HR Project of MPEB

A Project Report On

In partial fulfillment for the award of the Degree of Master of Business Administration Submitted to RANI DURGAVATI VISHWAVIDYALAYA, JABALPUR (M.P.)

SUBMITTED BY VANDANA Batch – 2013-15

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

1

FORWARD DEPARTMENT OF BUSINESS ADMINISTRATION

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

ON

TRAINING

OF

ACCEPABILITY

AND

EFFECTIVNESS OF EMPLOYEES IN TRAINING CENTRE” at “M.P.P.K.V.V.C.L.” which is submitted by Vandana a student of MBA IIIrd Semester in the partial fulfillment of course curriculum of the degree of MBA from

Gyan Ganga

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

Date : Place: DIRECTOR 2

DEPT. OF MBA

3

DECLARATION I hereby declare that the Project entitled “Study

on

Training

and

Its

Effectiveness

in

Training Centre” from “M.P.P.K.V.V.C.L.” which is being submitted in partial fulfillment for the award of degree of M.B.A. “Rani Durgawati Vishwavidyalaya,

Jabalpur

(M.P.)”

is

the

authentic record of my own work. The matter reported in the project is neither being used elsewhere nor has been submitted earlier for the award of the degree of MASTER OF BUSINESS ADMINISTRATION.

Date: Place:

VANDANA MBA IIIrd Semester 4

Batch: 2013-15 Gyan Ganga Technology Science, Jabalpur (M.P.)

5

and

ACKNOWLEDGEMENT It was a great privilege for me to performing project in such emerging topic “Study on Training and

Its

Effectiveness

in

training

centre”

at

“M.P.P.K.V.V.C.L., Jabalpur”. The completion of this report would have been dream without the help and co-operation of the respondent who gave me their precious time and

attention

to

me

for

the

collection

of

information needed for the report. I am immensely grateful and deeply indebted to

H.O.D.

of

the

Department

Administration & All Faculty Ganga

Institute

Jabalpur

(M.P.)”

of for

Business

Members of “Gyan

Technology this

of and

moral

Science,

support

and

encouragement throughout the project work. I express my heartful gratitude to my guide Dr. A.K.Tiwari Director Central Training Institute of M.P.P.K.V.V.C.L. Jabalpur and a for his inspiring guidance and constructive criticism. I would also like to thanks all the staff members of the CTI Jabalpur for their kind cooperation and facilities throughout this project. VANDANA 6

B atch: 2013-15 MBA IIIrd SEM

INDEX S.NO

TOPIC

Page No.

1

EXCLUSIVE SUMMARY

11

2

OBJECTIVE OF THE STUDY

12

3

INTRODUCTION TO MPPKVVCL

13-15

4

COMPANY ‘S FORMATION

16-18

5

INTRODUCTION TO CTI

19-20

6

OBJECTIVES OF THE PROJECT

21-23

7

QUALITY OBJECTIVES

24-25

8

COMPANY PROFILE

26-27

9

MPPKVVCL ORGNASATION STRUCTURE

28

10

TRAINING AND ITS EFFECTIVENESS

29-32

11

PHASES OF TRAINING PROGRAMME DESIGN

33-43

12

RESEARCH METHODOLOGY

44-45

7

13

14 15

DATA ANALYSIS AND -INTERPRETATION

46-63

QUESTIONNAIRES

64-65

LIMITATIONS/ RECOMMENTATION

66

16

CONCLUSION

67

17

BIBILIOGRAPHY/WEBSITES

68

8

AVAILABLE ZONE OR DISCOMS IN MADHYA PRADESH STATE East Zone

Western Zone

Central Zone

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

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

Geographical area of

Geographical area of

Jabalpur, Sagar & Rewa Region

Indore & Ujjain Region

Bhopal & Gwalior Region

HQ - Jabalpur

HQ - Indore

HQ - Bhopal

Known as M.P. Poorv Kshetra Vidyut Vitran Co. Ltd. Geographical area of

9

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

10

11

CENTRAL TRAINING INTITUTION

EXCLUSIVE SUMMARY 12

1. The internship is an integral part of the MBA Program. The organization that I choose for my internship is MPPKVVCL, JABALPUR (M.P.). During ONE MONTH internship, I learnt many application of management which enhances my skills in real manner 2. “Training And Its Effectiveness” was the topic I chooses for my project. I analyzed how training is important for the employees. For analysis, data is collected from the questionnaire and by taking personal interviews of the trainees (employees).I also analyzed the working environment of the center and collected feedback for the reporting officer. For this I have taken the personal interview of staff members. The feedback and suggestions from the trainees and staff members were taken, compiled and interpretated as result. The area of project work is Nayagaon, Jabalpur city, where the survey has been undertaken. The whole project is guided by Dr A.K.Tiwari training . It was a great learning experience for me.

13

OBJECTIVE OF THE STUDY  To study training and its effectiveness on employees in the MPPKVVCL  To know if the training is given adequate importance in MPPKVVCL, training is planned and of sufficient duration.  To find out if there is difference in the opinion of two groups of employees of MPPKVVCL (Line men and Junior engineers) regarding training and its effectiveness.

14

INTRODUCTION TO MPPKVVCL

15

The government of Madhya Pradesh Vide order dated 1 st July, 02 has incorporated Madhya Pradesh Poorv Kshetra Vidyut Vitran Company Limited as a wholly owned Government of Madhya Pradesh Corporations under the Companies Act, 1956 to undertake activities of distribution and retail supply for and on behalf of Madhya Pradesh State Electricity Board in the areas covered by the Commissionaires of Jabalpur, Sagar and Rewa. MP proposed a transient phase in which the assets and liabilities would continue to be serviced by the Board, with only the operational activities being vested onto this new company.Madhya Pradesh Electricity Regulatory Commission in the order dated 16 th July, 02 has granted approval to this operation and Management arrangement

for

facilitating

the

process

of

reform

and

reorganization and bringing in economy and efficiency in the operational activities of electricity sector. Objective of the company

16

The main objectives are to achieving efficiency gains and making necessary changes to make the company commercially viable, progressively self- sustainable and less government dependent and at the same time, balancing the interest of the consumers in regard to quality of service and economical tariff.The plan would include among other things. Metering ,billing ,collection, identifying the present deficiencies and the improvements to be made,mapping supply feeders, measurement of energy supplied to feeders and energy audit, study of losses and scheme for progressive reduction, reduction in input costs, consumer affairs handling,investments required for improvements in the distribution system etc.

LIST OF ABBREVIATIONS 1.MPPKVVCL – Madhya Pradesh Poorv Kshetra Vidyut Vitran Company Limited 2.CTI –

Central Training Institute

3.REC- Rural Electrification Corporation 4.PFC- Power Finance Corporation

17

18

COMPANY ‘S FORMATION The electricity supply act 1948 is an enactment in the history of power development in our country. It aimed at coordinated development of electricity on a regional basis to enable its generation, transmission and distribution systematically. The Madhya Pradesh State Electricity Board was established on 1957.With the power sector reform process taking place in the state Madhya Pradesh, the vertically integrated MPSEB was segmented into 6 companies as per the provision contains in the MP Vidhut Sudhar Adhiniyam 2000. The power sector was corporatized were formed in May 2002. The name of the companies are as underGeneration Company- (M.P. Power Generating Company Ltd.) Genco Transmission Company – (M.P. Power Transmision Company Lyd.) Transco Distribution Company- 3-discoms East, Central and West Zone Trading Company- Tradco (Now- M.P. Power Management Company Ltd.)

19

(meter testing Lab at CTI)

Out of this reorganization MP Poorvkshetra Vitaram Company (east Zone) came into existence on 31st may 2002. The complete distribution was reorganized into 3 companies known as following:

Distributio n Company’s

East Zone

Central Zone

West Zone

East zone is called as MP Poorva Kshetra Vidyut Vitaran Company Limited (MPPKVVCL) MISSION The mission of MPPKVVCL is to provide quality electricity supply services to each customer satisfying his/her needs in most efficient manner at reasonable prices through continuous innovations and by maintaining commercial and financial viability of the company along with employee’s satisfaction.

20

Vision MPPKVVCL aspires to be the best electricity supply company in India by continuously enhancing its technological leadership and commercial acumen to satisfy its customers.

Core Value To achieve its mission, the company and its employees commit themselves

to

honesty

and

integrity,

result

oriented

work,transparency in work,dedication to duty ,cost consciousness, openness to suggestions and feedback from all stake holders.

21

INTRODUCTION TO CTI

Central Training Institute is apex training center of MPPKVVCL, located in Nayagaon, Jabalpur and committed in providing quality services in the field of training of MPPKVVCL employees . The institution is a hallmark in learning, practice and knowledge, the development of team work. leadership and motivation , creative productivity, communication skills, critical thinking , problem solving skills , personality development and appropriate accomplishments with competency development and keeping up the best standards of corporate governance. The CTI is partner training institute of Government of India , Ministry of Power and rum various training courses of PFC and REC for power sector employees. The training offered by the institute shall inculcate industry orientation and practical approach among the employees so that they are of ready use to the industry. The CTI is an ISO 9000:2008 certified institute. The

Institute

teaching,

undertake

training

and

oriented research,

extension program me, consultancy and to provide employable skills with a

view

to

contribute

to

the

development of the society. 22

The institute constantly endeavor to upgrade the technology and equipment available with it to the international standards. The Central Training Institute is headed by Dr. A K Tiwari , an engineer with Ph.D. in management and alumnus of IIT Delhi and IIM Calcutta.

23

OBJECTIVES OF THE PROJECT

1. To know the satisfaction level of employees with the rules and regulations of the company. 2. To know how satisfied are the employees with the location of

the job. 3. To know whether any changes are required in the working strategy of the company. 4. To know the how efficient the management is working toward employees. 24

5. To know the internal problems faced by the employees. 6. To know the working of the various technologies used. 7. To know whether the services are provided on time or not to the employees. 8. To know the necessities of incentives for employees. CENTRAL TRAINING INSTITUTE (An ISO 9000:2008 certified Institute) MADHYA PRADESH POORV KSHETRA VIDYUT VITARAN CO.LTD. Jabalpur

25

26

QUALITY OBJECTIVES  To impart training to professionals in order to update their knowledge and upgrade their skills  To conduct teaching-learning in the area of engineering, management, and related disciplines,  To make attempt to fill knowledge gaps through training and research,  To undertake consultancy assignments in areas of its expertise,  To conduct faculty development programmes for trainers and instructors,  To collaborate with such institutions and authorities worldwide as would help promote the cause of employee training,  To organize and facilitate conferences, seminars, workshops, and colloquia,  To make our student disciplined, well mannered, cultured, tolerant and liberal, co- operative and productive thinking.  To stress on leadership training, democratic way of living, moral progress and a feeling of national integration.

Addl. Secretary

E.E. (Training)

27

CENTRAL TRAINING INSTITUTE (An ISO 9000:2008 certified Institute) MADHYA PRADESH POORV KSHETRA VIDYUT VITARAN CO.LTD. Jabalpur

QUALITY POLICY Central Training Institute is committed to providing quality services in the field of training of MPPKVVCL Employees and committed to make the institution a hallmark in learning, practice and knowledge, the development of team work, leadership and motivation, creative productivity, communication skills, critical thinking, problem solving skills, personality development and appropriate accomplishments with competency development and keeping up the best standards of corporate governance. The training offered by the institute shall inculcate industry orientation and practical approach among the employees so that they are of ready use to the industry. The Institute undertake industry oriented teaching, training and research, extension programme, consultancy and to provide employable skills with a view to contribute to the development of the society. The institute shall constantly endeavour to upgrade the technology and equipment available with it to the international standards.

Addl. Secretary

E.E.

(Training)

28

COMPANY PROFILE Poorv kshetra encompasses an area served by 59,489 km of HT and 1,02,231 km of LT distribution network. The size of the administrative set-up is as below Number of regions

3

Number of circles

15

Number of divisions

49

Number of sub-divisions

189

Number of Distribution Centers

368

Number of Fuse Call Centers

1,888

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BOARD OF DIRECTORS Name

DESIGNATION

SHRI M. DSLEMAN (IAS)

DIRECTOR AND SECRETARY ENERGY, GOVT OF M.P., BHOPAL

SHRI SUKH VEER SINGH,

CMD , M.P. POORV KSHETRA

(IAS)

VIDYUT VITRAN COMPANY LYD, JABALPUR

SHRI P.K. PARASHAR,(IAS)

DIRECTO AND COMMISSIONER, JABALPUR

DR. H.O. GUPTA

DEEN IIT, ROORKEE

SHRI AMIT RATHORE,(IAS)

ADDL. SECRETARY (FINANCE) GOVT OF M.P., BHOPAL

30

MPPKVVCL ORGNASATION STRUCTURE

31

32

TRAINING AND ITS EFFECTIVENESS Meaning The game of economic competition has new rules. Firms should be fast and responsive. This requires responding to customers' needs for quality, variety, customization, convenience and timeliness. Meeting these new standards requires a workforce that is technically trained in all respects. It requires people who are capable of analyzing and solving job related problems, working cooperatively in teams and 'changing hats' and shifting from job to job as well. Training has increased in importance in today's environment where jobs are complex and change. Need for Training Effectiveness : 

After employees have been selected for various positions

in an organization, training them for the specific tasks to which they have been assigned assumes great importance. Training is the act of increasing the knowledge and skills of an employee for performing a particular job. The major outcome of training is learning. A trainee learns new habits, refined skills and useful knowledge during the training that helps him improve performance. Training enables an employee to do his present job more efficiently and prepare himself for a higher-level job. The essential features of training may be stated thus:

33



Increases knowledge and skills for doing a particular job;

it bridges the gap between job needs and employee skills, knowledge and behaviors 

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

addresses particular performance deficits or problems 

Concentrates on individual employees; changing what

employees know, how they work, their attitudes toward their work or their interactions with their co-workers or supervisors 

Tends to be more narrowly focused and oriented toward

short-term performance concerns. 

Training is needed to serve the following purposes:



Newly recruited employees require training so as to

perform their tasks effectively. Instruction, guidance, coaching help them to handle jobs competently, without any wastage. 

Training is necessary to prepare existing employees for

higher-level jobs (promotion). 

Existing employees require refresher training so as to keep

abreast of the latest developments in job operations. In the face of rapid technological changes, this is an absolute necessity. 

Training is necessary when a person moves from one job

to another (transfer). After training, the' employee can change 34

jobs quickly, improve his performance levels and achieve career goals comfortably 

Training is necessary to make employees mobile and

versatile. They can be placed on various jobs depending on organizational needs. 

Training is needed to bridge the gap between what the

employee has and what the job demands. 

Training is needed to make employees more productive

and useful in the long-run. Importance Training offers innumerable benefits to both employees and employers. It makes the employee more productive and more useful to an organization. The importance of training can be studied under the following heads: Benefits to the business: 1.

Improved productivity

2.

Less accident

3.

Less wastages

4.

Improve organization culture

5.

Creat a team work behavior

6.

Loyaly toward the organization

7.

Standerzation

Benefits to the employees: 35

1.Training makes employees more efficient and effective. 2.Training enables employees to secure promotions easily. 3.Employees can avoid mistakes, accidents on the job. 4. higher production 5. fewer mistakes 6. greater job satisfaction 7. motivation 8. standard work practices

36

PHASES OF TRAINING PROGRAMME DESIGN

Learning Principles Training is essential for job success. It can lead to higher production, fewer mistakes, greater job satisfaction and lower turnover. These benefits accrue to both the trainee and the organization, if managers understand the principles behind the training process. To this end, training efforts must invariably follow certain learning-oriented guidelines. Modelling Modeling is simply copying someone else's behavior. Passive classroom learning does not leave any room for modeling. If we want to change people, it would be a good idea to have videotapes of people showing the desired behavior. The selected model should provide the right kind of behavior to be copied by others. A great deal of human behaviour is learned by modelling others. Children learn by modelling parents and older children, they are quite comfortable with the process by the time they grow up. As experts put it. "managers tend to manage as they were managed" 37

Motivation For learning to take place, intention to learn is important. When the employee is motivated, he pays attention to what is being said, done and presented. Motivation to learn is influenced by the answers to questions such as: How important is my job to me? How important is the information? Will learning help me progress in the company? etc. People learn more quickly when the material is important and relevant to them. Learning is usually quicker and long-lasting when the learner participates actively. Most people, for example, never forget how to ride a bicycle because they took an active part in the learning process. Reinforcement If a behavior is rewarded, it probably will be repeated. Positive reinforcement consists of rewarding desired behaviors. People avoid certain behaviors that invite criticism and punishment. A bank officer would want to do a postgraduate course in finance, if it earns him increments and makes him eligible for further promotions. Both the external rewards (investments, praise) and the internal rewards (a feeling of pride and achievement) associated with desired behaviors compel subjects to learn properly. To be effective, the trainer must reward desired behaviors only. If he rewards poor performance, the results may be disastrous: good performers may quit in frustration, accidents may go up, and productivity may suffer. The reinforcement principle is also based on the premise that punishment is less effective

38

in learning than reward. Punishment is a pointer to undesirable behaviors. Feedback People learn best if reinforcement is given as soon as possible after training. Every employee wants to know what is expected of him and how well he is doing. If he is off the track, somebody must put him back on the rails. The errors in such cases must be rectified immediately. The trainee after learning the right behaviour is motivated to do things in a 'right' way and earn the associated rewards. Positive feedback (showing the trainee the right way of doing things) is to be preferred to negative feedback (telling the trainee that he is not correct) when we want to change behaviour. Whole Learning The concept of whole learning suggests that employees learn better if the job information is explained as an entire logical process, so that they can see how the various actions fit together into the 'big picture'. A broad overview of what the trainee would be doing on the job should be given top priority, if learning has to take place quickly. Research studies have also indicated that it is more efficient to practice a whole task all at once rather than trying to master the various components of the task at different intervals.

39

Active Practice 'Practice makes a man perfect': so said Bacon. To be a swimmer, you should plunge into water instead of simply reading about swimming or looking at films of the worlds' best swimmers. Learning is enhanced when trainees are provided ample opportunities to repeat the task. For maximum benefit, practice sessions should be distributed over time. Applicability of Training Training should be as real as possible so that trainees can successfully transfer the new knowledge to their jobs. The training situations should be set up so that trainees can visualise - and identify with - the types of situations they can come across on the job. Environment Finally, environment plays a major role in training. It is natural that workers who are exposed to training in comfortable environments with adequate, well spaced rest periods are more likely to learn than employees whose training conditions are less than ideal. Generally speaking, learning is very fast at the beginning. Thereafter, the pace of learning slows down as opportunities for improvement taper off. Areas of Training The Areas of Training in which training is offered may be classified into the following categories. 40

Knowledge Here the trainee learns about a set of rules and regulations about the job, the staff and the products or services offered by the company. The aim is to make the new employee fully aware of what goes on inside and outside the company. Technical Skills The employee is taught a specific skill (e.g., operating a machine, handling computer etc.) so that he can acquire that skill and contribute meaningfully. Social Skills The employee is made to learn about himself and others, and to develop a right mental attitude towards the job, colleagues and the company. The principal focus is on teaching the employee how to be a team member and get ahead. Techniques This involves the application of knowledge and skill to various onthe-job situations. In addition to improving the skills and knowledge of employees, training aims at moulding employee attitudes: When administered properly, a training programme will go a long way in obt8ining employee loyalty, support and commitment to company activities. 41

Some of the widely used training methods are listed below. 1. Job Instruction Training (JlT) The JIT method (developed during World War II) is a four-step instructional process involving preparation, presentation, performance try out and follow up. It is used primarily to teach workers how to do their current jobs. A trainer, supervisor or co-worker acts as the coach. The four steps followed in the JIT methods are: 1.

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

desired outcomes, with a clear focus on the relevance of training. 2.

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

model to copy. The trainer shows a right way to handle the job. 3.

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

Demonstrations by the trainer and practice by the trainee are repeated until the trainee masters the right way to handle the job.

42

4.

Finally, the employee does the job independently without

supervision. Merits: Trainee learns fast through practice and observation. It is economical as it does not require any special settings. Also, mistakes can be corrected immediately. The trainee gains confidence quickly as he does the work himself in actual setting with help from supervisor. It is most suitable for unskilled and semi-skilled jobs where the job operations are simple; easy to explain and demonstrate within a short span of time. Demerits: The trainee should be as good as the trainer if the trainer is not good, transference of knowledge and skills will be poor. While learning, trainee may damage equipment, waste materials, cause accidents frequently, Experienced workers cannot use the machinery while it is being used for training. 2. Coaching: Coaching is a kind of daily training and feedback given to employees by immediate supervisors. It involves a continuous process of learning by doing. It may be defined as an informal, unplanned training and development activity provided by supervisors and peers. In coaching, the supervisor explains things and answers questions; he 43

throws light on why things are done the way they are; he offers a model for trainees to copy; conducts lot of decision making meetings with trainees; procedures are agreed upon and the trainee is given enough authority to make divisions and even commit mistakes. Of course, coaching can be a taxing job in that the coach may not possess requisite skills to guide the learner in a systematic way. Sometimes, doing a full day's work may be more important than putting the learner on track. When to use coaching usefully? Coaching could be put to good use when:  When an employee demonstrates a new competency  When an employee expresses interest in a different job within the organisation  When an employee seeks feedback  When an employee is expressing low morale, violating company policies or practices or having performance problems Effective working, obviously, requires patience and communication skills. It involves:  explaining appropriate ways of doing things  making clear why actions were taken  stating observations accurately  offering possible alternatives / suggestions  following up 44

3. Job Rotation : This kind of training involves the movement of trainee from one job to another. This helps him to have a general understanding of how the organisation functions. The purpose of job rotation is to provide trainees with a larger organisational perspective and a greater understanding of different functional areas as well as a better sense of their own career objectives and interests. Apart from relieving boredom, job rotation allows trainees to build rapport with a wide range of individuals within the organisation, facilitating future cooperation among departments. The cross-trained personnel offer a great amount of flexibility for organisations when transfers, promotions or replacements become inevitable. Job rotation may pose several problems especially when the trainees are rolled on various jobs at frequent intervals. In such a case, trainees do not usually stay long enough in any single phase of the operation to develop a high degree of expertise. For slow learners, there is little room to integrate resources properly. Trainees can become confused when they are exposed to rotating managers, with contrasting styles of operation. Today's manager's commands may be replaced by another set from another manager! Further, job rotation can be quite expensive. A substantial amount of managerial time is lost when trainees change positions, because they must be acquainted with different people and techniques in each department. Off-the-Job Methods 45

Under this method of training, the trainee is separated from the job situation and his attention is focused upon learning the material related to his future job performance. Since the trainee is not distracted by job requirements, he can focus his entire concentration on learning the job rather than spending his time in performing it. There is an opportunity for freedom of expression for the trainees. Off-the-job training methods are as follows: A. Vestibule training: In this Method, actual work conditions are simulated in a classroom. Material, files and equipment - those that are used in actual job performance are also used in the training. This type of training is commonly used for training personnel for clerical and semi-skilled jobs. The duration of this training ranges from a few days to a few weeks. Theory can be related to practice in this method. B. Role playing: It is defined as a method of human interaction that involves realistic behavior in imaginary situations. This method of training involves action, doing and practice. The participants play the role of certain characters, such as the production manager, mechanical engineer, superintendents, maintenance engineers, quality control inspectors, foreman, workers and the like. This method is mostly used for developing interpersonal interactions and relations. C. Lecture method: The lecture is a traditional and direct method of instruction. The instructor organizes the material and gives it to a group of trainees in the form of a talk. To be effective, the lecture 46

must motivate and create interest among the trainees. An advantage of lecture method is that it is direct and can be used for a large group of trainees. Thus, costs and time involved are reduced. The major limitation of the lecture method is that it does not provide for transfer of training effectively. D. Conference/discussion approach: In this method, the trainer delivers a lecture and involves the trainee in a discussion so that his doubts about the job get clarified. When big organisations use this method, the trainer uses audio-visual aids such as black boards, mockups and slides; in some cases the lectures are videotaped or audio taped. Even the trainee's presentation can be taped for self¬ confrontation and self-assessment. The conference is, thus, a group-centered approach where there is a clarification of ideas, communication of procedures and standards to the trainees. Those individuals who have a general educational background and whatever specific skills are required ¬such as typing, shorthand, office equipment operation, filing, indexing, recording, etc. - may be provided with specific instructions to handle their respective jobs. E. Programmed instruction: This method has become popular in recent years. The subject matter to be learned is presented in a series of carefully planned sequential units. These units are arranged from simple to more complex levels of instruction. The trainee goes through these units by answering questions or filling the blanks. This method is, thus, expensive and time-consuming. 47

RESEARCH METHODOLOGY Research methodology is the systematic way to solve the research problem. It gives an idea about various steps adopted by the researcher in a systematic manner with an objective to determine various inferences. 4.4.1

Source of Data - Data needed for this exploratory research has been collected from primary source. Primary data are those which are collected for the first time and are thus original in characters. Primary data are in the shape of raw material to which statistical methods are applied for the purpose of analysis and interpretation. After statistical treatment the primary data loss their original shape and become secondary data.

Here, most of the data collected by the researcher is Primary data through the questionnaire and personal interview, where the researcher and the respondent operate face-to-face. Period of study - Data over a period of 20 days is collected.

48

METHODS OF DATA COLLECTION A. PRIMARY SOURCE  Questionnaire for employees  Interview of managers a.

The questionnaire for employees: It contains ten

questions to study the TRAINING AND ITS EFFECTIVENESS of employees in the training centre at MPPKVVCL. b.

The Interview of managers

It contain few questions asked verbally to tap the managerial expertise. These questions were asked about many aspects of management in company. Tools for data analysis - On the basis of various parameters and attributes the opinion of retailers in form of hypothesis has been framed. The result has been tested using statistical tools by SALSTAT software which analyzes ANNOVA, regression analysis, chi-square test, profitability correlation etc. The SALSTAT is used for testing of hypothesis and chi-square test. However manual calculation of chi-square test is also presented.

49

DATA COLLECTION ANALYSIS AND INTERPRETATION

50

1.) The survey is subjected to the bias and prejudices of the respondents. Hence 100% accuracy can’t be assured. 2.) The research was carried out in a short span of time, where in the researcher could not widen the study. 3.) The study could not be generalized due to the fact that researcher adapted personal interview method.

RECOMMENTATIONS 1. Management should take proper regular feedback from the employees in the training centre. 2. Then after the feedback changes should be made to overcome the problems faced by the employees 3. Frequent transfers should not be made of employees. 4. The services provided to employees should be on time example Medical facilities, conveyance allowances, tour allowances etc. 5. Employees should be well equipping with the changing new technologies of the company.

51

CONCLUSION On the basis of observations from data analysis following inferences can be drawn training is given adequate importance in MPPKVVCL, training is wellplanned and Induction training is of sufficient duration.  training provides an excellent opportunity for newcomers to learn comprehensively about the organization  The norms and values of the company are clearly explained to the new employees  The training is periodically evaluated and improved.  There is adequate emphasis on developing managerial capabilities of the managerial staff through training.

52

BIBILIOGRAPHY 1. Kothari C.R. – Research Methodology, new age international publication 2. Rao V.P.S.’ ROJI JOSHI – Human Resource Management, Excel books

Websites www.mpez-electricity-discom.nic.in http://en.wikipedia.org/wiki/Index_of_management_artic les http://www.managementstudyguide.com www.humanresourcesiq.com/articles/ http://www.managementheaven.com/

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