Project T&D

7/29/2019 Project T&D

1/88

1

TABLE OF CONTENTS

PREFACE ......Page No.2

ACKNOWLEDGEMENT...Page No.3

LIST OF TABLES Page No.5

LIST OF CHARTS.......Page No.7

LIST OF ABBREVIATIONS..PageNo.8

CHAPTER TITLEPAGE.

NO

I INTRODUCTION 9

1.1 INDUSTRY PROFILE 10

1.2 COMPANY PROFILE 13

1.3 CORPORATE PROFILE 24

1.4 MAJOR COMPETITORS OF L&T - MHI 27

II OBJECTIVE & METHODOLOGY 28

2.1 SIGNIFICANCE OF THE STUDY 28

2.2 OBJECTIVES OF THE STUDY 29

2.3 SCOPE OF THE STUDY 30

2.4 RESEARCH METHODOLOGY 31

2.5 LIMITATIONS OF THE STUDY 34

III LITERATURE REVIEW 35

IV DATA ANALYSIS & INTERPRETATION 48

V FINDINGS OF THE STUDY 81

VI SUGGESTIONS & RECOMMENDATIONS 84

VII ANNEXURES

7.1 BIBLIOGRAPHY 86


2/88

2

7.2 QUESTIONNAIRE 87

List of Tables

Table No Tables Pg. No

4.1 Age details of the respondents 48

4.2 Educational details of the respondents 49

4.3 Experience details of the respondents 50

4.4 Setting the goals and objectives in the beginning of the year 51

4.5 Respondents opinion on training need identification by the

company

52

4.6 Immediate supervisor conducting TNA 53

4.7 Recommendation for training by IS/HR 54

4.8 Appropriate nomination procedure being followed 55

4.9 Best option to select employees for training 56

4.10 Developing and maintaining training calendar 57

4.11 Training schedule communicated in advance 58

4.12 Training programs conducted 59

4.13 Training procedure being followed 60

4.14 (i) Type of training attended 62

4.14 (ii) Type of training attended 63

4.15 Most preferred method for behavioral training 64

4.16 Number of training programs attended 66


3/88

3

4.17 Respondents opinion on number of training programs 67

Table No Tables Page

no

4.18 Respondents opinion on spending on external trainers by the

company

68

4.19 Respondents opinion on various training programs offered to the

employees

70

4.20 Factors that motivates employees to attend the training 71

4.21 Level of satisfaction of the employees with respect to training 72

4.22 Knowledge sharing sessions conducted in the organisation 74

4.23 Library facilities in the organization 75

4.24 Efforts of organization to learn new technology 76

4.25 Respondents opinion on implementation of employee feedback 77

4.26 Respondents opinion on effectiveness of training programs 78

4.27 Respondents opinion on knowledge acquired through training 80


4/88

4

LIST OF CHARTS

Chart

No

Charts Pg. No

4. (i) Age details of the respondents 48

4. (ii) Educational details of the respondents 49

4. (iii) Experience details of the respondents 50

4. (iv) Setting the goals and objectives in the beginning of the year 51

4. (v) Respondents opinion on training need identification by the

company

52

4. (vi) Immediate supervisor conducting TNA 53

4. (vii) Recommendation for training by IS/HR 54

4. (viii) Appropriate nomination procedure being followed 55

4. (ix) Best option to select employees for training 56

4. (x) Developing and maintaining training calendar 57

4. (xi) Training schedule communicated in advance 58

4. (xii) Training programs conducted 59

4. (xiii) Training procedure being followed 61

4. (xiv) i Type of training attended 62

4. (xiv)

ii

Type of training attended 63

4. (xv) Most preferred method for behavioral training 65

4. (xvi) Number of training programs attended 66


5/88

5

Chart

No

Chart Page

no

4. (xvii) Respondents opinion on number of training programs 67

4. (xviii) Respondents opinion on spending on external trainers by the

company

69

4. (xix) Respondents opinion on various training programs offered to the

employees

70

4. (xx) Factors that motivates employees to attend the training 71

4. (xxi) Level of satisfaction of the employees with respect to training 73

4. (xxii) Knowledge sharing sessions conducted in the organisation 74

4. (xxiii) Library facilities in the organization 75

4. (xxiv) Efforts of organization to learn new technology 76

4. (xxv) Respondents opinion on implementation of employee feedback 77

4. (xxvi) Respondents opinion on effectiveness of training programs 79

4.

(xxvii)

Respondents opinion on knowledge acquired through training 80

LIST OF ABBREVIATIONS

TNITraining Need Identification

TNATraining Need Analysis

ISImmediate Supervisor

HRHuman Resource

PODPPerformance Oriented Development Plan

PMSPerformance Management System


6/88

6

CHAPTERI

INTRODUCTION

A study has been carried out to observe and analyze the training and development

practices at L&TMHI Boilers Private limited. Training is a concept which is not new but has

been used from time to time in varying degrees in different spheres of life. Organisations have in

recent years given more and more emphasis to this concept mainly due to the fact that the level

and amount of competition has been increasing in the last decade or so.

Every organization needs to have well trained and competent workforce who are up-to-

date in the new technologies and who are ready to adopt new learning concepts so as to increase

their skill levels and add to their existing levels of knowledge. As a result the employee is better

equipped to do his present job and is also better prepared for higher positions with increased

responsibilities.

With the advent of technology, jobs have been becoming more and more complex,

adding to the need for more training so as to update the knowledge of the workforce. Training in

organizations can be used as both reactive and a proactive approach, because no employee is

perfect at the time of hiring and hence certain training is always needed to make an individual as

close to the requirement of an organization as possible.

In todays fast changing organizations it is most important for organizations to spend

time, money and energy towards the development of training and the various resources which are

essential for the fast growth of training and development.

Training is a part of Human Resource Development (HRD), which basically comprises of

training, education and development. HRD can be defined as an organized learning experience,

conducted in a definite time period, to increase the possibility of improving job performance and

growth.


7/88

7

1.1 INDUSTRYPROFILE

India's power market is the fifth largest in the world. The power sector is high on India's

priority as it offers tremendous potential for investing companies based on the sheer size of the

market and the returns available on investment capital.

Contribution from different sources of power generation

Almost 55 per cent of this capacity is based on coal, about 10 per cent on gas, 26 per cent

on hydro, approximately 5 per cent on renewable sources, about 3 per cent on nuclear and 1 per

cent on diesel.

In the past five years, there has been a much greater emphasis on transmission anddistribution reforms.

Over the years, the fuel mix has changed. Growing environmental concerns have led to

an interest in renewable sources of energy (comprising wind energy, solar photovoltaic energy,

biomass power and mini hydro plants). But despite great potential, renewable sources contribute

only a little over 6,000 MW at present.

Coal based

55%

Gas

10%

Hydro

26%

Renewable

5%

Nuclear

3%

Diesel

1%


8/88

8

Thermal Power Generation

Even with full development of the feasible hydro potential in the country, coal would

necessarily continue to remain the primary fuel for meeting future electricity demand. Use of gas

as a fuel for power generation would depend upon its availability at reasonable prices. Natural

gas is being used in Gas Turbine /Combined Cycle Gas Turbine (GT/CCGT) stations, which

currently accounts for about 10 per cent of total capacity. Power sector consumes about 40

percent of the total gas in the country. Thermal power plants convert energy rich fuel into

electricity and heat. Possible fuels include coal, natural gas, petroleum products, agricultural

waste and domestic trash / waste. Other sources of fuel include landfill gas and biogases. In some

plants, renewal fuels such as biogas are co-fired with coal.

Coal and lignite accounted for about 57% of India's installed capacity. However, since

wind energy depends on wind speed, and hydropower energy on water levels, thermal power

plants account for over 65% of India's generated electricity. India's electricity sector consumes

about 80% of the coal produced in the country. India expects that its projected rapid growth in

electricity generation over the next couple of decades is expected to be largely met by thermal

power plants.

Fuel constraints

The iron content is low in India's coal, and toxic trace element concentrations are negligible. The

natural fuel value of Indian coal is poor. On average, the Indian power plants using India's coal

supply consume about 0.7 kg of coal to generate a kWh, whereas United States thermal power

plants consume about 0.45 kg of coal per kWh.

The high ash content in India's coal affects the thermal power plant's potential emissions.

Therefore, India's Ministry of Environment & Forests has mandated the use of beneficiated coals

whose ash content has been reduced to 34% (or lower) in power plants in urban, ecologically

sensitive and other critically polluted areas, and ecologically sensitive areas. Coal benefaction

industry has rapidly grown in India, with current capacity topping 90 MT.


9/88

9

Thermal power plants can deploy a wide range of technologies. Some of the major technologies

include:

Steam cycle facilities (most commonly used for large utilities);

Gas turbines (commonly used for moderate sized peaking facilities);

Cogeneration and combined cycle facility (the combination of gas turbines or internal

combustion engines with heat recovery systems); and

Internal combustion engines (commonly used for small remote sites or stand-by power

generation).

Installed thermal power capacity

The installed capacity of Thermal Power in India, as of June 30 2011, was 115649.48 MW

which is 65.34% of total installed capacity.

Current installed capacity of Coal Based Thermal Power plant is 96,743.38 MW which

comes to 54.66% of total installed capacity

Current installed capacity of Gas Based Thermal Power plant is 17,706.35 MW which is

10.00% of total installed capacity.

Current installed capacity of Oil Based Thermal Power plant is 1,199.75 MW which is

0.67% of total installed capacity.

The state of Maharashtra is the largest producer of thermal power in the country.


10/88

10

1.2 COMPANY PROFILE

HISTORICAL BACKGROUND OF LARSEN & TOUBRO (L&T)

Henning Holck-Larsen and Soren Kristian Toubro, school-mates in Denmark, would not

have dreamt, as they were learning about India in history classes that they would, one day,

create history in that land.

In 1938, the two friends decided to forgo the comforts of working in Europe, and started

their own operation in India. All they had was a dream. And the courage to dare.

Their first office in Mumbai (Bombay) was so small that only one of the partners could use

the office at a time!

In the early years, they represented Danish manufacturers of dairy equipment for a modest

retainer. But with the start of the Second World War in 1939, imports were restricted,

compelling them to start a small work-shop to undertake jobs and provide service facilities.

Germany's invasion of Denmark in 1940 stopped supplies of Danish products. This crisis

forced the partners to stand on their own feet and innovate. They started manufacturing dairy

equipment indigenously. These products proved to be a success, and L&T came to be

recognized as a reliable fabricator with high standards.

The war-time need to repair and refit ships offered L&T an opportunity, and led to the

formation of a new company, Hilda Ltd., to handle these operations. L&T also started two

repair and fabrication shops - the Company had begun to expand.

Again, the sudden internment of German engineers (because of the War) who were to put up

a soda ash plant for the Tata, gave L&T a chance to enter the field of installation - an area

where their capability became well respected.


11/88

11

THE JOURNEY

In 1944, ECC was incorporated. Around then, L&T decided to build a portfolio of foreign

collaborations. By 1945, the Company represented British manufacturers of equipment used

to manufacture products such as hydrogenated oils, biscuits, soaps and glass.

In 1945, L&T signed an agreement with Caterpillar Tractor Company, USA, for marketing

earthmoving equipment. At the end of the war, large numbers of war-surplus Caterpillar

equipment were available at attractive prices, but the finances required were beyond the

capacity of the partners. This prompted them to raise additional equity capital, and on 7th

February 1946, Larsen & Toubro Private Limited was born.

Independence and the subsequent demand for technology and expertise offered L&T the

opportunity to consolidate and expand. Offices were set up in Kolkata (Calcutta), Chennai

(Madras) and New Delhi. In 1948, fifty-five acres of undeveloped marsh and jungle was

acquired in Powai. Today, Powai stands as a tribute to the vision of the men who transformed

this uninhabitable swamp into a manufacturing landmark.

PUBLIC LIMITED COMPANY

In December1950, L&T became a Public Company with a paid-up capital of Rs.2 million.

The sales turnover in that year was Rs.10.9 million.

Prestigious orders executed by the Company during this period included the Amul Dairy at

Anand and Blast Furnaces at Rourkela Steel Plant. With the successful completion of these

jobs, L&T emerged as the largest erection contractor in the country.

In 1956, a major part of the company's Bombay office moved to ICI House in Ballard Estate.


12/88

12

A decade later this imposing grey-stone building was purchased by L&T, and renamed as

L&T House - its Corporate Office.

The sixties saw a significant change at L&T - S. K. Toubro retired from active management

in 1962.

The sixties were also a decade of rapid growth for the company, and witnessed the formation

of many new ventures: UTMAL (set up in 1960), Audco India Limited (1961), Eutectic

Welding Alloys (1962) and TENGL (1963).

EXPANDING HORIZONS

By 1964, L&T had widened its capabilities to include some of the best technologies in the

world. In the decade that followed, the company grew rapidly, and by 1973 had become one

of the Top-25 Indian companies.

In 1976, Holck-Larsen was awarded the Magsaysay Award for International Understanding in

recognition of his contribution to India's industrial development. He retired as Chairman in

1978.

In the decades that followed, the company grew into an engineering major under the guidance

of leaders like N. M. Desai, S.R. Subramanian, U. V. Rao, S. D. Kulkarni and A. M. Naik.

Today, L&T is one of India's biggest and best known industrial organizations with a

reputation for technological excellence, high quality of products and services, and strong

customer orientation. It is also taking steps to grow its international presence.

For an institution that has grown to legendary proportions, there cannot and must not be an

'end'. Unlike other stories, the L&T saga continues.....


13/88

13

EVOLUTION OF L&T & PARTNERSHIP WITH MITSUBISHI

HEAVY INDUSTRIES (MHI)

The evolution of L&T into the country's largest engineering and constructionorganization is among the most remarkable success stories in Indian industry.

L&T was founded in Bombay (Mumbai) in 1938 by two Danish engineers, Henning

Holck-Larsen and Soren Kristian Toubro. Both of them were strongly committed to developing

India's engineering capabilities to meet the demands of industry.

Beginning with the import of machinery from Europe, L&T rapidly took on engineering

and construction assignments of increasing sophistication. Today, the company sets global

engineering benchmarks in terms of scale and complexity.

Company partnership

Larsen & Toubro Limited, India is a USD 9.8 billion technology, Engineering and

Construction group, with global operations. It is one of the largest and most respected companies

in India's private sector. A strong, customer - focused approach and the constant quest for top-

class quality have enabled L&T to attain and sustain leadership in its major lines of business over

seven decades.

Mitsubishi Heavy Industries, Limited, Japan is one of the world's leading heavy

machinery manufacturers, with consolidated sales of over USD 34 billion. Its diverse line-up of

products and services encompasses energy, material handling and transportation equipment,

aerospace, machinery & steel structures and shipbuilding & ocean development.

MHI has over five decades of experience in manufacturing supercritical boilers and

turbine-generators. It possesses state-of-the-art technology, and has the world's most extensive

references of large capacity supercritical boilers and turbine.


14/88

14

Vision

L&T MHI boilers Pvt. Ltd. shall be Indias most preferred provider of fossil fuel

supercritical boilers, services and a leading contributor to the nations power generation capacity

in an eco-friendly manner.

Mission

L&T MHI boilers Pvt. Ltd. shall enhance customer satisfaction through consistent high

quality, on-time delivery of product using state-of-the-art technology and implementing best

practices.

L&T MHI boilers Pvt. Ltd. Shall follow fair, transparent, ethical and safe practices in its

operations with all stakeholders and achieve performance excellence through continuous

innovation to systems, product and services (kaizen).

L&T MHI boilers Pvt. Ltd. Shall foster a culture of mutual support and respect,

professionalism and empowerment among its employees.

Learning & Development Vision of L&T:

Training shall be a strategic business function, contributing significantly to

organizational, group and individual effectiveness and growth by fostering a strong learning

culture.

Quality policy

L&T MHI boilers Pvt. Ltd. Shall strive to become the most preferred provider of fossil

fuel fired super critical boilers and services meeting stakeholders expectations through

innovative management practices, latest manufacturing techniques, observing high standards in

health, safety and environment practices, maintaining and confidentiality, integrity and

availability of information and continual improvement in management stems to achieve customer

satisfaction.


15/88

15

L&T- MHI Facilities and Establishment

L&T-MHI Boilers has established state of art manufacturing facility for Pressure Parts

and Pulverisers for super critical boilers at Hazira in Gujarat. The current installed capacity is

4000 MW per year. The facility has systems, processes, machinery, manufacturing capabilities

which are the best in its class. Today we can boast of creating such a facility in India which is

unique and augurs well for the Indian Power Equipment requirement.

In Pulveriser manufacturing facility, the plant layout is designed for optimum movement

of material. Also many of the production accessories are designed and facilitated to achieve the

ergonomic workstation design to reduce the fatigue of the people working in the area.

There has been lot of thrust and emphasis on system driven approach since inception and

MHI has put lot of emphasis on training and development of workforce skill development.

This has lead to development of a strong technical team with proficiency in super critical

boiler fabrication. Along with MHI, we have run various training and skill development

programs. More than 400 people have been trained in their areas of activities with the active

participation of MHI experts, this covered detail Manufacturing Procedure for Header, Pipe,

Panel and Coils.

For the on job Shop Floor experience a MHI Technical Advisory Team has been placed

at L&T-MHI Boilers Hazira Manufacturing Complex to assist the Engineers and Supervisors in

fabrication activities. With their in depth knowledge and proficiency in manufacturing of Super

critical boilers, we have been able to develop our workforce too.

After starting the full load production a Quality Patrol Team has been formed including

the MHI and L&T-MHI Boilers persons. This team takes in frequent visits in fabrication shops

and suggests various measures for improvement. These suggestions are related to safety,

improving productivity and quality of products.


16/88

16

Projects & Product Offerings of L&T - MHI

L&T-MHI Supercritical Sliding Pressure Operation Boilers - Projects under execution

CompanyUnit

NameCountry MW

SHO

outlet

Pressure

(kg/

cm2(g))

SHO

Steam

Condition

(deg-C)

RHO

steam

condition

(deg-C)

Main

Fuel

*Boiler

Type

Jaiprakash

Power

Venturesltd

Nigrie India 2X660 256 568 596 Coal SV

Mahagenco Koradi India 3X660 255 569 595 Coal SV

Nabha

Power Ltd.Rajpura India 2X700 256 568 596 Coal SV

Boiler offerings

Supercritical boilers of 500 MW and above range

SH & RH temperature up to 605 degrees Celsius

Low NOx burners (A-PM) as standard

Two pass design with divided back pass

Front and side mill arrangements

Vertical wall as standard

Spiral wall can also be offered

Features & merits

Furnace wall

Vertical wall construction as standard


17/88

17

MHI has largest number of sliding pressure vertical wall supercritical units in operation

Rifled tube construction In high heat flux zone

Easier manufacturing and simpler construction

Low mass flux compared to spiral wall and hence lesser pressure drop

Lesser field joints

Less slag accumulation

Less thermal stresses

Simpler supporting arrangement

Firing arrangement

Circular corner firing (CCF) with twin fire vortex as standard

Less steam temperature imbalance between left and right leads

Uniform heat flux in the furnace

Less burner heat input

Coal firing system

Use of MACT (Mitsubishi Advanced Combustion Technology) with APM (Advanced

Pollution Minimum) burner and additional air port

High ignition ability under low O2 condition

Reduced NOx emissions

Reduced unburned carbon loss

Low excess air (15%) increases boiler efficiency

R h temperature control

Use of gas biasing damper in the second pass as primary control

Additional tilting mechanism for burners as a secondary control

Interstage attemperation as emergency control

Pressure control of RH temperature is achieved

No RH spray under steady state operation


18/88

18

L&Ts GLOBAL PRESENCE:

MILESTONES OF L&TMHI

2007: Formation of L&TMHI Boilers Pvt Ltda joint venture between Larsen & Toubro

and Mitsubishi Heavy Industries.

2008: Foundation stone laying ceremony at Hazira Boiler manufacturing facility.


19/88

19

AWARDS AND ACCOLADES RECEIVED BY L&TMHI

1. L&T-MHI Boilers wins award for Best Industrial Structure in TEKLA Structures

Model Competition

2. The Economic Times named Mr. A.M. Naik"Business Leader of the Year" for 2008.

3. L&T is among the top 100 Most Trusted brands of India as published in The Brand Trust

Report.

4. Mr. A.M. Naik was also awarded the Padma Bhushan by the President of India in

2009.

5. L&T Won Best Innovation in Logistics-Transportation award on 20 May 2011 from

India International Logistics Forum

6. L&T Won The Financial Express-EVI Green Business Leadership Award for 2010-

11. The award was received from Dr. A.P.J. Abdul Kalam

7. Mr. A.M. Naik honored with CNBC TV18 Infrastructure Leader of the Year Award

in 2012

8. L&T Heavy Engineering Wins National Award forExport Excellence in 2010-11

9. L&T Ranks 3rd in BSE Green Index. This is first-of-its-kind index assesses the carbon

performance of companies drawn from the BSE Top 100 in Feb 2012

10.L&T wins ICC Corporate Governance and Sustainability Vision Award 2012

2009: Order received from Jaiprakash Power Ventures limited for 2 x 660 MW Nigrie, MP

Order received from L&T for 3 x 660 MW power plant at koradi, Maharashtra.

2010: Order received from L&T for 2 x 700 MW, Rajpura, Punjab (Phase D).

IBR (Indian Boiler Regulator) approval received from Hazira boiler manufacturing facility

Order received from SPGCL for 3 x 660 MW ower lant at Karchana Uttar radesh
http://en.wikipedia.org/wiki/President_of_Indiahttp://en.wikipedia.org/wiki/President_of_India


20/88

20

11.L&T was recognized as theCompany of the Yearin 2010.

12. L&T has featured four times inForbesFab 50list of the best public companies in the

Asia-Pacific region.

13. The company ranked #14 in the 2011Fortune India 500list of the largest Indian

companies by total revenues.

List of Software used in Design AT L&T MHI BOILERS PRIVATE

LIMITED

Structural Group

Tekla Structure

Smart Plant 3D

Smart Plant Review

STAAD Pro V8i

C&I Group

Smart Plant

Instrumentation

Smart Plant Electricals

ORCA Netmation

Engineering station

Software

Pressure Parts

Solid Edge ST3

MSC Nastran

CAESAR -II

RADAN - Radnest

Non Pressure Part

ProE M60

MSC Nastran

STAAD Pro V8i

Piping

Smart Plant 3D

Smart Plant Review

Microstation v8

CAESAR II

Fuel Firing

Solid Edge ST3

ProE M60

Layout

Smart Plant 3D

Smart Plant Review

3D Symbol Designer

Microstation v8

Performance & Proc

Smart Plant P&ID

Thermal Program

Software (LBSM)

Pulversier

Soild Edge

Primavera
http://en.wikipedia.org/wiki/Economic_Times_Awardshttp://en.wikipedia.org/wiki/Economic_Times_Awardshttp://en.wikipedia.org/wiki/Economic_Times_Awardshttp://en.wikipedia.org/wiki/Forbeshttp://en.wikipedia.org/wiki/Forbeshttp://en.wikipedia.org/wiki/Forbeshttp://en.wikipedia.org/wiki/Fortune_India_500http://en.wikipedia.org/wiki/Fortune_India_500http://en.wikipedia.org/wiki/Fortune_India_500http://en.wikipedia.org/wiki/Fortune_India_500http://en.wikipedia.org/wiki/Forbeshttp://en.wikipedia.org/wiki/Economic_Times_Awards


21/88

21

1.4 CORPORATE PROFILE

Board of directors

"The company that we run has a strong heritage of professionalism that places the highest value on

merit and integrity. In the 7th decade of the existence of L&T, all the directors on our board are

conscious of our responsibility in transforming the organization to make it truly world class, to ensure

its continued long term success and growth."

- A. M. Naik, Chairman & Managing Director

K.VENKATARAMANAN - whole-time director & president.

V.K.MAGAPU - whole-time director & president.

M.V.KOTWAL - whole-time director & president

RAVIUPPAL - whole-time director & president

S.N.SUBRAHMANYAN - whole-time director & president

ORGANISATION STRUCTURE OF CORE ENGINEERING TEAM AT

L&TMHI, CHENNAI


22/88

22

Technology

In every sphere of L&T's operations, technology is the key enabler, reinforcing its

leadership position, and sustaining its competitive strengths. While for some, technology is a

means to an end, for L&T, technology represents endless possibilities.

Engineering & construction

In engineering and construction, L&T's technology capabilities include a strategic mix

of in-house strengths and the expertise of its joint venture partners. Engineering Centers at

Mumbai, Vadodara and Delhi carry out process design and simulation, analysis of

computational fluid dynamics, mechanical design, failure analysis and trouble shooting.

L&T has set up an engineering and project management centre in Abu Dhabi, to

undertake oil and gas related projects as well as engineering and consultancy services.

An engineering centre in Sharjah is an extended arm in the Gulf. This is supplemented

through collaborations with key partners: L&T-Valdel for engineering services in the upstream

hydrocarbon sector, L&T-Chiyoda for the mid and downstream sectors, and L&T Sargent &

Lundy for the power sector.

The engineering services provided by L&T's Engineering Design Research Centers at

Chennai and Kolkata include feasibility studies, project reports, system engineering,

architectural, structural and civil design for infrastructure development projects.

L&T-Ramboll Consulting Engineers provides civil engineering and consultancy

services for a wide range of projects in the transportation sector - ports, airports, highways and

bridges.

Manufacturing

L&T's design & engineering capabilities in manufacturing enable it to set new

benchmarks in terms of scale, sophistication and speed. The Company has dedicated


23/88

23

engineering centers at the manufacturing locations. Two 'Technology Development Centers

have been set up to develop new products and manufacturing technologies. L&T also

collaborates with the organizations like ISRO to bolster its capabilities in the strategic sectors of

aerospace, defence and nuclear power.

L&T Electrical & Automation is a pioneer in the design of switchgear and

switchboards that are engineered for tropical conditions. It has built further on this experience,

and has leveraged its R&D strengths to develop a host of new products and features.

L&T Electrical & Automation has applied for and secured 409 patents - a landmark

for an Indian company. Patent applications cover innovations made on a variety of low voltage

indigenously developed switchgear products like the air circuit breakers (ACBs) and moulded

case circuit breakers (MCCBs), medical products, petroleum dispensing pumps, tooling

solutions and switchboards.

Technology services

L&T provides its global clients with the winning edge through the development of

optimal solutions. L&T's Integrated Engineering Services leverage the Company's own

engineering heritage and experience. The Embedded Systems unit provides technologicalassistance across a broad spectrum - design, maintenance, re-engineering, testing, prototyping

and industrial services.


24/88

24

MAJOR COMPETITORS OF L&T-MHI BOILERS

POWER INDUSTRY OIL & GAS INDUSTRY

BHEL BECHTEL

BGR ENERGY SAMSUNG

DOOSAN FLOUR

GE HYUNDAI

ALSTOM CHERVON

BECHTEL

FLOUR


25/88

25

CHAPTERII

OBJECTIVE & METHODOLOGY

2.1 SIGNIFICANCE OF THE STUDY

The company derives competitive advantage from training and development. Training &

development programs help to remove performance deficiencies in employees. Hence it is

essential to study such training programs are effective or not.

The study focuses on learning the various practices followed by the organization with

respect to the training and development activities. After the research, the findings and

suggestions would be of great importance to the organization as a detailed analysis on the current

practices will bring out the necessary changes to be followed by the organization.

The study on role of the training programs on the employee performance will give the

result of whether the training programs were successful in developing the required skill in the

employee or not.

Hence the study is very important and useful for the organization in many aspects such as

in knowing the effectiveness of the training programs on the employee performance and the

required procedure in achieving them.


26/88

26

2.2 OBJECTIVES OF THE STUDY

PRIMARY OBJECTIVES

To study the training and development practices followed at L&T-MHI Boilers Pvt ltd.,

Chennai.

To study the impact of training programs on employee performance.

SECONDARY OBJECTIVES

To find out various training & development methods followed in the company

To find the level of satisfaction of employees regarding the training programs offered by

the company

To ascertain how far the training programs are useful to improve carrier prospects of

individual employee in the organization

To identify and suggest measures for the improvement of the training programs


27/88

27

2.3 SCOPE OF THE STUDY

The study will give necessary information to management for further improvement in Training

and development practices followed in the organization. The study will help the organization to

know the strength and weakness areas of its training and development activities.

When taken care and corrective actions are taken,

the objectives of the training programs such as improving technical skills of the

employee as per the organizational requirement will be fulfilled

Productivity can be increased

Individual objectives and organizational objectives can be achieved

Individual performance and organizational performance can be improved

Organization can remain competitive and can have an edge over its competitors in terms

of the required skilled manpower which is the valuable asset for the organization.


28/88

28

2.4 RESEARCH METHODOLOGY

Meaning:

According to Clifford Woody Research comprises defining and redefining problems,

formulating hypothesis or suggested solutions; collecting organizing and evaluating data; making

deductions and reaching conclusions; and at last carefully testing the conclusions to determine

whether they fit the formulating hypothesis.

Research in common parlance refers to search for knowledge. We can also define

research as a scientific and systematic search for information on a specific topic.

Objectives of Research:

The purpose of the study is to discover answers to questions through the application of

scientific procedures. The main aim of research is to find out the truth which is hidden and which

has not been discovered as yet. Each research study has its own specific purpose. It includes:

1. To gain with a phenomenon or to achieve new insights into it.

2. To portray accurately the characteristics of a particular individual, situation or a group.

Research Design:

A research design is the arrangement of conditions for collection and analysis of data in

a manner that aims to combine relevance to the research purpose with economy in procedure. In

fact, the research design is the conceptual structure within which research is conducted; it

constitutes the blue print for the collection, measurement and analysis of data. It provides outline

of what the researcher will do from writing the hypothesis and its operational implications to the

final analysis of data. The Research design used here is descriptive research.

Descriptive Research:

Descriptive research, also known as statistical research, describes data and characteristics

about the population or phenomenon being studied. Descriptive research is mainly concerned


29/88

29

with state of affairs as it exists at present. When the researcher is interested in knowing the

characteristics of certain groups such as age, sex, educational level, occupation or income

sample, descriptive research is used.

Data Collection:

Data refers to information or facts. The task of data collection begins after a research

problem has been defined and research plan has been decided. There are two types of data which

are as follows

Primary data:

The primary data are those that are collected through questionnaire and direct personal

interview.

Secondary Data:

Secondary data means the data that are already available i.e., they refers to the data which

have been already collected and analyzed by someone else. Secondary data can be either

published data or unpublished data. Secondary data has been collected through record, report,

magazines, websites etc.

Research Instrument:

The research instrument in the study is a structured questionnaire. Structured

questionnaire are those questionnaires in which there are definite, concrete and predetermined

questions to the aspect, for which the research collects data.

Population size:

The population size in this company was 107 members.


30/88

30

Sampling Unit:

The sampling unit was Larsen & Toubro- Mitsubishi Heavy Industries Private limited,

Chennai.

Sampling Frame:

A sample frame which means sample list, which contains sample size, sample unit, sample

design.

Sample Size:

Since the population size was small, whole population was considered for sample size. In

accordance with absentees, leaves, on duties, questionnaire was given to 90 employees. Out of

which 83 respondents have responded. Hence the response rate was 92%

Statistical Analysis:

The Role of Statistics is functioning as a tool in, design research, analyzing its data and

drawing conclusions there from. The important statistical tool used in analysis is:

Percentage Method:

In the case of dichotomous and multiple choice questions percentage calculated as a part

of the analysis of such questions. Percentages are used in making comparisons between two or

more series of data.

Number of respondents favorable

Percentage (%) = ____________________________ 100

Total respondents


31/88

31

2.5 LIMITATIONS OF THE STUDY

The study is limited only to Larsen & Toubro- Mitsubishi Heavy Industries Private

limited, Chennai.

The study was time bound because the feedback was obtained from the employees during

their work.

The findings of the study cannot be applicable to any other organization as the study was

carried out at Larsen & Toubro- Mitsubishi Heavy Industries Private limited, Chennai.

The findings and suggestions are confined only to their organization.

The sample size is restricted to only 83.

The analysis is completely based on the information provided by the employees and

hence could be biased


32/88

32

CHAPTER III

LITERATURE REVIEW

TRAINING AND DEVELOPMENT:

Training could be one of the means used to achieve improvements through the effective

& efficient use of learning resources. Employee training tries to improve skills, or add to the

existing level of knowledge so that the employee is better equipped to do his present job, or to

prepare him for a higher position with increased responsibilities.

The effective functioning of any organization requires that employees learn to perform

their jobs at a satisfactory level of proficiency. Organizations need to provide opportunities for

the continuous development of employees not only on their present jobs, but also to develop their

capabilities for other jobs for which they might later be considered.

The TRAINING & DEVELOPMENT process is a complex mixture of activities intended

to improve the performance of individuals & groups within the organization. Some organizations

especially those that carry out complex & specialized operations and are confronted with rapidchanges in technology, are heavily committed to TRAINING& DEVELOPMENT. The systems

that are used frequently in this process include skill development programs, coaching & training

seminars.

CONCEPT OF TRAINING:

Training is the process of increasing the knowledge and skills for doing a particular job.It is an organized procedure by which people learn knowledge and skill for a definite purpose.

The purpose of training is basically to bridge the gap between job requirements and present

competence of an employee. Training is aimed at improving the behavior and performance of a

person. It is a never ending or a continuous process. Training is closely related with education

and development but needs to be differentiated from these terms.


33/88

33

OBJECTIVE OF TRAINING:

The main objective of training is to bridge the gap between the actual performance and

desired performance.

The training objectives are designed in accordance with the company goals and

objectives. The general objectives of any training program are,

To prepare employees both newly recruited and already employed to meet the present as

well as the future requirements of the job and the organisation.

To enable the employee to meet the changing requirements of the job and the

organization.

To demonstrate the employees the new techniques and ways of performing the job or

operations.

To train the employees as per the companies` culture pattern and ethos.

To train the employees inorder to improve the work methods and skills so as to increase

the quantity and quality of output

To be acquainted with the job adjustment and high morale.

To aid in promotions & transfers.

PURPOSE OF TRAINING & DEVELOPMENT

From the book, TRAINING Theory and Practice by Aparna Raj,

Training and development can be initiated for a variety of reasons for an employee or

group of employees, e.g.

When a performance appraisal indicates performance improvement is needed

To benchmark the status of improvement so far in a performance improvement effort

As part of an overall professional development program

As part of succession planning to help an employee be eligible for a planned change in

role in the organization

To train about a specific topic


34/88

34

To prepare for promotion and managerial succession

To meet global competition

DEFINITION OF TRAINING:

According to Monappa & Saiyadin,Training refers to the teaching/learning activities

carried on for the primary purpose of helping members of an organization to acquire and apply t

he knowledge, skills, abilities and attitudes needed by that organization.

According to Dale S. BeachTraining is an organized procedure by which people learn

knowledge and /orskill for a definite purpose.

According to Edwin B. Flippo Training is the act of increasing the knowledge and skill

of an employee for doing a particular job.According to Taylor M.H Training is a means to bring about a continuous

improvement in the quality of work performed, it would equip them with necessary knowledge,

skill, abilities and attitude to perform their jobs

According to Randall S. Schuler,Training is any attempt to improve current or

future employee performance by increasing and employees ability to perform through

learning, usually by changing the employees attitude or increasing his or her skills and

knowledge. The need for training and development is determined by the employees

performance deficiency, computed as follows:

Training and development need = Standard performanceActual Performance.

Training improves, changes, and moulds the employees knowledge, skill, behavior,

aptitude and attitude towards the requirements of the job and organization. Training refers to the

teaching and learning activities carried on for the primary purpose of helping member of an

organization, to acquire and apply the knowledge, skills, abilities and attitudes needed by a

particular job and organization.

Thus, training bridges the differences between job requirements and employees present

specifications.


35/88

35

Difference between Training and Development:

TRAINING DEVELOPMENT

Training is concerned with

specific job skills and

behavior

Development is concerned

with related enhancement of

general knowledge and

understanding of no

technical organization

functions

Training focuses on technical,

mechanical oriented

operations

Development focuses on

theoretical skill and

conceptual ideas

Training focuses on current

jobs

Development prepares for

future jobs

Training is for non - managers Development is for managers

and executives

Training may result in

enhancement of particular

skill

Development may result in

personal growth and

development

Lawrence S. Kleiman defines training and development as planned learning experience

designed to provide workers with the competencies needed to perform their current or future

jobs.


36/88

36

Training is referred to as teaching specific job related skills and behavior, Whereas

development is more general than towards training and more oriented towards individual

development besides fulfilling organizational needs. The development provides knowledge and

understanding to individuals so as to enable them function more effectively in organizations

through problem-solving, inter-personal relations and decision making.

TRAINING AND DEVELOPMENT PROCESS:

REID & BARRINGTON used the term THE TRAINING PROCESS to describe the

logical sequence covering pre-planning, planning, implementation and evaluation of training

program, in six stages.

THE FLOW CHART MODEL.

Identification of Training needs

Setting learning objectives

Determining a learning strategy

Designing & planning training

Training

Assesing the results


37/88

37

Methods and Techniques of Training need assessment:

GROUP OR ORGANISATIONAL

ANALYSIS

INDIVIDUAL ANALYSIS

1. Organisational goals and objectives 1. Performance Appraisal

2. Personnel / skills inventories 2. Work Sampling

3. Organisational climate indices 3. Interviews

4. Efficiency indices 4. Questionnaires

5. Exit Interviews 5. Attitude survey

6. MBO or work planning system 6. Training Progress

7. Quality Circles 7. Rating Scales

8. Customer Survey / Satisfaction data 8. Observations of Behaviour

9. Consideration of current and

projected changes

9.Individual change as per

requirement of organisation

Importance of Training Need Analysis:Training Need Analysis (TNA) is a systematic method of determining what caused

performance to be below than expected or required. The main aim and focus of training is

performance improvement. A TNA is important because it helps in identifying that can be

corrected by training. It is important in the following ways:

To decide what specific training each employee needs and what will improve their job

performance.

To differentiate between the need for training and organizational issues.

To determine whether training is needed.

To determine causes of poor performance.

To determine content and scope of training.

To determine desired training outcomes.


38/88

38

METHODS OF TRAINING:

Generally, the training methods can be classified into two types:

a) On-the-job methods

b) Off-the-job methods

a) On-the-job methods:

These methods are briefly discussed below:

1. On-the job Training

In this training an employee will be placed in a new job and is told how it is to be

performed. It aims at developing skills and habits consistent with the existing practices

2. Vestibule Training or Training-Centre Training

This is otherwise known as classroom training, which is imparted with the help of

equipment and machines identical to those in use at the place of work.

3. Simulation

It is more or less like vestibule training. The trainee works in closely duplicated real

job conditions. This is essential in cases in which actual on-the-job practice is expensive, might

result in serious injury, a costly error or the destruction of valuable material or resources, e.g., in

aeronautical industry.

4. Demonstration

Under this method, there will be a description and demonstration of how to do a job. He

performs the activity himself, going through a step-by-step explanation of the why, how and

what of what he is doing.

5. Apprenticeship

Under this method, each apprentice or trainee will be given a program of assignments

according to a predetermined schedule, which provides for efficient training in trade skills


39/88

39

6. Job Instruction Training (JIT)

The JIT Method is a four step instructional process involving preparation, presentation,

performances try out and follow up.

7. Coaching and Mentoring

Coaching establishes one-on-one relationship between trainees and supervisors, which

offer workers, continued guidance and feedback on how well they are handling their tasks.

8. Job Rotation

It means the movement of trainee from one job to another. This helps him to understand

how the job functions.

b) Off-the-Job Methods:

Under this method, training will be given in company classroom, an outside place owned

by the organization, an education institution, or association, which is not the part of the

company. The following are the methods.

1. LecturesThese are classroom lectures given by an instructor on specific topics, formally. This

method is useful when philosophy, concepts, attitudes, theories and problem solving have to be

discussed.

2. Conferences

Normally a conference will be held in accordance with an organized plan. Different

topics with their problems relating to training of personnel are discussed.

3. Seminars or Team Discussion

A group will constitute a team for discussion. The group learns through discussion of a

subject on a selected subject.


40/88

40

4. Case Discussion

Testing of a real problem will be undertaken under this method. In other words, a real

business problem or situation demanding solution is presented to the group and members are

trained to identify the problems present, they must suggest various methods for tackling them,

analyze each one of these, find out their comparative suitability, and decide for themselves the

best solution.

5. Role Playing

This method is also called role reversal, socio drama or psycho drama. Here

trainees act out a given role as they would in a given play. Two or more trainees are assigned

roles in a given situation, which is explained to the group.

6. Programmed Instruction

Under this method, there will be two essential elements, (a) a step-by-step series of bits

of knowledge, each building upon what has gone before, and (b) a mechanism for presenting the

series and checking on the trainees knowledge. Questions are asked in proper sequence and

indication given promptly whether the answers are correct.

TRAINING AND DEVELOPMENT PRACTICES OF L&T-

MHI BOILERS PRIVATE LIMITED, CHENNAI

Training shall be a strategic business function, contributing significantly to

organizational, group and individual effectiveness and growth by fostering a strong learning

culture. L&TMHI shares the training & development activities of L&TPower with respect to

the following of similar procedures, plans and activities.

The training inputs are given to enhance the expertise on functional knowledge,

competencies and skills; whereas inputs on managerial & behavioral competencies lead to

overall development of the personality. In both cases, the training inputs would be directly linked

to the present and future job demands.


41/88

41

Learning and Development:

Training and development practice is called as Learning and Development in L&TMHI.

Training Need Identification

(TNI)

TNI through PMS

(PODP)

TNI through Org.

Requirements

TNI through Headof Departments

Preparation of Annual

Training Calendar

Execution of Training

Calendar

Organizing Training

Programs

Capturing Training Feedback

Evaluating Training

Effectiveness


42/88

42

TYPES OF TRAINING:

The various training initiatives conducted in the organization are classified into following types:

Technical Training

Behavioral Training

Business Specific Training

Core Development Programme (Organized by corporate L&T)

New Joiners Induction

Executive Management Programs

Leadership Programs

Training Need Identification Process:

The training need identification process starts by filling up Performance Oriented

Development Plan (PODP) in the beginning of the financial year. PODP form can be accessed

under PMS Tab on Employee Self Service Portal. Following are the steps for Training Need

Identification:

An Immediate Supervisor will assign a Basket of Excellence to an individual. Basket

of Excellence consists of 4 baskets which has linkage with role. Each basket comprises

of a set of competencies.

The training need identification through PODP is now linked with objective setting

process.

As a part of objective setting process, an employee will access the PODP form and

identify training needs competencies from the Basket of Excellence assigned by his/her

superior. Training needs of all employees will be collated by OC-HR and programs will be

conducted to meet these needs.

Based on the training needs, a yearly calendar is planned for the period April-March.


43/88

43

TRAINING INFRASTRUCTURE of Corporate L&T:

Plural Leadership Development Program:

Management Development Centre (MDC) at Lonavla:

Residential training centre has been set up to facilitate companys initiatives to meet the

Training and Developmental needs. MDC has all modern amenities, Library, Acoustic Training

Halls, discussion rooms. MDC can accommodate 120 Trainees with Five Training programme at

the same time.

L&T Institute of Project Management (IPM)

L&T is involved in Projects and project management for several years. Project

management being experiential, learning is unique to the projects with a view to create and

disseminate the L&T body of knowledge in project management, company has established L&T

IPM. This institute is set up at L&T Knowledge city, Vadodara. It has facilities like class rooms,

Library, Computer Library, Group Discussion rooms with highly experience and eminent

facilities. The institute carries out Certification programs like Post Graduate Diploma in Project

management, Senior Management Programme, Continuing Education Programme, andBeginners Programme in Project Management etc.

Centre for Technology and Engineering Applications (C-TEA):

It is the centre of excellence for technology application ups in & applied engineering. C-

TEA has set ups in Madh, Mumbai & Mysore. All centers are fully geared to deliver programme

that are of current relevance to all the units of Larsen & Toubro Limited. In addition to this each

separate company has its own training infrastructure

Any Time Learning:

Any time learning is the online learning portal of L&T. The portal provides access to

courses under following categories:


44/88

44

Functional

Behavioral

Certification in Strategic Business Management

Certification in Finance Management

Certification in Human Resource Management

Certification in Business Management Tools

Training Calendar:

L&TMHI prepares training calendar and maintains them by updating it from time in

time. It communicates the training calendar to its employees and it communicates the training

schedule well in advance inorder not to disturb the work schedule of the employees.

Corporate training & develop Department releases the Training & Development Calendar

where in Core Development Programs, Leadership Development Programs along with various

managerial & behavioral Training programs are planned. In addition each Operating Company

releases the annual Training calendar to address the training needs identified under PODP.

Management Leadership Assessment Program (MLP/TLP)

Inorder to identify and develop the future leaders of the company, high performers are

assessed on their leadership potentiality through Assessment Development Centers. All the

assesses are given Training and Development inputs as per the feedback received from the

assessment centers to develop their leadership competencies. Further, the employees who are

identified as potential leaders (Top Talent) are given faster career growth in the organization to

occupy the leadership positions.

Study Leave & Sponsorship of Post Graduate Studies:

The company sponsors higher studies i.e. MBA, M-Tech / ME to Graduate Engineers andCAs, who are high performance employees in E Brand and Tier 1, with in 32 years of age and

have completed minimum two years in the company. Company also has tie up with reputed

management institutions (IIMs, S P JAIN, XLRI Jamshedpur etc.) for sponsoring Executive

MBA program for high performance employees.


45/88

45

CHAPTER IV

4.0 DATA ANALYSIS AND INTERPRETATION

4.1. Table showing the age details of the respondents

S.No AGE NO OF RESPONDENTS PERCENTAGE

(%)

1 20-25 6 7

2 26-30 46 55

3 31-35 18 23

4 36-40 6 7

5 41 and above 7 8

Total 83 100

Interpretation

The above table shows that 7% of respondents are between 20-25 years of age, 55% of

respondents are between 26-30 years of age, 23% of respondents are between 31-35 years of age,

7% of respondents are between 36-40 years of age and 8% of respondents are above 41 years of

age.

4. (i). Chart showing the age details of the respondents

7

55

23

7 8

0

10

20

30

40

50

60

20-25 26-30 31-35 36-40 41 and above

Percentage


46/88

46

4.2. Table showing the educational details of the respondents

S.No EDUCATIONAL

QUALIFICATION

NO OF RESPONDENTS PERCENTAGE

(%)

1 Diploma 31 37

2 B.E/B. Tech 42 51

3 PG 10 12

4 Others 0 0

Total 83 100

Interpretation:

The above table shows that 37% have done diploma, 51% have done B.E/B. Tech,

12% have done PG and other than this there is no employee with other qualifications.

4. (ii). Chart showing the educational details of the respondents.

37

51

12

00

10

20

30

40

50

60

Diploma B.E/B.Tech PG Others


47/88

47

4.3. Table showing the experience details of the respondents

S.No EXPERIENCE NO OF RESPONDENTS PERCENTAGE (%)

1 Less than 1 11 13

2 1-2 33 39

3 2-3 30 36

4 3-4 3 4

5 4-5 3 4

6 More than 5 3 4

Total 83 100

Interpretation

From the above table it is inferred that 13% of respondents are less than 1 years of

experience, 39% of respondents are between 1-2 years of experience, 36% of respondents are

between 2-3 years of experience, 4% of respondents are between 3-4 years of experience, 4% of

respondents are between 4-5 years of experience and 4% of respondents are between more than 5

years of experience in their work.

4. (iii). Chart showing the experience details of the respondents

13

3936

4 4 4

0

5

10

15

20

25

30

35

40

45

Less than 1 1 to 2 2 to 3 3 to 4 4 to 5 More than 5

Percentage


48/88

48

4.4. Table showing the respondents opinion in setting the goals and objectives

in the beginning of the year

S.No OPTIONS NO OF RESPONDENTS PERCENTAGE (%)

1 Yes 81 98

2 No 2 2

Total 83 100

Interpretation:

It is clear from the above table that almost all the employees (98%) set their goals and objectives

to achieve the organizations goals and objectives. Hence organization is following a strong

procedure of formulating the goals and objectives for the employees so as to measure the

performance and gap in the required skills to perform a job which is the base for identifying the

training needs.

4. (IV) Chart showing the respondents opinion in setting the goals and objectives in the

beginning of the year

98

2

0

20

40

60

80

100

120

Yes No

Percentage


49/88

49

4.5. Table showing the respondents opinion on the training need identification

by the company

S.No

OPTIONS NO OF RESPONDENTS PERCENTAGE (%)

1 Technical skill gap 19 23

2 Organisational requirement 50 60

3 Technology change 9 11

4 None 5 6

Total 83 100

Interpretation:

More than half of the employees (60%) had confirmed that their organization identifies the

training need based on the organizational requirement. Hence it is inferred that organization

gives more importance to those trainings which enhances the skills and knowledge as per the

organizations requirement.

4. (V) Chart showing the respondents opinion on the training need identification by the

company

23

60

116

0

10

20

30

40

50

60

70

Technical skill gap Organisational

requirement

Technology change None

Percentage


50/88

50

4.6. Table showing the respondents opinion about their immediate supervisor

(IS) conducting the training need analysis


1 Always 21 25

2 Sometimes 51 62

3 Not at all 11 13

Total 83 100

Interpretation:

From the above table, it is inferred that about 62% of the employees had confirmed that their

immediate supervisor sometimes conducts the training need analysis. Hence it is understood that

the immediate supervisor observes the gap between the required skills and actual skills.

4. (VI) Chart showing the respondents opinion about their immediate supervisor

conducting the training need analysis:

25

62

13

0

10

20

30

40

50

60

70

Always Sometimes Not at all

Percentage%


51/88

51

4.7 Table showing the respondents opinion about the recommendation for training by their

IS / HR


1 Yes 38 46

2 No 45 54

Total 83 100

Interpretation:

From the above table, 46% of the employees had confirmed that they were recommended by

their immediate supervisor for training and 54% had confirmed that they were not recommended

by their IS for training.

4. (Vii) Chart showingtherespondents opinion about the recommendation of training by

their IS / HR

46

54

42

44

46

48

50

52

54

56

Yes No

PERCENTAGE (%)


52/88

52

4.8Table showing the respondents opinion on the appropriate nomination procedure being

followed in their organization for different grades based on the training needs.

S. No OPTIONS NO OF RESPONDENTS PERCENTAGE (%)

1 Strongly agree 10 12

2 Agree 38 46

3 Neutral 27 33

4 Disagree 6 7

5 Strongly disagree 2 2

Total 83 100

Interpretation:

It is inferred from the above table that about 46% have agreed, 12% have strongly agreed

to the fact that appropriate nomination procedure is being followed in their organization with

respect to selection of trainees for the trainings. Also 33% have remained neutral in their opinion

and 7% have disagreed and 2% has strongly disagreed to the selection of employees for training.

4. (Viii) Chart showing the respondents opinion on the appropriate nomination procedure

being followed in their organization for different grades based on the training needs

12

46

33

7

2

0

5

1015

20

25

30

35

40

45

50

Strongly agree Agree Neutral Disagree Strongly disagree

Percentage


53/88

53

4.9 Table showing the respondents opinion about the best option to select the employees for

training


1 Identified Training needs 48 58

2 Nomination by HOD 7 8

3 Randomly select 0 0

4 Trainees interest 28 34

Total 83 100

Interpretation:

It is inferred from the above table that about 58% of the respondents have confirmed that

the identification of training needs is the best option to select the employees for training. About

34% of the respondents also have confirmed that selection for training can be based upon the

trainees interest.

4. (Ix) Chart showing the respondents opinion about the best option to select the employees

for training

58

8

0

34

0

10

20

30

40

50

60

70

Based on identified

training need

Nomination by HOD Randomly select Based on trainee's

interest

Percentage


54/88

54

4.10 Table showing the respondents opinion in developing and maintaining the training

calendar by the organization



2 Agree 50 60

3 Neutral 15 18

4 Disagree 4 5


Total 83 100

Interpretation:

From the above table it is inferred that 17% of the respondents have strongly agreed, 60%

have agreed to the fact that their organization develops and maintains a training calendar to plan

the training and development activities. About 18% have remained neutral and 5% have

disagreed to the statement.

4. (X) Chart showing the respondents opinion in developing and maintaining the training

calendar the organization

17

60

18

5

00

10

20

30

40

50

60

70

Strongly agree Agree Neutral Disagree Strongly disagree

Percentage


55/88

55

4.11 Table showing the respondents opinion on the communication of training

schedule to the employees well in advance.

S. No OPTIONS NO OF RESPONDENTS PERCENTAGE (%)1 Always 49 59

2 Sometimes 31 37

3 Not at all 3 4

Total 83 100

Interpretation:

From the above table, it is inferred that 59% of the respondents have confirmed alwaysand 37% have confirmed sometimes and 4% has confirmed not at all to the statement. Hence it is

understood that the organization communicates well in advance the schedule.

4. (Xi) Chart showing the respondents opinion on the communication of training schedule

to the employees well in advance.

59

37

4

0

10

20

30

40

50

60

70

Always Sometimes Not at all

Percentage


56/88

56

4.12 Table showing the respondents opinion on frequency of conducting the training

programs


1 Bi-weekly 2 2

2 Monthly 38 46

3 Quarterly 21 25

4 Half-Yearly 3 4

5 Yearly 19 25

Total 83 100

Interpretation:

From the above table it is inferred that 46% have confirmed that the organization

conducts training programs monthly and 25% have confirmed that the training programs are

being conducted quarterly.

4. (Xii) Chart showing the respondents opinion on frequency of conducting the training

programs

2

46

25

4

25

0

5

10

15

20

25

30

35

40

45

50

Bi-weekly Monthly Quarterly Half-Yearly Yearly

PERCENTAGE (%)


57/88

57

4.13 Table showing the respondents opinion on the relevance of training procedure being

followed in their organization

S.No OPTIONS

Training

need

identification

Training

Calendar

Training

attendance

sheet

Training

Feedback

form

Training

effectivenes

sheet

% % % % %

1 Strongly Agree 9 11 14 17 29 35 27 33 13 16

2 Agree 43 52 51 61 48 58 41 49 40 48

3 Neutral 24 29 14 17 6 7 13 16 21 25

4 Disagree 7 8 4 50 0 0 2 2 9 11

5

Strongly

disagree 0 0 0 0 0 0 0 0 0 0

Total 83 100 83 100 83 100 83 100 83 100

Interpretation:

In Training need identification 11% have strongly agreed, 52% have strongly agreed, 29% have

remained neutral, 7% have disagreed to the fact that training need is identified before the training

is given to the employees.

In Training Calendar, 17% have strongly agreed, 61% have strongly agreed, 17% have remained

neutral, 50% have disagreed to the fact that calendar is prepared for each training.

In Training attendance sheet, 35% have strongly agreed, 58% have strongly agreed, 7% have

remained neutral to the fact that the attendance sheet is followed for each training.

In Training feedback form, 33% have strongly agreed, 49% have agreed, 16% have remained

neutral, 2% have disagreed to the statement that the feedback form is taken for each training.


58/88

58

In Training effectiveness sheet, 16% have strongly agreed, 48% have agreed, 25% have

remained neutral, 11% have disagreed to the statement that the training effectiveness sheet is

followed for each training.

4. (Xiii) Chart showing the respondents opinion on the relevance of training procedure

being followed in their organization

11

17

3533

16

52

6158

49 48

29

17

7

16

25

8

50

0 2

11

0 0 0 0 00

10

20

30

40

50

60

70

Training need

identification

Training Calendar Training attendance

sheet

Training Feedback Training

Effectiveness

Strongly agree Agree Neutral Disagree Strongly Disagree


59/88

59

4.14 (i) Table showing the type of training that the respondents have attended in their

organization


1 Internal 50 60

2 External 4 5

3 Both Internal & External 17 21

4 None 12 14

Total 83 100

Interpretation:

From the above table, 60% have attended internal training, 5% have attended external

training, 21% have attended both internal & external training and 14% have not attended the

training program at all.

4. (Xiv) i Chart showing the type of training that the respondents have attended in their

organization

60

5

21

14

0

10

20

30

40

50

60

70

Internal External Both Internal & External None

Percentage


60/88

60

4.14 (ii) Table showing the type of training that the respondents have attended in their

organization


1 Technical 55 66

2 Behavioural 8 10

3 Business Specific 5 6

4

Core development

programme 3 4

5 None 12 14

Total 83 100

Interpretation:

From the above table, it is inferred that 66% have attended technical trainings, 10% have

attended behavioral trainings, 6% have attended business specific training, 4% have attended

core development training programs, and 14% have attended none of the training program.

4. (Xiv) ii Chart showing the type of training that the respondents have attended in their

organization.

66

106 4

14

0

10

20

30

40

50

60

70

Technical Behavioural Business Specific Core development

programme

None

PERCENTAGE (%)

PERCENTAGE (%)


61/88

61

4.15 Table showing the most preferred method for behavioral training by the employees

S.No OPTIONS Classroom /

Lecture Workshop

Case study

Discussion Role plays

Games

Quizzes

% % % % %

1

Strongly

Preferred 16 19 30 36 18 22 15 18 22 27

2 Preferred 34 41 34 41 44 53 40 48 40 48

3 Neutral 13 16 16 19 20 24 26 31 18 21

4 Not Preferred 17 20 3 4 1 1 2 3 3 4

5

Strongly not

Preferred 3 4 0 0 0 0 0 0 0 0

Total 83 100 83 100 83 100 83 100 83 100

Interpretation:

Classroom / Lecture method: From the above table that 19% have strongly preferred, 41%

have preferred, 16% have remained neutral, 17% have not preferred, and 3% have strongly not

preferred classroom method for behavioral training.

Workshop method: From the above table that 36% have strongly preferred, 41% have

preferred, 19% have remained neutral, 4% have not preferred, and 0% have strongly not

preferred workshop method for behavioral training

Case Study Discussion: From the above table that 22% have strongly preferred, 53% have

preferred, 24% have remained neutral, 1% have not preferred, and 0% have strongly not

preferred case study method for behavioral training

Role Plays: From the above table that 18% have strongly preferred, 48% have preferred, 31%

have remained neutral, 3% have not preferred, and 0% have strongly not preferred classroom

method for behavioral training


62/88

62

Games / Quizzes: From the above table that 27% have strongly preferred, 48% have preferred,

21% have remained neutral, 4% have not preferred, and 0% have strongly not preferred Games/

Quiz method for behavioral training

4. (Xv) Chart showing the most preferred method for behavioral training by the employees

19

36

22

18

27

41 41

53

48 48

1619

24

31

2120

41

3 44

0 0 0 00

10

20

30

40

50

60

Classroom /

Lecture

Workshop Case study

Discussion

Role plays Games, Quizzes

Strongly preferred Preferred Neutral Not Preferrred Strogly not preferred


63/88

63

4.16 Table showing number of training programs attended by the employees from July

2011 to June 2012

S. No Options NO OF RESPONDENTS PERCENTAGE (%)

1 1 - 5 56 67

2 5 - 10 8 10

3 10 - 15 1 1

4 15 - 20 0 0

5 Above 20 0 0

6 None 18 22

Total 83 100

Interpretation:

From the above table, it is inferred that 67% have attended t 15 training programs, 10%

have attended 5 10 training programs, 1% have attended 10 15 training programs and 22%

has not attended any of the training programs.

4. (Xvi) Chart showing number of training programs attended by the employees from July

2011 to June 2012

67

10

1 0 0

22

0

10

20

30

40

50

60

70

80

1 to 5 5 to 10 10 to 15 15 to 20 Above 20 None

Percentage %


64/88

64

4.17 Table showing the number of training programs organized during the year was

sufficient


1 Less 48 58

2 Sufficient 33 40

3 More 2 2

Total 83 100

Interpretation:

From the above table it is inferred that 58% have confirmed that the number of training

programs arranged were less, 40% have confirmed that number of training programs arranged

were sufficient and 2% have confirmed that the number of training programs were more.

4. (Xvii) Chart showing the number of training programs organized during the year was

sufficient

58

40

2

0

10

20

30

40

50

60

70

Less Sufficient More

Percentage


65/88

65

4.18 Table showing whether the organization is ready to spend on external trainers when a

training need arises



2 Agree 40 48

3 Neutral 26 31

4 Disagree 7 9


Total 83 100

Interpretation:

From the above table, it is inferred that 10% strongly agree, 48% agree, 31% remain

neutral, 9% Disagree, 2% strongly disagree. About half the strength of the employees agree to

the statement that the organization is ready to spend on external trainers.

4. (Xviii) Chart showing whether the organization is ready to spend on external trainers

when a training need arises:

10%

48%

31%

9%2%

PERCENTAGE (%)

Strongly agree

Agree

Neutral

Disagree

Strongly disagree


66/88

66

4. 19 Table showing the respondents opinion about the following training programs being

followed in their organization

S.No OPTIONS Induction

program

to new

employees

On line

training

Certificate

programs

Sponsorship

education

programs

Executive

manageme

nt

programs

% % % % %

1 Strongly Agree 44 53 10 12 9 11 12 14 12 14

2 Agree 35 42 30 36 33 40 30 36 29 35

3 Neutral 4 5 26 31 29 35 27 33 33 40

4 Disagree 0 0 15 18 12 14 14 17 9 11

5

Strongly

disagree 0 0 2 3 0 0 0 0 0 0

Total 83 100 83 100 83 100 83 100 83 100

Interpretation:

Induction program to new employees: From the above table it is inferred that 53% have

strongly agreed, 42% have agreed, 5% have remained neutral. It is understood Induction program

is offered to all the employees who join the organization.

Online Training: From the above table it is inferred that 12% have strongly agreed, 36% have

agreed, 31% have remained neutral, 18% have disagreed and 2% have strongly disagreed. It is

understood that organization offers online training to its employees.

Certificate programs: From the above table it is inferred that 11% have strongly agreed, 40%

have agreed, 35% have remained neutral, 14% have disagreed. It is understood that organization

offers certificate programs to its employees


67/88

67

Sponsorship Education Program: From the above table it is inferred that 14% have strongly

agreed, 36% have agreed, 33% have remained neutral and 17% have disagreed. It is understood

that organization offers sponsorship education program to its employees

Executive management programs: From the above table it is inferred that 14% have strongly

agreed, 35% have agreed, 40% have remained neutral and 11% have disagreed. It is understood

that organization offers Executive management programs to its employees.

4. (Xix) Chart showing the respondents opinion about the following training programs

being followed in their organization

53

12 11

14 14

42

3640

36 35

5

3135

33

40

0

1814

17

11

03

0 0 00

10

20

30

40

50

60

Induction

Programme

Online training Certificate

Programs

Sponshorship

Education

Programme

Executive

Management

Programme

Strongly agree Agree Neutral Disagree Strongly Disagree


68/88

68

4.20 Table showing the respondents opinion on the factors that motivate them to attend the

training

S. No OPTIONS 1 2 3 4 TOTAL

1 Subject / Topic covered 56 16 8 3 83

2 Trainer / Faculty 52 15 9 7 83

3 Training Location 48 14 10 11 83

4 Training Aids 25 18 19 21 83

Interpretation: From the above table it is inferred that 56 respondents have ranked 1 for Subject

covered, 52 respondents have ranked 1 for trainer, 48 respondents have ranked 1 for training

location and 25 have ranked 1 for training aids.

4. (Xx) Chart showing the respondents opinion on the factors that motivate them to attend

the training

56

52

48

25

16 15 14

18

8 910

19

3

7

11

21

0

10

20

30

40

50

60

Subject / Topic covered Trainer / Faculty Training Location Training Aids

Rank1 Rank2 Rank3 Rank4


69/88

69

4. 21 Table showing the respondents level of satisfaction on the following attributes with

respect to the training given

S.

No

OPTIONS Highly

Satisfied Satisfied Neutral Dissatisfied

Highly

Dissatisfied

% % % % %

1

Training

Environment 13 16 54 65 13 16 3 3 0 0

2

Modern

Amenities 13 16 52 62 17 20 1 2 0 0

3

Training

Duration 8 10 52 62 19 23 4 5 0 0

4

Training

Methodology 6 7 46 55 28 34 3 4 0 0

5 Subject / Topic 11 13 49 59 20 24 3 4 0 0

6

Relevance of

Training 7 8 52 63 21 25 2 3 1 1

Interpretation:

Training Environment: From the table, it is inferred that 16% are highly satisfied, 65% are

satisfied, 16% are neutral and 3% are dissatisfied with the training environment.

Modern Amenities: From the table, it is inferred that 16% are highly satisfied, 62% are

satisfied, 20% are neutral and 2% are dissatisfied with the Modern amenities.

Training Duration: From the table, it is inferred that 10% are highly satisfied, 62% are

satisfied, 23% are neutral and 5% are dissatisfied with the training duration.

Training Methodology: From the table, it is inferred that 7% are highly satisfied, 55% are

satisfied, 34% are neutral and 4% are dissatisfied with the Training Methodology.


70/88

70

Subject / Topic: From the table, it is inferred that 13% are highly satisfied, 59% are satisfied,

24% are neutral and 4% are dissatisfied with the Subject / Topic.

Relevance of Training: From the table, it is inferred that 8% are highly satisfied, 63% are

satisfied, 25% are neutral and 3% are dissatisfied with the relevance of training.

4. (Xxi) Chart showing the respondents level of satisfaction on the following attributes with

respect to the training given

16 16

107

13

8

65

62 62

5559 63

1620

23

34

24 25

3 2

5 4 430 0 0 0 0 1

Training

Environment

Modern

Amenities

Training

Duration

Training

Methodology

Subject Relevance of

Project T&D

Documents

Transcript of Project T&D