TRAINING , DEVELOPMENT AND EMPLOYEESPEPFORMANCE

Chapter-1

Introduction:

In the entire world of training & development, the impact measuring program is a frequent discussion topic. Everyone aims
to be searching for the perfect measurement system to increase organizational performance, capabilities, and link them with the
business strategy. Human resource practitioners, training managers, company development consultants, and senior managers
realize that any training and development programmes should finally show a positive return and improve the effectiveness of
the bottom line. Hence, training and development programs play an important role in human resource management.
Definition of Training

 Training is an organized activity for increasing the skills of people, knowledge for a definite purpose. It involves systematic
procedures for transferring technical know-how to the employees so as to increase their skills and knowledge for doing
specific jobs with efficiency. In other words, the trainees acquire technical skills, knowledge and problem solving ability by
undergoing the training programs.
 There are several textbook definitions of training, but the one by Edwin B.Flippo is generally well accepted. According to
Flippo, “Training is the act of increasing the skills and knowledge of an employee for doing a particular job”. Training
involves the development of skills and knowledge that are usually necessary to perform a specific task. Its purpose is to
achieve a change in the behavior of those who trained and to enable them to do their tasks better. Training makes newly
appointed employees fully efficient in lesser time. Training is equally necessary for the old employees whenever new
technology and equipment are introduced or there is a change in the techniques of doing the jobs.
 Training is a continuous process. The top management should ensure that any training programs should attempt to bring
about positive changes in the skills, knowledge and attitudes of the employees.
1.0 Training and Development:
Concept of training and development:
Before discussing the concept in detail it is pertinent to present the training wheel developed by Frances and Roland Bee
(1994) which is self-explanatory:
Figure-1.1
The Training Wheel

Source: Frances and Roland Bee (2000) “Training need analysis and evaluation”, Universities press(India) Limited,
Hyderabad.
Goldstein & Ford (1993) has stated that ‘training is defined as the systematic acquisition of skills, rules, concepts, or
attitudes that result in improved performance in another environment. Therefore, training programs are planned. for example, a
more considerate supervisor, a more competent technician in the workplace, or leaders of complex firms. In some cases, such as
on-the-job training, the instructional environment is almost identical to the actual task environment. In other instances, such as a
classroom lecture on electronics theory for technicians, the learning environment is further removed from the task situation.
However, in both circumstances effective training stems from a learning atmosphere systematically designed for changes in the
working environment.
Training is a source for gaining skills, knowledge and competencies through imparting vocational or practical knowledge
and skills. The objective of training is acquiring and improving one’s competency in turn to improve company performance.
Labour market emphasizes the need to continue the training beyond basic qualifications to sustain and enhance the skills and
knowledge throughout the working life. This kind of training is termed as professional development by people of many
professions and occupations.
Training is an investment on people who work with the organization and for the organization. Training can do wonders by
improving employee’s technical skills, knowledge, IT skills and behaviour. It enhances efficiency, increases performance and
multiplies profits. Today's competitive environment is more intensive than ever before. Significant and rapid changes are
affecting the electricity business sector. There have been remarkable changes in technology, treaties and political boundaries
population demographics and consumer preferences. These changes have led to turbulent electricitybusiness environment and in
this environment to sustain; the company needs to evolve continuously its mechanism, structure, strategy, system, processes and
people. For competitive edge training and development programmes are most preferred options.
HRD is a process which helps the employees

 In improving or gaining the competencies required for present and expected future roles in the company to develop their
general capabilities, to bring and find out their own potential for self-development and company development purposes.
 To promote company culture in which superior-subordinate relationships, team work
 are good and contribute to the professional (congenial) environment, motivation.
Adapting to the changing environment is a must even for the top performers of the organization (Rao, 1991).

The human resource systems (HRS), according to Rao & Pareek (1981, 1992) can be subsuming that “human beings are a
great asset to the organization”. They are not merely necessary evils to be reckoned with; in fact they can contribute a great
deal to the achievement of company goals. The positive view of people working in the company as an asset with unlimited
potentials is the care of the concept of the human resource system”.
Main objective of training and development programmes are to promote HRD(Rao, 1991):
 Competencies of each employee as an individual
 Competencies required for present and expected future roles in the company.
 Superior-subordinate relationship
 Team work at every office of company
 Co-ordination among different departments in the company
 Healthy environment of an organization helps to enhance the capabilities ofindividuals, teams and in turn the organization.
Based on Corporate plans and, HR planning in particular the following process are incorporated in TD/HRD system in order to
achieve the organization goals (Rao, 1991).
 Performance appraisal.
 Potential appraisal and development.
 Feedback and performance coaching.
 Career planning.
 Training.
 Organization development (OD) or research and systems development.
 Rewards.
 Employee welfare and quality of work life.
 Human resources information.
The following are the ideas based on which the process mechanisms are designed (Rao, 1991):
 Employees are the assets in an organization.
 Employees can be developed to any extent.
  A healthy environment wherein employees can express openly, trust each other, co-ordination between various departments
is essential for development of employees.
 HRD can be designed and monitored to benefit both employee and organization.
 If the company meets the basic needs and higher needs of employees, they feel committed to their work.
 If the company provides an opportunity to discover and demonstrate their capabilities the commitment of employee
increases.
 A manager has to create a congenial atmosphere for the competency development of subordinates.
 In order to ensure HRD effectiveness, every employee has to focus on the HRD function. The higher the position of the
employee the more will be its importance.

1.1 The System of Training and Development:

Training and company development system refers to identifying, company training and resources, and providing the actual
training. The training system consists of the following tasks: building and maintaining support for existence and continuation of
training; building training competencies and overall training capacity; improving training materials; building internal structure
and process, and developing policy; strategic planning, networking training resources; facilitating transfer of training; and
monitoring, appraising ,evaluating and controlling performance.
Pareek and Rao (1975) explain the philosophy by stating 14 points to be kept in mind while designing the new HRD system.
These principles used for both HRD systems and process during execution. HRD Systems
 Help the employees of company in a continuous, planned way to acquire and improve capabilities required to perform
various jobs associated with their current and future roles.
 Develop their general abilities as individuals and discover, exploit their own inner potential for self needs and company
development purpose.
 Helps employees to be more independent and responsible at their work.
 Helps in decentralization of decision making process.
 Facilitates organizational culture in which teamwork, co-ordination, motivation are strong and balances existing and
changing culture.

1.2 What does training include?

 Udai Pareek has observed that there are three elements of training – purpose, place and time. Training programme without a
purpose is useless because nothing would be achieved out of it. The purpose must be identified carefully. After having
identified the purpose of a training programme, its place must be decided i.e. whether it has to be on- the- job or off –the-
job. If off the job, where a training programme should be. Place would decide the choice of training method and also
influence its effectiveness. The next element is the time. Training must be provided at the right time. A late training would
provide out-dated knowledge, which would be useless for the employees. The timing has also to be specified in physical
terms, i.e. which month/week of the year and at what time of the day. This can have a lot of ramifications in terms of the cost
of training and its ultimate efficacy in achieving the desired results. The purpose of training is to bring about improvement in
the performance of the human resources. It includes the learning of such techniques as are required for the intelligence
performance of definite tasks. It also comprehends the ability to think clearly about problems arising out of the job and its
responsibilities and to exercise sound judgment in making decisions affecting the work. Lastly, it includes those mental
attitudes and habits, which are covered under the general term ‘morale’.

1.3 Training, Development and Education

 Although the terms training and development are used together, they are often confused. Training means learning the basic
skills and knowledge necessary for a particular job or a group of jobs. In other words, training is the act of increasing the
knowledge for doing a particular job. But development refers to the growth of an individual in all respects. An organization
works for the development of its executives or potential executives in order to enable them to be more effective in performing
the various functions of management. An executive development programme aims at increasing the capacities of the
individuals to achieve the desired objectives. Executive capacities imply his personal abilities and potentials. Desired
objectives imply consideration for tile goals of the organization and individuals. Increasing the capacities implies that change
must, occur in the executive and through him in his subordinates.
Differences between Training & Development Training is short term, task oriented and targeted on achieving a change of
attitude, skills and knowledge in a specific area. It is usually job related. Development is a long term investment in human
resources.
The distinction between training and development is shown in Table 1.
Table-1.1 Training vs. Development
Training Development

1. Training means learning skills and knowledge for
doing a particular job andincreases skills required for a
job.
2. Training generally imparts specific skills tothe
employees.
3. Training is concerned with maintaining and
improving current job performance. Thus, it has a
short-term perspective.
4. Training is job centred in nature.
5. The role of trainer or supervisor is veryimportant in
training.
1. Development refers to the growth of an employee
in all respects. It is more concerned with shaping the
attitudes. 2.Development is more general in nature
and aims at overall growth of the
executives.
3. Development builds up competences forfuture
performance and has has a long- term perspective
4. Development is career-cantered innature.
5. All development is ‘self-development’and the
executive has to be internally
motivated for the same.

1.4 Importance of Training and Development

It is an accepted fact that besides money, materials and machines, the success of any organization depends upon the quality
of its human resource. In the wake of increased competition, opening of the Indian economy, development of global village
concept, people have become the pivot around which successful organizations rotate. In the light of these, the training and
development function in organizations have gained momentum and is recognized as a tool to help employees to grow within the
organization and to retain them.
To be productive and profit making, organizations need efficient and effective workforce. To manage and maintain this
workforce, organizations require knowledgeable and skilled executives. Skilled and competent executives can direct the efforts
in the right direction and reach the company’s objectives. The impact of technological advances, innovations, market driven
economy, and consumerism has forced many organizations to opt for modernization, diversification and organization
restructuring. The liberalization of economy has changed the environment for our executives and workforce. The protective
layer has gone, and the world is now in the age of competition not only from within but also from the technologically advanced
and capital rich organizations of the developed countries. The organizations opting for this change have to prepare their teams to
accept the challenges faced by the change process. They have to be prepared, developed and updated, accordingly. Their
effectiveness would largely be determined by success of the organizations on the following counts: the redefining of the
objectives and the mission of their organization, phasing out those with low or negative returns, or rendered irrelevant appraisal
of the existing activities, unless required for strategic reasons; increasing productivity of all the resources developed in the
organization, shifting to new markets, new products from selling to marketing, all with customer satisfaction. Organizations
would need to gear up all their resources to well defined market orientation strategies, human resource development, research
and development, and technology up gradation.
Therefore, it is necessary for any organization to have trained and developed managers. Change in structure, strategy, and
work processes often leave executives ensure of their roles and related responsibilities. This role ambiguity may be a major
obstacle to organizational improvement, change efforts and innovation. For role clarity of executives training can do wonders by
improving employee skills, knowledge, behavior, and enhancing performance, increasing productivity and booming profits. It
also enriches the individual in terms of increasing capabilities, developing competency and opportunity for career advancement.
Training helps both the organization and individual to reach their respective targets.
Table-1.2 Importance of Training in HRD
HRD is a strategic approach to investingin human
capital. It draws on other human resource process,
including resourcing performance assessment to
identify actual and potential talent. HRD provides
a frame work for self- development, training
programmes, career progression to meet an
organization’s future skill requirements
(Price 1997)
Training is the planned and systematic
modification of behavior through learning
events, programmes and instructions which
enable individuals to achieve the level of
knowledge, skill and competence required to
carry out their work effectively (Armstrong,
1999)
Training is the essence of human resource development. Rao (1991) explains it “as a process that deals with creating conditions
that enable people to get the best out of themselves. Development is a never-ending process. As people develop themselves and
their direction, new problems and issues arise requiring them to develop new capabilities to meet the changing requirements,
problems and aspirations. At the company level the goal of HRD is normally to have competent and motivated people to ensure
higher level of productivity, profitability and growth of the organization. Organization directs their HRD efforts towards the
development of competencies, culture and commitment among employees individually or in groups. Without competent and
committed employees an organization can achieve a very little even if they have excellent technological and other resource
bases”.
Figure-1.2 Training and HRD Process Model

Source: Jonm. Werner and Randy L. Desimone (2006) “Human Resource Development Foundation, Frame work and
application”, New Delhi.

Human Resource Development is an organized set of learning experiences provided by an employer within a specified
period of time to bring about the possibility of performance improvement and/or personal growth (Nadler, 1970). Within HRD
there are three activity areas: Training, Education and Development as defined by Nadler (1970); training results in learning
that is focused on the present job for the learner; education is learning focused on a future job for the learner; and
development is learning that is not focused on or with reference to any particular job but organization asa whole.

According to Stray ton (1972) “training for industry and commerce is concerned with acquisition or development of
knowledge, techniques, skills, attitudes and experiences that enable an individual to make his most effective contribution to the
combined effort of the team of which he is a member”. Dugan Laird (1978) defines “training as an experience, a discipline or a
regimen, which causes people to acquire new predetermined behaviours”. Nadler (1992) in his book on "Developing Human
Resources" describes training as “including those activities, which are designed to improve performance on the task the
employee is presently doing or is being hired to do”.
Training is a process which helps to modify the soft skills (attitude, behaviour) and Technical skills of employees through
learning experience in order to achieve effective performance Management Training is a process of continuous development of
Knowledge and technical/soft skills which will be beneficial to the company and employee in achieving the goals of the
organization as given by ILO (1972).
Campbell (1971) briefly differentiates training and development thus: training courses are typically designed for a short
term, stated set purpose, while development involves a broader education for long term purposes. Training and development can
therefore be defined as the attempt to improve the managerial effectiveness through a planned and deliberate learning process.
Training is a matter of conviction and faith, rather than a subject for strict economic evaluation. However, this faith is
backed by empirical evidence in USA and Europe, which suggests that investment in T &D has contributed substantially to the
growth of output and productivity (Verma 1988). Training is defined as the systematic acquisition of knowledge, skills, and
abilities that result in improved performance. Therefore, there is an increasing stress and systematic approach to T & D. The
systemic approach outlines a clear delineation of the inputs, process, and outputs with proper emphasis on each of the three.

1.5 Effectiveness of Training:

Drucker (1966) has stated in his book 'The effective executive' that 'to be effective is the task of the executive'. Here, the
effectiveness of executive refers to the success in accomplishment of desired objectives of an organization. Reddin (1990) says
that managerial effectiveness is the extent to which mangers achieve the desired output requirements of their position. In this
business environment influenced by technological, economic and socio-political changes, effectiveness of management
requires highly competent mangers. The main factors effecting managerial effectivenessare:
 External factors, government policies, laws, etc.
 Environment work style or culture of the organization and
 The Manager (Dharam, 1997)
For managerial effectiveness, there is need of enlightened managers who have to learn the activities and develop perception
and attitude towards positive decision making and getting work done in the company/organization. Effectiveness generally
means the extent of target realization (Sinha, 1973). Steers (1976) observed that effectiveness is best judged against managerial
ability to compete in a turbulent environment successfully by acquiring and using its available resources. From the standing
point of an organization, managerial effectiveness is seen as the degree to which management achieves the organizational
targets/goals given its environmental constraints or other uncontrollable and/or unpredictable events. In the long run managerial
effectiveness also entails the growth, adaptability, health and viability of the organization (Richman, Barry and Fanner, 1975).
Management development and training programs have an important role to play in improving performance of company/
organization. Development activities provide executives with a systematic and integrated approach to facilitate a fuller
understanding of their jobs. It leads to broadening of the overall perspective of the managers in relationto the entire management
process and enhances their ability to analyze the management problems from the viewpoint of the entire organization rather than
from a narrow department or division. Moreover, broad based training programs also provide a forum for a free exchange of
knowledge and experience among the managers of organization belonging to different sectors of the economy. Specific
segments of the development programs enable the enterprise managers to equip themselves with latest management methods and
techniques, and also bring them in touch with current thinking on managerial issues in major areas of management.
1.6 Efficiency through Training:
Efficiency is denoted by the ratio of output to input (Koontz, 1986). Its focus is on how economically target oriented activity
is performed. In other words, it is concerned with the input of effort into all areas of activity, or a measure of how well resources
are being used to produce output (Bennis, 1969). It concentrates on economic and technical facets of the organization. Efficiency
of the executive is to achieve objectives in better way through less wastage of time and raw materials. To increase efficiency of
executives training plays a crucial role by updating them on time saving strategies latest technological advancements which can
be used by them to increase input-output ratio of the resources used in work process.
Personnel Development, Training and Development:

Personnel development is any direct action taken by organization to change the behaviour of any of its employees. Any
training action is a system for personnel development, as are most internal communications systems, motivational campaigns,
and even management policy letters. The primary concern of personnel development is to achieve behaviour which will help the
organization to reach its goals(Malcolm, 1969).

Training and management development are operating terms falling within the general classification of personnel
development. Perhaps the easiest way to define these words is to make a comparison between them on several points in system
terms; training and development have totally different missions. Training supplies specific knowledge, skills, or attitudes
needed by the company/organisation to meet its goals. It is oriented to the completion of specific jobs within standards of
productivity. Management development supplies individuals prepared to meet organization goals in specific positions or
functions. In other words, it prepares individuals to perform whole groups of tasks.
Training further differs from management development in that its problems result from substandard or nonexistent
conditions caused by lack of knowledge or skills or by unacceptable attitudes within individuals or groups of individuals in the
company, while development deals with the problem of improving existing conditions by reinforcing or adding to present
knowledge, attitudes, or skills of individuals within the organization. Here then is the critical difference in their system mission:
the problem solving of training action vs. the individual growth programming of development. The selection and evaluation of
participants therefore vary. Participants are chosen for training because they lack of skills, knowledge, or attitudes needed to
satisfy job requirements; for management development they are chosen because their performance demonstrates a potential for
further responsibilities. Training participants are evaluated only for that area of their job performance within the scope of the
training program, while development participants are judged in terms of their total job performance and contribution to
company/organizational goals. Finally, training needs are based on present and anticipated job requirements, while management
development needs are based on planned manpower requirements to meet company/organizational targets.
In summary, a differentiation can be seen between training and management development in three ways:
 Training deals with current needs; development deals with predicted needs.
 Training is job oriented; development is man oriented.
 Training usually deals with specific task requirements; development deals with organizational requirements or job
complexes.

The effect of both training and development is to change human behaviour. They have a common objective: the
development of human resources. It has been said that a business organization is distinct from its competitors in only one
respect: its people. Processes, equipment, even its new technological breakthroughs, can be duplicated by its competitors. But its
human resources cannot: they can only be pirated. In today's business environment, human resources are the most expensive and
valuable asset of any company/organization. The development of this resource, the change of its behaviour, is crucial to the
success of any company/organization.
Scope of Training and Development:

Training has existed from the inception of human being in different forms in the society. It is a medium to pass different
skills, attitudes and knowledge from one generation to another. But with change in time, the magnitude of training has
undergonesea change. Growth and development in technology has been developed variety of methods and techniques in the way
of training. These changes have added new dimensions to training and influenced the requirement of training. Training of human
resource is carried out at macro and micro level. At macro level training is necessary for generating awareness among employees
on social issues, educating people and improving literacy in society for giving people an opportunity to live a better life.
Training activities at micro level are oriented towards development of people working in an company/organization to perform
better at their task assigned and develop their competency on the job for the growth of the organization. Thus everyone takes
trainingin some form or other for survival and nourishment in this business world.
Scope of training has also shifted from technical skill based to knowledge and interpersonal skill covering a wide ranging
from manufacturing industries to service sector at micro level. The emphasis and awareness on quality services provided has
increased the need for training of all those involved in this process. Growing quality consciousness among customers and
competition in the market is forcing organizations to have quality employees to give quality services.

Inability to provide training and development opportunities can have important consequences for society, organization and
the individual. Poor training and lack of facilities for self-development can be a great impediment to growth of the society and
would lead to greater disparity between the haves and the have not's. In an organization poor or no training only means its slow
death due to obsolete people. Also for any individual it means stagnancy in career-life and demoralization. Thus training and
development activities improve performance in present job, increase productivity, improve quality as well as, decrease
absenteeism and employee turnover, reduce accident rate, and help people to have a vision for future business environment.
Executives get the work done through coordination and direction of the efforts of others. Executives are organization
members responsible for planning, organizing, leading and controlling the activities of the company so that its targets/goals can
be achieved. For the business to improve, the skills and knowledge of its Executives needto be improved. Hence, managing for
success requires a comprehensive set of managerial skills.
Human skills refer to the ability to work effectively with others and to build up group relations to accomplish the
company/organizational goals. These skills include the ability to communicate, motivate and lead. Conceptual skills make it
possible for a manager to consider an enterprise as a whole and improve the relationships, which exist between various parts or
functions of a business. Such skills are concerned with the realm of ideas and creativity. Top managers in particular need these
skills because they have to co-ordinate all the job activities of the organization. Therefore it may be said that technical skill is an
essential ingredient in low-level management; human skills are important at all levels of the management; and conceptual skill is
essentially critical in top level executive positions.
The manager responsible for training is required to review the short-term and long term objectives of the firm in order to
determine the direction and purpose of training activities. Where a firm plan to grow in its existing field or to diversify, to
increase its range of products or services, it is creating new needs for trained people at all levels of the business.
1.7 Organisation Development and Training:

The organization development is the field of study that deals with creating and implementing planned change in
organizations. Bennis(1969) defines organization development as a complex educational strategy intended to change the beliefs,
values, attitudes and structure of organizations so that they can better adapt to new technologies with training skills, markets,
challenges, and the dizzying rate of change itself.

According to Tichey, Fornbrun and Oevanna (1982), there are three core issues that an organization must resort to in
developing and implementing strategy related to organization development. The first one is technical design: it arises in how the
product or service will be determined, created and delivered. The second one is cultural ideological, which relates to the
shared beliefs and values that employees need to hold for the strategy to be implemented efficiently. And the last one is political:
This occurs as a result of shifting power and resource within the organization as the strategy is pursued. Hence, Organization
development provides a research base and a set of techniques that allow these decisions to be made and implemented in a more
objective.

Organization development uses an open-system, planned change process that is rooted in the behavioural sciences and aimed
at increasing organizational and employee effectiveness. OD focuses on change. Similarly training also focuses on change.
Therefore the principles of OD are applicable to training efforts. By including an analysis of organizational problems as an
integral part of the training needs the organization ends up not only with training programs that address critical competencies but
also an increased awareness of what problems need to be solved by other means. Training can also use organization information
to design better programs so that potential application programs are included in the training programs.

Ultimately training and development of the organization both aim towards improving competencies and performance of
people in the organization. They depend on each other for betterment of organization as a whole by fulfilment of
company/organization aims and objectives. Therefore, the present study has surveyed some earlier studies of different authors
and investigators which are related to the current study.
1.8 Training Methods and Techniques:
There are different training methods to direct the growth of learners in terms of knowledge, attitude, skills and enabling
them to perform their jobs effectively. During a training program a variety of training techniques are used in combination.
Choice of training methods depends on the following: Learning objectives, size of the target population, Learning styles and
interest of learner, course contents and duration of training program, and training interest and capacity. The training techniques
available for development can be categorized mainly into two types: On-the job techniques and Off-the job techniques. On the
job techniques are learning or training on the location or workplace. Learning is very fast in such techniques. They consist of:
Coaching, Job Rotation, Understudy and Multiple Management. Off-the job techniques are training given in a place away from
workplace of the person. Due to limitations attached on the job techniques and off the job techniques are used satisfying the
requirements of different training objectives. These consist of Case Method, Incident Method, Role playing, In Basket Method,
Business Game, Sensitivity Training, Simulation, Grid training, Conferences and Lectures.
Coaching:
Learner is positioned under a supervisor who acts as facilitator imparts skills andknowledge to the learner.
Job Rotation:
Job Rotation is defined as the movement of employees from one job to another job or from one location to another. It helps
the employees to develop the competencies, skills, required for senior management positions. Also it improves coordination
among departments.
Understudy:
An Understudy is a person who identified to occupy the position of his superior in future. The person is under training to
develop the capabilities required for the position of his superior in future. The capabilities need to be developed or analytical
ability, strategic mindset, conflict management, etc.

Case Study:
In this method samples real life situations and allows participants to learn on the basis of well documented series of events,
incidents and circumstance cantered around the organization, an individual or an issue. This method is very effective in training
as itimproves problem solving, decision making skills, and ability to generate alternatives tosituations.
Incident Method:
In this method Incidents are developed based on actual situations occurred. Each learner is explained about the incident and
has to demonstrate his capabilities to deal with the situation. The objective of this method is to develop the intellectual ability
and decision making.
Role Playing:
In this method Participants are required to act the role of an individual in a situation or in circumstances that are relevant to
individuals. It is a conscious attention to bring out the ins and outs of various roles performed in real life and this helps to
understand people better.
In-Basket Method:
In this method the company history, its organization structure, market presence / share, products, financial performance
details are given to the participants. The trainee has to analyse the data, prepare the issues and probable solutions for the same.
This exercise helps to develop the abilities of situational judgement, social sensitivity and decision making.
Business Game:
In this method the participants are made into groups. Each group has to discuss and make decisions related to various issues
like pricing, production, product development, research and development, cost reduction etc., positioning themselves as
executives of an organization. The other groups as competitors react to these decisions. This helps to understand the gaps in the
coordination among various groups, decision making, teamwork within a group and ability to adopt under stress.
Sensitivity Training:
This method helps to improve coordination among team members, listening skills, mutual respect, the process of
understanding an resolving differences amicably. However it takes away more emotional costs from employees.
Simulation:
In this method, the simulation duplicates as nearly as possible the actual conditions encountered on the job. This method is
suitable where on the job practice canresult in injury or costly error.
Managerial Grid:
It is a process of 3 to 5 years. The first step is improving managerial skills followed by group improvement, interpersonal
relations among groups. It also involves the group in implementation process, corporate planning, and evaluation. This grid
illustrates many leadership styles, primarily a mix of two basic orientations – people, production.
Conferences:
A conference is a meeting of several people to discuss a subject of common purpose. But contribution from members can be
expected as each one builds upon ideas of other participants. This method is best suited when a problem has to be analyzed and
examined from various viewpoints. It helps the members to develop their capabilities to modify their attitudes. Participants
enjoy their method of learning as they get an opportunity to express their views.
Lectures:
Lectures are formal and organized talks. Large groups can be addressed by lectures in a short span of time. The method is to
impart technical and complex information. It is enlivened with film shows, audio-visual aids, discussion, case study, role play,
etc.

1.9 Types of Training:

Training can be classified into many types, depending upon several bases. On the basis of purpose, several types of training
programmes, which are not mutually exclusive, are offered to the employees.
Some of the important types of training programmes are as follows:

 Orientation or Induction training.

 Apprenticeship training
 Job training
 Internship training
 Refresher training
 Training for promotion
Orientation or Induction Training:

Induction relates to introducing or orienting a new employee to the organization. When a new employee joins any
organization, he needs to be acquainted with its rules, procedures and regulations. He must be helped to familiarize himself
with the work environment and with his fellow employees. It is better to give him a friendly welcome when he joins the
organization, get him introduced to the organization and help him to get a general idea about the rules and regulations, working
conditions, etc. of the organization. Induction training basically deals with the introduction of the organization to the newly
employed person. The purpose is to give a ‘bird’s eye view’ of the organization where he has to work. It is a very short and
informative type of training given immediately after recruitment. It creates a feeling of involvement in the minds of newly
appointed employees.
Apprenticeship Training:
Apprenticeship training programmes are more inclined towards education than vocational training. Under this, both
knowledge and skills in doing a job or a series of related jobs are involved. The governments of various countries, including
India, have passed laws which make it obligatory for certain classes of employers to provide apprenticeship training to the
young people. The usual apprenticeship programmes combine on the job training and experience with classroom instructions in
particular subjects. The trainees receive wages while learning and they acquire valuable skills, which command a high wage in
the market. In India, there are several ‘earn while you learn’ schemes both in the private as well as public sector undertakings.
Such schemes are also advantageous to the trainees. Some employers look upon apprentices as a source of cheap labour.
Apprenticeship training programms are desirable in industries, which require a constant flow of new employees expected to
become all round craftsmen. It is very much prevalent in printing trades, building and construction, and crafts like mechanics,
electricians and welders etc..
Job Training:

When an employee joins an organization, he undergoes job training, which relates to the specific task, which the worker has to
perform. It gives information about machines, instructions to be followed, process of production, and methods to be used and so
on. It develops skills and confidence among the workers and enables them to perform the job effectively. Job training is the most
common form of the formal in-plant training programmes. It is necessary for the new employees to familiar them with the jobs
they are expected to perform. It helps in creating interest of the employees in their jobs.
Internship Training:

In this method of training, the educational or vocational institute enters into an arrangement with an industrial enterprise, or any
firm/organization which can utilize their knowledge, for providing practical knowledge to its students. Internship training is
usually meant for such vocations where advanced theoretical knowledge has to be backed up by practical experience on the
task. For instance, engineering students are sent to big industrial enterprises for getting practical work experience and medical
students are sent to big hospitals to get practical knowledge. The period of such training varies from three months to two years.
The trainees do not belong to the business enterprises, but they come from the vocational or professional institutions. It is quite
usual that the enterprises giving them training absorb them by offering suitable jobs after completion of their trainings.
Refresher Training:

As the name implies, the refresher training is meant for the old employees of the organization. It is also called retraining. The
basic purpose of refresher training is to acquaint the existing workforce with the latest techniques of performing their jobs and
to improve their efficiency further. While explaining this, Dale Yoder has rightly remarked, “Retraining training programmes
are designed to avoid personnel obsolescence”. The skills with the existing employees become obsolete because of technological
changes and because of the tendency of human beings to forget. Thus, refresher training programs are essential because of the
following factors:
 The employees require training to bring them up-to-date with the knowledge and skills and to relearn what they have
forgotten.
 Rapid technological changes make even the qualified workers obsolete in course of time because new technology is
associated with new work-techniques and job requirements. The workers need to learn new work methods to use new
techniques in doing their jobs.
 Refresher training programs becomes necessary because many new jobs that are created due to changes in the demand for
goods and services are to be handled by the existing employees.

1.10 Training for Promotion:

The talented employees may be given adequate training to make them eligible for promotion to higher jobs in the
firm/organization. Promotion of an employee means a significant change in his duties and responsibilities. Therefore, it is
essential that he/she may provided sufficient training to learn new skills to perform his/her new dutiesefficiently. The purpose of
training for promotion is to develop the existing employees to make them fit for undertaking higher job responsibilities and
duties. This serves as a motivating force to the employees.
1.11 Methods of Training:
There is a wide range of training methods and techniques have been developed over the years by various firm/organizations
and training experts as shown in Exhibit
7.1. Different training methods are suitable for different categories of employees in the organization. There can be several
categories of personnel in an organization, e.g. managerial and non-managerial, skilled, unskilled, technical, administrative,
senior, junior etc. Each organization has to choose the methods and techniques of training which are relevant for its training
needs.
Various methods of training may be classified into the following categories:

 On-the-job training.
 Vestibule training.
 Off-the-job training.
Table-1.3 Methods of Training

On-the-job Training Vestibule Training Off-the-job Training

(at the place of work)
(i) Coaching
(ii) Under study
(iii) Position Rotation
(adapted to the environment at the (away from the place ofwork)
place of work) (i) Special Lecture-cum-
Discussion
(ii) Conference
(iii) Case Study
(iv) Sensitivity training
(v) Special projects
(vi) Committeeassignments.

On-The-Job Training:

On-the-job training is considered to be the most effective method of training the operative personnel. Under this method, the
worker is given training at the work place by his immediate supervisor. In other words, the worker learns in the actual work. It is
based on the principle of ‘learning by doing’.
On-the-job training is suitable for imparting skills that can be learnt in a relatively short period of time, It has the main
advantage of strongly motivating the trainee to learn. It is not located in an artificial situation. It permits the trainee to learn on
the equipment and in the work-environment. On-the-job training methods are relatively cheaper and less time consuming.
Another important factor about on-the-job training is that supervisors play an important part in training the subordinates.
There are four methods of on-the-job training explained below:
(i) Coaching.
In this method, the supervisor imparts job knowledge and skills to his subordinate. The emphasis in coaching or instructing the
subordinate is on learning by doing. This method is very effective if the superior has sufficient time to provide coaching to his
subordinates.
 (ii) Understudy.
Under this method the superior gives training to a subordinate as his understudy or assistant. The subordinate learns through
experience and observation. It prepares the subordinate to assume the responsibilities of the superior’s job in case the superior
leaves the firm/organization.
The subordinate chosen for under-study is designated as the heir-apparent and his future depends upon what happens to his
boss. The purpose of under study is to prepare someone to fill the vacancy caused by retirement, death, promotion, or transfer of
the superior.
(iii) Position Rotation.
Under this method the purpose of Position rotation is to broaden the background of the trainee in various positions. The trainee
is periodically rotated from job to job instead of sticking to one job so that he learns a general background of different jobs.
However, rotation of an employee from one job to another should not be done frequently. He should be allowed to stay on a job
for a sufficient period so that he may acquire the full knowledge of the job. Job rotation is used by many organizations to
develop all-round-workers. The employees learn new skills and gain experience in handling different types of jobs. They also
come to know the interrelationship between different jobs. Job rotation is also used to place workers on the right jobs and
prepare them to handle other jobs in case of any need.

Importance of On-the-job training:

On-the-job training techniques are most appropriate for teaching knowledge and skills that can be learnt in a relatively short
time and where only one or a few employees are to be trained at the same time for the same task. But the success of the training
depends on the trainer. If he understand training principles and methods properly.
On-the-job training has the chief advantage of strongly motivating the trainee to learn the new techniques and skills. It is not
located in an artificial situation, either physically or psychologically. It permits the trainee to learn at the actual equipment and
in the environment of the task. On-the-job training methods are relatively cheaper and less time consuming. If only a few
persons are to be trained at one time, it is cheaper for the employer to resort to on-the-job training. It will take less time to learn
on the job. Another important factor about on-the-job training is that line supervisors take an important part in training their
subordinates.
On-the-job training is the most effective method of training the employees because it is in complete accord with the three
basic laws of learning:
(i) The law of readiness;
(ii) The law of exercise; and

(iii) The law of effect.

When an employee is confronted with a job which he is potentially able to do and is interested in learning how to do a job in
order to hold it; the law of readiness is definitely satisfied. Such a situation presents a good incentive for learning. The second
law of learning is that of exercise and it is satisfied when a employee is trained on the job. He has the chance to immediately
apply what he has been trained to understand and to do. The law of effect is likewise satisfied through on-the-job training. If
the training is good and new employee is intelligently dealt with by his supervisor, he will get satisfaction of his work and feel
secured in the job. He will be better satisfied than he would have been if he had been left to learn by trial and error method.

Vestibule Training:
Under this method, Vestibule means a cabin and the term ‘vestibule training’ is used to designate training in a cabin (or a
classroom) for semi-skilled jobs. It is more suitable where a large number of people have to be trained at the same time for the
same kind of work. This method is used, where there should be well-qualified instructors in charge of training programme. Here
the emphasis tends to be on learning rather than production. It is frequently used to machine operators, train clerks, typists, etc.
Vestibule training is adapted to the same general type of training problem that is faced by on-the-job training. A vestibule school
is run as a special attempt of the personnel department. An attempt is made to duplicate, as nearly as possible, equipment and
conditions, the actual material, found in the real work place. The vestibule school may be started when the training work exceeds
the capacity of the line supervisors. Thus, in vestibule training, the workers are trained on specific tasks in a school run by the
organization. An attempt is made to create working conditions, which are similar to the actual workshop conditions. The
learning conditions are also carefully controlled.
Off-The-Job Training
The biggest merit of on-the-job training methods is that they do not require the worker to be absent from his work place.
There is no disruption in the normal job activities. However, when the training is specialized, or needs the use of sophisticated
equipment, or needs a specialist trainer, it may not be feasible to provide the training while on job. For such situations, off-the-
job training methods are used by the firm/organizations. Off-the-job training methods require the worker to undergo training for a
specific period away from the work-place. These methods are concerned with both skills and knowledge in doing certain jobs.
The workers are free of tension of work while they are learning.

1.12 Role of Learning in Training and Development:

 Learning has been described as a relatively permanent change in behaviour that occurs as a result of practice, insight or
experience. Learning has been defined by Kim, (1993) as the process of increasing one's ability to take action.
Learning takes place more readily in some circumstances than in others and hence can be influenced. Reynolds, Caley and
Mason (2002) distinguished it from training as learning is the process by which an employee acquires new knowledge, skillsand
capabilities whereas training is one of several responses the organization can take to promote learning. Pedler, Boydell and
Burgoyue (1989) opinion that learning is concerned with increase in a higher degree of an existing skill, knowledge or but
development is more towards a different state of being or functioning. An operational definition of learning refers to change in a
subjects’ behaviour or behaviour potential in a given situation brought about by the subjects’ repeated experiences in that
situation, provided that the behaviour change cannot be explained on the basis of the subjects’ natural response tendencies,
maturation or temporary states. It aims the relative permanency of learning. Learning of knowledge and skills imparted during
training and development can be increased through various factors such as response and reinforcement, motivation, feedback,
participation and knowledge, perception of trainee and setting of training objectives.

Therefore while setting training objectives, designing and developing training programs and implementing training, it is
important to take care of the factors influencing learning for better and efficient results or outcome of training. Mintzberg (1975)
opined that “at a personal level, managers have to enlarge their perspectives and widen their information base by resorting to
diverse sources of information, formal andinformal which can enable strategic thinking”.
Ulrich & Brockbank (2005) formulated learning activities for five Competencydomains as follows:
Table-1.4
Learning activities for competency domains

Competency Development activity Selected authors

domain

Strategic  Identify new ways your managers and employees need Jim Collins Lee Dyer Paul
contribution to behave in the future if they are to achieve their goals evans Jac Fitz- enz
and outperform their business competitors. Charles Handy John
Kottler Edward Lawler
 Build a more effective culture by sharing information, Dave Nadler Jeffery
experience, and knowledge across company boundaries.
Pfeffer
 Develop and implement guidelines that will help
meetings reach decisions more quickly, with greater Valdimir Pucik Edgar
commitment, better follow- through, and consistently Schein Arthur Yeung
measurable results.
 Prior to facilitating a decision-making process,
develop your own recommendations for each issue
likely to beraised.
 Develop an internal communication plan that
disseminates customer information in a high-impact
manner.
 Visit customers to elicit direct feedbackabout company
performance.
 Serve on a cross-functional team to identify customer
buying habits and recommend action steps to improve
market share.
 Apply Six Sigma quality standards and processes to
improve the accuracy of all HRactivities and practices.
Personal  Avoid using the word I for an entire day. Peter Block Dale
credibility Carnegie Steven Covey
 Practice nonjudgmental empathizing with family Marshall Goldsmith
members or close friends.
Daniel GolemanDale Lake
 Practice drawing visual images of complex problems BrianTracy
that clarify the key issues so thatthey can be specifically
addressed.
 Lead an HR or management team in a discussion of
ethics and business issues to clarify the organizational
ethical parameters and define processes that will help
ensure compliance.
 Elicit feedback from colleagues on a key dimension of
your interpersonal skills. Act
Competency Development activity Selected authors
domain

on the feedback. Don't be defensive. Translate the

feedback into simple andfocused action.
 Make a presentation to a major conference on an HR
activity in your organization. Arrange to repeat the
presentation for an internal audience.
 Have some of your written materials critiqued by a
writing coach from a localcollege or university.
 When listening to effective speakers in anyforum, take
notes about the content of the message and also about
the speaking techniques they use to get their messages
across.

HR delivery  Work for a local voluntary association in a position Dick beatty John
that involves evaluating association members for Boudreau Robert
promotion. Eichinger Fred Foulkes
Jay Galbraith Lynda
 Work with a line manager to identify the technical and Gratton Mark Huselid
cultural competencies that company may need in the
William Joyce Robert
future, which of these competencies have a shortage or
Kaplan Steve Kerr Mike
surplus, and what needs to be done to bridgethe gap.
Lombardo Henry
 Help a colleague design an individual developmental Mintzberg Rober Quinn
plan for becoming a relatively more effective player in a Craig Schneier
majororganization change initiative.
 Engage a coach to observe you and give you feedback
on your behavior and performance.
 Become involved in company restructuringtask force.
 Critique a recent company restructuring What
problems were solved? What problems were created?
How might the newproblems be resolved?
 Interview five line managers on what characteristics
they need from the human side of the business and
configure a measurement process that will identify and
track those characteristics.
 Interview two on-staff attorneys about legalthreats that
your company might face. What are the major issues?
What is the likely outcome?

Strategic  Identify what percentage of employees create' 90 Jim Collins Lee Dyer Paul
contribution percent of your organizations evansJac
 Competency Development activity Selected authors
domain

wealth. Interview employees in that group concerning Fitz-enzCharles Handy

what they desire by way of bothfinancial and non-financial John Kotter Edward
reward. Design customized rewards for those individuals. Lawler Dave Nadler
 Determine what percentage of your rewardsystem is at Jeffrey
risk and what percentage is entitled. Determine what PfefferVladimirPucik
might be done to make the system more responsive to Edgar Schein Arthur
performance. Yeung

Business  Interview leading thinkers from each component of the Ram Charan Gary Hamel
knowledge value chain. Gordon Hewitt Michael
Porter C.K.Prahalad
 Develop a process for identifying and transferring Adrian Slywotsky
internal best practice across departments or businesses
within your organization.
 Conduct a value chain analysis. Where in the value
chain does your company outperform your competitors
and vice versa? Where in the value chain is it most
important for your company to outperform the
competition?
 Work with your company's investment officer to
identify the buy, hold, or sell criteria of some of your
dominant shareholders.
 Study five recent speeches by national union leaders
and identify the major themes and their implications for
your future contract negotiations.

HR  Chart the flow of major HR information in your HR Naomi Bloom Elliot

technology department and identify the points at which HR Massie AIWalker
technology might be applied more effectively.
 Determine how your employee recruitment process
might be redesigned to use less paper, replacing it with
electronic tools.
 Experiment on employee portals from othercompanies.

Source: Ulrich & Brockbank (2005), “The HR Value proposition”, Harvard Business
School Press, Boston.
Aspects of learning:
Learning may be described as a relatively permanent change in behaviour that occurs as a result of practice, insight, or
experience. Learning may be simply an addition (new information): it may be a subtraction (unlearning a bad habit): or it
may be a modification (adjusting new knowledge to old). Learning as change may be for the better or for the worse. Learning
may be conscious or unconscious.(ILO, 1972).
Learning is such a complicated process that no one can really claim to know how it occurs. Learning takes place more
readily in some instances than in others, and it can go to a great extent. To facilitate learning, a trainer needs to understand the
many factors which bear upon the learning process.

Motivation for learning:

The most important factor in learning is motivation to learn. Experimental evidence indicates that little learning takes place in
the absence of motivation. What motivates an employee to learn may, of course, be quite different from what motivates another.
For some employees, it is the interest or challenge of the task (intrinsic motivation): for others, it is the anticipated reward or
punishment (extrinsic motivation, e.g., money, certification): for still others, it is the need for recognition or status. Up to apoint,
the higher the motivation, the more learning takes place, but beyond a critical level, the learner becomes too anxious and tense to
learn efficiently (some of the energy that has been aroused may spoil over in tension, which disturbs learning)

1.13 The views of Ulrich & Brockbank(2000) on Training and Development:

In high-performing organizations, individual training and overall organization development activities are integrated
conceptually and practically, they are linked as a single integrated agenda. Elsewhere, they often turn into a tug-of-war between
psychologists who emphasize individual training (classroom and on the job) and firm/organizational development (OD)
specialists who focus on team or organizational interventions and tend to ignore individuals. One-up-man-ship between the two
groups, each one trying to outdo the other in importance, impact, and image can become as dysfunctional as to undercut
performance.
According to them training programs consist of five major sets of activities:

 Training in basic skills (reading, writing, arithmetic), technical skills (activity- based costing, inventory management), or
leadership skills (strategy, organizing,coaching).
 Pursuit of overall culture and strategy agendas.
 Filling cultural and technical performance gaps.
 Individual career development.
 Providing experience in high value-added and challenging work assignments. Cognitive training must include an
application component in which the individual is able to synthesize and practice lessons before applying them on the job.
Organization development is also a very important component of an overall developmental agenda. OD probably has as many
different definitions as there are companies employing OD specialists. At a minimum, OD generally refers to change
interventions at the firm/organization and team levels. In the HR Competency Study, they identified two key OD activities:
 Designing developmental intervention programs that facilitate change
 Orchestrating large-scale communication initiatives that help employees know where the organization is headed and how it
will get there

1.14 Strategies of training and development:

For successful outcome of training and development program, it is necessary to have clear goals, a possible strategy for attaining
them, and precise specifications for each part of the training job including the resources of time, skill and facilities. Lynton and
Pareek (2004) suggested four important issues for training strategy. They are: the need for an action perspective in establishing a
training program strategy; setting goals; planning the specifications; and programming the resources and their sequences for
these requirements. Action perspective in training program is a systematic attempt to develop the human resources - individual,
group and organizational competencies required to manage some present job tasks and situations as well as those in the future.
It is followed by setting of goals or objectives. Then the time comes for defining training specifications and deciding them with
the trainers. Next is the most important step of organizing the various training inputs for maximum efficiency and in an
economic way.

1.15 The Training and Development in India:

Present age is the age of technology revolution. This stage of development has greatly influenced the work process through the
development of advanced methods and machines. Development in the field of software and frequent use of latest technology in
the work process require highly skilled and quality human resource in all the fields of economic activities. The process of
training in the industrial sector is very essential in creating quality people both among the work man and non-work man.

India has the problem of developing thousands and thousands of able industrial managers in the organizations for achieving
the goals of industrial development. India needs able managers and administrators as much as it needs. Apprenticeship training
provides to junior managers positions do not provide a feasible solution to the problem of providing adequate executives talent.
The appointment of University-educated young men to family firms will not automatically supply creative and self-reliant
managers who can assume posts of responsibility in expanding public and private organizations. The economist’s notions about
rates of capital accumulation are only statistical concepts unless there are managerial resources for obtaining the economic
growth. There is hardly any experienced executive from whom more skill and effort will not be expected during the coming
years of crisis.

The problem India is facing today is not unique; many of these problems exist in all the industrial sectors. For solving these
problems, it is important to bring them to awareness and deal with them constructively.
Economic reforms of 1990s in the form of Liberalization, Privatization and Globalization (LPG) brought drastic long term
changes in the business environment of the country. Indian market faced tough competition against products and services of
other countries. Besides this competition in market economy, organizations went global market with greater diversity in
workplace. The economic conditions caused many organizations to restructure, thus cutting out layers of management, closing
operations, and losing experienced manpower.
The wider responsibilities of the remaining manpower and the loss of experienced employees created the need for skills
training, particularly in the managerial and supervisory areas. In recent years political changes have brought about the need for
a wide range of management skills in many parts of public sector. This change has created new challenges for executives who
previously had detailed control over their employment practices, finances, marketing or ability to exploit opportunity. However,
the ongoing process of disinvestments and privatization of public sector demands change in company culture, structure and
process. To meet the challenges of these strategic changes, highly effective managerial personnel are required, for which
appropriate techniques of management development programs through training are the needs of the day.

Training and Development are the driving forces of the economic growth and social development of any country. A
country’s with better competencies handle efficiently the challenges and opportunities thrown by globalization. In the new
economy the skills required are changing from manual skills to professional, managerial, conceptual, interpersonal skills, etc.
To deal efficiently with this level of complexity the Twelfth Plan (2012 – 2017) expects to give more importance to
enhancement of skills to face the challenges. This is a prime factor of focus for India as it moves towards “knowledge
economy”. The Twelfth Plan planning to establish a National Skill Development Mission and expects to achieve in changes in
execution of training and skill development programmes. The status of training and development and the challenges are out of
the 12.8 million new joining every year to the work force the existing training capacity is 3.1 million per year. 80% of new
joining to work force doesnot have any opportunity for skill training.

1.16 The Role of the Training & Development Function in Improving Performance:
To improve performance in the workplace and develop the competences needed to meet future challenges, Training &
Development must be strategic.
To make its optimum impact on workplace performance, the Training &Development process must have the involvement of key
role at all organizational levels.

1. At corporate level:
T & D considerations must be integrated into corporate strategic decision-making, and there must be performance-linked T & D
goals and strategy for the company. These in turn be an integral part of an overall performance of management process.
2. At business-unit level:
Here, there be collaboratively produced plans to implement corporate T & D strategy, and to ensure that T & D activity should
meet local needs. That activity supported by, and consistent with, the operation of the performance of management process at
local level.
3. At operational level:
In this, there be a process to ensure competent performance, and a supportive learning culture that encourage employees to take
responsibility for their own learning and development in the workplace.
The sequence of tasks:

 Determining the scope of the audit;

 Selecting the audit team;
 Ensuring commitment;
 Planning the audit;
 Piloting the survey;
 Collecting and analyzing data;
 Establishing findings and conclusions;
 Producing the audit report.
Figure-1.3
A Model of Training and Development’s impact on work place performance
Source:Rosemary Harrison, (2011) “The Training and Development Audit”, Cambridge Strategy
Publications Ltd, UK.

1.17 International HRD (Training & Development):

International human resource development is a relatively new development within the maturing field of HRD (Woodall et
al., 2002; Evarts, 1998). In cost- competitive markets, the standardization of HRD practices across overseas operations has the
potential for producing a significant financial and human capital savings, streamlining operational procedures and improving
performance (Lunnan et al., 2002). In addition, the increasing use and application of e – learning and computer-based training
programmes have resulted in the delivery of HRD solutions that are timely, current and immediately accessible worldwide
(Russell et al., 2003; Lytras et al., 2002). However, in spite of advanced technology, fuelling standardisation of HRD offerings
and increasing structural configurations across global organisations, individual behaviour within these firms/organisations
continues to manifest nationally culturally- based dissimilarities (Adler et al., 1986). Furthermore, an outcome of globalisation
has been the identification of 'uneven' patterns of economic and social development, makingmore visible the disparities that exist
in education and skill levels (Metcalfe and Rees, 2005). Consequently, HRD plays a dual role; firstly in developing economic
and social well-being and secondly as a means of leveraging calve from human capital (Woodall, 2005).
The ability to conduct international HRD research that produces desired results depends not so much on our choice of
methods, but on our ability to incorporate in our investigation culture as a major influencing factor and to account for culture's
influence on phenomena under investigation. And employees need a better understanding of their own and others' centrally
conditioned perspectives and assumptions (Ardichvili and Kuchinke, 2002).

The HRD is strategically linked to long-term organisational goals (Garavan2004) and recognise HRD professionals as
learning architects (Harrison and Kessels, 2004), the challenge for HRD is to construct viable international HRD frameworks
and demonstrate the capacity of HRD to add value to the company/organisation across different cultures. As Wang and McLean
(2007) argue, the discipline of HRD needs to develop to accommodate the extensive amount of cross- national work done by
trans-national corporations, trans-national non-government organisations

1.18 Historical Growth of Training and Development:

There were many dramatic changes occurred in the world, and similarly 21st century continued the theme of change.
Organizations extended their structure, philosophy size, and relationships based on the purpose of the outside world. Advanced
Technology changes revolutionized all work methods that is why all the organizations shifted their purview from a local area to
the world. In today’s competitive world everything runs very fast because of the globalization.
Importance of training and development, approaches to learning has grown in the era of change and opportunity. Training
evolution started with individual, extended to groups, nation and international. The training be imparted not only to employees
but also to other stakeholders.
According to Nel (2002) “Over the last a few years three ideas have gained importance. The first is the continuously
changing scenario requires lifelong learning for all – even governments know that this is the important factor for academic
growth and are contemplating to promote in a big way”. The second is experiences of self in real life, which provide important
learning opportunities, and that experiences be planned to accelerate learning. Hence more importance has been given for learner
than the facilitator. The third is government is responsible for establishing national vocational schools to improve occupational
competency.
In order to know the reasons for these multiple developments, and how they gained speed in the recent years, one should
analyse the evolution of the same. With a focus on key themes that have evolved for almost a 100 years of thinking about
learning, it has become possible to assess how and where these have influenced the facilitators.
In the later part of 1950s, business games were used as a popular method for decision simulation, later on videotape and
television began to be used successfully. By the end of 1960s and in 1970s assessment centres caught the attention of the
firms/organizations as the best way for managerial appraisal of performance and potential, and also as a means of training.
Programmed instruction was one of the most popular techniques used for training during this period. Organization
Development (OD) gained acceptance during the 1960s and became the most discussed about training technique or practice in
1970s. The 80s popularized Quality Circle (QC) movements. In this period more emphasis was on quality through training and
development. The 90s saw growth in the use of computers for training programs, and behaviour modelling for management
skills training. More emphasis was laid on career development of peoples during this period. Late 1980s and 1990s witnessed
rapid growth in Information Technology (IT and Business Process Outsourcing (BPO)). This growth modified training and
development activities. It enlarged training avenues and the ways and means of training. It made training process easier, more
systematic as per the need for improvement in performance as well as building potential of technical and non- technical
managers.
The Historical Growth and Development of Training and Development scene is illustrated in the below table:
Table -1.5
Growth and Development of Training & Development scene
Background ideas on: Employer-led/backedtraining activity National training
Organisation/ management interventions
EARLY TWENTIETH CENTURY
'Sitting by Nellie' - new entrants learning
from experienced workers Unplanned Vocational education in
Scientific Management Bureaucracy tuition Craft Apprenticeship Workplace FEColleges
Hierarchy Instruction + College - based education

THE MIDDLE YEARS

Human Relations Supervisory training coursesLectures Training WithIndustries

Background ideas on: Employer-led/backedtraining activity National training

Organisation/ management
Motivation Theory
interventions
Job enrichment, Job rotation management Business Schools
courses, seminars, conferences Lectures,
Visual Aids, Case Studies, Discussions,
Management traineeships

Management by objectives Organic Systematic Training Policy, needs, Industry Training

structures Theory X identification, appraisal records. Boards (to 1980s) Open
/ Theory Y Participation / Induction programmes operational courses University
consultation (Marketing Safety)

LATER TWENTIETH CENTURY

Socio-technical theory Organization development
Contingency theory ManpowerServices

Experiential learning Commission

Productivity Training Services
Agency
Management development Pre-appointment programmes Youth
Training Schemes
Organizational development OD seminars
Chance management Group problem
Barriers to learning Solving /brain storming New management
courses
Learning Styles Stuttered Exercises Simulations,
discussion

Strategic management Study groups Process review

Continuous development Action learning – ‘sets’ Project tutorials

Outdoor training

END OF THE CENTURY

Total Quality Management Youth Training
Programmes
Guided work experience + Training andEnterprise

College based education Councils

Information Technology IT Training
Lectures + Simulations National Vocational

Competence Theory Hands-on experience Qualifications

(NVQs/SVQs)
The learning organization Teamwork seminars Industry Training
Dialoguing Organizations
Multi-skilling Job enlargement National Training
Background ideas on: Employer-led/backedtraining activity National training
Organisation/ management interventions
Targets
Empowerment /re-engineering Continuing professional Investors in people

Knowledge Management Development The Internet

Lifelong learning Self-paced / planned University forindustry

Organizations as brains Learning

Neuro LinguisticProgramming

THE NEW MILLENNIUM

Learning Focus Career Counseling IndividualLearning

Skill shortages Modern Apprenticeships Accounts

E-learning E learning groups Department for
Education and skills

Leadership Institute for learning

and
Diversity and widening Intranets Teaching in Higher
access to learning Blended Learning Education (ILTHE)

Learning and Skills

Emotional intelligence Managing Diversity Councils
 Team based training Sector Skills
Development
Knowledge management Project Management Agency / SectorSkills

Training Councils
Connexions
Learn Direct, National
and
For Learning
Source: Margaret Anne Reid, Harry Barrington, Mary Brown (2004) “Human
Resource Development: Beyond training interventions”, Charted Institute of personnel and development, Pinnacle books, New
Delhi.

1.19 Need of Training and Development:

The basic objective behind transfer of knowledge is broadening and is influenced by social, political, economic and
technological trends in the environment. It develops a realistic understanding of the causes and effects. An executive’s work
involves getting the job done by diagnosing problems, acquiring and interpreting the data, and testing alternative solutions. To
deal with the employees in the firm/organization, the executive should have good social interaction skills, to help him in
coordinating activities. Giles (1977) recommended that a manager's training needs may be divided into three categories,
Intellectual knowledge, Problem solving, and Skills of social interaction also referred as changing attitudes.
Singh (1989) says that “rapid technological development is the reason behind the necessity for executives to update their
knowledge and skills. Managers are often made to handle areas of responsibility that are different from their academic
specialization. There has been a basic change in the style of management in recent years. Executives have become more and
more behaviourally oriented. They have to be sensitive to the needs and aspirations of their subordinates and colleagues. The
vision is increasing towards the human system as a major source of improvement by the organizations to sustain the tremendous
pressure for survival and growth”.

Management skill development is one of the most important training in the last several years (Froiland, 1993). The main
reason is that managers are critical for success of the organization and plays a crucial role in giving direction to the activities
implemented in the organization. The capability of company to achieve its business strategy depends on the ability of its
managers. Managers are responsible for setting challenging goals; developing product market strategies that maintain the
competitiveness of the business. They are responsible for creating functional and product market strategies, developing and
effectively using systems for managing the organization, shaping organization culture for the future, structuring and
restructuring the business according to the priorities, and optimizing profits by continually improving sales and service with
today's customers and products.

1.20 Identifying the training objectives:

Identifying the training objective is to design a programme. The objectives state what the organization wants the employees
to do after the training programme. The objectives should be specific, clear, and attainable. An objective is a clear statement of
the performance to be achieved, under specified conditions and standards. The identification of needs and the analysis provide a
basis for preparing the objectives. A decision is required to be made on the learning objectives to match task performance, job
conditions and job standards (Roscoe, 1995). Objectives serve three main purposes namely, what has to be achieved by the end
of the training, they provide sequence and order in which the training should take place and they give an indicator of what kind
of strategy should be used (Buckley &Caple, 1992). Setting objectives provides direction to the training programme, serves as
a basis for evaluation, acts as a tool for meeting training needs and defines limits of the programme. Objectives should be set
out from the learner’s perspective; they should be specific, attainable, realistic, measurable, and time bound (Agochia, 2002.
P.95)

Objectives are statements of the specific outcome to be achieved by training programs. Training objective has been defined
by Taylor (1967) as a change in the behaviour of the learner. Need assessment helps to identify or select what jobs, procedures,
concepts and principle need to be learned. These would then become the training objectives guiding the development of a
program.

Training objectives denote two aspects of training quantity and quality. Quantitative objective is concerned with the number
of employees to be trained during a particular period of time. Qualitative objective is associated with the standard of
competencies to which the learner will be trained. In most training programs, objectives do not exist in isolation. To help
instructional designers to sort out objective of a training program a hierarchy of objectives is constructed. According to
Mager (1975)the characteristics of well formed objectives are:

 Performance: Describing what the participant will be able to do.

  Conditions: Setting out the conditions (if any) under which performance willoccur.
 Criteria: Describing, whenever possible, the standards for acceptable performer
– this may for example be in terms of speed, accuracy or quality.

1.21 Objectives of Training and Development:

Many experts have suggested different objectives for training of managers. But all of them agree on the following points. The
common objectives are:
 To improve the job performance of executives in their current role.
 To provide adequate 'cover' in the event of unexpected short term changes such as transfers, deaths, resignations or any other
unanticipated developments.
 To raise the general level of management thinking and understanding in all branches and at all levels in the
company/organization.
 To provide supply of managerial talent which will fulfill the anticipated needs of the future development of the company in
terms of environmental change andgrowth.
 To extend the frontiers of knowledge in the understanding of the management function.
  To give the specialists an overall view of the functions of company and equip them to coordinate each other's efforts
effectively.
 To increase the morale of the members of the management group.
 To improve thought process and analytical ability.
 To broaden the outlook of the executive regarding his role/position andresponsibilities.
 To understand the conceptual issues relating to economic, social and technicalareas.
 To understand the problems of human relations and improve human relationsskills.
 To stimulate creative thinking (Rao, 1992).

 To increase the knowledge of workers in doing specific jobs.

 To systematically impart new skills to the human resources so that they learnquickly.
 To bring about change in the attitudes of the workers towards fellow workers,supervisor and the organization.
 To improve the overall performance of the organization.
 To make the employees handle materials, machines and equipment efficiently and thus to check wastage of time and
resources.
 To reduce the number of accidents by providing safety training to employees.
 To prepare employees for higher jobs by developing advanced skills in them.

1.22 Training Objectives in APEPDCL:

Training is designed to improve knowledge, skills, and attitude and, thus, equip the individual to be more effective in his present
job or prepare him for a future assignment. However, individual’s growth should not be taken as an end. From the point of view
of an organisation, individual growth is a means to company effectiveness. The primary concern of an organisation is to exist to
persist. The viability depends on the efficiency that an organisation achieves in meeting its targets and, thus retains its business,
in this context the objective of training can be summarised as follows.
(a) Induction: Training constitutes a significant step in the induction of the individual in to the company’s way of life.
What is the APEPDCL culture? How does structure function? What are role relationships? What are policies and rules of
organisation? What are degrees of freedom, or limits of behaviour? These have to be inculcated in a new employee so as to
help his to adjust to the company. The socialisation process as induction training is called, helps the individual to blend his
personality with the company. While most induction programmes are usually of short duration extending up to 10-15 days, a
different induction programme is management/ executive trainee scheme which extends from 6 months to 2 years. The basic
idea is to take relatively young people and expose them to the various departments and functions of the companyto help them
to know the company better.

(b) Updating: A significant objective of training is to work effectively and prevent the obsolescence of the employees by
updating their skills and knowledge. The takes that employees have been doing are not static. They change, sometimes,
without the necessary awareness. Training programs becomes necessary to update them, to teach newer skills so that their
efficiency does not suffer because of lack of understanding of the new technological advancements. In fact, given the fast
increase in technology, training has to be continuous. Continuous training programs would help the employees to cope with
changes and retain organisational viability as well.

(c) Preparing for Future Assignments: Employees are not satisfied if they continue towork in the same position for long.
Movement is a fact of life. One of the objects of training is to provide an employee as opportunity to climb up the
promotional ladder. There are two ways to do this. One, employee with potential can be identified and sent to appropriate
training programmes to prepare them for future positions. The other could be to train them for the next level and wait for the
opportunity to absorb them. So,a technician can be provided training to become an engineer. Whether training is for post-
identification or pre identification, it plays a very significant role in the growth of individual employees.

(d) Competency Development: Many firms/organisations are realising the need of having people who can innovate, thin
ahead, and provide new directions. This is a new area which is gaining a very significance because of need to move in
different and new area of growth. Companies which have stagnated for long, need to identify certain individuals who are
creative and show potential for innovation and send them to special training programmes designed to realise the new
competencies. These programmes do not necessarily meet the task related requirements but are designed to induce certain
special talents. Programmes on innovativeness, creativity, and the life are now offered by many agencies.
(e) Identifying Training Needs: Identifying training needs is a process that involves establishing areas where individuals
(employees) lack knowledge, skill, and ability in effectively performing the task and also identifying organisational
constraints that are creating roadblocks in the performance. McGhee and Thayer have proposed a model of training needs
identification. It consists of three components.
 1.23 Organisational Analysis:

It involves a comprehensive analysis of company/organizational structure, processes of decision-making, objectives, culture,

future objectives, and so on. The analysis would help identify deficiencies and mechanisms that would be needed to make
adjustments in those deficiencies. This analysis begins with an understanding of short-term and long-term targets of the
organisations, as a whole, and for each department specifically. This would help to identify what capacities are needed to fulfil
these targets. Generally three requirements have to be considered. 1. Do we have adequate number of employees to fulfil
organisational objectives? 2. Do these employees posses required skills and Knowledge Is the organisational environment
conductive to facilitate activities that would help achieve its targets? A number of mechanisms can be used to answer the above
three questions. An organisation can do an attitude survey, look at its performance closely, observe the behaviour of the people,
assess its public image, keep a close watch on such indicators as accidents, wastage, turnover, morale, absenteeism, motivation,
etc.

(a) Task Analysis: This involves a detailed analysis of various components of tasks, and how they are performed. Analysis
of tasks would indicate whether jobs have changed over period of time and whether employees have adequate skill in
performing these jobs. For almost all jobs there are some standards, though in some cases, these standards may be more
concrete than others. The blue collar tasks are more clearly defined. Same, however, may not be true for white collar jobs or
jobs at higher levels in the hierarchy. But with all jobs an expectation is attached. The task analysis helps in looking at these
expectations closely to see if the people have the necessary skills to fulfil these expectations.
(b) Man Analysis: The focus is on individual (employee), abilities, his skills, knowledge, and attitude. Of the three, this is
a more complex component because of difficulties in assessing human contribution. Generally such indicators as production,
meeting deadlines, quality of performance, personal data such as work behaviour, absenteeism, late-coming, provide input for
man analysis. Data on these indicators can be collected through observations, records, meeting with people and others who
work with him. However, as mentioned earlier, it is one of the difficult areas because of difficult of human nature and the
interlink ages of human performance with other aspects of task.

(c) Brain storming: It is a helpful way to identify training needs especially in a group. The Technique consists of involving
professionals with various backgrounds, assigning them a task (generally phrased as ‘how to’) and fixing a time limit. At the
end of the time limit, the ideas or suggestions generated are closely scrutinised to see what kind of training programme would
help them in performing tasks. The variety of backgrounds in brainstorming sessions is of significance because it facilities
different views.
(d) Problem Clinic: In this case, a homogeneous group meets informally to discuss a common problem and find out a
solution. So, a group of engineers can get together and discuss a problem (say erection of new 33/11KV sub-stations ) which
is bothering all of them. Their solution would help in identifying the nature of training programme that would facilitate better
operational maintenance.
(e) Simulation: Simulation or business games are helpful techniques to identify trainingneeds. Some structured exercises
are developed and individual or group of people are asked to compete with each other on these exercises. The exercised
require the possession or lack of certain skills like communication, information-processing, problem solving, and so on.
Performance, on these games, highlights areas where training may be useful.

1.24 Training Programmes in EPDCL:

Existing Practice on Training and Development at APEPDCL:
APEPDC Ltd. is one of the best organizations to supply of electricity to various consumers. It fulfills the needs of their
employees and is one of the best employers to work. APEPDC Limited understands the pulse their employees in a better manner
and cares its employees a lot and considers their employees as a great asset. APEPDC Ltd., is a great company and motivates
their employees by participation in various management programmes by their involvement for its continual improvement.
APEPDC Ltd provides their employees with beautiful infrastructure, handsome salary and other welfare facilities.

For continual development of their employees, APEPDC Ltd, establishes an employee development centre (EDC) at all its units.
One among the core competencies of APEPDC Ltd is “Training and Development”. Training is being given at the employee
development centers. APEPDC Ltd, gives utmost importance in Training their employees. Training is given to the employees
based on the needs expressed by the employees. APEPDC Ltd has its own method of training need analysis. Here we conduct
survey research methodology through Structured Questionnaire to find out various Training and Development Practices in
APEPDC limited and its evaluation in the organization. Four types of standard training programmes which are perform in
EPDCL. They are induction training, supervisory training, technical training, and management development training
programme.

(a) Induction Training: Wherein a new recruit is introduced to the company, conditionof services, rules of behaviour, etc.
In addition, it is also given to familiarize a new entrant with the task. Examples are induction during probation and the under-
study system. The training programme during probation is to familiarize with job and work environment. The under-study
system is prevalent in Government undertakings, where aperson works with his prospective senior officials as understudy for
a period of time before he takes over charge.

(b) Supervisory Training: Supervisors are trained for leadership qualities, technical skills, handling machines and men. In
 India, The corporate training institute (CTI), Rural Electrification Corporation (REC) at Hyderabad are being given good
training programmes.

(c) Technical Training: This type of training programme helps in inducting new entrants to the operational requirements
of the unit and in improving the skills of existing employees for promotions, etc. The corporate training institute (CTI), Rural
Electrification Corporation (REC) at Hyderabad are being given good training programmes.
(d) Management Development: This type of training is for top managers. These training programmes emphasise on
advance technology, attitude and values, conceptual knowledge, analytical abilities and decision-making skills. The purpose
is to equipmanagerial personnel for management roles.

1.25 Training Methods in EPDCL:

A variety of training methods are available the choice of a method or a mix of methods is based on a number of considerations.
 The purpose of training is an important consideration in the choice of methodology. Knowledge can be provided by
traditional methods of training like lectures, and discussions. Attitudes and Skills have to be developed by experiential
methods of training.
 The nature of contents often determines the nature of methodology;
 The level of trainees in the hierarchy of the organization also determines the nature of Methodology. In fact, techniques like
in basket, management games, etc., are designed for managerial levels and hence cannot be effective at work men level. 4.
Finally, all organizations have to be concerned with cost factors. Cost considerations have to be taken into account while
deciding on methods of training programmes. However, cost consideration should not override the quality consideration.

1.26 Training Administration in EPDCL:

Training administration basically refers to converting training needs into contents, types of training programmes, location of
training programmes, choice of faculty and participants, and general administration. These issues deal with the design and
development of training programmes.

1.27 Training Contents:

Training contents have purposely been discussed in this section because mid- course corrections in nature focus and scope of
contents may require changing course requirements while the training programme is on. Contents of training are very much
influenced by the purpose and need for training programme. So if refreshers training for engineers are planned the contents
would predominantly be related to the technical aspects of the task. On the other hand, if human relations skill is the focus, the
contents would centre on interpersonal competences superior subordinate and peer relationship, social ability, sensitivity to
feelings, etc. Sometimes after the training programme has started the trainer might feel as a result of experience sharing that the
contents should be modified, diluted or made more comprehensive. That is why it is suggested that irrespective of the focus the
most appropriate contents would be those that are closest approximation to actual task performed by the employee. Simulation of
job or a part thereof provides the relevant training contents. Contents would also very according to the level of participants in a
training programme. At higher levels, conceptual abilities probably are more important and hence one should focus on
frameworks, theories, and concepts, etc. While at lower levels the emphasis may be on technique methods and application
oriented, etc., it does not mean that at lower levels conceptual knowledge is not important. All it means is that thrust should be
on “how to do” kinds of contents. Sequencing of contents is also important. If topics of discussion do not seem to follow some
logic and just come in random succession the learning may be piecemeal and participants may not be able to relate one session
to the other. Similarly, the subject should follow simple to complex or from general to specific logic. This way, participants are
not taken aback by the exposure of a complicated topic in the beginning which they might find in comprehensible and, hence,
may lose interest on the very first day. In addition, the speed of training should neither be too fast or too slow. In both extreme
cases there might be a loss of interest. Both sequencing and speed are very important for sustaining the interest and motivation
of participants.

1.28 Implementation of Training Plan:

After all the necessary home work is done, the trainer is now faced with the real task of implementing the training programme
plans. Implementation involves selection of participants, whether they should be sent to an external programme or should the
organization offer an in-company programme. The decision of sponsoring an external programme or organizing an in-company
programme should look at such issues as availability of relevant programmes, number of employees to be trained, duration for
which they would be taken off the job, timings of training, and cost. Often in-company programmes with external faculty are
preferred because a large number of employees can be trained in short period at lower cost. Another important consideration in
in-plant training is the lack of availability of infrastructure (like classrooms, one’s own faculty, library, audio-visual aids and the
like) which is not a problem when a person is sponsored to a training organized by other agencies. Similarly, should in-company
training programmes be on premises or outside the premises. Should they be residential or part-time? Choice of faculty,
choice of reading material is also importantconsiderations.
1.29 Problems in the Implementation of Training Programmes:
The following problems are being faced during implementation of training programmes in public undertaking enterprise. These
problems relate to participants, faculty, and administration. As far as problems of faculty are concerned, most organizations do
not seem to have a regular faculty on payroll. Senior managers/officers take sessions which are single company experience
without much research base. They disturb the training sequences by postponing or cancelling classes because of on-the job
problems. Some instances there are problems with the credibility of such trainers, particularly if they come from ranks despite
the fact that they may be competent. The participants are like ‘day students’ and as soon as the day’s training is over they go to
work. This does not give them time to consolidate their learning. Availability of manager to be trained, expectations of
participants from training, back home environment to experiment with some ideas after training programme is over, are some of
the administrative problems of training.

1.30 Training Evaluation in EPCDL:

Evaluation of training effectiveness is the most critical phase in not only assessing the quality of training programme imparted
but also to see what future changes in training plan should be made to make it more efficiently. The training evaluation consists
of an evaluation of various aspects of training immediately after the training is over and judging its utility to achieve the targets
of the company. While the first may be easy to evaluate, the second poses complications. The effect of training programme on
performance to achieve company objectives is difficult to isolate because performance is a function of complex forces and
motives. It refers to reactions of the participants as to how have they found a particular training. This is usually done at the end
of the last session where participants are asked to fill a form. The form contains information on the objectives of the training
programme and how well they were achieved during the training period. It also seeks information on c reading material,
presentation, intents, trainers’ mannerisms, and relationship with other participants. This could be done as an overall rating or it
could be session by session rating on their contents. In addition, participants are also requested to indicate their experience with
classroom, food, boarding, and lodging facilities and provide suggestions to improve upon it. Since participants may be
apprehensive and feel embarrassed in giving their free and frank opinion, they are usually given the option not to disclose their
identity. The purpose of seeking this information is to get ideas and identify weak segments in the total training programme and
to improve upon the weak segment areas if the programme is to be offered again. The use of a form (structured or otherwise)
facilitates tabulation and analysis and helps in identifying weak areas.

1.31 Design of Training:

Once the training has been analyzed, the designing phase starts with careful crafting of training objectives. These form the
targets of the training design and shape its content. After assessing training needs, the training manager would come to know
whether training is the right solution to the performance or not. If training is seen as the solution to the problem, then the training
process moves to the next stage, that is, designing a training programme. Designing successful training programmes requires not
only a thorough understanding of the training problem, but also a well-stated definition of the results to be achieved and a
thought-out plan for achieving desired results. Designs a planning activity which in the context of training, refers to the
framework for analyzing a training problem, defining the desired outcome, determining how to present the content to learners to
achieve required outcomes, developing the training course according to the design, implementing the course, evaluating its
effectiveness and devising the follow-up activities.

Training designers will have to consider certain important factors before designing a training programme from three perspectives
namely cost, availability and appropriateness. They are:
 What materials will be required to implement the training programme in a particular way,
 What media will be used and;
 What specialized expertise required for implementation of this design (Warren, 1969).
The basic elements of an effective training design are: it should be based on identified needs, it is learner-focused, it has
measurable objectives, it is goal oriented, it is time bound, and it has taken into account the resource constraints and availability.
The training design basically involves three activities namely, stating the training objectives, identifying the learning activities
as well as methodologies, and sequencing the activities in which they have to be given for meaningful learning.
“Any professional like an engineer or manager starts with fact findings, methodologically works out for solution step-by-step,
applies it and analyses the results. The process is no different in training and development (Buckley & Caple, 1992)”.
Professional trainers would always believe that the designing stage is quite important to the success of their task. More they
learn about a training problem in advance, better the trainers can target the instruction to address learning needs, reduce the risk
of the unknown hiccups in the training programme and help the learners master the new skills.

1.32 Principles of training design:

Gane (1972, p.30) has suggested six principles of training design as under:
 The objectives should be expressed in performance terms.
 Learners should respond pro-actively to the material in a way that is relevant tothe training purpose.
 Learners should receive immediate feedback as to how correct their responsesare.
 Training systems must be validated and then modified if they do not achieve theintended desired objectives.
 Training system must adapt to the individual needs of the trainers.
  Learners must be involved by having the material expressed in a way which theysee as directly relevant to their needs.
Nilson (1992) has suggested 10 guidelines for designing training programmeswhich are as under:
 Spend a lot of time identifying the target audience (trainees) for this particulartraining programme.
 Think of those trainees as customers and know what they would expectregarding quality and suitability.
 Break the design and development process into activities with beginning andends.
 Hold a design review of each product.
 Identify errors and eliminate them.
 Build wideen ownership by involving stakeholders.
 Define objectives for learners not trainers.
 Remember the organization reasons, why you are designing this course.
 Let people know that this course is tied into the life and breadth of yourorganization.
 Ask for feedback during design activities and incorporate suitable suggestions if any.
Similarly, Abella (1986) has suggested 10 steps for design and development process as under:
 Gather information on training needs to precisely pinpoint the areas which are tobe addressed.
 Prepare training programme specification document and have it approved by the HRD head. This will contain background of
the programme, description of the employees to be trained, programme objectives, programme requirements and constraints.
 Conduct the design meeting with the experts to obtain their inputs and involvement.
 Prepare the design document, which contains the overall structure, methodologies, duration, Individual units, learning
conditions and possible outcome.
 Prepare the overall materials list and project plan to ensure that all the materials required are produced in advance.
 Gather information on training programme materials.
 Write/develop the materials at the development stage.
 Review the materials against the design document for relevance of material, methodological appropriateness, time
allocation, logical flow, course objectives, breaks, lively activities, reference materials, attention spans etc.
 Test the material for validity.
 Hold a pilot training programme to see the outcome.

1.33 Design process:

Designing a training programme involves a sequence of steps from identifying the learning objectives, determining the training
contents, deciding the methodologies, defining evaluation criteria to specifying follow up activities. Even though it is the
standard sequence of activities, training managers may have some variations depending upon the situations. For example in
some cases, determining the training content, deciding the methodology and selecting learning activities may have to be done
simultaneously. Trainers should use instructional designs to prepare all types of instruction courses presented in the class room,
through workbooks, or online.
Figure-1.4
Process of training design activities
 1.34 Process of Training and Development:

Training and development activity has to be properly planned and the first priority for anyone designing training programs is to
figure out how the proposed training enhances an organization’s ability to deliver quality and thereby stay in business.
According to Richard D. Miller (1969) assessment of training needs, objectives setting, design implementation and evaluation
are various phases in the process of training programme.
Figure-1.5
Process of Training and Development

1.35 Need Analysis of Training:

Meaning:

Need is a requirement or necessity. A training need may be described as existing any time an actual condition differs from a
desired condition in the human, or "people," aspect of company performance or, more specifically, when a change in present
human knowledge, skills, or attitudes can bring about the required performance (James H. Morrison, ASTD Hand book, 1976).
Training need analysis is the breakdown of an identified need to determine its bases and causes as well as the relationship among
identified needs. Needs assessment means the identification and prioritization of training requirements (Roger, 1994). The
timely and precise identification of training needs starts with the determination of knowledge, and skill essential for maximum
efficiency in an organization’s position (Stockard, 1997). The first step of HRD and training process is the need analysis. The
process is to determine who are in need the training, what development inputs required and significance of the training that is
where, how the learning’s be applied. Organization’s HRD requirements are finalized by need assessment process. The
organizations objectives, gaps between competencies required for achieving targets in current job and competencies need to be
built for future job performance be identified by needs assessment. (Randy, Jon & David, 2002). For every training strategy, the
main focus is on people and the difference training brings in terms of more efficient behaviour and performance. Lynton and
Pareek (2000) in their training model for development have discussed training process. According to them the training process is
divided into three phases: pre-training, training and post training. The pre-training analyzes the need of training program and
accordingly designs and develops the training. The training phase consists of conducting the training or bringing the designed
and developed training program into practice. Finally the post training phase starts when the training phase concludes. It deals
with the transfer of training to the job. To start with the first step towards training plan is to analyze the need of training. It
requires detailed study of the following activities.

1.36 Training Needs Assessment (TNA):

Training needs assessment is the gap between 'what is' and 'what ought to be'. The needs assessment is used to identify gaps and
provide inputs for a decision on whether the gaps could be addressed through training programme. The assessment and analysis
of training needs is important since it lays the foundation for identifying HRD interventions for an effective effort (Gilley et al.,
2002; Leigh et al., 2000). A training needs assessment provides the information needed for developing a training programme
plan that is based on the needs of the company, work groups, and individuals. In conducting needs analysis, different levels are
to be analysed. The levels pertain to firm/organizational assessment, task assessment, and individual assessment (Desimone et
al., 2002; Goldstein, 1993; Wilson, 1999). Most of the organizations, even if they do an assessment, focus only on the individual
level (Kerr and McDougall, 1999). Organizations do not regard performing needs analysis as a priority and, in the small
organizations, the phenomenon is more acute (Anderson, 1994; Bhatta, 2002; Budhwar et al., 2002; Hill and Stewart, 2000; Kerr
and McDougall, 1999' Sadler-Smith and Badger, 1998; Sadler-Smith and Lean, 2004; Smith, 1999; Vinten, 2000).

There are three ways to get at training needs:

1. Assuming a performance problem has been identified with a particular group, survey that group for whom training may be
needed, their supervisors, the receivers of the services provided by that group, and their subordinates, if any. Here the focus is
on the group responses which, when analyzed properly, can lead to the preparation of training programme for individuals,
usually in groups.
2. Conduct company audits that review production, financial, personnel, and other operational data from records and reports to
uncover the problem areas amenable to correction through training. A full functional audit of an area may need to be
conducted to get a thorough analysis of the situation. Here the focus is on "results" of activities, and work backward to the
causes to identify training needs.
3. Assess an individual's achievement levels, potentials, behaviors, skills, knowledge, and performance; prepare a need
analysis; and plan development and training specifically for that individual. Similar techniques may be used with groups of
individuals, but the focus is on the individual, and the outcome should include individual development plans. The approaches
techniques are:
Survey techniques:
Survey techniques range from one-page "yes" or "no" response sheets to highly sophisticated methods requiring a
multidisciplinary approach from the "felt-needs" response of the participants to the carefully prepared questionnaires which
scientifically cross-check the responses two or more times.

The Delphi technique:

The Delphi technique is a method of systematically soliciting, collecting, evaluating, and tabulating expert opinions, usually in
long range forecasting. It is conducted anonymously in order to reduce distorting factors common in committee decisions, such
as the unwillingness to contradict publicly expressed opinions, the bandwagon effect of majority opinions, or the impact of a
highly articulate or powerful advocate of particular attitude.
Problem survey:
The problem inventory is usually administered to a group of employees for whom training is to be provided. It is therefore a
"problem-cantered" approach that leads to practical, specifically targeted program planning.
A training needs assessment is the diagnostic X-ray film for the training analyst. Figure-7 presents a model of the components of
the needs assessment process (Goldstein, 2007).
Figure-1.6
A model of the needs assessment process
Source: Goldstein (2007) “Training in organization’s needs assessment, development and evaluation”, Cengage Learning India
Pvt. Ltd., New Delhi
Need analysis refers to an investigation into whether training programme or some other organizational intervention can solve a
performance problem or enable a desirable new performance in the work spot. Need assessment is the process of determining
what knowledge, skill and attitudes (K.S.As) employees need to perform their tasks. Rummier (1990) describes four training
assessment approaches. These are Performance Analysis; Organization and Workgroup Analysis; Task Analysis; Process and
Individual Analysis; Competency study; and Training needs survey.

1.37 Types of needs:

There are different training needs. Brinkerhoff (1986) is of the view that focusing only on performance absence in needs
analysis is too restrictive and proposed three other possible ways of looking at training needs. These, according to him, are
democratic needs, analytic needs and diagnostic needs. Democratic needs are options for training/HRD that are preferred,
selected, or voted for by employees or mangers or both. Programmes that address these needs are likely to be accepted and
desired by
organization people. Therefore, democratic needs can build support for HRDprogrammes.
Figure-1.7 Types of Training Needs

Source: PanduNaik (2007) “HRD Solutions for excellence Training and Development”,
Excel Book, New Delhi

1.38 Components of need analysis:

Training needs assessment generally involves three components namely: strategic / organizational analysis, task analysis and
person analysis. Organizational analysis is a process to know the features / nature of organization to identify where training
programme inputs are required and the environment within which the programs are executed.
Figure-1.8
Components of Training Needs Analysis

Source: PanduNaik (2007) “HRD Solutions for excellence Training and Development”,
Excel Book, New Delhi
Organizational Analysis The purpose of this analysis is to examine the company, unit or department and determine its basic
business objectives, strategy, and goals. In dealing with changing business environment, the organizational analysis may focus
on the company’s new business goals and challenges, and the implications for targets.

The sources for organizational analysis may include human resource inventories, organizational climate measures, skills
inventories, efficiency indexes, business policy guidelines and current performance data (Moore & Dutton, 1978).
Task Analysis illustrates what need to be done to execute a task or a process efficiently. Task analysis explains the knowledge,
attitude and skill required in employees for accomplishment of objectives.
Person Analysis explores to identify for whom training is required and what type of trainings are required. (McGehee &
Thayer, 1961). Person analysis is aimed at finding out the individual abilities in terms of knowledge, skill, attitude, movies and
self-concept against the requirements for successful performance of a given task. The education qualification, , the skill sets, the
motivational levels, relevant work experience, the personal styles, the self concept and overall attitude to work matters a lot in
person analysis.

1.39 Sources of Potential Training Needs:

Training needs can be categorized into two types and they are 'Micro' and 'Macro'. A micro training need exists for one person or
for a very small population, whereas, the macro training need exist in a large group of people, mainly in the entire population
with the same job classification.

The Human Resource Management activities of an company/organization for maintaining personnel systems lead to many
training needs, such as:

Promotions: When one person moves into a position of greater responsibility, there will a gap between the person’s inventory
skill and the knowledge required to perform properly in the new position.
Transfers: Switching to new responsibilities may lead to temporary mismatch between what the employees can already do and
what must be done to perform satisfactorily in the new place.
Appraisals: This system helps by giving suggestion for improvement in one’sperformance
Career planning programs: Help to reveal deficiencies or areas where one lacks incurrent work roles.
Management by objectives: Statement of plans for the work helps to show thedeficiencies of the employee concerned.
An accident: It may signal about unawareness regarding safety measures.
Quality control recording: The records show the profile of individual and revealserrors.
Grievances: The constraints hindering performance are revealed.
New positions: Creating new positions in the organization requires induction trainingprograms for new entrants.
Special assignments: Help to educate and develop incumbent employees.
Job Descriptions: It identifies micro and macro training needs.
Change in technology and policies: New plants, new products (Diversification), change in standards, new equipment, new
policies also plays critical role in identifying the need of training.

1.40 Need Analysis – Methods:

Performance analysis:

It involves identifying and analyzing job performance. Scientific approach in this direction has led to the development of
human performance technology (H. P. T.). It has evolved over the past decade as a powerful new system for addressing
performance issues in the workplace. HPT was coined in 1990's by International Society for Performance Improvement (ISPI),
defined it as a set of methods and process for solving problems or realizing opportunities related to the performance of
employees. It may be applied to individuals, small groups or large firms/organizations (Stolovitch and Keeps, 1992).
Training and development is an important intervention for improving performance. Change management involves carrying out
implementation of the intervention to bring about the required change. The role of evaluation in HPT is crucial to determine
whether the intervention selected and implemented is giving appropriate results. For this, four level evaluation model developed
by Kirkpatrick (1995) is useful.
Job analysis:
Job analysis is the process of determining how work should be panned, organized and performed. It includes activities such as
determining the optimal company structure, management reporting relationships, division of labour, task roles and
responsibilities, job descriptions, required knowledge, skills and attitudes, compensation and rewards.

Job analysis may be conducted at many levels and with many purposes in mind. Swanson (1994) has identified three basic types
of task/job performance analysis: Present performance problems, Performance improvement opportunities, and Future
performance requirements.
Many job analysis models are suggested by Campbell (1988); Hammer and Chanipy (1993); Dunnette and Hough (1991);
Nadler, Gernstein, and Sahw (1992).
“Competencies are the underlying capabilities required for performing tasks to establish competencies for jobs. Analyses rely on
direct observation of work and interviews with incumbents. Competency studies have become particularly popular to managerial
and professional jobs (Dubois, 1993)”. For a corporate executive, the competencies required to perform the job include strategic
vision, customer focus, perseverance, emotional intelligence, communication abilities, analytical abilities, and credibility.

1.41 Facilitator – Competencies required for Training delivery:

International board of standards for training, performance and instruction (IBSTPI) has developed a set of standards and defined
as “A essential skill without which an individual is not a qualified practitioner”. The basic instructional design model calls for
five basic steps: Analysis, design, development, implementation and evaluation. This model is referred as the “ADDIE” model
IBSTPI standards demonstrate the fourteen training delivery competencies for competent trainer.
 Analyze course material and learner information (before training)
 preparation of training site
 Establish and maintain instructor credibility
 Manage the learning environment
 Demonstrate effective communication skills
 Demonstrate effective presentation skills
 Demonstrate effective questioning skills and techniques
 Respond appropriately to learner’s needs for clarification or feedback.
 Provide positive reinforcement and motivational incentives
 Use training methods appropriately
 Use media effectively.
 Evaluate learner’s performance.
 Evaluate the delivery of training (after training)
 Repeat evaluation information.
Figure-1.9 Competencies of successful trainers

The competencies identified in Models for HRD Practice (McLagan, 1989) and Model of competencies by the American Society
for Training and Development (ASTD) is as under.

1.42 Technical Competencies:

Instructor Competency– Proper planning, organising execution is necessary for training to be effective. The competencies
required by the instructor are to :
 Analyze course material and learner information.
 Manage the learning environment.
  Demonstrate effective communication skills.
 Demonstrate effective presentation skills.
 Demonstrate effective questioning skills and techniques.
 Respond appropriately to learner’s needs for clarification or feedback.
 Use instructional methods appropriately.
 Use media effectively.
 Evaluate learner performance.
 Evaluate delivery of instruction.
Consultant Competencies– Each facilitator is responsible for coordinating the training needs of Small Business Units (SBU)
assigned to them and also to ensure that the training needs of each SBU is addressed. This process involves data gathering,
designing or co-ordinating the development of suitable interventions and implementing them and also evaluating the
effectiveness of the strategy. For them to be effectively carried out the jobs, the facilitators need to constantly communicate with
the SBU management and training coordinators.

Verbal Communication– A good facilitator requires effective communications skills. Agood communicator is one who
 Communicate clearly and effectively.
 Maintains eye contact and engages others in conversation.
 With good listening skills.
Written Communication– The facilitator’s job requires a lot of writing. Apart from regularly making correspondence with client
units, the facilitators need to design courses and develop course material. For this they need to have a good command on the
language and be able to convey their message in a clear and convincing manner. An effective trainer is the one who
 Makes sure that all pertinent information is included in material.
 Uses correct grammar and structure.
 Expresses ideas in organized, logical way.
 Expresses ideas clearly and efficiently.
Subject Matter Expertise– The facilitator needs to be constantly updated about the subject matters and re-design the
content whenever necessary. This means the facilitator
 Has the basic knowledge of subject matter
 Updates on regular basis the current developments
 Translates the complex technical information into easy understood terms.
 Anticipates future needs and opportunities.
 Identify and focuses on organization needs.

1.43 Behavioural Competencies:

Interpersonal Competencies– Training is about working with employees. In many instances, training specialists deal with
various types of employees all at the same time. Hence it is essential for them to be highly sensitive to feedback and
feelings being projected by the people they deal with. The facilitators as interpersonal understandingwhen;
 Listens attentively without interruption,
 Summarizes and restates message to verify what was heard,
 Assesses individual perspectives in order to respond from a common ground,
 Openly shares with own reasoning and thinking.
 Sensitive to what people around them are feeling.
 Relates to others in approachable and acceptable manner.
Personal Learning’s / Self-Development– The facilitator is said to have the abilities ofself development when;
 Take responsibility for developing one self.
 Identifies ways to develop personal and professional skills.
  Sets high personal and professional goals.
 Develops reliability between words and actions.
 Demonstrates high standards of ethical behavior.
 Inspires confidence and trust of others.

Flexibility– Flexibility means seeking different ways of accomplishing daily work. It means that the facilitator demonstrate the
ability to execute several jobs at a time. The facilitator accepts new ideas and ways of executing tasks to ensure the task is
completedin the most practical and expedient way.
Conceptual Thinking– The facilitator

 Looks at an issue or problem from different point of view.

 Adopts proven techniques from other disciplines.
 Looks for external sources to receive different perspectives.
Nadler (1980) has described the overview of three major roles and eleven sub roles of Human Resource Developer as listed
below:
Learning specialist: Facilitator of learning curriculum builder, instructional strategist. Administrator: Developer of HRD
personnel, supervisor of HRD programmes,maintainer of relations, arranger of facilities and finance.
Consultant: Advocate, stimulator, expert change agent.

1.44 Physical arrangements:

The term “Physical arrangement” refers to the furniture, supplies, room configuration, materials and equipment used for
the impairing of training. “Facility” configuration will be chosen based on the program objectives, available resources and
facility limitations.

Infrastructure and logistic requirements:

Training site:

The training site is the physical location where it is trained. The training hall be spacious enough accommodate all participants.
The training hall should be from noise, smell, dust, temperature and light. Have it in an air conditioned facility to ensure
comfortable climate. There has to be a generator and a UPS backup for power failure.

1.45 Training aids:

Training aids bring greater variety, clarity, memory recall, impact, and faster learning to the trainees (Ellington & Race, 1993).
They enable the trainers to quality, order; enhance consistency, and appropriateness in delivering a lesson. Training aids help in
learning sequentially, enhancing attention, in reducing impact of trainer's limitation, in accommodating the diverse learning
styles of trainees and in helping trainees to enhance learning by using their multiple senses.
According to Race & Smith (1995) “Further the nature of learning is divergent. Certain learning can occur only by practice and
some others may require through observation. For example, learning to repair a motor car may involve both seeing and doing,
but learning of a spoken language involves speaking and listening. Thus, proper application of training aids can promote learning
through these multiple sense”.
According to Stockard (1997) “Training aids support people development programmes but no aid alone can substitute for even
the simplest type of training programme”.
According to Ellington & Race (1993) “Training aid means any equipment or object which helps us learn better and faster.
Training aids bring greater impact, clarity, variety, memory recall and faster learning to the trainees. They enable the trainers to
enhance consistency, order and appropriateness, quality in delivering a lesson. Training aids help in learning sequentially,
enhancing attention, in reducing impact of trainer's limitation, in accommodating the diverse learning styles of trainees and in
helping trainees to enhance learning by using their multiple senses”.
Table-1.6
Some important characteristics of learning aids
Name of the
Advantages Limitations
Learning Aid
Black board  Easy available  Poor visibility
 Lower maintenance cost  Dusty
 Data can’t be retrieved
White board  Easy available  Data can’t be retrieved
 Lower maintenance cost
 Flip charts  Easy available  Can’t be used in all sessions
 Lower maintenance cost  Static
 Data can’t be retrieved
OHP  Easy to operate  Statics
 Lesser breakdowns  Requires electricity
Computer based  Dynamic  Expensive equipment
presentation  Both audible and visible  Requires electricity
 Has special effects
 Can’t be modified easily
Videos  Both audible and visible  Expensive equipment
 Has special effects  Higher development cost.
 Requires electricity
 Cannot be modified easily
Audios  Less expensive  Deaf people cannot benefit.
 Ideal for blind people  Visuals cannot be used
 Ideal for Oral communication  Requires electricity
 Development cost is high
Telecommunication  Saves time and cost of travel, boarding  Requires electricity.
(video conference and lodging.  Prohibitive cost of service
teleconference)  Connects people sitting in multiple  No personal contact among
locations. participants.
Internet / Intranet  Learn any time and at anylocation  Requires electricity
 Trainer may not be present  No personal contact among
participants
Simulators  Easy to learn a skill  Expensive
 Safe
Equipment  Real work place equipments  Dangerous
 Easy to learn a skill  Expensive
Props  Draws attention  Less expensive
 Helps understanding  Static
 Easy to handle  Limited impact
Printed material /  Easy to use  Illustrates
Activity sheets  Retrievable  blind cannot use
 To learn both knowledge andskill  Static

Source: PanduNaik (2007) “HRD Solutions for excellence Training and Development”,
Excel Book, New Delhi
Audio aids:
Facilitate presentation of learning stimulus through sound, talks, lecture, dialogues etc. Sounds are normally presented through
radio, record player, tape recorder, and sound track. People learn by hearing from these media. In training audio aids are
frequently used.

Visual aids:
Visual aids facilitate presentation of learning stimulus through vision and people learn by exhibits, pictures, seeing posters, etc.
For visual presentation of an issue or theme a number of equipment are available such as flannel board and graph, magnetic
board, black board, flipchart board and chart displays and exhibits-posters, charts, graphs, silent video tape, episcope or opaque
overhead projector, film strips, silent films, projector, film slides etc. visual aids in one or other form are very popular in
teaching and training circles because they are comparatively more effective than audio aids.
Audio - Visual aids:
Audio-visual equipment’s are used for combined presentation of sound and vision. Sound and vision effect human sensory
organs and put the learner in a situation as if he is experiencing the event problems and environment as real. A variety of audio-
visual equipment’s are used now days in education and training program such as film projectors, video/cassette recorder and
player television including closed circuit television and. Preparation of visual and audiovisual aids requires professional
competence.

1.46 Training materials:

Materials are used along with aids in training. Fact notes and handouts, Printed sheets or photos, are distributed to each trainee
either at the beginning, during or at the end of a session while applying training techniques. Trainer may use displays, pictures,
graphs, posters, charts, exhibits, books, printed matters etc. For use of any materials and equipment in any training technique
there is a need to plan, prepare, present and maintain them. Choice of suitable material and equipment can be made depending
on training objective, nature of subject content, learning climate, training techniques, level of participants, budget of training
capability of training to use equipment and other practical problems.
1.47 Budget:
One of the major functions of manager is to make effective use of physical and financial resources.
Nadler (1980) stated Budget as “specified amount and represents the total that is available for Human Resource Development
activity to contribute to the targets of the organization”.
Organizing the HRD unit as a cost centre has been a popular approach with many companies/organizations. HRD activity uses
the budgeted resources to reach objectives. This is done by showing increase in improvement in service, reduction and rejects,
improved customer relation, increase sales etc.
Nadler (1980) explains the essence of cost centre approach “HRD unit charges out for all the services it performs”. It is given
only a very small administrative budget. To survive it must sell its services internally to the various parts of the company.
Training involves two kinds of budgets: Preliminary budget and Operating budget. Preliminary budget is usually prepared at
the outset along with a proposal to provide training programme services. Operating budget is more detailed, based on the actual
working of training. Calculation of budget requires a list of resources for training programme and their estimated cost. They
may be divided into labour costs, which may include professional labour, administrative labour, contract labour, and non-
labour costs comprising publishing & printing, Video / Audio Aids, travel, Software and shipping, Office Supplies, and
Overhead expenses. Along with this it is important to calculate an approximate contingency amount. Based on this the final
budget is prepared which includes actual costs based on the individual resources employed and actual days worked, based on
the project schedule. The best rule of the thumb for estimating a training programme design project is past experience.
According to Greer (1992), successful budgeting can be made through estimated design projects based on the volume of
materials and other deliverables required for the respective training programs. Scheduling is a critical skill especially for
designers. The key to scheduling is to accurately predict the time it takes to complete each job and execute it within that time.
Scheduling starts with a complete list of all the phases of training programme project. Then within each of this phase a complete
list of tasks to be performed is developed and arranged in chronological order. Then time limit of each job task is
estimated and finally contingency time of 5-20 per cent is kept depending on the complexity of the project.

1.48 Cost effectiveness in the training decision:

Malcom W.Warren (1969) explains “the maximum utility of training as a method for meeting constraints or achieving targets
is fully realized only in comparison to other alternatives”. Then the choice of training programme as the best of the available
alternatives is based on its cost effectiveness in achieving the desired result. The full utilization of any personnel development
system depends on this orientation; training becomes not just a way of providing a series of educational programmes, but rather
thanone more means for accomplishing company/organizational goals.
Warren further states “Using cost effectiveness as the basis for a decision requires an analytical approach not only to training
actions themselves but also to the results anticipated from such actions.

1.49 Implementation:
The implementation step is also referred to as delivery stage. In this stage training design is finally implemented. In other
words, training programme is conducted. The availability of new techniques of training and the presence of specialized
institutes for conducting training have opened new ways of training programmes.
Implementation involves a series of activities, through which training managers bring the course to learners in accordance with
approved design. It requires scheduling of courses, equipments and service providers, faculties, apart from arranging for
ongoing classroom support, and ensuring the smooth flow of activities as per the plan.
A programme can be implemented in three major ways, namely by buying (i.e. outsourcing) the programme or making it (i.e.
conducting in-house) or by a mixture of outsourcing and making yourself activities which can be called as hybrid approach.
Figure-11 shows the implementation approaches.
Figure-1.11 Training implementation approaches

Each opinion has got its own inherent advantages and disadvantages. But to choose one of them requires for analyzing a set of
factors which are as under:

Implementation of in-house programme:

Figure-1.12
Training implementation process

Source: PanduNaik (2007) “HRD Solutions for excellence Training and Development”,
Excel Book, New Delhi
The entire range of implementation activates can be classified into blocking the dates, mobilizing the resources, managing the
contingencies and executing the programme.
1.50 Evaluation of Training and development:

The primary purpose of evaluation is to assist the organizational decision- making. In essence, it represents a serious attempt to
understand the process of cause and effect and how training can affect individual behaviour and efficiency, group and
departmental targets and company/organizational efficiency. Preskill and Torres (1999) maintain that evaluation is process of
enhancing knowledge and decision making within organizations and communities. They argue that evaluation is a means for
understanding the effect of our actions in a work environment and a process for measuring and promoting shared individual,
team and organizational learning. For his part, Swanson (2005) identifies one of the functions of evaluation as being that of
discrimination: being able to make judgments based upon the information provided and surrounding circumstances.
Table-1.7
A Classification Scheme for Learning Outcomes for Training Evaluation
 Focus of Measurement
Category Learning Construct(s) Potential Training
Evaluation Methods
Cognitive Cognitive outcomes
Verbal Declarativeknowledge Amount of knowledge Recognition and recalltest
knowledge Accuracy of recall Speed, Power testsSpeed tests
accessibilityof knowledge

Knowledge Mental models Similarity to ideal Free sorts

organization Interrelationships of Structural assessment (e.g.,
elements Hierarchical Pathfinder)
ordering

Cognitive Self-insight Self –awareness Probed protocol analysis Self –

strategies Met cognitive skills report
Self –regulation Readiness for testing

Skill-basedoutcomes
Skill based

Compilation Composition Speed of performance Targeted behavioural

Proceduralization Fluidity of performance observation
Error rates Chunking Hands-on testing Structured
Generalization situationalinterviews
Discrimination
Strengthening Attention Secondary task performance
requirements Interference problems
Automaticity Available cognitive Embedded measurement
Automatic processing resources
tuning

Affective Affective outcomes

Attitudinal Targeted object (e.g., Attitude direction Attitude Self – report measures
safety awareness) strength Accessibility
Attitude strength Centrality Conviction

Motivation Motivationaldisposition Mastery versus Self – report measures

performance orientations
Appropriateness of
orientation

Self – efficacy Perceived performance Self – report measures

capability

Goal setting Level of goals Complexity Self – report measures Free

of goalstructures recall measures

Focus of Measurement
Category Learning Construct(s) Potential Training
Evaluation Methods
Cognitive Cognitive outcomes
Goal commitment Free sorts
Source: K.Kraiger, J.K. Ford, &E.Salas (1993).“Application of cognitive, skill-based,
and affective theories of learning outcomes to new methods of training evaluation.”Journal of Applied Psychology, 78, table
1,323. Copyright 1993 by the American Psychological Association.

Organizations need to recognize that evaluation is more than a concluding period or closing after-thought of a training
programme but needs to be systematically integrated into training. As James and Roffe (2000) point out evaluation be an
ongoing progressive activity, comparing the actual and real to the predicted. They see the real value of evaluation as
highlighting good and bad practice, assessing risk, and maximizing investment, detecting errors and correcting mistakes, and
optimizing individual and organizational learning.
Hamblin (1970) defined evaluation of training as any attempt to obtaininformation (feedback) on the effects of training and
to assess the value of training in the light of that information for improving future training programmes. Trainingevaluation
has two primary purposes, to improve the effectiveness of training and to reveal its result. These twin purpose were
described as formative and summative evaluation by Scriven (1967). Formative evaluation focuses on improving the training
programme process and the effectiveness of training. It is an internal evaluation processused by trainers to assess their work
and discover ways to make continuous improvements in the training process. It is used to monitor the quality of an
instructional design projects and assure that they achieve their desired objectives. Summative evaluation is result oriented. It
focuses on assessing the impact of completed trainingprogram to determine whether they met their goals and their relevance
in future.According to Philips (1997) the importance of training is shifted towards financialbenefits, which has increased
emphasis on summative evaluation.
Evaluation remains an important aspect of the training programme process. Without evaluation, there is no mechanism for
establishing the changes to be made to the training program, the degree of learning attained by trainees and the effectiveness of
training along both financial and non-financial metrics. In terms of general observations from the research data, it appears that
HRD practitioners are not very knowledgeable about evaluation processes and often employ evaluation in a strategic manner to
both satisfy political motives and justify training expenditures. These factors will affect how the evaluation is structured and
the results obtained from the implementation of the process (Hamblin, 1974).
1.51 Evaluation of Training:
Management of training would not be complete without proper evaluation of training. Training is a very costly and time-
consuming process. It is essential to determine its effectiveness in terms of achievement of specific training goals/objectives.
Individuals like to know how much they learnt or how well they are doing. The sooner employees know the results of a quiz or
test, the sooner they can assess their progress. The sooner employees receive positive feedback from the trainer, the less time
they will waste. Self-graded tests and programmed learning kits provide the necessary feedback to a person on his progress on
a particular subject. This principle does not necessarily mean frequent testing, but the more immediate the feedback on learning
the more motivating it is likely to be. Evaluation of training would provide useful information about the effectiveness of
training programmes as well as about the design of future training programmes. It will enable an organization to monitor the
training programme and also to modify its future programmes of training. The evaluation of training also provides useful data
on the basis of which relevance of training and its integration with other functions of human resource management can be
examined.
1.52 Impact of training and development on employees performance.
Training and development of human resources plays an vital role in improving employee performance. It implies preparing
workers, executives and managers for a future role, by exposing them to the science and practices of management, new
emerging concepts in managing resources, knowledge of external and internal environment, and expectations of customers,
suppliers and society. The skill of a practicing manager requires to be continuously updated due to changing techniques, product
designs, and new information technologies to develop new processes and to enhance performance of the employees which in
turn organization performance.

1.53 Summary:
Training and development is an important managerial function and involves all the steps that are the characteristic of other
managerial functions. The typical steps in designing training and development programmes are the identification of training
needs, setting training objectives, organizational set-up for training, training operations and evaluation of training. Training
needs can be identified through the organisational, task and human resource analysis. Company/Organizational analysis is
basically a systematic study of an organization’s objectives, resources, resource allocation and utilization, growth
potential and its environment. While doing the organisational analysis, the long-term and short-term objectives and their
relative priorities are properly analysed. The allocation of human and physical resources and their efficient utilization in
meeting the operational targets and the organisational climate are also analysed. An organization’s climate reflects the attitudes
of its employees with regards to trust, loyalty, openness, commitment to organizational targets. Analysis of an organization’s
climate determines whether the environment, when analysed in different departments is conducive to the fulfilment of their
targets. It is a systematic analysis of jobs to identify job contents, skills, knowledge, and aptitudes required to perform the job.
The quality of manpower required for training can be analysed in the light of both internal and external environment of the
organisation. Some of the specific objectives of Training can be to , improve quality, better human resource planning, increase
productivity, higher morale, better health and safety, prevention of obsolescence and enhanced personal growth. Training has to
be impacted by the people and in order to enable them work effectively; organization must have a structure that makes them
work effectively and efficiently. The exact position of the training department must be specified in the firm/organizational
structure of the company. A training department can exist as a part of the personnel department or in the form of a matrix
organization. Training programme can also be provided by functional heads of the departments. Several external organizations,
such as professional bodies, government departments, consultancy organizations, educational institutions etc., specialize in
providing training programmes and their services can also be utilized. The Training Operations include the activities such as
selection of the trainees, specifying the training period, training the trainer, training methods and Material. Some of the criteria
to measure training effectiveness of training are the trainees’ reactions, their extent of learning, improvement in job behaviour,
and the results at the job.
 REVIEW OF LITERATURE
Chapter-2

2.1. Review of Literature

This chapter deals with the review of the previous studies relevant to the field of training and development.
Oribabor (2000) Training and development aim at developing competencies such as technical, human, conceptual and
managerial for the furtherance of individual and organization growth
Isyaku (2000) The process of training and development is a continuous one. It isan avenue to acquire more and new knowledge
and develop further the skills and techniques to function effectively.
Kuldeep Sing (2000) has selected 84 organizations from business representing all the major domestic industries questionnaire
has developed by Huselid (1993) are used to study training. The objectives of the study are to examine the relationship between
training and organizational performance which shows that Indian organizations are still not convinced of the fact that
investments in human resources can result in higher performance.
A study conducted by Shiv Kumar Singh and Subhash Banerjee (2000), ”Trainer roles in Cement industry”, says that ,today
the Indian Cement Industry is the second largest in the world. There has been tremendous growth of activities in the Indian
Cement Industry in terms of modernization, in order to keep pace with such modernization/expansion due to technological
development, a strong manpower base equipped with latest development has to be built with in Cement Industry, New
Training initiative has to be taken at all levels. A Trainer’s main objective is to transfer his knowledge and skills to the Trainees.
This paper is focused on the Trainer Roles in Cement Industry, the factors which are important to become an effective Trainer.
This involves identifying training courses, choosing appropriate Training methods, evaluation of Training activities, and
helping the Trainer to deliver good Training to the Cement Industry.
A study on “HRD strategies at various levels in construction organisations” by Singh, S. K. and Banerjee, S. (2000), reveals
that construction is the second largest economic activity in India, and accounts for half of the nation's investment or
development. In this article the authors briefly discuss the HRD strategies at various levels in construction organisations. Many
sectors of the construction industry are in urgent need of technological upgradation. An effort to develop manpower by the
organisations will directly show results in the bottom line. Since there are not many professionals imparting training in
construction - related aspects, refreshers training is essential and some concrete efforts in imparting systematic technical training
is necessary.
Binna Kandola (2000) has discussed some of the difficulties associated with accurate and useful evaluation of training
effectiveness particularly in the department of soft skills which include skills relating to people management. The author
highlights some existing training evaluation techniques and then outlines a model of training evaluation which currently is found
to be successful in the United Kingdom.
Moses (2000) observed that companies can no longer guarantee employees promotions to the top, it is important that training
and development help employees with career planning and skills development. Some organization fear that career planning
will communicate to employees that their jobs are at risk, but it can be framed differently to communicated that they are willing
to invest in helping employees reach their potential. Companies can also help ease employees’ minds by making career planning
a standard part of their employee development process of downsizing or restructuring. When a company communicates to their
employees that they are marketable outside the organization, yet still invests in their training and development, it makes a
strong statement to workers that they are values, and many are compelled to offer a high level of commitment.
Wagner S (2000) in his study on “Employees Speak out on Job Training: Findings of New Nationwide Study,” highlighted
employee development programs are experiencing higher employees satisfaction with lower turnover rates although salary and
benefits play a role in recruiting and retaining employees, people are also looking for opportunities to learn new things, the
challenge of new responsibilities, and the prospect of personal and professional growth. The Gallup Organization found that
employee satisfaction and retention are high when a company is willing to train its workers.
Cheng and Ho (2001) discuss the importance of training and its impact on job performance: While employee performance is
one of the crucial measures emphasized by the top management, employees are more concerned about their own productivity
and are increasingly aware of the accelerated obsolescence of knowledge and skills in their turbulent environment. As the
literature suggests, by effectively training and developing employees, they will become more aligned for career growth—career
potential enhances personal motivation.
Lance Gray and Judy Mc Gregor (2001) have compared 100 New Zealand surveys for workers aged 55 years and over, and
another one for employers. The issue of older workers captured respondent attention with both studies receiving response roles
of around 50%. The congruence of attitudes among older workers and employers regarding the efficiency was negative.
Training stereotypes is a feature of the study. Older workers are in some agreements that there is difficult to train less willing to
lean and afraid of new technology older workers saw provision of training as a concern with 11.6% reporting discrimination
with regard to training. Significantly, skilled older workers saw the provision of training was a signal by employers that they are
to be taken as serious contributors.
Olga et al (2001) is concerned with how MNCs differ from indigenous organization in relation to their training needs and
whether this relationship changes across countries. The question is whether local isomorphism is apparent in the training needs
of MNCs, or whether MNCs share more in common with their counterparts in the countries. A series of hypothesis has been put
forward and tested using survey data form 424 multinational and 259 indigenous organizations based in the UK (United
Kingdom) and Ireland. The result suggests a hybrid form of localization. Where MNCs adopt their practices to accommodate
national differences, but these adaptations is not reflected convergence to domestic practice. The results also indicate that the
MNCs are selective in the training practices that are adopted. Evidence from this study indicates that country difference in
career traditions and labour market skill needs are key drivers in the localization of associated training. In contrast MNCs,
irrespective of national Content adopt comparable systematic training frameworks (i.e.) Training and identification evaluation
and delivery.
Yadapadithaya (2001) studied the current practices of evaluating training and development programmers in the Indian
corporate includes High pressure for increased quality, innovation, and productivity acts as a major driving force for the Indian
corporate training and development programmers, Most of the key result areas of training and development function are related
to the measurement and evaluation of training effectiveness. Nearly 6 per cent of the private sector, 81 per cent of the public
sector, and all the MNCs evaluate the effectiveness of training in one way or the other, The major purpose of evaluation is to
determine the effectiveness of the various components of a training and development programmer. Organizations rely mostly
on the participants’ reactions to monitor the effectiveness of training. An overwhelming majority of the organizations use
“questionnaires” as an instrument to gather relevant data for evaluation, In most of the cases, evaluation was done immediately
after the training. Majority of private and public sector organizations use one –shot programmer design and more than half of
the MNCs also use single group, pre-test and post-test design for evaluating the effectiveness of training and development
programmers. Absence of transfer of learning from the place of training to workplace has been a major perceived deficiency of
the corporate training and development system. Indian Corporate sector is currently facing the challenge of designing and
developing more valid, reliable and operational measures to evaluate the effectiveness of training and development.
Radhakrishna, Plank, and Mitchell (2001) studied using a learning style instrument (LSI) and demographic profile in addition
to reaction measures and learning measures. The three training objectives were to assess knowledge gained through a Web-
based training, to determine participant reaction to Web-based material and Listerv discussion, and to describe both the
demographic profile and the learning style of the participants. The evaluation of the training began with an on-line pretest and
an on-line LSI. The pretest included seven demographic questions. The LSI, pretest and post test, and LSI questionnaire were
paired by the agent’s social security numbers. Fifty-five agents of the available (106) agents completed all four instruments and
were included in this study.
A study conducted on “Return on investment in Training” by Bettina Lankard Brown (2001) reveals that training and
development efforts are big business in the United States, with the amount of money spent increasing every year. However,
changes in the economy and declining profit margins are prompting many businesses to question the value of their training
investments. Do businesses benefit from their expenditures on employee training or are they merely preparing their workers for
jobs elsewhere? When workers bear the costs of such training, do they realize personal benefits or does the employer reap the
only rewards? This study examines myths and misconceptions about who pays and who reaps the Return On Investment (ROI)
in training. Investments in Training are assumed to have positive returns.
Training strategies in the emerging hi-tech banking environment by Basu, Kishanjit; Satish, P. (2001) implies that, like all
other institutions, banks have to organise, develop and manage their human resources effectively in order to achieve their goals.
Their major responsibility in this regard is to build up a right mix of skills and attitude among their employees. For achieving
this, a continuous process of training interventions in banks is a must. However banking the world over, including India, is
undergoing a change, transforming itself into technology based, specifically, IT [Information Technology] based banking. This
transformation calls for a radical departure from the existing training strategies. While upgraded technology calls for training in
both hardware as well as software, the methods and content of training delivery are also likely to undergo change. Computer
based training, distance learning, Internet based training, etc. would be increasingly used in this emerging scenario. The role of a
trainer would also be more of a facilitator than a knowledge disseminator. The need also exists for a matching input of
commitment building and attitudinal orientation along with skill inputs if the totality of the organisation’s needs is considered.
In the fast changing situation, banks cannot afford to be away from new technology if they want tocontinue to be relevant in the
market.
Srivastava (2001) has evaluated the effectiveness of various training programmes offered by the in-house training centre of
Tata Steel, Shavak Nanavati Training Institute (SNTI), India. The effectiveness of the training was measured in
terms of various outcomes such as satisfaction level; reaction and feedback of participants; and change in
performance and behavior as perceived by participants, their immediate supervisors, and departmental heads. The sample
consisted of sixty departmental heads, fourteen hundred participants and thirteen hundred immediate supervisors from various
departments. The data were collected through structured interview schedule. It was found that the satisfaction levels of
participants, their superiors, and divisional heads were above average for all types of programmes. The participants were
benefited from the programmes, but transfer of learning was not as expected form their supervisors. There were changes in the
post training performance ranging from 10 to 37 per cent. The training programmes could meet the objectives only to a limited
extent.
This is supported by Knuckey and Johnston (2002) in New Zealand, where a survey of businesses identified a high proportion
of “leaders” engaging in training compared with “laggers”. This concept also underpins the “Investors in People” standard in
the UK.
Ogunu (2002) in his study titled “Evaluation of Management Training and Development Programme of Guinness Nigeria PLC”
examined the management training and development programme of Guinness Nigeria PLC, Benin City with a view to
ascertaining its relevance, adequacy, and effectiveness. A convenience sampling design was adopted, whereby the researcher
used all the 50 management staff in the company’s Benin Brewery as subjects for the study. Data was collected by
administering a questionnaire titled ‘Management Training and Development Questionnaire’ (MTDQ) that was developed by
the researcher. Hypotheses testing in the study revealed that facilities for staff training were adequate for effective training of
management staff, training programmes for management staff were relevant to the jobs they performed, and the training
programmes undergone by the staff did indeed improvetheir performance and effectiveness at works.

A Study by Barnes and Kennard (2002) in Australia suggest that factors other than increased skill have mainly contributed to
Australia’s recent productivity surge. They also comment that there does not appear to be a strong correlation across countries
between labour productivity growth and movements in skill composition towards skilled workers. Some countries with large
contributions of skill change, such as France and the UK, do not have very high labour productivity growth. Having said this,
they believe that education and skills remain important for long-run growth.

Another study by L. Holladay, Jennifer L. Knight, Danielle L. Paige, & Miguel A. (2002) investigated how the Effects of
Training, Course title, Training content, Training assignment, and Gender influence participant’s attitudes in this study. They
have found that women were influenced by the training content and not by the organization standing.

Giannationio and Hurley (2002) have presented a study on “Executives insights into training practices”. Over 1100 human
resource training executives responded to a survey concerning their perceptions of the training issues their companies are
facing the role of training in their organization the skills training employees should possess, and the substantive training
knowledge that graduates of training programmes should be able to demonstrate results suggest the most important issues facing
training executives today is managing the change Executives felt that it has been extremely important for the professionals to
be able to create a recruitment program in today’s labour market. The result of this research provides several implications for
the design and the delivery of training educational programme.

Natarajan and Deepasree (2002) made a study on “Training climate in the burn standard company limited, Salem”, a Public
sector undertaking. A prepared questionnaire was distributed to 145 employees at random. This result shows that training
climate in the organization appears to be at an average level of (50%). There isa good deal of scope for improvement.

Training climate facilitates the employees in acquiring capabilities required to perform various functions associated within their
present or future expected roles and developing their capabilities for organizational development has been suggested by Sharad
Kumar and Sabita Patnaik (2002). The performances of the roles depend upon the individual perception regarding the
effectiveness of performing the role and various organizational factors.
A study on Qualitative Research Designs: Selection and Implementation by John W. Creswell (2003) University of
Nebraska–Lincoln William E. Hanson Purdue University Vicki L. Plano Clark Alejandro Morales University of Nebraska–
Lincoln provides a detailed study about qualitative research design and its application in the research.
“Evaluation of executive training at NLC Ltd.: a case study” by Selvam, M.;Panchalan, R.(2003) examines a transfer of
learning to the workplace and evaluation of tangible or intangible benefits of training to the business are rare phenomena in
practice. This study aims at evaluating the effectiveness of executive training programs of NLC Limited, a public sector
undertaking located at Neyveli, Tamilnadu. Seven major factors were identified and adopted for the evaluation of training.
Under each of these major factors, relevant sub-factors were incorporated for assessment. Fifteen executive training programs
were selected under random sampling method. From each training program, 15 respondents were selected for the evaluation of
training. The results of the study showed that the training programs of the respondent organisation are generally effective. Out
of the seven major factors adopted for the evaluation of training, this method of presentation dominated the rest of the major
factors. The transfer of learning to the workplace as a major factor contributed significantly to only four out of 15 training
programs chosen for evaluation. It showed lack of follow up activities after training at NLC.
Stavrou et al.,(2004) The main goal of training is to provide, obtain and improve the necessary skills in order to help
organizations achieve their goals and create competitive advantage by adding value to their key resources – i.e. managers.
“The impact of workplace support and identity on training transfer: a case study of drug and alcohol safety training in Australia”
by Ken Pidd (2004) suggests that, previous research has indicated that the transfer climate of work organisations is an
important factor in determining the degree to which knowledge, skills and abilities gained in training transfer to the workplace.
In particular, workplace social support from supervisors and coworkers is consistently cited as an important factor that can
facilitate or inhibit training transfer. However, research evidence regarding the impact of workplace social support on training
transfer is mixed. In order to address this issue a study was conducted to identify under what conditions workplace social
support impacts on training transfer. This study evaluated a workplace drug and alcohol training programme to examine the
impact of workplace social support and identification with workplace groups on training transfer. Results indicated that the
influence of workplace social support on training transfer was moderated by the degree to which trainees identified with
workplace groups that provided this support. This study supports the proposition that in order to fully understand training
transfer, and to design effective training programmes, training research and practice needs to focus on both the personal and
situational factors that may interact to influence learning and transfer.
A study on “Mixed Methods Research” by Julia Brannen (2005) Institute of Education, University of London provides
complete idea on how a mixed method strategy works out during the research process, the research design phase, the fieldwork
phase, the analysis phase and contextualization. This paper proposes to define mixed method research Set out some of the
reasons why mixed methods may currently be in the ascendancy and identify opportunities and risks attached to these for
researchers Consider some of the main rationales for choosing a mixed method research strategy the three Ps, paradigms,
pragmatics and politics Explicate how a mixed method strategy plays out during the research process: the research design phase,
the fieldwork phase, the analysis phase and contextualisation Address particular issues: Quality criteria, teaching mixed
methods, writing up mixed methods research.
“Management of corporate culture through local managers’ training in foreign companies in China: a qualitative analysis” by
Crystal L. Zhao (2005) found that corporate culture is a complex phenomenon in foreign companies located in the People's
Republic of China. For the management team of an international enterprise, it is a challenging task to manage cultural
differences. Education and training provided to local managers might be one of the important solutions. Therefore, this study
explores the effects of local managers’ education and training on corporate culture in foreign companies in China. Using
qualitative research, this paper presents different training forms existing in foreign companies. Furthermore, the training in
general in terms of establishment of corporate culture was evaluated. General training is classified as formal and informal
training or coaching in accordance with training purposes. Formal training refers to training that is indispensable to the
survival and development of the corporation, while informal training is concerned with the training that happens without
deliberate design or purposes. The two kinds of training can develop local managers in a complementary way. It is argued that
these elements exert a complementary influence on corporate culture with an emphasis on values and rituals.
“In-company training in Catalonia: organizational structure, funding, evaluation and economic impact” by Marcos Eguiguren
Huerta, Xavier Llinàs Audet and Olga Pons Peregort (2006), describe the status of training in Catalonia’s large companies,
from an economic and organizational point of view. The results are based on empirical- descriptive research conducted with a
sample of large and medium-sized businesses. It analyses the organizational structure of the businesses and the type of
organizational structure in relation to training. From the economic point of view it seeks to identify the cost of training and the
importance assigned to the different levels of evaluation of that training in the companies. This study also compares the status of
training in Catalonia’s large companies with what happens in other countries and regions that may have similarly diverse
economies. The final conclusions emphasize factors such as the consolidation of the training department within the companies’
organizational structures, the size of the enterprises and their turnover, as key variables of training provision.
“An Introduction to Mixed Methods Research” by Kim Galt, Pharm. D Creighton University (2007) which defines mixed
methods research and identifies the major mixed methods research designs and their distinguishing characteristics and also
describe different methodological challenges of using multiple methods and consider options for addressing these challenges.
A study on “Training as an effective tool to create 'satisfied customers' base' in Indian automobile industry” by Goel, O. P.
(2007) reveals that ‘training and development' efforts of organizations have positive impact on their performances. Job
knowledge and hard skills required to perform a task in the automobile industry have drawn sufficient attention of the
researchers, attitudinal and soft skills aspects seem to have less interest of the researchers. Globalization and liberalization in the
Indian passenger car industry setting provide a fertile ground to investigate companies that are attempting to think 'customer
delight'. It is widely seen that creating a competitive edge based on product features and technological strengths is becoming
more and more difficult and unstable. This study deals with the gaps in customers expectations, their experiences while
purchasing and servicing a car, the skills gaps - both at sales person as well as service technician level and also the enhance
training needs due to intensified competition and technological developments in the industry.
“Employees attitude towards training and development in private sector industries” by Sundararajan S. (2007) suggests that, in
the current competitive business environment, the demand of organisations compels Indian Industries to rethink their vision and
mission about Human Resource Development (HRD) practices through training and development. Changes are inevitable
anywhere i.e. in our personal life, social life, work life, in nature, in society, in universe etc. We cannot avoid changes, but we
can adjust and adapt to such changes for betterment through training and development. Today's industries are moving towards
globalisation, and this process is characterised by intense competition, technological innovations, consumer satisfaction,
competitive advantages etc. Here, the human resource provides impetus training and development to deal with such competitive
and complex situations in the business world. In this day and age, organisations are forced to thrive on the cutting edge
competition using the most appropriate technology. For this, managing HR is more effectively through appropriate training to
the organisational workforce. Training might thus mean showing a machinist how to operate his new machine; a new sales
person, how to sell his firm's product; or a new supervisor how to interview and appraise employees. For analysing the existing
training and development programme of private sector organisation and employees' attitude, the researcher conducted an
empirical study on 'employees' attitude towards training and development' in private sector manufacturing and business
organisations. Based on this research, the researcher has come to certain conclusions about employees' mind set towards training
and development in private sector organisations.
The effects of training design, individual characteristics and work environment on transfer of training by Raquel Velada,
António Caetano, John W. Michel, Brian D.Lyons and Michael J. Kavanagh (2007) made this study and it aims to gain
insight into some of the factors that determine the transfer of training to the work context. The present research examined the
relationship between three types of predictors on transfer of training, including training design, individual characteristics and
work environment. Data was collected at two points in time from 182 employees in a large grocery organization. The results
indicated that transfer design, performance self-efficacy, training retention and performance feedback were significantly related
to transfer of training. Contrary to expectation, supervisory support was not significantly related to transfer of training. These
results suggest that in order to enhance transfer of training, organizations should design training that gives trainees the ability to
transfer learning, reinforce the trainee’s beliefs in their ability to transfer, ensure that training content is retained over time and
provides appropriate feedback regarding employee job performance following training activities The relationship between
employer endorsement of continuing education, training work and study performance: a Hong Kong case study by Humphry
Hung andYiu Hing Wong (2007). This study is based on psychological contract theory and expectancy disconfirmation theory.
The researcher reveals that if employers support their staff by endorsing their continuing education and training, these
employees will in turn be more satisfied and will perform better not only in their studies but also in their jobs. The researcher
proposes that such an endorsement will have a positive disconfirmation effect on employees' job satisfaction and performance
when their perceived organizational support is relatively low.
“Relationships between prior experience of training, gender, goal orientation and training attitudes” by Anupama Narayan and
Debra Steele-Johnson (2007), Relationships were examined between prior experience with training, goal orientation, gender
and training attitudes. Participants (n = 165) had a minimum of six months of work experience. Results from regression analysis
indicated that mastery-approach goal orientation had a beneficial effect on training attitudes for men but not for women. In
addition, prior experience with training had a beneficial effect on training attitudes, and women had more favorable attitudes
than men. The results provide initial evidence that gender moderates goal orientation effects in training contexts.
Mohammed Asad Shareef Al-Emadi and Michael J. Marquardt (2007). This study examined the relationship between
the beliefs of senior staff Qatari national employees regarding training benefits as measured by the benefits of employee
training, and employees’ organizational commitment as measured by the three-component model of organizational commitment.
This relationship was assessed through a quantitative associational research design. From the study site, Qatar Petroleum, a total
of 283 responses were analysed using stepwise regression analysis. The findings suggest that there is a positive relationship
between employees’ beliefs regarding training benefits and employees’ organizational commitment.
Another study on “Impact of training climate on effectiveness of training programs” by Anu Singh Lather and Harsh Sharma
(2008) implies that training in organization is getting increasing mind space of top managers. However, to assert its rightful
place, it has to come out from the periphery of corporate wheel to the centre of corporate functioning and contribute proactively
towards the attainment of organisational objectives. This requires that training professionals should show commitment towards
enhancing the value of training. The process of training delivery ismediated by pre and post delivery training factors which have
an influence in constructing favourable or unfavourable training climate. This paper addresses all the important issue of training
climate and the role played by various stakeholders in developing this. The importance of developing favourable training
climate and negative impact of unfavourable training climate has been explained with the help of case study method.
“Training and development need analysis for ushering change: a study in Jindal Steel and Power Ltd” by Mishra, Priti Suman
(2008) and subject of this research is a large, complex organization which is in transition from a traditional bureaucratic,
hierarchy with a command and control management style to a more participative, people centred approach. An 'organization
development, action research' - based approach to the development of a training needs analysis process was taken for the study
so that in the first instance the changes desired in the organization could be modelled and secondly, to learn and understand
more about what works and what does not in order to continuously develop and progress the change agenda. In a large, complex
organization a balance must be struck between standardization and customization of the needs analysis process to allow for
the different structures, subculture and levels of readiness in the organization. Whether you are a human resource generalist or a
specialist, you should be an adept at performing a training needs assessment.
“The relationship between perceived training opportunities, work motivation and employee outcomes” by Anders Dysvik and
Bård Kuvaas (2008). The purpose of this study was to explore alternative relationships between training opportunities and
employee outcomes. A cross-sectional survey of 343 trainees from a broad range of Norwegian service organizations showed
that the relationship between perceived training opportunities, and both task performance and citizenship behaviors were fully
mediated, and that the relationship between perceived training opportunities and turnover intention was partially mediated by
employee intrinsic motivation. In addition, intrinsic motivation was found to moderate the relationship between perceived
training opportunities and organizational citizenship behaviours. The form of the moderation revealed a positive relationship for
those with high intrinsic motivation. In sum, the variables included as predictors in our study explained 13 per cent of the
variance in task performance, 19 per cent of the variance in organizational citizenship behaviour and 24 per cent of the
variance in turnover intention.
“Capacity building as a tool for assessing training and development activity: an Indian case study” by R. Krishnaveni and B.
Sripirabaa (2008), in recognition of its increasing importance, many organizations make periodic assessments of their training
and development activity. The objective of the present study was to extend the concept of capacity building to the assessment of
training and development activity in an automobile component manufacturing organization, using a developed and validated
instrument. The study subjects were 36 middle-level managers selected on a stratified basis. The research described here
provides a new methodology for the evaluation of training and development activity. Perception-based, consensus-oriented
assessment is proposed as a valuable tool for evaluating and improving training and development activity. Brainstorming
sessions led to suggestions for enhancing capacity in identified lag areas. In addition, this assessment serves as a platform for
subsequent evaluation of the effectiveness of training and development activity.
Iftikhar Ahmad and Sirajud Din (2009), Training and development is adopted by organizations to fill the skill gap of
employees. Training evaluation must be appropriate for the person and situation. Evaluation will not ensure effective learning
unless training is properly designed. Successful evaluation depends upon whether the means of evaluation were built into the
design of the training program before it was implemented.
Ferika Ozer Sari (2009) observed that human resource is the key factor of organizational success. The organisation power
comes from the physical and mental strength of their workers. Therefore, sustainability of being powerful for an organization is
tied to the physical and psychological health of its employees, and their knowledge and skills, as well. Since the importance of
human resources on the organizational success has been realized, responsibility and authority of Human Resources
Departments are broadened, especially in the accommodation sector. Organizing Employee Trainings and maintaining
Occupational Safety and Health are among the main functions of Human Resources management departments. These two
functions interact and they both serve the aim of protecting employees physical, psychological and social health. Within this
paper “Effects of the Employees’ Training on the Occupational Safety and Health” has been studied by an applied analysis in
order to view the approach and practices of accommodation sector. As a result, it’s been realizedthat employee trainings have a
very positive effect on the occupational safety an health. Moreover it’s been understood that some of the potential training
programs such as accident risks and occupational illnesses are inevitable.
“A Study of the Judicial Service of Ghana” by Joseph Kennedy (June, 2009) who had made a research on the impact of
training and development on job performance recommends that the frequency of Training provided should be improved to
ensure that more employees have access to Training and Development. Again, Training and Development offered by the
Judicial Service of Ghana should ensure a better understanding of the Mission and Vision statement so that, employees can
identify themselves with the organizational values in the discharge of the duties.
“Evaluation of manpower training in Indian banking industry” a study made by Bhat, Mehraju-din; Khanday and Naila
(2009) focuses that the training evaluation is a systematic process to determine the worth, value, or meaning of the
training and without it the rationalization of the training budget and guidance to the management for effective and objective
based training programmes cannot be achieved. Besides the net result of the training like the trainees learning, their change in
behaviour can not be determined until there exists a well defined training evaluation process. The training evaluation process is
therefore a primary objective of any effective training programme. In this study an attempt has been made to examine the
methods adopted for evaluating employee training and their effectiveness, offered at three sample banks of the Indian banking
industry representing its three sub sectors (public, private and multinational). Besides, this study has tried to come up with some
suggested measures for the management which can have direct bearing on the policy implications concerned with the evaluation
of manpower training.
A study on qualitative, quantitative and mixed methods approaches to research and Inquiry by Kimberly A. Galt, Pharm.D.,
(2009) which focuses on the basic overview of how the research process integrates with different qualitative, quantitative, and
mixed designs and methods a researcher may consider using.
“A model for evaluating the effectiveness of middle managers' training courses: evidence from a major banking organization in
Greece” by Ekaterini Galanou and Constantinos - Vasilios Priporas (2009) suggest that Contemporary management
thinking embraces the organizational training theory that sustainable success rests, to a great extent, upon a systematic
evaluation of training interventions. However, the evidence indicates that few organizations take adequate steps to assess and
analysis the quality and outcomes of their training. The authors seek to develop the existing literature on training evaluation by
proposing a new model, specific to management training, which might encourage more and better evaluation by practitioners.
Their thesis is that training evaluation is best if it can be based on criteria derived from the objectives of the training and they
draw on the management effectiveness literature to inform their proposed model. The study seeks to examine the effect of six
evaluation levels – reactions, learning, job behaviour, job performance, organizational team performance and some wider,
societal effects – in measuring training interventions with regard to the alterations to learning, transfer and organizational
impact. The model was tested with the data obtained from 190 middle managers employed by a large banking organization in
Greece and the results suggest that there is considerable consistency in the evaluation framework specified.
“The moderating effect of individual differences on the relationship between the framing of training and interest in training” by
Cody B. Cox and Margaret E. Beier (2009) implies that the moderating effect of individual differences on the relationship
between framing training as ‘basic’ or ‘advanced’ and interest in training was examined for technical and non-technical content
areas. The participants were 109 working-age adults (mean age = 38.14 years, SD = 12.20 years). Self-efficacy and goal
orientation were examined as moderators. The results showed a three-way interaction between performance orientation (a
dimension of goal orientation reflecting the desire to demonstrate competence in an achievement setting), age, and frame for
technical training and a three-way interaction between performance orientation, self-efficacy, and frame for non-technical
training. The implications for future research as well as framingtraining to enhance interest are discussed.
“Training corporate managers to adopt a more autonomy-supportive motivating style toward employees: an intervention study”
by Patricia L. Hardre and Johnmarshall Reeve (2009) found that management style is treated in a variety of ways across
the training and development literature. Yet few studies have tested the training-based malleability of management style in a for-
profit, authentic work context. The present research tested whether or not training intervention would help managers adopt a
more autonomy-supportive motivating style toward employees and whether or not the employees of these managers would, in
turn, show greater autonomous motivation and workplace engagement. Using an intervention-based experimental design, 25
managers from a Fortune 500 company received training consistent with self- determination theory on how to support the
autonomy of the 169 employees they supervised. Five weeks after the managers in the experimental group participated in the
training, they displayed a significantly more autonomy-supportive managerial style thandid non trained managers in a control
group. Further, the employees they supervised showed, 5 weeks later, significantly more autonomous motivation
and greater workplace engagement than did employees supervised by control-group managers. The researcher discuss the
malleability of managers' motivating styles, the benefits to employees when managers become more autonomy supportive, and
recommendations for future training interventions and research. “Individualism–collectivism and the role of goal orientation in
organizational training” by Altovise Rogers and Christiane Spitzmueller (2009), this research examines how individualism–
collectivism and goal orientation impact training effectiveness through study of an internationally diverse sample of engineers
who were undergoing technical training. In the light of contemporary views of individualism– collectivism, the researcher argue
that collectivism will moderate the influence of learning and performance goal orientations on training by shaping the impact of
one's perceived social context on existing performance concerns and goals. Using a sample from a large multinational
corporation, the researcher examined the effects of individualism–collectivism and goal orientation on training transfer
intentions, motivation to learn, and test performance. Mixed support for our hypotheses was found. Collectivists were found to
exhibit higher levels of training transfer intentions and motivation to learn. However, when collectivism was combined with a
performance goal orientation, its effects on training outcomes were diminished.
Bates and Davis (2010), Usefulness of training programme is possible only when the trainee is able to practice the theoretical
aspects learned in training programme in actual work environment. They highlighted the use of role playing, cases, simulation,
mediated exercises, and computer based learning to provide exposure to a current and relevant body of knowledge and real
world situations “The effects of organizational training on organizational commitment” by Cagri Bulut, and Osman Culha
(2010), this empirical study investigated the impact of organizational training on employee commitment focusing on employees'
emotional and affective responses towards their organization. Organizational training is conceptualized within a
multidimensional framework consisting of motivation for training, access to training, benefits from training and support for
training. The hypothesis of this study hasbeen built on a resource-based view, social exchange theory and psychological contract
theory. Field research was conducted through surveys with 298 participants of four- and five-star hotels operating in Izmir,
Turkey. Confirmatory factor analyses were used to analyse the quality of the training scales and multiple regression analyses
were conducted to test the hypotheses of the study. The results revealed that all dimensions of training positively affected
employee commitment.
Fizzah(2011), The purpose of the research is to find out how training and development effect organizational performance and to
find out what is the impact of training and development in organization. Data is collected from the 100 members of different
organizations. And the previous researches carried out on training and development. Training and development is important for
the employees in organization,it helps the employees to improve their skills and to give a good performance in workplace. There
is a big relation between training and development with the organization performance and the relationship is discussed in the
paper “A Study on Training Factors and Its Impact on Training Effectiveness in KedahState Development Corporation, Kedah,
Malaysia”-Dr. Vimala Sanjeevkumar (2011) implies that types of training do not influence the training effectiveness. This
study, combining theoretical and empirical research, trying to find factors that affect employee training and its impact in acting
human resource practices thereby laying the theoretical foundation for the future research about survey on the employee
training, also provides a good reference. Therefore, the problem addressed in this study is to examine the factors affect the
training (types of training, training environment, work environment and employees’ personal characteristics) and training
effectiveness on human resource practices in Kedah State Development Corporation (KSDC) which is the parent company
under BDB Company. This research also determines the main factors which influence employee training on human resource
practices. Management is committed to human resource development as well as its social responsibilities through various
programs. Training and development programs are offered by the KSDC Company and such training program also adapted to
the latest technological advances.
Another study conducted by Qasim Saleem and Mehwish Shahid (2011) on the “Degree of influence of training and
development on employees behavior” found that the purpose of training and development is pervasive. Training and
development builds a team of highly effective and efficient way. Employees who are trained regularly are well motivated,
well- mannered and have enhanced confidence and self-esteem. Training and development prepare and enhance employee’s
knowledge and skills to enable them so that they adapt to new technology, the changes that happened inside the organization
and the working environment. Training and development also creates a pool of employees and chances for promotion or to
replace employees who have left the organization. This study highlights that training and development of an employee, plays an
important role and high authorities of these different sectors give feedback that all employees should be given opportunities of
training and development that lead to organizational efficiency and growth.
“Factors affecting training decision of middle level employees in automobile industry: a study with reference to automobile
industry in NCR” by Chaturvedi, Vijit; Arora and Suman (2011) reveals that training determines the competency level of
employees which helps in deciding the future of any organisation. Growing attrition, demands and aspirations of employees all
lead to a severe challenge for preparing the workforce for attaining future roles. Thus the role of training becomes imperative.
The purpose of this study is to focus on factors affecting the training decision in the automobile industry with reference to
selected automobile units in Faridabad and Gurgaon. It attempts to cover areas covered under training for different levels, most
preferred method for training, preference of trainees for type of training and also areas suggested by trainees for bringing
improvement in training programs. Also an effort is made to understand the role of trainer and other factors that affect good
learning. The data was collected through random sampling. The findings will help in providing inputs to automobile and other
industries in bringing improvements in designing training programs, like effective setting of training objectives, identifying
training needs, and selecting training methods and other inputs, so that the resulting training will help in developing a trained
workforce.
“Variables influencing the Return on Investment in management training programs: A utility analysis of 10 Swiss cases” by
Yves Chochard and Eric Davoine (2011). In this article, the researcher presents the utility analysis approach as an alternative
and promising approach to measure the return on investment in managerial training programs. This approach, linking economic
value with competencies developed by trainees, enables researchers and decision-makers to compare the return on
investment from different programs in different organizations. Despite the potential contribution of utility analysis, a few studies
have adopted this approach to evaluate return on investment. This article demonstrates the value of utility analysis through a
brief review of former studies and a report of our own evaluation results based on data collected in 10 cases from 158 managers.
The article focuses on three main variables influencing return on investment as identified in former studies: the duration and
thematic focus of training programs, the job class of the trainees and the research design.
“The transfer of training: what really matters” by Rebecca Grossman and Eduardo Salas (2011), although organizations
invest billions of dollars in training every year, many trained competencies reportedly fail to transfer to the workplace.
Researchers have long examined the ‘transfer problem’, uncovering a wealth of information regarding the transfer of training.
Inconsistencies remain, however, and organizations may find it difficult to pinpoint exactly which factors are most critical.
Using Baldwin and Ford's model of transfer, we identify the factors relating to trainee characteristics (cognitive ability, self-
efficacy, motivation, perceived utility of training), training design (behavioural modelling, error management, realistic training
environments) and the work environment (transfer climate, support, opportunity to perform, follow-up) that have exhibited the
strongest, most consistent relationships with the transfer of training. We describe our reasoning for extracting such variables
fromthe literature and conclude by discussing potential implications for practice and future research.
“A Study of Attitude of Teachers towards In-services training programmes of Sarva Shiksha Abhiyan” by Dr.
kotreshwaraswamy A. surapuramath (2012), teachers attitude in-service training programme has been dealt with in this
paper. The sample included 100 primary school teaches of Bangalore District in Karnataka selected by using random sampling
technique. The attitude of elementary school teachers towards different aspects of in-service training programmes has been
analyzed. It is concluded that there is no significant difference between Rural and Urban, Male and Female and Teaching
Experience, teachers attitude towards in-service training programs of SSA.
Karthik R (2012)Training objectives tell the trainee that what is expected out of him at the end of the training program.
Training objectives are of great significance from a number of stakeholder perspectives; Trainer, trainee, designer, evaluator.
“Training and Development: A study of Employees’ attitude on Training In Vellore District Cooperative Bank” by Rajendran
Karuppannan (2012) reveals that training has an important role to play and it is expected to inculcate positive changes in
knowledge, skills and attitudes. Employees Training tries to improve skills so that the employee is better equipped to do his
present job or to prepare him for a higher position with increased responsibilities. Training and Development programmes are
necessary in any organization for improving the quality of work of the employees at all levels particularly in a world of fast
changing technology and environment. This thesis analyses the employees’ attitude toward training programmes conducted in
Vellore District Cooperative Bank In India. The study concludes that 98 per cent of respondents expressed that trainings
improved the work efficiency and 96 per cent of respondents favorably accepted that trainings are essential for organizational
development. Majority (95 per cent) of the respondents felt that training is essential for all employees and the same level of
employees expressed that training should be made compulsory in all Co- operative Banks. Among the personal factors, Age and
Education have no influence on attitude towards training, but there is a significant relationship exists between the experience of
the employees and training.
Another study on “Bridging cross-cultural issues in the globalised world: a case for training” by Singh, Anita (2012) implies
that it is almost a Cliche to research on cross-cultural issues in the organisational context. Since early nineties, with the opening
up of markets, liberalisation policies in many countries and globalisation, there has beenan explosion in the amount of research
on this subject. This is a conceptual paper which proposes a model which could be used by managers and trainers in
organisations as a framework for designing cross-cultural training programmes, To this end, the research first attempts to define
culture and why cultures differ; second, identify the key cross- cultural issues in the present globalised world; and finally,
proposes ways to overcome the issues involving misunderstandings and contrary views resulting from multicultural differences.
The paper highlights its implications for trainers, team leaders of multicultural teams, project managers, in effect, all managers
in an organisation's national and global operations. It concludes that managers should no longer consider cross-cultural issues as
a problem, rather as opportunities leveraging them to encourage creativity, innovation, peace, harmony and cultural synergy in
their organisation.
“Training programmes: evaluation of trainees’ expectations and experience” by Chimote, Niraj Kishore (2012), the main
purpose of this study is to find out how atraining programme can be evaluated from the perspective of trainee employees to
testits effectiveness. The literature review highlighted that the effectiveness of a training
programme can be fairly measured by comparing the pre-training expectations and knowledge of trainees with their post-
training experience. This study examines the effectiveness of a training programme offered to 108 trainees of a leading private
sector bank. The study intended to test whether the efficacy gap is influenced by the age, gender and education of the trainees.
The chi-squared test revealed that the demographic variables are independent of the efficacy gap. A paired sample t-test was
conducted and it has been concluded that the trainees did not find the programme effective. The factor analysis indicates that the
grouping of the variables into factors fairly matches with the four levels of Kirkpatrick’s model of training evaluation with
certain exceptions. Finally, a multiple regression analysis was conducted which revealed that the factors extracted in factor
analysis are significant in explaining training effectiveness.
“An investigation into the relationship between training evaluation and the transfer of training” by Alan M. Saks and Lisa A.
Burke (2012), the purpose of this study was to investigate the relationship between training evaluation and the transfer of
training in organizations. We hypothesized that training evaluation frequency will be related to higher rates of transfer because
evaluation information can identify weaknesses that lead to improvements in training programs and create greater accountability
among stakeholders for training outcomes. The data were obtained from 150 training professionals who were members of a
training and development association in Canada. The results indicated that training evaluation frequency is positively related to
training transfer. However, among Kirkpatrick's four levels of evaluation criteria, only behaviour and results criteria were
related to higher rates of transfer of training, indicating that the level of evaluation criteria is important for training transfer.
These results indicate the importance of organizational-level initiatives such as training evaluation in addition to individual-
level practices for facilitating the transfer of training.
Chika et.al (2014) argued that it is pertinent that organizations effectively identify their training needs and device the
appropriate approaches to apply in training and developing their employees. This is because the objective of training is to bridge
the gap between existing performance ability and desired performance, hence the success of training and development
programmes must be dependent on the accuracy with which the organizational needs have been identified and the training
objectives specified (Davar, 2003). In a nutshell, training needs or gap analysis entails defining the gap between what people
know and can do and what they should know and be able to do. It is also concerned with identifying and satisfying learning
development needs (Armstrong, 2012; Olakunle and Ehi, 2008).
 Chapter-3 RESEARCH METHODOLOGY

Introduction
Research methodology is the process of systematically solving the research problem. It may be understood as a science of
study how research is done scientifically. The study was undertaken in APEPDCL during the period of March 2013 to
February 2017. A research design is the arrangement of condition for collection and analysis of data in manner that aims to
combine relevance to the research purpose with economy in procedure. It is concerned with decision regarding what, where,
when, how much by what means covering and inquiring for a research study constitutes a research design. Research design is
needed because it facilities the smooth sailing of research operation, thereby making research as efficient as possible, yielding,
and most information with minimal expenditure of effort, time and money.
With a view to analyze the impact of training and development programmes on employees’ efficiency at APEPDCL,
questionnaires were distributed among 200 Employees (24%) of out 850 Employees of Visakhapatnam District of various
cadres of employees. To measure the employees’ efficiency 60 items questionnaire was administered to the selected
respondents. Interview and discussion with some employees was another tool for study. Secondary data collected from the
past literature, annual and training reports maintained by APEPDCL were also considered. The study was conducted in various
APEPDCL offices of Visakhapatnam District. The scoring was analysed on a five point scale and score was simplified in
percentage as per the formula of Rao (1991)

3.0 Types of research

The types of research are as follows:

Descriptive vs. Analytical

Descriptive research includes surveys and fact-finding enquiries of different types. The main purpose of descriptive research is
description of the state of affairs as it exists at present. In social science and business research we quite often use the term ex
post facto research for descriptive research studies. The major characteristic of this method is that the researcher has no control
over the variables; he can only report what has happened or what is happening. Most ex post facto research projects are used
for descriptive studies in which the researcher seeks to measure such items as, for example, frequency of shopping,
preferences of people, or similar data. Ex post facto studies also include attempts by researchers to discover causes even when
they cannot control the variables. The methods of research utilized in descriptive research are survey methods of all types,
including comparative and co relational methods. In analytical research, on the other hand, the researcher has to use facts or
information already available, and analyze these to make a critical evaluation of the material.

Applied vs. Fundamental

Research can either be applied (or action) research or fundamental (pure or to basic) research. Applied research determines to
finding a solution for an immediate problem facing a society or an industrial/business organisation, whereas fundamental
research is mainly concerned with generalisations and with the formulation of a theory. "Gathering knowledge for knowledge's
sake is termed 'pure' or 'basic' research." Research concerning some natural phenomenon or relating to pure mathematics are
examples of fundamental research. Similarly, research studies, concerning human behaviour carried out with a view to make
generalisations about human behaviour, are also examples of fundamental research, but research aimed at certain conclusions
(say, a solution) facing a concrete social or business problem is an example of applied research. Research to identify economic,
social, or political trends that may affect a particular institution or the copy research or the marketing research or evaluation
research are examples of applied research. Thus, the central aim of applied research is to discover a solution for some pressing
practical problem, whereas basic research is directed towards finding information that has a broad base of applications and
thus, adds to the already existing organized body of scientific knowledge.

Quantitative vs. Qualitative

Quantitative research is based on the measurement of amount or quantity. It is applicable to phenomena that can be expressed
in terms of quantity. Qualitative research, on the other hand, is concerned with qualitative phenomena, i.e., involving quality
or kind or phenomena relating to. For instance, when the reasons for human behavior are investigated (i.e., why people do
certain things or think), the important aspect 'Motivation Research', will be an important type of qualitative research. This type
of research aims at discovering the underlying desires and motives, using in-depth interviews for the purpose. Other techniques
of such research are word association tests, story completion tests, sentence completion tests and similar other projective
techniques. Attitude or opinion research i.e., research designed to find out how people feel or what they think about a
particular institution or subject is also qualitative research. Qualitative research especially important in the behavioural
sciences where the aim is to discover the underlying motives of human behaviour. Through such research the various factors
can be analyzed which motivate people to behave in a particular manner or which make people dislike or like a particular
thing. It may be stated, however, that to apply qualitative research in practice is relatively a difficult task and therefore, while
doing such research, one should take guidance from experimental psychologists.

Conceptual vs. Empirical

Conceptual research is that related to some abstract idea(s) or theory. It is generally used by philosophers and thinkers to
develop to reinterpret existing ones or new concepts. On the other hand, empirical research relies on experience or observation
alone, often without due regard for system and theory. It is data-based research, coming up with conclusions which are capable
of being verified by observation or experiment. It can also be called as experimental type of research. In such a research it is
necessary to get at facts firsthand, at their source, and actively to go about doing certain things to stimulate the production of
desired information. In such a research, the researcher should first provide himself with a working hypothesis or guess as to
the probable results. Then works to get enough facts (data) to prove or disprove hypothesis and sets up experimental designs
which will manipulate the persons or the materials concerned so as to bring forth the desired information. Such research is
characterized by the experimenter's control over the variables under study and his deliberate manipulation of one of them to
study its effects. Empirical research is appropriate when proof is sought that certain variables affect other variables in some
way. Evidence gathered through experiments or empirical studies is today considered to be the most powerful support possible
for a given hypothesis.

3.1 Some other types of research

All other types of research are variations of one or more of the above stated approaches, based on, the purpose of research, or
the environment in which research is done, or the time required to accomplish research, or on the basis of some other similar
factor. Form the point of view of time, it can be thought of research either as one-time research or longitudinal research. In the
former case the research is confined to a single time-period, whereas in the latter case the research is carried out on over
several time-periods. Research can be field-setting research or laboratory research or simulation research, depending upon the
environment in which it is to be carried out. Research can as well as be understood as clinical or diagnostic research. Such
research follows case- study methods or in-depth approaches to reach the basic causal relations. Such studies usually go deep
into the causes of things or events that interest us, using very small samples and very deep probing data gathering devices. The
research may be exploratory or it may be formalized. The objective of exploratory research is the development of hypothesis
rather than their testing, whereas formalized research studies are those with substantial structure and with specific hypothesis
to be tested. Historical research is that which utilizes historical sources like documents, remains, etc. to study events or ideas
of the past, including the philosophy of persons and groups at any remote point of time. Research can also be classified as
conclusion-oriented and decision-oriented. While doing conclusion-oriented research, a researcher is free to pick up a problem,
redesign the enquiry as he proceeds and is prepared to conceptualize as he wishes. Decision- oriented research is always for
the need of a decision maker and the researcher in this case is not free to embark upon research according to his own
inclination. Operations research is an example of decision oriented research since it is a scientific method of providing
executive departments with a quantitative basis for decisions regarding operations under their control.

3.2 Research approaches

From the above description, the types of research brings to light the fact that there are two basic approaches to research, viz.,
quantitative approach and the qualitative approach. The former involves the generation of data in quantitative form which can
be subjected to rigorous quantitative analysis in a formal and rigid fashion. This approach can be further sub-classified into
experimental, inferential, and simulation approaches to research. The purpose of Experimental approach is characterized by
much greater control over the research environment and in this case some variables are manipulated to observe their effect on
other variables. Inferential approach is to form a data base from which to infer characteristics or relationships of population.
This usually means survey research where a sample of population is studied (questioned or observed) to determine its
characteristics, and it is then inferred that the population has the same characteristics. Simulation approach involves the
construction of an artificial environment within which relevant data and information can be generated. This permits an
observation of the dynamic behaviour of a system (or its sub- system) under controlled conditions. The term 'simulation' in
the context of business and social sciences applications refers to "the operation of a numerical model that represents the
structure of a active process. Given the values of initial conditions, parameters and exogenous variables, a simulation is run to
represent the behaviour of the process over time." Simulation approach can also be useful in building models for
understanding future conditions.
Qualitative approach research is concerned with subjective assessment of attitudes, pinions and behaviour. Research in such a
situation is a function of researcher's insights and impressions. Such an approach research generates results either in non-
quantitative form or rigorous quantitative analysis. Generally, the techniques of focus group interviews, projective techniques
and depth interviews are used.

3.3 Importance of the studyTraining

Managing change is the major important issue today for those involved in managing companies/organizations. The changes
takes place in the business organizations can be contributed to four key constituents of the change, viz. globalization,
liberalization, market changes and technological changes. These changes share active relationship with training and
development of any companies/organization.
The economic reforms of Indian companies in increased foreign trade, Investment and encouraged and enhanced advanced
technology. It smooth the way for new developments in industrial, business and commercial activities. the globalization is
witnessing a technological change which differs from the technological wave that marked the progress of industrial society
after industrial revolution. In the past two decades or so, rapid technological advancement across the world has created
challenges and for policy formulations and corporate strategies. The organizations cannot survive unless they cope with
advanced technologies. The organizations which want to develop have to move with the technological advancement by
training the employees with advanced technology and methods.
The development of high potential personnel through continuous training, development and retraining is seen as a core
element in the development of the successful companies/organizations. A survey in Canada by Clark (1992) has revealed that
60 per cent of business and labour leaders see education and training as either the first or second most major factor for
improving international competitiveness. When the industries are in disorder, only the effective and efficient human resources
can bring a balance. The business success of leading organizations is due to the systematic management of employee
training and development as observed by Reddin (1990) has narrated the importance of training and development for creating
efficient human resources in an organization. He said when an industry is in turmoil then the productivity and people become
the name of the game. Highlighting the importance of investment in training and development of human resources, William
Wiggenhorn (1977), explained that training is a prime instrument in Human resources and plays a vital role in securing
organizational targets. Those organizations failing to invest in training and development activity have a poor chance for
survival in this competitive world.
Training not only works wonder for a country and company/organization but also is an important to every facet of growth and
development of any individual. A change in various junctures of a person's career requires training. New recruits need training
to better understand the organization and work efficiently. Current employees who are not performing at the right level also
need training and development. Transfers and promotions create training and development need which prepares the employees
to better understand their responsibilities. Retirement also calls for a new set of life skills, and the responsible employer
recognizes the need for training and development in areas like health and financial planning. Training and development plays a
very significant role for managers as they need skills to handle situations of high responsibility. Therefore, training and
development is essential for the growth of a country, organization and its people.

Performance
The role of organizations in implementation of strategic responses cannot be neglected. Rather, they have significant bearing
on the success rate. Therefore, organizations need to give importance on training and development of their human resources.
The resources based view of Reed and DeFillip (1990) ; Barney (1992); Wright and McMohan (1992); Lado and Wilson
(1994) suggested that the human resources system can contribute to sustained competitive advantages through facilitating the
training and development of competencies in the organization. The findings of eminent researchers in the field of human
resource management show that training and development is an essential for increasing performance. The empirical study
conducted by Bartel (1989) proved that training and development increases performance.
Eastern Power Distribution Company of Andhra Pradesh Limited (APEPDCL) is continuing its saga of success and making
record in Distribution of power with lowest losses and highest metered sales consistently through high performance of
dynamic team of executives and work force.
APEPDCL is the leading Indian power utility serving a consumer base of over 5 Millions spread across five districts in the
eastern part of Andhra Pradesh. It has always been a pioneer in delivering technology centric customer care services to its
customers and has the lowest AT&C losses and one of the best in terms of operational efficiency. APEPDCL is certified for
ISO 9001:2008 for its Quality Management System and certified for ISO 27001:2005 for its Information Security Management
System.
APEPDCL is responsible for undertaking distribution and bulk supply of power in the operation circles of Srikakulam,
Visakhapatnam, Vizianagaram, East and West Godavari districts and 20 Divisions of Coastal Andhra Pradesh. APEPDCL
supplies power to over 55.54 lakh consumers belonging to different categories through a network consisting of 587 Sub-
stations of 33 KV level, 2322 feeders of 11 KV level and more than 1,27,487 distribution transformers of different levels. The
Corporate Office and Headquarters of APEPDCL are situated at Visakhapatnam.
This change process requires technically sound both work-men and the managerial staff. Training and Development is
required as a means to access and addressed functional competencies, behavioural inputs, performance improvement etc. to
act as a catalyst for change, to give a competitive edge and encourage a learning climate in the company.

3.4 Need for the study

Training and development of human resources are the spin around which all the techniques of growth process revolve. On the
one hand, promoting employment is an accepted national target and on the other hand finding suitable and trained manpower
is a basic necessity for any organizations. The single most important factor is skill development. No matter how abundant
other resources may be, as social and economic advancement depends mainly on the quality of people. Quality manpower can
be developed through proper training and development. 'Learn or cease to earn' is the contemporary slogan.
According to Lynton and Pareek (2004), every year India is spending more than
$45 billion on training and development, whereas, USA spends nearly twice the amount. Expenditures of such magnitudes
call for a periodic assessment, to find how far the benefits measure against the escalating cost of training and development.
Though training and development is essential still doubts arise only over its contribution during practice. Complaints are
growing about its ineffectiveness and waste. The training and development apparatus and its costs have multiplied but not its
benefits.
The importance of APEPDCL management especially in this changing economyand the necessity of highly skilled managerial
personnel inspired the researcher to conduct a study on the impact of training and development programmes on employees
performance in APEPDCL which is one of the best power distribution companies in India.
For the organization, the most important question about training and development is whether it is worthwhile and whether it
helps in improved performance. The answer to that question is to be given in terms of competency enhancement of employees
in order to improve performance of the company.
Keeping in view the above discussions, the present study of training and development programmes at APEPDCL aims at
finding how far the training and development programmes impact on the performance of the employees which in turn on the
organization. The study “Impact of Training and Development on employee’s performance” focuses on the following.

3.5 Objectives of the study

1. To analyze the training programs conducted for the employees by APEPDCL
2. To review the policy and practices on training at APEPDCL
3. How for the training and development programs at APEPDCL and how the trainingand development practices has
helped in development of the organization.
4. To evaluate satisfaction levels of employees regarding the training & Developmentfactors i.e., content, facility,
facilitator etc.
5. To assess the impact of training and development on employee performance.

3.6 Research questions

Keeping in view the above objectives, an attempt has been made to find out the answers for the following questions.
1. Do the opportunities available for growth and development of employee’sperformance?
2. Are the training and development programs attended by employees related to theirjob requirements?
3. Do the employees change their work practice by applying knowledge learned as aresult of training and
development?
4. Is the training and development essential for increased performance?.

5. What is the overall impact of training and development on the organization?

6. Is the organization benefitted from the training and development programs?

3.7 Hypothesis
An attempt is made to find out the impact of demographic factors, general training factors and training factors on employees
performance. Therefore in particular, the study aims at processing the data to test the following hypothesis
1. Age of the employees as a factor – there is no significant difference among various age groups in their opinion on the
impact of training and development on employeesperformance which in turn on organization performance.
2. Experience of the employees as a factor – There is no significant difference among employees with varied experience
in their opinion on the impact of training & development on employee’s performance which in turn on organization
performance.
3. Marital status of employees as a factor – There is no significant difference between married and unmarried employees
in their opinion towards the impact of trainingand development on the employee’s performance which in turn on
organization performance.
4. General training factors – There is no significant difference among employees in their opinion towards general
training factors like training objectives for each topic were identified, the content was easy to follow, the facilitator
was knowledgeable, the facility was comfortable etc. on impact of training and development on employees
performance which in turn on organization performance.
5. Performance – There is no significant difference among employees in their opinion towards impact of employee
training on performance.

3.8 Methodology
Research refers to a critical and exhaustive investigation for experimentation, having as its aim the revision of accepted
conclusion in the light of newly discovered facts. Hence, it is a scientific process in which through collection of data and its
analysisthe researcher tries to establish some facts.
In this regard the investigator has collected literature from various sources on the development of eastern power Distribution
Company and its training and development functions which were salient in various dimensions of training and development in
APEPDCL. Therefore, the study was planned to explore the impact of training and development activities in APEPDCL on
work man and non work man of the organisation.

The researcher has been working for APEPDCL since 2002 and spent 15 years in technical, HR functions at various levels.
APEPDCL has consistently providing power supply with minimal interruptions, fostered a culture that rewards continuous
learning, collaboration and development across the organization to be ready for the future and to meet the challenges posed by
ever changing business realities.

The researcher observed that APEPDCL is organizing focused programmes aimed at ensuring meaningful induction of talent
into the organization, initiatives to address current and future abilities requirements, future technological changes, and
performance improvement, and so desired to study the impact of training and development on employees performance. This is
the main reason for selecting “APEPDCL”.

A systematic literature survey was followed for better understanding the study and generating ideas from it for carrying out the
research work. It is essential as a means of 'thought organization' and to reach research objectives. For this various national and
international books and journals were referred in various libraries. The literature gathered helped to clarify research questions,
to organize the research project into manageable jobs, to check the feasibility and manageability of the research question in
terms of design and sample implementation.

3.9 Instruments (tools)

For systematic study a plan was prepared in different stages like planning and preparation, project designing, project
implementation, data analysis and interpretation, and writing of the report. This included sub-stages such as data input and
coding, data analysis and interpretation.

3.10 Questionnaire to the trained Employees

A questionnaire was designed by selecting different variables and items to obtain the required data for the study. The
questionnaire consists of the following rating scales.

3.11 Validity and Reliability

According to Ehlers(2009) “The ensuring of validity and reliability is a prerequisite for research data in order to avoid possible
shortcomings and pitfalls in research results.” Hair et al.,1999 states “Validity of the variable reflects the extent that
differences related to the construct that are sought to be measured.”
According to Cooper and Schindler (2001) “Many forms of validity exist. The two major ones are internal validity and
external validity. external validity refers to the extent of generalizability of the results of a study across persons, setting or
events On the other hand,. Internal validity refers to the extent, which a test measures what is intended to measure. The
reliability of a variable is a necessary but not a sufficient condition for its validity. Validity can never be established clearly,
but can only be inferred either by direct assessment or indirectly by assessing reliability.”
According to Hair(1999) “Reliability is the degree to which measures are free from error, and therefore yielding reliable
results. Imperfections in the measuring process that effect the assignment of scores or number in different ways each time a
measure is taken, such as a respondent who misunderstands a question, are the cause of low reliability. There are two
dimensions that underline the concept of Reliability. The first dimension is concerned with repeatability, which requires the
use of test-retest method to administer the same scale or measure to the same respondents at two separate times in order to test
for stability. The second dimension of reliability is concerned with the homogeneity of the measure. To measure the internal
consistency of a multiple-item measure, scores of the item within the scale are correlated.”

3.12 Present study

In order to assess the reliability of the measures, in this study, item-to-total correlations and Cronbach Alpha were employed.
The SPSS produced internal consistency test (i.e., reliability, cronbach alpha test) for the employees and sample is suitable for
assessing the reliability of the construct.

3.13 Research Instrument

Under this research instrument, a structured questionnaire in which definite concrete predetermined questions are framed to
the aspect for which researcher collects data. The questions are presented with exactly the same working and in the same order
to all the respondents.
This study conducted in 5 dimensions relating to various facets. These are placed on a five point Likert scale ranging from
“strongly agree”, “agree”, “moderately agree”, “disagree”, “strongly disagree” the respondents were asked to indicate their
opinion over their job on the 5 point–scale. These 5 points are given scores in order of5 to 1.
The variables selected for the study are training awareness, work objectives, features of training, components of training,
training process, use of training, training criteria, and training outcomes impact on productivity and evaluation. Ranking
method was also used for qualitative analysis.

3.14 Administration of the questionnaire

After preparing the questionnaire, subjecting it for pre-test, the final questionnaire was accepted and administered for data
collection. Since the mailed questionnaire would bring unsatisfactory results, the researcher has personally met all the
employees’ i.e. work man and non-work man and administered the questionnaire to a sample of 200 employees. A random
sampling method was adopted for collection of data, according to that, the researcher has covered the employees. The
particulars of the employees about their designation, age, marital status, educational qualifications, years of experience and
gender etc... are presented in the data analysis chapter.
The researcher personally met all the employees of different departments and sections of APEPDCL to explain about the
research and collected the necessary information through the structured questionnaire. Ultimately, the investigator has
collected the required data satisfactorily.
 3.15 Data Collection:
The researcher has used different techniques and tools to collect data through different sources. As a part of archival research
the researcher has studied personal documents, life histories, observations, interviews, questionnaire and schedules. Varietyof
tests like achievement test, intelligence test, aptitude tests are certain techniques adopted in case study for data and the
collected data is be recorded.
(a) Primary data
In this method, the primary data was collected through structured questionnaire. The researcher interacted with respondents
and collected the data through personal contacts and extensive interviews.

(b) Secondary data

Under this method, In order to acquire the secondary data, the researcher has visited offices of various departments of the
organization (APEPDCL), and had gone through their records and annual reports. The researcher also visited APEPDCL HR
department, Visakhapatnam and Gitam University department library for collection of additional data from the books, journals,
articles etc. and websites and other online content was also analyzed.

3.16 Sample Design:

A sample is a small proportion of a population selected for observation and analysis. Much care has been taken while selecting
the sample for the study. While explaining the importance of this method of sampling, John W. Best said, "In additionto or
instead of, socio-economic status, such characteristics as sex, extent of formal education, age, marital status, years of
experience and gender, religious or political affiliation, might provide a basis for choosing a stratified sample".
The survey has been conducted on Impact of Training and development on employees performance at APEPDCL,
Visakhapatnam. The data collected from 200 employees choosing by stratified sampling. The following table depicted the
respondent employees, universe and sample size.
Table 3.1 Universe and Sample size
S.No Respondents Universe Sample %
1 Engineers 225 88 39

2 Accounts people 150 21 14

3 Workers 475 91 20

Total 850 200 24

Source: HR Data, APEPDCL,Visakhapatnam
3.17 Independent variables:
The socio-demographic characters of the sample respondents (executives) are the independent variables in this study. There
are 6 independent variables considered in the present investigation. These are the main factors which are representing ethics in
human resource management.

The following independent variables of the employees:

1) Experience
2) Academic qualification
3) Age
4) Marital status
5) Gender
6) Designation

3.18 The dependent variables:

For the entire executive questionnaire in the sample study the opinions were collected with the help of set of statements. For
each statement the investigator identified the opinion with the help of scaling method. The opinions are, Strongly agree,
Agree, Moderately Agree, Disagree and Strongly disagree. The dependent variables were studied in order to study the opinion
of the executives on the training and development activities practiced in the human resource management of APEPDCL,
Visakhapatnam and find out the influence of independent variables on the dependent variables. Through these statements, the
investigator wanted to identify:
1. Training
2. Features of existing training system
3. Components of training
4. Training process
 5. Training criteria
6. Training outcomes – Impact on productivity
7. Training evaluation

3.19 Statistical Treatment:

In this report, the data collected has been analyzed by using the software package SPSS version of 15.0 with Descriptive
statistics, Chi-square Test, Correlation and Anova Test.
3.20 Chi-Square Test
The chi-square test is one of the simplest and most widely used non-parametric statistical works. It makes no assumption about
population being sampled. The quantity of 2 describes the magnitude of discrepancy between theory and observation. With
the
2 test we can know whether a given discrepancy between theory and observation can be attributed to chance or whether it
results from inadequacy of the theory to fit observed facts. If 2 is zero it means that observed and expected frequencies
completely coincide. The greater value of 2 the greater would be discrepancy between observed and expected frequencies.
The formula of computing chi-square is:
O= Observed frequency
E= Expected or theoretical frequency

3.21 Hypothesis: The calculated value of 2 is compared with table value of 2 for a given degree of freedom at 0.05%
level of significance. If the calculated value of 2 is greater than the table, the difference between theory and observation
is considered to be significant it could not have arisen due to fluctuations of sampling.

3.22 ANOVA
Analysis of variance popularly known as ANOVA, it is an amazingly versatile technique and most powerful tool of statistical
analysis. The test so developed by Fisher is known as Fisher’s test and it is popularly called “F”-test . It is widely used in
analysis of variance. But when the comparison among three or more categories or samples has to be made simultaneously, the
use of t-test is not only tedious, but it also increases the probability of making Type I error. To overcome this difficulty a
method known as the analysis of variance (ANOVA) has been developed.

Hypothesis
If the calculated value ‘f ‘is greater than the critical value, the null hypothesis is rejected and the difference between the means
is said to be significant. It means accepting the alternative hypothesis with the formula
3.23 Correlation
Correlation analysis helps us in determining the degree of relationship between two or more variables. It does not tell us
anything about cause-effect relationship. Even a high degree of correlation does not necessarily mean that a relationship of
cause and effect exists between the variables or simply stated, correlation does not necessarily imply causation or functional
relationship though the existence of causation always implies correlation.
The correlation may be due to pure chance, especially in a small sample: The researcher may get a high degree of correlation
between two variables in the sample but in the universe, there may not be any relationship between the variables at all. This is
especially so in case of small samples. Such a correlation may arise either because of pure random sampling variation or
because of the bias of the investigator in selecting the sample.
Both the correlated variables may be influenced by one or more other variables. It is just possible that a high degree of
correlation between the variables may be due to same causes affecting each variable or different cause affecting each with the
same effect. For example, a high degree of correlation between the yield per acre of rice and tea may be due to the fact that
both are related to the amount of rainfall. But neither of the two variables is the cause of the other.
Both the variables may be mutually influencing each other so that neither can be designated as the cause and other the effect.
There may be a high degree of correlation between the variables but it may be difficult to pinpoint as to which is the cause
whichis the effect. This is especially likely to be so in the case of economic variables.

Hypothesis:
When p=+1 it means that there is perfect positive relationship between the two sets ofvariables X and Y.
When p= -1 it means that there is perfect negative relationship between the two. When p=0 it means that there is no
relationship between them.
The closer p to +1 or -1 the closer is the relationship between the two variables. The closer p is to ‘0’ the less close
the relationship.
 3.24 Limitations of the Study
The basic limitation of the behavioural science studies is that they deal with measures of performance of employees towards
the job. These measurements may differ from individual to individual. Even though utmost care has been taken in selecting
the sample the result derived from the study may not be exactly equal to the true value of population. Hence, the result of the
study is considered to be true and the relationship holds good only for the study.

3.25 Presentation of The Study

The first chapter deals with the concept of training and development. and the importance of training and development, Further
it deals with the design and process of training and development in various methods and techniques for conducting various
training programmes, implementation and evaluation are discussed to clear picture of the topic of research studies for
development of employees performance which in turn an organization performance..
The second chapter deals with the earlier literature developed by different authors, scholars, and researchers, etc., which are
related to the current study. It covers both national and international studies where the authors discussed their arguments at
length and their arguments give a wide perspective to training and development activities.
The research methodology of the study was discussed in chapter three. In this chapter the problem, its need and significance,
objective, scope, research methodology and limitations of the research work. It also gives the hypothesis based on which the
research work is carried out.
Chapter four is 'Profile of the organisation', which gives an overview on the APEPDCL, Visakhapatnam This chapter deals
with organization structure, management, operations, performance and financial status of APEPDCL, Visakhapatnam. It gives
information on its manpower planning and different activities pertaining to human relation such as, manpower, administration,
welfare activities, and relation and organization development. This chapter also presents a picture on the potential, problems
and strategies of the organization. At the end of the chapter an attempt has been made to analyze the secondary information
collected on the training and development function at APEPDCL, Visakhapatnam. It covers training and development policy,
latest techniques and innovative for its administration and the training activities. The data collected from the records of the
organization on its trainingand development activities have been discussed in this chapter.
The fifth chapter deals with the data analysis and interpretation, where it is based on the response of the various categories of
employees in the sample study organisation. It is focused on their demographic profile and different dimensions of training.
This data on training and development activities of work man and non work man have been further tabulated and analyzed on
the basis of category, department, types and key areas of training. A critical analysis of the training and development activities
has been discussed in this chapter. Here the analysis of relationship between demographic profile and training & development
dimensions has been tested and discussed. This analysis aims at establishing a relationship between the various dimensions of
training and development with personal profile of the employees
In the sixth chapter, a Summary, Findings and Suggestions are presented. An attempt has been made to provide a summary of
all previous chapters. It evaluates the hypothesis and presents the findings of the research in the conclusion and suggestions for
better management of training and development activities in APEPDCL, Visakhapatnam.
 Chapter-4 ORGANIZATIONAL PROFILE

APEPDCL - Profile

Following the advent of power reforms in the state of Andhra Pradesh, the Eastern Power Distribution Company of Andhra
Pradesh Limited (APEPDCL) was formed on the 31st March, 2000 to serve as a Distribution Company. APEPDCL is
responsible for undertaking distribution and bulk supply of power in Srikakulam, Visakhapatnam, Vizianagaram, East and
West Godavari districts.
APEPDCL is the leading Indian power utility serving a consumer base of over 5 Millions spread across five districts in the
eastern part of Andhra Pradesh. It has always been a pioneer in delivering technology centric customer care services to its
customers and has the lowest AT&C losses and one of the best in terms of operational efficiency. APEPDCL is certified for
ISO 9001:2008 for its Quality Management System and certified for ISO 27001:2005 for its Information Security
Management System.
APEPDCL is responsible for undertaking distribution and bulk supply of power in the operation circles of Srikakulam,
Visakhapatnam, Vizianagaram, East and West Godavari districts and 20 Divisions of Coastal Andhra Pradesh. APEPDCL
supplies power to over 55.54 lakh consumers belonging to different categories through a network consisting of 587 Sub-
stations of 33 KV level, 2322 feeders of 11 KV level and more than 1,27,487 distribution transformers of different levels.
The Corporate Office and Headquarters of APEPDCL are situated at Visakhapatnam.

Our Network:
Our distribution network stretches from Srikakulam district in the North of Andhra Pradesh to West Godavari district in the
South.
Figure-4.1 APEPDCL Network Area

APEPDCL is led by a Chairman and Managing Director, appointed by the Government of Andhra Pradesh, assisted by a
Board of Directors.
Figure-4.2 Organizational Structure

Figure-4.3

Spatial Distribution of Electrical Substations

Company Vision:
Serving with smile:

 To ensure reliable, efficient and sufficient power supply to consumers.

 To ensure a balanced all-round development of power infrastructure in all circles ofoperation.

 To ensure operational efficiency through managerial, functional autonomy andtechnological up gradation.
  To focus on customer care and customer service in all spheres of activity, by maintaining good quality and
cost-effectiveness in power distribution

Future Plans:

 Integration of customer database with GIS for all 29 towns of APEPDCL for better linkage between customer
and network elements i.e., pole, distribution transformer, feeder and sub station
 HT Metering Information Management System (MIMS), an in house application under development for
tracking Metering Installation for HT Consumers
 Strengthening transmission and distribution infrastructure

 Pre paid metering system.

 Implementation of SCADA system

Activities and initiatives taken up

• Eastern Power Customer Care & Billing (EPCCB)

• Mobile Application for Inspection & Networking (MAIN)

• Website for Consumer Grievance Redressal Forum (CGRF)

• Online Legal Cases Management System (OLCMS)

• Loan Application Management System (LAMS)

• Video Conferencing facility

• Creation of Geomatic Cell

• Electrical Assets Mapping and Consumer Indexing:

• Project Monitoring System

• Agricultural Consumption Estimation (ACE)

• Meter TC Sealing

• Star Rated DTRs

• Solar Power Initiatives
• Creating new Infrastructure

• Polymer Insulators & GI material

• Central Breakdown, Fault Rectification and Maintenance Teams (CFRMT)

• Mee-Seva Integration

• Scrap Disposal

Initiatives - Eastern Power Customer Care & Billing (EPCCB):

As the existing Billing software is working in distributed architecture, EPCCB is taken up for centralization of the MBC
software.
With the rollout of EPCCB, Integration of MBC, New Connection, Disconnection and Reconnection modules with R-APDRP
application is ensured.

The main features of EPCCB are:

 Centralized system covering entire revenue and operation functionalities of APEPDCL.

 Extend Customer Support for all categories of complaints and reduce the redresses cycle time
thereby ensuring customer satisfaction.
 Dashboards for quick reaction time to address emergencies for decision makers.

 Minimize pilferage of power and accuracy in billing is the prime focus.

EPCCB Core modules - CIS, CRM, AMI Overview

R-APDRP Part-A: Scheme sanctioned Rs.61.45Crs. for 29 Towns in APEPDCL for Reduction of AT&C losses and
improvement of consumer service through adopting of IT applications, Energy Accounting and Auditing without any human
intervention and to identify the key areas requiring Administrative/Technical measures. Already 29 Towns declared Go-
live.

R-A PDRP Part-B: Scheme sanctioned the project for an amount of Rs.58.51Crs. for Strengthening of Distribution
Network for reduction of AT&C losses in 9 Towns viz. Itchapuram, Palasa-Kasibugga, Amadalavasa, Pithapuram, RC
Puram, Mandapeta, Amalapuram, Eluru and Bhimavaram. The works under progress and programmed to be completed
by June 2015.
SCADA Part-A (IT Components): An amount of Rs.13.16 Crs. sanctioned for Visakhapatnam Town. And works
completed in 2016.
SCADA Part-B (Electrical Components): Scheme sanctioned for Rs.21.42Crs for Visakhapatnam Town and works are
under progress

SCADA Part-B: Religious & Tourist Places: DPR for Kailashgiri Hills and Simhachalam Temple in Visakhapatnam Town
prepared for Rs.29.99Crs. and submitted to PFC on 21-07- 2016. Sanction is awaited.

SC Sub-Plan: Electrification of 94 Nos. SC colonies and release of 1,841 services to SC households sanctioned for
Rs.205.00 lakhs during 2015-16 in all 5 Districts of APEPDCL. 86Nos.SCcolonies electrified.

Tribal Sub-Plan: Electrification of 139 Nos. Tribal habitations and release of 2761 services to ST households sanctioned
for Rs.817.00 lakhs during 2015-16 in all 5 Districts of APEPDCL. 22 Nos. Tribal habitations electrified

Segregation of Industrial Mixed Feeders: Work of Segregation of 20 Nos. 33 KV and 3 Nos. 11 KV Industrial mixed
feeders into dedicated feeders in 5 circles of APEPDCL sanctioned for Rs.25.26 Crs..

New it Initiatives 1n APEPDCL:

EPDCL explore various modes to utilize technological developments for improving operational efficiency and customer
care. Some of the highlights of the areas in which the basic work is completed and is expected to Go-Live by mid of next
financial year are as follows:

 Implemented E-Office and E-stores successfully.

 Generated Daily Defaulters list and provided facility for updation of the action taken and developed various
reports on the same.
 Developed a module for release of services under Rural Electrification (RE) Component under DDUGJY
Scheme and developed reports for monitoring the progress.
 Implemented revised load approval process which has reduced the no. of work orders to be operated by AE-
Operations.
 Provision for uploading Documents during registration in Call centres which has reduced the dependency of
hard copies for release of services by the operations staff.
 Facility for uploading test reports after release of new services & meter change slips after meter changes has
reduced the delay in the process of acceptance by AAO-ERO.
 Online registration for New Service Application.

 Online registration for Solar roof top (Net metering)

 Development of mobile applications

 Eastern Power’ mobile application: Consumer mobile app has been completely in- house initiative and
successfully developed where in the consumer can view/pay bills, know their power supply status, Register a
complaint, know the status of complaint, etc.
 Inspection of Sub-stations
 Inspections of 33KV lines
 Inspection of 11KV lines
 Inspection of DTRs and
  Inspection of LT lines
 Development and Implementation of e-Project Monitoring System (e-PMS) which enables to monitor the status
of all projects/ schemes such that these are executed efficiently within timelines specified.
 Development of Application for monitoring the replacement of failed Distribution Transformers using Vehicle
Tracking System (VTS).
 SAP logins have been given up to the cadre of AEs and a module for closing of work orders has been
developed with a dashboard. Closing of Work orders can be monitored at different levels so that they are
closed immediately after work completion for capitalization of Assets
 Developed CM dashboard web application.

 Development of LMC dashboard with the following features:

 11 KV feeder interruptions with cause-wise analysis.
 Loads and Power factor of all 11 KV feeders.
 DTR Loads in all R-APDRP towns.
 SAIDI-SAIFI Analysis with graphical representation up to section level.
 Load Curve indicating Schedules vs. Actuals.

Mobile Application for Inspection & Networking (MAIN):

The objective of “MAIN” is to initiate and implement the Mobile based IT Applications in the DISCOM in carrying out
and to monitor the field inspections from a central location withthe help of GPS.

Initially “MAIN” is implemented in the following wings of APEPDCL.

 Detection of Pilferage of Energy (DPE)

 Quality Control (QC)
 Quality Assurance (QA)
Energy Conservation measures taken by APEPDCL:

1. APEPDCL comprising of 5 districts namely Srikakulam, Vizianagaram, Visakhapatnam, East Godavari and
West Godavari with approximately 55.23 lakhs consumers having an average demand of 1500MW per day
comprises Domestic sector39%,Commercial 14%, Industrial 23%,AGL 18% and Others 6% .

2. As part of Energy Conservation week APEPDCL organized the following activities to create awareness on
Energy Conservation, Energy Efficiency and Renewable Energy Sources i.e. Solar etc.,

 Rally is conducted for creating awareness

 Painting Competitions were conducted for School going children in Sub Junior, Junior & Senior
Categories on the Topic Energy Conservation & Solar Energy.
 Technical quiz conducted for school going children to create awareness on Energy Resources and Energy
Conservation.
 Solar Expo conducted from 22nd to 24th August 2015 with Solar panel vendors and other energy
efficient devices suppliers to promote Roof top solar Energy.
 Work shop conducted for creating awareness on Energy Conservation for generalpublic and Engineering
College Students.

Energy Conservation Initiatives taken by APEPDCL:

1. As a part of Loss Reduction and Energy Conservation Measures the followinginitiatives are taken
a. Erected BEE 5 Star rated DTRs
 APEPDCL is the first power utility in procurement of DTRs with BEE 5 star rating among all
power utilities in India.
b. Erected Capacitor Banks

 119 No’s of 1MVAR and 03 No’s 2MVAR Capacitor Banks totaling to 125MVAR were erected.
  184Nos. 600 KVAR capacitor banks totaling 110.4 MVAR erected on 11 kVAgriculture feeders for
improving power factor and consequent reduction of load current on the feeders.

c. Distribution of LED Bulbs to each domestic consumer

 Implemented DELP (DSM Based Efficient Lighting Programme) scheme in APEPDCL wherein
which 2 Nos. LED Bulbs are distributed to each domestic service at free of cost and about 75.41lakh
bulbs were distributed. Expected energy savings per month is 48.92MU.

Expenditure Projections:
 Power Purchase Cost
 Power Purchase and Procurement Cost
 Transmission Charges
 PGCIL & ULDC Charges
 SLDC Charges
 Distribution Cost
 Interest on Consumer Security Deposits
 Supply Margin
 Other Costs
 Aggregate Revenue Requirement for Retail Supply Business
Revenue Projections:
 Sales Forecast
 Revenue from Current Tariffs
 Non-tariff Income at Current Charges
 Revenue at Current Tariffs and Charges
Revenue Gap:
 Revenue Deficit / Surplus at Current Tariff and Charges
 True-up for FY 2015-16
 Proposals to handle the Deficit / Surplus
 Government Subsidy Requirement

Table-4.6Energy

2015-16 2015-16 2016-17

Particulars Proposals Actuals Proposals
MU % MU % MU %

1)Total Metered Sales 14,574 81.67% 12,820 79.69% 14,902 80.23%

a)EHT sales 4,364 24.46% 3,024 18.80% 3,830 20.62%

b)HT sales 4,009 22.46% 3,492 21.70% 4,303 23.16%

c)LT Metered sales 6,201 34.75% 6,304 39.19% 6,769 36.44%

II) LT Agricultural
1,936 10.85% 2,149 13.36% 2,281 12.28%
Sales
 III)Total Sales 16,510 92.52% 14,969 93.05% 17,183 92.51%
IV)ADD: Distribution
Losses
Distribution Losses
1,335 7.48% 1,118 6.95% 1,392 7.49%
(Incl. EHT sales)
Distribution Losses
1,335 9.90% 1,118 8.56% 1,392 9.46%
(Excl. EHT sales)
V)DISCOM Power
purchase
a)Discom Input(Excl
13,481 13,063 14,712
EHT sales)
b)Discom input(Incl
EHT sales) and 17,845 100.00% 16,088 100.00% 18,575 100.00%
excluding
Transmission losses

Table-4.7 Distribution Loss

Loss Target as per No. of 11 KV
APERC Actual T&MHQ Additional
Year feeders for 33/11 KV
which energy sub-stations
Excl. Incl. EHT Excl. EHT Incl. EHT
audit charged
EHT
done

2009-10 11.14% 8.82% 10.43% 8.45% 640 59

2010-11 10.80% 8.81% 8.75% 6.96% 650 27

2011-12 10.54% 8.55% 10.37% 8.40% 655 15

2012-13 10.41% 8.42% 12.17% 9.38% 697 52

2013-14 10.21% 8.26% 11.72 % 9.18% 718 19

2014-15 10.21% 8.26% 10.74% 8.46% 742 9

2015-16 9.91% 7.48% 8.56% 6.95% 801 62

9.92%(Up 7.96%(Up to
2016-17 9.46% 7.49%
to Sept-16) Sept-16)

It is expected to reduce the losses further with the implementation of the following measures.

i) Reduction of both technical and commercial losses by vigorously conducting 11 KV feeder wise energy audits.

ii) During the year 2015-16, only 801 Nos. 11 KV Town, MHQ & industrial feeders were considered for energy audit
whereas during the year 2016-17, 820 Nos. feeders are available for which energy audit is done on regular basis at
corporate office level.

iii) For the year 2015-16, 62 Nos. 33/11 KV sub-stations were charged and For the year 2016-17, 70 Nos. 33/11 KV
sub-stations are proposed out of this 3 Nos. were already charged to reduce over loaded 33 KV & 11 KV lines and
to maintain good voltage profiles up to the consumers end.
Financial Performance:

Financial Performance of previous Year FY 2015-16:

Revenues from sale of electricity:

Total Revenue from tariffs and charges against the Tariff Order Targets for Previous Year FY 2015-16 is as shown in the
following Table:

Table-4.8 Financial Performance

 Revenue from current tariff and charges for FY2015-16(Rs. Crs.)
2015-16
Category APERC
2015-16 (Actual)
Target
LT Category 2,894 2,957
Domestic 1,436 1,536
Non-domestic/Commercial 695 781
Industrial 553 458
Cottage Industries 0.88 0.99
Irrigation& Agriculture 35 11
Local Bodies, St. Lighting & PWS 139 133
General Purpose 34 34
Temporary Supply 0.76 1.75
HT Category 5,307 4,297
HT I : General 4,098 3,156
HT II: Others 610 594
HT III: Airports, Bus Stations and Railway Stations 12.55 11.19
HT IV Government LIS & Agriculture 36 61
HT V: Railway Traction 497 442
HT VI: Townships & Residential Colonies 22 20
HT VII: Green Power - -
HT VIII: Temporary - -
Category: RESCOs 31 13
Total (LT+HT) 8,201 7,253

Total actual revenue is Rs. 7150 Crs. and Non-Tariff Income (NTI) is Rs. 103 Crs. Hence total actual Revenue
including Non-Tariff Income is Rs. 7253 Crs.
Revenue Surplus / Deficit of FY 2015-16:

For the period 2015-16, the Licensee incurred a loss of Rs.471.85Crs, due to lower than approved HT Sales growth, higher
power purchase costs, increase in employee cost due to pay revision.

The financial performance on the actual for the FY: 2015-16 are as under.

Table-4.9 Revenue Surplus / Deficit

APERC Actuals audited
Particulars (Rs. Crs) (2015-16) (2015-16) Variation

Network and SLDC Cost 1,691 2,022 331

Transmission Cost 341 368 27
SLDC Cost 10.97 11.89 0.92
Distribution Cost 1,217 1,480 263
PGCIL Expenses 119 159 40
ULDC Charges 2.88 2.24 (0.64)
Supply Cost 7,377 7,116 (253)
Power Purchase / Procurement Cost 6,866 7,032 166
Interest on Consumer Security
Deposits 92 79 (13)
Supply Margin in Retail Supply
Business 4.83 4.83 -
Energy Efficiency Project cost 8.29
 Other Costs,(True-Up FY 2014-15) 406 (406)
Aggregate Revenue Requirement 9,068 9,138 69
Total Revenue 9,068 8,666 (403)
Revenue from Current Tariffs 8,055 7,150 (905)
(Net of incentives & incl. CMC) -
Other income 545 545
Revenue subsidies and grants 868 868 -
Non-tariff income 146 104 (43)
Revenue Deficit (-) / Surplus(+) atCurrent
Tariffs - 472 472
Revenue - Cost Coverage (%) 100% 95%

# Note: Other income includes Delayed payment surcharge Rs. 154Crs, DD-sales Rs.185 Crs, Cross Subsidy Rs.15 Crs, UI
Charges revenue Rs. 15Cr.s, Recoveries from theft of Energy Rs.11Crs., Interest from Bank Deposits Rs.15 Crs, and
Miscellaneous revenue for Rs.150 Crs.
For FY 2015-16, the Hon’ble Commission allowed Rs16.97Crs towards Return on Equity considering 14% rate of return
and Rs.4.83 Crs towards Retail Supply Margin. The total Regulatory Margin allowed in the revenue a/c is Rs. 22 Crs.
However, during the year 2015-16 the company incurred a Revenue deficit ofRs. 471.85 Crs. due to lower than approved
HT Sales growth, increase in employee cost due to pay revision.

Financial performance of current year FY 2016-17:

Revenues from sale of electricity:

The actual revenue for FY 2015-16 excluding NTI is Rs.7149.61 Crs. and for FY: 2015- 16 it is estimated to be Rs.7890.64
Crs.

For the key categories, the licensee has estimated the revenue as below:

Table-4.10 Financial performance

Category Wise Revenue:(Figures shown in Rs. Crs)
2016-17
Category 2015-16 (Actual) ( Revised
Estimate )

LT Category 2,914 3,225

Domestic 1,514 1,706
Non-domestic/Commercial 770 881
Industrial 452 455
Cottage Industries, Dhobi Ghats& Others 0.98 0.91
Irrigation& Agriculture 11.03 19.28
Local Bodies, St. Lighting & PWS 131 120
General Purpose 34 41
Temporary Supply 1.72 0.84
HT Category 4,235 4,557
HT I : General 3,110 3,313
HT II: Others 586 599
HT III: Airports, Bus Stations and Railway Stations 11.03 37
HT IV Government LIS & Agriculture. 60 141
HT V: Railway Traction 436 424
HT VI: Townships & Residential Colonies 20 21
HT VII: Green Power - -
HT VIII: Temporary - 0
Category: RESCOs 12 22
Total (LT+HT) 7,150 7,782
Revenue Surplus / Deficit of current year FY 2016-17

For the period 2016-17, the Licensee projects that it might incur a loss of Rs.659 Crs, due to lower than approved HT Sales
growth because of Open Access consumption, no sale of surplus power as envisaged in the tariff order and higher variable
cost of thermal stations than approved.
Table-4.11 Revenue Surplus / Deficit
2016-17 Revised
Particulars Estimate (Rs. Crs.)
Supply Margin 5.28
ROCE / Interest 132
Total Financing Cost 137
Power purchase 6,812
Transmission charges 252
PGCIL / ULDC Charges 134
SLDC Charges 11.99
O&M (Gross) 1,088
Depreciation 343
Interest on consumer deposits 89
True up adj of 2nd control period -
Other Expenses (Special appropriation & taxes on income) 18
Other cost 50
Less: Expenses capitalized 199
ARR 8,736
Total Revenue 7,955
Non-tariff Income (Distribution Business)

Revenue at Current Tariffs (incl NTI) 7,891

Revenue from cross subsidy surcharge 64
Revenue from Trading

Regulatory Gap/ (Surplus) (781)

Subsidy 136
Net Regulatory Gap/ (Surplus) (645)

Power Purchase Cost for Current Year (FY 2016-17) H2 and Ensuing Year (FY 2017-18)
Basis of Estimation of Quantity and Cost of Power Purchase:

This section discusses the methodology and assumptions considered for estimating the quantum and corresponding cost of
power purchase of the Licensee for the second half of the Financial Year As per section 92 read with the Twelfth Schedule of
the Andhra Pradesh Reorganization Act, 2014 for bifurcation of united Andhra Pradesh (Central Act No. 6 of 2014, dated
01.03.2014), the districts of Anantapur and Kurnool which was within the jurisdiction of the erstwhile Andhra Pradesh
Central Power Distribution Company Ltd. (APCPDCL, now Southern Power Distribution Company of Telangana Limited
(TSSPDCL)) was reassigned to the Andhra Pradesh Southern Power Distribution Company Ltd. (APSPDCL). The
proportionate share of power was transferred from the allocated share of the erstwhile APCPDCL to APSPDCL.

Before the bifurcation of united Andhra Pradesh, with the implementation of Multi- Buyer Model (MBM) in the state from
June 9, 2005, each of the four Discoms of united Andhra Pradesh had been allocated a certain share of the generating stations
contracted by APTRANSCO. According to G.O.Ms. No. 20 (dated 08.05.2014), based on the last 5 years’ average
consumption of Anantapur and Kurnool districts, 17.45% of power earlier allocated to the erstwhile APCPDCL has to be
transferred to APSPDCL. Power allocation percentages for Andhra Pradesh Discoms and Telangana Discoms have been
modified accordingly. Andhra Pradesh has been allocated a percentage of 46.11% of the erstwhile Andhra Pradesh share. The
revised power allocation percentages for the two Discoms of Andhra Pradesh (APEPDCL and APSPDCL) are mentioned
below.
Table-4.12
Quantity and Cost of Power Purchase

S. No. Name of the Distribution Company Allocation Percentage

1 APEPDCL 15.80 %

2 APSPDCL 30.31 %

PP allocation:

 Allocation percentage for existing APGENCO thermal stations, CGS stations and Gas IPPs is 46.11% of united AP
share (based on the last 5 years’ average consumption of Anantapur and Kurnool districts).
 Power from GENCO (APGENCO and TSGENCO) hydel stations have been allocated based on their geographical
location.
 100% share of the upcoming APGENCO station, RTPP-IV has been considered forAndhra Pradesh.
 The two mini-power plants LVS and srivathsa have been allocated to APEPDCL.
 The erstwhile GVK Phase-I has been acquired by APDISCOMs on 22nd April 2016 and 100% share has been
allocated to Andhra Pradesh
 Non-conventional Energy sources have been allocated to the DISCOMs as per the PPA
 Entire energy available from Hinduja thermal power plant has been allocated to AndhraPradesh.
 Month-wise surplus has been estimated based on the availability and requirement.
 The energy deficit in each Discom (if any) is then met through procurement through bilateral sources and D-
D Sales.

In the following paragraphs, the capacities and availabilities of all the generating sources have been described. The actual
energy availability in MU for each Discom has been projected based on the above allocation principles.

Installed Capacity of Major Generating Stations:

GENCO (Andhra Pradesh Genco. & Telangana State Genco.)

The table below shows the projected capacities of the Thermal and Hydel generating stations of GENCO including the share in
the interstate projects.

APGENCO:

Energy allocation for existing APGENCO thermal stations has been considered as 46.11% of united Andhra Pradesh share
as per G.O. Ms. No. 20.
While 100% consider from Damodaram Sanjeevaiah TPP I & II and RTPP- IV. ForAPGENCO Hydel stations allocation is as
per geographical location (100%).
Allocation for interstate hydel projects have been taken as per G.O.Ms. No.20.

Table-4.13 APGENCO
Source Projected erstwhile AP share Projected AP share
(MW) (MW)

Dr. NTTPS ( I, II, III) 1,260 581

Dr. NTTPS – IV 500 231
RTPP-I 420 194
RTPP-II 420 194
RTPP- III 210 97
RTPP- IV (New Station) 600 600
 Damodaram Sanjeevaiah TPP I 800 800
Damodaram Sanjeevaiah TPP II 800 800
TOTAL THERMAL 4,410 2,896
HYDEL
Interstate projects:
Machkund, Orissa (AP share 70%) 84 39
T.B. Station, Karnataka (AP share 58 27
State projects:
Donkarayi 25 25
Upper Sileru 240 240
Lower Sileru 460 460
Srisailam right bank PH 770 770
Nagarjuna Sagar right canal PH 90 90
PABM 20 20
Mini hydro 1 1
Nagarjuna Sagar Tail Pond 50 50
TOTAL HYDEL 1,798 1,721
TOTAL APGENCO 6,208 4,617

TSGENCO

Energy allocation for existing TSGENCO stations has been considered as 46.11% of united Andhra Pradesh share as per G.O.
Ms. No. 20.
No availability considered from new TSGENCO station, KTPP Stage II.
For TSGENCO hydel stations allocation is as per geographical location (0%).
Table-4.14 TSGENCO
Source Projected erstwhile AP share(MW) Projected AP share(MW)

Kothagudem-(A,B,C) 720 332

Kothagudem-D 500 231
Kothagudem-VI 500 231
Ramagundam-B 63 29
KTPP -I 500 231
TOTAL THERMAL 2,283 1,054

TOTAL TSGENCO 2,283 1,054

Central Generating Stations:

AP Discoms have Power Purchase Agreements with Central Generating Stations to purchase power from NTPC (SR),
NTPC (SR) Stage-III, NTPC -Talcher-II, NTPC Simhadri- I &II, Vallur (JV) Power Project, Tuticorin Thermal Power Plant
(upcoming), Neyveli LigniteCorporation Ltd (“NLC”), Madras Atomic Power Station (“MAPS”) and Kaiga Atomic Power
Station (“KAPS”). Allocation percentage for CGS stations has been considered as 46.11% of united AP share (based on the
last 5 years’ average consumption of Anantapur andKurnool districts as per G.O.Ms. No. 20).
Table-4.15
Central Generating Stations

Total
Installed Projected erstwhile AP Projected AP share
Capacity share
Name of the Station
% (of Total
Installed % (of Total
(MW) (MW) (MW) Installed
Capacity)
Capacity)

NTPC-(SR) RamagundamI & II

2,100 679 32.32 313 14.91

NTPC-(SR) Stage –
Ramagundam- III 500 170 33.92 78 15.68

NTPC-Talcher-II 2,000 400 20.01 184 9.22

NTPC Simhadri Stage I 1,000 1,000 100.00 461 46.11
NTPC Simhadri Stage II 1,000 460 46.01 212 21.21
NLC TS II Stage-I 630 116 18.33 53 8.49
NLC TS II Stage-II 840 204 24.33 94 11.20
NPC-MAPS 440 44 9.90 20 4.61
 Total
Installed Projected erstwhile AP Projected AP share
share
Capacity
Name of the Station
% (of Total
% (of Total
Installed
(MW) (MW) (MW) Installed
Capacity)
Capacity)

NPC-Kaiga 1 & 2 440 136 30.82 63 14.25

NPC-Kaiga 3 & 4 440 144 32.64 66 15.09
Vallur (JV) NTPC with
TANGEDCO 1,500 221 14.75 102 6.79

NLC-TNPL Tuticorin 1,000 255 25.46 118 11.76

NTPC-Kudigi* 2,400 419 17.5 201 8.36
TOTAL CGS 14,290 3,829 26.8 1,965 13.75

* 2400 MW (3x800 MW) Thermal Power Project is being setting up by M/s. NTPC Ltd at Kudigi, Karnataka. The then AP
Discoms have signed a PPA with NTPC on 23.09.2010. Power shall be allocated as per the Gadgil formula. However, the
same is yet to allocate by MoP, GoI. Tentatively, as per the Gadgil formula, the residuary A.P may get 8.36% power
i.e. 200.62 MW from the said Power Project. Based on the existing power position scenario in AP, Ministry of Power
(MOP), Government of India (GOI) was requested that the allocation may either be cancelled to AP or to defer the
scheduled COD for 2 more years via Lr. No. 683/16, Dt. 29/10/2016. The reply from MOP, GOI is yet to be received.

AP Gas Power Corporation Ltd (“APGPCL”): Joint Sector:

APGPCL is a joint sector gas-based power project. The allocation of power from this project is in proportion to the equity
share capital of participating industries. The total installed capacity of the project along with the DISCOMs share is as
given below:
Table-4.16
AP Gas Power Corporation Ltd

Source Installed Projected Erstwhile AP Projected AP AP Share(%)

Capacity erstwhile AP Share (%) Share (MW)
(MW) Share (MW)
Stage I 100 16 16% 9 9%
Stage II 172 43 25% 25 14%
Total 272 59 22% 34 12%

Independent Power Producers (IPPs):

The following IPPs are under commercial operation in the Andhra Pradesh:
a) 216.82 MW gas-based plant at Jegurupadu by GVK Industries (“GVK”); Up on the expiryof PPA on 20.06.2015,
APDISCOMs have issued Buyout notice to M/s GVK-I and M/s GVK-I is scheduling entire power only to
APDISCOMs w.e.f. 20.06.2015. Further, APDISCOMs have bought out GVK-Phase I (now known as Godavari
Gas Power Plant) on 22nd April 2016.
b) 208.31 MW gas-based plant at Kakinada by Spectrum Power Generation Ltd.,

c) 355 MW (ISO) gas-based plant at Vijayawada by Lanco Kondapalli Power Ltd (“Lanco Kondapalli”); the present
PPA gets expired by 01.01.2016 and the negotiations for renewal of PPA is under progress.
d) 220 MW gas based plant at Samalkota, East Godavari District by M/s. Reliance Power Ltd. (formerly M/s. BSES).
The Plant Load Factor (PLF) of above four IPPs has been considered at 40% for the second half of FY 16-17 and FY17-18
Energy allocation for gas-based IPPs has been taken as 46.11% of united Andhra Pradesh share as per G.O. Ms. No. 20.
After expiry of PPA, Energy allocation from Godavari Gas Power Plant (previously M/s GVK), Spectrum has been taken as
100% to Andhra Pradesh. Projected erstwhile Andhra Pradesh share and residuary Andhra Pradesh share are as mentioned
below.

Table-4.17 Independent Power Producers

 Source Projected erstwhile AP Projected AP share(MW)
share (MW)

Godavari Gas Power Plant 216 216

Spectrum 205 205
Lanco Kondapalli (Gas) 362 167
Reliance BSES 220 101
TOTAL GAS-BASED IPPs 1002 689

GVK Extension (220 MW), GMR Vemagiri (370 MW), Gowthami (464 MW), and Konaseema (444.08 MW) are the new
IPPs which have been commissioned during the years 2006 (Vemagiri), 2009 (GVK Extension, Gowthami) and 2010
(Konaseema).
APDISCOMs have not entered into PPAs with aforesaid projects under Phase- IV E-bid RLNG scheme for the period
from 01.10.2016 to 31.03.2017. Further as on date no communication has been received from Ministry of Petroleum &
Natural Gas (MoP&NG) regarding extension of E-bid RLNG scheme for FY 2017-18. Hence no generation under e- bid
RLNG scheme has been considered for FY 2017 -18.

DISCOM losses:
The DISCOM losses for H2 FY 2016-17 is taken as per APERC approved values and 10% reduction is considered for FY
2017-18. The below table provides the voltage level losses for projecting the energy requirement for H2 FY 2016-17 and FY
2017-18.
Table-4.18 DISCOM losses
APEPDCL - DISCOM losses
Voltage Level H2 FY 2016-17 FY 2017-18(Expected)
33 kV 3.22% 2.90%
11 kV 3.80% 3.42%
LT 4.74% 4.27%

AP TRANSCO losses:

The Transco losses for H2 FY 2016-17 have been taken as per approved. And for FY 2017-18 Transco losses for FY 2016-
17 H1 actuals are considered .

Table-4.19 TRANSCO losses

Transmission Losses Transmission Losses
H2 FY 2016-17 FY2017-18 (Expected)

3.34% 3.03%

Losses external to APTRANSCO system:

The losses external to the APTRANSCO system are considered to be 3.57 % for H2 FY 16-17 and also for FY 2017-18.
This is applicable for procurement of power from Central Generating Stations and other medium and short term purchases.
However, external losses have not been considered for bilateral / inter-state purchases due to considering average landed
power purchase cost at AP Transco periphery.
Expenditure Projections for APEPDCL:

Power Purchase and Procurement Cost:

The Energy dispatch from various generating stations to APEPDCL is estimated to be 17720 MU forFY 2016-17 and19721
MU for 2017-18and the cost of this energy would be Rs.6812Cr. and Rs. 8194Crs. respectively.
Table-4.20 Expenditure Projections
Particulars Units 2016-17 2017-18

Power Purchase units from Generators (in MUs) 17720 19721

 Power Purchase Cost from Generators (in Rs. Crores) 6812 8194

AP Transco Transmission Charges:

The actual transmission charges for the FY 2015-16 is Rs.368.24Crs.

The licensee has considered the Transmission cost for FY 2016-17 as approved in the Tariff Order FY 2016-17. The
licensee with the inputs from APTRANSCO has considered adjustment in Transmission Charge of Rs.85.66Crs. under
reimbursement of wheeling charges from APTRASNCO to APEPDCL.
PGCIL & ULDC Charges:

The PGCIL and ULDC charges have been computed based on the information sought by the licensee from AP Transco. For
FY 2013-14 to FY 2015-16, the figures shown are actuals. For FY 2016-17, charges approved in the Tariff Order have been
adopted and the licensee has projected the PGCIL & ULDC charges for FY 2017-18 with 10% growth. The details of the
PGCIL & ULDC charges are as shown in the table below:

Table-4.21 PGCIL & ULDC Charges

Particulars (Rs. Crs.) 2016-17 2017-18 (Expected)
PGCIL Expenses 131.19 144.31
ULDC Charges 2.81 3.09
Total 134.00 147.40
Distribution Costs:
The licensee has adopted the Distribution cost for FY 2016-17& 2017-18as approved in the Wheeling Tariff Order
(Distribution Business Tariff Order)for 3rd MYT control period (FY 2014-15 to 2018-19).
With the grants received by the Licensee under IPDS and DDUGJY schemes, the licensee has undertaken network
strengthening and augmentation exercise. Hence, the licensee expects that the capital expenditure to the tune of APERC
Approved values as per Distribution MYT 2014-19 will not be required accordingly the licensee has considered savings of
around Rs. 42 Crs. in Distribution Cost by control of capital expenditure below the approved values for FY 2017-18.

The distribution costs approved for FY 2016-17 is Rs.1382.30Crs. and for FY: 2017- 18isRs. 1565.33Crs. against which
savings from Capex restriction of Rs.42.39Crs. is takenfor the FY 2017-18.

Table-4.22 Distribution Costs

FY 2016-17
Name of the Distribution Cost for Load not eligible for Cost for Load Eligible
Service Open Access for Open Total Cost (Rs.
Provider (Rs. Crs) Access Crs.)

APEPDCL 1341.07 41.23 1382.30

Total 1341.07 41.23 1382.30

FY 2017-18 (Expected)
Cost for Load not Cost for Load
Name of the Distribution eligible for Open Access (Rs. Eligible for Open Total Cost (Rs.
Service Provider Crs) Access Crs.)

APEPDCL 1517.34 47.99 1565.33

Savings from Capex
Restriction of -42.39 -42.39
APDISCOMS

Total 1474.95 47.99 1522.94

The details of the Distribution cost considered in present retail supply filing for the current year 2016-17 and the ensuing
year 2017-18 are as below
 Distribution Cost Breakup Particulars
(in Rs. Crs.) 2016-17 2017-18

Operation & Maintenance Charges 1088.08 1235.62

Return on capital employed 131.93 143.11
Depreciation 343.26 384.74
Other Expenditure 0.65 0.57
Distribution Cost Breakup Particulars
(in Rs. Crs.) 2016-17 2017-18

Taxes on income 12.19 13.22

Special Appropriations 5.00 5.00
True up adjustment of 1st control period
Revenue
Less: IDC/Expenses capitalized 38.53 41.18
Less: Wheeling Revenue
Less: NTI 160.28 175.76
Less: Savings from Capex Restriction of 42.39
APDISCOMS
Net Distribution Cost 1382.30 1522.94

Interest on Consumer Security Deposits:

The details showing the interest on Consumer Security Deposit is as below.

Table-4.23 Consumer Security Deposits

Revenue Requirement Item For Control Period
(Rs. Crs.)
Base Year 2014-15 2015-16 2016-17 2017-18
A Opening Balance 856.66 924.62 933.17 1151.73 1392.15
B Additions during the
119.68 116.32 270.87 297.96 327.76
Year
C Deductions during the
51.73 107.77 52.31 57.54 63.29
Year
D Closing Balance 924.62 933.17 1151.73 1392.15 1656.62
E Average Balance
890.64 928.90 1042.45 1271.94 1524.38
((A+D)/2)
F Interest @ % p.a. # 8.38 8.31 7.60 7.00 6.50
G Interest Cost (E *F)
74.61 77.20 79.18 89.04 99.09

Table-4.24
Non-tariff Income at Current Charges
Items of Non - Tariff Income
(Rs. in crores) 2015-16 2016-17 2017-18

Recoveries from theft of power

0.00 0.00 0.00
or malpractices
Interest Income from Bank
14.44 15.16 15.92
Deposits / Investments etc.
Interest income from staff
2.61 2.74 2.88
advances and loans
Power Purchase Rebates earned 25.05 26.31 27.62
 Securitisation benefits 0.00 0.00 0.00
Miscellaneous / Other Receipts 22.94 24.09 25.29
R.C.fees 20.18 21.19 22.25
L.T.Application fees 1.28 1.35 1.42
Compensation from power
traders 17.12 17.98 18.88

Total Non-tariff income 103.64 108.82 114.26

Revenue from Theft of Power or malpractices:

The licensee would like to state that it is not appropriate to include this item in the ARR. This is because the forecasts are
made assuming that there will be no theft or malpractice. The Discom has been provided a distribution loss target under the
MYT and this is the basis of ARR computation. Any instances of theft or malpractice will have a bearing on the loss target
achievement and since that is not subject to true-up, revenue from theft and malpractice should not be considered.

Interest income from Bank Deposits / investments:

Interest income from bank deposits has been estimated at Rs. 15.16Crs.,Rs. 15.92Crs. for the Financial Years 2016-17 and
2017-18 respectively. The estimate is made considering the existing deposits and their maturity periods and also considering
the financial position of the company to make fixed deposits in the coming two years.

Power Purchase Rebates earned:

It is estimated that Power Purchase Rebates will be earned to the extent of Rs.26.31Crs. for FY: 2016-17 and Rs.27.62Crs.
for FY: 2017-18.

Miscellaneous /Other Receipts:

Miscellaneous receipts for retail supply business comprise mainly of the following receipts-
a) Capacitor Surcharge
b) Penalties from suppliers
c) Others
Miscellaneous receipts for FY 2016-17 is estimated as Rs.24.09Crs based on first half of FY 2016-17 and for FY 2017-18
based on past trend it was estimated as Rs.25.29 Crores .

R.C. fees and Application fees:

Taking into consideration of the past trend, R.C.fees and Application fees are projected at Rs. 21.19Crs and Rs. 22.25Crs
for FY 2016-17 and FY 2017-18.

2017-18
 Average Revenue Realized (ARR) for FY 2017-18 is Rs.5.03/kWh
 Average Cost of Supply (CoS) for APEPDCL - Rs. 5.92/kWh
 Average CoS break-up (per unit of Sales) for APEPDCL is as follows

Table-4.25
Average Revenue Realized vs Average CoS break up
FY 16-17 FY 16-17 Projected FY 17-18
Approved (Rs./Unit) Projected
(Rs./Unit) (Rs./Unit)

Power purchase cost 3.68 3.84 4.16

T&D Loss Cost 0.47 0.44 0.48

Network 1.09 1.12 1.20

Other Cost 0.03 0.09 0.09

Cost of Service 5.26 5.50 5.92

 The estimated revenue gap for the licensee for FY 2017-18 is as follows:

S.No. Particulars FY 2017-18

A Total Revenue at current tariffs (Rs Crs) 8,894
B Aggregate Revenue Requirement (Rs. Crs.) 10,481
C=A-B
Revenue (Deficit) / Surplus at Current Tariffs (Rs. Crs.) (1,587)
Table-4.26
Non-departmental Fatal Electrical Accidents
Non-departmental Fatal Electrical Accidents (Human) occurred during 2015-16 andamount of
Ex-gratia paid

No. of cases for which

No. of accidents occurred ex-gratiapaid
Sl. District
No.
Due to Dept. Faults Not due to Dept.
(Snapping of Faults Total No. of Amount in
conductor, defective (unauthorized work cases Rs Lakhs
appliances etc.,) etc.,)

1 Srikakulam 4 9 13 5 14.00

2 Vizianagaram 9 12 21 16 31.00

3 Visakhapatnam 5 30 35 9 19.00

4 East Godavari 15 31 46 20 39.00

5 West Godavari 16 20 36 16 29.50

EPDCL 49 102 151 66 132.50

Note: Ex-gratia sanctioned including previous years accidents cases also.

Non-departmental Fatal Electrical Accidents (Human) occurred during the period 04/16 to 09/16 and amount
of Ex-gartia paid
No. of cases for
No. of accidents occurred which ex-gratiapaid

Sl. District
No. Due to Dept. Faults
Not due to Dept.
(Snapping of conductor, No. of Amount in
defective appliances Faults
Total cases Rs Lakhs
etc.,) (unauthorize d
work etc.,)

1 Srikakulam 7 8 15 3 6.00
2 Vizianagaram 0 6 6 2 6.00
3 Visakhapatnam 6 22 28 1 4.00
4 East Godavari 11 35 46 6 12.00
5 West Godavari 8 11 19 10 25.00
EPDCL 32 82 114 22 53.00

Note : Payment of Ex-gratia for the balances cases could not be made due to non-receipt of
necessary documents required for payment viz.
Table-4.27
Departmental Fatal Electrical Accidents
Departmental Fatal Electrical Accidents occurred during 2015-16
No. of cases for which compensation paid
Sl. during 2015-16
No. District Total
Amount in Rs.
No. of cases Lakhs
1 Srikakulam 1 1 8.154

2 Vizianagaram 0 0 0

3 Visakhapatnam 0 0 0

4 Rajamahendravaram 3 3 23.806

5 Eluru 2 0 0

EPDCL TOTAL 6 4 31.960

Departmental Fatal Electrical Accidents occurred during 01-04-2016 to

30.09.2016

No. of cases for which compensation paid

Sl. District Total
2016-17 (Upto Sep.)
No.
No. of cases Amount in Rs
1 Srikakulam 0 0 0
2 Vizianagaram 0 0 0
3 Visakhapatnam 0 0 0
4 Rajamahendravaram 0 0 0
5 Eluru 0 2 15.54
EPDCL TOTAL 0 2 15.54

Table-4.28
No. of DTRs failed & erected
No. of DTRs failed & erected during 2015-16 and 2016-17 (upto 30.09.16)

No. of No. of No. of

Name of DTRs No. of No. of No. ofDTRs DTRs DTRs No. ofDTRs
Sl. the existing as DTRs DTRs existing as erected failed existing as
No. Circle on 31-03- erected failed on during during on
2015 during during 31-03-16 2016-17 2016-17 30-09-16
2015-16 2015-16 (upto (upto
30.09.16) 30.09.16)

1 SKLM 12585 1979 1167 14564 332 1123 14896

2 VZM 12036 1559 1248 13595 592 905 14187

3 VSP 23493 1463 800 24956 763 678 25719

4 RJY 41232 2622 2490 43854 609 1404 44463

 5 ELR 62101 3905 4262 66006 2254 2689 68260

EPDCL 151447 11528 9967 162975 4550 6799 167525

Figure-4.5 ATP Machine

To improve the Customers Convenience, ATP Machines are installed at 4 places in Visakhapatnam and the same facility
is being further extended to other towns. APEPDCL has take-up GPS survey of network assets and consumer related
data of 29 towns. Cost of the project is Rs.1.86Crs.
We are also planning to provide OFC backbone to all section offices to improve the connectivity and the issue is being
taken up with Reliance Info.comm through restructured APDRP plan. There is good progress in segregation of villages
from the towns and MHQ feeders. More than 1600 ALMUs are installed to segregate the agriculture services from these
Urban and Industrial feeders. The work is in progress in respect of Pilot Projects on PLCC and installation of mini
SCADA systems in a few substations. As a pilot project, 2 nos. 11 KV feeders are entrusted to PRDC consultants for loss
reduction and the network survey by them is in progress.
On the Energy Conservation front, the Distribution of CFL Bulbs is taken up in Visakhapatnam District. After certain
initial procedural delays, the Distribution has now picked up momentum and the distribution of 6.5 lakhs CFLs will be
completed in a couple of months. For the first time we have initiated TOD metering for HT Consumers and the
methodology is being finalized by KPMG consultants. Fixing of capacitors on Agl. DTRs is also entrusted to M/s VIZ
Technologies under a pilot project.
The process of achievement will not be meaningful without the active involvement of the employees in a Company. Let
us all take a solemn pledge to work sincerely, selflessly and with dedication for the good of our company on this
auspicious occasion. Let us commit ourselves to making the APEPDCL a model Power Distribution Company in India
and in the World.

Customer Care Initiatives:

Eastern Power Distribution Company of Andhra Pradesh Limited (APEPDCL) is embarking on a drive to provide next
generation of customer services unheard of in the Indian power distribution sector. As part of this initiative APEPDCL is
launching a series of customer friendly services based on its state-of-the-art centralized call centre.
Single number for all consumers: All the calls made to 180042555333 from anywhere in the 5 districts of APEPDCL
will land at the centralized call center in Visakhapatnam. The call centre is operated round the clock throughout the year.
Single number for all services: Customers can use a single number. (180042555333 ) to seek information, lodge
complaints (including power failure, billing, payments), inform about power theft, and register service requests
(including new service connection, titletransfer, category change, load enhancement requests) over phone.
Interactive Voice Response System (IVRS): An advanced IVR system helps the customers to easily retrieve the required
information, lodge complaints and place service requests without the intervention of customer representatives at the call
center.
Customer facilitation centres: If a complaint or service request requires a fee to be paid to EPDCL or some documents to
be submitted, the complaint/request is registered and the caller is requested to visit the nearest customer facilitation
center by referring the registration number. All such complaints/requests would be resolved as per the service levels
defined by the citizen charter, after the payment of fee and document submission.
Privilege Desks: Exclusive customer support desks will be setup for high value and HT consumers and senior citizens to
quickly register and resolve their requests.
These services are powered by advanced Customer Care and Interaction Management software e-Care and e-Call (of
Phoenix mPower product suite) developed and deployed by Phoenix IT Solutions Ltd, Visakhapatnam on Software as a
Service (Saas) model. Together they facilitate APEPDCL to offer many such services from concept to delivery with
advanced features like ACD, CTI Skill based rooting, SMS, GIS /SCADA integration, call monitoring, recording,
reporting, etc. Most of the customer care centres of EPDCL operated by Phoenix are ISO 9001 certified. The customer
services offered at these centres are of the highest standards achieving close to100% service levels with close monitoring
and escalation up to the CMD level. Many of the services at these centres are offered within shorter timeframes than
those suggested by the Citizen Charter; for example new service connection within 48 hours, which is another first in the
Indian utility sector.
Bill payments can be made 365 days a year through Computerized Collection Centres, Commercial Banks, ATMs, 'e-
seva' centres (especially in rural areas) and through Internet-based payment.

Redressal of complaints on the spot through 'Vidyuth Sadassulu' and Sub-Stationlevel meetings at the Municipalities and
Mandal level.

Following the advent of power reforms in the state of Andhra Pradesh, Eastern Power Distribution Company of
Andhra Pradesh Limited (APEPDCL) was formed on the 31st March, 2000 to serve as a Distribution Company.
APEPDCL is responsible for undertaking distribution and bulk supply of power in Srikakulam, Visakhapatnam,
Vizianagaram, East and West Godavari districts. The APEPDCL is the leading Indian power utility serving a
consumer base of over
Technical 5 Millions spread across five districts in the eastern part of Andhra Pradesh. It has
Input
always been a pioneer in delivering technology centric customer care services to its customers and has the lowest
AT&C losses and one of the best in terms of operational efficiency. APEPDCL is certified for ISO 9001:2008 for
 Energy Sales ( MU)
its Quality Management System and certified for ISO 27001:2005 for its Information Security Management System.
Coincident Demand (MW)
 Model for APEPDCL:
Cost of Service

 Non- Coincident Demand

The cost of service calculations are based on the cost of service model developed for EPDCL. The model, as currently used,
calculates the cost(MW)/ Contracted
of serving Demand
all customers categories of APEPDCL.
All financial input into the model is as per the ARR for the year 2017-18, including revenue, and expenditure data
(MW)
(excluding True-up of previous years) Expenditure Allocation
Figure-4.6
The following section gives a brief overview of the Cost of Service model developed for APEPDCL
Allocation of classified costs
Financial Input to Consumer Categories
Expenditure Classification

Cost Elements as per the Classification of the cost

ARR elements –

 Demand Related

 Energy Related

 Customer Related
Model Outputs

 Category-wise PP Cost allocation

 Category-wise Transmission Cost

allocation
 Category-wise Distribution Cost
allocation

 Category-wise Consolidated Cost

Summary
Table-4.29 Power Allocation
G.O.Ms.No. 24 G.O.Ms.No. G.O.Ms.No.
Name of the G.O.Ms.No.58, G.O.Ms.No.101 dt.08.03.06 53, dt.28.04.08 20, dt.08.05.14
S.No Discom dt.07.06.05 dt.31.10.05 (w.e.f. (w.e.f (w.e.f
(w.e.f.09.06. 05) (w.e.f. 09.06.2005) 01.07.2008) 02.06.2014)
03.11.2005)

1 APEPDCL 16.89% 16.70% 16.70% 15.80% 15.80%

2 APSPDCL 22.83% 22.90% 22.90% 22.27% 30.31%

3 TSSPDCL 43.42% 43.48% 43.48% 46.06% 38.02%

4 TSNPDCL 16.86% 16.92% 16.92% 15.87% 15.87%

* a) Except NCE Projects PPAs in respective Discoms jurisdiction

* b) Except 20% unallocated Thermal Generation

Note: The power allocation has been reduced from the original allocation of 16.89% in2005 to 15.80%.
Figure-4.7 Power Allocation

% Power Allocation

15.8 15.8
APEPDCL

APSPDCL

30.3 TSSPDCL
38.0

% Population as per 2011 Census

18.2 21.7 APEPDCL

2 5
APSPDCL

23.4 TSSPDCL
6 36.5 TSNPDCL
7
Figure-4.8 Power Supply Position

Table-4.30
Power supply position – Current Status

Area No. of Hrs. of Supply

DHQs & Corporations 24

Municipal Towns 24

M.H.Qs 24

Visakhapatnam City 24

Rural areas 24

Figure-4.10
Demand pattern of Non-Industrial Loads in MU

9000
2010-11
8000
2011-12
7000 2012-13
6000 2013-14
5000 2014-15

4000
3000
2000
Domestic Commercial Agriculture
Figure-4.11
Demand pattern of Industrial Loads in MU

7000
2010-11
6000
2011-12
5000
2012-13
4000
2013-14
3000
2014-15
2000
2015-16
1000
Ferro Alloys Other industries
Table-4.31
Power supply position – Open Access
Short term Open Access NOCs issued for the month of Sept-2016
Voltage class of Nature of feeder
Short term OA
consumer Dedicated Express Mixed Total

11 KV 09 - - 24
33 KV 25 8 16 49
33 KV Intra state 1 - - 1
132 KV 15 - - 15
132 KV Intra-State 2 - - 2
220 KV 1 - - 1
Total 53 8 16 77

Table-4.32
MBC – Demand Vs Collection (in Rs. Crores)
2016-17
Year 2010-11 2011-12 2012-13 2013-14 2014-15 2015-16
(Projection)

Demand 3393.90 3966.72 5309.67 7105.03 7815.53 8597.09 9456.79

Collection 3287.06 3862.02 5108.60 6856.11 7701.16 8359.32 9456.79

% of Collection 97% 97% 96% 96% 98.53% 97.23% 100%

Table-4.33
Financial Status – Revenue Information
 Average Average
No. of monthly Monthly Arrears as on
Type Mode of Billing Consumers 31.07.2014
Demand (Rs. Collection (Rs.
Crores) Crores) (Rs. Crores)

Monthly 26,27,216
LT 236 230 441.38
Bi-monthly 23,53,576
HT Monthly 2,808 332 332 513.40
Total 49,83,600 568 562 954.77

Financial Status – Revenue Information

Source-wise Revenue Collections

Source % Collection
Mee Seva 16
AP Online 2
Dept Revenue Cashiers 15
Any Time Payment Machines 2
Online – ECS, Debit/Credit cards 2

EPDCL Collection Centres (Out sourced) 12

RTGS/NEFT 49

Chamber of Commerce/Lions Club/ Rotary Club/Co-operative Societies 2

Total 100
Table-4.34 Projects – R-APDRP
Amount
Scheme (Rs. Status of work
Crs.)
R-APDRP PART-A - IT enabling works in 29 Nos.
1 Towns to evaluate AT&C losses upto DTR level 61.45 29 Towns declared Go-live

R-APDRP PART-B (Phase-II) -

2 Strengthening of Distribution Network in 9Towns 58.51 Works completed in 2015

Work awarded and to be taken up by

3 SCADA Part-A (IT Components) 13.16 M/s. Chemtrols, Mumbai and
work under progress.

Table-4.35
Feeder Real Time Monitoring Status – 29 Towns
 29 RAPDRP Towns, have been declared Go-live.
 The status is:

11 KV Feeders
Sl. No. Town
Total Meters fixed Modems Fixed
1 28 Towns 306 306 306

2 Visakhapatnam 255 255 253

APEPDCL Total 561 561 559

  Feeder Real Time Monitoring Status – Rural areas
 The total 11 KV feeders in other than R APDRP Towns – 2074

11 KV Feeders
Sl.
No. District Express/
Agricultural Dedicated Others Total
segregated (Industrial)

1 Srikakulam 1 8 260 269 Completed in 2015

2 Vizianagaram 11 9 219 239

3 Visakhapatnam 7 31 287 325
4 East Godavari 12 35 444 491
5 West Godavari 56 63 631 750

APEPDCL Total 87 146 1841 2074

Scheme Amount No. Of Status of work

(Rs. Crs.) Beneficiaries

DDG – RGGVY

Electrification of 57 Tribal Habitations in

Visakhapatnam District 16.62 1884

Electrification of 194 Tribal

Habitations in Visakhapatnam and 44.49 5592
Srikakulam Districts
Completed in 2016
Proposed for Electrification of 165 Nos. Un-
electrified Tribal Habitations in
38.52 3048
Visakhapatnam and East Godavari Districts

Proposals for enhancement of household

from 96W to 200W were submitted for
241Nos. Tribal habitations (completed – 45.72 7476
57Nos. /
ongoing – 194 Nos. )

Table-4.36
SC & ST Sub-plan
No. of SC
Amount colonies / No. of SC No. ofNo. of Status of
Scheme (Rs. Crs.) ST colonies / ST Beneficiaries services work
habitations habitations identified released
electrified
covered

SC Sub-Plan:
Electrification of 2.05 94 87 1841 --
colonies
Completed in
Tribal Sub-Plan: 2016
Electrification of 8.17 139 37 2761 --
Tribal Habitations
 Energisation of ST
Bore-wells under 2.92 -- -- 259 32
TSP

Table-4.37 RGGVY XII Plan

Habitations
District covered under BPL Households Project cost Status
DPR (Rs. lakhs)

Srikakulam 3490 54522 4908.16

Vizianagaram 1527 23691 1995.11

Visakhapatnam 338 5140 1100.25 Completed in 2016

East Godavari 1807 34522 3518.56

West Godavari 756 11268 1437.88

APEPDCL 7918 129143 12959.96

Projects – UG Cabling under Disaster Management:

UG Cabling along APEPDCL Coast Line:

The Commissioner for Disaster Management, A.P Secretariat on 26.10.2013 sought certain particulars of physical and
financial components pertaining to all departments to be submitted to National Cyclone Risk Mitigation Project (NCRMP),
New Delhi for addition in physical and financial outlay in NCRMP in view of severity experienced due to the effect of
cyclone Phailin in Odisha and Andhra Pradesh.

The project is being funded by World Bank as an Adaptable Program Loan with an International Development
Association (IDA) credit amounting to Rs. 1198.44 Cr. An amount of Rs. 298.27 Cr. is to be contributed by State
Government, out of which the component pertaining to electricity department is underground cabling.

UG Cabling under Disaster Management:

 The financial requirement for UG Cabling for 33 KV & 11 KV including infrastructure up to 1KM
from Coastline covering cable spread of 151 KM amounts to Rs. 100 Cr. initially and thereafter and up
to 5KM from Coastline covering cable spread of 1470 KM is Rs. 379 Cr. covering 40 Towns/MHQs
allalong APEPDCL coastline.
 The proposal was submitted to the Commissioner for Disaster Management, A.P. requesting to release
an amount of Rs. 1.859 Cr. initially towards preparation of DPR (to entrust the same to a Govt. Agency
M/s WAPCOS) by the time the total funding of the project is at realized.
 As per the directions of the Commissioner, the cost of DPR is to be met from the department funds for
which necessary approvals from Energy department are required.
 The funding from GOI under National Cyclone Risk Mitigation Project (NCRMP) is
awaited.
 UG Cabling for Religious and Tourist importance places

 13 Nos. Places identified for conversion of existing HT and LT OH distribution network to UG cable
in places of religious and tourist importance.
 The work is proposed to be implemented under two Phases as per priority with ina span of 2 years.
 The financial commitment is Rs.170.70 Cr.
Table-4.38
UG Cabling for Religious and Tourist importance places
Estimated
Name of the Circle Name of the Location Amount in
Rs.Crs.

Phase- I
 Arasavalli Suryanarayana Swami Temple 0.436
Srikakulam
Sri Kurmanadha Temple 0.066

Vizainagaram Pyditallamma Temple 1.168

R.K.Beach Road 54.786

Visakhapatnam Sampath Vinayaka temple 9.247

Simhachalam Temple 23.129

Rajahmundry Annavaram Temple 2.538

Eluru Dwaraka Tirumala 6.945

Phase-I Total 98.315

Table-4.39
Projects – UG Cabling for Religious and Tourist importance places
Estimated
Name of the Name of the Location Amount in
Circle Rs.Crs.
Phase-II
Vuda park 23.956
Visakhapatnam Bheemili Town 6.974
Sagar nagar 36.187
Rajahmundry Draksharamam Temple 5.246
Phase-II Total 72.363
GRAND TOTAL 170.678

Table-4.40
Projects – Cost comparison - UG Cable Vs M+12 Towers Vs Spun Poles Vs PSCC Poles
Estimated Amount in Rs.Crs.* (per
Network Km)

Under Ground Cabling 1.484

Overhead Line with M+12 Towers 0.603
Overhead Line with Spun Poles 0.104
Overhead Line with PSCC Poles 0.097
Figure-4.15
Projects – Cost comparison – UG Cable Vs M+12 Towers Vs Spun Poles Vs PSCC PolesPer Km Cost in Rs. Crs.

Per Km Cost in Rs. Crs.

1.484
2
0.603 0.104
0.097 UG Cable
1
M+12 Towers
0
Spun Pole
PSCC Poles

HUMAN RESOURCES in APEPDCL believes in achieving organizational excellence through Human Resources and
follows "People First" approach to leverage the potential of its 7164 employees to fulfil its business plans. Human Resources
Function has formulated an integrated HR strategy which rests on four building blocks of HR viz. Competence building,
Commitment building, Culture building and Systems building. All HR initiatives are undertaken within this broad framework
to actualize the HR Vision of "enabling the employees to be a family of committed world class professionals making
APEPDCL a learning organization. To induct talent and groom them into a dedicated cadre of power professionals
"Workmen and non- workmen”
In order to realize the HR Vision of making APEPDCL a learning Organization by providing opportunities to continually
learn new capabilities a number of initiatives have been taken A culture of celebrating achievements and a strong focus
on performance are a way of life in APEPDCL. APEPDCL has institutionalized "Development Centres" in the company to
systematically diagnose the current and potential competency requirements of the employees with the objective of enhancing
their development in a planned manner. These Centers give a good insight to the employees about their strengths and
weaknesses, the gapsin their competencies which they can bridge through suitable support from company. Due to innovative
people management technical practices there is a high level of pride and commitment amongst employees as reflected in the
various external surveys including
―Great Places to Work ‖ in which APEPDCL is the best power distribution company in the country.

Table-4.41
HR - Sanctioned, filled and vacant posts

SL. No. Cadre Sanctioned Filled Vacant

 1 Engineering Executives 825 783 42

2 Engineering Non-Executives 448 415 33

3 Non-Technical Executives 114 100 14

4 Non-Technical Non-Executives 2536 1615 921

Vigilance & APTS (on

5 deputation) 50 42 8

6 O&M Staff 6188 4209 1979

TOTAL 10161 7164 2956

Table-4.42
HR - Proposals sent to Govt for addl. offices

S.No Proposed Nos

Circles Visakhapatnam Rural,Kakinada,TP Gudem
1 3
Divisions Palakonda,Vizianagaram Rural,Kakinada Zone-II andPalakollu
2 4
Sub-Divisions SKLM-5 Nos,VZM-3 Nos,VSP-2 Nos,RJY-5 Nos
3 and Eluru- 12 Nos. 19
Sections SKLM-16 Nos,VZM-6 Nos,VSP-6 Nos,RJY-16 Nos
4 and Eluru- 4 Nos. 56
EROs SKLM-1 Nos,VZM-1 Nos,VSP-2 Nos,RJY-3 Nos
5 and Eluru- 2 Nos. 9
6 1 No. DPE2 Sub-Division at SKLM
2 Nos HT Meters Sub-Divisions at SKLM and VZM
1 No. HT DPE2 Sub-Division with HQ RJY
1 No. AE/SPM for each existing Division.

Table-4.43
HR - Proposals sent to Govt for addl. posts
Service-wise Break-up for 1673 posts with financial commitment:
S.No Service Branch No. of Posts

1 Electrical-387 397
Engineering
2 Civil-10
3 Accounts 381
4 P&G 148
5 O&M 747
TOTAL 1673
Total financial commitment per year – Rs. 47.43 (Crores)
Table4.44
HR – Proposals sent to Govt for addl. Posts
Financial
S.No Proposal No of Posts Commitment in
Lakhs (p.a)

Creation of new posts of SAP, IT & Telecom for

1 APEPDCL 57 262.47
 Creation of Central Breakdown Division in the
2 Jurisdiction of GVMC 30 77.23
Creation of 1 No.AE,JAO and JPO posts as supporting staff to
3 CGRF 3 12.60
Proposals for creation of Chief General
4 Manager/Electrical Post 1 7.87

Creation of new post of CGM(HRD),GM(Costing),GM(CSC) on

5 regular basis 3 22.53

6 Creation of regular scale post of General Manager/EA 1 7.26

Creation of Executive Director Post (after up-gradation

7 ,difference of emoluments of two posts i.e. CGM & ED) 1 0.49

Creation of Line Inspector posts in APEPDCL (i.e. 2 LI Posts for

8 each section where there is no 2nd LI Post) 84 272.35

9 Creation of 3 Nos. Zones and 3 posts of CGMs 3 26.25

Total Posts 183 689.05

 Chapter-5 DATA ANALYSIS

Data Analysis:

The methods and tools adopted for data analysis and presentations are explained below.

Descriptive statistics:
In this method Frequency, Range, Mean, Standard Deviation, was calculated for each factor. It describes which factor has the
higher value on Mean Value indicating most of the respondents in agreement with a particular opinion. And through the SPSS
software the following weights given and these are related on the Likert scale.
 Strongly Agree=5
 Agree=4
 Moderately agree=3
 Disagree=2
 Strongly disagree=1
Frequency: It is a grouping value of similar responses. It can be seen in a easy way and understandable manner of any large
distribution.
Range: the subtraction from highest value to lowest value is called range it reveals how opinions differ one from the other in an
easy manner.

Mean: x , the sample mean, is an estimate of x

1
x x
i
N
In the SPSS version we check the mean range out of 5 rating.
Standard Deviation
The sample standard deviationsx is the square root of the sample variance:

sx   i
2
N  i
2 2

1

Nature of mean & standard deviation

 If mean value is above 4, that factor will be effective with less value of standarddeviation.
 If mean value is below 4 that factor will not be effective with high value ofstandard deviation.
Correlations:
It is a relation between any two opinions like strongly agree to strongly disagree. It is
𝑐𝑜𝑣(𝑋,𝑌)
denoted by ‘r’. and it is defined by𝑟 =
𝜎 𝑥 𝜎𝑦
∑ 𝑓𝑖 𝑥𝑖 𝑦𝑖
Where 𝑐𝑜𝑣(𝑋, 𝑌) = ̅ ,the linear correlation coefficient is a real number
− 𝑥̅ 𝑦
𝑁
between −1 and 1.
−1 ≤ r ≤ 1

Nature of Correlation:

 If r=0 there is no correlation between the factors

 If r>0.5 highest positive correlation between the factors

 If r<-0.5 there is highest negative correlation between the factors

Correlation Test:

 H0Null Hypothesis
There is no significant relation between each paired factor. In other words each general factor is not followed by particular
training factor.
 H1Alternative Hypothesis
There is significant relation between each paired opinions. In other words each general factor is followed by particular
training factor.

Level of significance & criteria:

Usually correlation test is conducted at either 5% or 1% values, through SPSS. If significant values are lesser than 0.05 or 0.01
then Null hypothesis is rejected otherwise it’s accepted. Here it is observed that if Null hypothesis of correlation test is rejected
then Hypothesis is accepted.

Chi square test for goodness of fit:

It is conducted to check the uniformity of all the opinions for each factor

H0:Null Hypothesis
All the opinions are uniformly distributed in a particular aspect. That means training factors will be effective.

H1:Alternative Hypothesis
All the opinions are not uniformly distributed in a particular aspect. That means training factors will not be effective.
Level of Significance & Criteria:
Usually Chi square test is conducted at either 5% or 1% values. Through SPSS ifsignificant values are lesser than 0.05 or 0.01
then reject null hypothesis otherwise accept.

ANOVA (Analysis of Variance):

It is conducted to check Homogeneity of Mean values in each Training aspect with respect to independent variable i.e., age
and experience

H0-Null Hypothesis
Means of All age and experience groups opinions equal in each aspect. That means there is no variation in opinions of
different age and experience groups.
H1-Alternative Hypothesis
Means of all age and experience groups and opinions not equal in each aspect.
That means there is variation in opinions of different age and experience groups.

Level of Significance & Criteria

Usually Chi square test is conducted at either 5% or 1% values. Through SPSS ifsignificant values are lesser than 0.05 or 0.01
then reject null hypothesis otherwise accept.
Table-5.1
Frequency and percentage of gender of Employee

Gender Frequency Percent

female 86 43.0

male 114 57.0

Total 200 100.0

The above table indicates that out of a sample of 200 respondents, 86 are female and 114 are male. The raw frequencies are
often converted into percentages as they are more meaningful. From the above table there are 43.0 percent male and 57.0
percent female respondents.

Table-5.2
Frequency and percentage of Age of Employee

Age Frequency Percent

18-35 57 28.5

36-45 79 39.5

46-58 64 32.0

total 200 100

Above table indicated that out of a sample of 200 respondents 57 ages lies between 18-35 years, 79 respondents ages lies
between 36- 45 years, 64 respondents ages lies between 46 – 58 years. The raw frequencies are often converted into
percentages as they are more meaningful. From the above table there are 28.5 percent respondents are 18-35 years, 39.5
percent respondents are 36-45 years, 32.0 percent respondents are 46 – 58 years.

Table-5.3
Frequency and percentage of marital status of Employee

Marital Frequency Percent

Status

Single 13 6.5

Married 187 93.5

Total 200 100.0

The above table indicates that out of a sample of 200 respondents, 13 are single and 187 are married. The raw frequencies are
often converted into percentages as they are more meaningful. From the above table there are 6.5 percent single and 93.5
percentmarried respondents.

Table-5.4

Frequency and percentage of Educational Qualification of Employee

Educational Frequency Percent

Qualification

SSC & ITI 55 27.5

57 28.34
Diploma or Degree

B.Tech 40 20.0
M.Tech/PG/Ph.D 48 24.16
Total 200 100.0

The above table indicates the education qualification of out of 200 respondents 55 are SSC & ITI , 57 are Diploma or Degree
and 40 are B.Tech, 48 and M.Tech or PG or Ph.D qualifications. The raw frequencies are often converted into percentages as
they are more meaningful. So the above table can be concluded as follows 27.5 percent respondents are SSC & ITI, 28.3
percent respondents are Diploma or Degree, 24 percent are B.Tech and 24.2 percent respondents are M.Tech or PG or Ph.D
qualifications.

Table-5.5

Frequency and percentage of Designation of Employee

Designation Frequency Percent

JLM/ALM/LM/LI 65 32.5

Sub Engineer 27 13.5

AAO/AO/SAO/AE/ 38 34
ADE

DE/SE/CE 40 20
Total 200 100.0

The above table indicates the Designation of out of 200 respondents 65 are JLM/ALM/LM/LI, 27 are Sub-Engineers, 38 are
AAO/AO/SAO/AE/ADE, and 40 are DE/SE/CE. The raw frequencies are often converted into percentages as they are more
meaningful. So the above table can be concluded as follows 32.5 percent respondents are JLM/ALM/LM/LI, 13.5 percent
respondents are Sub-engineers, 34.0 percent respondents are AAO/AO/SAO/AE/ADE and 20.0 percent respondents are
DE/SE/CE.

Table-5.6
Frequency and percentage of employee since last promotion

Last promotion Frequency Percent

6th months 13 6.5

1 year 5 2.5

2 years 12 6.0

More than 2 years 170 85

Total 200 100.0

The above table indicates the education qualification of out of 200 respondents 13 are 6th months, 5 are one year , 12 are two
years and 170 are more than two years. The raw frequencies are often converted into percentages as they are more meaningful.
So the above table can be concluded as follows 6.5 percent respondents are 6th months,
2.5 percent respondents are one year, 6.0 percent are two years and 85 percent respondents are more than two years.
Table-5.7
Frequency and percentage of training given to the employee since joining in theorganization

Frequency Percent

yes 172 86.0

no 28 14.0

total 200 100

The above table indicates that out of a sample of 200 respondents, 172 are yes and 28 are no. The raw frequencies are often
converted into percentages as they are more meaningful. From the above table there are 86.0 percent yes and 14.0 percent no
respondents.

Table5.-8
Frequency and percentage for selection of employee for training

Frequency Percent

On joining the 80 40.0

company

Management/Officers 69 34.5
recommendation

Compulsory for all 36 18.0

Employees

Upon Employee 7 3.5

request

Performance 4 2.0
appraisal

Do not know 4 2.0

total 200 100

The above table indicates the selected for training of out of 200 respondents 80 are On joining the company, 69 are
Management/Officers recommendation, 36 are Compulsory for all Employees, 7 are Upon Employee request, 4 are
Performance appraisal and 4 are don’t know. The raw frequencies are often converted into percentages as they are more
meaningful. So the above table can be concluded as follows 40.0 percent respondents are on joining the company, 34.5 percent
respondents are Management/Officers, 18.0 percent are Compulsory for all Employees, 3..5 percent respondents are Upon
Employee request, and remaining 2.0 percent Performance appraisal and don’t know.

Table-5.9
Frequency and percentage for assessing training needs regularly
Assessing training Frequency Percent
needs
Yes, by Human 65 32.5
Resources
Yes, by outside 27 13.5
consultants
Yes, by department 68 34.0
heads
No 40 20.0
Total 200 100.0

The above table indicates that out of a sample of 200 respondents, 65 are yes by human resources, 27 are yes by outside
consultants, 68 are yes by departments heads and 40 are no. The raw frequencies are often converted into percentages as they
are more meaningful. So the above table can be concluded as follows 32.5 percent respondents are yes by human resources,
13.5 percent are yes by outside consultants, 34.0 percent are yes by departments heads and 20 percent are no. regularly

Table-5.10
Frequency and percentage of time interval for undergone training for employee

Undergo training Frequency Percent

Every Sixmonths 8 4.0

once a year 29 14.0

 every two years 33 17.0
no specific 130 65.0
schedule

Total 200 100.0

The above table indicates that out of a sample of 200 respondents, 8 are Every Six months and 29 are once a year, 33 are every
two years and 130 are no specific schedule. The raw frequencies are often converted into percentages as they are more
meaningful. So the above table can be concluded as follows 4.0 percent respondents are Every Six months, 14.0 percent
respondents are once a year,17.0 percent are every two years and 65.0 percent respondents are no specific schedule.

Table-5.11
Frequency and percentage of Training methods for employees

Training methods Frequency Percent

On the job method 47 23.5

Off the job method 12 6.0

Both 141 70.5

Total 200 100.0

The above table indicates that out of a sample of 200 respondents, 47 are on-the- job method, 12 are Off-the-job method and
141 are both. The raw frequencies are often converted into percentages as they are more meaningful. From the above table
there are
23.50 percent on-the-job method, 6.0 are off- the- job method and 70.5 percent both respondents.
Table-5.12
Frequency and percentage for type of training methods for employees

Training methods Frequency Percent

On-the-job method 41 20.5

Off-the-job method 10 5.0

Audio visuals 13 6.5

Lectures 30 15.0

All the above 106 53.0

Total 200 100.0

The above table indicates that out of a sample of 200 respondents, 41 are on-the-job method, 10 are Off-the-job method, 13 are
Audio visuals, 30 are lectures and 106 are all the above. The raw frequencies are often converted into percentages as they are
more meaningful. From the above table there are 20.5 percent on the job method, 5.0 percent are off the job method and 6.5
percent are audio visuals, 15. are lectures and
53.0 percent are all the above.
Table-5.13
Frequency and percentage of Training and development programmes helps the employees to maintain harmonious
relations

Training and development programmes Frequency Percent

helps the employees to maintain
harmonious relations
yes 177 88.5
no 23 11.5
total 200 100
The above table indicates that out of a sample of 200 respondents, 177 are yes and 23 are no. The raw frequencies are often
converted into percentages as they are more meaningful. From the above table there are 88.5 percent yes and 11.5 percent no
respondents.

Table-5.14

Frequency and percentage of Training programmes conducted by competentfaculty

Training programme Conducted Frequency Percent

by competent faculty
strongly agree 54 27.0
sgree 133 66.5
disagree 10 5.0
strongly disagree 3 1.5
total 200 100

The table indicates, out of a sample of 200 respondents, 54 are strongly agree, 133 are agree, 10 are disagree and 3 are strongly
disagree. The raw frequencies are oftenconverted into percentages as they are more meaningful. From the above table there are
27.0% are strongly agree 66.5% are agree, 5.0 % are disagree and 1.5% are strongly disagree.

Frequency and percentage of employees permitted time-off from work to attendtraining

Are employees permitted time-off from Frequency Percent

work to attend training

Yes, with pay 141 70.5

Yes, without pay 33 16.5

No, only after work hours 15 7.5

No, only in special cases 11 5.5

Total 200 100.0

The above table indicates that out of a sample of 200 respondents, 141 are yes with pay, 33 are yes without pay, 15 no, only
after work hours and 11 are No, only in special class. The raw frequencies are often converted into percentages as they are
more meaningful. From the above table there are 70% are strongly agree 16.5 % are agree,
7.5 % are disagree and 5.5 % are strongly disagree

Is in-house training provided for Frequency Percent

employees
 No 96 48.0

Yes, with training director 64 32.0

Yes, conducted by supervisors 28 14

Yes, conducted by outside 12 6.0

professionals

Total 200 100.0

The above table indicates that out of a sample of 200 respondents, 96 are no, 64 are yes with training director, 28 are yes,
conducted by supervisors and 12 are yes, conducted by outside professionals. The raw frequencies are often converted into
percentages as they are more meaningful. From the above table there are 48.0 % are strongly agree
32.0 % are agree, 14.0 % are disagree and 6.0 % are strongly disagree.

Frequency and percentage of Training methods adopted for employees

Training methods adopted Frequency Percent

Lecture 55 27.5

Discussions 18 9.0

Presentation 24 12.0

Seminar 12 6.0

Outdoor training 6 3.0

All the above 85 42.5

Total 200 100.0

The above table indicates that out of a sample of 200 respondents, 55 are Lecture, 18 are Discussions, 24 are Presentation, 12
are Seminar, 6 are out door training and 85 are all the above. The raw frequencies are often converted into percentages as they
are more meaningful. From the above table there are 27.5 are Lecture, 9.08 are Discussions, 12.0 are Presentation, 6.0 are
Seminar, 3.0 are out door training and 42.5 are all the above.

Percentage Distribution of respondents according to Training methods adopted your performance

Do the methods used during training have Frequency Percent

any impact on your performance

Yes 172 86.0

No 28 14.0

Total 200 1000

The above table indicates that out of a sample of 200 respondents, 172 are yes and 28 are no. The raw frequencies are often
converted into percentages as they are more meaningful. From the above table there are 86.0 percent yes and 14.0 percent no
respondents.

Percentage Distribution of respondents according to methods used during training have any impact on your
performance
Quality of the training programme Frequency Percent
Not relevant 17 8.5
Relevant 106 53.0
Effective 69 34.5
Very effective 8 4.0
Total 200 100.0

The above table indicates that out of a sample of 200 respondents, 17 are Not relevant, 106 are Relevant, 69 are Effective and
8 are Very effective. The raw frequencies are often converted into percentages as they are more meaningful. From the above
table there are 8.5 percent not relevant, 53.3 percent are Relevant, 34.5 percent are Effective and 4.0 percent Very effective
respondents.

Table-5.20
Frequency and percentage of training helped in improving your job performance

In your opinion, do you think training frequency Percent

has helped in improving
your job performance

180 90.0
yes

no 20 10.0

total 200 100

The above table indicates that out of a sample of 200 respondents, 180 are yes and 20 are no. The raw frequencies are often
converted into percentages as they are more meaningful. From the above table there are 90.0 percent yes and 10.0 percent
norespondents.
Table-5.21

Frequency and percentage of Training helped to minimize accident rates

. Does training help in minimizing Frequency Percent

accident rates
22 11.0
Strongly agree

Agree 149 74.5

Disagree 24 12.0

Strongly Disagree 5 2.2

Total 200 100

The above table indicates that out of a sample of 200 respondents, 22 are strongly agree, 149 are agree, 24 are disagree and 5
are strongly disagree. The raw frequencies are often converted into percentages as they are more meaningful. From the above
table there are 11.0 % are strongly agree 74.5 % are agree, 12.0 % disagree and
2.2 % are strongly disagree.
Table-5.22
Frequency and percentage for training programs for new employees

Formal training programs for new Frequency Percent

employees about skills which need to
perform their jobs

strongly agree 29 14.5

Agree 128 64.5

Disagree 36 18.0

strongly disagree 7 3.5

Total 200 100

The above table indicates, out of a sample of 200 respondents, 29 are Strongly agree, 128 are Agree, 36 are Disagree and 7
are Strongly Disagree. The raw frequencies are often converted into percentages as they are more meaningful. From the above
table there are 14.5 percent strongly agree, 64.5 % are Agree, 18.0 % are disagree and 3.5 % strongly disagree respondents

Table-5.23
Frequency and percentage for training has improve employee overall required skills for the work

Training has improve employee overall Frequency Percent

required skills for the work

Strongly agree 15 7.5

Agree 148 74.0

Disagree 30 15.0

Strongly Disagree 7 3.5

Total 200 100.0

The above table indicates that out of a sample of 200 respondents, 15 are strongly agree, 148 are Agree, 30 are Disagree and 7
are Strongly Disagree. The raw frequencies are often converted into percentages as they are more meaningful. From the above
table there are 7.5 % strongly agree, 74.0 % are Agree, 15.0 % are disagree and
3.5 % strongly disagree respondents

Table-5.24

Frequency and percentage for employee career more in shape due to participationin the training programmes
 Employee career more in shape due to Frequency Percent
participation in the training programmes

strongly agree 6 3.0

Agree 135 67.5

Disagree 48 24.0

strongly disagree 11 5.5

total 200 100

It indicates, out of a sample of 200 respondents, 6 are strongly agree, 135 are Agree, 48 are Disagree and 11 are Strongly
Disagree. The raw frequencies are often converted into percentages as they are more meaningful. From the above table there
are
3.0 percent strongly agree, 67.5 percent are Agree, 24.00 percent are disagree and 5.5 percent strongly disagree respondents
shape due to participation in the training programmes

Table-5.25

Frequency and percentage for the training imparted is towards organizationdevelopment

The training imparted is towards Frequency Percent

organization development

Strongly agree 27 13.5

Agree 150 75.0

Disagree 21 10.5

strongly disagree 2 1.0

total 200 100

It indicates, out of a sample of 200 respondents, 27 are strongly agree, 150 are Agree, 21 are Disagree and 2 are Strongly
Disagree. The raw frequencies are often converted into percentages as they are more meaningful. From the above table there
are
13.5 % strongly agree, 75.0 % are Agree, 10.5 % are disagree and 1.0 % strongly disagree respondents.

Table-5.26

Frequency and percentage for training has helped in employee career development

. Training has helped in my career Frequency Percent

development

Strongly agree 17 8.5

 Agree 132 66.0

Disagree 50 25.0

strongly disagree 1 0.5

Total 200 100.0

The above indicates out of a sample of 200 respondents, 17 are strongly agree, 132 are Agree, 50 are Disagree and 1 are
Strongly Disagree. The raw frequencies are often converted into percentages as they are more meaningful. From the above
table there are 8.5 % strongly agree, 66.0 % are Agree, 25.0 % are disagree and 0.5
%strongly disagree respondents.

Table-5.27

Frequency and percentage for training helped to develop employee potential

Has training helped to develop your Frequency Percent

potential

strongly agree 9 4.5

agree 159 79.5

disagree 27 13.5

strongly Ddsagree 5 2.5

total 200 100

It indicates, out of a sample of 200 respondents, 9 are strongly agree, 159 are Agree, 27 are Disagree and 5 are Strongly
Disagree. The raw frequencies are often converted into percentages as they are more meaningful. From the above table there
are 4.5 percent strongly agree, 79.5 percent are Agree, 13.5 percent are disagree and 2.5 percent strongly disagree respondents.
Table-5.28

Frequency and percentage for employee agree that instructor responds to traineesdoubts

Do you agree that instructor Frequency Percent

responds to trainees doubts

Strongly agree 14 7.0

Agree 176 88.0

disagree 7 3.5

strongly disagree 3 1.5

total 200 100

It indicates that out of a sample of 200 respondents, 14are strongly agree, 176 are Agree, 7 are Disagree and 3 are Strongly
Disagree. The raw frequencies are often converted into percentages as they are more meaningful. From the above table there
are 7.0 percent strongly agree, 88.0 percent are Agree, 3.5 percent are disagree and 1.5 percent strongly disagree respondents.
Table-5.29
Frequency and percentage for employee believe that social culture in theorganization is
expanding due to participation in the training programs

Employee believe that social culture in the Frequency Percent

organization is expanding due to
participation in the training programs

strongly agree 18 9.0

Agree 164 82.0

Disagree 18 9.0

strongly disagree 0 0

total 200 100

It indicates that, out of a sample of 200 respondents, 18 are strongly agree, 164 are Agree, 18are Disagree and 0 are Strongly
Disagree. The raw frequencies are often converted into percentages as they are more meaningful. From the above table there
are
9.0 % strongly agree, 82.0 % are Agree, 9 % are disagree and no respondent is strongly disagree.

Table-5.30
Frequency and percentage for training makes employee to work better that leadsto job satisfaction
Training makes me to work better that Frequency Percent
leads to job satisfaction

strongly agree 17 8.5

Agree 151 75.5

Disagree 29 14.5

strongly disagree 3 1.5

total 200 100

The above table indicates that out of a sample of 200 respondents, 17are strongly agree, 151 are Agree, 29 are Disagree and 3
are Strongly Disagree. The raw frequencies are often converted into percentages as they are more meaningful. From the above
table there are 8.5 percent strongly agree, 75.5 percent are Agree, 14.5 % are disagree and 1.5 % are strongly disagree.

Table-5.31

Frequency and percentage for training has helped me to improve health and safety at workplace
Training has helped me to Frequency Percent
improve health and safety at
workplace

Strongly agree 22 11.0

 Agree 143 71.5

Disagree 31 15.5

strongly disagree 4 2.0

Total 200 100

It indicates that, out of a sample of 200 respondents, 22 are strongly agree, 143 are Agree, 31are Disagree and 4 are Strongly
Disagree. The raw frequencies are often converted into percentages as they are more meaningful. From the above table there
are 11.0 % strongly agree, 71.5 % are Agree, 15.% are disagree and 2.0 % are strongly disagree.

Table-5.32

Frequency and percentage for employees feel that better job can be performedafter attending the training programmes

Do you feel that better job can be Frequency Percent

performed after attending the training
programmes

Strongly agree 26 13.0

Agree 157 78.5

Disagree 16 8.0

Strongly disagree 1 0.5

Total 200 100.0

Above table indicates that out of a sample of 200 respondents, 26 are strongly agree, 157 are Agree, 16 are Disagree and 1 are
Strongly Disagree. The raw frequencies are often converted into percentages as they are more meaningful. From the above
table there are 13.0 % strongly agree, 78.5 % are Agree, 8.0 % are disagree and 0.5 % are strongly disagree.

Table-5.33

Frequency and percentage for training will be helpful to employee for furtheropportunities.

Training will be helpful to employee for Frequency Percent

further opportunities

Strongly agree 26 13

Agree 157 78.5

disagree 16 8.0

Strongly Disagree 1 0.5

Total 200 100.0

Above table indicates that out of a sample of 200 respondents, 26 are strongly agree, 157 are Agree, 16 are Disagree and 1 are
Strongly Disagree. The raw frequencies are often converted into percentages as they are more meaningful. From the above
table there are 13.0 % strongly agree, 78.5 % are Agree, 8.0 % are disagree and 0.5 % are strongly disagree.
Table-5.34

Frequency and percentage for training has helped employee in learning about working environmental in
organization.

Training has helped me in learning Frequency Percent

about working environmental in
organization.

Strongly agree 25 12.5

Agree 161 80.5

Disagree 14 7.0

Strongly Disagree 0 0.0

Total 200 100.0

The above table indicates that, out of a sample of 200 respondents, 25 are strongly agree, 161are Agree, 14 are Disagree and 0
are Strongly Disagree. The raw frequencies are often converted into percentages as they are more meaningful. From the above
table there are 12.5 percent strongly agree, 80.5 percent are Agree, 7.0 percent are disagree and 0 percent are strongly
disagree.

Table-5.35
Frequency and percentage for enhancing the change of internal promotion of theemployee through training.

Training has helped me to enhance the Frequency Percent

chance of my internal
promotion
Strongly agree 9 4.5
Agree 103 51.5
Disagree 74 37.0
Strongly Disagree 14 7.0
Total 200 100.0

Above table indicates that out of a sample of 120 respondents, 9 are Strongly agree, 103 are Agree, 74 are Disagree and 14 are
Strongly Disagree. The raw frequencies are often converted into percentages as they are more meaningful. From the above
table there are 4.5 percent strongly agree, 51.5 percent are Agree, 37.0 percent are disagree and 7.0 percent strongly disagree
respondents
Table-5.36

Frequency and percentage of opportunities received by employees afterparticipating in various training programmes

Opportunities received by employees Frequency Percent

after participating in
various training programmes.

Strongly agree 13 6.5

Agree 127 63.5

Disagree 51 25.5

Strongly Disagree 9 4.5

Total 200 100

The above table indicates that out of a sample of 200 respondents, 13 are Strongly agree, 127 are Agree, 51 are Disagree and 9
are Strongly Disagree. The raw frequencies are often converted into percentages as they are more meaningful. From the above
table there are 6.5 % Strongly agree, 63.5 % are Agree, 25.5 % are disagree and
4.5 % are strongly disagree respondents.
Table-5.37

Frequency and percentage for personal importance is given to the employees in thetraining programme

Sufficient personal importance is Frequency Percent

given in the training programme
Strongly agree 2 1.0
Agree 151 75.5
Disagree 47 23.5
Strongly Disagree 0 0.0
Total 120 100.0

The above table indicates that, out of a sample of 200 respondents, 2 are Strongly agree, 151 are Agree , 47 are Disagree and
no one respond is Strongly Disagree. The raw frequencies are often converted into percentages as they are more meaningful.
From the above table there are 1.0 %strongly agree, 75.5 % are Agree, 23.5
% are disagree and 0.0 % are strongly disagree respondents
Table-5.38
Age * Educational Qualifications
H0: There is no significant association between age and their EducationalQualification.

Chi-Square Test
Value df Asymp. Sig.
(2-sided)
Pearson Chi-Square 11.403a 6 .037
a. 3 cells (25.0%) are expected count less than 5. Theminimum expected count is 0.80.

From the above table, it is observed that, chi square is significant (sig.value is less than 0.05), reject null hypotheses. It means
there is a significant association between age and their Educational Qualifications.
Table-5.39
Age * Last promoted
H0: There is no significant association between age and their last promoted

Chi-Square Test
Value df Asymp. Sig. (2-
sided)
Pearson Chi-Square 19.137a 6 .004
a. 9 cells (75.0%) are expected count less than 5.0 Theminimum expected count is 2.13.

From the above table it is observed that, chi square is significant (sig. value is less than 0.05), reject null hypotheses. It means
there is a significant association between age and their last promoted.
Table-5.40 Age * Designation
H0: There is no significant association between age and their Designation

Chi-Square Test
Value df Asymp. Sig.
(2-sided)
Pearson Chi-Square 38.740a 8 .000
a. 9 cells (60.0%) are expected count less than 5.0 Theminimum expected count is 1.60.

From the above table, it is observed that, chi square is significant (sig. value is less than 0.05), reject null hypotheses. It means
there is a significant association between age and their designation.
Table-5.41
Age * training since you joined the organisation
H0: There is no significant association between age and their training since you joinedthe organisation.

Chi-Square Tests
Value df Asymp. Sig.
(2-sided)
Pearson Chi-Square 17.724a 4 .001
a. 3 cells (33.3%) are expected count less than 5. Theminimum expected count is 0.27.

From the above table, it is observed that, chi square is significant (sig. value is less than 0.05), reject null hypotheses. It means
there is a significant association between age and their training since you joined the organisation.

Table-5.42
Age * often do you undergo training

H0: There is no significant association between age and their often do you undergotraining
Chi-Square Tests
Value df Asymp. Sig.
(2-sided)
Pearson Chi-Square 18.949a 8 .015
a. 9 cells (60.0%) are expected count less than 5. Theminimum expected count is .53.

From the above table, it is observed that, chi square is significant (sig. value is less than 0.05), reject null hypotheses. It means
there is a significant association between age and their often do you undergo training.
Table-5.43
Training has help the employee in learning about working environmental inorganisation

ANOVA
Sum of the df Mean square F Sig.
squares
Between the 341.258 2 170.629 4.964 .009
Groups
Within the Groups 4021.734 117 34.374
Total 4362.992 119

From the above, it is observed that, ANOVA table F value is significant (significant value is less than 0.05) it means, there is a
significant association between the Groups and Within the Groups.
 Chapter-6 FINDINGS, CONCLUSIONS AND SUGGESTIONS

INTRODUCTION
The study aimed at examining the impact of Training and Development on employee performance in APEPDCL,
Visakhapatnam. Primary data relating to the employees has been collected to throw light on the employee and organizational
perspective. Demographic profile like the age, designation, educational qualification, gender and work experience of the
sampled respondents along with the awareness onthe Training and Development activities, conducting training programmes for
different levels in the company and the factors contributing to enhancing the employees performance were collected using
specially designed schedule. The Data was treated statistically, analyzed and presented in a descriptive way using graphs/tables
wherever found necessary. Broad conclusions and recommendations were arrived based on the analysis and inferences. The
researcher as an insider and having the following beliefs ventured the study:
1. Training and development is an organized activity aimed at instruction to improve the employee’s performance or to
attain a required level of knowledge and skill.
2. Training and development has specific goals of improving one’s ability, capacity and performance.
3. Training and development is an investment in people who work with the organization and for the organization.
4. Training and development can do wonders by improving employee knowledge, skills and behavior.
5. Training and development enhances employees performance, increases organizational performance and multiplies
profits Training and development is a matter of conviction and faith rather than a subject for strict economic evaluation.
All these beliefs are backed by empirical evidences that training and development has contributed substantially to the
growth of output and performance.

6.1 FINDINGS
Demographic aspects of respondents
More than three fourth of the respondents were in the age group of 31-50 years. Their average age is 39 years. More than three
fourth of the respondents are having the experience of 5 – 20 years. Their average working experience is 14 years. And 93.5%
of the respondents are married. Three fifth of them are male employees. The size of the male employees is (57%), More than
three fourth of the respondents were graduates. 32.5% of total respondents are from workers cadre rest of the respondents are
non-executives and executives.

General Training Factors

Most of the respondents have strongly agreed that the training and development met the expectations and are able to apply the
knowledge learned in the training and development at the workplace. The objectives for each topic of the training and
development sessions were identified and the content was systematically organized. Most of the respondents expressed that the
material supplied was pertinent and useful. The trainers are competent, knowledgeable and their instructions were good.
The findings based on testing of hypothesis, the correlations, chi-square test for general training factors, analysis of variance
(ANOVA) also revealed that the hypothesis is proved.

Training Evaluation
An overwhelming number of the respondents (91%) have agreed that the preparation of the individual for the stated goals is
clearly communicated. They also agreed that enough information to prepare for the training is intimated in advance. Findings
based on the descriptive statistics for training preparation, correlation coefficient value between the training factors, are on high
positive correlation. In other words hypothesis is proved in this correlation.
The Chi-Square test was conducted for goodness and to check the impact of training and development factors. Since all the
significant values are greater than 0.05, hypothesis is proved. ANOVA, a one way classification for training preparation factors
(age and experience) stated that the hypothesis is proved.

Content Delivery
An overwhelming majority of the respondents (91%) agreed that the goals of the training and development were clearly defined.
They also expressed that the topics covered were relevant in each session and objectives are clearly stated. The participants are
satisfied with the opportunity provided for interactive participation. The participants are given freedom to interact with fellow
participants. Whereas 16% of the respondents have said that the training was too technical and difficult to understand, and a
majority of the respondents (91%) have agreed that the training experience is useful in their work environment. They were able
to answer most of the questions during the training and the materials were pitched at right level. All the respondents are agreed
that the materials provided for training and development were helpful. Regarding the aspects of “The schedule for the training
and development” and “sufficient time to cover all the proposed activities and hand-outs” the respondents (98%) are positive and
stated that the facility is helpful on their job.
Findings based on descriptive statistics for content delivery, correlations, chi- square test and ANOVA, a one way classification
is analysed and hypothesis was tested and proved. The twelve aspects of content delivery of the training was accepted and
proved.
Facilitator
A majority of the respondents have agreed that facilitators were knowledgeable about the topic, well prepared for the session,
encouraged active participation, answered questions in a complete and understandable manner, used variety of training methods
and techniques, respectful of the different skills, values presented by the participants and also modelled cross sector
collaboration. Findings based on descriptive statistics, Chi-square test for facilitator factor proved that the hypothesis is accepted.
ANOVA a one way classification for training facilitator factors are compared with age and experience variables. In all the seven
aspects of training facilitator aspects hypothesis is proved.

Facility
A majority of the respondents have agreed that the meeting room and related facilities provided a comfortable setting for the
training and development, such as the location for the training was convenient for the participant, the refreshments and food
provided were of good quality, the tools and equipment used during the sessions workedwell and listed about the right amount of
time. Findings based on descriptive statistics for facility aspects are comfortable as expressed by the respondents. From the
summary of the above results it can be inferred that there is high positive correlation between primary productive level factors
and the aspects of facilities. Hypothesis is accepted in correlation, Chi-Square test. ANOVA a one way classification for training
facility aspects are compared with experience and age variables. In all the five aspects of training facility the hypothesis is
proved.
General satisfaction
A majority of the respondents have agreed that the eleven aspects of general satisfaction such as the objectives of training and
development, understanding the topic, respondents receiving the best training and development methods, interacting with
resource persons and colleagues to share and exchange the information received during the training and development etc.,
improves performance. Findings based on the descriptive statistics for General satisfaction aspects (11 aspects) are agreed by the
majority of the respondents. The result of co-relations reveals that there is higher positive correlation between primary
performance level factors & general satisfaction factors. Hence the Hypothesis is proved. ANOVA, a one-way classification for
general satisfaction of the training and development factors with reference to age and experience is proved in Hypothesis
testing.

Impact of training and development on employee’s performance;

To find out the impact of training and development on employees performance, various aspects are identified and tested.
Respondents expressed that the training and development improved employee’s performance levels. The Hypothesis is proved
and itis demonstrated that there is an Impact of training and development on employee’s performance.

Training matrix”
The training matrix in the company endeavors to provide a balance, with a strong functional basis in the early years and an
emphasis on managerial and business skills in the mid and late career stages. The tables indicate the training and development
data for the year 2015-16.
Table 6.1
Training data for the year 2015-16 (APEPDCL)

Managers /
S.No Training provided Supervisors Workers

1 No. of employees 1298 5824

2 Man days of training provided 1465 7115

3 Average Hours of Training provided per 9 10

employee (Category wise)

Table 6.2
Training data for the year 2015-16 (APEPDCL, Visakhapatnam)

Managers /
S.No Training provided Supervisors Workers

1 No. of employees 225 625

2 Man days of training provided 273 838

3 Average Hours of Training provided per 10 11

employee (Category wise)
 Man days of training provided
The average hours of = × 8 hours
training provided category wise
Number of Employees

1465 × 8 hours
For Managers and Supervisors = = 9
1298

7245 × 8 hours
For Workers = = 10
5824

1465 + 7245
For all employees = = 1.2
1298 + 5824

During 2015-16 APEPDCL has invested 1111 man days in training employee across various categories of employees. In
APEPDCL, Visakhapatnam on an average
1.2 man days are provided for training and development programmes per employee.

The APEPDCL is moving into a complex change process with increased competition in its power distribution business facing
with the entry of many open access business entities. As such it is necessary to focus on learning new techniques, methods and
concepts, acquiring new skills for operational excellence and meeting business challenges and to prepare for the future. The
company has an exclusive training and development centre to take care of the training requirements of the managers and
workmen as well as the newly recruited employees. The training and development an initiative includes special need based
programs and orientation programs catering to the requirements of various departments of the company. Many training and
development programmes are conducted for improving performance of the employees which in turn enhances organization
performance. After assessment of feedback of employees on the impact of training and development programmes and from
the measurement of performance, it is clearly evident that there is an impact of training and development programmes on
employee’s performance.

6.3 Suggestions
Keeping in view the competitive market scenario, future challenges, the company needs to strengthen the training and
development activities and the researcher suggests few steps which are illustrated below:
1. Aggressive competition and changing industry dynamics mandate requires upgrading of the competencies from time to
time. The APEPDCL need to focus more on competency program development to the changing requirements.
2. Keeping in view the competitive scenario more training activities to be given to the employees on complexity in power
business (we can supply power to consumers at lesser price with stringent specifications).How this complexity can be
dealt to reduce the cost and to create economic value by serving the customers more effectively?
3. The company focuses on prime performance (efficiency) the APEPDCL need to focus more on other performance
factors (increases all round employee capabilities, Reduce line losses, avoid accidents, avoid waste of materials, energy
conservation etc..) to minimize energy cost. The APEPDCL need to train employees as a multitalented i.e., taking
responsibilities, taking decisions when ever required, eliminate waste and improve service levels and satisfy the
consumers and exceed the customer expectation and improve performance .
4. The APEPDCL uses the internal resources as facilitator for transfer of knowledge. Power is the most important prime
factor for any business or human beings.
5. The existing seating facility accommodates only 50 members in each training and development hall. To organize a
bigger program with strength of more than 50, APEPDCL need to develop a good facilities which in turn wills have the
cost of training and development?
6. The APEPDCL has developed an animated module for communicating the Performance y themes to employees. It is
advised to improve the process of developing more number of such modules covering all the equipment of the process
line in particular equipment operates in close doors where the process is not visible.
7. The APEPDCL is offering many training and development programs for the employees, it is suggested to review and re-
design the ongoing core programs to reflect the new capability requirements from time to time.
8. The APEPDCL is having a library with books published by national and international publishers, and journals related to
APEPDCL. As APEPDCL ventured into new business of power distribution for various categories of consumers. library
need to be strengthened by adding books, CDs, Journals relating to new advanced technologies.
The library still uses manual records for monitoring the activities of books purchase, listing and issue. It is suggested to install a
computerized library management system with the features of book tracing, sending book request to issue and return for better
monitoring.
9. It is suggested to implement performance review based on competencies. This requires focused approach for providing
identified developmental inputs to employees. The Competency based performance reviews provide a useful focus for
obtaining information on performance both at task and behavior. Behavioral performance has assumed significance in
the current situation with APEPDCL having more than 50% of employees in the age group of less than 40 years and is
likely to increase in future with retirements. APEPDCL need to groom the young employees to become responsible
citizens and productive employees. The APEPDCL is running several programs with inputs on history of the company,
values, and culture. It is suggested to run programs on work ethics, change management and mentoring (interaction with
senior leadership) to retain the young folk and build the future employees of APEPDCL.
10. About 16% of the employees felt that the training and development was too technical and difficult to understand, and
the APEPDCL is suggested to include the following:
> The learning environment or culture to be made similar and simple to the actual work
Environment or culture of the organization to the extent possible.

> To provide more practical examples close to the day to day experiences at fieldlevel.
6.4 Suggestions for future research

 APEPDCL is a power distribution company consists of various departments. The employee’s strength is 7200 and they
are from various educational backgrounds, marital status, age difference and experience. The employees with required
competency can grow from the bottom of the pyramid to the top management, and managers / supervisors move
across divisions during their career path, hence, a cross cultural study is suggested as the basis for further research.
 The facilities at the training and development halls should be improved with latest technology modules like: LCD,
internet, intranet facility, e-conferencing etc.,
 Performance is a dynamic concept and though numerous studies were made on this topic, there is always a scope for
further research to explore more versatile results and would help to shape the concept more customize to the entire gamut
of power distribution companies.

6.2 Conclusion:
APEPDCL Human Resource philosophy focuses on meritocracy and capability development. The capability development
agenda aims at strengthening the organizational capability required in pursuit of APEPDCL Mission, Company’s strategic
agenda, the three horizon growth strategy and vision 2029. In line with this agenda, several customized training and development
interventions were offered at Corporate and Divisional levels aimed at developing functional, behavioural, leadership and
management capabilities.