SUMMER TRAINING

REPORT
ON
TRAINING AND
DEVELOPMENT

TEHRI HYDRO DEVELOPMENT

CORPORATION LTD
(RISHIKESH ,UTTRAKHAND)
Submitted in partial fulfilment for the Award of
Degree of
Bachelor in Business Administration
(2009 2012)
Submitted by:SHAHEEN KHAN

B.B.A VII TRI

Enrol
no:-jv-b/09/1312

PREFACE
The conceptual knowledge required by management
student is best manifested in the project and training
they undergo. As a part of curriculum of B.B.A, I have
got a chance to undergo practical training at THDC
LTD RISHIKESH. The present project gives a perfect
vent into my understanding of Human Resource
management.
The project report entitled TRAINING AND
DEVELOPMENT is based on the HUMAN RESOURCE
MANAGEMENT. viz the training , development,
increase standard of performance in the company .
The report will provide all information regarding the
Training and Development and their importance in

TEHRI HYDRODEVELOPMENT CORPORATION LTD

RISHIKESH.

DECLARATION
I , SHAHEEN KHAN hereby
declare that the project titled
TRAINING AND DEVELOPMENT of
THDC LTD ,RISHIKESH is
submitted in partial fulfilment to
the requirement of my Bachelor
Business Administration.
SHAHEEN KHAN

B.B.A VII TRI

ACKNOWLEDGEMENT
I express my sincere thanks to the management of THDC LTD RISHIKESH, for
giving me an opportunity to gain exposure on related to project under the
guidance of Mr. DILEEP Kr. DWIVEDI personnel officer (HRD).
I am indebted to Mr. PRAMOD MATOLIA (project guide ) to give me a wonderful
opportunity to widen the horizons of my knowledge. I would like to thank him for
his scholarly guidance, constant supervision and encouragement. It is due to his
personal interest and initiative that the project work is published in the current
form.

POWER SECTOR IN
INDIA
The electricity sector in India is
predominantly controlled by the
Government of Indias public sector
undertakings (psus). Major PSUs involved in
the generation of electricity include National
Thermal Power Corporation(NTPC), National
Hydro electric Power Corporation(NHPC) and
Nuclear power corporation (NPCI).Beside

PSUs ,several state-level corporations ,such

as Maharashtra State Electricity Board
(MSEB) are also involved in the generation
and intra state distribution of electricity .
The Power Grid Corporation Of India is
responsible for the interstate transmission of
electricity and the development of National
Grid.

HISTORICAL
BACKGROUND
The Tehri Dam & Hydro Electric Project had
initially been accorded Investment Clearance by

the Planning Commission in June ,1972 for

implementation by the Govt. Of U.P.,with an
installed generating capacity of 600MW. The
State Govt. commenced the construction of the
project in 1978. Subsequently , in 1983 the
proposal was installed capacity of the project was
increased by the State Government to 1000MW.
In view of the shortage of fund for
implementation of the project in the State Sector,
it was decided in nov. , 1986, to implement the
Tehri Project as a joint venture of the Govt. of
India and Govt of U.P through financial and
technical assistance from erstwhile USSR.
In November 1986 , an agreement on economic
and technical corporation between Govt. Of India
and Govt. Of USSR was signed ,which interallia
included excecution of the 2400 MW Tehri Hydro
Power complex comprising 1000 MW Tehri Dam &
Hydro Power Plant , 400MW Koteshwar Dam &
Hydro Power Plant and 1000 MW Tehri pumped
storage Plant. This agreement envisaged
financing in the form of credit amounting to 1000
million Rubles from USSR.

ABOUT THE
CORPORATION
THDC, a Joint Venture Corporation of the Govt. of India and Govt. of U.P., was
incorporated as a Limited Company under the Companies Act 1956, in July88, to
develop, operate and maintain the Tehri Hydro Power Complex and other Hydro
Projects. The works were handed over to THDC in June 1989. The equity portion the
Project is being shared by Govt. of India & Govt. of U.P in the ratio of 75:25. The
Corporation has an authorised share capital of Rs.4000 cr. The Government

approved the implementation of Tehri Dam and HPP Stage-I (1000 MW) in
March,1994, alongwith the essential works of Pumped Storage Plant and committed
works of Koteshwar HEP. Other components of the Tehri Power Complex, viz.,
Koteshwar Project, and the Pumped Storage Plant, were envisaged to be taken up
at a later stage. The Koteshwar HEP (400 MW) was approved for implementation by
the Government in April2000. Investment approval has been accorded by the
Government in July06 to the Tehri PSP(1000 MW), the first Pumped Storage
Scheme in the Central sector which would utilize the Tehri & Koteshwar reservoirs as
the requisite upstream & downstream reservoirs. Govt. of India has accorded
Investment Approval for execution of 444 MW Vishnugad Pipalkoti Hydro Electric
Project (VPHEP) on River Alaknanda in

Aug 2008.Govt. of Uttarakhand has also

entrusted Hydro Projects to THDC in Bhagirathi, Alaknanda and Sarda Valleys in

Uttarakhand, totaling to 760 MW. Govt. of Uttarakhand has accorded In-principle
approval to allot Kishau Multi Purpose Project (600 MW) on river Tons, a tributary of
Yamuna. Govt. of India has given approval for updation of DPR of the Project by
THDC.THDC has entered into an MOU with Nuclear Power Corporation of India Ltd.
(NPCIL) to synergize strengths and competencies for development of Hydro Power
Projects including Pumped Storage Schemes in the country. Govt. of Maharashtra
has allotted 2 PSPs namely Malshej Ghat (600 MW) & Humbarli (400MW) to the
Joint Venture of THDC and NPCIL for updation of DPR and subsequent
implementation subject to commercial viability. Under India-Bhutan Co-operation in
hydro Sector development , MOP has allotted two Projects namely Sankosh Multi
Purpose Project (4060 MW) and Bunakha HEP (180 MW) in Bhutan for updation of
DPR, and subsequent implementation on Intergovernmental Authority Model / JV
with Bhutanese PSUs. The work of updation of DPRs has been taken up.THDC is

also engaged in the engineering consultancy work for stabilization of Varunavat

Parvat in Uttarkashi entrusted by Government of Uttarakhand. The work involves
providing the complete engineering solution to the major hill stabilization problem
and also supervising the execution of works at site.The Corporation has
commissioned Tehri Dam and HPP Stage-I (1000 MW) during Xth plan. The Tehri
Power Station is now fully operational

THEORATICAL ASPECT
TRAINING AND DEVELOPMENT.
Nature of Training and
Development:-

In simple terms, training and development

refers to the imparting of specifi c skills,
abilities and knowledge to an employee. A
formal definition of training &dev e l op m e n t
is it i s any at t e mpt t o i m pro v e c urre n t
or fu t u re e mpl oy ee performance by
increasing an employees ability to perform
through learning ,usually by changing the
employees attitude or increasing his or her
skills and k n o w l e d g e . T h e n e e d f o r
training & development is determined
b y t h e employees performance deficiency,
computed as follows :Training & Development need = Standard performance
Actual performance.
We can make a distinction among training, education and
development. Such distinction enables us to acquire a
better perspective about the meaning of the terms.
Training, as was stated earlier, refers to the process of
imparting specifics ski l l s. E d uc a ti on, on th e
ot he r han d, is c on fi ne d t o the ore t i c al
le a rni ng i n classrooms.
TRAINING :- refers to the process of imparting specific
skills.
DEVELOPMENT :- refers to the learning opportunities
designed to help employees grow.
EDUCATION :- is a theoretical learning in classroom.

Tho ug h t rai ni ng and e duc at i on di f e r i n

na ture an d ori e nt at i on, t he y are
complementary. An employee, for example, who
undergoes training is presumed to have had
some formal education. Furthermore, no
training programme is complete without an
element of education. In fact, the
distinction between training and education is
getting increasingly blurred nowadays. As
more and more employees are called upon to
exercise judgments and to choose alternative
solutions to the job problems, training
programmes seek to broaden and develop the
individual through education. For instance,
employees in well-paid jobs and/or
employees in the service industry may be
required to make independent de c i si on
regardi ng t he re work a nd t he i r re l a t i onshi p wi t h
clients. He nc e orga ni z a t i on m ust c onsi de r
ele ment s of bot h e duc a t i on a nd t ra i ni ng whi le
planning there training programmes. Development refers to
those learning opportunities designed to help employees
grow. Development is not primarily skill-oriented.
Instead, it provides general knowledge and attitudes
which will be helpful to employees in higher
positions.Efforts towards development often depend
on personal drive and ambition.Development activities,
such as those supplied by management developmental
programmes, are generally voluntary.To bring the distinction

among training, education and development into sharp

f o c u s , i t m a y b e s t a t e d t h a t training is offered to
operatives, whereasdevelopmental programmes are meant
for employees in higher positions. E d u c a t i o n h o w e v e r i s
c o m m o n t o a l l t h e e m p l o y e e s , t h e r e g r a d e s not
with standing.

AIMS/OBJECTIVES OF TRAINING & DEVELOPMENT :-

The fundamental aim of training is to help the organization achieve its

purpose by a d d i n g v a l u e t o i t s k e y r e s o u r c e t h e p e o p l e
i t e m p l o y s . Tra i n i n g m e a n s investing in the people to enable
them to perform better and to empower them to make the best use of
their natural abilities. The particular objectives of training are
to:
Develop the competences of employees and improve their
performance;
H e l p p e o p l e t o g r o w w i t h i n t h e o r ga n i z a t i o n i n o r d e r
t h a t , a s f a r a s possible, its future needs for human resource can be
met from within;
R e d u c e t h e l e a r n i n g t i m e f o r e m p l o y e e s s t a r t i n g i n
n e w j o b s o n appointment , transfers or promotion, and ensure
that they become fully competent as quickly and economically as
possible.

INPUTS IN TRAINING AND DEVELOPMENTS

Any training and development programme must contain inputs which enable the
participants to gain skills, learn theoretical concepts and help acquire vision to l o o k i n t o
d i s t a n t f u t ur e . I n a d d i t i o n t o t h e s e , t h e r e i s a n e e d t o i mp a r t e t h i c a l orientation,
emphasize on attitudinal changes and stress upon decision-making and problem-solving
abilities.

Skills
Training, as was stated earlier, is imparting skills to employees. A worker needs s k i l l s t o
o p e r a t e ma c h i n e s a n d u s e o t he r e q u i p me n t s w i t h l e a s t d a ma g e o r scrap. This is a
basic skill without which the operator will not be able to function .T h e r e i s a l s o t h e n e e d
f o r motor s ki l l s . M o t or s ki l l s r e f e r t o p e r f o r ma n c e o f specific physical activities.
These skills involve training to move various parts of ones body in response to certain
external and internal stimuli. Common motor s ki l l s i n c l u d e w a l ki n g , r i di n g a b i c yc l e ,
t yi n g a s h o e l a c e , t hr o w i n g a b a l l a n d driving a car. Motor skills are needed for all
employees from the clerk to the g e ne r a l ma n a g e r. E mp l o ye e s , p a r t i c u l a r l y
s u p e r vi s o r s a n d e x e c ut i v e s , n e e d interpersonal skills popular known as the people skills.
Interpersonal skills are needed to understand one self and others better, and act accordingly.
Example i n t e r p e r s o n a l s k i l l s i n c l u d e l i s t e n i n g , p e r s u a d i n g , a n d
s h o w i n g a n understanding of others feeling

Education
The purpose of education is to teach theoretical concepts and develop a sense of reasoning and
judgement. That any training and development programme must contain an element of
education is well understood by HR specialist. Any such p r o g r a m m e h a s
u n i v e r s i t y p r o f e s s o r s a s r e s o u r c e p e r s o n s t o e n l i g h t e n participants
about theoretical knowledge of the topic proposed to be discussed. I n f a c t o r ga n i z a t i o n s
d e p u t e o r e n c o u r a g e e mp l o ye e s t o d o c o u r s e s o n a p a r t t i me b a s i s . C h i e f
E x e c u t i v e O f fi c e r s ( C E O s) a r e k n o w n t o a t t e n d r e f r e s he r courses conducted by
business schools. Education is important for manager and executives than for lower-cadre
workers.

Development
Another component of a training and development is development which is less s k i l l
oriented but stressed on knowledge. Knowledge about

b u s i n e s s environment, management principles and techniques, human relations,

specific industry analysis and the like is useful for better management of the company.

Ethics
There is need for imparting greater ethical orientation to a
t r a i n i n g a n d development programme. There is no denial of the fact that ethics are
largely i g n o r e d i n b u s i n e s s e s . U n e t h i c a l pr a c t i c e s a b o u n d i n ma r k e t i n g, f i n a n c e
a n d production function in an organization. They are less see and talked about in the personnel
function. If the production, finance and marketing personnel indulge in u n e t h i c a l p r a c t i c e s
the fault rests on the HR ma nager.

TRAINING AND DEVELOPMENT AS SOURCE

OF COMPETITIVEADVANTAGE
Companies derive competitive advantage from training and
d e v e l o p m e n t . Training and development programmes, as was pointed out earlier, help remove
p e r f or ma n c e d e f i c i e n c i e s i n e mp l o ye e . Th i s i s pa r t i c u l a r l y t r ue w h e n - ( 1) t h e
deficiency is caused by a lack of ability rather than a lack of motivation
t o perform, (2) the individual(s) involved have the aptitude and motivation need to learn
to do the job better, and (3) supervisors and peers are supportive of the desired behaviour s.
Training & Development offers competitive advantage to a firm by removing performance
deficiencies; making e .There is greater stability, flexibility, and capacity for growth in an
organization .Tra i ni n g c o nt r i b u t e s t o e mp l o ye e s t a bi l i t y i n a t l e a s t t w o w a ys .
E mp l o ye e s become efficient after undergoing training. Efficient employees contribute
to the growth of the organization. Growth renders stability to the workforce. Further
t r a i n e d e mp l o ye e s t e n d t o s t a y w i t h t h e o r ga ni z a t i o n . T he y s e l d o m l e a v e t h e
company. Training makes the employees versatile in operations. All rounder scan be
transferred to any job. Flexibility is therefore ensured. Growth indicates prosperity, which is
reflected in increased profits from year to year. Who else but well-trained employees can contribute to
the prosperity of an enterprise? Accidents, scrap and damage to machinery and equipment can
be avoided or minimized through training. Even dissatisfaction, complaints, absenteeism,
and turnover can be reduced if employees are trained well.

The Benefits of Employee Training

How Training Benefits the Organization :Leads to improve profitability and/or more positive attitudes towards
profit orientation. Improves the job knowledge and skills at all levels
of the organization
Improves the morale of the workforce
Helps people identify with organizational goals
Helps create a better corporate image
Fosters authenticity, openness and trust
Improves relationship between boss and subordinate
Aids in organizational development
learns from the trainee
Helps prepare guidelines for work
Aids in understanding and carrying out organizational policies.
Provides information for future needs in all areas of the organization
Organization gets more effective decision-making and problemsolving skills
Aids in development for promotion from within
Aids in developing leadership skills, motivation, loyalty, better
attitudes ,and other aspects that successful workers and managers
usually display
Aids in increasing productivity and/or quality of work
Helps keep costs down in many areas, e.g. production, personnel,
administration, etc.
Develops a sense of responsibility to the organization for being
competent and knowledgeable
Improves Labour-management relations
Reduces outside consulting costs by utilizing competent internal
consultation
Stimulates preventive management as opposed to putting out fires
Eliminates suboptimal behavior (such as hiding tools)
Creates an appropriate climate for growth, communication
Aids in improving organizational communication
Helps employees adjust to change
Aids in handling conflict, thereby helping to prevent stress and
tension.

Benefits to the Individual which in Turn Ultimately Should Benefit

the Organization:
Helps the individual in making better decisions and effective
problem solving
Through training and development, motivational variables of
recognition, achievement, growth, responsibility and advancement are
internalized and operationalised
Aids in encouraging and achieving self-development and selfconfidence
Helps a person handle stress, tension, frustration and conflict
Provides information for improving leadership, knowledge,
communication skills and attitudes
Increases job satisfaction and recognition
Moves a person towards personal goals while improving interactive
skills
Satisfies personal needs of the trainer (and trainee)
Provides the trainee an avenue for growth and a say in his/her own
future
Develops a sense of growth in learning
Helps a person develop speaking and listening skills; also writing
skills when exercises are required. Helps eliminate fear in attempting
new tasks
Benefits in Personnel and Human Relations, Intra-group & Intergroup Relations and Policy Implementation:
Improves communication between groups and individuals:
Aids in orientation for new employee and those taking new jobs
through transfer or promotion
Provides information on equal opportunity and affirmative action
Provides information on other government laws and administrative
policies
Improves interpersonal skills.
Makes organizational policies, rules and regulations viable.
Improves morale
Builds cohesiveness in groups
Provides a good climate for learning, growth, and co-ordination
Makes the organization a better place to work and live.

Consequences of Absence of Training Needs Assessment

The significance of needs assessment can be better understood by looking at the
consequence of inadequate or absence of needs assessment. Failure to conduct
needs assessment can contribute to:
Loss of business
Constraints on business developmet.
Higher rates of pay, overtime premiums and supplements
Higher recruitment costs, including advertising, time and incentives
Greater pressure and stress on management and staff to provide cover.
Pressure on job-evaluation schemes, grading structures, payment system and
career structure
Additional retention costs in the form of flexible working time, job sharing
,part time working, shift
etc.
Need for job redesign and revision of job specifications
Undermining career paths and structures
Higher training cost.

Deriving Instructional Objectives

T he n e xt p h a s e i n t h e t r a i n i n g p r o c e s s i s t o i de n t i f y i ns t r uc t i o na l o bj e c t i v e s
Needs assessment helps prepare a blueprint that describes the objectives to be achieved by
the trainee upon completion of the training programme. Instructional objectives provide the input
for designing the training programme as well as for the measures of success (criteria) that
would help assess effectiveness of the t r a i n i n g p r o gr a m me . B e l o w a r e s o me s a mp l e
i n s t r u c t i o n a l o b j e c t i v e s f o r a training programme with sales people.
After training, the employee will be able to smile at all customers even when exhausted or ill unless
the customer is irate.
After training, the employee will be able to accurately calculate mark down on all sales merchandise.

Learning Principles:

Training and development programmes are more likely to be effective when they incorporate
the following principles of learning:
1. Emplo yee motivation,
2. R e c o g ni t i o n o f i n di v i d u a l d i f f e r e n c e s ,
3.Practice opportunities,
4. Reinforcement,
5 . K n o w l e d ge o f r e s u l t s ( f e e d b a c k) ,
6 . G o a l s .
7. Schedules of learning,
8. Meaning of material, and
9. Transfer of learning

Motivation
To l e a r n i s t h e ba s i c r e q ui s i t e t o ma k e t r a i n i n g a n d d e v e l o p me n t programmes
effective. Motivation comes from awareness that training fetches some rise in status and pay.
Motivation alone is not enough. The individual must h a v e t h e a b i l i t y t o l e a r n . Ab i l i t y
v a r i e s f r o m i n di v i d u a l t o i n d i vi d u a l a n d t h i s difference must be considered while
organizing training programmes. Regardless of individual differences and whether a trainee is
learning a new skill o r a c q u i r i n g k n o w l e d g e o f a g i v e n t o p i c , t h e t r a i n e e
s h o u l d b e g i v e n t h e opportunity to practice what is being taught. Practice is also essential
after the individual has been successfully trained. It is almost impossible to find a
professional cricket player who does not practice for several hours a day. Practice can be a
form of positive reinforcement.

Reinforcement
May be understood as anything that (i) increases the strength of response and (ii) tends to
induce repetitions of the behavior that preceded the r e i n f or c e me n t . D i s t i n c t i o n ma y b e
ma d e b e t w e e n p o s i t i ve r e i n f or c e me n t a n d n e ga t i ve r e i n f or c e me n t . P o s i t i v e
r e i n f o r c e me n t s t r e n gt h e n s a n d i n c r e a s e s be h a v i o r b y t h e pr e s e nt a t i o n o f
d e s i r a b l e c o n s e q u e n c e s . Th e r e i n f o r c e me n t (event) consists of a positive experience for the
individual. In more general terms, we often say that positive reinforcement consists of
rewards for the individual land, when presented, contingent upon behavior, tends to increase the
probability that the behavior will be repeated. For example, if an employee does something
well and is complimented by the boss, the probability that the behavior will be repeated
will be strengthened. In negative reinforcement, the individual exhibitsthe desired
behavior to avoid something unpleasant. An example might by an employee who does
something to avoid incurring a reprimand from his or her boss. If an employee who had the
habit of coming late to work, assuming this asan unpleasant experience, the employee might
begin to come on time to avoid criticism. Thus, the effect of negative reinforcement is avoidance
of learning.

Conduct of Training:

A final consideration is where the training

a n d development programme is to be conducted.
Actually, the decision comes down to the following
choices:
1.At the job itself
2.On site but not the job-for example, in a training room
in the company
3.Off the site, such as in a university or college
classroom, hotel, a resort, or a conference centres
Typically, basic skills are taught at the job, and
basic grammar skills are taught on the site. Much of
interpersonal and conceptual skills are learnt off the
site.

Implementation of the Training Programme :Once the training programme has been designed, it needs to be
implemented. Implementation is beset with certain problems. In the
first place, most manager are action-oriented and frequently say
they are too busy to engage in training efforts. Secondly,
availability of trainers is a problem. In addition to possessing
communication skills, the trainers must know the
company's philosophy, its objectives, its formal and informal
organizations, and the goals of the training programme.
Training and development requires a higher degree of
creativity than, perhaps, any other personnel specialty.
Scheduling training around the present work is another
p r o b l e m . H o w t o schedule training without disrupting the
regular work? There is also the problem of record keeping about
the performance of a trainee during his or her training period.

This information may be useful to evaluate the progress of the

trainee in the company. Programme implementation involves action
on the following lines:
1. Deciding the location and organizing training and other
facilities.
2 Scheduling the training programme
3. Conducting the programme
4. Monitoring the progress of trainees.

LIMITATIONS
Every scientific study has certain limitations and the present study is no more exception :These are:
1.The terminology used in the subject is highly technical in nature and
creates a lot of ambugity.
2. All the secondary data are required were not available.

3.Respondents were found hesitant in revealing opinion about

s u p e r v i s o r s a n d management .

Conclusion
The purpose of this learning material is to explain to the
reader issues and concepts that should be understood in order
to think constructively about the application of the psychology
of training to real work issues. It is not presented as a
literature review you will need to read further for that
information. Instead, the material has been written in an
informal way to explain key principles and concepts and how
they relate to each other in dealing with applied training
issues. It does not deal in detail with the research literature

underpinning these ideas. This is left for you to examine using

the Readings provided as a starting point to exploring wider
literature. This learning material offers one perspective with a
view to providing a coordinated story, but there are other
perspectives in occupational psychology that you will
encounter in a professional capacity and which you must try
to accommodate.

BIBLIOGRAPHY
BOOKS:
David A. Decenzo /Stephen P. Robins (2004) Personal and Human Resource Management
A. Monappa (2004), Personal Management Allan Pepper (1999) A Handbook on Training and
Development
WEBSITES:
www.wikipedia.org
www.thdc.gov.in.
www.google.com.