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TRAINING & DEVELOPMENT SURVEY AT BSNL

EXECUTIVE SUMMARY

Telecommunication is a technology intensive industry ith a high pro"a"ility of

o"solescence. $ur country has itnessed a num"er of technologies varying from magneto

exchanges to the modern Ne Technology Digital !itches. e have also seen changes

in the transmission technology starting from carrier systems to the DD( systems

providing long distance circuits across the length and "readth of the country.

Telecommunications today is "oth a pu"lic utility and a vital infra5structure. Therefore an

in house training center is an essential institution for continuous training of the officers

and employees in this +ey technological field.

Training is a process through hich a person enhances and develops his efficiency6

capacity and effectiveness at or+ "y improving and updating his +noledge and

understanding the s+ills relevant to perform his or her o".

Training also helps a person cultivate appropriate and desired "ehavior and attitude

toards the or+ and people. 7nless training is provided6 the o"s and lives of employees

in organi8ations are at sta+e.

It gives people an aareness of the &ules 9 #rocedures to guide their "ehavior. It is an

application of +noledge to improve the performance on the urrent o" or to prepare

one for an intended o".

$rgani8ation 9 individual for their survival 9 attainment of mutual goals should

develop 9 progress simultaneously: this can "e done mainly through training techni;ue

"ecause training is the most important techni;ue 9 it is a value addition to the

organi8ation through


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INTRODUCTION TO TRAINING AND DEVELOPMENT


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TRADITIONAL AND MODERN APPROACH OF TRAINING AND

DEVLOPMENT

Traditional 'pproach C (ost of the organi8ations "efore never used to "elieve in

training. They ere holding the traditional vie that managers are "orn and not made.

There ere also some vies that training is a very costly affair and not orth.

$rgani8ations used to "elieve more in executive pinching. ut no the scenario seems to

"e changing.

The modern approach of training and development is that Indian $rgani8ations have

reali8ed the importance of corporate training. Training is no considered as more of

retention tool than a cost. The training system in Indian Industry has "een changed to

create a smarter or+force and yield the "est results

TRAINING AND DEVELOPMENT OBJECTIVES

The principal o"ective of training and development division is to ma+e sure the

availa"ility of a s+illed and illing or+force to an organi8ation. In addition to that6 there

are four other o"ectives? Individual6 $rgani8ational6 0unctional6 and !ocietal.

Individual $"ectives C help employees in achieving their personal goals6 hich in turn6

enhances the individual contri"ution to an organi8ation.

$rgani8ational $"ectives C assist the organi8ation ith its primary o"ective "y "ringing

individual effectiveness.

0unctional $"ectives C maintain the department@s contri"ution at a level suita"le to the

organi8ation@s needs.

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!ocietal $"ectives C ensure that an organi8ation is ethically and socially responsi"le to

the needs and challenges of the society.

Importan! o" Tra#n#n$ an% D!!'opm!nt

$ptimum 7tili8ation of


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Team spirit C Training and Development helps in inculcating the sense of team or+6

team spirit6 and inter5team colla"orations. It helps in inculcating the 8eal to learn ithin

the employees.

$rgani8ation ulture C Training and Development helps to develop and improve the

organi8ational health culture and effectiveness. It helps in creating the learning culture

ithin the organi8ation.

$rgani8ation limate C Training and Development helps "uilding the positive

perception and feeling a"out the organi8ation. The employees get these feelings from

leaders6 su"ordinates6 and peers.

uality C Training and Development helps in improving upon the ;uality of or+ and

or+5life.


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Training and Development aids in organi8ational development i.e. $rgani8ation gets

more effective decision ma+ing and pro"lem solving. It helps in understanding and

carrying out organisational policies

Training and Development helps in developing leadership s+ills6 motivation6 loyalty6

"etter attitudes6 and other aspects that successful or+ers and managers usually display.

Tra#n#n$ #n P()'# S!tor

Indian #u"lic !ector is passing through massive changes due to advancement in science

and technology and competition from private sector. India has nearly one5sixth of the

orldFs population. This over a"undant human resource needs to "e converted to asset.

This is possi"le only through proper training and development. The former #rime

(inister &aiv Aandhi rightly sensed this need and had esta"lished a separate (inistry

for


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hatever price it can fetch. This further emphasi8ed the need for training and

development in #!Es to improve their performance. H!udhman6 2///

IMPORTANCE OF TRAINING AT TELECOM SECTOR

Telecom is one of the fastest groing sectors in India ith a groth of 21J and revenue

of &s ,)6*2/ crore in the year 2//). The sector is expected to gro over 1%/J "y 2/12.

ith increase in competition "eteen the maor players li+e !N-6 (TN-6


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other regional training institutes. &eliance has also esta"lished Dhiru"hai 'm"ani

Institute of Information and ommunication Technology. In addition to that6 harti has

also tied5up ith IIT Delhi for the harti !chool of Telecommunication Technology and

(anagement.

ith the increase in competition6 availa"ility of huge amount of information through

internet6 maga8ines6 nespapers6 TG6 etc6 and increased aareness among customers6 the

demand to impart proper training in non5technological areas li+e customer care and

mar+eting has increased too.

&apid technological changes6 netor+ security threat6 mo"ile application development6

groing I# deployment in the sector have "rought "ac+ the training and development in

the priority catalog.

TRAINING AND DEVELOPMENT AT B*arat San*ar N#$am Lt% +BSNL,

DoT5!N- (o7? Training of minimum 2/J !N- officials5? !N- has signed (o7

ith DoT vide hich at least 2/J staff has to imparted training in 2//)5/*. To achieve

this6 all !N- units have "een as+ed to fix the target to train 2%J of their staff 9

officers. The training report has to "e compiled under various heads such as indu ction6

seminar6 or+shop6 "ehavior 9 'ttitudinal etc.

Comp(t!r#-!% Tra#n#n$ Mana$!m!nt S./t!m at ALTTC? This system ith online

nomination facility has "een made operational after clearance "y IT cell of !N-. This

softare eases the process of nomination "y !!'s6 ircles and other !N- units6 as it is

a paperless system ith capa"ility of online nomination 9 approval. '5circular andapproved nomination list are availa"le online. Through online post training evaluation

module Trainees and their controlling officers can give their feed"ac+ regarding

effectiveness of the training. In the last to months many !N- units have started

reaping the "enefit of this system.

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E0'!arn#n$ #mp'!m!ntat#on? Keeping pace ith technological changes6 leveraging the

IT infrastructure6 e5learning methodology is "eing put in place at maor training centers

of !N-.

JTO In%(t#on pro$ram? !N- corporate office has approved the >T$ Induction

Training !tructure 9 !ylla"us vide its letter no 451=/4=Trg dated 23=)=2//).

F#!'% o(r/!/? It is alays the endeavor of '-TT to ta+e all possi"le steps to meet the

training needs of !N- family. (any times !N- ircles have special need for

customi8ed trainings. 'TT is alays illing to conduct customi8ed field

course=programs as per the need of !N- field units. ircle a"alpur and

N'T0(6


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Tra#n#n$ M!t*o%/ At B*arat#.a San*ar N#$am Lt% +BSNL,

a) Seminars & Workshops

The institute conducts seminars on the latest topics in ne telecommunication

technologies. The institute also conducts or+shops on important topics concerning DoT.

0or the seminars and or+shops luminaries from leading technical organisations and

academic institutions are called.

)) Induction Training

The induction training is imparted in various disciplines for the nely recruited staff as a

pre5o" training. The cadres for hich the training is given in the training centre are

'DET H#ro"ationers6 'sstt. (anager H#ro"ationersHTelecom 0actory 6 >unior

Engineers HTelecom 0actories and >unior 'ccounts $fficers.

c) Inservice Training

The purpose of inservice training is to give the necessary +noledge and +no ho

a"out the ne systems=technologies inducted into the netor+ from time to time. The

institute offers in5service training in latest technologies and techni;ues. >T$

speciali8ation "atches conducted are a part of in5service training. The courses are

monitored continuously and the utility of these in5service courses is assessed from time to

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time and courses hich are not in demand are eeded out and ne courses are

introduced.

d) Field Training Programmes

onsidering the need to update the +noledge and s+ills of the technical maintenance

personnel in specific disciplines of technology from time to time6 a system of short5term

practical oriented training programmes has "een developed "y this institute. 0or

conducting these courses the trainers go to the field stations. These programmes called

0ield Training #rogrammes H0T#s are for a maximum of % days duration and conducted

ith the help of the e;uipment availa"le in the field. esides training the loer staff on

o"6 this also helps the trainers getting ac;uainted ith the day to day pro"lems in the

field hich can later "e ta+en care of in the training modules "eing developed in the

Training entre.

In"ra/tr(t(r!

In the main "uilding all the administrative offices6 class rooms and la"oratories etc. are

housed. There are several faculties vi8. Electronic !itching I H$ 5 2,36 E51/6

Electronic !itching 5II H5D$T6 I-T6 NE'M6 &adio Transmission6 Transmission lines6Telecom External #lant6 omputer6 IT(!. The technical faculties are supported "y the

three sections namely #rogramming6 or+s and 'dministration.

There are 1% class rooms for lecture sessions fully e;uipped ith facilities li+e

overhead=slide proectors.

There are )) la"oratories for practicals. They are e;uipped ith a ide variety of latest

technology telecommunication e;uipments li+e $52,36 E51/6 5D$T %12#6 I-T

%12#6 Digital (icroave6 $ptical 0i"re6 G5!'T6 Digital 7


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ii ' Gideo la"6 e;uipped ith sound proof studio6 editing video and audio chain 9

omputerised video animation.

iii Instructional Technology HI.T. la" fully e;uipped ith micro teaching e;uipment li+e

Gideo ameras6 TG monitors6 G&s etc.

iv Des+ Top #u"lishing unit fully e;uipped ith omputers6 -aser #rinters6 !canner6

here the text processing of course material = handouts is done.

v ' seminar hall ith a capacity of a"out 4/ participants fully e;uipped ith #.'.

system6 Gideo and omputer proector on a ide screen and slide=tape proector.

vi !creening room ith facility for proecting 1) mm films and video films ith a

capacity of 2% audience.

vii 'n 'udio Gisual hall for "igger gatherings upto 2// persons for '=G programmes

and cultural functions.

TRAINING FACILITIES

The institute plays a +ey role in human resource development for telecom services. To

ma+e the training effective6 a good infrastructure of ell e;uipped la"oratories ith

experienced teaching staff has "een provided. The e;uipments are in live condition and

the trainees are free to handle the same to have clear concepts a"out the or+ing of the

system. It is alays endeavoured that the personnel trained should gain such +noledge

and s+ill that they are in a position to install6 operate and maintain the systems ithout

any difficulty after completion of the training.

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Keeping in vie the rapid development in telecom technologies throughout the orld6

ne la"s are "eing added to the training centre. These are installed and commissioned "y

the faculty mem"ers. Each la" is maintained "y a !.D.E. ith the help of >.T.$s.

TRAINING PLANNING

The training opportunities outlined here allo you and your su"ordinates to develop

+noledge and s+ills hich are consistent ith departmental goals and career plans. 's

individual training needs are identified6 the su"ordinate should "e an integral part of the

planning process.

's a preliminary step in planning a complete training program6 you should see+ ansers

to the folloing ;uestions.

hat are the o" re;uirements

hat past training6 o" experience and=or education contri"utes to o" performance

hat performance deficiencies or pro"lems could "e attri"uted to a lac+ of +noledge

and = or s+ills

hat related o" functions ould "e useful to +no

In hat areas is +noledge needed in order to develop potential for future assignments

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'nsers to these ;uestions should provide you ith sufficient information to identify

training re;uirements. 's part of the planning process6 you should perform the folloing

activities ?

!tep 1 ? Identify the areas in hich training is needed.

!tep 2 ? Determine hich courses address those needs.

!tep 3 ? Determine pre5re;uisites and ensure that they are met.

!tep 4 ? (ap out the appropriate se;uence of courses to "e ta+en.

!tep % ? Document training planned and scheduled.

!tep ) ? !chedule of training.

REGISTRATION PROCEDURE FOR THE COURSES

The ourse Directory 1 gives the necessary information a"out the various training

courses planned to "e conducted in the different &TTs 9 &&'ITT >a"alpur.

The


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after the fulfillment of various conditions as laid don in the allotment orders and

confirmation of the nomination in FF ircular.

0or trainees from other Departments and organisations in non D$T a fee of

&s. 1/6%/=5 per trainee per ee+ excluding "oarding and lodging shall "e charged. The

lodging charges are &s. 1//=5 to 2//=5 per "ed per day 9 are li+ely to "e revised. 0or

foreign trainees a fee of 7.!. Dollar )%/ Hsix hundred fifty 7.!. Dollar only per trainee

per ee+ excluding "oarding and lodging shall "e charged. 0or "oarding and lodging

charging ill "e done separately. In addition charges for study tours outside >a"alpur are

also paya"le. HThe a"ove rates are under revision and latest rates may "e chec+ed at the

time of nomination of candidates.

-$'TI$N $0 &EAI$N'- TE-E$( T&'ININA ENT&E! $0 !N-

'hmeda"ad hu"aneshar hennai

Auahati


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>aipur >ammu Ka+inada

Kuru+shetra -uc+no (ysore

(eerut Nasi+ #atna

&apura !hillong !under Nagar

Thiruvanantpuram

-$'TI$N $0 DI!T&IT TE-E$( T&'ININA ENT&E! $0 !N-

'hmeda"ad angalore alcutta

hhenai


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training in the s+ills of coordination6 integration6 9 adapta"ility to the

re;uirement of groth6 diversification 9 expansion.

iii. Training is necessary hen existing employees are promoted to higher level in the

organi8ation or hen there is some ne o" due to transfer. It is also necessary to

e;uip the old employees ith the ne techni;ues or technology 9 advanced

disciplines.

iv. It is necessary for maintaining human relation "esides maintaining sound

industrial relations 9 also to deal ith the human pro"lems.

T#t'! o" t*! pro1!t? ' study on 2E""!t#!n!// o" Tra#n#n$ an% D!!'opm!nt3in

#u"lic !ector 5 !N- elgaumP

Stat!m!nt o" t*! pro)'!m? The study is conducted to find out the overall impact of

training and development on the o" performance of employees or+ing in different

cadre groups in each department.



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P(rpo/! o" t*! /t(%.4The main purpose is to +no the effectiveness of training in

relation to the o" performance of employees and to reduce the resisting forces in

employees to ne technological advancement.

Sop! o" t*! /t(%.4The scope of the study is restricted to the employees or+ing in

different cadre groups in each of the department in the organi8ation 5 !N- elgaum.

O)1!t#!/4

1. To find out the relevance of training and development in achieving goals of the

organi8ation.

2. The "asis on hich the training is planned and scheduled.

3. To study the different methods of training at !N-

4. To find out hether the training activities is aligned ith overall goals of the

organi8ation

%. To study the relationship "eteen performance and training

R!/!ar* m!t*o%o'o$..

'ccording to this study investigation as conducted for some definite purpose ith the

help of a structural 9 personal intervie to gather primary information as much as

possi"le than the most appropriate research design for the study is descriptive research

design.



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The study is an evaluative 9 diagnostic attempt to discover empirically the nature of

relationship "eteen performance appraisal and training and development ithin the

extensively dra domain of the pro"lem of the ;uestion.

0olloing are the steps in the research design.

Samp'#n$ P'an

!ampling frame? the respondents are the employees of the pu"lic

sector Charat !anchar Nigam -td H!N- elgaum !!'.

!ampling unit? the sampling unit is an individual employee of all the

departments of the organi8ation C harat !anchar Nigam -tdH!N-

!ample si8e? sample si8e ta+en for this study is 1// employees

covering all the departments of the organi8ation.

Ar!a o!r!%

0or this survey I have covered all the departments of the organi8ation 5 !N- elgaum.

0olloing are the num"er and name of departments.

!l no Department No. of employees

1 #lanning 2/



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2 'dministration 2/

3 $perations 2/

4 'ccounts 2/

%


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'dministering ;uestionnaire to all the employees

'naly8e the rating of employees using the statistical tool Hspss softare

Hi simple fre;uency testHmean 9 standard deviation

Hii correlation

Interpretation of analy8ed information

L#m#tat#on/ o" t*! /t(%.4

1. Due to restriction to enter into some of the departments at !N- I could not cover

some of the aspects re;uired for my study.

2. Interaction ith the company executive as limited due to their "usy schedule.

3. The information collected is mainly primary data and the accuracy is su"ect to

the responses received.

.

T*!or!t#a' a/p!t/ o" Tra#n#n$ an% D!!'opm!nt

It is a learning process that involves the ac;uisition of +noledge6 sharpening of s+ills6

concepts6 rules6 or changing of attitudes and "ehaviours to enhance the performance of

employees.

Training is an organi8ed procedure hich "rings a"out semi5permanent changes in

"ehavior6 for a definite purpose. The three main areas involved are s+ills6 +noledge and

attitudes Hsometimes called social s+ills "ut alays ith a definite purpose in mind.

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Training also helps a person cultivate appropriate and desired "ehavior and attitude

toards the or+ and people.

Training is a process through hich a person enhances and develops his efficiency6

capacity and effectiveness at or+ "y improving and updating his +noledge and

understanding the relevant s+ills relevant to his or her o".

7nless training is provided6 the o"s and lives of employees in organi8ations are at sta+e.

Training is activity leading to s+illed "ehavior.

It@s not hat you ant in life6 "ut it@s +noing ho to reach it

It@s not here you ant to go6 "ut it@s +noing ho to get there

It@s not ho high you ant to rise6 "ut it@s +noing ho to ta+e off

It may not "e ;uite the outcome you ere aiming for6 "ut it ill "e an outcome

It@s not hat you dream of doing6 "ut it@s having the +noledge to do it

ItFs not a set of goals6 "ut it@s more li+e a vision

It@s not the goal you set6 "ut it@s hat you need to achieve it

Training is a"out +noing here you stand Hno matter ho good or "ad the current

situation loo+s at present6 and here you ill "e after some point of time.

Training is a"out the ac;uisition of +noledge6 s+ills6 and a"ilities HK!' through

professional development.



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OBJECTIVES OF TRAINING4

#reparing "oth the old 9 ne employees to meet the present as ell

as the changing re;uirements of the o" 9 the organi8ation.

#reventing o"solescence.

#reparing employees for the higher5level tas+s.

Ensuring smooth 9 efficient or+ing of the department.

Ensuring economical output of the re;uired ;uality.

Imparting +noledge 9 s+ills for ne entrants.

Induction

7pdating

#reparing for future assignments

ompetency development

CLASSIFICATION OF TRAINING4

There are a num"er of training methods availa"le: 7se of a particular method

depends on the type of trainees vi8. or+er6 supervisor and manager. asically these

methods can "e classified into folloing categories?



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the o". The trainer appraises the performance of the trainee6 provides feed"ac+

information and corrects the trainee.


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576Con"!r!n! or %#/(//#on4

This method involves a group of people ho pose ideas6 examine and share facts6

ideas and data6 test assumptions and dra conclusions6 hich contri"ute to the

improvement of o" performance.586Pro$ramm!% #n/tr(t#on4

The su"ect matter to "e learned is presented in a series of carefully planned

se;uential units. These units are arranged from simple to more complex levels of

instruction. The trainee goes through these units "y ansering ;uestions or filling the

"lan+s.

596Int!rn/*#p Tra#n#n$4


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#repare a training calendar in discussion ith the managers concerned.

Define the training o"ectives specifically.

!elect the efficient faculty

FACTORS INFLUENCING TRAINING AND DEVELOPMENT4

Top management support

ommitment from specialists and generalists

Technological advances

$rgani8ational complexity

-earning principles

D#""!r!n! )!t!!n Tra#n#n$ an% D!!'opm!nt

Training Development



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1. Training is often referred to asimporting specific s+ills.

2. The focus is on improvement inperformance after training.

3. The impact of training "e

experienced and assessed "y theorgani8ation.

4. 7sually6 administrative6 supervisoryand technical or+force may "eexposed to training program.

1. Development on the other handis often focused at overalldevelopment of personality.

2. 2.They focus on aspects li+eleadership s+ills6 managing teams6

pro"lem solving6 decision ma+ing 6people s+ills6 time management6 etc.

Mo%!'/ o" Tra#n#n$ an% D!!'opm!nt

Training is a su"5system of the organi8ation "ecause the departments such as6 mar+eting

9 sales6


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environment i.e. there are some internal and external forces6 that poses threats and

opportunities6 therefore6 trainers need to "e aare of these forces hich may impact on

the content6 form6 and conduct of the training efforts. The internal forces are the various

demands of the organi8ation for a "etter learning environment: need to "e up to date ith

the latest technologies.

The three model of training are?

1.!ystem (odel

2.Instructional !ystem Development (odel

3. Transitional model

SYSTEM MODEL

The system model consists of five phases and should "e repeated on a regular "asis toma+e further improvements. The training should achieve the purpose of helping

employee to perform their or+ to re;uired standards. The steps involved in !ystem

(odel of training are as follos?

1. 'naly8e and identify the training needs i.e. to analy8e the department6 o"6 employees

re;uirement6 ho needs training6 hat do they need to learn6 estimating training cost6 etc

The next step is to develop a performance measure on the "asis of hich actual

performance ould "e evaluated.

2. Design and provide training to meet identified needs. This step re;uires developing

o"ectives of training6 identifying the learning steps6 se;uencing and structuring the

contents.

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In/tr(t#ona' S./t!m D!!'opm!nt Mo%!' +ISD, Mo%!'

Instructional !ystem Development model as made to anser the training pro"lems.

This model is idely used no5a5days in the organi8ation "ecause it is concerned ith

the training need on the o" performance. Training o"ectives are defined on the "asis of

o" responsi"ilities and o" description and on the "asis of the defined o"ectives

individual progress is measured. This model also helps in determining and developing the

favora"le strategies6 se;uencing the content6 and delivering media for the types of

training o"ectives to "e achieved.

The Instructional !ystem Development model comprises of five stages?

1. 'N'-O!I! C This phase consist of training need assessment6 o" analysis6 and target

audience analysis.

2. #-'NNINA C This phase consist of setting goal of the learning outcome6 instructional

o"ectives that measures "ehavior of a participant after the training6 types of trainingmaterial6 media selection6 methods of evaluating the trainee6 trainer and the training

program6 strategies to impart +noledge i.e. selection of content6 se;uencing of content6

etc.

3. DEGE-$#(ENT C This phase translates design decisions into training material. It

consists of developing course material for the trainer including handouts6 or+"oo+s6

visual aids6 demonstration props6 etc6 course material for the trainee including handouts

of summary.

4. EME7TI$N C This phase focuses on logistical arrangements6 such as arranging

spea+ers6 e;uipments6 "enches6 podium6 food facilities6 cooling6 lighting6 par+ing6 and

other training accessories.

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environment. 0or example6 values may include social responsi"ility6 excellent customer

service6 etc.

The mission6 vision6 and values precede the o"ective in the inner loop. This model

considers the organi8ation as a hole. The o"ective is formulated +eeping these three

things in mind and then the training model is further implemented.

TYPICAL REASONS FOR EMPLOYEE TRAINING AND

DEVELOPMENT

Training and development can "e initiated for a variety of reasons for an employee or

group of employees6 e.g.6?

hen a performance appraisal indicates performance improvement is needed

To R"enchmar+R the status of improvement so far in a performance improvement

effort

's part of an overall professional development program

's part of succession planning to help an employee "e eligi"le for a planned

change in role in the organi8ation To RpilotR6 or test6 the operation of a ne performance management system

To train a"out a specific topic.

TYPICAL TOPICS OF EMPLOYEE TRAINING

1. Comm(n#at#on/4 The increasing diversity of todayFs or+force "rings a ide

variety of languages and customs.

2. Comp(t!r /@#''/4 omputer s+ills are "ecoming a necessity for conducting

administrative and office tas+s.



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3. C(/tom!r /!r#!4 Increased competition in todayFs glo"al mar+etplace ma+es it

critical that employees understand and meet the needs of customers.

4. D#!r/#t.4 Diversity training usually includes explanation a"out ho people have

different perspectives and vies6 and includes techni;ues to value diversity

%. Et*#/4 TodayFs society has increasing expectations a"out corporate social

responsi"ility. 'lso6 todayFs diverse or+force "rings a ide variety of values and

morals to the or+place.

). H(man r!'at#on/4 The increased stresses of todayFs or+place can include

misunderstandings and conflict. Training can people to get along in the

or+place.

*. (a'#t. #n#t#at#!/4 Initiatives such as Total uality (anagement6 uality

ircles6 "enchmar+ing6 etc.6 re;uire "asic training a"out ;uality concepts6

guidelines and standards for ;uality6 etc.

,. Sa"!t.4 !afety training is critical here or+ing ith heavy e;uipment 6

ha8ardous chemicals6 repetitive activities6 etc.6 "ut can also "e useful ith

practical advice for avoiding assaults6 etc.

. S!(a' *ara//m!nt4 !exual harassment training usually includes careful

description of the organi8ationFs policies a"out sexual harassment6 especially

a"out hat are inappropriate "ehaviors.

GENERAL BENEFITS FROM EMPLOYEE TRAINING AND

DEVELOPMENT



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There are numerous sources of online information a"out training and development.

!everal of these sites HtheyFre listed later on in this li"rary suggest reasons for

supervisors to conduct training among employees. These reasons include?

Increased o" satisfaction and morale among employees

Increased employee motivation

Increased efficiencies in processes6 resulting in financial gain

Increased capacity to adopt ne technologies and methods

Increased innovation in strategies and products

&educed employee turnover

Enhanced company image6 e.g.6 conducting ethics training Hnot a good reason for

ethics trainingS

&is+ management6 e.g.6 training a"out sexual harassment6 diversity.

BABASAB PATIL Page 4/


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THE PROCESS OF TRAININ AND DEVELOPMENT



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INDUSTRY PROFILE

B*arat San*ar N#$am L#m#t!% +BSNL,

B*arat San*ar N#$am L#m#t!%H+non as BSNL6India Communications Corporation

Limited is a pu"lic sector communications company in India. It is the largest



44/74


telecommunication company in India and the sixth largest in the orldcitation neededU. Its

head;uarters are at harat !anchar haan6 anpath6 Ne

Delhi. It has the status of M#n#0ratana5 a status assigned to reputed #u"lic !ector

companies in India.

!N- is IndiaFs oldest and largest ommunication !ervice #rovider H!#. urrently

!N- has a customer "ase of )%.3 million Hasic 9 (o"ile telephony. It has footprints

throughout India except for the metropolitan cities of (um"ai and Ne Delhi hich are

managed "y (TN-. 's on >uly 316 2//* !N- commanded a customer "ase of 32.*

million ireline6 3.* million D('5-- and 2,. million A!( (o"ile su"scri"ers.

!N-Fs earnings for the 0inancial Oear ending (arch 316 2//* stood at IN& 3*.1%"

H7!V .)* " ith net profit of IN& *,./)" H7!V 1./ "illion. Today6 !N- is IndiaFslargest Telco and one of the largest #u"lic !ector 7nderta+ing of the country ith

authori8ed share capital of 7!V 4.2) "illion HIN& 1*6%// rores and assets of 7!V 14.*4

"illion.

The foundation of Telecom Netor+ in India as laid "y the ritish sometime in 1th

century. The history of !N- is lin+ed ith the "eginning of Telecom in India. In 1th

century and for almost entire 2/th century6 the Telecom in India as operated as a

Aovernment of India ing. Earlier it as part of ersthile #ost 9 Telegraph Department

H#9T. In 1*% the Department of Telecom HDoT as separated from #9T. DoT as

responsi"le for running of Telecom services in entire country until 1,% hen (ahanagar

Telephone Nigam -imited H(TN- as carved out of DoT to run the telecom services of

Delhi and (um"ai. It is a ell +non fact that !N- as carved out of Department of

Telecom to provide level playing field to private telecoms.!u"se;uently in 1/s the

telecom sector as opened up "y the Aovernment for #rivate investment6 therefore it

"ecame necessary to separate the AovernmentFs policy ing from $perations ing. TheAovernment of India corporatised the operations ing of DoT on $cto"er /16 2/// and

named it as harat !anchar Nigam -imited H!N-.!N- operates as a pu"lic sector.

Emp'o.m!nt at BSNL



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4 (TN-

%


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During 0inancial Oear 2//)52//* H0rom 'pril /16 2//) to (arch 316 2//* !N- has

added .) million ne customers in various telephone services ta+ing its customer "ase to

)4., million. !N-Fs nearest competitor harti 'irtel is standing at a customer "ase of

3 million.


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!N- is in the process of commissioning of a orld class6 multi5giga"it6 multi5protocol6

convergent I# infrastructure through National Internet ac+"one5II HNI5II6 that ill

provide convergent services through the same "ac+"one and "road"and access netor+.

The road"and service ill "e availa"le on D!- technology Hon the same copper ca"le

that is used for connecting telephone6 on a countryide "asis spanning 1, cities.

In terms of infrastructure for "road"and services NI5II ould put India at par ith more

advanced nations. The services that ould "e supported includes alays5on "road"and

access to the Internet for residential and "usiness customers6 ontent "ased services6

Gideo multicasting6 Gideo5on5demand and Interactive gaming6 'udio and Gideo

conferencing6 I# Telephony6 Distance learning6 (essaging? plain and feature rich6 (ulti5

site (#-! G#Ns ith uality of !ervice Ho! guarantees. The su"scri"e ill "e a"le toaccess the a"ove services through !u"scri"er !ervice !election !ystem H!!!! portal.

!. O)1!t#!/

To provide high speed Internet connectivity Hupto , ("ps

To provide Girtual #rivate Netor+ HG#N service to the "road"and customers

To provide dial G#N service to (#-! G#N customers.

To provide multicast video services6 video5on5demand6 etc. through the

Broa%)an% R!mot! A!// S!r!r +BRAS.

To provide a means to "ill for the aforesaid services "y either time5"ased or

volume5"ased "illing. It shall provide the customer ith the option to select the

services through e" server

To provide "oth pre5paid and post paid "road"and services



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T!*n#a' Capa)#'#t. o" t*! Ba@)on!

The road"and !ervice ill "e given through the state of the art (ulti #rotocol

-a"el !itching H(#-! "ased I# Infrastructure6 hich is designed to provide relia"le

routes to cover all possi"le destinations ithin and outside the country. -ayer 1 of the

netor+ ill consist of a high speed ac+"one comprising of 24 poerful ore &outers

connected ith high speed 2.% A"psH!T(51) lin+s. The routers are located on the

national DD( netor+ interfacing at !T(51) optical level to provide for high

transmission speeds.

A%anta$! o" MPLS o!r ot*!r T!*no'o$#!/

(#-! G#N is a technology that allos a service provider li+e !N- to have

complete control over parameters that are critical to offering its customers service

guarantees ith regard to "andidth throughputs6 latencies and availa"ility.

S!r#!/ aa#'a)'! t*ro($* Broa%)an%


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S!r#!/ Pro#%!% B. B*arat San*ar N#$am Lt% H!N-

BSNL LANDLINE

#


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INTERNET SERVICES

NET$&K

&$'D'ND

TO#E! $0 'E!!

I50I

$5-$'TI$N !E&GIE

!N- E


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T'&I00

ANALYSIS AND INTERPRETATION

BABASAB PATIL Page %3
http://www.netone.in/service/isdn_tariff.htmhttp://www.netone.in/service/isdn_tariff.htm


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BABASAB PATIL Page %4


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Correl"tio!s

1.000 .172 .284** .275* .079 .291* .402** .315* .141 .0

. .088 .004 .028 .537 .020 .001 .011 .268 .6

100 100 100 64 64 64 64 64 64

.172 1.000 .252* .280* -.037 -.141 .209 .044 .077 .1

.088 . .011 .025 .773 .267 .098 .730 .545 .3

100 100 100 64 64 64 64 64 64

.284** .252* 1.000 .365** .434** .512** .427** .378** .357** .4

.004 .011 . .003 .000 .000 .000 .002 .004 .0

100 100 100 64 64 64 64 64 64

.275* .280* .365** 1.000 .299* .386** .349** .066 .195 .2

.028 .025 .003 . .017 .002 .005 .606 .122 .0

64 64 64 64 64 64 64 64 64

.079 -.037 .434** .299* 1.000 .300* .227 .441** .137 .3

.537 .773 .000 .017 . .016 .072 .000 .280 .0

64 64 64 64 64 64 64 64 64

.291* -.141 .512** .386** .300* 1.000 .360** .361** .441** .4

.020 .267 .000 .002 .016 . .003 .003 .000 .0

64 64 64 64 64 64 64 64 64

.402** .209 .427** .349** .227 .360** 1.000 .522** .629** .4

.001 .098 .000 .005 .072 .003 . .000 .000 .0

64 64 64 64 64 64 64 64 64

.315* .044 .378** .066 .441** .361** .522** 1.000 .507** .4

.011 .730 .002 .606 .000 .003 .000 . .000 .0

64 64 64 64 64 64 64 64 64

.141 .077 .357** .195 .137 .441** .629** .507** 1.000 .6

.268 .545 .004 .122 .280 .000 .000 .000 . .0

64 64 64 64 64 64 64 64 64

.055 .129 .456** .230 .344** .424** .440** .483** .640** 1.0

.663 .310 .000 .067 .005 .000 .000 .000 .000

64 64 64 64 64 64 64 64 64

.098 .164 .293* -.026 .215 -.050 .298* .396** .125 .2

.443 .196 .019 .841 .088 .696 .017 .001 .327 .0

64 64 64 64 64 64 64 64 64

.228 .002 .490** .219 .369** .535** .320* .423** .350** .5

.070 .987 .000 .083 .003 .000 .010 .000 .005 .0

64 64 64 64 64 64 64 64 64

Pearson Correlation

Sig. (2-tailed)

N

Pearson Correlation

Sig. (2-tailed)

N

Pearson Correlation

Sig. (2-tailed)

N

Pearson Correlation

Sig. (2-tailed)

N

Pearson Correlation

Sig. (2-tailed)

N

Pearson Correlation

Sig. (2-tailed)

N

Pearson Correlation

Sig. (2-tailed)

N

Pearson Correlation

Sig. (2-tailed)

N

Pearson Correlation

Sig. (2-tailed)

N

Pearson Correlation

Sig. (2-tailed)

N

Pearson Correlation

Sig. (2-tailed)

N

Pearson CorrelationSig. (2-tailed)

N

raining !el"s to in#rease

"rod$#ti%it& ' a#!ie%e org

goal

raining "rogras are

ell "lanned

raining Progra are o

s$i#ient d$ration

raining is "eriodi#all&

e%al$ated ' i"ro%ed

raining Progra

e"!asis on anagerial

' te#!ni#al #a"a+ilities

raining is gi%en

ade,$ate i"ortan#e

"lo&ees are

s"onsored or trainig

"rogras

S"onsored e"lo&ees

tae training serio$sl&

"lo&ees "arti#i"ation

in deterining training

needs

!e ,$alit& o training is

e/#ellent

/ternal training "rogra

are ell e/ained

raining "rogra is elldesigned ' idel& s!ared

raining

!el"s to

in#rease

"rod$#ti%it& '

a#!ie%e orggoal

raining

"rogras areell "lanned

raining

Progra are

o s$i#ientd$ration

raining is

"eriodi#all&

e%al$ated 'i"ro%ed

raining

Progra

e"!asis on

anagerial '

te#!ni#al#a"a+ilities

raining is

gi%en

ade,$atei"ortan#e

"lo&ees

are

s"onsored

or trainig"rogras

S"onsored

e"lo&ees

tae trainingserio$sl&

"lo&ees

"arti#i"ation

in deteriningtraining needs

!e ,$a

o traininis e/#elle

Correlation is signii#ant at t !e 0.01 le%el (2-tailed).**.

Correlation is signii#ant at t !e 0.05 le%el (2-tailed).*.

Int!rpr!tat#on? the correlation test is used to lin+ one factor ith all the other factors in

order to +no hich the most significant factor and hich factor is most positively

BABASAB PATIL Page %%


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correlated to each other. and helps us to decide on the factors hich are important in

designing the training program

#earson correlation as effective for my study as the study made use of the nominal

scale in the ;uestionnaire.

in the a"ove correlation ta"le the point at hich the ro and column intersects and

there is an star mar+6 that factor is the most significant factor. if there is one star sign that

factor is positively correlated at /./1 level of significance and hen there is 2 star mar+s

that factor is positively correlated at /./% level of significance.

This ta"le gives us the clear idea a"out the important factors that are essential for

effective training and development programs. hen the ros and columns intersect and it

has a negative sign those factors cannot "e correlated at all or those factors are not at all

significant.

Therefore e can clearly ma+e out from the a"ove ta"le the significant and not so

significant factors in the correlation ta"le.

BABASAB PATIL Page %)


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Tr"i!i!$ %elps to i!&re"se prod&ti'ity ( "&%ie'e or$ $o"l

33 33.0 33.0 33.067 67.0 67.0 100.0

100 100.0 100.0

so(e)!at agreestrongl& agree

otal

alid

re,$en#& Per#ent alid Per#ent

C$($lati%e

Per#ent

raining !el"s to in#rease "rod$#ti%it&

raining !el"s to in#rease "rod$#ti%it& ' a#!ie%e org goal

strongl& agreeso(e) !at agree

Per#ent

70

60

50

40

30

20

10

0

BABASAB PATIL Page %*


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Tr"i!i!$ pro$r"ms "re )ell pl"!!ed

8 8.0 8.0 8.0

3 3.0 3.0 11.0

21 21.0 21.0 32.0

68 68.0 68.0 100.0

100 100.0 100.0

so(e)!at disagree

neit!er agree nor

disagree

so(e)!at agree

strongl& agree

otal

alid


C$($lati%e

Per#ent

raining "rogra(s are )ell "lanned

raining "rogra(s are )ell "lanned

strongl& agree

so(e) !at agree

neit!er agree nor di

so(e) !at disagree

Per#ent

80

60

40

20

0

BABASAB PATIL Page %,


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Tr"i!i!$ Pro$r"m "re o* s**i&ie!t dr"tio!

5 5.0 5.0 5.0

6 6.0 6.0 11.0

51 51.0 51.0 62.0

38 38.0 38.0 100.0

100 100.0 100.0

so(e)!at disagree

neit!er agree nor

disagree

so(e)!at agree

strongl& agree

otal

alid


C$($lati%e

Per#ent

raining Progra( are o* s$**i#ient d$ration

raining Progra( are o* s$**i#ient d$ration

strongl& agree

so(e) !at agree


so(e) !at disagree

Per#ent

60

50

40

30

20

10

0

BABASAB PATIL Page %


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Tr"i!i!$ is periodi&"lly e'"l"ted ( impro'ed

8 8.0 12.5 12.5

39 39.0 60.9 73.4

17 17.0 26.6 100.0

64 64.0 100.0

36 36.0100 100.0

neit!er agree nor

disagree

so(e)!at agree

strongl& agree

otal

alid

S&ste(issingotal


C$($lati%e

Per#ent

raining is "eriodi#all& e%al$ated ' i("ro%ed

raining is "eriodi#all& e%al$ated ' i("ro%ed

strongl& agreeso(e) !at agreeneit!er agree nor di

Per#ent

70

60

50

40

30

20

10

0

BABASAB PATIL Page )/


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Tr"i!i!$ Pro$r"m emp%"sis o! m"!"$eri"l ( te&%!i&"l &"p"bilities

1 1.0 1.6 1.6

2 2.0 3.1 4.7

22 22.0 34.4 39.1

39 39.0 60.9 100.0

64 64.0 100.036 36.0

100 100.0

strongl& disagree

neit!er agree nor

disagree

so(e)!at agree

strongl& agree

otal

alid

S&ste(issing

otal


C$($lati%e

Per#ent

e("!asis on te#!ni#al and (anagerial s.ills

raining Progra( e("!asis on (anagerial ' te#!ni#al #a"a+ilitie

strongl& agree

so(e) !at agree


strongl& disagree

Per#ent

70

60

50

40

30

20

10

0

BABASAB PATIL Page )1


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Tr"i!i!$ is $i'e! "de+"te import"!&e

4 4.0 6.3 6.3

5 5.0 7.8 14.1

26 26.0 40.6 54.7

29 29.0 45.3 100.0

64 64.0 100.0

36 36.0

100 100.0

so(e)!at disagree

neit!er agree nor

disagree

so(e)!at agree

strongl& agree

otal

alid

S&ste(issing

otal


C$($lati%e

Per#ent

raining is gi%en ade,$ate i("ortan#e

raining is gi%en ade,$ate i("ortan#e

strongl& agree

so(e)!at agree


so(e) !at disagree

Pe

r#ent

50

40

30

20

10

0

BABASAB PATIL Page )2


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Employees p"rti&ip"tio! i! determi!i!$ tr"i!i!$ !eeds

2 2.0 3.1 3.1

7 7.0 10.9 14.1

8 8.0 12.5 26.6

36 36.0 56.3 82.8

11 11.0 17.2 100.064 64.0 100.0

36 36.0

100 100.0

strongl& disagree

so(e)!at disagree

neit!er agree nor

disagree

so(e)!at agree

strongl& agreeotal

alid

S&ste(issing

otal


C$($lati%e

Per#ent

-("lo&ees deter(ine training needs

-("lo&ees "arti#i"ation in deter(ining training needs

strongl& agree

so(e) !at agree


so(e) !at disagree

strongl& disagree

Per#ent

60

50

40

30

20

10

0

BABASAB PATIL Page )%


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T%e +"lity o* tr"i!i!$ is e-&elle!t

5 5.0 7.8 7.8

16 16.0 25.0 32.8

43 43.0 67.2 100.0

64 64.0 100.0

36 36.0

100 100.0

neit!er agree nor

disagree

so(e)!at agree

strongl& agree

otal

alid

S&ste(issing

otal


C$($lati%e

Per#ent

!e ,$alit& o* training is e/#ellent

-!e ,$alit& o* training is e/#ellent

strongl& agreeso(e) !at agreeneit!er agree nor di

Per#ent

80

70

60

50

40

30

20

10

0

BABASAB PATIL Page ))


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E-ter!"l tr"i!i!$ pro$r"m "re )ell e-"mi!ed

1 1.0 1.6 1.6

14 14.0 21.9 23.4

20 20.0 31.3 54.7

29 29.0 45.3 100.0

64 64.0 100.036 36.0

100 100.0

so(e)!at disagree

neit!er agree nor

disagree

so(e)!at agree

strongl& agree

otal

alid

S&ste(issing

otal


C$($lati%e

Per#ent

-/ternal training "rogra( are )ell e/a(ined

-/ternal training "rogra( are )ell e/a(ined

strongl& agree

so(e) !at agree


so(e) !at disagree

Per#ent

50

40

30

20

10

0

BABASAB PATIL Page )*


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Tr"i!i!$ pro$r"m is )ell desi$!ed ( )idely s%"red

1 1.0 1.6 1.6

4 4.0 6.3 7.8

16 16.0 25.0 32.8

43 43.0 67.2 100.0

64 64.0 100.036 36.0

100 100.0

so(e)!at disagree

neit!er agree nor

disagree

so(e)!at agree

strongl& agree

otal

alid

S&ste(issing

otal


C$($lati%e

Per#ent

raining "rogra( is )ell designed ' )idel& s!a

raining "rogra( is )ell designed ' )idel& s!ared

strongl& agree

so(e) !at agree


so(e) !at disagree

Pe

r#ent

80

60

40

20

0

BABASAB PATIL Page ),


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0INDINA!

Training helps to increase productivity and achieve the goals of the

organi8ation

Training programs are ell planned in the organi8ation.

The training given in organi8ation is not of sufficient duration.

The training programs are not evaluated periodically.

The training programs strongly focus on technical and managerial

capa"ilities..

The training programs are not given ade;uate importance due to the

or+ pressure in the organi8ation.

Employees@ attitude toards the training programs is casual=informal.

There is no involvement of employees in determining the training need

analysis.

The ;uality of training programs in the organi8ation is excellent..

The training programs are ell designed and idely shared in the

organi8ation.

BABASAB PATIL Page )


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inputs to output +no their understanding a"out the training programme

conducted

Training program should evaluate the a"ilities6 competencies and potentials of the

trainees for a particular o" or or+ s+ills.

It should aim to narro don the gap "eteen expected level of performance and

the actual level of performance.

It should provide ne recruits or trainees a scientific pace for im"i"ing the

+noledge and s+ills re;uired to discharge their duties and responsi"ilities

meaningfully and purposefully.

The company should conduct training programs at regular intervals6 hich helps

the employees to enhance their +noledge for their current o"s.

The company should design the training program "ased on the current

re;uirement6 hich includes development of technical s+ills6 personality

development6 time management6 computer +noledge etc.

The training session should "e made more interactive and participative so that

trainees and trainer are in constant interaction

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CONCLUSION

'ccording to the study conducted e can conclude that the overall satisfaction level of

employees in relation to the training programs is moderate.

the employees agree that the training programs helps to increase productivity and achieve

the organi8ational goal.

The employees said that the training programs in the organi8ation are ell planned "ut

they are not satisfied ith the duration of the training program and the are also not

satisfied ith the evaluation process of training program6 they are not evaluated

periodically.

The training programs in the organi8ation strongly focus on the technical and managerial

capa"ilities "ut these programs are not given ade;uate importance sometimes "ecause of

the or+ pressure.

The employees do not ta+e the training programs seriously6 as there are no strict rules and

regulations to attend the training programs.

The employees are not involved in determining the training need analysis. The training

programs are fixed "y the top management.

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R!port/

'nnual &eport of haratiya !anchar Nigam -imited H!N-

2//)52//* ##5 151/

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