INTRODUCTION

NHPC Limited (Formerly known as National Hydroelectric Power Corporation Ltd.), A

Govt. of India Enterprise, was incorporated in the year 1975 with an authorised capital of
Rs. 2000 million and with an objective to plan, promote and organise an integrated and
efficient development of hydroelectric power in all aspects. Later on NHPC Limited
expanded its objects to include other sources of energy like Geothermal, Tidal, Wind etc.

At present, NHPC Limited is a schedule 'A' Enterprise of the Govt. of India with
an authorised share capital of Rs. 1,50,000 Million . With an investment base of over Rs.
2,54,000 Million Approx. , NHPC Limited is among the TOP TEN companies in the
country in terms of investment.

Initially, on incorporation, NHPC Limited took over the execution of Salal Stage-I,
Bairasiul and Loktak Hydro-electric Projects from Central Hydroelectric Project
Construction and Control Board. Since then, it has executed 13 projects with an
installed capacity of 5175 MW on ownership basis including projects taken up in joint
venture. NHPC Limited has also executed 5 projects with an installed capacity of 89.35
MW on turnkey basis. Two of these projects have been commissioned in neighbouring
countries i.e. Nepal and Bhutan.

During the financial year 2007-2008 , NHPC Limited Power Stations achieved the
highest ever generation of 14811.35 MU.

Presently NHPC Limited is engaged in the construction of 11 projects aggregating to a

total installed capacity of 4622 MW. NHPC Limited has added 1970 MW during
the 10th Plan period and planned to add 5322 MW during 11th Plan period. 8 projects of
5751 MW are awaiting clearances/Govt. approval for their implementation. Detailed
Projects report are being prepared for 11 projects of 7585 MW.
Since its inception in 1975, NHPC Limited has grown to become one of the largest
organisation in the field of hydro power development in the country. With its present
capabilities, NHPC Limited can undertake all activities from concept to commissioning
of Hydroelectric Projects.

Training need analysis (TNA) in NHPC

The objective of training need analysis are to :

• Systematically identify developmental needs of employees

• Integrate so- identified individual needs with organizational needs

• Enhance relevance and acceptance of training programmes

• Employees would identify their training needs once in two years.

• Each employee will identify his/her training needs in a maximum of four areas in
consulation with his reporting officer. The training needs expressed should be
related to the employee’s present responsibilities and his likely areas of future
assignments.

• Training needs would be classified as essential and desirable along two time-
frames of short-term (for immediate job performance)and long term (for future
job performance in the next two years or so)

• The identified needs would be prioritized in the following manner and would be
addressed accordingly:

Priority A Essential short- term

Priority B Desirable short-term
Priority C Essential long-term
Priority D Desirable long-term

• Training needs identification in case of executives would be done by the

executive concerned in consulation with his/her reporting officers in the training
needs form enclosed at Annexure ||A

• Training needs identification in case of non-executives would be done by their

reporting officers in the training needs form enclosed at Annexure ||B
• The departmental training coordinator shall trigger the TNA exercise from 1st
September , every second year , with the distribution of training need forms . He/
she would consolidate and submit the filled – up Training Need forms of
Executives and Non-executives , of his / her department concerned to the
respective Training Centre by 30th October . He shall play a proactive and
dynamic role by interacting with maximum number of employees at all levels and
shall keep data available of the latest training course available , list of training
agencies , their training schedules etc .

• In case of projects /units/stations , based on such training need forms , a

department-wise analysis would be done by the training centre of the unit and
with heads of department for evolving the yearly training calendar for the next
two years , by 15th November in consultation with HRD , CENTRE FOR
EXCELLENCE .

o With a view to integrate the process of evolving of the Training Calendar

and to utilize training resources optimally , the finalization of training
calendars would nbe done by heads of the respective Regions .The training
calendars so prepared , shall be sent for approval of HRD, CENTRE OF
EXCELLENCE by 30th NOVEMBER.

• In case of advanced training needs where it is not possible for the training centre
to design and conduct programmes , the same should be forwarded to HRD ,
Centre for Excellence for designing and conducting Corporation-level
programmes and incorporation of the same in its Training Calendar . For this
purpose , the Heads of HRD , C.O. shall meet before 15TH December for sharing
training calendars of the projects/stations/units of the respective Region and
providing inputs to the Training Calendars of HRD , Centre of Excellence .
• of HR of each region would explore the possibility of conducting the
programmes at the Region level either at the Regional Headquarters or in any of
the projects/stations of the region , so that the training needs are not left
unfulfilled for want of number of employees .

• in case of corporation level need-based programmes, the Training Need Analysis

forwarded by individual projects /stations and corporate office would be
consolidated by HRD and the yearly training calendar for the next two years
would be prepared accordingly , after discussion with and acceptance of the
EDs/GMs of the respective departments by 15th December.
 TRAINING CALENDER :

• The heads of training from the projects / stations would meet in the Regional
Head Quarter during 1st week of January to share training calendars .They would
also provides input to RHQ/HRD regarding programmes to be assigned to
RHQ/HRD from out of training needs identified by the employees of their
respective projects .
• Each training centre HRD/CENTRE OF EXCELLENCE shall bring out , by 15 th
February every year , a training calendar , specifying the schedules of the
programmes , both planned interventions and need-based interventions , planned
to be conducted by it during the following year .
• Each training centre shall circulate on quarterly basis calendar of programmes
scheduled for the next three months to all HODs and other training agencies .
• The training calendars of the various training centres and the HRD would be
widely made available to all deparments/sections at all Power Station /Station
would also be kept in the central liabrary of the unit . Copies of training calendar
of one project/station would be circulated to other Training Centresand HRD ,
Centre Of Excellence .by 15th march , for need-based utilization .
NOMINATION SYSTEM:

 THE OBJECTIVES OF THE NOMINATION

ARE:
 To ensure that employees are nominated to
training in areas which are relevant to their duties
or which have been identified by developmental
needs .
 To ensure that opportunities to attend training
programmes are made available to all employees
to achieve the training target of average of seven
mandays of training in a training year for each
employee.

NOMINATION FOR TRAINNING PROGRAMME:

PLANNING INTERVENTIONS
• THE TRAINING CENTRE /HRD ,Centre for Excellence would send to
departmental training co-ordinators , schedules for the next three programmes of a
planned intervention , who in turn shall seek preferences for nomination from the
employees in the target group and send the list of employees to the training
centres/HRD.
• On the basis of the preferences received for nomination , the training centre shall
send confirmation .
NEED –BASED :

• The concerned training agency will ensure that employees are normally
nominated to programmes related to training needs identified .
• An employee interested in attending any of training programmes included in
the training calendar of the training centre of respective Unit or HRD should
forward his/her request for nomination through the reporting officer at least
two weeks before the commencement of the programme .

EXTERNAL TRAINING:

• Employees may generally be considered for nomination to training

programmes only in the areas identified in the Training Needs
Analysis and after verifying if a similar programme is being
conducted in-house during the year .
• Training centres shall,as far as possible,try to provide training to

Employees in-house .Employees will normally be nominated for

external programmes only for advanced programmes or where conducting the
programme in-house is not-feasible .

SPECIFIED INTERVENTIONS:

THE AUTHORITIES COMPETENT TO APPROVE SPECIFIED TRAINING

PROGRAMMES ARE AS GIVEN BELOW:
1) PROJECT LEVEL INTERVENTION : HEAD OF THE
PROJECT
CONCERNED

2) REGION-LEVEL INTERVENTION : HEAD OF THE

REGION
CONCERNED

3)CORPORATION-LEVEL INTERVENTION: ED(HRD)

This training needs analysis article is based upon a publication in the Jossey-Bass/Pfeiffer
Training Annual.

We provide training needs analysis that utilise competence studies. Why? Because in our
experience competence studies provide the most accurate training needs analysis results.
However there are other valuable sources of information relating to training needs
analysis and that is why we also utilise HRD consultants who have in-depth experience of
Human Resource Development and a range of HRD consultancy services.

This article examines six areas associated with the consultancy aspect of training needs
analysis and provides guidance on how to use them through scenarios and checklists. To
achieve effective training needs analysis we would encourage you to approach training
needs analysis that considers the organisational context of the training requirement, users
of the training, the content of the documentation used in the training, the suitability of
training to resolve the identified organisation / performance problems / needs and, lastly,
readers are encouraged to conduct a cost-benefit analysis of the proposed training.

Question: What kind of data pops up when you use an Internet search engine to look up
the words training needs analysis ?

Answer: A mishmash, with a good dose of information about competency studies.

As a training needs analysis tool competency studies provide useful data about individual
group members. Competency studies fill the role of focusing training needs analysis on
employee performance and therefore provide the collaborative evidence for performance
appraisal. With group statistics they produce training needs analysis from a cross
sectional / functional / level perspective, thus providing direction for departmental /
organisational generic training. Finally competency studies can feed personal
development plans and supporting mentoring systems. Using competency studies
particularly when conducted by outside agents adds considerable credibility to the
training needs analysis process and results in a consensus about current skill levels and
areas identified for improvement.

Competency studies should be in every training needs analysis tool box. However, if the
only tool one has is a hammer, everything is a nail. Therefore we also provide capability
and psychometric assessment studies. But it doesn't end there. One goal of this article is
to identify other key contributors to training needs analysis.

Taking stock - What is training needs analysis?

One could say that training needs analysis is a process of gathering and interpreting data
for identifying areas for personal and organisational performance improvement. The
challenge is to obtain complete and accurate training needs analysis data. This amounts to
answering who, what, when, where and why as well as how.

Competency studies analyses and describes work performed deal with the 'what' of the
five training needs analysis W's. They do not collect a significant amount of data on who
(trainers involved in the process), why (the reasons for training), nor when/where (or
indeed whether training is the solution). In addition, competency studies miss an element
of "what" (the documents, laws, procedures, equipment and other tools used on the job).

A thorough training needs analysis exercise comprises six types of analyses. These are a
context training needs analysis of the business needs; a user training needs analysis
dealing with potential participants and trainers involved in the process; a work training
needs analysis of the tasks being performed; a content training needs analysis of
documents, laws, procedures used on the job; a suitability training needs analysis of
whether training is the solution; and a cost-benefit training needs analysis of the return on
investment (ROI) of training.

49 questions in a training needs analysis checklist that one needs to answer when either
designing training needs analysis studies or when conducting a training needs analysis.

Consider the following training needs analysis user elements:

Who is going to take the training and what do they know about the topic?
How do they prefer to learn?
Who is going to instruct and what do they know about the subject?
How do they prefer to conduct their sessions?
What training has been given previously, and what were the results?
User training needs analysis, forming a clear impression of learners and trainers, is a
critical step in training needs analysis. By users we mean both learners and trainers who
will access the programme in whatever format: a classroom setting, a self-study
programme, an action centered or experiential learning programme or a multimedia
format. New trainers are being appointed on an ongoing basis. In particular, training
programme design must consider the specific requirements of trainers, who have been
selected for their content expertise and communication style, not their knowledge of the
organisation, its culture or business plans, etc. To produce training materials that fit users'
backgrounds, a course designer must use training needs analysis to find information
about the users to design the training programme according for their needs, preferences
and abilities.

Factors such as education, age, time availability / constraints, etc, influence how people
learn. Negative experiences with certain learning methodologies can create resistance to
some approaches to training. The user phase of training needs analysis identifies such
potential pitfalls.
User training needs analysis should also gather crucial information pertaining to learning
styles. People learn differently and for our purpose we can consider four types of
learners: visual, auditory, kinesthetic (those who like to get their whole body into their
learning), and tactile (people who like to use their hands when they learn). Having
identified learners' preferred styles in the user training needs analysis phase, later, the
training programme designer will incorporate these findings when developing training
materials.

User training needs analysis will be pivotal in our three scenarios. In the Internet
example, a solid user training needs analysis will identify current levels of knowledge,
attitudes and skills in using the Net. Based on data acquired about participants' current
levels of knowledge and learning styles, one might decide, for example, to design
different courses for a range of expertise and application scenarios.

Consider the following training needs analysis work elements:

What is the job under review and what are the main duties?
What are the high-level skills required?
To what standards are people expected to do the job?
Are they currently meeting these standards?
These are some questions answered by a work training needs analysis, an umbrella term
coined to include job study, task analysis, performance analysis and competency studies.
All are variations on the training needs analysis approach of analysing the job, the
required levels of performance and the ability of individuals or groups to perform at the
required level.

Where does work training needs analysis fit into our three scenarios? In designing a
programme about harassment, safety, the Internet, or for that matter, any topic, it is
important that training material be anchored in the work performed. With work training
needs analysis couching course information in the language, metaphors and projects of
the workplace, course materials are rendered more concrete and easier to learn.

In our Internet training needs analysis example, if we capture how management wants
employees to use the Internet; if we identify the knowledge and skills required to meet
this standard of performance; if we identify gaps in the target group's knowledge and
skills; and if we then provide training that bridges these gaps, then, our training will
enhance employee performance - as defined by management.

Consider the following training needs analysis content elements:

Are there essential building blocks one needs to learn in order to do this job?
Are these building blocks of knowledge laid out in manuals or other documentation?
In what order and how are these building blocks normally taught?
These are some of the analysis questions that are answered in a process called content
training needs analysis. With this approach, material such as administrative procedures,
laws, and computer application documentation are used to identify learning topics.
The raw material of content training needs analysis may present itself as an existing
course that needs to be updated (our harassment training needs analysis scenario),
policies that need to be taught (our safety training needs analysis scenario), or material
that a group of experts has brought together. Content training needs analysis helps to
establish a logical flow (teaching people to walk before they run), ensures that definitions
are found for key terms (sometimes experts assume that everyone knows key terms),
groups the data into digestible parts (if the material is easy-to-follow, participants will
feel comfortable with it) and ensures that the level and clarity of the training content are
appropriate to the needs of the users - as established in the user training needs analysis.

"Criticality" needs to be benchmarked during content training needs analysis. If it is

essential that the users understand the material, then teach it. If it is not critical, do not
teach it. A seasoned trainer establishes criticality in concert with the course designer who
challenges the trainer to justify why it is essential to learn the identified material.

Consider the following training needs analysis suitability element:

Is non-performance due to a lack of knowledge and skills or are there another reasons?
This is the essential question of a suitability training needs analysis. Training is often
seen as a quick fix for changing individual and organisational performance but in reality
the impact of training is limited to providing knowledge and skills and practice to
develop them. For example, training will not render competent, those employees who
simply do not have the capacity to learn to do a given task, the key reason why capability
assessment and psychometric tests are performed. Training will not replace the role of
managers in giving feedback to employees whose work does not meet performance
standards. Training will not set the performance standards in a workplace where there are
none. Training will probably not bring radical changes to employees' attitudes and sense
of commitment unless the organisation's culture is supportive. Training will not fill voids
due to sickness, layoffs and downsizing. Nor will training create incentives, rewards or
reduce on-the-job de-motivators.

Suitability training needs analysis is partially to ensure that training is not being used my
management to abdicate their developmental responsibility but to support it.

In our training needs analysis scenarios, one has to wonder if there is a clear justification
for the costs associated with designing and delivering training to learn policies related to
harassment or safety? Maybe a video would suffice to convey the required information.
Or perhaps managers could change employee performance and help to ensure employee
compliance simply by explaining management's expectations of them.

Consider the following cost-benefit training needs analysis elements:

Is it worth our effort to undertake the proposed training? What will be the return on
investment or ROI of the proposed training? Are there any cost-benefit benchmarks for
the proposed training?In a cost-benefit training needs analysis, a course designer takes a
long, hard look at the financial side of training, to determine whether training makes
economic sense. Before we can accurately forecast the costs of training we need to know
details about the design process proposed, the learning methods, the participants, and
compensation packages of people associated with the training programme. Before we can
accurately forecast the benefits of training we need to know the bottom-line benefits of
similar programmes, since this information will help us forecast benefits from the
proposed programme. In our real-world scenarios, a cost-benefit training needs analysis
would compare the costs of designing and delivering the training to such things as the
savings resulting from reducing the number of harassment complaints, or the number of
workplace accidents. In the Internet training needs analysis scenario, a cost-benefit
training needs analysis could conceivably calculate the financial benefits resulting from
the time saved by having skilled Internet users seek information as opposed to untrained
workers.

Many training needs analysis exercises are strongly oriented to one of the six training
needs analysis methods listed here, or use one exclusively. For example, if clients hired
us to design a training programme and provide policy manuals as the sole source of
information for our training needs analysis exercise then this clearly would be a content
training needs analysis exercise without the benefits of training needs analysis covering
context, users, and work performed. The result of this limited training needs analysis
approach would be a training course that was restricted to teaching what was in the
organisation's policy manual with no opportunity to deal with participants' learning
styles, the way the policies were used in the workplace, nor the politics of the topic. Yet
the organisation will get what they wanted: a low budget programme. Where therefore is
the training needs analysis to determine what is really needed?

On the other hand take a training needs analysis exercise based on a work training needs
analysis exercise conducted in focus groups. The result would be a report that dealt
almost exclusively with a high-level description of the work performed. Without a
training needs analysis of the tools and documentation used on-the-job, a limited
understanding of the flavour of the work and workplace would be gained and not much
would be learnt about the context, or politics of the organisation and the culture in which
learning was to be applied.

With training needs analysis like in most things you tend to get what you pay for.

The more training needs analysis can gather information about the context, users, work
and the content of training, the better prepared one will be to draw solid conclusions from
the training needs analysis of organisation requirements, existing capability, the
change/learning gap and how best that gap can be closed. With answers to the 49 training
needs analysis questions listed in this article's accompanying training needs analysis
checklist one can develop a learning programme with confidence.

In completing a context training needs analysis, one needs to gather data to answer
questions such as the following:
Who are the decision makers?
How can one gain access to decision makers?
Are managers committed to the proposed learning initiative?
What can be learned from similar training needs analysis exercises or training courses
that was delivered in the past?
What are the preferred learning methods of the organisation?
What are the criteria that the organisation will use to judge whether the learning
programme is successful?
What other contextual information should you be aware of in conducting a training needs
analysis?

In completing a user training needs analysis, one needs to gather data to answer
questions such as the following:

What level of subject-matter knowledge do learners and trainers possess?

What experiences (negative and positive) have learners and trainers had with different
learning methods?
What are learners' and trainers age, gender, skills and experiences, etc?
How do participants prefer to learn?
How do trainers prefer to teach?
What is the availability of trainers and potential participants?
What expectations do participants and trainers have about the learning programme?

In completing a work training needs analysis, one needs to gather data to answer
questions such as the following:

In what jobs is training recommended?

What are the key components of the work being performed?
What skills and knowledge are required to perform the work?
What are the different levels of skills and knowledge required?
What are the measures of successful performance of the work?
Is individual performance compared to the measures of successful performance?
Are people performing at the benchmarked levels?

In completing a content training needs analysis, one needs to gather data to answer
questions such as the following:

What on-the-job documentation is used to help the application of learning?

Is learning material available in an electronic format so it can be converted into training
materials?
How is this content normally taught?
What are the key building blocks of the training materials?
What is the logical order of teaching the material?
What has been the experience to date with existing methods of teaching the material?
What can be done to ensure the subject is relevant to learners?
In completing a suitability training needs analysis, one needs to gather data to answer
questions such as the following:

What are the symptoms of non-performance?

Where is the nonperformance among a group of employees?
What are the causes of broad or group nonperformance?
Is nonperformance due to a lack of knowledge and skills or practice?
What training will help bridge the gaps between the standards of performance and the
actual performance?
What nonperformance is due to reasons other than a lack of knowledge and skills?
What solutions can be used to remedy nonperformance caused by factors other than a
lack of knowledge and skills?

In completing a cost-benefit training needs analysis, one needs to gather data to answer
questions such as the following:

What steps will be involved in all phases of the training design and delivery?
Who will be involved in all phases of the design and delivery?
For how long will each resource be involved in all phases of the design and delivery?
What are the direct costs of everyone involved in all phases of the design and delivery?
What are the indirect costs such as travel and accommodation involved in the design and
delivery?
What have been the bottom-line benefits of similar programmes?
What are the forecasted benefits of the training programme being developed?

In the ideal world we would use all six types of training needs analysis to collect data.
This would give confidence that the training needs analysis process was contributing best
value to the decision making process. For one thing is clear and that is the breadth of
training needs analysis information collected is directly proportional to the number of
training needs analysis methods used. Why limit ourselves to competency studies when
we can also collect data on why (context training needs analysis), what (content training
needs analysis), and who (user training needs analysis), as well as the suitability of
training and the ROI of the proposed learning programme? If cost is a main concern, one
can possibly scale down the resources expended in a competency study and redirect them
into the five other types of training needs analysis which should not compromise quality
of training needs analysis outcomes. However whilst a balance can be sought between
learning methods of varying costs compared to benefit and effectiveness care must be
taken not to denude expertise from learning design, delivery and application on the basis
of cost justification else benefits may not materialise which could discredit the whole
change and development initiative. The whole point of training needs analysis is
therefore to ensure that best value is realised for the resources deployed.
When given a mandate to conduct a competency study, it is possible for a designer to
incorporate elements of the additional training needs analysis processes. For example,
while gathering data from a group about tasks, competencies and performances, one can
also collect information about the context, users and perhaps other training needs analysis
areas. By keeping the six training needs analysis methods in mind, one will find
opportunities to weave them into an overall training needs analysis approach that is
thought a good balance for your organisation and its culture, stage of systems evolution,
values and beliefs etc.

The following checklist will help sort through the selection of analyses you can use in a
particular training needs analysis exercise.

In selecting which training needs analysis techniques to use, one requires answers to
questions such as the following:

What is the nature of the problem being addressed by training needs analysis?
How have training needs analysis been identified in the past and with what results?
What is the budget for training needs analysis?
How is training needs analysis perceived in the organisation?
Who is available to help conduct the training needs analysis?
What are the time frames for completing the training needs analysis exercise?
What will be the measure of a successful training needs analysis report?

A competency training needs analysis is an important part of an overall training needs

analysis strategy; however, we have seen that there are other facets to training needs
analysis. When one exploits these other sources of training needs analysis information,
the result is a more precise picture of training needs, which can lead to a performance
improvement oriented training programme and better results from training.

TRAINING EVALUATION
The process of examining a training program is called training evaluation. Training
evaluation checks whether training has had the desired effect. Training evaluation ensures
that whether candidates are able to implement their learning in their respective
workplaces, or to the regular work routines.
Purposes of Training Evaluation
The five main purposes of training evaluation are:
Feedback: It helps in giving feedback to the candidates by defining the objectives and
linking it to learning outcomes.
Research: It helps in ascertaining the relationship between acquired knowledge, transfer
of knowledge at the work place, and training.
Control: It helps in controlling the training program because if the training is not
effective, then it can be dealt with accordingly.
Power games: At times, the top management (higher authoritative employee) uses the
evaluative data to manipulate it for their own benefits.
Intervention: It helps in determining that whether the actual outcomes are aligned with
the expected outcomes.
Process of Training Evaluation
Before Training: The learner’s skills and knowledge are assessed before the training
program. During the start of training, candidates generally perceive it as a waste of
resources because at most of the times candidates are unaware of the objectives and
learning outcomes of the program. Once aware, they are asked to give their opinions on
the methods used and whether those methods confirm to the candidates preferences and
learning style.
During Training: It is the phase at which instruction is started. This phase usually consist
of short tests at regular intervals

After Training: It is the phase when learner’s skills and knowledge are assessed again to
measure the effectiveness of the training. This phase is designed to determine whether
training has had the desired effect at individual department and organizational levels.
There are various evaluation techniques for this phase.

Techniques of Evaluation

The various methods of training evaluation are:

• Observation
• Questionnaire
• Interview
• Self diaries
• Self recording of specific incidents
RESEARCH METHODOLOGY :

Research in a layman language means a search for acknowledges .One can also define
research as a scientific and systematic search for potential information on a specific
topic .Infect research is an art of scientific investigation .Research is an academic activity
and as such the term must be used in a technical sense .
The systematic approach concerning generalization and formulation of theory .The
purpose of research is to discover answers to questions through the application of
systematic procedure .the main aim of research is is to find out the truth , which has not
been discovered as yet .

This section aims to understand the research methodology establishing

a framework of primary and secondary research. The techniques and
concepts used during primary research in order to arrive at findings;
which are also dealt with and lead to a logical deduction towards the
analysis and results.

RESEARCH DESIGN:

The research problem have been formulated in clear cut terms , the
researcher will be required to prepared a research design ,i.e. he will
have to state the conceptual structure with in which research would
conducted .

RESEARCH DESIGN MAY BE GRIUPED IN FOUR CATEGORIES

,VIZ.
• EXPLORATION

• DESCRIPTION

• DIAGNOSIS

• EXPERIMENTATION

The major objective of my project was to know the training need

analysis of training process in NHPC

SAMPLING UNIT:

The sample chosen mainly comprises of the middle level employees

and the executive core of the organization.

SAMPLE SIZE:
 I got my questionnaire filled by 50 respondents at the corporate office
at NHPC.
SAMPLE DESIGN:

Non probability sampling; it is that sampling procedure which does not

afford any basis for estimating the probability that each item in the
population has of being include in the sample. In this type of sampling
items for the sample are selected deliberately by the researcher; his
choice concerning the items remain supreme. There is always the
danger of buyers entering into this type of sampling technique. In such
a sampling, there is no assurance that every element has some
specifiable chance of being included.
COLLECTION of DATA:
The task of data collection begins after a research problem has been defined and research
design/plan chalked out .THE collection of data is done to support tour findings and
interest the result whether the result you have found in according to your hypothesis or
not .The data can be collected by various methods .These are brodly classified into two
ways ,as follows :
 PRIMARY DATA

 SECONDARY DATA

DATA FINDINGS AND ANALYSIS

QUESTION 1

How did you find the training programme from organizational

development(OD) perspective?

criteria No.of employees percentage

excellent 18 36%
Very good 21 42%
good 10 20%
average - -
poor - -

QUESTION 2

How did you find the training programme from professional

development perspective?

criteria No.of employees percentage

excellent 14 28%
Very good 22 44%
good 14 28%
average - -
poor - -

QUESTION 3

To what the extent the feedback given by you was utilized in design
and conductance of the future training process?

criteria No.of employees percentage

totally 12 24%
largely 21 42%
partially 17 34%
marginally - -
Cant say - -

QUESTION 4

How would you rate training aids and logistics used in the program?

criteria No.of employees percentage

excellent 19 38%
Very good 18 36%
good 13 26%
average - -
poor - -

QUESTION5

How would you rate the faculty invited by the NHPC for these
programs?

criteria No.of employees percentage

excellent 16 32%
Very good 19 38%
good 15 30%
average - -
poor - -

QUESTION 6

How would you rate the content used in imparting the training session
at NHPC?

criteria No.of employees percentage

excellent 9 18%
Very good 26 52%
good 8 16%
average 7 14%
poor - -

QUESTION 7

How would you rate the environment and ambience of the venue
where the training program was conducted?

criteria No.of employees percentage

excellent 14 28%
Very good 28 56%
good 5 10%
average 3 6%
poor - -

QUESTION 8

How would you rate the overall training process at NHPC?

criteria No.of employees percentage

excellent 14 28%
Very good 28 56%
good 5 10%
average 3 6%
poor - -

The overall rating of the training program has come to very good. It
means there is no need for any major changes in it. Some minor
adjustments may be done on proper time intervals to upgrade it
.
FINDINGS :
All of them have considered it to be good from professional
development perspective.

The quality of the training process is good from the organizational

development perspective.

The aids and logistics used in the process are very good and up to
date.

The faculty invited by the organization is also very good as marked by

most of them.

The environment and ambience there is excellent as selected by most

of them.

Most of the respondents think that the training process at NHPC is very
good and they do not want any significant changes in it.

RECOMMENDATIONS:
Training process must be in synchronization with the needs of the
employees.

Training program relevant to the specific job area may be conducted.

Training should be practical application based.

Training should keep track and should help the employees in gaining
competencies.

Inter department training program should be organized so as to

achieve healthy inter departmental relations.

Heavy philosophical ideas during training should be replaced by simple

ones.

There should be more emphasis on the technical training as NHPC is

related to power sector and need to achieve competency in it.

There should be pre training sessions to understand the grounds of the

to be given training in the forth coming schedule.

There should be post training sessions also to implement the ideas in

the routines which have been learnt in the training.

It should be done regularly to break the inertia and to motivate the

employees.

CONCLUSION:

After collection of data interpretation is done on that basis conclusion is drawn. The
conclusion drawn.
Conclusion prefer government insurance company other than private insurance
companies due to its reliability.
Customers are more brand oriented rather than product oriented.
Customers are less aware about the private insurance companies.
Private Players in order to encase maximum number of customers are introducing new
and innovative scheme for their FC.
Customers like to invest in other investment zones due to the hectic rules and regulations
associated with, entering into a contract with insurance companies.
Customers do not feel secure with private insurance companies.
Customers don’t want commission base job.
The central problem with the insurance companies is having that they are trying to
convince customers for a product which do not have any present relevance, i.e. each
policy which the customer is going to purchase will have a future set of action and
benefits. Due to which most of the people like to invest in those securities or
investment, which will give them a fruitful return in short period of time ?
Life insurance Corporation has completed more than three decades and
that’s where counts, inters of brand name, different number of policies for differed class
and age group of customers.
The Private players are on the way, but they need a lot of time investment for creating a
favorable brand image.

LIMITATIONS:
• The sample size was small. Perhaps a large one could have
brought more accurate results.

• Limited time period – better research could have done if more

time would have been there.

• Response in the circulated questionnaire may not be totally true

because of their fear in giving correct views although it was
conveyed that information collected will not be disclosed.

• The employees were reluctant to express their views regarding

training process of their organization.

• Non availability of respondents due to busy schedule.

Source of Data: As provided by Mr.Anil Kumar Singh, SM, HRD & Rajeev R.
Asthana, Manager HR