FINAL DRAFT Training and Development

INTRODUCTION
Training is the corner stone of management. It makes employees more effective

and productive. It is actively and intimated connected with all the personnel or
managerial activities. It is the integral part of the whole management program with all its
many activities functionally interrelated training is an ever present need for training men
so that new and changed techniques may be taken advance and improvements affected in
the old methods, which are woe fully inefficient.
Training is a particle and vital necessity. It molds the employee’s attitudes and
helps them to achieve a better corporation with the company and a greater loyalty to it.
Moreover, it heightens the morale of the employees thereby reducing dissatisfaction,
complaints and grievance absenteeism and also reduces the rate of turnover.
The importance of training can be judged by the following points:

1. Training enables the management to be dynamic and makes it potent
enough to face the pressure of changing environments.
2. An increase in skills usually results in both quantity and quality of
output.
3. It leads to job satisfaction and heightens the morale of the people.
4. Trained executives want more freedom, autonomy and less supervision.
5. With the help of trained personal available, the enterprise can have both
stability and flexibility.
6. Effective managers recognize that training is a continuous process and
not a “one short” activity. New problems, new procedures, new
equipments, new knowledge and new jobs are constantly evolving
hence there is need for employee training.
The present study is carried out in Neyveli Lignite Corporation Limited, Neyveli
having more than *18,000 employees. There is a separate training division and it is
mandatory in the part of the management to evaluate the performance of this division.
The study is on How Training needs of employees are assessed.
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PURPOSE OF TRAINING AND DEVELOPMENT
Training development serves important purpose other than providing an effective
way to obtain needed skills at a higher level for example, firms that include training as a
way of career mobility may use it to communicate ‘fairness’ and commitment by the firm
to its employees internalize the norms of the organization, particularly as job structures
move away from direct supervising or control mechanisms. The major purpose served by
T&D of managerial and non-managerial employees are described below.
1. Performance improvement
The mail purpose of training is to improve individual and organizational
performance. When employees are unable to perform in accordance with expected
standards due to deficiency in skills, training often becomes instrumental in minimizing
those problems. For example, an otherwise competent manager may be ineffective due to
lack of interpersonal skills. Imparting interpersonal skills training may help the manager
perform more effectively on the job. Training is also useful to help a new recruit or a
newly promoted individual to reach performance standards sooner than they would
otherwise. Often, organizations hire new employees who have the aptitude to learn but
may not be immediately ready for the job. After hiring organizations train these
newcomers to perform specific tasks. By improving the job performance of employees,
training contributes to organizational performance improvement also. However, not all
performance problems may be due to skills deficiency and therefore training may not be a
solution to motivational problems resulting from dissatisfaction with the immediate
superior.
2. Updating skills
Technological advances result in changes in the nature of jobs. This results in new
skill demands for these jobs to be performed successfully. Employees who fail to adapt to
change in the nature of jobs and the way jobs are performed become obsolete. Managerial
obsolescence is the failure to keep peace with new methods and processes that enable
employee skills to meet the challenges of technological advancements and prevents
managerial obsolescence. Training and development programmers concern all aspects of
an organization like finance, manufacturing general management, IT, etc..
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3. Solving problems
Organizations face several problems such as scheduling delays, inventories
shortages, absenteeism, employee turnover, union management dispute, etc.. Training
provides one means for solving these problems.
4. New employee orientation
New employees come to the organization with certain expectations. They
experience anxiety and discomfort when they find that reality is different from heir
expectations. Their interactions with other organizational members lead them to form
impressions about the organization and its employees. Moreover, for some time, the new
employees perform below their potential since they are still getting familiar with the job
and with the organization. Orientation training helps new comers adjust faster to the
organization in their run-up to become fully functional members of the firm.
Preparation for promotion
Promotion serves to motivate and retain personnel. When people perceive career
growth opportunities in a firm, they are attracted to jobs in the firm. Organizations
designs their training and management development programs to prepare and enable
employees to acquire the skills needed for a promotion. Thus, T&D facilitates employee
movement from the present job with higher responsibilities.
5. Opportunities for personal growth
Many employees strive for continuous growth and seek challenges in their present
job. Training and development serves to help employees in their quest for personal
growth. Employee growth leads to improves job performance as well as greater
organizational effectiveness.
It is evident that T&D leads to both individual and organizational performance
improvement. As mentioned earlier, T&D benefits both the employee and the
organization, causing a win-win situation. Training should be analyzed in its
organizational context and in the context of its having multiple determinants in addition
to its technical function of increasing efficiency. Recently, there has been a growth and
expansion of the notion of training to include a broader focus on those sklls that may not
contribute directly to efficiency or productivity but are general skills and thus more
transferable.
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Functionally integration training in a comprehensive manner is significantly
difficult, but by applying four basic principles to event design or by using the recipes to
evaluate packaged training. Organizations can achieve this functional integration fairly
efficiently.
Translating the principles into a technology may involve considerable detail and
effort, but the effort should not be overwhelming. We are examining the best set of
functions organizations should bear in mind the ideal set of functions training is supposed
to achieve. For training to be effective, trainers must construct ideas so that it teaches a
new set of skills. Those people then must meet an agreed on standards. Further, trainers
and organizations must administer the training so that it increases trainees desire and
capacity to learn.
The principles describe below are elaboration’s of a functionally integrated
approach to training.
Principle 1: Make sure the training content relevant to the trainees.

For any training to be effective, trainees should perceive or understand its content
as relevant to themselves. Trainees will see relevance if training content responds to their
perception of their work task needs. Or training can respond to trainees self-perception by
addressing their personal values or by increasing their capacity to live. Of course, training
content that involves other values and capacity has the likelihood of involving troubles.
To make training content relevant to trainees, trainers need to understand their
frames of reference. This can be possible only through observing, listening and
responding to the potential trainees. Trainees need to disclose significant accounts of
their perceptions of work and life-experience that can affect their functionality in day-to-
day activities.
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FACTORS REGARDING TRAINEES FRAMES OF
PREFERENCE:
Knowing trainees attitudes toward training is important. The more resistance
trainees are, the more exponential trainers must make trainees. Understanding trainees
learning style is helpful in designing training lesson plans. Knowing trainees familiarity
and competence with the training topic provides a base for organizing content and lesson.
Understanding their relationship between trainees and organization for which they work
promotes your awareness of issues that-if addressed correctly can help trainees develop
into a cohesive, anticipation unit or that can-if addressed inappropriately-polarized them.
If trainers can develop a clear perception of trainees frames of reference, trainers
can design training that reduces resistance and develop trust. Reduced trainee resistance
and belief in trainees sincerity increases employee participation equally important, the
information trainers collect allows them to design training around trainees knowledge,
skills and experiential base further increasing the likelihood of achieving training
objectives.
Principle 2: Make training objectives congruent with work tasks.

Congruence means that changes training is intended to make in trainees
knowledge, attitudes or skills will maintain or enhance their work functioning.
To achieve congruence trainers must analyze training relative to an organization’s
congruence between a training strategic plan and organizational mission is usually not a
line trainer’s responsibility. Still it is that trainer’s responsibility to make sure that the
training orders not seem incongruent.
In small organizations where there is one trainer, this responsibly in most
definitely with the trainer. When a outside training consultant provides training the
burden of assuring congruence rests with the consultant. The same is true for
organizations training goals, objectives, management and policy.
Principal 3: Make training event design systematic and relate directly to training
objectives.
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Design involves identifying and organizing content integrated with a plan for
delivery. The more specific the contents are relative to training objectives, the greater the
likelihood that trainees will reach these objectives.
Trainers must organize lesson plans and contents ti assure a systematic,
comprehensive method that will allow trainees to master the content, trainers design must
start with the trainees levels of functioning and end with their actual performance of
tracks of skills defined in the training objectives.
Designing system, targeted training takes several steps. First, identify appropriate
content detail for the training audience. If, for experience, the training is for people
having no prior experience with the content, then trainers must make content unite
detailed and explicit. Trainers should describe in detail the tasks, skills, skill steps and
supporting information trainees need to do the skill steps. Trainers should also describe
the resources and materials trainees need to perform the tasks. For trainees already
competent in the necessary skills however trainees should make the content task
application method.
Next organize the content in to development sequence for learning. This usually
involves sequencing the content into a step-by-step cumulative method.
Appropriate content organization depends on the material trainees must learn. For
some content areas this means organizing the content in the same sequence on a hierarchy
of operations trainees must learn such as from simple to complex. Still others require
incrementally increasing the number of operations trainees must perform during a
particular period.
Third, design a delivery format for the trainee. The format needs two levels
details.
PRIMARY LEVEL:
For the primary level of detail, explicitly write out five phases of delivery for each
set of sequence to be learned, called ROPES model of lesson planning.
ROPES MODEL:
1. Review of skills and knowledge to learn the new content trainers must be
presenting.
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2. Overview of the sequence trainees must learn and how the sequence fit in with
the content of the training.
3. Presentation of the content trainees must learn.
4. Exercises trainees must practice and master.
5. Summary of what the trainees have learned and its relationship to what they
have already learned and will learn later.
The second level of detail entails in developing and delivery plan containing those
parts within each area of ROPES model. This plan should include exactly, what trainers
will tell trainees what they will show them and what they will have to do.
Principle 4: Make training delivery respond to trainees frames of reference.

Whatever the desired outcome is, if training is to be effective it must adequately
involve the trainees. The greater their involvement, the greater is the likelihood of
training success. Further trainees must consistently calculate their training delivery to
match trainees level of ability and performance. The training responsiveness to
individuals is reflected in the content and effective use of interpersonal and problem-
solving skills throughout training delivery. Attending, responding, personalizing and
initiation are most interpersonal communication.
There are two sets of attending skills. Physical attending skills involve physically
presenting in a way that communicates interest and openness to trainees. These skills
include posturing in an open manner, learning or standing toward trainees, making
comfortable eye contact, and having barrier-free environment.
Psychological attending skills involve listening non-judgmentally for main or
repeating them as well as for the “who, what, when, where, how and why” trainees
express. Psychological skills also involve making observations from which you can draw
inference about trainees moods, tensions, energy, health, comfort and congruence
between verbal and non-verbal expressions.
Training is only one component in a productivity improvement effort. Training
makes up for poor policy, poor management, and supervision, inadequate resources such
as antiquated equipment or poor worker-management relations.
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But if you incorporate the 4 basic principles outlined about in the training
actively, then that training regardless pf its primary goal, will have some degree of
positive impact on organizational productivity.
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NEED FOR TRAINING AND DEVELOPMENT
Before discussing the conditions necessitating training and development
activities, it would be relevant to differentiate between the terms training and
development particularly in the context of industrial and service organization. The
objective of training is to develop specific and useful knowledge, skills and techniques. It
is intended to prepare people to carry out pre-determined tasks in well defined job
contexts. Training is basically a task oriented activity aimed at improving performance in
current or future jobs. The term management as are relevant to managerial tasks and
functions.
Development encompasses the whole complex process by which employees as
individuals learn, grow, improve their abilities to perform a wide variety of roles within
an outstanding organization and acquire socially desirable attitudes and values
management tasks.
It involves learning on the job through experience.
Participation in formal training or educational programs is an integral part of
overall management development. Several other approaches like job rotation, placement,
job enrichment, task forces constituted around specific problem areas, participation, etc..
can be used to promote management development, is highly individual matter, it is
essentially self development.
The need for training and development of employees on a continuing basis in
organized sector of human activities is no longer a matter of debate. The need has been
recognized as an essential activity not only if management in public and private sector
but also of trade unions, academic institutions professional bodies and the various
departments and the agencies of the governments.
Some of the conditions that led to the awareness of the importance os training and
development activities in organizations in India are:
1. Sub-optimal performance of organizations in public government and private
sector.
2. The ever increasing gap between planning and implementation of projects.
3. Technological changes necessitating acquisition of new skills.
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4. Qualitative change in the form of professionalism of managerial staff and
workmen.
5. Increased uncertainties and complexities in the environment necessitating
flexible and adaptive responses.
6. Need for individual and organizations to grow up at rapid pace.
7. To meet challenges of global competition.
8. To harness the human potential and give expression to their creative urges.
Arising out of the above, the main areas in which training is provided are :
Knowledge
The training in this area aims at helping the training learn to understand and to
remember facts, information and principles
Technical skills
The trainee is taught physical acts or actions like operating a machine, working
with a computer, using mathematical models to take decision, etc..
Social skills
The trainee are provided import unities to acquire and sharpen such behavioral
and human relations skills as are necessary for improved interpersonal relationship,
between team work and effective leadership.
Techniques
This involves teaching of application of knowledge and skill to dynamic
situations.
Attitudes
This involves attitudinal change towards increased work commitment and has a
positive orientation towards the organization and society. The basis attitudes, and the
knowledge and skill with which to change them have to be carefully diagnosed
Experience
It can not be taught in the class room. It is the result of practicing the use of
knowledge, skills, techniques and the attitudes over a period of time in different work
situations.
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Most organizations depending on their specific development requirements at
various levels in the organizations tend to assign priority to one or the other areas above
for training purpose. Usually a well design training program aims at facilitating learning
in partially all the areas, the emphasis, however, may differ based on the specific
requirements of tasks and people.
Although in many cases need for training has been realized, infrastructure created
financial support provided, yet the benefits of training are not reflected to the desired
extent in the overall improvement in the current state or preparedness for future
challenges. Training to be meaningful, therefore, must be integrated into the overall
human resource developmental strategies of organizations. Such integrations can be
achieved only when training activities are carried out in a systematic manner.
ASSESMENT OF TRAINING NEEDS

Training is an essential input in providing learning opportunities to employees of
an organization to enable them to optimally contribute towards meeting the short and
long-term objectives of the organization. Thus all the activities pertaining to training
must be related to the specific needs of both the organizations and the individual
employees. The specificity with training needs.
Firstly the extent to which the skills required for a particular task ones role have
been acquired and utilized in improving one’s performance, and secondly, the extent to
which the individual interests, aspiration and potentials have been met and realized for
ensuring job satisfaction and employee growth.
Aphorism in the choice of training programs and in formulating training strategies
are, likely to cause more frustration than satisfaction among organization members as
they may not be able to utilize their new acquired learning on their jobs. There is the
need, therefore, to develop realistic plans for training and development of employee,
excite them and follow them up with continuous monitoring and evaluation. The first
phase in the planning process is the identification of specific training and development
needs, which involves the following:
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ORGANISATION ANALYSIS
This involves a study of entire organization in terms of its objectives, its
resource, the allocation and utilization of these resources for achievement of objectives.
And its interaction patterns with the relevant social-economic technological
environments. The training philosophy for the entire organization can be developed
through this process. In more specific terms the organization analysis includes the
following steps:
Analysis of objectives
Analysis of organizations objectives provides a clear understanding both short and
long-term objectives as well as the priorities they are accorded to various objectives.
Specific goals and strategies should be stated to various divisions, departments and
sections of the organizations as a means of achieving the long-term priority objectives.
Continuous review of objectives and a subsequent modification in the context of the
changing environment need to be undertaken at regular intervals. Also, it is necessary to
translate general objectives into detailed and specific operational targets.
Resource utilization analysis
Having analyzed the objective the second strep involves evaluating the process of
allocation of various human and physical resource and the extent of their efficient
utilization in meeting the specific operational targets across the organization. Various
efficiency induces can be derived to determine the adequacy of specific work flows, so
that detailed examination of the inputs and outputs of the total system is possible. The
focus should be on the contribution that human resources make to ward these induces.
Environmental scanning
This involves analysis of the enterprise as an organization as an organization or a
subsystem operating in a distinct socio-cultural, economic and political environment.
This enables the organization to influence certain aspects of its environment and to accept
other parts as given constraints, which cannot easily be controlled.
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Organization climate analysis
The climate of an organization is a reflection of its members attitude towards
various aspects of work, supervision, company procedures, goals and objectives of work
and membership in the organization.
The prevailing organizational climate, especially the attitude towards employee
development, determines the training programs success. Lack of management support for
the objectives of a particular training program reduces or eliminates its potential for
serving the organization. Often, training must be supported by other organization such as
job enrichment, change in style of supervision, etc,. to bearing about desired changes.
Another important consideration, particularly in management development, is an
enterprise’s need to project requirements trends during the careers of its current
management force.
Task/role analysis
This involves a careful study of jobs within an organization in a further effort to
define the specific content of training. It requires an orderly, systematic collection of data
about the job. Role or position: and its purpose is to spell out, in as much detail as
possible, what tasks constitute the job, how they are to be performed and what behavior,
skills, knowledge and attitudes, the job holder must have to perform certain tasks.
In the collection of job information for the purpose of formulation training
programs, particularly attention must be paid to performance standards required of
employees, the tasks in which they will be engages, the methods they will use on the job
and most important, they have learned these methods.
Many different ways of collecting job information are available. Such as:
quotations, interviews, personal records, observation, business and production reports,
test etc,.
Manpower analysis
The focus of this analysis is on the individual in a given job, rather than on the job
itself. Three basic issues are involved in a manpower analysis for training purposes.
1. Through appropriate observation, supervisory evaluation and diagnostic
testing we need to determine whether performance is substandard and training is
needed.
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2. We need to know whether current employees are capable of being
trained, but the specific areas in which training is required.
3. We need to ask whether current employees with standard performance can
improve their work through appropriate training or to be transferred to make room
for those who can already do the job.
4. Otherwise alternatives to training like modification in the job or new
equipments or process should also be considered as solutions.
5. Job knowledge tests, work samples, diagnostic psychological tests and
performance reports provide the kind of information needed to choose from the
above alternatives
6. If the training program is to remain relevant and viable, then the three kinds of
analysis described above must be carried on continuously.
7. Training programmers should be reviewed constantly and revised in the light of
changes in a company’s resources, objectives, internal climate and external
environment. Further, these analysis are then be integrated in a carefully designed
and executed research program.
TRAINING OBJECTIVES AND STRATEGIES

Having identified the training needs based on the various analysis discussed
above, the next logical steps are to set training objectives in concrete terms land to decide
on the strategies to be adopted to meet these objectives. The training needs basically
highlight the gap between the existing and desired repertoire of knowledge, attitude and
skills at individual, group and organizational level to enable the employees to contribute
towards the realization of organizational objectives in quantitative and qualitative terms
to be achieved through training. Such an exercise will also enable the training specialists
to evaluate, monitor and measure the extent to which stated objectives have met through
training intervention. As the training objectives are related to organizational objectives,
the involvement of the top management will be necessary to ensure that the two sets of
objectives are integrated.
It is desirable to use the following criteria in setting training objectives:
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1. Specific requirements of individuals and organizations so as to
achieve integration of the two.
2. Roles and tasks to be carried out by the target group.
3. Relationship with other positions cortically and horizontally and
technological imperatives.
4. Relevance, applicability and compatibility of training to work
situations.
5. Training as a means of bringing about a change in behavior back
on the job.
6. Behavior including activities that can be observed measured and
recorded.
7. The expedited change in behavior must be useful, closely related
to and subject to maintain in the work environment.
More specifically the following steps could be involved in setting training objectives:
1. Identification of the behavior where change is required.
2. Nature and size of the group to be trained in terms of prior training,
situational factors, formal eduction.
3. Existing behavior defined in terms of ratio, frequency, quality of
integration and supervision, routines and repetitiveness, innovation,
omission, error, etc,.
4. Desired behavior aimed at improving the existing condition stated
preferably in quantitative terms such as ratio, frequency of occurrence,
reporting by exceptions, self monitoring mechanisms etc,.
5. Operational results to be achieved through training stats in terms of
increasing in efficiency and effectiveness criteria such as productivity,
cost, down time, turner, time for innovations and creativity.
6. Indicators to be used in determining changes from existing to the
desired level in terms of ratio and frequency.
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Depending on the objectives set, the next step is to decide on the strategy of
training involving the following:
1. Classification of objectives in terms of purpose:
1. corrective objectives
2. maintenance/status-quo objectives
3. problem solving objectives and
4. innovation objectives
2. Classification of objectives in terms of level of learning:
1. skills of motor responses, memorization and simple
condition:
2. adaptation level where one is gaining knowledge or
adapting to a simple environment:
3. interpersonal understanding and skill:
4. values of individual and groups.
3. On-the-job or off-the-job training.
4. In-house or external training
5. Individual or group training.
6. Horizontal, vertical or diagnostic/mixed group.
7. Changes required, if any in the existing work roles, organizational
relationship, work requirements, process of supervision and
alternative structures.
EFFECTIVENESS OF TRAINING METHODS:

RELATIVE EFFECTIVENESS OF DIFFERENT TRAINING
METHODS:
To be really effective the training methods must fit in training program needs to
find out how effective the method are in accomplishing their goal of modifying skills,
attitudes and ultimate behavior.
In an effort to evaluate the effectiveness of training programmers, training
directors were asked to evaluate nine training techniques on their effectiveness in
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achieving knowledge acquisition, changing attitudes, providing problem-solving skills,
developing interpersonal skills gaining participant accept and achieving knowledge
retention. For this purpose, a questionnaire was issued to 80 training directors with a
request to rank the above methods from ”effective” to “not effective”. The directors
judged the program instruction as the most useful technique where knowledge acquisition
and knowledge retention were important. “Sensitivity training” ranked highest on
changing attitudes and developments interpersonal skills. The “case study” method led in
he problem-solving skill category, and “the conference” method was said to be most
effective in gaining participant acceptance.
Objectives of training evaluation is to determine the ability of the participant in
the training program to perform jobs for which they were trained, the specific nature of
training deficiencies, whether the trainees for the participants to meet job requirements.
There are various approaches to training evaluation. To get a valid measure of
training effectiveness, the personal manager should accurately asses trainees job
performance two to four months after completion of training.
IMPROVING EFFECTIVENESS OF TRAINING

The training program can be effective and successful if the following hits are
considered:
1. Specify training objectives should be outlines on the basis of the type of
performance required to achieve organizational goals and objectives. An
audit of personal needs compared with operational employees. This
evaluation evaluation should from a well-defined set of performance
standards towards which each trainee should be directed.
2. Attempt should be made to determine if the trainee has the intelligence,
maturity and motivation to successfully complete the training program. If
deficiencies are noted in these respects, the training may be postponed or
canceled till improvements till improvements are visible.
3. The training program should be planned so that it is related to the trainees
previous experience and background. This background should be used as a
foundation for anew development and new behavior.
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4. If necessary, a combination of training methods should be selected so that
variety is permitted and as many of the senses as possible are utilized.
5. As the trainee acquires new knowledge, skills or attitudes and applies
them in job situation, he should be significantly rewarded for his efforts.
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COMPANY PROFILE
VISION:-
To emerge as a leading mining and power Company, continue to be socially
responsible and strive for operative excellence in mining and exploration.
MISSION:-
Strive towards greater cost competitiveness and work towards continue financial
strength. Continually imbibe best practices from the best Indian and International
organization engaged in Power Generation and Mining.
Be a preferred employer be offering attractive avenues of career growth and
excellent work environment and by developing human resources to match international
standards. Play an active role in society and be sensitive to emerging environment issues.
OVERVIEW OF NEYVELI LIGNITE CORPORATION:-

Neyveli Lignite Corporation Limited was registered as a company on 14th
November, 1956. The mining operation in Mine-I were formally inaugurated on 20th
May, 1957 by the Prime Minister Pandit Jawaharlal Nehru.
The main constituent units of the company are three Lignite Mines and Three
Thermal Stations with additional units on the anvil. (10.5 million tones of lignite per
annum Mine-I) feeds Thermal Power Station-I (600MW). The Thermal Station-I Units
were operate more than 1.51 lakh unit running hours and to extend the life further. GOI
sanctioned life extension program of Units of TPS-I in March 1992. This program was
successfully completed in March 1999. Mine-II (10.5 million tones of lignite per annum).
Mine-A with 3.0 million tones of lignite feeding CMS Energy Thermal Power Plant.
MINE-I:-
The lignite seam was first exposed in August 1961 and regular mining of lignite
commenced in May 1962. German Excavation technology in opencast mining, using
bucket wheel excavators, conveyors and spreaders were used for the first time in the
country in Neyveli Mine-I Lignite excavated from Mine-I meets the fuel needs of
Thermal Power Station-I.
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Some of the unique characteristics features of the Neyveli Lignite Mine are
occurrence of ground water aquifer below lignite bed.
A huge reservoir of ground water occurs below the entire lignite bed, exerting an
upward pressure of 6kg to 8kg/cm2. Unless this water pressure is reduced before mining,
it will burst the lignite seam and flood the mines. This problem was overcome by
continuously pumping out water round the clock through bore wells located at
predetermined points and thereby reducing the water pressure at the lignite excavation
area. Over the years, through continuous study and implementation of new methods, the
quantity of water pumped out has been reduced from 50,000 GPM to 32,000GPM. (For
mining on tone of lignite, about 13 tones of water has to be pumped out.) The water level
is continuously monitored through observation wells for proper ground water
management.
MINE-II:-
In February 1978 Government of India sanctioned the second lignite mine of
capacity 4.7MT of lignite per annum and in February 1983, Government of India
sanctioned the expansion of second mine capacity from 4.7 million tones to 10.5 million
tones. Unlike Mine-I, Mine-II had to face problems in the excavation of sticky clay soil
during initial stage. The method of mining an equipment used are similar to that of Mine-
I. The seam is the same as of Mine-I and is contiguous to it. The Lignite seam in Mine-II
was first exposed in September 1984 and excavation of lignite commenced in March
1985. The last overburden system (Surface bench system) under the expansion scheme
was commissioned on 15.12.1991. the lignite excavated from Mine-II meets the fuel
requirements of Thermal Power Station-II.
MINE-IA:-
This project with a capacity of 3 million tones of lignite per annum was
sanctioned by Government of India in from this mine will meet the requirement of M/s-
CMS Energy, an Independent Power Project (IPP) to the tune of 1.9 million tones per
annum and the balance lignite will be utilized to the best commercial advantage of NLC.
THERMAL POWER STATION-I:-
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The 600MW Neyveli Thermal Power Station-I which the first unit was
synchronized in May 1962 and the last unit in September 1970 consists of six sets of
50MW each and three sets of 100MW each.
The power generated from Thermal Power Station-I after meeting Neyveli
Lignite Corporation’s requirements is fed into Tamil Nadu Electricity Board which is
the sole beneficiary. Due to the aging of the equipments/high pressure parts, life
extension program has been taken up and was successfully completed in March 1999.
THERMAL POWER STATION-II:-
The 1740MW second thermal power station consists of 7 sets of 210MW each. In
February 1978, Government of India sanctioned the second thermal power station of
630MW capacity (3x210MW) and in February 1983, Government of India sanctioned the
second thermal power station expansion from 630MW with addition of 4 units of
210MW each. The first 210MW unit was synchronized in March 1986 and the last unit
(Unit-VII) was synchronized in June 1993. Some of the salient features of Neyveli
Thermal Power Station-II are:
• Largest Lignite fired unit.
• First tower type boiler in the country.
• Tallest tower type boiler 92.7 m high.
• First software based burner management system.
• First hydrogen/hydrogen cooled generator of this size.
• First boiler to be cleaned by Hydro fluoric acid.
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The power generated from thermal power station after meeting the needs of second
mine is shared by the Southern States viz., Tamil Nadu, Kerala, Karnataka, Andhra
Pradesh, and Union Territory of Pondicherry as per the following table:
STATES STAGE-I(630MW) IN MW IN %
Tamil Nadu 176.000 30.34
Andhra Pradesh 97.000 16.72
Karnataka 84.000 14.48
Kerala 63.000 10.86
Pondicherry 65.000 11.21
Unallocated** 95.000 16.38
Total 580.000* 100.00
STATES STAGE-I(630MW) IN MW IN %
Tamil Nadu 265.000 33.54
Andhra Pradesh 180.000 22.78
Karnataka 115.000 14.56
Kerala 90.000 11.39
Pondicherry 15.000 1.90
Unallocated** 125.000 15.82
Total 790.000 100.00
** Balance 50MW from each stage is used for NLC consumption.

** Being shared by SREB’s from time to time.
PROJECTS COMPLETED:-
PROJECTS CAPACITY COST(RS.IN CRORES)
Mine-I Expansion 10.5MT 1658.38
TPS-I Expansion 2x210MW 1420.27
Mine-IA 3MTPA 1032.81
TPS-I EXPANSION:-
This project 2x210MW is aimed to meet the fast growing demand of electrical
energy in southern region by producing cheaper power, utilizing the available
22
infrastructure and resources besides from environmental friendly. This has got the
following special features:
• Fully automated plan to be controlled by DDCMIS.
• Most modern ash collection systems envisages 100% utilization of fly ash for
cement and other industries.
• Cold gas re-circulation system for controlling slag formation.
Policy
 Mining lignite to caves to the needs of linked power plants and others to
achieve customer satisfaction
 Implementing standard operating procedures and following safe code of

practices to prevent injury and ill health of men at work place.
 Necessary environmental protection by back filling, reclamation and

afforestation as per plan and prevention of pollution.
 Ensuring compliance of applicable legal and other requirements.
 Systematic and continual improvement of the integrated management

system by adopting STATE OF THE ART TECHNOLOGY.
Certifications
• Quality Management System ISO 9001:2008
• Environment Management System ISO 14001:2004
• Occupational Health and Safety OHCAS 18001:2007
Hours of work
Rotationally shifts
Shift Timing
I 06.00hrs to 14.00hrs
II 14.00hrs to 22.00hrs
23
III 22.00hrs to 06.00hrs
General shift
Pattern I 08.00hrs to 17.00hrs (With 1 hour break between 12 - 1)
Pattern II 08.30hrs to 17.00hrs (With 1 hour break between 12 - 1)
Office Timing 10.00hrs to17.00hrs
The Muslim members of the staff who actually go to mosque to say their jumma
prayers have been permitted to avail themselves of permission for 11/2 from 12.30 pm to
2 pm every Friday.
Classification of Executives
Personnel in the grade of E-2 & above are classified as executives. Just drawing
the scale of pay of E-2 without holding the grade/post of e-2 are not classified as
executives.
Classification of workmen
1. Regular – A regular workmen is one required for regular post, has
completed his probation therein and whose name entered in the records of the
company as such and who has been given a letter of regular appointment
signed by management.
2. Probationer – A probationer is one provisionally employeed on probation

in a post to ascertain his suitability & fitness and who do not complete the
prescribed or extended period of probation in the post.
3. Temporary – A temporary workmen is one who is engaged for work which

is of on essentially temporary nature likely to be finalized within a limited
period.
4. Casual – A casual workmen is one whose employment is of a casual nature

on a day to day basis.
5. Apprentices or trainees is a learner who may or may not be paid an

allowance during the period of his training.
6.
24
Nature of duties & skills of workmen
With reference to the nature of work involved in each category or grade therein in
an establishment the workmen to be employed in such category or grade shall be
one or other of the following types.
 Skilled
 Semi-skilled
 Highly Skilled
 Clerical
 Supervisory
Promotion Rules
1. NLC believes in growth of its human resource from within. Acoordingly the
general policy is to identify and groom suitable personnel within the organization
with requisite skill and expertise for filling up higher level position.
2. Whenever suitable personnel are not available within management will take
recourse to the lateral entry at any level from outside to the extent considered
necessary to cope up with the organizational demands demand keeping the
external environment by influencing fresh blood and outlook.
3. Unless otherwise specifically stated, promotion of executives to various higher

positions shall be solely on the basis of merit, efficiency, suitability and meeting
the norms based on vacancy.
4. The management based reserves the right to assign duties to its employees from
time to time in addition to and including same nature of duties even after
promotion and all employees including supervisors & executives will be to carry
out the same
Criteria for Promotion:
25
Promotion of the executives shall be primarily on merit and the following criteria
will be given due regard
1. Number of years of service in the existing grade.
2. Qualification.
3. Performance in the existing job as indicated in the annual appraisal report.
4. Performance in the assessment interview to find out the potential for fuether
and advancement quality of leadership, job requirement to the particular grade
etc.
5. Attendance norms.
Welfare to EMPLOYEES
1. Township with over 21,000 Houses.
2. Subsidized Transport.
3. Industrial canteens in all the production units.
4. Medicare with 359 bed hospital (Being Expended to 500) Supported by

Peripheral dispensaries.
5. Post retirement medical assistance scheme for retired employee and

their spouse.
6. Education – 34 Schools and a College in Neyveli campus 0
7. Sports with all infrastructural facilities.
8. Water treatment plant of 30 MLD Capacity.
Retirement & Retrieval benefits

The age of retirement under the standing order establishment regulations and in
regard to regular establishment in the corporation is 60 yrs. The retirement of a
corporation employee is automatic on the date of which an employee is due to attain the
age of 60 yrs by the management.
26
The payment of encashment of earned leave / leave with wages on death /
retirement on superannuation will be worked out as below:
Pay + DA admissible
On the date of retirement Number of days E.L / Leave
Cash payment = × with wages at credit subject to
a
30 maximum of 300 days
Pay includes special pay & personnel pay & DA. No other allowance will be
taken into account for the purpose. The terminal statutory benefits, gratuity, PF
settlement & EDLI shall be release as per the existing regulation.
Rules for Acceptance of Resignation
• Uniform Notice period of 3 months should be adopted for
resignation / termination in the case of all executives
• Probationer or temporary workmen 14 days.
• All other regular employee covered by the standing order 30 days
No person who has deserted / resigned his appointment in the corporation cant be
permitted to be re-appointed even as a fresh entrant.
Filling up of vacancies
Vacancies in various posts will be filled in ordinarily by promotion of candidates
with the requisition of qualifications & experience prescribed by the management.
Promotion:
1.) The management shall prescribe from time to time the classification of posts
promotion tubes indicating the eligibility of posts, grades/posts & the channel of
promotion basis.
2.) Promotion from one post or grade to next higher, a candidate must have the
number of years of experience prescribed by the management.
3.) The eligibility grade/post for promotion shall be the one immediately below
the grade post to which promotions are made.
27
4.) Promotion shall be made only to the extent vacancies are available. the
management may decide not to fill up any vacancies at a particular time.
5.) All promotions shall be made on the basis of the recommendations of the
departmental promotional committee.
Direct recruitment
Where it is seen that the project employees in other lower categories of posts
would have acquired similar skill and proficiency as needed for appointment to a post,
applications may be called from the project employees first. The employment exchanges
will also be notified simultaneously. The number of vacancies that may be filled in by
direct recruitment will be decided by the management from time to time.
1.) Candidates will be selected after an interview by the selection committee
appointed for the purpose and also after a trade test wherever considered
necessary by the management.
2.) All orders of promotions/appointment shall be issued in writing by the
authority authorized in this behalf by the management. The order of
promotion/appointment shall clearly specify the category and/or grade to which
the person is being promoted or appointed.
3.) If a workman is engaged on monthly pay, his pay and allowances shall be in
respect of all works performed in a month.
4.) Every promotion/appointment shall be deemed to have been terminated on the
expiry of the period of sanction of the post, provided however it may be
continued for a further period, where the period of sanction for the post is
extended.
5.) A workman shall not be entitled to allowances or remuneration of any kind
other than what is mentioned in the promotion/appointment order.
TRAINING AND DEVELOPMENT ACTIVITIES

Scope of training:
a) To provide training opportunities for employee to develop his/her potential
28
b) To offer developmental training to employees matching with their
corporations as well as individuals growth needs
c) To make the training & development activity continuous & updated, based on
the technological, social, economical development in the environment
IN-house training:
Keeping in view of the management development & its activities , NLC conducts
variety of in-house training programmes of short duration ranging from 1 to 5 days for
different categories of employees to ensure that they realize their full potential & perform
at the peak of their capacity.
Evaluation formats:
For every in-house training program, an inappropriate
learning/reaction/result/behaviour evaluation format is to be designed by training
complex and all programs to be evaluated critically. Evaluation formats to be approved
by director personnel.
Deputation training:
The second stream of management development for the experienced personnel by
deputation of key personnel in the area of operation/maintenance/service etc., to a
selected professional institution to gain specific skills & knowledge in the key areas.
Foreign training:
The third stream of training activities in this sector is foreign deputation training.
Based on their experiences & professional knowledge employees are selected for foreign
training to acquire know-how and know-why skills of imported technology & science.
Induction training:
The intake of personnel for the organization is taking place at two places. One at
the engineer level where young & qualified engineers are recruited & two at the worker
level (called artisan level) where youngsters duly qualified ,ITI certificate holders, are
recruited as ARTISANS. Orientation training of 15 days duration is given to all newly
inducted employees. Further, specific training modules are to be designed to meet the
requirements of the group.
29
REVIEW OF LITERATURE
Training id one of the tools of organization development and is conceived as a

planned change involving the whole organization as a complex system aimed at
30
increasing the effectiveness if the organization in order to survive in this competitive
world should have talented workforce with innovative and analytical skills. This is
possible only through training- Mark Twain (1895-1910)
Training is everything. The peach was once a bitter almond: cauliflower is
nothing but cabbage with a college education. Richard Feyman (1918-1998)
You can know the name of a bird in all languages of the world, but then you are
finished, you will know absolutely nothing about the bird. So lets look at the bird and see
what it does. Thats what counts. I learned very early the difference between knowing the
name of something and knowing something
Sharma (1984) stressed the need for collectively finding an answer to make the
training effort result oriented. He says in spite of many constraints training efforts can
give positive results.
Raghu (1984) emphasized that there is need for rationality in matching the
training requirements to the need of the people in the organization.
Training of personnel is not a choice left to the goodwill of management, a luxury
of profitable enterprise. It is a must requirement of socio-economic system, a process
imposed on the enterprise as a result of organizational growth, change in environment in
its wider sense. It is an integral part of organizational learning.
In a survey of public enterprise in 1982, it was found that in most enterprise,
qualified trainers are too far too short in terms of the needed numbers. Many enterprise
face the difficulty because of the paucity formal opportunities for training and
development of trainers. To overcome this problem following opportunities are needed.
• An opportunity for specialized in teaching method.
• An opportunity to gain management training exercise and its diversification.
• An opportunity for participation in advance programmes on training
methodology, curriculum development and training policies, conducted by
professional management institution in India and abroad.
The former prime minister Indira Gandhi (1983) said, local people if they are not
trained, they should be give facilities for training so that they can get employment. There
is a need for training managers even after recruitment. We should give a chance to those
who are not efficient, to catch up and be efficient, each person must do his best. The
31
irony of it is we know that the capacity and yet we do not use our own capacity to the
fullest.
A survey by training magazine in march 1998 of a number of training directors
regarding the key change in HRD showed that the priorities occupying their minds were
very much business-driven and were quite different from those of a few years ago.
Devolution of training management to line managers and individuals themselves features
strongly, along with extensive outsourcing of resources, creative of the learning
consultant role, and the management of learning beyond the classroom.
Donald A School's the reference practitioner: How professional think in action,
catches best in action what we mean by learning and helping others learn i.e., training.
The book is based on recording of what goes on in professional offices of an expected
recognized, architect, psychotherapist, scientist, town planner manager-a master- works
with a junior colleague for or interim over a design, a review of a session, a case. They
converse not so much with each other as with the situation made up of concrete
consideration such as purpose, suit characteristic.
Client preference and other. In the process they reframe the problem test fresh
solution together and visualize consequence firm up some components in order to free up
some others. This process is full of stops and starts, some dead ends and much
excitement.
Herbert and Doverspike (1990) reviewed the American literature on the
relationship between appraisal and training analysis from 1961-1985 they concluded that
while the need analysis survey literature for the needs analysis process, the performance
survey literature seems to indicate that only small percentages of companies and state
government list needs analysis as an important function of their appraisal system, and that
this function ranks very low among the purpose for conducting such appraisal. This may
indicate that few companies and the state government truly perform any type name,
analysis, but that when it is performed, performance appraisal data is viewed as the useful
source of information.
As per survey conducted in China in the year 1979 only one percent of the labor
force had scientific or technical training. The ratio of scientist and engineers to employed
was only 5-1000, low when compares to the situation in other developing countries. Poor
32
performance in technical areas is a direct consequence of the political upheavals
associated with the cultural revolution. China lost two million middle-level technicians
among this generation. This resulted, mainly because of negligence of the need for
training.
Yuan Bohu in 1980 said lack of skills is a universal problem if these
circumstances are not altered, modern construction cannot be properly conducted and in
order to alter them training and worker education must be vigorously developed.
Heany (1972) the dichotomous view of training as a preparatory for the
subsequent work life of an individual is changing management, education is considered
as a critical link in getting managers to use management.
Lgrand (1975) training is viewed as a life long process and it is essential for the
self development of an individual. The life long education leads a human being so as to
maintain the continuity of his apprenticeship and training throughout his life.
Fernandes (1981) emphasized the variation of training needs from time to time.
He says “the half-life of learning is decreasing. Technical practices change rapidly with
passage of time”. As there is tremendous scientific innovation, the work life situation
alters. There has been a change in several fields, which affect management situation.
These in turn, will involve continuous educational linkages between education on
one hand and absorption and utilization on the other. Education is visible by the
approaches adopted by several industries having started in company training facilities.
This has been supplemented by deputing different educational training. Thus the training
needs to vary accordingly.
Kaye Thorne and Alex Machray (2001) stated that training need analysis is an
essential part of determining your training strategy and cannot be exempted. Having
clarified the organizational goals and the required levels of performance to deliver these
goals, the need analysis seeks to determine the present level of performance. Any gap
between the present level of performance. Will help to determine the target areas training
and importantly for the manager, the priority order of that training.
The research techniques and sampling issues are exactly the same as those used
when evaluating. You are attempting to measure the gap between existing and subsequent
levels of performance.
33
OBJECTIVES
Background of the study
Every organization needs to have well trained and experienced people to perform
the activities that have to be done. If the current or potential job occupant does not meet
34
the requirement, it is necessary to raise the still level and increase the mentality and
adaptability of the employees. As the jobs become more complex, the importance
development also increases. In a rapidly changing society, employee training and
development is not only an activity that is desirable but also an activity that an
organization must commit it resources to, if it is to maintain available and knowledge
work force. Thus the importance of training and development department need not be
over emphasized.
The present study, carried out in Neyveli Lignite Corporation ltd., may provide
a bench marking for future references and effective organization and control of HR
training and development in Neyveli Lignite Corporation. It grains all the more
importance considering the huge amount allocated for training budgets in Neyveli
Lignite Corporation. The study is based on the following objectives.
Objectives of the study:
1. To highlight the salient features of the activities of the training.
1. To identify a list of parameters along which the effectiveness of HR
training and development program can be measured.
2. To estimate the effectiveness long with the parameters as indicted.
3. To analyze and interpret the perception of the respondents.
4. To assess the perceptional differences in the opinions on account of
demographic variable such as age, number of years of job experience, unit
of working , educational background, income level and nature of the job
etc.,
5. to provide rational suggestions based on the result and finding of the
study. The study takes into consideration the following parameters for
assessing the effectiveness of:
 Program design and content.
 Scope for learning.
 Scope for implementation effectiveness of the program.
 Over all benefits of the program conducted.
35
LIMITATION OF THE STUDY
 The research was limited to a single organization (Neyveli Lignite Corporation
ltd.,)
36
 The research was conducted among executive level workers only.
 The employee population was quite large and there was not much scope for
getting the feedback personally
 The result cannot be generalized.
 Due to time and cost factor, the study was not done in a detailed manner.
RESEARCH METHODOLOGY
Research methodology
37
Research methodology is a way to systematically solve the research problem. It is
a plan of action for a research project and explains in detail how data are collected and
analyzed.
Research design:
A research design is an arrangement of condition for collection and analysis of
data in a manner that aims to combine relevance to research purpose with economy in
procedure.
The research study is a descriptive research study. This type of study mainly helps
to know the past and to predict the future
Research instrument:
The research instrument for the study is the structured standardized questionnaire.
The types of questionnaire used are closed end questions in the form of multiple choice
questions.
Area of study:
The study was undertaken in the Cuddalore district, with reference to NEYVELI
LIGNITE CORPORATION
Target population:
The employees of Neyveli Lignite Corporation were the target population,
simple average sampling was used for this study.
DATA COLLECTION
Primary data:
The primary data refers to the data that are collected for the first time. The
primary data collection was done with the help of questionnaire that proved to be
effective in collecting the relevant information regarding the employees performance.
Secondary data:
Studies made by others for their own purpose represents the secondary data.
Secondary data was selected from books and company records and company website.
38
SAMPLING SIZE AND TECHNIQUES
Size of the samples:
It refers to the number of items to be selected from the universe to constitute as a
sample. In this study eighty employees from different departments in Neyveli Lignite
Corporation were selected as the sample size. The total population of Neyveli Lignite
Corporation is 450
Sample design
The sampling techniques used in this study are simple random sampling methods.
This method is also called as the method of chance selection. Each and every item of
population has an equal chance to be included in the sample.
STATISTICAL TECHNIQUES USED
To analyze and interpret the collected the following statistical tools were used.
Simple average methods:
no. of respondents
Simple average methods= ______________________ x 100
total no. of respondents
Chi-square test:
Chi-square test is been applied to test the independence of attributes. It is one of
the statistical measures used in the context of sampling analysis for comparing a variance
to a theoretical variance. It can be used to determine if categorical date shows
dependency or the classifications are dependent.
E(O-E)²
Chi-square = ________________
E
where,
O= observed frequency
E= expected frequency
we require the degrees of freedom for using this test.
d.f=(c-1)(r-1)
39
Then by comparing the calculated level with the table values of chi-square for (c-
1)(r-1) degrees of freedom at a given level of significance, we may either accept or reject
the null hypothesis. If calculated value is less than the table value, the null hypothesis is
accepted, but if the calculated value is equal or greater than the value, the hypothesis is
rejected.
ANALYSIS AND INTERPRETATION
TABLE - 1
Age
40
S.NO Particulars No. of. Respondents Percentage
1 Below 30 years of age 0 0.00%
2 31 to 40 years of age 14 17.50%
3 41 to 50 years of age 43 53.75%
4 Above 50 years of age 23 28.75%
Total 80 100.00%
INTERPRETATION:
The above table shows that there are no respondents below the age of 30 years,
17% of the respondents are of 31 to 40 years of age, 53% of the respondents are of 41 to
50 years of age and the remaining 28% of the respondents are of the age above 50 years.
CHART 1
AGE
41
18%
29%
Below 30 years of age

31 to 40 years of age
41 to 50 years of age
Above 50 years of age
54%
TABLE – 2
42
EXPERIENCE
S.NO Particulars No. of Respondents Percentage

1 Below 15 years 14 17.50%
2 16 to 30 years 46 57.50%
3 31 to 40 years 20 25.00%
Total 80 100.00%
INTERPRETATION:
The above table shows that 17% of the respondents have below 15 years of
experience, 57% of the respondents have 16 to 30 years of experience and 25% of the
respondents have more than 30 years of experience.
CHART 2
EXPERIENCE
43
18%
25%
Below 15 years
16 to 30 years
31 to 40 years
58%
TABLE – 3
44
EDUCATIONAL

1 SSLC and below 4 5.00%
2 HSC 13 16.25%
3 ITI and diploma 2 2.50%
4 UG 31 38.75%
5 PG 30 37.50%
Total 80 100.00%
INTERPRETATION:
The above table shows that 5% of the respondents have studied up to SSLC, 16%
of the respondents have studied up to high school, 2% of the respondents have done ITI
and diploma, 38% of the respondents are Under Graduates and 37% of the respondents
are Post Graduates.
CHART 3
EDUCATION
45
5%
16%
38%
3%
SSLC and below

HSC
ITI and diploma
UG
PG
39%
TABLE – 4
46
GENDER
S.NO. Particulars No. of respondents Percentage

1 Male 49 61.25%
2 Female 31 38.75%
Total 80 100.00%
INTERPRETATION:
The above table has shown that 61% of the respondents are male workers and the
rest 38% of the respondents are female workers.
CHART 4
47
GENDER
39%
Male
Female
61%
TABLE – 5
TRAINING PROGRAM IN NLC ARE BASED ON THE NEEDS
48
1 Agree 65 81.25%
2 No opinion 12 15.00%
3 Disagree 3 3.75%
Total 80 100.00%
INTERPRETATION
According to the above table, it shows that 81% of the respondents have agreed
that the training programs in NLC are done based on the needs of the participants, 15% of
the respondents have no opinion about this and 3% of the respondents disagree with this.
training program in NLC are based on the needs
4%
15%
Agree
No opinon
Disagree
81%
49
CHART 5
TABLE - 6
CLEAR COMMUNICATION OF THE COURSE OBJECTIVES TO

THE PARTICIPANTS

1 Agree 68 85.00%
3 Disagree 4 5.00%
Total 80 100.00%
INTERPRETATION:
The above table here shows that 85% of the respondents have agreed that there is
clear communication to the participants in accordance to the course objectives and 10%
of the respondents have no opinion about this issue and only 5% of the respondents have
disagreed with the above issue.
50
CHART 6
51
clear communication of the course objectives
5%
10%
Agree
No opinon
Disagree
85%
TABLE – 7
REQUIREMENTS OF AN INDIVIDUAL ARE TAKEN INTO

CONSIDERATION
52
1 Agree 40 50.00%
3 Disagree 10 12.50%
Total 80 100
INTERPRETATION:
The above table shows that 50% of the respondents have agreed that the
requirements of an individual are taken into account and 37 of the respondents have no
opinion and 12% of the respondents have disagreed.
CHART 7
53
requirements of an individual taken into consideration
Disagree 13%
Agree 50% Agree

No opinon
Disagree
No opinon 38%
TABLE - 8
54
RELEVANCE OF THE TRAINING PROGRAM TO THE
PERSONAL NEEDS

1 Agree 59 73.75%
3 Disagree 3 3.75%
Total 80 100.00%
INTERPRETATION:
The above shows that 73.75% of the respondents have agreed that the training
programs are relevant to the personal needs of the participant. Whereas 22.5% have no
opinion and only 3.75% of the respondents have disagreed.
55
CHART 8
relavance of the training program to personal needs
4%
23%
Agree
No opinon
Disagree
74%
56
TABLE – 9
SCOPE OF LEARNING OF NEW GOALS FROM TRAINING

PROGRAM

1 Agree 51 63.58%
3 Disagree 6 7.50%
Total 80 100.00%
INTERPRETATION:
The above table shows that 64% of the respondents have agreed that they have a
scope to learn new goals from the training program. Whereas 28% of the respondents
have no opinions and 7% of the respondents have disagreed.
57
CHART 9
scope of learning new goals from training program
8%
29%
Agree
No opinon
Disagree
64%
58
TABLE - 10
PRESENTATION OF THE PROGRAM AND EASILY

UNDERSTOOD

1 Agree 68 85.00%
3 Disagree 3 3.75%
Total 80 100.00%
INTERPRETATION:
The above table shows that 85% of the respondents have agreed that the
presentations done in the training program are clear and easily understood. Whereas 11%
of the respondents have no opinion and 3% of the respondents have disagreed.
59
CHART 9
presentation of the program are clear and easily undertood
4%
11%
Agree
No opinon
Disagree
85%
60
TABLE - 11
MOTIVATION OF THE TRAINING PROGRAM

1 Agree 61 76.25%
3 Disagree 6 7.50%
Total 80 100.00%
INTERPRETATION:
The above table shows that 76% of the respondents have agreed that the training
program motivates them to implement whatever they have learnt in the program.
61
Whereas 16% of the respondents have no opinion and 7% of the respondents have
disagreed with that.
CHART 11
62
motivation of training program
8%
16%
Agree
No opinon
Disagree
76%
63
TABLE - 12
SATISFACTION OF THE TRAINING PROGRAM

1 Agree 62 77.50%
3 Disagree 4 5.00%
Total 80 100.00%
INTERPRETATION:
The above table shows that 77% of the respondents have agreed that they are
satisfied with the time spent in the training program. Whereas 17% of the respondents
have no opinion and 5% of the respondents have disagreed with this.
64
CHART12
65
satisfaction of training program
5%
18%
Agree
No opinon
Disagree
78%
66
TABLE - 13
CURIOSITY TO ATTEND THE TRAINING PROGRAM

1 Agree 52 65.00%
3 Disagree 4 5.00%
Total 80 100.00%
INTERPRETATION:
The above table shows that 65% of the respondent’s colleagues are curios to
attend the training program. Whereas 30% of the respondents have no opinion with this
issue and 5% of the respondents have disagreed with this.
67
CHART 13
curiosity to attend training program
5%
30%
Agree
No opinon
Disagree
65%
68
TABLE – 14
UPWARD COMMUNICATION FOR IMPLEMENTATION OF THE

TRAINING PROGRAM

1 Agree 46 57.50%
3 Disagree 6 7.50%
Total 80 100.00%
INTERPRETATION:
The above table shows that 57% of the respondents communicate with their
superiors for their help to implement what they have learnt from the training program.
Whereas 35% of the respondents have no opinion with this and 7% of the respondents
disagree with this.
69
CHART 14
upward communication for implementing the training program
8%
35% Agree
No opinon
Disagree
58%
70
TABLE - 15
IMPLEMENTATION OF TRAINING PROGRAM IN PERSONAL

LIFE

1 Agree 59 82.50%
3 Disagree 10 3.75%
Total 80 100.00%
INTERPRETATION:
The above table shows that 82% of the respondents agree that they make a sincere
attempt to implement the learning’s of the training program in the personal life. Whereas
71
13% of the respondents have no opinion about this and 3% of the respondents have
disagreed with this.
CHART 15
72
implementation of training program in personal life
13%
14%
Agree
No opinon
Disagree
74%
73
TABLE - 16
PRODUCTIVITY OF TALENTS IN THE ORGANIZATION

1 Agree 37 46.25%
3 Disagree 10 12.50%
Total 80 100.00%
INTERPRETATION:
The above table shows that 46% of the respondents talents are made fully
74
productive by the organization. Whereas 41% of the respondents have no opinion about
this and 12% of the respondents have disagreed with this.
CHART 16
75
productivity of talents in the organization
13%
46%
Agree
No opinon
Disagree
41%
76
TABLE - 17
YOUR CAPACITY OF EXERCISING COMMUNICATION SKILLS

AFTER THE TRAINING PROGRAM

1 Agree 58 72.50%
3 Disagree 2 2.50%
Total 80 100.00%
INTERPRETATION:
The above table shows that 72% of the respondents agree that they exercise their
communication skills after the training program whereas 25% of the respondents have no
opinion about this and 3% of the respondents have disagreed with this fact.
77
CHART 17
capacity of excersicing communication skills
3%
25%
Agree
No opinon
Disagree
73%
78
TABLE - 18
79
HAVE YOU ATTENDED TRAINING PROGRAM

1 Yes 65 81.25%
2 No 15 18.75%
Total 80 100.00%
INTERPRETATION:
The above table shows that 81% of the respondents have attended the training
program whereas 18% of the respondents have not attended the training program.
CHART 18
80
attending training program
19%
yes
No
81%
TABLE – 19
81
SATISFACTION WITH THE METHOD OF SELECTION OF
EMPLOYEES IN ATTENDING THE TRAINING PROGRM

1 yes 69 86.25%
2 No 11 13.75%
Total 80 100.00%
INTERPRETATION:
The above table shows that 86% of the respondents are satisfied with the method
of selection after the training program and 13% of the respondents are not satisfied with
the selection method.
82
CHART 19
satisfaction with selection methods

14%
yes
No
86%
83
TABLE – 20
CONTENT OF THE TRAINING PROGRAM WITH REFERENCE

TO THE WORK

1 Yes 63 78.75%
2 No 17 21.25%
Total 80 100.00%
INTERPRETATION:
The above table shows that 78% of the respondents who attended the training
program have accepted that the contents of the training program are referenced to their
work life. And 21% of the respondents deny that the contents of the training program are
referenced to their work life.
84
CHART 20
content of training program
21%
yes
No
79%
85
TABLE – 21
FEEDBACK OF THE PARTICIPANTS TAKEN INTO ACCOUNT

1 yes 67 83.75%
2 No 13 16.25%
Total 80 100.00%
INTERPRETATION:
The above table shows that 83% of the respondents feedbacks are taken into
account and 16% of the respondents deny this fact.
86
CHART 21
feedback of participants
16%
yes
No
84%
87
TABLE – 22
HAVE ATTENDED OTHER SPECIAL PROGRAM

1 Yes 35 43.75%
2 No 45 56.25%
Total 80 100.00%
INTERPRETATION:
The above table shows that 43% of the respondents have attended other special
programs apart from the training program. And 56% of the respondents have not attended
special programs.
88
CHART 22
special programs attended
44%
yes
No
56%
89
STATISTICAL ANALYSIS
CHI SQUARE – I
Null Hypothesis (Ho):
The employees are making sincere attempt to implement the training.
Alternative Hypothesis (H1):
The employees are not making sincere attempt to implement the training.
MAKING SINCERE ATTEMPT TO IMPLEMENT THE TRAINING

Age Agree No opinion Disagree Total
Age 31 - 40 8 4 2 14
Age 41 – 50 36 4 3 43
Above 50 15 3 5 23
Tot 59 11 10 80
al
Factor Chi Square Degree of P - Value Remarks

freedom
Attempt
Age 6.850 4 0.144
prevails
Results:
Chi-square calculation is applied to the hypothesis test its evidence from the test.
We accept the null hypothesis and reject the alternate hypothesis value. It is found that a
making sincere attempt to implement the training exposure in work place.
CHI SQUARE – II
90
The employees have high scope for learning new goal by training program.
The employees don’t have high scope for learning new goal by training program.
HIGH SCOPE FOR LEARNING NEW GOAL BY TRAINING

Experience Agree No opinion Disagree Total
Below 15 yrs 34 10 2 46
16 – 30 yrs 10 8 2 20
Above 31 yrs 7 5 2 14
Total 51 23 6 80
Factor Chi Square Degree of P – Value Remarks

freedom
High Scope
Experience 5.293 4 0.259
prevails
Results:
We accept the null hypothesis and reject the alternate hypothesis value. It is found that
the employees have high scope for learning new goal by training program.
CHI SQUARE – III

The employees will discuss with their supervisors for implementation of training.
The employees will not discuss with their supervisors for implementation of
training.
DISCUSS WITH THEIR SUPERVISORS FOR IMPLEMENTATION

OF TRAINING
Experience Agree No opinion Disagree Total
Below 15 yrs 29 15 2 46
16 – 30 yrs 10 8 2 20
Above 31 yrs 7 5 2 14
91
Tota 46 28 6 80
l
Degree of
Factor Chi Square P - Value Remarks
freedom
Discuss with
Experience 2.434 4 0.656
supervisors
Results:
We accept the null hypothesis and reject the alternate hypothesis value. It is found that
the employees will discuss with their supervisors for implementation of training.
FINDINGS
• 53.75% of the respondents belong to the age group of above 41 to 50 years of age
and 28.75% of the respondents belong to the age group of above 50 years.
• 81.25% of the employees agree that the training program conducted in NLC are
based on the needs of the employees.
• 85% of the employees agree that the course objectives are clearly communicated
to the participants.
92
• 50% of the respondents agree that the requirements of an individual are taken into
consideration and 12.5% disagree that the requirements of an individual are not
taken into consideration.
• 73.75% of the respondents agree that the training program are relevant to the
participants personal needs.
• 63.58% of the respondents agree that there is a scope of learning new goals from
the training program
• 85% of the respondents agree that the presentations done in the training program
are clearly to the participants and easily understood.
• 76%of the employees agree that the training program is a motivation factor to the
employees.
• 77.5% of the respondents agree that they are are satisfied with the training
program.
• 65% of the employees agree that their colleagues are curious to attend the training
program.
• 57.5% of the respondents agree that upward communication helps in
implementing the training program for the employees.
• 82.5% of the respondents agree that they implement what they have learn in
training, in their personal life.
• 81.25% of the respondents have attended the training program.
• 86.25% of the respondents are satisfied with the selection method of the
employees after the training program.
• 78.75% of the respondents agree that the content of the training program are
reference to their daily work.
• 83.75% of the respondents feedbacks are taken into account.
• 56.25% of the respondents have not attended other special program.
93
SUGGESTION AND RECOMMENDATION
• It is suggested that the training program are confined to be contracted as there is a

positive feedback from the trainees.
• It is suggested that the training program could be changed in such a manner that
they can put into practice with applicability to enhance their personal needs too.
• Obtaining feedbacks after the training program is good but the purpose of it could
be fulfilled by suitability implementing changes.
94
• On the job training could be encouraged in a better manner
• Training program may be linked with promotional awareness for better
motivation and training effectiveness of the employees, it will act as catalyst for
more of involvement of all the employees.
• Off campus training program can be conducted to help the employees to improve
their interpersonal relational attitude.
• Any communication gap may be avoided by enhanced group discussion,
exchange of views sharing of experience with the trainers as well as with the
participants.
• Better to develop the video visual for the training program.
CONCLUSION
The present study has helped me in understanding the positive feedback of

trainees about the training program. The management could improve further the contents
of the training program and could undertake periodical study for the enhancement of
improvement.
More over the researcher has gained a lot of experience from this survey from
which I have gained some knowledge about training program which could help me in
95
future prospects. This survey has helped me create a good relationship with the
executives and other staffs of the company.
BIBLIOGRAPHY
REFERENCE BOOKS
Training and development
Robert L. Chief.
Editor in chief
Third edition
Mc Graw-hill book company
Training for development
96
Rolf P. Lyton and Udaipareek
second edition
Visitaar publication
WEBSITE:
www.google.com
97
Annexure
Questionnaire
Training and development
Personal data
Name:
Designation and grade:
Age:
(a)below 30yrs of age (b)31-40yrs of age
(c)41-50yrs of age (d)above 50yrs of age
Experience:
(a)below 15 yrs (b)16-30yrs
(c)31-41yrs
Educational qualification:
(a) SSLC and below (b) HSC
(c) ITI and Diploma (d) UG (e) PG
Gender
(a) MALE (b) FEMALE
QUESTIONNAIRE FOR EFFECTIVENESS OF T&D

1.Training programmes in NLC are need based:
(a) agree (b) no opinion (c) disagree
2. Course objectives are clearly communicated to the participants?
3. Individuals (participants) requirements are taken into consideration:
4. The training programme has relevance to the personal needs
98
5. There is very high scope for learning new goal from training programmes:
(a)agree (b) no opinion (c) disagree
6. The presentations of the programmes are interesting, clear and understood easily:
7. The programme provides motivation to implement whatever learned from the

programme:
8. The training programme gives a sense of satisfaction where in time spent on training
programme are purposeful:
9. There is curiosity among colleagues in my work place to know about the training
programmes:
10. I discuss with my superior for their help to implement what i have learnt from the
training programmes:
(a)agree (b) no opinion (c) disagree
11. I make a sincere attempt to implement what i have learnt from training programme in
my personal life:
12. Your Talents are made fully productive by the organisation:
13. Your capacity of exercising our communication skill effectively after training
14. Have you ever attended any training programme?
(a)yes (b)no
15. What was the new thing you have learnt with reference to your work ?
99
16. Are you satisfied with the method of selection of employees to attend any training
programme?
(a)yes (b)no
if ‘NO’ what is the reason
17. Is the syllabus or content of the training programme designed with the reference to
the work?
(a)yes (b)no
18. The feedback given by the participants are taken into account
(a)yes (b)no
19. Have you ever attended any specialised training programme?
(a)yes (b)no
If YES please specify:
20. What are your suggestion to improve the effectiveness of the training programme?
100
LIST OF TABLES & CHARTS
S. No TITLES PAGE NO
1 Age 46
2 Experience 47
3 Education 48
4 Gender 49
5 Training program NLC are based on the needs 50
6 Clear communication for the course 51
7 Requirements of the individual for 52
consideration
8 Relevance of the training need 53
9 Scope of learning 54
10 Presentation of the program 55
11 Motivation of the training program 56
12 Satisfaction of the training program 57
13 Curiosity to attend the training program 58
14 Upward communication for implementation 59
15 Implementation of training program 60
16 Productivity of talents in the organisation 61
17 Capacity of exercising communication 62
18 Attend the training program 63
19 Satisfaction of selection of employees for 64
training
20 Content for training with relevance to the work 65
21 Feedback of the participants 66
22 Attending other special program 67
101
CONTENTS
S. No PARTICULARS PAGE NO
INTRODUCTION 1
NEED FOR TRAINING & 10
DEVELOPMENT
COMPANY PROFILE 20
REVIEW OF LITERATURE 36
RESEARCH METHODOLOGY 43
ANALYSIS & INTERPRETATION 46
FINDINGS
SUGGESTIONS
CONCLUSION
BIBLIOGRAPHY
ANNEXURE
102
NATIONAL INSTITUTE OF MANAGEMENT
STUDIES
KARAPAKKAM, CHENNAI-97
DECLARATION
I, ANOOP NATHANIEL bonafide student of

Department of Business Studies, National Institute of
Management studies affiliated to Madras University
would like to declare that the Project Report entitled
“A STUDY ON EFFECTIVENESS OF TRAINING &
DEVELOPMENT IN NEYVELI LIGNITE
CORPORATION Ltd” in partial fulfillment of Master
of Business Administration (MBA) Degree course
from the University of Madras is my original work.
Reg: No: MA 81125 Signature of the

Candidate
Place: CHENNAI
Date:
103
NATIONAL INSTITUTE OF MANAGEMENT
STUDIES
KARAPAKKAM, CHENNAI-97
CERTIFICATE
This is to certify that the dissertation titled “A

STUDY ON EFFECTIVENESS OF TRAINING &
DEVELOPMENT IN NEYVELI LIGNITE
CORPORATION Ltd” submitted by Mr. ANOOP
NATHANIEL in partial fulfillment of the requirements
of the Post Graduate Degree course in Masters of
Business Administration (MBA) for the Academic year
2008-2010 is the Original work of the candidate of
the above candidate.
Internal Guide Principal,

NIMS
Internal Examiner External

Examiner
A STUDY ON EFFECTIVENESS OF TRAINING &

DEVELOPMENT IN NEYVELI LIGNITE CORPORATION
LTD
104
NEYVELI
PROJECT REPORT
Submitted by
ANOOP NATHANIEL
Reg no: MA 81125
Under Guidance of
Mr. O.S. ARIVU, M.B.A
In partial fulfillment of the requirement for the award of the degree of
MASTER OF BUSINESS ADMINISTRATION
NATIONAL INSTITUTE OF MANAGEMENT STUDIES
(Affiliated to University of Madras)
KARAPAKKAM, CHENNAI – 600059
APRIL 2010
ACKNOWLEDGEMENT
105
I am extremely thankful to our beloved Principal Dr.N.Sabapathy, B.E,
M.B.A, Ph.D for showing keen interest in my effort and for being a source
of inspiration throughout the course in this college
I would like to thank my internal guide Mrs.Namitha gopal, MBA, for the
guidance and support which have been instrumental in accomplishing this
project.
I am thankful to Mr. Balaji, DGM, T&D, Mr. Ramaraj, CM, Training

Complex and Mr.O.S.Arivu, Senior Manager / Personnel of Neyveli
Lignite Corporation Ltd & Training & Development dept for giving me
full support in carrying on with my project in their company
I wish to convey my sincere thanks to all my teaching and non-teaching staff

of the department of management studies.
I thank to my parents, friends and the Almighty for supporting me in

everyday they could. At last I would like to thank all those who helped me
directly or indirectly in conducting the study and preparing the project.
Place:
Date: ANOOP
NATHANIEL
NEYVELI LIGNITE CORPORATION LIMITED

[A MINI RATNA GOVERNMENT OF INDIA ENTERPRISE]
106
CERTIFICATE
This is to certify that the project entitled “A STUDY ON EFFECTIVENESS
OF TRAINING & DEVELOPMENT IN NEYVELI LIGNITE CORPORATION
Ltd” is the Bonafide Project
Submitted by
ANOOP NATHANIEL
(Reg no : MA 81125)
In partial fulfillment of the requirement for the award of degree of “Master of

Business Administration” from UNIVERSITY OF MADRAS was under the guidance
and supervision of Mr. O.S.ARIVU, Senior Manager / personnel during the period of
(25.01.2010 to 21.03.2010) at corporate office, NLC
NLC Guide (External)

(Mr. O.S.Arivu)
Senior Manager/Personnel
Corporate office, Neyveli.
Permitted to submit the report to the Institute / University
Place: Neyveli
Date: Deputy General Manager
Training Complex,Neyveli
107
108

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INTRODUCTION

Training is the corner stone of management. It makes employees more effective

The importance of training can be judged by the following points:

Principle 1: Make sure the training content relevant to the trainees.

Principle 2: Make training objectives congruent with work tasks.

Principle 4: Make training delivery respond to trainees frames of reference.

ASSESMENT OF TRAINING NEEDS

TRAINING OBJECTIVES AND STRATEGIES

EFFECTIVENESS OF TRAINING METHODS:

IMPROVING EFFECTIVENESS OF TRAINING

OVERVIEW OF NEYVELI LIGNITE CORPORATION:-

THERMAL POWER STATION-I:-

• First tower type boiler in the country.

• Tallest tower type boiler 92.7 m high.

• First software based burner management system.

• First hydrogen/hydrogen cooled generator of this size.

• First boiler to be cleaned by Hydro fluoric acid.

** Balance 50MW from each stage is used for NLC consumption.

• Cold gas re-circulation system for controlling slag formation.

 Implementing standard operating procedures and following safe code of

 Necessary environmental protection by back filling, reclamation and

 Ensuring compliance of applicable legal and other requirements.

 Systematic and continual improvement of the integrated management

• Environment Management System ISO 14001:2004

• Occupational Health and Safety OHCAS 18001:2007

2. Probationer – A probationer is one provisionally employeed on probation

3. Temporary – A temporary workmen is one who is engaged for work which

4. Casual – A casual workmen is one whose employment is of a casual nature

5. Apprentices or trainees is a learner who may or may not be paid an

3. Unless otherwise specifically stated, promotion of executives to various higher

Criteria for Promotion:

3. Performance in the existing job as indicated in the annual appraisal report.

3. Industrial canteens in all the production units.

4. Medicare with 359 bed hospital (Being Expended to 500) Supported by

5. Post retirement medical assistance scheme for retired employee and

6. Education – 34 Schools and a College in Neyveli campus 0

7. Sports with all infrastructural facilities.

8. Water treatment plant of 30 MLD Capacity.

Retirement & Retrieval benefits

• Probationer or temporary workmen 14 days.

• All other regular employee covered by the standing order 30 days

TRAINING AND DEVELOPMENT ACTIVITIES

Training id one of the tools of organization development and is conceived as a

 The research was limited to a single organization (Neyveli Lignite Corporation

getting the feedback personally

 The result cannot be generalized.

ANALYSIS AND INTERPRETATION

Below 30 years of age

S.NO Particulars No. of Respondents Percentage

S.NO Particulars No. of Respondents Percentage

SSLC and below

S.NO. Particulars No. of respondents Percentage

TRAINING PROGRAM IN NLC ARE BASED ON THE NEEDS

training program in NLC are based on the needs

CLEAR COMMUNICATION OF THE COURSE OBJECTIVES TO

S.NO Particulars No. of Respondents Percentage

REQUIREMENTS OF AN INDIVIDUAL ARE TAKEN INTO

Agree 50% Agree

S.NO Particulars No. of Respondents Percentage

relavance of the training program to personal needs

SCOPE OF LEARNING OF NEW GOALS FROM TRAINING

S.NO Particulars No. of Respondents Percentage

scope of learning new goals from training program