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    Training and Developmentat NTPC

    2014

    NTPC

    Group 1

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    End Term Project Report

    Program & Batch: PGDM

    2013-15

    Group No. 1

    Project Title Training and Development at NTPC

    Name of the academic

    guide/ faculty:

    Dr. A Uday Bhaskar

    Subject: Learning and Development

    Group Lead: Ankita Prasad

    Contact No. 7840084005

    Email id [email protected]

    Group Members

    Manpreet Chugh 1301-116

    Ankita Prasad 1301-510

    Ashutosh Srivastava Ex1303-050

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    Table of ContentsNTPC LIMITEDABOUT THE COMPANY ................................................................................................. 3

    Course of events (From 1975 Till Present) ...................................................................................... 3

    Employees ....................................................................................................................................... 4

    TRAINING & DEVELOPMENT ................................................................................................................... 4

    PMIIn Noida ................................................................................................................................. 4

    Employee Development Centers (EDC) .......................................................................................... 5

    VISION STATEMENTS AND BUSINESS STRATEGY .................................................................................... 6

    NTPC Limited ................................................................................................................................... 6

    Human Resource ............................................................................................................................. 6

    PMI Vision ....................................................................................................................................... 6

    Business Strategy 2013-2017 .......................................................................................................... 6

    Uniqueness of NTPC Limited ........................................................................................................... 6

    PSYCHOLOGICAL THEORIES WITH RELEVANCE TO TRAINING & DEVELOPMENT AT NTPC .................... 7

    Blooms Taxonomy.............................................................................................................................. 7

    Cognitive Domain ............................................................................................................................ 7

    Examples of Trainings at NTPC relating to Blooms Taxonomy...................................................... 9

    Gagnes Model of Nine Steps of Instruction ..................................................................................... 10

    Cone of Learning-Edger Dale ............................................................................................................ 14

    NEED ASSESSMENT AT NTPC LIMITED .................................................................................................. 15

    Organizational Level Need ................................................................................................................ 15

    Task Level .......................................................................................................................................... 16

    Individual Level Need ........................................................................................................................ 16

    VARIOUS TRAINING TOOLS USED BY NTPC ........................................................................................... 17

    TRAINING DESIGN ................................................................................................................................. 18Elements Designs by PMI .................................................................................................................. 18

    Benefits for the Trainees ................................................................................................................... 18

    Considerations .................................................................................................................................. 18

    Basic Principles of the training .......................................................................................................... 19

    Types of basic designed programmes in NTPC ............................................................................. 19

    Design of the training programmes in terms of time and other requirement ............................. 19

    Training programmes for the Top-Management .......................................................................... 20

    Programmes for the Mid-Management ........................................................................................ 21

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    EVALUATION ......................................................................................................................................... 23

    OBSERVATIONS/LEARNING FROM THE PROJECT UNDERTAKEN .......................................................... 24

    REFERENCES .......................................................................................................................................... 25

    NTPC LIMITED ABOUT THE COMPANY

    It was established by Government of India in 1975, which holds 75% of its value

    imparts on 31 March 2013. NTPC Limited under Government of India is occupied with the

    matter of generation and selling of power to state-possessed power dissemination

    organizations and State Electricity Boards in India. The central command of the organization

    is arranged at New Delhi.

    It is the biggest power organization in India and lights 1/3th of Indian homes. Electric force

    creating limit is 42,964 MW. Despite the fact that the organization has give or takes 18% of

    the aggregate national limit it helps in excess of 27% of aggregate power generation because

    of its concentrate on working its energy plants at higher effectiveness levels.

    The organization additionally attempts consultancy and turnkey undertaking gets that contain

    building, task administration, development administration and operation and administration

    of power plants. The organization has likewise wandered into oil and gas investigation and

    coal mining exercises.

    It is recorded in Forbes Global 2000 for 2014 at 424th rank on the planet

    Course of events (From 1975 Till Present)

    The organization was established in November 1975 as "National Thermal Power

    Corporation Private Limited" In 1983, NTPC started business operations of offering force

    In 1989, it began a consultancy division

    In 2002, it fused 3 subsidiary organizations:

    "NTPC Electric Supply Company Limited" for forward combination by entering into the

    matter of dissemination and exchanging of force

    "NTPC Vidyut Vyapar Nigam Limited" for gathering the normal climb in vitality

    exchanging

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    "NTPC Hydro Limited" to complete the matter of executing and working little and

    medium hydro-force ventures.

    In October 2005, the organization's name was changed from "National Thermal Power

    Corporation Limited" to "NTPC Limited"

    The essential purpose behind this change was the organization's invasion into hydro and

    atomic based force era alongside regressive joining by coal mining.

    The organization in 2009 united with other state undertakings Rashtriya Ispat Nigam,

    Steel Authority of India, Coal India, National Minerals Development Corporation and

    National Thermal Power Corporation to put resources into coal mining operations

    through a joint wander vehicle named International Coal Ventures Private Limited

    (ICVL).

    Employees

    The organization had 23,865 workers (out of which 1,467 were ladies (6%) and 472 were

    representatives with incapacities (2%)) and its subsidiaries and Jvs had 1,619 workers,

    totalling to a representative quality of 25,484.

    The steady loss rate for the including the trainee workers and representatives working for

    subsidiaries and Jvs, was 1.46%.

    TRAINING & DEVELOPMENT

    The organization recognizes after zones as its centre for preparing:

    Change administration

    Quality administration

    Continuous performance improvement

    Other than a few administration advancement programs, the organization conducts authority

    programs for its official chiefs and general supervisors. The organization likewise runs

    specialized preparing focuses at all its 20 plants.

    PMI In Noida

    The Power Management Institute (PMI) was set up by NTPC in distinguish of the

    fundamental part that administration advancement need to play, in the setting of thedifficulties connected with the development of the Indian Power Sector.

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    The Institute is included in the preparation and improvement of middle and senior level staff

    from the power area as well as from associations outside the part likewise (percentage ratio

    being 80:20).

    The Power Management Institute is resolved to be a heading foundation in creating world-

    class capabilities by giving a state-of-the-symbolization preparing, which reacts to and

    proactively helps the power experts.

    The projects are typically led at the facilities of Power Management Institute at Noida. The

    Institute is included in the preparation and improvement of middle and senior level faculty

    from the force part.

    The exercises of the Institute are:

    To make and output new appropriate learning, and impact its presentation in the force

    division

    To plan and execute need-based projects, workshops and classes

    To location key sectoral issues through examination and arrangement classes

    To attempt consultancy assignments in administration and specialized zones of the forcepart

    These exercises are completed in an incorporated way so that there is a synergistic mix of

    training, research and consultancy

    Employee Development Centers (EDC)

    There are 20 EDC's all over India were preparing particular to fill in specialized information

    are dealt with. It is a decentralized projects habitat for directing defined Projects.

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    VISION STATEMENTS AND BUSINESS STRATEGY

    NTPC Limited

    "To be one of the World's Largest and Best Power utilities Powering India's Growth"

    Human Resource"To Enable Our People to Be a Family of Committed World Class Professionals, Making

    NTPC A Learning Organization"

    PMI Vision

    "To be a worldwide organization of perfection for creating world class power experts"

    Business Strategy 2013-2017

    "NTPC Ltd is on a development spree to meet the force prerequisites of the country".dr. ArupRoy Choudhury, Chairman and overseeing executive, NTPC, said that limit expansion

    through greenfield ventures, extension of existing stations, joint wanders and takeover of

    SEB stations were on the cards. NTPC additionally plans to go worldwide.

    Uniqueness of NTPC Limited

    NTPC unequivocally has faith in attaining organizational excellence through Human

    Resources and takes after "Individuals First" approach to power the capability of its

    representatives.

    It has detailed an incorporated HR Strategy which rests on four building pieces of HR:

    Competence Building

    Commitment Building

    Culture Building

    System building

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    PSYCHOLOGICAL THEORIES WITH RELEVANCE TO TRAINING &

    DEVELOPMENT AT NTPC

    Blooms Taxonomy

    Bloom's`Taxonomy`in`1956`was`created`underthe`leadership`ofeducationalpsychologist`

    DrBenjamin`Bloom`in`orderto promote`higher forms`ofthinking`in`education,`such`as`an

    alysing`and`evaluating`concepts, processes, procedures,`andprinciples,`rather thanjust`rem

    embering`facts.`It`is`most`often`used`when`designing`instruction`orlearningprocesses

    Bloom`identified`six`levels`ofcognitive`complexity`that`havebeen`used`overthepast`four

    decades`to`make`sure`that`instruction`stimulates`and`develops`students'`higher-

    orderthinking`skills.

    The`committee`identified`three`domains`ofeducational`activities`orlearning:

    Cognitive: Mentalskills`(knowledge)

    Affective:Growthinfeelings(attitudeorself)

    Psychomotor:Manualskills`(skills)

    Cognitive Domain

    The`cognitive`domain`involves`knowledge`and`the`development`ofintellectual`skills.`This`i

    ncludes`the`recall`orrecognition`ofspecific`facts, procedural patterns,`and`concepts`that`ser

    ve`in`the`development`of intellectual`abilities`and`skills.`There`are`six`majorcategories`of

    cognitiveprocesses,`which`are`listed`in`orderbelow,`starting`from`the`simplest`to`the`most

    `complex.`The`categories`canbe`thought`ofas`degrees`ofdifficulties.`That`is,`the`first`ones

    `must`normally be`mastered before`the`next`one`can`takeplace.

    Bloom's`Revised`Taxonomy`(Remember-`Understand`-`Apply`-`Analyze`-`Evaluate`-

    `Create)`not`only`improved`the`usability`ofit`(using`action`words), but perhaps`also`made`

    it`more`accurate.

    Remembering:`Recall`or retrieveprevious`learned`information.

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    Examples:`Recite`apolicy.`Quoteprices`from`memory`to`a`customer.`Knows`the`s

    afety`rules.

    Key`Words:`defines,`describes,`identifies,`knows,`labels,`lists,`matches,`names,`out

    lines,`recalls,`recognizes,`reproduces,`selects,`states.

    Understanding:`Comprehending`the`meaning,`translation,`interpolation,`and`interpr

    etation`of instructions`andproblems.`State`a problem`in`one's`own`words.

    Examples:`Rewrites`the principles`oftest`writing.`Explain`in`one's`own`words`the`s

    teps`forperforming`a`complex`task.`Translates`an`equation`into`a`computerspreads

    heet.

    Key`Words:`Comprehends`converts,`defends,`distinguishes`estimates,`explains,`extends,`generalizes,`gives`an`example,`infers,`interprets paraphrases, predicts`rewrites,`

    summarizes,`and`translates.

    Applying:`Use`a`concept`in`a`new`situation`orunprompted`use`ofan`abstraction.`A

    pplies`what`was`learned`in`the`classroom`into`novel`situations`in`the`workplace.

    Examples:`Use`a`manual`to`calculate`an`employee's`vacation`time.`Apply`laws`ofs

    tatistics`to`evaluate`the`reliability`ofa`written`test.

    Key`Words:`applies,`changes,`computes,`constructs,`demonstrates,`discovers,`manip

    ulates,`modifies,`operates, predicts, prepares, produces,`relates,`shows,`solves,`uses.

    Analysing:`Separates`material`orconcepts`into`componentparts`so`that`its`organiza

    tional`structure`maybe`understood.`Distinguishesbetween`facts`and`inferences.

    Examples:`Troubleshoot`apiece`ofequipmentby`using`logical`deduction.`Recogniz

    e`logical`fallacies`in`reasoning.`Gathers`information`from`a`department`and`selects`t

    he`required`tasks`fortraining.

    Key`Words:`analyses, breaks`down,`compares,`contrasts,`diagrams,`deconstructs,`di

    fferentiates,`discriminates,`distinguishes,`identifies,`illustrates,`infers,`outlines,`relate

    s,`selects,`separates.

    Evaluating:`Makejudgments`about`the`value`ofideas`ormaterials.

    Examples:`Select`the`most`effective`solution.`Hire`the`most`qualified`candidate.`Ex

    plain`andjustify`a`newbudget.

    Key`Words:`Appraises`compares,`concludes`contrasts,`criticizes`critiques,`defends,`

    describes,`discriminates,`evaluates,`explains,`interprets, justifies,`relates,`and`summa

    rizes,`supports.

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    Creating:`Builds`a`structure`orpattern`from`diverse`elements.`Putparts`togetherto`

    form`a`whole,`with`emphasis`on`creating`a`new`meaning`orstructure.

    Examples:`Write`a`company`operations`orprocess`manual.`Design`a`machine`to pe

    rform`a`specific`task.`Integrates`training`from`several`sources`to`solve`a problem.`R

    evises`andprocess`to`improve`the`outcome.

    Key`Words:`categorizes,`combines,`compiles,`composes,`creates,`devises,`designs,`

    explains,`generates,`modifies,`organizes, plans,`rearranges,`reconstructs,`relates,`reor

    ganizes,`revises,`rewrites,`summarizes,`tells,`writes.

    Examples of Trainings at NTPC relating to Blooms Taxonomy

    HindiSoftware`````````````````````````````(BL-3)

    Advanced`Excel`2007```````````````````(BL-`2`&`3)

    E-Businessfundamentals`````````````(BL-1,`2`&`3)`````````

    ITSecurityAwareness`````````````````(`BL-4)

    AdvancedTechnologiesinPowerGeneration`````(BL-4)

    Basics`ofNanotechnology`&`its`application`in`PowerSector.``````````(BL-5)

    Robotics``in`Industry````````````````````````````````````` (`BL-5)

    Environmentalconcerns````````````````````````````````(BL-5)

    `WorkshoponFireprotectionsystems``````````(BL-1`&`2)

    UseofRoboticsinModernPlants``````````````(BL-4)

    Creativity`&`Innovation```````````````````````````````````(BL-3`&`4)

    Right`to`information```````````````````````````````````````` (BL-5)

    DevelopmentofAssessors`````````````````````````````(BL-6)

    Creating

    Evaluating

    Analyzing

    Applying

    Understanding

    Remembering

    Level 6

    Level 5

    Level 4

    Level 3

    Level 2

    Level 1

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    Gagnes Model of Nine Steps of Instruction

    According`to`Robert`Gagne`(1985)`there`are`nine`events`that provide`a`frameworkforan`e

    ffective`learning process.

    The`events`ofinstruction`are`the`external`events`that`help`learning`occur,`and`are`designed

    `to`achieve`each`ofthe`five`different`learning`outcomes.`Gagne`numbers`the`instructional`e

    vents`from`one`to`nine,`showing`a`sequential`order.

    GainingAttention`

    The`first`event`ofinstruction`is`to`gain`the`attention`ofstudents`so`they`are`alert`for the`re

    ception`ofstimuli.`An`instructorcan`achieve`this by`introducing`a`rapid`stimulus`change`ei

    therby`gesturing`orby`suddenly`changing`the`tone`orvolume`oftheirvoice.`Anotherway`

    ofstimulating`alertness`is by`visual`orauditory`stimuli`related`to`the`subject`matter.`The`st

    imulus`chosen`forgaining`attention`will`workequally`well`forall`categories`oflearning`ou

    tcomes.

    InformingLearnersoftheObjective

    The`second`event`ofinstruction`is`to`inform`the`learnerofthe purpose`and`expected`outco

    mes`ofthe`learning`material.`This`will provide`them`with`an`expectancy`that`will persist`d

    uring`the`time`learning`is`takingplace.`Feedbackat`the`end`ofthe`lesson`will provide`the`l

    earnerwith`confirmation`oflearning.

    IntellectualSkills:`Instructors`can`demonstrate`the`activity`to`which`the`concept,`rul

    e,`orprocedure`applies.

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    Cognitive`Strategy:`Instructordescribes`ordemonstrates`the`strategy

    VerbalInformation:`Instructordescribes`what`the`learnerwill be`expected`to`state.

    Attitude:`The`learnerencounters`attitude`laterin`the process.`(This`occurs`through`i

    nstructordemonstration`ormodelling`during`instructional`event`five, providing`lear

    ning`guidance.

    MotorSkills:`Instructordemonstrates`the`expectedperformance.

    StimulatingRecallofPriorLearning`

    The`third`event`ofinstruction`asks`the`instructor to`recall`skills`orknowledge`learners`have

    previously`learned.`Thebest`kind`ofrecall`should`naturally`relate`to`the`subject`matterbei

    ng`learned.`The`instructional`technique`forstimulating`recall`willbe`different`forthe`differ

    ent`learning`outcomes`as`described below.

    IntellectualSkills:`Instructorrecalls prerequisite`rules`and`concepts

    Cognitive`Strategy:`Instructorrecalls`simple prerequisite`rules`and`concepts

    VerbalInformation:`Instructorrecalls`well`organizedbodies`ofknowledge

    Attitude:`Instructorrecalls`a`situation`and`action`involved`in personal`choice.`He`or

    `she`reminds`learnerof the`human`model`and`models`characteristics.

    MotorSkills:`Instructorrecalls`the`executive`subroutine`(the procedure`that`consti

    tutes`the`active`frameworkwithin`which`the`motorskill`is`executed, practiced,`and`

    refined),`andpart-skills`(the`different parts`ofthe procedure),`ifappropriate.

    PresentingtheStimulus

    The`fourth`event`ofinstruction`is presenting`a`stimulus`that`is`related`to`the`subject`matter.

    `The`content`ofthe`stimulus`shouldbe`specific`to`the`learning`outcome.`Forexample,`if th

    e`stimulus`is`verbal`information, printedprose`such`as`a`chapter in`a`textbookoran`audio`

    tape`will`achieve`the`learning`objective.`Ifthe`stimulus`is`an`intellectual`skill,`the`instructo

    rcan`display`the`object`and/orsymbols`that`require`a`concept`orrule;`or,`he`orshe`canpre

    sent`theproblem`learners`need`to`solve.

    The`instructormust present`the`stimulus`as`an`initial phase`oflearning,`so`clear indication`

    ofstimulus`features`such`as`underlining,boldprint,`highlighting,pointing,`orusing`a`chan

    ge`in`tone`ofvoice`to`emphasize`majorthemes`is`helpful.

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    The`instructional`techniques`forpresenting`the`stimulus`to`different`learning`outcomes`are`

    as`follows:

    IntellectualSkills:`Instructordelineates`features`orthe`objects`and`symbols`that`req

    uire`defining`as`a`concept`ora`rule

    Cognitive`Strategies:`Instructordescribes`theproblem`and`shows`what`the`strategy`

    accomplishes

    VerbalInformation:`Instructordisplays`text`oraudio`statements,`showing`orhighlig

    hting`the`distinctive`features

    MotorSkills:`instructordisplays`the`situation`at`the`initiation`ofthe`skilled perform

    ance,`and`then`demonstrates`theprocedure

    Attitude:`Instructorpresents`a`human`model`that`describes`the`general`nature`ofthe`

    choice`that`learners`will be`required`to`make.

    ProvidingLearningGuidance

    The`fifth`event`ofinstruction, providing`learning`guidance`requires`the`instructor to`make`t

    he`stimulus`as`meaningful`as possible.`There`are`several`ways`to`achieve`this,`depending`u

    pon`the`learning`outcome`expected.`An`instructorcan`enhance`meaningfulnessby`using`co

    ncrete`examples`ofabstract`terms`and`concepts,`and`elaborating`ideas by`relating`them`to`o

    thers`already`in`memory.

    The`instructional`techniques`forproviding`learning`guidance`to`different`learning`outcomes

    `are`as`follows:

    IntellectualSkills:`Instructorprovides`varied`concrete`examples`ofthe`concept`orru

    le

    Cognitive`Strategies:`Instructorprovides`a`verbal`description`ofthe`strategy,`followedby`an`example

    VerbalInformation:`Instructorelaborates`contentby`relating`to`largerbodies`ofkno

    wledge;`uses`images`and/ormnemonics

    Attitude:`Instructoruses`the`human`model`and`describes`ordemonstrates`an`action`

    choice,`followedby`observation`of reinforcement`ofmodels behaviour

    MotorSkill:`Continuepracticingprocedure,`focusing`onprecision`and`accurately`ti

    med`execution`ofmovements

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    ElicitingPerformance

    The`sixth`instructional`event`eliciting performance`asks`a`learner to`demonstrate`the`newly`

    learned`capability.`This`maybe`verbal`information,`intellectual`skills,`cognitive`strategy,`at

    titude,`ormotorskill.`The`learnerofverbal`information`will`have`the`ability`to`tell`it.`Th

    e`learnerofa`new`concept`orrule`(intellectual`skills)`will`have`the`ability`to`demonstrate`i

    ts`applicability`to`a`new`situation`notpreviously`encountered`during`learning.`The`learner

    ofa`cognitive`strategy`ofproblem`solving`will`solve`an`unfamiliarproblem`whose`solution

    `may`use`the`strategy.`The`learnerofa`motorskill`demonstrates`the`learned performance.`

    The`learnerdemonstrates`the`new`attitude`in`the`choices`the`learnermakes.

    ProvidingFeedback

    The`seventh`instructional`event, providing`feedback,`asks`the`instructorto`reinforce`the`ne

    wly`acquired`learning.`An`instructorcan`accomplish`this`through`informative`feedbackwh

    ere`the`instructorinforms`the`learnerofthe`degree`ofcorrectness`orincorrectness`ofthe pe

    rformance.`This`feedbackmaybe`verbal`orwritten.

    AssessingPerformance

    The`eighth`instructional`event,`assessing performance,`consists`ofassessments`to`verify`tha

    t`learning`has`occurred.`In`orderto`assure`that`learning`is`stable,`an`instructorwill`require`

    additional`instances`of the performance.

    The`instructorassesses performance`through`testing`the`learner.`Thepurpose`oftesting`is`t

    o`establish`that`the`learned`capacity`is`stable,`and`to provide`additionalpractice`to`assist`in

    `consolidating`the`learned`material.

    Enhancing Retention and Transfer

    The`ninth`instructional`event,`enhancing`retention`and`transfer,`refers`to`retaining`the`learned`capability`overa`longperiod`oftime`and`transferring`it`into`new`situations`outside`ofth

    e`learning`environment.`Practice`ensures`retention,`especially`with`verbal`information,`intel

    lectual`skills,`and`motorskills.

    Instructors`can`enhance`retention`and`transferby`conducting`spaced`reviews.`This`means`c

    onducting`recalls`ofinformation`learned`at`various`intervals`ofa`day`ormore`afterthe`initi

    al`learning.`However,`the`recall`is`furtherenhanced`when`additional`examples`are`spaced`i

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    n`time`overdays`and`weeks`following`the`initial`learning,`and`when`including`a`variety`of

    different`situations.

    Cone of Learning-Edger Dale

    The`importance`ofDale's`cone`ofexperience`in`Training`is`that`it`is`the`tool`whichprovide

    s`to`help`a`trainermake`decisions`about`resources`oractivities.`The`trainees`can`use`the`kn

    owledge`ofthe`cone`in`theirpractical`lives`in`orderto`increase`theirskills`and`efficiency`r

    esulting`in`an`increase`in`theirstandards`ofliving.

    `Using`the`knowledge`ofthe`cone,`one`can`askthemselves`several`questions`about`thepote

    ntial`value`ofa`resource`to`student`learning.

    The`importance`ofDale's`cone`ofexperience`in`Training`is`that`it`is`the`tool`whichprovide

    s`to`help`a`trainermake`decisions`about`resources`oractivities.`The`trainees`can`use``the`k

    nowledge`ofthe`cone`in`theirpractical`lives`in`orderto`increase`theirskills`and`efficiency`

    resulting`in`an`increase`in`theirstandards`ofliving.`Using`the`knowledge`ofthe`cone,`one`

    can`askthemselves`several`questions`about`the potential`value`ofa`resource`to`student`lear

    ning.

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    NEED ASSESSMENT AT NTPC LIMITED

    There are 20 EDCs and each EDC has a training head who manages the training activities of

    each EDC and keep PMI apprised about their activities through an ERP system implemented

    in NTPC Ltd 5 years back.

    EDC are responsible for mainly gathering organizational and task level need where as

    individual level needs are gathered by integrating need assessment form with Performance

    Appraisal form. Performance appraisal in NTPC Ltd happens once in an year. Need

    assessment is explained in detail in the below sections.

    How does NTPC Ltd takes care of Organizational, Task and Individual Need

    Starting of every year bulk of Organizational, Task and individual level data is gathering by

    PMI and hence the training is designed accordingly.

    Organizational Level Need

    Heads of each EDC and senior managers meet to discuss the future strategy of the

    company, upcoming technology that NTPC Ltd plans to adopt or changes that are required at

    the organizational level. For example NTPC Ltd implemented ERP 5 years back, and in a

    discussion with senior management before even ERP was implemented, inputs from senior

    managers were gathered by EDC heads and accordingly training was designed.

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    NTPC Ltd has always proven proactive in training employees before hand and keeping them

    equip to manage change in the organization. ERP implementation went smooth in the

    organization.

    During the interaction with Training & Development head of NTPC PMI, we were apprised

    with many examples which proved after implementing ERP company has benefited a lot in

    coordinating various activities and how it has increased efficiency of PMI also.

    Task Level

    Heads of each EDC meets the functional heads of their respective location (in all there

    are 20 locations). These EDC head gathers information regarding functional needs and

    conveys the same to PMI. There are regular meetings with PMI training heads and EDC

    heads for the design of training modules, which is in sync with the functions of each location.

    Individual Level Need

    Since individual constraints are always very specific and finding needs of each and

    every individual can be very challenging for an organization. How NTPC Ltd gathers data for

    individual need is as follows:

    After end of every year when an employee fills performance appraisal form, the last part of

    the form is always individual level need assessment form. The data collected from the

    individual level need assessment form is passed on to NTPC PMI where data is analysed and

    accordingly training module design takes place.

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    VARIOUS TRAINING TOOLS USED BY NTPC

    NTPC Ltd differentiated between pedagogy and andragogy. Major difference between

    pedagogy and andragogy is that pedagogy is for children leaning and andragogy is for adultlearning.

    Various training tools used are mentioned below:

    PowerPoint presentation and narration

    Role Plays

    Fish bowl demonstration

    Lecture

    Audio visual clippings

    Flip charts

    Lecture plus whiteboard

    Group discussion in diads and triads

    Case study

    Simulation

    Questions (All 3 levels)Recall, Application & Principle

    Brainstorming

    Games

    Metaphors

    Anecdotes

    Puzzles

    Quiz

    Problem solving

    Outbound experiential learning

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    Hands on in computers

    Question and Answer

    TRAINING DESIGN

    After the training needs assessment of the employees, Power Management Institute

    (PMI) steps out for the training design for the respective employees. The design of the

    training programmes gets more vibrant when the training objectives are aligned with it. The

    training objectives clarify what goals are needed to be achieved after the training programme.Design process sets the stage of the development when the training process yields the desired

    outcomes. The most of the training programmes are designed by the PMI through the

    viewpoints of the learner.

    Elements Designs by PMI

    The various kinds of elements needed for the training design that adds up into the training

    methods. The Planning, sequencing and structuring needed for the type of training required.The methods may be vocal, textual, presentations, case study, reading or any other

    methodology required in the training programmes. Most of the training programmes which

    are being designed in the PMI are the classroom teaching methods and do not require much

    technical training. PMI also has a tie up with many institutes like MDI Gurgaon, IIT Delhi,

    BITS Pilani including other institutes equipped with some foreign language programmes.

    Benefits for the Trainees

    The training programmed designed by PMI must have some desired benefits for the trainees

    and those benefits must be conveyed before the beginning of the training. This is the critical

    step of the training which sets up the motivation and the curiosity among the trainees.

    Considerations

    The considerations are required to understand for a trainer to know what kind of impact the

    training programme may have upon the trainees. Some of the considerations which PMI

    trainers imply is like what is the current knowledge level of the different trainees have. The

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    availability of the best training resources which a trainer may use to provide the training and

    the time frame which is required to complete the training.

    Basic Principles of the training

    The Basic principles which PMI puts forward is the improvement in the performance of an

    employee and the principles and aims of adult learning gets achieved.

    Types of basic designed programmes in NTPC

    1. In-house training programmes-This type of in-house training programme has been

    designed for the regular employees of NTPC. There may be some facilitation provided by the

    external faculty during the conduction of an in-house training programme.

    2. External training programmes- External training programmes are designed and

    developed by an external agency within PMI for the internal employees or the external

    trainees. It may not be exclusively for the in-house employees only but external agencies can

    also nominate their employees as well for the training programmes.

    3.Planned interventions- A Grade level or category wise training programme designed for

    the in-house employee to develop the competencies of the employees. These planned

    intervention programmes are solely designed for the in-house employees only and it is

    mandatory for every employee to join at least 7 days of planned intervention programme in

    PMI.

    4. Need based programmes- These need based training programmes are designed for the

    employees as per their developmental needs. These programmes may be directed by their

    departments for the technical or non-technical needs as well as for the individual employee

    filled up need in the performance management or appraisal form.

    5. Specific interventions- These training programmes are designed for the specific need arise

    out of sometime bound interventions needed to build up certain competencies of an

    employee.

    Design of the training programmes in terms of time and other requirement

    1. Essential training programmes- The essential training programmes are those

    programmes which are if not provided may affect the job performance of an employee

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    2. Desirable training programmes- These are those training programmes which are needed

    to develop the personal growth of an employee or certain training needs for the personality

    boosting of an employee may include.

    3. Short term programmes- The short term programmes are those programmes which arejust commenced for a day to three days. Which can fulfill the immediate job requirements?

    These programme may last up to three days.

    4. Long term training programmes- Long term training programmes are those programmes

    which are required to fulfill the long term training needs of an employee. These types of

    training programmes may last from 3 days to 12 days

    Priority A programmes are essential short term programmes

    Priority B type programmes are Desirable short term programmes

    Priority C type programmes are essential long term programmes

    Priority D type programmes are Desirable long term programmes

    Training programmes for the Top-Management

    There are 6 training programmes designed for the Top management. The programmes are viz.

    1. Assessment and Facilitation for NTPC BE Model.

    This programme has been designed for the top executives at E8 Level. This programme is

    about business excellence model and structure of station report. Enables to equip the

    employees for the leadership, policy, strategy, HR and processes. it consists of lectures,

    discussions, case study and exercises.

    2. Project Management for the senior management level executives- Designed for the

    capacity addition to the senior management. This programme will help them to complete the

    projects on time and to take the challenging decisions on when required. It is a 3 day

    programme to equip the executives in project management.

    3.SMART (Strategic Management Actions for Radical Transformations)-With the

    changing business environment and the emerging competitiveness, it is now important for an

    organization to achieve the sustainability. This programme enables the top executives in the

    understanding of the CSR, sustainability and innovation culture. The programme is highly

    interactive and the venue is in London for the current year.

    http://www.pmintpc.com/interface/eventdetail15.php?id=59http://www.pmintpc.com/interface/eventdetail15.php?id=59http://www.pmintpc.com/interface/eventdetail15.php?id=59http://www.pmintpc.com/interface/eventdetail15.php?id=59
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    4. SMILE- Practicing strategic leadership- The programme enables the senior leaders of

    the organization with analytical and leadership competencies and skills, in order to enable

    them to develop the relevant business strategies and to improve the organizational

    performance at individual, team and business unit levels. This programme is designed to get

    completed in eight days.

    Programmes for the Mid-Management

    The programmes for the mid management and Management executive level are designed to

    encourage the high performance and to equip the management handle the situation well under

    extra ordinary situations.

    The programme like Action Learning for Building High Performing Teams develops the team

    spirit among the participants and helps them to harness the power of learning through deep

    insight. This programme is of 3 days and conducted at PMI.

    The programme like Advanced thinking skills and innovation practices, how to be the star

    performer and other programmes like transforming the self are some of the motivating

    programmes which help the participants to attain the level of self-actualization and the brand

    themselves.

    Some of the information boosters programmes are designed to increase the awareness among

    the employees about themselves and how they can be the aware citizen of the country.

    1. Business Laws & Regulations- Programme to make aware the newly introduced

    Companies Act 2013 has brought out significant policy changes related to governance,

    compliance and reporting. It is extremely important for managers to know about these

    changes and how it can affect us. In the complex business environment, Dispute Resolution

    Mechanisms for business have also become very important.

    2. Management of Discipline & RTIis the programme designed to raise the awareness

    about the RTI (Right of information) among the participants.

    3. Programmes designed like Change management, Communication skills, Decision

    making skill enhancements, Goal setting and motivation, Leadership building and advanced

    thinking has been incorporated to develop the organization behaviour skills among the

    employees.

    These programmes are for a maximum of 3 to 4 days but they are highly information oriented

    and well designed to change the behaviour of the participants.

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    Programme designed for the planned interventions- the planned interventions are those

    programmes which have been designed for the new trainees and other planned activities

    which must be provided to the trainees of the NTPC. The programme like Capsule course in

    general management is designed for the trainees to provide overall training about the business

    skills and development of the core competencies. Executives at the level of E4 & E5 can get

    mostly benefitted with the short intervention programmes. Most of the programmes are of

    two weeks in nature and devised to provide the full information about the working condition

    of business and the knowledge which is used in the day to day business environment.

    Technical Training programmes: These technical training programmes are the location

    based programmes which are designed to provide on job training of a new joinee. there is a

    mentor and mentee who has been assigned for a new trainee and the mentor provides all the

    necessary support for the on job training. On job technical training is mostly the regular job

    based training which is crucial for the work and for the continuation of day to day activities at

    the plant.

    Information technology courses-These are basically online training modules which have

    been designed to equip the employees about the new developments in the information

    technology and it always helps the participants to compete with the world level of the

    technological developments. The information technology has also featured the SAP training

    and the intervention of SAP in the operations and HR. The SAP is the most important tool for

    the business which must be made aware to all the employees for the smooth functioning of

    the company.

    E-Learning course-Power Management Institute has specially designed On-line e-learning

    modules for employees of the Power Sector who also like to learn from their office/ worksite

    or home. This course work does not require them to attend regular classes. This course work

    can be completed by utilizing about few hours for seven days at workplace or home having

    internet connectivity.

    Simulation training- In order to train the trainees about the actual working conditions in the

    thermal units without actually involving them into real hazard, a simulator has been designed.

    The simulation provides all kinds of a real time training without involving any hazard or

    threat to the trainee or to the unit. These kind of training are best suited for the new entrants

    and also to the regular employees working in Thermal power plant as well.

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    EVALUATION

    NTPC Training Evaluation- Training evaluation is actually the process of accessing the

    value or the potential value of a training programme. The results obtained after the evaluation

    are used in further decision making and in designing the components and to bring out further

    improvements in the training programmes as well.

    Power management institute also uses the evaluation techniques like feed backs from the

    trainees and asses the value of the training programme with the help of the feedbacks

    obtained. PMI has three different ways to assess the training evaluations.

    These ways of training evaluation based upon the Kirkpatrick's modelof training evaluation

    In the evaluation method the pre training evaluation sets the paradigm for the Reactions of

    the trainees.

    The test-rest method gets the information about the Learning stage of the model

    The impact assessment model gets the information about the behaviouralchange among the

    trainees and the result assimilation report after the impact assessment provides the trainee

    about the overall result of the training programme.

    1. Pre training programme evaluation

    2. Training programme feed back

    3. Post training programme feed back

    1. Pre training programme evaluationis done to understand various shortcomings of the

    programme and to understand the gaps presents in the trainee, with the help of the assessment

    of the gaps with pre training evaluation the training design gets much easier and clear. PMI

    access the training content and design in the line of the feedback received from the

    participants.

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    2. Training programme feedback- The training centre or the PMI takes the training

    programme feedback after the end of the programme and this programme feedback is used to

    get the impact assessment of the training.

    3. Post training feedback- PMI also captures the post training feedback after some timeduration of the completion of the training. There are various kinds of external feedback

    evaluation which has been done by the independent researchers as well.

    The test-rest method- The trainees are given a test before the training programme and post

    completion of the training program the participants are asked to retake that test. with the

    comparison of the test scores the evaluation of the training can be done.

    Impact assessment form- This method is used to know the change in the job behaviours of

    employees after the training programme and this information is collected with the help of

    impact assessment form.

    Programme Evaluation Report- The programme evaluation report is prepared after the

    impact assessment by the training centre. In case of all the long duration programme (not less

    than 10 days) is circulated to show the results of the training programme.

    OBSERVATIONS/LEARNING FROM THE PROJECT UNDERTAKEN

    Training at NTPC PMI is mostly for development activities and hence they do not

    calculate ROI on the training provided to the employees

    The performance of employees or change in behaviour is not monitored after the

    training is provided, this is done because NTPC believes that change in behaviour

    would take time and development should not be linked to their performance and

    hence performance of an employee during training is not linked to performance

    appraisal

    Only for new joiners at entry level , after the induction program a mentor is assigned

    to guide in On The Job Training . Mentor is mostly not the immediate manager but

    some other person. This clearly shows that objective of NTPC is employee

    development rather than ROI on training

    During the visit and interaction at NTPC PMI we did not encounter any quantitative

    pre and post assessment for employees for technical skills. Most of the times

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    immediate managers are consulted and employees recommended by managers are

    given training at respective EDCs

    REFERENCES

    Anderson, L.W., Krathwohl, D.R., Airasian, A Taxonomy for Learning, Teaching,and Assessing: A revision of Bloom's Taxonomy of Educational Objectives,

    Retrieved on 22 August 2014

    Gagn, R.M. (1985).The Conditions of Learning and Theory of Instruction (4th

    Edition), Retrieved on 22 August 2014

    Dale, Edgar. Audio-Visual Methods in Teaching, (3rd Edition) , Retrieved on 25

    August 2014

    Aditi Shah (2013) Training and development in NTPC retrieved from the website

    www.managementparadise.com; in text reference (Aditi Shah, 2013).

    Power management institute (2014), programmes retreived form website

    www.pmintpc.com