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INTRODUCTION

1.Introduction of Training and Development

In today's modern dynamic world, the work pressures and the need to enhance
competencies and compete with the global demands has prompted organizations to find
the means to cope with the changes. As a result the HR function has undergone a
dramatic change in its functioning. Training and development is increasingly
recognized now, as the most important organizational activity. Developing the human
resources has become part and parcel of today's organizations which aim to develop
competencies necessitated by organizational change. Training is defined as "a learning
process that involves acquisition of skills, concepts, rules or attitudes to enhance the
performance of employees." Training is a planned process to modify attitude,
knowledge, skill, and behaviour through learning, to acquire effective performance in
an activity or range of activities. The focus of training today is to understand the
individuals and facilitate changes in their nature, behaviour and attitude that will
enable them to raise upto the challenges.
According to Harel and Tzafrir (1999), training can influence performance by
improving skills and abilities relevant to employees' tasks and development. The
findings of McEvoy (1997) reveal that training influences organizational commitment,
participant knowledge, and organization-based self-esteem. Other studies (e.g. Burke
1994) found that investment in training boosts employee morale and increases
performance. In general, training allows employees to acquire greater competencies that
are needed to perform their jobs efficiently and effectively. Training programs also
enhance the personality and confidence levels of the individuals by helping them
overcome their weaknesses, fears and mind-blocks.

There is a tremendous pressure among the staff of organizations regarding work

pressures, demanding timings, organization structure, and work atmosphere in terms of
relations with superiors and subordinates. The feeling of helplessness about work
pressures is in itself pernicious. As a result employees tend to feel inadequate,
personally and professionally, to cope and handle stressful situations. This may be
counterproductive to their performance, efficiency and emotional stability. Leonard
Syme (1997), in a study conducted among 7,400 men and women in London civil
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service jobs, identified that those who felt that they had to meet deadlines imposed by
someone else and had little say in how they did their work or with whom they did it
had a 50 percent higher risk of developing symptoms of coronary heart disease than
those with more job flexibility.
It thus becomes important to understand the individual with regard to his needs,
motivations, and performance abilities. Counseling sessions and circle time with
employees on various aspects of their skills and abilities will help them to share their
views and express themselves clearly. An open door policy which encourages the
employees to share their grievances with their superiors will help the employees to
share and open up their fears and mind-sets. This will then help the managers to
identify and understand the motivations and the needs of the employees. Training can
then be introduced to them to modify and improve both their skills and behaviour.
Organizations should therefore attempt to conduct training programs for their
employees by focusing on the attitudinal and behavioural aspects so that the individuals
would be able to overcome their weaknesses, fears and mind-blocks and handle the
challenges. When employees are trained after an air of openness is created in them,
they will not only be able to appreciate and accept the training but also internalize the
concepts better. In the light of these observations the present study has made an in-depth
study among the management staff of the Automobile Industry comprising of managers,
executives and engineers on key dimensions such as Low Self-esteem, Negative
Approach, Conditions of Mind and Self-Concept.
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2.Introduction of M.S.E.D.C.L.

As M.S.E.D.C.L.( Maharashtra State Electricity Distribution Company) is the part

of M.S.E.B. after new Indian Electricity Act 2003 passed training and development of

employees in a specific direction becomes important for the future development of 3

companies of M.S.E.B., M.S.E.D.C.L. presently working in electricity distribution

services. Being such huge structure of M.S.E.D.C.L. and indulging the business directly

with the public, proper study and implementation of training strategies as per

distribution company‟s need is necessary to achieve the overall success of its goal i.e.

to provide better services to consumers with efficient way and to earn more profit with

the limited resources, for this power distribution structure must be adequate to deliver

reliable, uninterrupted power supply on demand both in urban and rural areas. In urban

areas power distribution infrastructure exists, and the challenge is to upgrade it so as to

make it fit to deliver increase requirements of energy projects and rural sector requires

creation of new infrastructure and large scale augmentation of existing infrastructure

using advance techniques. At present in this competitive scenario there are many

options for consumers to go with. Hence its necessary to retain our services best by

giving all working staff proper training and it is possible only when proper mechanism

of management is inducted and employees are well trained to meet any challenges so

as to increase company‟s performance

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OBJECTIVES

The objectives of the proposed research are as below-

1. To study the Training and Development adopted at M.S.E.D.C.L Bhandara.

2. To study various methods of Training adopted in organization.
3. To find out the need and importance of training methods in organization.
4. To study the effect of training and development programs in employees
performance.
5. To study the induction and development programs to be delivered via training.
6. To educate employees about Best Practices in Operation and Maintenance of
System.
7. To analyze required consideration of the internal and external factors that
can have an effect on the resourcing, development, motivation and
retention of employees and other workers.
8. To ascertain if there are differences between managers, engineers and
executives on key dimensions such as Low Self-esteem, Negative Approach,
Conditions of Mind and Self-Concept.
9.To ascertain the exact level of group differences in the dimensions Low
Self-esteem, Negative Approach, Conditions of Mind and Self-Concept.
10.To find out the difference between high and low scorers in the dimensions
Negative Approach, Conditions of Mind and Self-Concept.
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RESEARCH METHODOLOGY

Introduction :

Research methodology is a way to systematically solve the research problem. It

may be understand as a science of studying how research is done science typically. In it
the study the various steps that are generally adapted by a researcher in studying his
research problem along with the logic behind them. It is necessary for the researches to
known not any the research methods / techniques but also the methodology researchers
not only need to know hour develop certain indicts or tests hour to calculate the mean
the made, the median or the standard deviation or chi-square, hour to apply particular
research techniques, but they also need to known which of these methods or techniques,
but they also need to know which of these methods need to know which of these
methods or techniques, are relevant and which are not, and what would they mean and
indicate and why. Researchers also need to understand the assumptions underlying
various techniques and they need to know the criteria by which they can decide that
certain techniques and procedures will be applicable to certain problems and others,
will not. All this means that it is necessary for the researcher to design his methodology
for his problem as the same may differ from problem to problem for example, an
architect, who eloigns a building has to consciously cultivate the lasers of decisions,
i.e., he has to evaluate why and on what basis he selects particular size, number and
location of doors, windows and ventilators, use particular materials and not others and
the like. Similarly, in research the scientist has to expose the research decisions to
evaluation before they are implemented the has to specify very dearly and precisely
what decisions he selects and why the selects them so that they can be evaluated by
other also.

From what has been stated above we can say that research methodology has may
dimensions and research methods do constitute a part of the research methodology. The
scope of research methodology is unclear when we talk of research methodology the
not only talk of the research methods but also consider the logic behind the methods we
use in the content of our research study and explain why the are using a particular
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method or technique and why use are not using others so that research results are
capable of being calculated either by the research himself or why others why a research
study has been undertaken, how the research problem has been defined in what way and
why the hypothesis has been formulated, what data have been collected and what
particular method has been adopted why particular technique of analyzing data has
been used and a host of similar other question are usually answered when we talk of
research methodology concerning a research problem or study.

3.3 Research Process

Before reworking an the details of research methodology and techniques, it

seems appropriate to present a brief queries of the research process research process
consists of series of actions or steps necessary to effectively carry out research and the
desired returning of these steps the chart show in figure.

The chart indicates that the research process consists of a number of closely
related activities as shown through I to VII but such activities overlap continuously
rather than following a strictly described required. At times, the first step determines
the nature of the last step to be undertaken. If subsequent procedures have not be taken
into account in the early stages, serious difficulties may arise which may even prevent
the completion of the study and should remember that the various steps involved in a
research process are not mutually exclusive nor they are separate and distinct. They not
do not necessarily follow each other in any specified order and the researcher has to be
constantly antic hating at each step in the research process the requirements of the
subsequent steps however, the following order comparing various steps provides a
useful particular guideline regarding the research process

1) formulating the research problem;

2) extensive literature survey

3) developing the hypothesis

4) preparing the research design

5) determining sample design

6) collecting the data

7) execution of the project

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8) analysis of data

9) hypothesis testing

10) generalization and interpretation and

11) preparation of the report or presentation of the results, i.e. formal

write up at conclusions reached.

3.3.1 Formulating the research problem

There are two types of research problems, viz.; those which relate to states of
nature and those which relate to relationships between variables. At the very outset the
researcher must single out the problem he wants to study.

3.3.2 Extensive Literature Survey

Once the problem is formulated, a brief summary of it should be written down. It

is compulsory for a research worker writing a thesis for a Ph. D. degree to write a
synopsis of the table and submit it to the necessary committee or the research Board for
approval. At this juncture the researcher should undertake extensive literature for this
purpose the abstracting and indexing journals and published or unpublished
bibliographies at the first place to go.

3.3.3 Development of Working hypothesis

After extensive literature survey researcher should state in clear terms the
working hypothesis or hypothesis working hypothesis is tentative assumption made in
order to draw out and test its logical or empirical consequences. As such the manner in
which research hypothesis are developed is particularly important science they provide
the focal paint for research.

3.3.4 Preparing the research design

The research problem having been formulated in dear cut terms, researcher will
be required to prepare a research design i.e. he will have to state the conceptual
structure within which research would be conducted the preparation be conducted. The
preparation of such a design facilitates research to be as efficient as possible yielding
maximal information. In other words, the functions of research design is to provide for
the collection of relevant evidence with minimal expenditure of effort, time and money.
But how all these can be achieved depends mainly on the research purpose research
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purposes may be grouped into four categories, viz, (i) Explanation (ii) Description, (iii)
Diagnosis and (iv) Experimentation

3.3.5 Determining Sample Design

All the items under consideration in any field of inquiry constitute a „universe‟
or „population‟ A complete enumeration of all the items in the „Population‟ is known as
a census inquiry it can be presumed that in such an inquiry when all the item are
converted element of chance is left and highest accuracy is obtained. But in practice this
may not be true. Even the slightest element of bias in such an inquiry will get larger and
larger as the number

3.3.6 Collecting the data

In dealing with any real problem it is after found that data at hand are
inadequate, and hence, it becomes necessary to collect data that are appropriate. These
are several ways of collecting the appropriate data which differ considerably in content
of many casts, time and other resources at the disphaseal of the researcher.

Primary data can be collected either through experiment or through survey. If the
researcher conducts can experiment, the observers or the data with the help of which he
examines the truth contained in his hypothesis. But in the cast of a survey data can be
collected by any one or more of the following ways.

i) By observation : This method implies the collection of information by way of

investigator‟s own observation, without interviewing the respondents the information
obtained relates to what is currently happening and is not complicated by either the past
behavior or future intention or attitudes of respondents. This method is no doubt an
expensive method and the information provided by this method is not suitable in
inquires where large sample are concerned.

ii) Through personal interview : The investigator follows a rigid procedure and
seeks answers to a set of per conceived questions through personal interviews. This
method of collecting data is usually carried out in a structured way where output
depends upon the ability of the interviewer to a large extent.

iii) Through telephone interview : This method of collecting information involves

contacting the respondents an telephone itself. This is not a very widely used method
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but it plays an important role in industrial surveys in developed regions, particularly

when the survey has to be accomplished in a very limited time.

iv) By million of questionnaires : The researcher and the respondents do come in

contact with each other if this method of survey is adopted. Questionnaires are mailed
to the respondents with a request to return after completing the same. It is the most
extensively used method in various economic and business surveys. Before applying
this method, usually a hilat study for testing the questionnaire is conducted which
reveals the weaknesses if any, of the questionnaire to be used must be prepared very
carefully so that it may prove to be effective in collection the relevant information.

v) Through Schedules : Under this method the enumerators are appointed and given
training. They are provided with schedules containing relevant questions. These
numerators go to respondents with these schedules. Data are collected by filling up the
schedules by numerators and the basis of replies given by respondents. Much depends
upon the schedules by numerators an the basis of replies given by respondent much
depends upon the capability of enumerators, so for as this method is concerned. Some
occasional filed checks an the work of the numerators, may insure sincere work.

The researcher should select one of these methods of collecting the data taking
into consideration the nature of investigation, objective and scale of the inquiry,
financial resources, available time and the desired degree of accuracy. Though he
should pay attention to all these factors but much depends upon the ability and
experience of the researcher. In this contest Dr. A.L. Bawley very aptly remarks that in
collection of statistical data commonsense is the chief requisite and experience the chief
teacher.

3.3.7 Execution of the project :

Execution of the project is a very important step in the research process if the
execution of the project proceeds and correct lines, the data to the collected would be
adequate and dependable. The researcher should see that the project is excited in a
systematic manner and in time. If the survey is to be conducted by means of structured
questionnaire data, can be readily machine processed. In such a situation, questions as
well as the possible answers may be canceled. If the data are to be collected through
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interviewers, arrangement should be made for proper selection and training of the
interviewers.

3.3.8 Analysis of Data :

After the data have been collected, the researcher turns to the task of analyzing
them. The analysis of data requires a number of closely related operations such as
establishment of categories, the application of these categories, to raw data through
coding, tabulation and them drawing statically inferences. The unwieldy data should
necessarily be condensed into a few manageable groups, and tables for further analysis.
Thus, researcher should classify the raw data into some purposeful and usable
categories coding operation is usually done at this stage through which the categories of
data are transformed into symbols that may be calculated and counted. Editing is the
procedure that improves the quality of the data for coding with coding the stage is ready
for calculation is a part of the technical procedure wherein the classified data are put in
the form of tables. The mechanical devices can be made use at this juncture. A great
deal of data specially in large inquiries, is calculated by computers. computers not only
save time but also make it possible to study large number of variables affecting a
problem simultaneously.

3.3.9 Hypothesis testing :

After analyzing the data as stated above, the researcher in a position to test the
hypothesis. If any, he had formulated earlier. Do the facts support the hypothesis oar
they happen to be contrary? This is the usual question which should be answered while
testing hypothesis. Various tests such as chi square test, t- test, F-test, have been
developed by statisticians for the purpose. The hypothesis may be tested through the
use of one or more of such tests, depending upon the nature and object of research
inquiry- Hypothesis - testing will result in lither accepting the hypothesis or in rejecting
it. If the researcher had no hypotheses to start with, generalizations established on the
basis of data may be stated as hypotheses to be tested be subsequent researches in times
to come.

3.3.10 Generalizations and interpretation :

If a hypothesis is tested and upheld several times, it may be possible for the
researcher to arrive at generalization, i.e. to liquid a theory. As a mater of bad, the real
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value of research lies in its ability to arrive at retain generalization. If the researcher had
no hypothesis to start with, he might seek to explain his findings an the basis of same
theory. It is known as interpretation. The process of interpretation may quite often
trigger off new question which in turn may lead to further researcher.

Sample
In order to study the impact of attitudinal and behavioural aspects a total of 500
management staff comprising of managers, executives and engineers were selected
from the Automobile Industry. Stratified random sampling technique was used to select
the sample. The process of data collection was done through a questionnaire which
highlighted the key dimensions Low Self-esteem, Negative Approach, Conditions of
Mind and Self-Concept.

Application of Statistical Tools

The data collected through questionnaires was tabulated and analyzed by applying
appropriate statistical tools such as Inferential Analysis, One-way ANOVA and Chi-
square. P < 0.05 was taken as the significance level in order to determine the Overall
Feasibility Analysis.

Limitations of the Study

 The study is confined to the middle level management comprising of different

levels of managers, engineers and executives.

 The study is limited to select attitudinal and behavioural related aspects in devising
holistic training programs.
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HYPOTHESIS

WHAT IS A HYPOTHESIS?

Ordinarily, when one talks about hypothesis, one simply means a mere
assumption or some supposition to be proved or disproved. But for a researcher
hypothesis is a formal question that he intends to resolve. Thus a hypothesis may be
defined as a proposition or a set of proposition set forth as an explanation for the
occurrence of some specified group of phenomena either asserted merely as a
provisional conjecture to guide some investigation or accepted as highly probable in the
light of established facts. Quite often a research hypothesis is a predictive statement,
capable of being tested by scientific methods, that relates and independent variable to
some dependent variable to some dependent variable..

Research Hypothesis :
Hypothesis refers to a provisional idea whose merit , but having no any specific
meaning. Though it is often referred as a convenient mathematical approach for
simplifying calculations. Setting up and testing hypothesis is an integral part of
statically inference.. Thus hypothesis of a phenomenon proposal suggesting a possible
correlation n between multiple phenomena. Thus hypothesis is a statement or
assumption concerning a population. For the purpose of decision making, a hypothesis
has to be verified and then accepted or rejected. We test the sample and make a
decision on the basis of result obtained.
The hypothesis to be tested is called the Null Hypothesis and is denoted by
Ho.This is to be tested against other possible states of nature called alternative
hypothesis & it is denoted by H1
The null hypothesis implies that there is no difference between the stastic and the
population parameter.
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Hypothesis of the Study

The following are the hypotheses formulated for the present study

1. There is no significant difference between and within the groups in the

dimensions Low Self-esteem, Negative Approach, Conditions of Mind and Self-
Concept.

2.There is no significant difference among managers, engineers and executives in

Low Self-esteem.

3.There is no significant difference among managers,engineers and executives in

Negative Approach.

4.There is no significant difference among managers,engineers and executives in

Conditions of Mind.

5. There is no significant difference among managers, engineers and executives

in Self-Concept.

6. There is no significant difference among the high and low scorers in the
dimensions Negative Approach, Conditions of Mind and Self-Concept
regarding removal of fears through training,
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RATIONAL AND SIGNIFICANCE:

Training and Development is the framework for helping employees to

develop their personal and organizational skills, knowledge, and abilities. The focus of

all aspects of Human Resource Development is on developing the most superior

workforce so that the organization and individual employees can accomplish their work

goals in service to customers. All employees want to be valuable and remain

competitive in the labour market at all times. This can only be achieved through

employee training and development. Employees will always want to develop career-

enhancing skills, which will always lead to employee motivation and retention. There is

no doubt that a well trained and developed staff will be a valuable asset to the company

and thereby increasing the chances of his efficiency in discharging his or her duties.

The significance of study of T & D are as follow-

a) Optimum Utilization of Human Resources - Training and Development helps in

optimizing the utilization of human resource that further helps the employee to achieve

the organizational goals as well as their individual goals.

b) Development of Human Resources - Training and Development helps to provide an

opportunity and broad structure for the development of human resources' technical and

behavioral skills in an organization. It also helps the employees in attaining personal

growth.

c) Development of skills of employees - Training and Development helps in increasing

the job knowledge and skills of employees at each level. It helps to expand the horizons

of human intellect and an overall personality of the employees.

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d) Productivity - Training and Development helps in increasing the productivity of the

employees that helps the organization further to achieve its long-term goal.

e) Team spirit - Training and Development helps in inculcating the sense of team work,

team spirit, and inter-team collaborations. It helps in inculcating the zeal to learn within

the employees.

f) Organization Culture - Training and Development helps to develop and improve the

organizational health culture and effectiveness. It helps in creating the learning culture

within the organization.

g) Organization Climate - Training and Development helps building the positive

perception and feeling about the organization. The employees get these feelings from

leaders, subordinates, and peers.

h) Quality - Training and Development helps in improving upon the quality of work

and work-life.

i) Healthy work-environment - Training and Development helps in creating the healthy

working environment. It helps to build good employee, relationship so that individual

goals aligns with organizational goal.

j) Health and Safety - Training and Development helps in improving the health and

safety of the organization thus preventing obsolescence.

k) Morale - Training and Development helps in improving the morale of the work force.

l) Image - Training and Development helps in creating a better corporate image.

m) Profitability - Training and Development leads to improved profitability and more

positive attitudes towards profit orientation.

n) Training and Development aids in organizational development i.e. Organization gets

more effective decision making and problem solving. It helps in understanding and

carrying out organisational policies.

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o) Training and Development helps in developing leadership skills, motivation, loyalty,

better attitudes, and other aspects that successful workers and managers usually display.

Training and Development demonstrates a commitment to keeping

employees on the cutting edge of knowledge and practice.

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TRAINING AND DEVELOPMENT

Training & Development is a subsystem of an organization. It ensures that

randomness is reduced and learning or behavioral change takes place in structured
format.
The study shows the scope in the field of T & D ranges rights from recruiting an
employee at any level and how to treat them throughout their working year till the time
he discharged or retired from the organization.

Human Resource Management is concerned with the planning, acquisition,

training & developing human beings for getting the desired objectives & goals set by
the organization. The employees have to be transformed according to the organizations'
& global needs. This is done through an organized activity called Training.

Training is a process of learning a sequence of programmed behavior. It is the

application of knowledge & gives people an awareness of rules & procedures to guide
their behavior. It helps in bringing about positive change in the knowledge, skills &
attitudes of employees.

Thus, training is a process that 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 mould
him to be fit for a higher job involving higher responsibilities. It bridges the gap
between what the employee has & what the job demands.

Since training involves time, effort & money by an organization, so an

organization should to be very careful while designing a training program. The
objectives & need for training should be clearly identified & the method or type of
training should be chosen according to the needs & objectives established.

Once this is done accurately, an organization should take a feedback on the

training program from the trainees in the form of a structured questionnaire so as to
know whether the amount & time invested on training has turned into an investment or
it was a total expenditure for an organization.
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Training is a continuous or never ending process. Even the existing employees

need to be trained to refresh them & enable them to keep up with the new methods &
techniques of work. This type of training is known as Refresher Training & the training
given to new employees is known as Induction Training. This is basically given to new
employees to help them get acquainted with the work environment & fellow colleagues.
It is a very short informative training just after recruitment to introduce or orient the
employee with the organization's rules, procedures & policies.

Training plays a significant role in human resource development. Human resources are
the lifeblood of any organization. Only through trained & efficient employees, can an
organization achieve its objectives.

* To impart to the new entrants the basic knowledge & skills they need for an
intelligent performance of definite tasks.

* To prepare employees for more responsible positions.

* To bring about change in attitudes of employees in all directions.

* To reduce supervision time, reduce wastage & produce quality products.

* To reduce defects & minimize accident rate.

* To absorb new skills & technology.

* Helpful for the growth & improvement of employee's skills & knowledge.

MEANING & DEFINITION OF TRAINING & DEVELOPMENT

PROGRAMME

TRAINING:

It is the organized act of increasing the knowledge and skill of an employee for doing a
particular job.
It is systematic process of learning a sequence of programme behavior by which the
aptitude, skill and abilities of an employee to perform the specific job are enhanced.
It is the application of knowledge.
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It is prepares employee to improve their performance on the current job or prepare them
for the intended job.
It gives people an awareness of rules and procedure and guides their behavior.
Through training the employee will acquired skills, Technical knowledge, Problem
solving ability and attitudes.

DEVELOPMENT:

It is a related educational process utilizing a systematic and organized procedure by

which a managerial personal learn conceptual and theoretical knowledge for general
purpose.
It seeks to develop the overall personalities of the executives and only the necessary
skills to do the jobs.
It is the plan and systematic and continuous process of learning through which not only
the good employees are created but better men and women are also developed with
quick decisive power, maturity and change behavior.
It develops the managers by enhancing their mental abilities inherent qualities through
acquisition and understanding new knowledge and skill as they are need for the
effective performance of the work of managing.

Selection Of Trainees

Trainees should be selected on the basis of self-nomination, recommendations of

supervisor by the HR department itself.

Selection OF Trainers

Training and development programmes may be conducted by several people, including

following

1. Immediate supervisors,

2. Co-worker,

3. Members of the personnel staff,

4. Specialists in other parts of the company,

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5. Outside consultants,

6. Industry associations,

7. Faculty members at universities.

Large organizations generally maintain their own training departments whose staff
conducts the programmes.

CONCEPT OF TRAINING AND DEVELOPMENT PROGRAMME

Now-days, training programs are gaining importance because they help to

solve various problems, which out of the introduction, of new lines of production,
severe competition, changes in design and technique of production, change in the
volume of business, etc. Training programs enhance overall organizational efficiency
and effectiveness. Training has become a very significant management tool for bringing
about desired changes in order to solve organizational problems and also to achieve
organizational goals. Therefore to be very effective, the training function is required to
be organized properly and systematically.

After setting of the objectives goals, policies, procedures, etc; the next
important step for the organizers is to select the most suitable person that is the right
man for the right job and at the right time which is required to attain the set goals.
Again the next step is to mould the judged the quality, skill, potential of the
recruited/selected person in the direction of the desired performance of the provided
task. This can be done through the training, development program. The person selected
may be for the managerial or non-managerial post.
All type of job requires some type of enhancements for their efficient
performance. Hence all employees whether of managerial or non-managerial class has
to go through the Training process? New employees go through induction training and
old ones are trained educating the non managers is through the Training process. This
process is beneficial for the individual and the organization as well because the
employee‟s talent cannot be fully productive without this programme. Training activity
is not only the desired one but it is must in today‟s complex business world so as to
maintain the knowledgeable and viable work force.
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In a business organization, the managers are responsible for their own behavior
and or their subordinates as well. This makes their job more difficult and to educate the
manager is again the difficult task. Thus the major and most exclusive task of
management development is to mould and fashion the behavior the component in to a
virile and unmixed weapons of enterprise achievement.
Thus, the skill required for this purpose can be including in the manager through
the Development programme.
Training programs consists of five steps .the first, or need analysis step, identifies
the specific job performance skills needed, assesses the prospective training skills, and
develops specific, measurable knowledge and performance objectives based on any
deficiencies. In the second step, instructional design, you decide on, compile and
produce the training program content.

There may be a third validation step, in which bugs are worked out of the training
program by presenting it to a small representative audience. The fourth step is to
implement the program by actually training the targeted employee group. Fifth step is
an evaluation step, in which management assesses the program's successes or failures.

TRAINING FLOWCHART

TRAINING IDENTIFICATION

TRAINING PLAN

TRAINING PROGRAMME

TRAINING

TRAINING EVALUATION

FEEDBACK
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Difference between Training and Development Programme

The Training and Development are the processes that are related to the employee
educational and learning activity that is through the knowledge. Skills are imparted to
the employees of an organization. Through both this activities have basic difference
between them, they are -----
I. Training programme is the process in fact concerned with non-managerial
staff where as Development is related to managerial personnel‟s.

II. Training is a short term process where as development activity is a long term
educational project.

III. Training is the process of utilizing a systematic and organized procedure by

which the non managerial persons learn the technical knowledge and skills
for the definite purpose where as development is the systematic and
organized procedure by which the managerial persons learns the conceptual
and theoretical knowledge.

IV. Training is for the definite job related purpose and development is for the
general purpose.

V. In the training the technical skill is developed through the instruction in the
technical and mechanical operations only. Sometimes topic for training may
be on the behavior of an individual. In case of development process, the
conceptual and human skills are developed by imparting knowledge in
philosophical theoretical educational concepts.

VI. Thus the scope of the development activity is broader than the scope of the
training process.
Thus the above points clear the difference between the concepts of the educational
activity for the managerial and non-managerial staffs i.e. Training programme and
Development programme.
 P a g e | 23

OBJECTIVE OF TRAINING & DEVELOPMENT

The Training Activity for the Managerial and Non-Managerial staff is organized
by the management for the following purpose, and thus following objectives are to be
achieved during and after the implementation of Training Capital. The Objectives are:
To raise the productivity: - Increased human performance often directly leads to
increased operational productivity and increased company profit.
To improve quality in work: - Improvement in quality may be in relation to
company„s product / service.
To improve health and safety: - Proper training can help prevent industrial accidents.
Outdated prevention: - Training and development programmes foster the initiative
and creativity of employees and help to prevent manpower obsolescence, which may be
due to age, temperament or motivation or the inability of a person to adapt him to
technological changes.
To improve organization climate: - An endless chain of positive reactions results
from a well-planned training programme. Production and product quality may improve,
financial incentives may then be increased, and less supervisory pressure may result.
Personal growth: - Management development programmes seem to give participants a
wider awareness, an enlarged skill, and enlightened altruistic philosophy, and make
enhanced personal growth.

EXECUTIVE DEVELOPMENT OBJECTIVES

Executive Development is an attempt at improving an individual‟s managerial

effectives through a planned & deliberate process of learning. The primary objectives of
executive development are as follows:-
1) To provide adequate leaders.
2) To increase the efficiency of performance of existing executive giving them
training in new technological development.
3) To develop managerial skill in technical executive.
4) Development of analytical skills and encouraging thinking.
5) Development of the whole person and his personality.
 P a g e | 24

IMPORTANCE OF TRAINING AND DEVELOPMENT

Training and development is a routine based, non-stop practice, which a growing

business organization must conduct to achieve their production target.

From organizational point of view it is very crucial to assure the quality,

quantity, and effectiveness etc of the product by the means of suitable training.

Development of the employee comes handy with training activities, making

them much more capable in outperforming various activities with high
professions and accuracy by using advance technical/mechanical tools and
equipments.

As a management trainee I myself come through various aspects like

performance appraisal, payroll management, labors related laws and issues etc
during my training and development project.

Evaluating the productivity of the employees can very well recognize how to
distribute your workforce. This information gathered after conducting training
programmed which is immensely helpful for the human resources manager and the
whole department.

Training helps measure the performance of the employees by evaluating the

training given and comparing the individual and group's latest output with the output
given before training programmed.

PRINCIPLES OF TRAINING AND DEVELOPMENT

For the optimum utilization of all resources and maximum accomplishment of the
organizational goal, the important concepts or principles must be considered while
formulating and organizing a Training and Development Programme those basic
fundamentals are:-
 P a g e | 25

TRAINING PRINCIPLES

A sound Training programme must possess the following characteristics –

1) Training should be well – organized, pre-planned and designed according to size,

nature and financial position so as to achieve the predetermined objectives and
needs of the organization.

2) It should for all in the organization.

3) It should be less expensive.

4) It should be of Flexible, participative, responsive and peaceful.

5) The trainer should posse‟s good leadership qualities and he must be an experienced
person and must possess the maximum knowledge of that field and must be in the
senior post.

6) It should be followed by reward.

7) It should be scheduled and designed after closely considering the various aspects.

8) To learn the trainees through continues repeated practice.

DEVELOPMENT PRINCIPLES

1) The almost all principles of Training are applied to the development programme.

2) “There is no time limit for learning” is the basic concept behind E.D.

3) “The Continuous education of knowledge is needed” is that truth for which a

developmental plan is needed.

4) The manager has to perform various complex jobs that require much of the
outstanding skills-n-potentials in him. This forms the basis for a sound development
programme.

5) “There always exist some gap between actual performance and capacity”.

6) It should enhance the inner urge of per personnel for self-development.

7) Feedback is must.

8) It must aim an overall development of personnel.

9) It must be used in the personnel the maturity, knowledge of serving his functions.
 P a g e | 26

AREAS OF TRAINING
Organization provides training to their employees in the following areas:-

1. Company policies and Procedure

2. Specific skills
3. Human relations
4. Problem solving
5. Managerial and Supervisory skills
6. Apprentice training

1) Company policies and Procedure:-

This area of training is to be provided with a view to acquainting the new employee
with the Company Rules, Procedures, Tradition, Management, Organization structure,
Environment Product / Services offered by the company etc.
This acquaintance enables the new employee the new employee to adjust himself
with the changing situations. Thus create favorable attitudes of confidence in the mind
of new employee about the company and its products / services, as well as it develops
in him a sense of respect for the existing employees of the company and the like. The
company also provides firsthand information to the employee about the skills needed by
the company, its Development Programmes, quality of products services and the like.
This enables the new employees to know his share of contribution to the organizations
growth and development. This can be done through Induction Training method.

2) Training In Specific Skills:-

This area of training is to enable the employee become more effective on the job. The
trainer trains the employee regarding various skills necessary for project appraisal,
supervision follow up and the like.

3) Human Relations Training:-

Human relation training assumes greater significance in organization as employees

have to maintain human relation not only with other employees but also with their
customers. Employees are to be trained in the areas of self learning, interpersonal
competence redressal, disciplinary procedure, and the like. The training enables the
employees for better team work, which leads to improve efficiencies and productivity
 P a g e | 27

of the organization. Understanding human behavior, interpersonal relationship and

responsibilities are included in this training.

4) Problem Solving Training:-

Most of the organizational problems are common to the employees dealing the same
activity at different levels of the organization.
Further some of the problems of different managers may have the same root
cause. Hence, management may call together all managerial personnel to discuss
common problems so as to arrive at an effective solution across the table. This not only
helps in solving the problems but also serves as a forum for the exchange of ideas and
information that could be utilized. The trainer has to organize, such meetings. Train and
encourage to participating actively in such meeting.

TRAINING PROCESS

2) Planning
of Training

1) Need 3) Conduct
Assessment of Training

4)Evaluation
 P a g e | 28

Limitation of Training and Management Development Programmes

The man limitations in the way of effectiveness and good impression of training is the
„trainee‟s insight‟ i.e. Trainees way of Reacting to the change and advancement.

A good training programme may provide the good working environment and learning
literature and learning environment but, it is the „Trainee‟s attitude to get the maximum
advantage of all the facilities available.

In every employee learning sense from within must be developed that is self
development attitude must be there. It is not there, it limits the extent of effectiveness of
the training.
 P a g e | 29

The bad family and societal conditions of the employee also inhabit the practical
implementation of learning of training.
o Too much duplication.

o Absence of advanced courses and appreciation courses.

o Very little attempt to build up standard programmes.

o Lack of rapport between business and training institutes.

o Inadequate facilities to train the trainees.

o Its own training facilities only in few big organizations.

o Considering the training as a single short operation.

o Procedure of selecting people for training programme being irrational.

MANAGEMENT DEVELOPMENT PROGRAMME

The essential components or steps of a comprehensive E.D. programme are

discussed below under following heads:
Step – I: - Looking at Organizations Objectives:-
Is the first step is E.D. programme the object tell “where we are going” and will
develop a framework from which the execute needs can be determined.
Step – II: - Asserting Development Needs: -
Calls for organization, planning and forecasts of its needs for present and future
growth. This is based upon-comprehensive.
a) Job Specification
b) Job Description
c) Job Analysis,
Kind of – Management, Work Performed, Executive Needs Education, Experience,
Training, Knowledge, Personal Traits etc. are recognized through a, b and c.
Step – III: - An Appraisal of Present Management Talent: -
Is made with a view to determine qualitatively the type of personnel that is
available within an organization itself. Here, the performance of a management
individual is compared with standard expected of him. His personal traits are also
analyzed so that a value judgment about his potential made for advancement.
 P a g e | 30

Step – IV: - A Management Manpower Inventory: -

Is prepared for the purpose of getting complete information about each management
individual‟s biodata and educational qualification, the results of tests at performance
Appraisal. Thus information is maintained on cards, one for each individual. It may also
be maintained on replacement tables or charts. This stores information about capable
executives. An obsolescence of potential is also judged along with shortage of
managers in certain functions and skill deficiencies.

Step–V: - A Planning Of individual Development Programme:-

Is undertaken to meet the needs of different individuals, keeping in view the
difference in their attitudes and behavior and in their physical, intellectual and
emotional qualities. The weak and strong prints of an individual is judge and “tailor –
made – Programmes” are framed and launched on this above basis. This Programmes
give due attention to the interests and goals of the individuals.
The opportunities of training and development which exists within an
organization.

Step – VI: - Establishment of Development Programmes:-

This job is done by the personnel department by preparing comprehensive and
will conceived programme in the field of H.R. creative thinking, Memory training,
decision – making, leadership courses and courses in professional or academic
institutions, depending upon the organizational needs, time and cost involved.

Step – VII: - Evaluation and Follow – Up: -

Any attempt to obtain information (FEEDBACK) on the effects of the training
programme and to assess the value of training in the light of that information. The
evaluation programme is essential to judge and value the Reactions of trainees towards
program learning of knowledge, skills and attitudes, Job behavior and Organization
Objectives and achievement.
 P a g e | 31

TECHNIQUESOF MANAGEMENT DEVELOPMENT

Basically there are two types techniques of management development by which managers
can acquire the knowledge, skills and attitudes and make them competent.

a. On the job techniques

b. Off the job technique

Training Methods

On-the-Job Training Off-the-Job Training

1. The coaching or guided 1. The case study method

method. 2. Incident method
2. Job rotation method. 3. Role playing method
3. Under study method. 4. In basket method
4. Multiple management 5. Business or management
method. games
6. Sensitivity training
7. Simulation
8. Conferences
1) On the job Techniques

This type of training is given at the place where the manager is actually working.
At his work place only training is imparted. It is important type of training technique. It
is inexpensive and saves productive hours of working hours. A senior one will give the
training.
Following are the techniques under this type:-
1. The coaching or guided method.
2. Job rotation method.
3. Under study method.
4. Multiple management method.
These techniques are widely used in business organizations.
 P a g e | 32

1. The Coaching or guided method:

In this method the superior plays the role of the guide and the instructor. He teaches
job knowledge and skills to the trainee. The coach sets some mutually agreed goals and
tells the trainer what he want him to do, how it can be done, follow-up suggestions and
correct errors. The coach will take periodic review of the trainees progress, suggest
modification in his behavior, where needed.
2. Job orientation method:

Under this method the trainees are rotated over various routine jobs in a
department, division, or unit when their promotion is due as managers or executives are
transferred from job to job and from department to department in a systematic manner
is called job orientation. The objective behind this technique is to impart an overall
knowledge, to give him required diversified skills and a broader outlook.
3. Under study or Assignment/ Attachment method:

The method may be chosen by the department or departmental head. A trainee in

an understudy method will assume the full responsibility of the position which
presently helps by his superior in future time. This method helps the company to fill the
post of superior which may be vacant due to promotion, retirement or transfer by
imparting training under study method to the person who will be more competent and
suitable for that post. A superior will teach the subordinate or trainee what all his job
involves discussion of daily operating problems and long term problems also and
participate him in the decision making process. Moreover the leadership skill also is
taught to him.
4. Multiple-Management technique:

Under this technique juniors are assigned to Board or Committees by the chief
executive. These juniors are asked to participate in deliberations of these board or
committees. They got the opportunity to know the actual problem to discuss it and to
take decisions out of it. In this way juniors get an opportunity to participate in
managerial decision-making process. It is also called as Junior-board of executive
system.
 P a g e | 33

2) Off the Job Techniques

There are a number of off-the-job training technique given below:

1. The case study method

2. Incident method
3. Role playing method
4. In basket method
5. Business or management games
6. Sensitivity training
7. Simulation
8. Sensibility, Laboratory or T group training
9. Managerial grid
10. Conferences
11. Lectures
12. Demonstrations and examples
13. Apprenticeship
14. Cases

Because of the limitation of the on job techniques, the importance of off the job
techniques has increased.

1. The case study method:

In this method cases are prepared on the basis of actual business situations. The
trainees are asked to the appraise, discuss, analyze and decide the cases. This method
provides stimulation to the trainees for discussion and to improve analytical, judgment
and decision making abilities. The trainees are asked to identify problems and to
suggest solutions on it. This improves the problem solving ability of the trainee.
2. Incident method:

In this method incidents are prepared on the basis of actual situation which
happens in various organizations. Trainees are asked to study analyze discuss the
incident and find out the solution on it. This method is developed by Paul Pigors and
this method aims at to develop intellectual ability, practical judgment and social
awareness.
3. Role playing method:

In this method the trainees have to act out a given role. It improves the human
relationship. It develops skills and ability to apply knowledge, particularly in areas like
 P a g e | 34

human relationship. It develops skills and ability to apply knowledge, particularly in

areas like human relations and it brings about desired changes in behavior and attitudes.
The idea of role playing involves action, doing, and practice. The role players are
simply informed of a situation and asked to play the role in the given situation. The
participant interacts with other participant assuming different roles and the trainee may
be given the opportunity to examine his or her own performance.
4. In Basket method:

In Basket method, each team of the trainees is given a file of correspondence

bearing on a functional area of management involving some problems. And within
specified time each individual of the team studies the correspondence file and makes his
own recommendations on the situations. Afterwards the observations of each individual
member are compared and conclusions on different functional areas reached and they
prepare a report containing all this. The abilities like situational judgment, social
sensitivity, decision making, and taking action etc are developed. It is an expensive
method.
5. Business game:

In business games or management Programmes the trainee executives are

divided into different teams or groups each group or team has to study discuss and to
arrive at decision regarding the subjects such as production, marketing, pricing,
research expenditure, advertising etc. and to have arrive at a decision. The groups or
teams react to the decision of each other. And get instant feedback on their
performance. Business games aim at to teach trainees how to take management decision
in an integrated manner. It helps to build team spirit among executives. It is one of the
popular methods of training.
6. Sensibility, Laboratory or T group training:

This method aims at to improve human sensitivity and awareness among the
executives and others. It is a technique of bringing about a change in behavior of the
executives through group processes. This method developed by Kurt Lawn. It is known
as laboratory or T group training. Sensitivity training is a group experience designed to
provide opportunity or the individuals to expose their behavior, give and receive
feedback, experiment with new behavior, develop awareness of self and of others.
 P a g e | 35

7. Simulation:

It is one of the popular methods of training. Under this technique a duplicate

work situation similar to the actual job situation is created and a trainee is asked to
assume a particular role in the situation and solve the problems by making a decision.
And immediately gives a feedback of his performance. This method improves decision
making skill of the trainees. One of the limitations of this method improves decision
making skill of the trainee. One of the limitations of this method is that it is very
difficult to duplicate the situations similar to real situations.
8. Managerial grid:

This technique is developed by Robert R Blank and Jane S Mouton. It is a six

phase programme lasting from three to five years. It improves managerial skills,
intergroup relations, and develops leadership styles.

9.Conferences:

A conference is basic to most participative group centered central methods of

development. It is a formal meeting of executive to discuss the problem of common
interest. The members of the group learn through others viewpoint and develop their
knowledge by comparing their opinion with others. It is most suitable and effective
method when a problem is to be analyzed and tested from different angles or viewpoint.
Each participant is given an opportunity to express his opinion freely. This method
develops the ability of members to modify their attitudes. The conference leader is
responsible for the success of the conference.
10.Lectures:

It is one of the oldest, simplest, and popular methods of training. Are to be

explained to the trainees lecture method is the best method for it.
11.Vestibule training (training-centre training):

Vestibule training method attempts to duplicate on-the-job situation in a company

classroom. It is a classroom training which is often imparted with the help of equipment
and machines which are identical with those in use in the place of work. This method
enables the trainee to concentrate on learning the new skill rather than on performing an
actual job. Theoretical training is given in the classroom while the practical work is
 P a g e | 36

conducted on the production line. It is a very efficient technique of training semi skilled
personnel e.g. clerk, machine operation, testers, typists etc. Training is in the form of
lectures, conferences, case studies, role-playing and discussion.

10.Demonstrations and examples:

In the demonstration a technique, the trainer describes and displays. When he teaches
an employee how to do something by actually performing activities himself and by
going through a step-by-explanation of “why” and “what” he is doing. Demonstrations
are effective techniques in teaching as it is easier to show a person how to do a job then
to tell him or ask him to gather instruction from the reading material. Demonstrations
are often used in combination with lectures, pictures, text materials, discussions etc.

11.Apprenticeship:

Apprenticeship training is the oldest and most commonly used methods. It is training in
crafts, trades and in technical areas. A major part of training time is spent on-the-job
production work.

14. Films:
Can provide information & explicitly demonstrate skills that are not easily
presented by other techniques. Motion pictures are often used in conjunction with
Conference, discussions to clarify & amplify those points that the film emphasized.

15. Cases:
Present an in depth description of a particular problem an employee might
encounter on the job. The employee attempts to find and analyze the problem,
evaluate alternative courses of action & decide what course of action would be
most satisfactory.
 P a g e | 37

Q1: Have you attend any Training & Development program in MSEDCL ?

Respondents Percentage

Yes 400 80%

No 100 20%

Total 500 100%

Feedback

No
Yes

INTERPRITATION

According to the pie chart 400 employees say yes & 100 employees say no

Respondents say (i.e. 80%) yes for attended any development program and
Respondents says (i.e.20%) no for attended any development program.
 P a g e | 38

Q2: Is the Training & Development program helps you and your superior to
identity your strength and weakness

Respondents Percentage

Yes 350 70%

No 150 30%

Total 500 100%

350
350

300

250

200
150
150

100

50

0
YES N0

INTERPRITATION

According to the bar chart 350 employees say yes

Most of Respondents says (i.e. 70%) yes that development program helps to identify
strength and weakness.
 P a g e | 39

Q3: Do you feel motivated towards your job after the training?

Respondents Percentage

Yes 375 75%

No 125 25%

Total 500 100%

400

350

300

250

200 375

150

100
125
50

0
Yes No

INTERPRITATION

According to the bar chart around 3755 employees say yes

Therefore most of Respondents says (i.e. 75%) yes & feel motivated job after the
training
 P a g e | 40

Q4: Please rate your satisfaction for the program?

Respondents Percentage

Highly 440 88%

Partly 60 12%

Total 500 100%

Feedback

Highly
Partly

INTERPRITATION

According to the pie chart 440 employees say yes & 60 employees say no
satisfaction for the program.

Respondents say (i.e. 88%) highly satisfaction for the program and 3 Respondents says
(i.e.12%) partly satisfy for the program.
 P a g e | 41

Q5: Please rate the Training & Development procedure of MSEDCL?

Respondents Percentage

Good 255 51%

Poor 245 49%

Total 500 100%

Series 1

245
255

INTERPRITATION

According to the pie chart 255employees say yes and 245 says no

It means all Respondents are not says good development procedure of MSEDCL, partially
agrees.
 P a g e | 42

Q6: Are you satisfied with the feedback process of MSEDCL.?

Respondents Percentage

Yes 300 60%

No 200 40%

Total 500 100%

350
300
300

250
200
200

150

100

50

0
Yes No

INTERPRITATION

According to the bar chart all 300 employees say yes and 200 says no

Therefore most of Respondents says that they are satisfied with feedback process of
MSEDCL.
 P a g e | 43

Q7: What do you think about present training period?

Respondents Percentage

Good 220 44%

Excellent 60 12%

Average 100 20%

Satisfy 120 24%

Total 500 100%

24%

44%
Good
Excellent
20% Average
Satisfy
12%

INTERPRITATION
According to the pie chart 220 employees say GOOD, 60 employees say
EXCELLENT, 100 employees say AVERAGE & 120 employees say SATISFY
Respondents say (i.e. 44%) good think about present training period, 3 Respondents
says (i.e.12%) excellent, 5 Respondents says (i.e.20%) average and 6 Respondents says
(i.e.24%) satisfy think about present training period.
 P a g e | 44

Q8: Is it proved effectively in solving your problem?

Respondents Percentage

Yes 380 76%

No 120 24%

Total 500 100%

Feedback

24%

No
Yes
76%

INTERPRITATION

According to the pie chart 380 employees say yes & 120 employees say no for
solving problem

Respondents say (i.e. 76%) yes proved solved problem and 6 Respondents says
(i.e.24%) No proved solving problem.
 P a g e | 45

Q9: Whether the objective of the employee’s development helps for you overall
development?

Respondents Percentage

Yes 450 90%

No 50 10%

Total 500 100%

100%
90%
90%
80%
70%
60%
50%
40%
30%
20%
10%
10%
0%
Yes No

INTERPRITATION

According to the pie chart all 450 employees say yes

Almost all Respondents says (i.e. 90%) yes E.D helps for overall development.
 P a g e | 46

Q10: Is employees permitted time-off from work to attend training?

Respondents Respondents

Yes, with Pay 280 56%

Yes, without Pay 60 12%

No, only after work 100 20%

hours
No, only in special 60 12%
cases
Total 500 100%

12%

20% Yes, with Pay

56% Yes, without Pay

12% No, only after work hours

No, only in special cases

INTERPRITATION

According to the pie chart 280 employees say Yes, with Pay, 60 employees say Yes,
without Pay, 100employees say No, only after work hours & 60 employees say No,
only in special cases employees permitted time-off from work to attend training.
Respondents say (i.e. 56%) Yes, with Pay think about present training period, 3
Respondents says (i.e.12%) Yes, without Pay, 5 Respondents says (i.e.20%) No, only
after work hours and 6 Respondents says (i.e.12%) No, only in special cases employees
permitted time-off from work to attend training.
 P a g e | 47

Q11: Are training needs regularly assessed at your company?

Respondents Percentage

Yes 400 80%

No 100 20%

Total 500 100%

20%

No
Yes
80%

INTERPRITATION

According to the pie chart 400 employees say yes & 100 employees say no training
needs regularly assessed at company.
Respondents say (i.e. 80%) yes proved solved problem and 6 Respondents says
(i.e.20%) No training needs regularly assessed at company.
 P a g e | 48

Q12: Do you have a formal succession-planning program?

Respondents Percentage

Yes 380 76%

No 120 24%

Total 500 100%

24%

No
Yes
76%

INTERPRITATION

According to the pie chart 380 employees say yes & 120 employees say no need for
a formal succession-planning program.

Respondents say (i.e. 76%) yes proved solved problem and 6 Respondents says
(i.e.24%) No need for a formal succession-planning program.
 P a g e | 49

Q13: Are you satisfied with your payment?

Respondents Percentage

Yes 300 60%

No 200 40%

Total 500 100%

40%

No
60%
Yes

INTERPRITATION

According to the pie chart 300 employees say yes & 200 employees say no satisfied
with his payment.
Respondents say (i.e. 80%) yes proved solved problem and 6 Respondents says
(i.e.24%) No satisfied with his payment.
 P a g e | 50

Q14: Do you think it is important for development of MSEDCL ?

Respondents Percentage

Yes 450 90%

No 50 10%

Total 500 100%

10%

Yes
No

90%

INTERPRITATION

According to the pie chart all 450 employees say yes

Almost all Respondents says (i.e. 90%) yes its helps for development of MSEDCL.
 P a g e | 51

Analysis

One-Way ANOVA Test for the Demographic Variable Designation

The three groups based on different designations are, Group 1 - Managers
(MGR), Group 2 - Executives (EXE), Group 3 - Engineers (ENGR).
Null Hypothesis: There is no significant difference among the
management staff on the basis of designation in the dimensions Low Self-
esteem, Negative Approach, Conditions of Mind and Self-Concept.
Table 1 ANOVA test for the demographic variable designation
Dimensions Df Sum of Mean Squares F ratio % Level
Squares

LSE Between Groups 2 147.8893

73.9447
Within Groups 497 4910.6798 7.4687 .01
9.9006
Total 499 5058.5691

NA Between Groups 2 5.4535

2.7268
Within Groups 497 3199.0965 0.4236 NS
6.4368
Total 499 3204.5500
CM Between Groups 2 12.8697
6.4349
Within Groups 497 1007.8883 3.1731 .05
2.0279
Total 499 1020.7580
SC Between Groups 2 3.6858
1.8429
Within Groups 497 948.6722 0.9655 NS
1.9088
Total 499 952.3580

NS - Not Significant
Conclusion: The above table indicates that there is a highly significant
difference between the groups in the dimension Low Self-Esteem, a significant
difference between the groups in the dimension Conditions of Mind and there is
no significant difference between the groups in the dimensions Negative
Approach and Self-Concept. From the findings it is evident that the null
hypothesis with regard to no significant difference between groups on the basis
of designation in the dimensions Negative Approach and Self -Concept is
accepted. The null hypothesis with regard to no significant difference between
groups on the basis of designation in the dimensions Low Self-Esteem and
Conditions of Mind is not accepted.
 P a g e | 52

The following t-tables show the significant difference between the three
different groups of sample on the basis of designation.

Null Hypothesis: There is no significant difference among managers,

engineers and executives in Low Self-esteem

NUMBER OF MEAN S.D t-ralne SIG

CASES LEVEL
MGR. GROUP 1 EXE. 237 18.0932 2.917
2.26 .05
GROUP 2 72 17.0556 ' 3.552

MGR. GROUP 1 ENGR 237 18.0932 2.917

3.36 .01
GROUP 3 191 16.9843 3.257

EXE. GROUP 2 ENGR 72 17.0556 3.552

0.15 NS
GROUP 3 191 16.9843 3.257

NS - Not Significant
In the above T table, it is seen that there is a significant difference in the low self-esteem
between Group 1 and Group 2, a highly significant difference between Group 1 and
Group 3 and no significant difference between Group 2 and Group 3.

The mean score of Group 2 is greater than Group 3 and the mean score of Group 1 is
greater than Group 2. From the above findings it can be inferred that engineers and
executives have a lower self-esteem than the managers and engineers have a lower
self-esteem than the executives perhaps due to their lesser level in designation. The no
difference between the executives and the engineers is perhaps due to the more
or less same level of designation they hold.

Conclusion: From the above finding it can be concluded that the hypothesis with
regard to no significant difference between executives and engineers is accepted and
the hypothesis with regard to no significant difference between managers and
engineers, and managers and executives is not accepted.
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Null Hypothesis: There is no significant difference among managers, engineers

and executives in Conditions of Mind

Table : Significance of Mean Difference in Conditions of Mind Scores.

NUMBER OF MEAN S.D t-value S1G LEVEL

CASES

MGR. GROUP 1 237 9.0928

1.417 1.476 0.23 NS
EXE.GR OUP2 72 9.1389

MGR. GROUP 1 237 9.0928

1.417 1.413 2.31 .05
ENGRGROUP3 191 8.7749

EXE. GROUP 2 72 9.1389

1.476 1.413 1.80 NS
ENGR GROUP 3 191 8.7749

NS - Not Significant

In the above T table, it is seen that there is no significant ! difference between

Group 1 and Group 2 and also between Group 2 and Group 3. There is a significant
difference between Group 1 and GroupS. The mean score of Group 1 is greater
than Group 3 and the mean score of Group 2 is greater than Group 1. From the
above findings it can be inferred that managers and executives have lesser mind
blocks and pre-fixed notions than the engineers who have a greater tendency towards
mind conditions and mind blocks perhaps due to their non-expressive nature when
compared to managers and executives and the executives have lesser mind-blocks
compared to the managers perhaps due to their interactive nature. The no significant
difference between the executives and the engineers may be due to the more or less
same hierarchy of designations they hold.
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Conclusion

Training, today, as a means of empowering the employees has made a paradigm shift in
identifying fears and mind-blocks in the attitudinal and behavioural aspects through a
systematic and organized manner. The importance of developing the individuals to
motivate them towards a confident and self-directed approach increases the individuals'
acceptance of new and dynamic work techniques and changes. Therefore, this study has
contributed to the existing body of knowledge by reiterating the importance of
focusing on developing the emotional intelligence of the individuals and training them
to overcome their fears and mind-blocks. As a whole, the study has come up with very
important findings that facilitate improvements and enhancements in the personality of
the management staff of the MSEDCL, which may ultimately have significant impact on
enhancing overall organizational performance. In the area in which a relatively little
research has been attempted to capture the broad spectrum of management practices
associated with employee performance, the findings of this research are hoped to make
immense contribution to the development and enhancement of training programs
imparted to bring about holistic changes in individuals.
Analysis of all the facts & figures, the observations and the experience during
the training period gives a very positive conclusion regarding the training imparted by
the MSEDCL. MSEDCL is performing its role up to the mark and the trainees enjoy the
training imparted especially the reality learning and simulation.
The training imparted meets the objectives like:
 Effectiveness of the training and its resultant in the performance of the
employees.
 Assists the employees to acquire skills, knowledge and attitude and also enhance
the same.
 Helps to motivate employees and helps in avoiding mistakes.
It becomes quite clear that there is no other alternative or short cut to the
development of human resources. If we have to meet the challenges of technology,
social and economic we have to train the HR irrespective to their category at which they
work in the organization. As it is recognized fact that we cannot survive in tomorrow
business„s world with yesterdays method. And hence the continuous development of
HR is prime need of today‟s organization.
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suggestions
The findings from the study have paved the way for the following
recommendations and suggestions by the researcher for the managers, engineers and
executives.

Recommendations for the Managers

• As the managers have a positive approach and are with lesser negative mind-
sets and approaches compared to engineers and executives, they can be
trained to motivate and mentor the engineers and executives to help them
overcome all their weaknesses.

Recommendations for the Executives

• The executives should be trained to overcome their low self-esteem so that they
develop a better sense of self- worth. Both the top management and the managers
can counsel and motivate the executives to develop a high sense of self-worth.

Recommendations for the Engineers

 The engineers have a very low self-esteem about themselves which is
detrimental to their mental health and will thereby affect their personal and
professional efficiency. Training programs should be specifically aimed at
overcoming their low self-esteem as the role of engineers in the Automobile
Industry is quite significant. They should be mentored and counselled by their
superiors to help them overcome their low self-esteem.
 The engineers also have very strong mind-blocks and fears which need to be
removed through effective training programs. Since the engineers have a
crucial role to play in the Automobile Industry they must have an open mind-set
and be receptive to new technological changes and training programs.

Recommendations for the Management

 In order to have a cohesive group, with the managers,executives and engineers
performing in a coordinated manner, adequate training programs that build
their self-confidence and also remove their mind-blocks and
pre-fixed notions should be conducted.
 Specific training programs such as Counselling, Personal Interviews,
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Circle Time, Discussions and Brainstorming should be given to the

management staff to remove their fears.

Scope of Research
 The present study is an attempt to understand the impact of attitudinal and
behavioural related aspects that would improve and enhance the confidence levels
of the individuals and thereby help to overcome their fears and mind-blocks.
Besides the selected parameters, influence of other parameters of attitude and
behavior can also be researched for making the management staff open-minded.
 The study has been conducted by studying the impact of the select variables on
the management staff and could thus be extended by studying their impact on the
top and lower level management in the Automobile Industry.
 The context of training today encompasses attitudinal and behavioural
related aspects whether it is manufacturing, process or the service sector.
Hence the parameters taken for the present study can be studied with regard to
other industries and sectors as well.
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LIMITATIONS

The project is a collection of study, observation, and practical experience

during internship programme.I tried to perform this project in best possible manner to
avoid any lacuna or lankness. In spite of all my efforts in this regard but due to the far
stretching activities conducted at MSEDCL, my project lack in some of the following
heads

Where there is a chance of further elaborating study on the same subject.

 Some information being very sensitive as far as organization is concerned is left

untouched and not mentioned in any way.

 Top-level strategic type of decisions and information too are not taken under
study to avoid any favor to the business counter parts.

 Project does not concerned about the designing and planning of training
activities which forms a crucial and major part of this field hence a full fledge
study can be done in this area.

 The data presented here is taken by prepared questionnaire (open ended and
closed ended) and information and feedback received from the management.

 No research has been conducted on this topic for the purpose of this project thus
holds a complete field research and development.

 Due to Time Constraints, I was not able to touch all aspects of training and
development.

 Due to security reasons, I could not attend the training conducted which would
give me a practical experience.
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BIBLOIGRAPHY/REFERENCES

Name of Book Author Publication

Personnel Management C.B. Memoria HPH Pub.

Human Resource Development Scott M. Cutlip Prentice-Hall of India

Research Methodology Devendra Thakur Deep & deep

Perspective Management V.P.Michael HPH Pub.

Human Resource Development B.B.Tondon Deep & deep

Web:- www.msedcl.com
www.google.com

Newspaper:- Economics Times

The Hitavada
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TRAINING & DEVELOPMENT QUESTIONNAIRE

Please take a moment and tell us about Training and Development Plan by
answering the following questions and returning your thoughts to us. Thank you.
Name: ______________________________________
Department Name: _______________________________________________

1) Have you attend any Training & Development programme in MSEDCL?

o Yes
o No
2) Is the Training & Development programme helping you and your supervisor to
identify your strength and weakness?

o Yes
o No
3) Do you feel motivated towards your job after the training?

o Yes
o No
4) Please rate your satisfaction for the programme?

o Highly
o Partly
5) Please rate the Training & Development procedure of MSEDCL.?

o Good
o Poor
6) Are you satisfied with the feedback process of MSEDCL?

o Yes
o No
7) What do you think about present training period?

o Good
o Excellent
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o Average
o Satisfy
8) It is proved effectively in solving your problem?

o Yes
o No
9) Whether the objective of employee‟s development helps for your overall
development?

o Yes
o No
10) Is employees permitted time-off from work to attend training?

o Yes, with Pay

o Yes, without Pay
o No, only after work hours
o No, only in special cases
11) Are training needs regularly assessed at your company?

o Yes
o No
12) Do you have a formal succession-planning program?

o Yes
o No
13) Are you satisfied with your payment?

o Yes
o No
14) Do you think it is important for development of MSEDCL?

o Yes
o No
15) Is in-house training provided for employees?

o Yes
o No
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