLICY:
Every company or organization should have well-established training policy. Such
a policy represents the top management’s commitment to the training of its employees, and
comprises rules and procedures governing the standard of scope of training. A training policy
is considered necessary for the following reasons:
a. Company’s intention to develop its personnel, to provide guidance in the
Training and implementation of programmes and to provide information
concerning then to all concerned.
b. To discover critical areas where training is to be given on a priority basis.
c. To provide suitable opportunities to the employee for is own betterment.
TRAINING METHODS
Employee training methods are multi faceted in scope and dimension, and each is suitable
for particular situation. The best technique for one situation may not be best for different
groups or tasks. Care must be used in adapting the technique or method to the learner and the
job. An effective training technique generally fulfills these objectives; provide motivation to
the trainee to improve job performance, development a willingness to change, provide for the
trainee’s active participation in the learning process, provide knowledge of results about
attempts to improve and permit practice while appropriate. A careful use of training methods
can be a very cost effective investment in the sense of using the appropriate method for the
needs of a person or group. Generally, methods can be divided in “on-the-job” training.
On-the-job training (OJT):
OJT emphasize on learning while an individual is actually engaged in work. This method can
be suitable for all types of employees. Thus people can learn by working on the jobs. There
can several ways in which OJT can be offered.
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1. On Specific Job:
On Specific Job method is the most common form of training for all individuals. A person
can learn when he is put on a specific job. He can develop skills for doing the job in better
way over the period of time. However, coaching or working as understudy. Coaching
involves direct personal instructions and guidance usually with demonstration and
continuous critical evaluation and correction. Under the understudy method, the trainee
works under the direction the supervision of a person, normally as assistant. He can learn the
jobs very quickly under the guidance of his trainer.
2. Position rotation:
In position rotation method, a person is given jobs in various departments of the organization
the major objective of job rotation is to broaden background of the trainee. He learn the
working of various sections and department of the organization, which helps in developing
an integrated view of the organizational functioning.
3. Special Projects, Task Forces etc.:
Assignment of people on special projects, task forces, committees etc, works like position
rotation. Besides learning the jobs performed in these assignments, he also learns how to
work with different type of persons.
4. Apprenticeship:
Apprenticeship is like understudy in which the trainee is put under the supervision of person
who may be quite experienced in his field. Apprenticeship training has been quite popular in
medieval times when those intended to learn some craft or profession to work under some
experts. In today’s context many organizations also take apprenticeship to fill their
requirement of skilled personnel.
5. Vestibule school:
The concept of vestibule school is that people will learn and develop skills while working in
the situation Similar to that they are part on actual jobs. Many organization established
training centre to train people for skilled work particularly production department, when the
job requirement is such that people cannot be observed directly they are all in such training
centre. Here they learn while work however, learn as against the actual production is the
basic objective. When they learn the job handling, they are absorbed by the organization in
actual operation.
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Off-the-job training method:
1. Lectures(class room instruction):
Lectures are regarded as one of the most simple ways of imparting knowledge to the trainees,
especially when facts, concepts, or principles, attitudes, theories and problem-solving
abilities to be taught. Lectures are formal organized talks by the training specialists, the
formal superior or other individual specific topics. The Lecture method can be used for very
large groups which are to be trained within a short time. Thus reducing the cost per trainee. It
can be organized rigorously so that ideas and principles relate properly. Lectures are essential
when it is a question of imparting technical or special information of complex nature. They
are usually enlivened with discussions, film show, case studies, role playing and
demonstrations. Audio-visual aids enhance their value, “the lecture method is not dead as
some would believe”. In the hands of table lecturers, and for certain kinds of purposes and
participants, it may turn out to be interesting and effective than any other methods, in
training, the most important uses of lectures include:
1. Reducing anxiety about upcoming programmes organizational changes by explaining their purposes.
2. Introducing a subject and presenting an overview of its scope.
3. Presenting the basic material that will provide a common background for
subsequent activities.
4. Illustrating the application of rules, principles, reviewing, clarifying
summarizing.
The main advantage of the lecture system is that it is simple and efficient and
through it more material can be presented within a given time than by any other method.
However the lecture system suffers from some limitations:
1. The lectures are passive intend of active participants. The lecture method
violates the principle of learning by doing. It is a one way communication.
There is no feedback from the audience.
2. A clear and vigorous verbal presentation requires a great deal of preparation
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for which management personnel often lack the time. Moreover, it is calls for
substantial speaking skill.
3. The attention span of even a well-motivated and adequately informed listener
is only from 15 minutes to 20 minutes so that in the course of an hour, the
attention of listeners drifts.
4. It is difficult to stimulate discussion following a lecture, particularly if the
listener is uninformed or instruct by the lecturer.
5. The untrained lecturer either samples or packs far too much information in the
lecture, which often becomes unpalatable to the listened.
6. The presentation of material should be geared to a common level of
knowledge.
7. It tends to emphasise the accumulation and memorization of facts and figures
and does not lay stress on the application of knowledge.
8. Though a skilful lecture can adapt his material to the specific group, he finds it difficult to adjust it for individual difference within a group.
According to the conclusions reached at the conference on management
education and training held from 22to 24, 1964 at Pune, the essential pre-requisites for a
successful lecture method are
1. Group interest must be motivated and adapted to its needs.
2. A lecture should be well-planned as to purpose; the main ideas and organizations
should have clear and the development interesting.3. It should presented by an enthusiastic and animated speaker who has his
learner’s needs and interest in mind at all time;4. It should not less than 30 minutes and not than an hour a lecture should be made
interesting and enlist the active participation of the learners with the aid gain of
guided discussion, the lecturer should pose leading questions, instead of giving
out knowledge and information, to which the listeners should provide answers.
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2. The conference Method:
Under this method, a conference is held in accordance with an organized plan.
Mutual problems are discussed and participant pool their ideas and experience in
attempting to arrive at better methods of dealing with this problems. The members of
the group come to teach each other and to learn together. Conferences may include
Buzz sessions which devide conferences in small groups of four or five for intensive
discussions. These small groups report back to the whole group with their
conclusions are questions. This methods is ideally suited for analyzing problems an
issues, and examination them from different viewpoints, It helps in developing
conceptual knowledge, reducing dogmatism and modifying attitudes.
3. Seminar or Team discussions:
The group learns through discussion of a paper on a selected subject. The paper is
written by one or more trainees. Discussion may be on a same statement made by the
person in charge of the seminar or on a document prepared by an expert. The material to be analyzed is distributed in advanced in the form of required reading.
4. Case Discussion: Under this method, a real business problem or situation demanding solution, is
presented to the group and members are trained to identify the problems presented, they
must suggest various alternatives for tackling them, analyze each one of test, find out
their comparative suitability, and decide for themselves the best solution. The trainer only
guides the discussion and in the process ensures that no relevant aspect is left or
discussion, and adequate time is spent on each aspect. This method promotes analytical
thinking and problem-solving ability. It encourages open-mindedness, patient listening
respecting others views and integrating the knowledge obtained from different basic
disciplines, incidentally, it enables trainees to become increasingly aware of obscurities,
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contradictions and uncertainties encountered in a business. This method is extensively
used in professional school of law and engagement, and in supervisory and executive
training programmer in industry.
5. Role-playing:
This method is also ‘role-reversal’ ‘socio-drama’ or ‘psycho-drama’. Here trainees
act out a given role as they would in a stage play. Two or more trainees are
assigned roles in a given situation, which is explained to the group, these are no
written lines to be said and, naturally, no rehearsals. The role players have to
quickly respond to the situation that is ever changing and to react to it as they
would in the real one. It is a method of human interaction, which involves realistic
behavior in an imaginary or hypothetical situation.
Role playing primarily involves employee- employer relationships, hiring, firing,
discussing a grievance problem, conducting a post appraisal interview,
disciplining a subordinate, or a salesman making presentation to a customer.
6. Programmed instruction:
This involves two essential elements: a) step by step series of bits of
knowledge, each building upon what has gone before, and b) a mechanism for presenting
the series and checking on the trainee’s knowledge questions are asked improper
sequenced and indication given promptly whether the answers are correct. This may be
carried out with a book, a manual or a teaching machine; it is primarily used for teaching
factual knowledge such as mathematics, physics.
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Evaluation and monitoring of training: Objective of training evaluation is to determine the ability of the participant in the
Training programmed to perform jobs for which they were trained, the specific nature of
training efficiencies whether the trainees required any additional on the job training, and
the extent of training not needed for the participants to meet job requirements. There are
various approaches to training evaluation. To get a balid measure of training
effectiveness, the personnel manager should accurately assess trainee’s job performance
two to four on the after completion of training. Writers have suggested that four basic
categories of outcomes can be measured.
1. Reaction. Worth evaluated the trainee’s reaction to the programmer. Did he like the programme? Did he think while?
2. Learning. Did the trainee learn the principles, and fact that the supervisor or the trainer wanted them to learn?
2. Behavior. Whether the trainee’s behavior on the job changes because of the
Training Programme?
3. Results. What final results have been achieved? Did he learn how to work on
machine? Did scrap page costs decrease? Was turnover reduced? are production quotas now being?
Responsibility for Training
That training is quite a stupendous task, which cannot be done by one single department,
you are right in your thinking. In fact, total responsibility for training has to be shared
among:
1. The top management who should frame on authorize the basic training policies,
review an approve and board outlines of training plans and programmes and
approve training budgets.
2. He personnel department, which should plan, establish and evaluate instructional
programmes.
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3. He supervisor who should implement and supply the various development plans.
4. Employees who should provide feedback, revision and suggestions for
improvement in the programme.
Part-B
MANAGEMENT DEVELOPMENT- CONCEPTS:
Formal management development processes are been designed to widen the range of
experience, to give specific training in particular skills and to give specific training in
particular skills and to provide knowledge of the context in which the manager operates.
The paradox in the managers continue to think learning and development as being
essentially and primarily about the work experience they have had whereas personnel and
management development advisers think about management development in terms of
planned processes of job rotation, succession planning and courses.
DISTINCTION BETWEEN TRANING AND DEVELOPMENT:
Training is a short-term process utilizing a systematic and organized procedure by
which non-managerial personnel learn technical knowledge and mechanical operation,
skills for definite purpose. While development is a long-term educational process training
a systematic and organized procedure by which managerial personnel learn conceptual
and theoretical knowledge for general purpose.
MANAGEMENT DEVELOPMENT- DEFINITIONS:
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Management development is a systematic process of training and growth by which
managerial personnel Gain and supply skills, knowledge, attitudes and insights to
manage the work in their organization effectively and efficiently.
“A conscious and systematic process to control the development of managerial
resources in the organization for the achievement of goals and strategies”. (Molender, 1986)
“An attempt to improve managerial effectiveness through a planned and deliberate
learning process (Mum ford, 1987).
The function, which form deep understanding of business goals and organizations
requirements undertaken,
a. To forecast need, skill mixes and profiles for many positions and levels:
b. To design and recommend the professional, carrier and personal Development programmers necessary ensure competence;
c. To move from the concept of ‘management’ to the concept of ‘managing’;
NEED FOR MANAGEMENT DEVELOPMENT:
A business organization has to develop the of all those who are in management
positions or who are fresh from management institutions and have the potential this
development is necessary for the following reasons
Society is facing a rapid of technological and social change, Management personnel to be developed, as they
Have to tackle problems arising out of introduction of automation,
intense market competition, growth of markets enlarged labour
participation in management and greater interest being taken by public
and the government in various activities of business
Business and industrial leaders are increasingly recognizing their social
and public responsibilities, which call for a much broader outlook on the
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part of management.
Managers are to be developed to exploit future opportunities and
potential, and for handling problems arising out of increasing size and
complexity of the organization.
Management labour relations are becoming increasingly complex (to
retain and to motive employees).
To understand and adjust to changes in socio-economic forces,
including changes in public policy and concepts of social justice,
industrial democracy, problems of ecology (some and pollution),
ekistics (the problem of human settlements) ergonomics (the problem of working environment).
Management Development Concepts:
A sound programmer of management development has to be based on the development of
concepts evolved in the past, the more important of the given below:
Management development is not a “one shot” affaire but continues
throughout an executive’s whole professional career. There always exists some gap between actual performance and capacity,
with prove ides considerable opportunity for improvement.
Increased understanding of others their behavior and attitude, and of
oneself indefinitely aid in managing, and contributing to personnel
department.
Development requires clear-cut objectives and goals which are to be
achieved or attained, and the ways and methods of achieving these.
Development seldom takes place in a completely peaceful and relaxed
atmosphere growth involves stress and strain.
Participation is essential for growth. Spoon-feeding seldom brings
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significant or lasting improvement.
Feedback from a superior to a subordinate and from a group to and
individual is necessary for the recognition of short comings and for
keeping oneself in touch with the progress that has been achieved.
An important responsibility of the personnel department is that of
development.
Objectives of Management Development:
Any programme of management development must aim at achieving the
following objectives:
To assure the organization of availability of requirement numbers of
managers with the required skills on meet the present and anticipated
future needs of the business.
To encourage management to grow as persons and their capacity to
handle greater responsibility.
To improve the performance of managers at all levels in the jobs they
hold now.
To sustain good performance of managers throughout their careers.
Management Development must relate to all managers in the organization. It must lead to
growth and self-development of the organization. Its focus should be on future
requirements rather than those of today. Management development must be dynamic and
qualitative, rather than static replacement based on mechanical rotation. A Das Gupta has
given the objectives of the development of managerial personnel for various levels of
management. These are given below:
a. Top Management:
1. To improve thought processes and analytical in order to uncover and
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examine problems and take decisions in the interests of the country and
organization.
2. To broaden the outlook of the executive in regard to his role, position and responsibilities in the organization and outside:
3. To think through problems this may confront the organization now or in the future
4. To understand economic technical and institutional forces in order to solve
business problems:
5. To acquire knowledge about the problems of human relation.
b. Middle line Management:
1. To establish a clear picture of executive function and responsibilities.
2. To bring about an awareness of the board aspects of management problems,
and an acquaintance with and appreciation of, inter-departmental relation:
3. To develop the ability to analyze problems and to take appropriate action;
4. To develop familiarity with in the managerial uses of financial accounting,
psychology, business law and business statistics;
5. To inculcate knowledge of human motivation and human relationships; and
6. To develop responsible leadership;
STRUCTURES AND SYSTEM:
Implementing management development successfully is dependent
Upon an effective management development infrastructure that:
Identities and allocates responsibility
Provides and disseminates information efficiently
Provides administrative support
Increases awareness and viability
The Diversity of the Management:
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Management development has to be linked to the reality of managerial work. When
organizational development programmer, it is important to cater for the diversity of
management skills, attitudes and experience that resides with in the organization. One
example is given by the Odiorne (1984) who advocates a portfolio approach where a
‘mix’ of objectives and techniques are arranged to match the profile of the management
team in the organization.
A PORTFOLIO APPROACH TO DEVELOPMENT:
‘Stars’:’ high performing, high potential managers’
Aim:
Create challenge
Provide incentives and rewards
Allocate adequate resources and effort
‘Workhorses’: ‘high performing, limited managers’
Aim:
Emphasize value and worth of experience
Motive and reassures
Utilize experience on assignments, projects, coaching
‘Problem employees’: ‘high potential, under performing’
Aim:
Identify weakness Channel resources to address weaknesses Regular performance monitoring and feedback
‘Deadwood’: low performing, low potential managers
Aim: Identify weakness, resolvable?
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If not, consider release, early retirement, demotion
(Source: H.R.M, Ian Beard well Len Holden)
The diverse nature of management means that certain questions need to be answered
before development commences:
Who is to be developed?
- It is order manager seeking new challenges or younger ‘high fliers’ on a fast rack development programme?
- It is senior manager seeking to enhance their strategic skills, middle
- mangers seeking update and broaden existing skills or junior level
- managers looking to acquire additional managerial skills?
- Is it technical specialists seeking to expand their cross-functional
- capabilities or supervisors receiving training for the first time?
What is being developed?
- Does the programme seek to develop new attitudes and values as in the -- case the case of a recently privatized public utility or a private sector -- company that has just undergone a take-over?
- Does the programme aim to develop technical, financial, business or
- interpersonal skills what are the priorities?
- Does the programme seek to change existing managerial behaviors and
- style to reflect and internal organizational restructuring, i.e. the
- introduction of new technology?
-
Where will the development take place? Should development be on-the-job in the office, factory or sales territory, or
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off-the-job in a residential hall, academic institution or individual’s home, or
a combination or both?
What are the most appropriate techniques to achieve the best for between individual and organizational requirements?
- What are the most cost-effective/appropriate techniques available?
- How much scope is there to accommodate individual learning needs and preferences?
- How is conflict resolving between individual and organizational needs?
- How much choice is delegated to the individual over the choice of development techniques?
Once these questions have been considered, the organization is in position to construct
framework development techniques that best fits its needs.
Achieving success in management development:
Charles Margerison offers indicating the ways of achieving success in
Management Development. He does not present them as a model, but it is convenient
and appropriate to consider them.
Success can be facilitated by:
Selecting high-achieving managers
Enthusiastic managerial support
Involving key people diagnosing management development needs
Designing active work-related activities
Presenting hard for outputs
Providing early leadership experience
Letting each person appraise himself
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CHAPTER 2
METHODOLOGY
METHDOLOGY
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Objectives of study:
To find the necessity of the training and development programmes.
To know about the induction training programmes.
To know how training needs are identified.
To identify the benefits of training and development programmes.
To evaluate the training and development programmes.
To prevent obsolescence. To impart the new entrant the basic knowledge and skills they need for an intelligent
performance of definite job.
To prepare employees for higher-level tasks. To develop potentialities of people for the next level of job.
To ensure economic output of required quality.
To promote individual a collective morale a sense of responsibility, cooperative attitude and good relationships.
Purpose of the study
The purpose of doing this project is to know how training needs are identified, the
importance of induction training, training and development programmes and to evaluate the
training and development programmes in ONGC.
Nature & Scope of the study
The study involves the analysis of effectiveness of ONGC in the organization. i.e., the
operative & Administrative staff.
The Scope of the study is limited to a sample of 65 executives to identify the
methodology of Training and Development in the organization.
Sample Design
a. Sampling Technique used
The sampling technique adopted was Random Sampling Method.
b. Size of the sample
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The study was confined to a sample size of 65 employees and all are executives
from different departments.
Data Collection Method
There are several methods are collecting data
Primary Data
Primary data has also collected through the Interviews and Questionnaire.
Secondary Data
It has been collected through Internal & External sources of like management in ONGC.
a. Questionnaire Design
Questionnaire design for all executives at all levels for the collection of primary Data.
b. No of Questionnaire
The total Questionnaire consists of 15 questions.
Limitations of the study
1. The study was exploratory in nature, only a small sample size of 15 surveyed.
2. To study various Types of Training & Development programs
conducted at ONGC& ONGC training policy & Methodology of training & module
training.
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CHAPTER 3
ORGANISATION PROFILE
PROFILE OF THE COMPANY:
BRIEF SUMMERY ABOUT THE ORGANISATION:
Oil Country Tubular Limited (ONGC), is one of the leading companies in the
World processing a wide range of Oil Country. Tubular Goods required for the Oil Drilling
29
and Exploration Industry. ONGC is an ISO 9000 company and is licensed by American
Petroleum Institute (API).
ONGC is located near Hyderabad city, India, and is an unique integrated facility in the
World. ONGC has earned worldwide recognition for the Quality of its products and services.
Innovation and Technical Excellence are the driving focus at ONGC is on the quality of its
products and services.
At ONGC, the complete processing activity is concentrated in a single unique Integrated
Plant located at Narketpally with Corporate Head Quarters in Hyderabad, India. The
managing director Mr heads the company. The facilities include Upsetting, Heat Treatment
of Tubular.
PROCESS:
Non-Destructive Testing, Metallurgical Laborator, Gauging and Calibration
Laboratory, Tool Joint and Coupling Heat Treatment and Threading, Hard facing of Tool
Joints, Casing and Tubing Threading, Friction Welding of Drill Pipe, Hydrostatic Testing
And Internal Plastic Coating of Tubulars. Research and Development activities are
continuous phenomena at ONGC aimed at upgradation of technology and manufacturing
processes.
CORE VALUES:
ONGC believe in the principles of continuous improvement, which are put into practice at
Every level in the organization. It is ONGC’s continuous endeavor to improve the quality
Of its products and services to the complete satisfaction of it’s Customers, by adopting
The latest manufacturing techniques, practices and technical improvements.
30
ONGC’s sophisticated equipment, expertise and technology makes it the best option
to Manufacture and supply the product to the customer’s complete satisfaction.
Our integrated facility gives us the ‘competitive edge’; ably supported by our personnel who
are highly motivated, dedicated and committed to produce Quality products consistently.
Products:
ONGC’S wide product range covers Drill Pipe, Production Tubing, Casing, Tool Joints,
Couplings, Pup Joints, Nipples, Subs, and Cross Over. ONGCS’s Oil Field Accessories
include Rotary Subs, Lift Plugs and Lift Subs, Cross Over, Stabilizer sleeves, Welded Bade
Stabilizers and Cast Steel Lifting Bails.
SERVICES:
Services include Tool Joint Hard facing, Make and Break of Tool Joints, Internal Plastic Coating of Drill Pipe and Tubing, Reconditioning of Drill Pipe, Re-threading of Drill Pipe, Tubing and Casing, Repair and Re-threading of Premium Tubing and Casing, and Field Inspection of Tubular.
PRODUCTION CAPACITY:
The Production Capacity of the company is 1075mt.but, the company is not fully utilizing
the installation capacity handling they are utilizing 25% of the installation capacity.
CUSTOMERS:
The customer of the company are ONGC and Oil India Limited India and the company is
doing exports to the Gulf Countries wherever, Petroleum Drilling operations are carried out.
EXPANSION PROPOSALS:
At present the company is importing the raw materials i.e, Seamlers steel pipes from various
countries dependly on the steel grades and quality of the materials as per the requirement of
the customers. Hence or the company is setting up the back integrations project which will
produce seamlers steel pipes. The Government has given cleaning formally to setups the
plant. After expantion the company will overcome the delay in the procurement of Raw
materials.31
QUALITY:
Oil Country Tubular Limited was established to meet the growing worldwide demand for Oil
Country Tubular Goods of the highest quality by ensuring compliance with American
Petroleum Institute Specifications and the ONGC Standards. ONGC endeavors to provide the
best products and services to meet the exacting needs of its customers.
Oil Country Tubular Limited has been assessed and certified by the American Petroleum
Institute Quality Registrar (APIQR) as being in compliance with ISO 9000 Quality Systems
and API Spec Q1 Quality Systems requirements.
The Products are manufactured to the relevant American Petroleum Institute (API)
Specifications and carry API monogram:
API Specification 5D, certificate number 5D-0035
API Specification 7, certificate number 7-0082
API Specification 5CT, certificate number 5CT- 0243
Quality is of paramount importance at ONGC. In the pursuit of this goal, the ONGC Quality
Assurance Program actively involves personnel at all levels, in the continuing effort to
produce the highest level of quality products consistently. At ONGC, Quality is a continuous
process and is embedded in every event, right from the receipt of the Customer Order,
procurement of raw materials, processing and shipment of the finished products.
During each of the processing stages, strict quality controls are performed to ensure the
highest levels of quality and full compliance with the specified requirements. The best
controls, testing, inspection concepts, and practices are integrated in to the system. The
inspection procedures are designed to detect imperfections, assess their severity and assure
that all products comply with the specified standards. These include mechanical and
metallurgical testing, non-destructive testing for possible longitudinal and transverse defects,
32
wall thickness and steel grade verification, pipe hardness, drift, hydrostatic testing,
magnaflux and ultrasonic inspection, and threading inspection.
To accomplish this, the facility is equipped with the latest testing and inspection equipments,
Metallurgical Laboratory including ARL Spectrometer for chemical analysis, and Metrology
Laboratory for gages and tooling control. A complete set of Master and Working Gages are
maintained and the calibration of the gages is strictly scheduled for verifying Working Gages
against Master Gages, as well as all the inspection, measuring, and testing equipment.
The ONGC Quality Assurance Program provides complete process and product traceability
for each pipe, starting from the raw material stage through finishing. A unique product
number is die stamped on every product to ensure complete traceability. All the Tests and
Inspection results throughout the manufacturing process and product traceability data are
fully documented and maintained in a computerized data base and are traceable with the
product number.
Complete documentation is provided with each shipment detailing the full Quality
control records covering the Mill Test and Inspection Certificate, Quality Clearance
certificate, Length Tally, Drill String Assembly data, Non-destructive Test Certificate and
Warranty Certificate. Any other documentation can also be included on Customer’s request.
At any time, the Customer can be provided with a comprehensive account of his product.
QUALITY OBJECTIVES:
1. To produce & market Quality Products.
2. To Retain and enhance our reputation as a leading manufacturer of Oil
Country Tubular Goods of high Quality.
3. To optimize operational Efficiency to increase Productivity.
4. To Enhance Customer Satisfaction.
PERSONNEL POLICY
33
The importance of Human Resources in attainment of the Corporate Objectives is well
recognized at ONGC and the Management views the Human Resources as the most valuable
of all other assets of the organization.
1. The Personnel Policy of the Company is:
i. To attract and secure the services of competent and capable or potentially competent and capable personnel
ii. To provide maximum scope for the individual development within the Organization;
iii. To retain at all times an adequate number of contented personnel, and
iv. Optimum utilization of Human Resources.
2. In conformity with the Company’s personnel Policy, the objectives of
- Recruitment- Induction/Orientation- Training- Appraisal - Health & Safety and- Welfare functions
Shall initially be laid down and may be modified, altered, amended or rectified subsequently
from time to time as required.
HEALTH AND SAFETY POLICY:
1. This policy of ONGC operates in a manner designed to protect the Health and Safety of
its Employees and other Members of the Community in which the Factory carries on its
production activities.
34
2. Health and Safety is a Personal Responsibility of every Employee and enforcement of
Health and Safety Rules and Regulations is a Line Responsibility and Executives at all
levels are accountable.
3. In accordance with this policy ONGC Administration at Factory
Designs, Constructs, Operates, Maintains and manages its operations.
- To prevent Unacceptable Risk to Human Health
- To provide Work Places free of recognized Safety Hazards.
4. Complies with all applicable Statutory, Governmental and Internal Health and Safety
through Training and Awareness Programmers.
5. Establishes and Communicates standards on Health and Safety through Training and
Awareness programmers.
6. Encourages the Participation of Employees at all levels in Health and Safety Programmers
and activities.
7. Monitors, Evaluates and reports to the Management on Periodic basis the Health Status
and safety programmers.
35
CHAPTER 4
TRAINING AND DEVELOPMENTIN ONGC
36
1.0 SCOPE
ONGC recognizes and regards the Human Resources as the most valuable asset of the
Organization. The ONGC Management firmly believes that the Quality of Man-Power
at its command will ultimately determine the prosperity of the Organization and the
successful attainment of Corporate Objectives and polices.
ONGC being a High Tech oriented Industry competing with its Products in
International Markets the need for attainment of certain Standards is essential for the
individual employees to perform efficiently in their respective jobs.
2.0 AIMS AND OBJECTS
With a view to maintain the requisite efficiency levels, the need for minimum
Qualifications and certain length of Training are imperative.
2.1 The Training at ONGC, therefore, must aim at
- Awakening the potential latent in each employee so that he may become an
efficient and co-operative member of any work-group and act as a creative
individual.
- Kindling in Employees a sense of awareness of his duties and responsibilities
and a sense of belonging and, along with a host of human values and
- Fostering an Organizational Culture where
a) Superior-Subordinate Relationships,
b) Team work and
c) Collaboration among different Sub-units
are strong and contribute to the
- Professional well-being
- Motivation
- Commitment and
- Pride of Employees
37
3.0 THE STRATEGY
ONGC’s strategy of designing steady and methodical Training Programme as a perennial activity is aimed at
- Meeting specific Training needs with the content of Graining Programme
- Blending Administrative Qualities with Professional and/or Technical abilities at varying ratios to suit or to meet needs of different levels in the hierarchy of Management.
- Introducing Pre-Training briefing and Post-Training debriefing
- Encompassing all aspects of employee’s Career Planning
- Attaining Organizational Growth & Development
4.0 PURPOSE OF TRAINING
The purpose of Training is utilitarian and is to improve the Quality of Human resources
in terms of the following employee attributes
1. Knowledge
2. Skills
3. Experience and
4. Health and Safety
5.0 TRAINING PROCESS
In the process of training at ONGC, and employees are continuously enabled in a
planned way
- To orient develop and sharpen capabilities required to perform various tasks
and functions associated with their present Jobs and Positions and their future
expected roles
- To develop their general enabling capabilities as individuals so that they are
able to discover and exploit their own inner potential for their own career
Planning & Development and for the Development of the Organization.
38
6.0 SCOPE OF TRAINING ACTIVITY
Training is – need based – obligatory
Training is obligatory
- Under Statutory Provisions like Apprentice Act
- Under social & Public Relations policy of the Company
Need based Training includes the following
- Training for placement
- Training for Performance
- Training for Promotion
- Training for Development
6.1 TRAINING FOR PLACEMENT
Training at ONGC is purposefully integrated with the Recruitment process and it is intertwined with Appointment and Placement.
Recruitment takes place at the following five (5) levels and only fresher with requisite are selected for training.
- Education qualifications- Physical standards and- Proper mental dispositions
Direct Recruitment in ONGC is limited only to posts at higher levels in the hierarchy where such posts demand
- Specialized knowledge in specific field- Professional skills and- Experience
The five leaves for which fresher are recruited and selected for Training and Placement are called “Trainees”
Trainee Status Minimum Qualifications
39
Trainee Engineer - Graduation in Engineering
Trainee Technician - Diploma holders/Graduate or
Post graduates in Sciences
Trainee Office Assistant - Graduate in any Discipline
(Science, Arts or Commerce)
Trainee Operator - Certificate Holders from Industrial training
Institute or Certificate from
Apprentice Board/Advisor
Trainee Helper - SSC with potential to grow as
Tradesman/Operators
6.2 TRAINING FOR PERFORMANCE
The emphasis of Training under this category is (i) to provide Opportunities for
developing existing abilities in order to achieve greater speed,. Promptitude and
efficiency and also (ii) for acquiring new skills when new process, methods and
Machinery are introduced. Training is designed to existing employees working as
- Operators & Helpers
- Supervisors, Executive & Staff
- Engineers & Officers, and
- Managerial personnel
6.3 TRAINING FOR PROMOTION
Promotion to higher step or grade in the hierarchy or to an elevated level is linked to
- Positive supervision
- Acquisition of skills
- Experience and
- Efficiency
Now, Training under this head is oriented to prepare employees for successful
performance their promoted jobs. Thus this part of Training forms a part of policy
towards Career Planning and Individual Development and its success however depends
40
upon Individual abilities and achievements during and after Training. The next
immediate promotion levels indicated below are illustrative:
Technical Side Administrative side
Helper to Operator Helper to Office Assistant
Operator to Foreman Assistant to Executive
Foreman to Supervisor Executive to Officer
Engineer to Manager Officer to Manager
6.4 TRAINING FOR DEVELOPMENT
Training Managerial Personnel is another key area and it is intended to advance Work
processes and Technological inventions. This in fact covers and is akin to
Developmental Studies in the Context of Social and Technological changes and
adaptability to changed situations.
7.0 INSTITUTIONAL STRUCTURE
Training has been made systematic, methodical and institutionalized through the
establishment of ONGC Training School for this purpose within the Factory premises
The ONGC Training School, with its Four Functional organs gives not only solid
shape and structure to the Training activity but also needed Thrust to organized
Training to an Employee or a Class of Employees.
The School shall undertake the responsibility of conducting the Training as per the pre
conceived and spelled our policy of the Company.
The Four (4) Functional Organs under which the activities of the School are carried out
are:
1. The Advisory Board
2. The Academic Council
3. The Training Faculty
4. The Secretariat
41
The School is equipped with all Amenities, Furniture, Fixtures, and Modern Teaching
Aids as well as a Library.
7.1 THE ADVISORY BOARD
Advisory Board is the apex body which
- Formulates Training Policy
- Provides Funds for implementing Training Policy, and
- Gives guidance to the Academic Council.
It consists of a Chairman and two (2) Members. The Joint Managing Director In-
charge of Factory shall be the ex-officio Member and acts as the Chairman of the
Board. The Chairman choosing one each from Administration and Production
Departments shall nominate the other two Members on the Board and they shall hold
the Office at the pleasure of the Chairman.
7.2 THE ACADEMIC COUNCIL
This is the organ, which translates the Training Policy into practice, and implements it.
The other functions of the Academic Council are:
- To lay down Standards of Training
- To decide syllabus
- To select Faculty Members
- To identify Agencies and Facilities for External Training
- To fix duration of various Training Programmes
- To organize Library and to Maintain Reading Room
- To procure Journals, Standards, Reference
Books, Technical Literature and other study
Materials and Teaching Aids
- To list out the functions of Faculty Members and
to fix their Duties And responsibilities towards Trainees,
Training Programmes and Training school and to
over see the functions of Faculty Members.
42
- To review the syllabus, methods and techniques
of Training and To bring any modifications
and alterations to make the Training Effective
- To provide any in fracture and other facilities
found lacking.
The Academic Council consists of not less than there (3) and not more than seven (7)
Members selected and nominated from among the Head of the Departments or In-charges of
shops by the Advisory Board. The Members of the Academic council shall elect one among
them as Chairman who shall preside over the meetings of the Council. Usually the Senior
Manager, In-charge of Training shall in ex-officio capacity, be nominated as Member of the
council and Designated as Chairman to preside over the meetings of the Council.
7.3 THE TRAINING FACULTY
The main function of a Faculty Member is two fold
- Giving intensive Training in the Shop Floor activities to the Trainees attached
to the shop in which the Faculty Member is employed and working.
- Training the Trainees not exclusively attached to his shop but employed in
other shops in a general way about the activities of his shop, conducting
classes either on his Shop Floor or at Training School.
The other Functions of Faculty Members include
- Preparation of detailed notes or study material
- Selection of Teaching Methods and Techniques
- Teach and Explain theoretical and practical aspects of scientific and technical
principles as are employed in the working of or in any process carried on by
various Machines with special reference to the Shop in which the Faculty
Member is working.
- Demonstrate and explain the methods of doing jobs.
- Conduct periodical tests (written or oral) and to evaluate the performance in
respect of each trainee attached to his Shop.
43
- Promote Safety consciousness, quality consciousness among Trainees
- Monitor the activities of Trainees both with and outside Factory premises
7.4 THE SCRETARIAT
The Training wing of the Personnel Department will render all Secretarial assistance and provide support services
- To ensure smooth conduct of activities at the Training School, and
- To assist in proper discharge of functions by the other Three (3) organs of the School.
8.0 AREAS IN WHICH TRAINING SCHOOL OPERATES
There are five (5) main areas in which Training operates in ONGC and the Training
School takes care of them.
1. Knowledge - the School imparts
2. Skills - the School improves
3. Techniques - the school teaches
4. Attitudes - the School changes
5. Experience - the School provides opportunities
9.0 STEPS IN TRAINING
1. Identification of Training needs and priorities by
- Organizational Analysis (where)
- Operational Analysis (what)
- Man Analysis (who)
2. Establishing Training Goals & objects
3. Selections of Trainees
4. Pre-Training briefing
5. Selection of Training Techniques
6. Selection and Training of Faculty Members
7. Application of Training Techniques
8. The Detailed Training Programmes drawn
44
9. Post-Training briefing
10. Evaluation of the Training Programme.
10. TRAINING METHODS
The Training Methods are selected having regard to the following
- Objectives of Training
- Level of the trainee
- Availability of Finance
- Availability of Time
All the selected Training Methods must have inherent effectiveness to attain the
objectives set forth.
11. TRAINING TECHNIQUES
The Training Techniques generally meet the following objectives
- Provides Motivation to the Trainee and the Training
- Develops willingness to change
- Inspires active participation by the Trainee in the learning process.
12. TRAINING APPROACH
Training is targeted at - Individual Employee and
- Group of Class of Employees
Training has two aspects - Theoretical and Practical
Theoretical Training is otherwise known as “Of the job Training” and it consists of
- Re-orientation on subject material
- Analysis of practical problems encountered on job
- Sharing of experiences.
Practical Training is otherwise known as “On the Job Training” and it covers
45
- On Plant and Equipment
- On Tools and Machinery
- Getting the work done
- Position rotation
13. PLACE OF TRAINING
Place of Training may be - within the Country – Abroad
Training within the Country - In Plant/House Training
Out Side/External Training
In Plant/House Training - Regular Training (New recruits)
- Sporadic Training (Refresher Courses)
Regular Training - with Internal Faculty at ONGC School
Sporadic Training - with External Faculty at ONGC School
Out Side/External Training
- Long Term Courses conducted by institutions
- Short duration specially sponsored programmes
14. RESPONSIBILITY FOR TRAINING
Apart from Training School, the responsibilities for Training mainly rest on
- Line Management
- Staff Management (P&A)
Line Management - To identify & report Training needs
of Employees
- To plan & coordinate with Staff Management (P&A)
- To Conduct Pre Training briefing
- To Carry out on the job Training
- To evaluate & compare effects of Training on
production
Staff Management (P&A) - To Collect date regarding Training Needs
- To Plan & Co-ordinate with Line
Management
- To Schedule Training Programme
- To Arrange Faculty
46
- To Conduct Organized Training
- To Maintain Records of Organized
15. DURATION OF TRAINING
Duration of Training depends upon the Place of Training and the Training needs of an
employee.
Long Term Training - duration one-year maximum
Short Term Training - duration not exceeding six months
Sponsored Programmes- less than one-week duration
Note: The idea in conducting 1 –3 days programmes with External Faculty in the form
of work shops, seminars, symposia, talks is to kindle, keep alive and foster
Professional interest amONGCt the employees in general and especially the
Supervisory and Executive Groups and to develop scientific Management philosophies,
attitudes and practices.
16. MEDIUM OF INSTRUCTION
The medium of instruction shall be so selected and all teaching materials shall be so
planned prepared to
- Facilitate easy perpetual assimilation of contents of instruction
- Economize time and effort
- Create an impact
Language of instructions may be - English
- Telugu
- Mixed approach (of above two)
17. EVALUATION OF TRAINING
Effectiveness of Training is evaluated by three (3) methods47
- Observation of the employee’s performance and Behavior
on the job
- Examinations/Tests, written or oral, to find out how much
the Trainees have learnt from the Training.
- Judging from participants’ reactions to the Training
Programme and their suggestions
18. BENEFICIARIES OF TRAINING
- All employees at all levels who have an inclination to learn and develop
- All new Recruits who joined as Trainees
- A Selected Individual employee or a class of employees whose Training needs
are specifically identi
19. DOCUMENTATION
The following Forms and Formats have been designed and put to use as a measure of
Documentation of vital information on Training activity at ONGC School.
S.No. Title Form No.
1. Training Schedule FORM/P&A/005/01
2. Training Schedule Compliance
Report FORM/P&A/009/01
3. Questionnaire for Evaluation of FORM/P&A/012/02
Training Programme
4. Record of attendance at Training
programme FORM/P&A/013/00
5. Evaluation of Training
programme.
FORM/P&A/013/01
List of Training Programmes Conducted for the years 2006 to 2008
48
Year External Training In House TrainingNo.of Training Programmes Conducted
No. of Participants
No.of Training Programmes Conducted
No. of Participants
2006 05 10 110 22002007 02 04 122 25622008
(January to June)
03 06 58 1450
STRUCTURE OFHUMAN RESOURCE DEPARTMENT OF ONGC
GENERAL MANAGER
IN-CHARGE(PERSONAL&ADMINISTRATION)
SENIOR EXECUTIVE
EXECUTIVE
49
CHAPTER 5
DATA ANALYSIS
1. Are you interested in training?50
a. Yes b. No
Tabulation:1
Respondents PercentageYes 43 86%No 7 14%Total 50 100%
Pie Chart:
Yes
No
.
.
Interpretation:
About 86% employees are interested in training and 14% were not interested.
2. What are your educational qualifications?
51
a. Degree b. P.G. c. B Tech d. Others
Tabulation:
Respondents Percentage
Degree 32 64%P.G 7 14%B.tech 11 22%Others 0 0%Total 50 100%
Pie Chart:
degree
P.G
B.tech
others
Interpretation:
From the above, 64% employees were pursued degree,14% are P.G and 22% are B.tech.
52
3. Are you aware of all the training facilities that are available in ONGC concerned to you?
a. Yes b. No
Tabulation:
Respondents PercentageYes 46 92%No 4 8%Total 50 100%
Pie Chart:
Yes
No
.
.
Interpretation:
From the above 92% Employees are aware of training facilities 8% are not aware of training facilities.
4. Which aspect do you consider under training for Promotion?
53
a. Position supervision b. Acquisition c. Experience d. Efficiency
Tabulation:
Respondents PercentagePosition supervision 15 30%Acquisition 12 24%Experience 8 16%Efficiency 15 30%Total 50 100%
Pie Chart:
positionsupevision
acquisition
experience
efficiency
Interpretation:
About 30% of employees think position super vision and efficiency is an important aspect in training for promotion.24% for acquisition,16% for experience think that these are important aspects.
5. Which kind of course do you like for training?
54
a. Long term Training b. Short term Training
Tabulation:
Respondents PercentageLong term training 18 36%Short term training 32 64%Total 50 100%
Pie Chart:
long termtraining
short termtraining
.
.
Interpretation:
From the above chart 64% of employees are preferring short term training and 36% are long term training.
6. Which place do you prefer for training provided by the organization?
a. Training with in the countryb. In plant / House Trainingc. Regular Training
Tabulation:
Respondents PercentageTraining within the company
31 62%
In plant/ house training 12 24%regular training 7 14%Total 50 100%
Pie Chart:
55
training within company
in planttraining
regulartraining
.
Interpretation:
About 62% of employees preferring training within the company and 24% are preferring at Inplant training ,14% are interested in regular training.
7. Do you feel that your potential is utilized by your organization?
56
a..Yes b. No
Tabulation:
Respondents PercentageYes 48 96%No 2 4%Total 50 100%
Pie Chart:
Yes
No
.
.
Interpretation:
About 96% of employees are saying that their potential is utilizing by the organization. And 4% saying that their potential is not utilized.
8.Did you find any improvement in your productivity after the training program?
57
a. Yes b. No
Tabulation:
Respondents Percentage
Yes 46 92%No 4 8%Total 50 100%
Pie Chart:
Yes
No
.
.
Interpretation:
From the above, 92% of employees were improved their productivity of the training program and 8% were not.
9. How many years of service you have completed?a. 2years b. 4yearsb. 6years d. 8years
58
Tabulation:
Respondents Percentage15years 30 60%10-15years 7 14%5-10years 9 18%Lessthan 5years 4 8%Total 50 100%
Pie Chart:
degree
P.G
B.tech
others
Interpretation:
About 60%of Employees are having more than 15 Years Experience and 14% are having 10-15 Years, 18% are having 5-10 years Experience, 8% are having Less than 5 years Experience.
59
CHAPTER 6
CONCLUSIONS
CONCLUSIONS
1. Training programmes are essential and the respondents also felt the same.
60
2. The various methods and media used were encouraging employees to learn.
3. Employees are helped to upgrade their technical knowledge and skills through training.
4. Induction training programme is given more importance; it is a well-planned exercise and is of sufficient duration.
5. The training faculty in the company can conduct training programmes.
6. PMS, which is designed for identifying individual training needs is followed strictly.
7. Test of knowledge of various stages during the course of training is being carried in better manner.
8. Employees are satisfied by the knowledge attained through training programmes.
9. The administrative facilities like the venue, training aids are up to the mark.
10. Measurement is required after conducting the training programmes for employees and increased level of skills to be observed and be recorded
11. Training programmes are evaluated regularly and carries suggestions and modifications in mode of conducting of training programmes.
12. Various methods are adapted to develop employees to learn and implement creative ideas.
13. Organization supports and encourages self-learning and education by its managers.
14. Managers are provided opportunities to perform different tasks and acquire competencies.
61
CHAPTER 7
SUGGESTIONS
SUGGESTIONS
62
1. Induction training programme should be planned with more constructively.
2. External training facilities it will enhance more exposure, and to exchange views and ideas, and more interaction with new people.
3. Training faculty should assess the depth of knowledge of trainee and chalk out the training programmes suitably so that this can useful to their efficiency levels.
4. Behavioral training also has to be introduced since the company values Human source customer & Quality, attitude becomes essential. Therefore, Behavioral training is the duly solution.
5. Various training methods are to be used to give maximum scope for employees to learn and implement their creative ideas.
6. Focus on employees’ development given more effectiveness. 7. Evaluation of training programme should be done at regular intervals.
8. Levels of employee practical performance after importing training to be observed and recorder.
63
CHAPTER 8
BIBLIOGRAPHY
64
BIBLIOGRAPHY
1. Personnel Management
-C.B. Mammoria
2. Principles and Practices of Management
-L.M. Prasad
3. Human Resource Management
-Deepak Kumar& Bhatta Charya
4. Research Methodology -G.C. Beri
5. Essential of Human Resource Management & Industrial Relations -P. Subba Rao
6. Management the Training & Development -Alan Pepper
7. Strategic Evaluation of Training System -Uday Pareek
65
Source Of Activities Considered For Undertaking This Project Work During internship Training
CONTENTS
COMPANY PROFILE
ORGANISATIONAL CHART
MAINTENANCE OF REGISTERS
LEAVES CASUAL LEAVES SICK LEAVES LOSS OF PAY
HEIRARCHI OF THE ORGANISATION
QUALITY POLICY
QUALITY SYSTEM
FUNCTIONS OF PERSONNEL DEPARTMENT
OBJECTIVES
ONGC TRAINING POLICY
MANPOWER PLANNING
PROCEDURE FOR TRAINING AND DEVELOPMENT
LIST OF TRAINING PROGRAMMES CONDUCTED FROM
2006 TO 2008
MANUFACTURING PROCESS
PRODUCTS
LIST OF IN HOUSE TRAINING PROGRAMMES
LIST OF EXTERNAL TRAINING PROGRAMMES
VARIOUS TRAINING PROGRAMMES CONDUCTED IN ONGC TRAINING
SCHOOL AND ITS EVALUTION
66
PROCEDURE FOR PERFORMANCE APPRAISAL IN ONGC
PROCEDURE FOR PROMOTION AND PAY FIXATION
PROCEDURE FOR RECRUITMENT
CONCLUSIONS
ADMINISTRATION:
The Administration wing is playing a important role in ONGC and the follow works are carried in it P&A
Wage Administration
Security arrangements
Maintenance of Description
Imparting Training
Liaison works
Maintenance of Public Relations
Recruitment, manpower Planning, to ensure Employee safety
QUALITY POLICY OF THE ONGC
Oil Country Tubular Limited was established and is committed to meet the demand of Oil Country Tubular Goods of High Quality with continual improvement while ensuring adherence API/ONGC Standards
67
CHAPTER 9
ANNEXURE
QUESTIONNAIRE
68
1. NAME :GENDER :
DESIGNATION : SALARY : ADDRESS :
2. What are your educational qualifications?
a. Degree b. P.G. c. B Tech d. Others
3. Are you interested in training?
a. Yes b. No
4. Are you aware of all the training facilities that are available in ONGC concerned to you?
a. Yes b. No
5. Are you participated in training? a. Yes b. No
6. How do you rate the training facilities provided by yourOrganization?
a. Excellent b. Good c. Satisfied d. Bad
7. What kind of training programme do you prefer?
a. Off- the job training b. On the job training
8. What is your purpose regarding training programme in ONGC?
a. Knowledge b. Skills c. Experience d. Health & safety
9. What is your scope relating to training activities? a. Training for Promotion b. Training for Performance
c. Training for Placement d. Training for Development
10. Which aspect do your consider under training for Promotion?
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a. Position supervision b. Acquisition c. Experience d. Efficiency
11. Which kind of course place do you like for training?
a. Long term Training b. Short term Training
12. Which place do you prefer for training provided by the organization?
a. Training with in the countryb. In plant / House Trainingc. Regular Training
13.Do you feel that your potential is utilized by you organization?
a. Yes b. No
15. Did you find any improvement in your productivity after the Training program?
a.yes b. no
15.How many years of service you have completed?a.2years b. 4years
c.6years d. 8years
LIST OF FIGURES
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S.NO CONTENTS P.No
1 Employees are interested in training 51
2 Employees Educational qualifications 52
3 Employees training facilities are available in ONGC 53
4 Employees types of training course 54
5 place of training provided by the organization 55
6
7
8
9
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