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

ACKNOWLEDGEMENTI 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 INDIAThe electricity sector in India is predominantly controlled by the Government of India’s 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 BACKGROUNDThe 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 CORPORATIONTHDC, 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 July’88, 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 April’2000. Investment approval has been accorded by the

Government in July’06 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 specific skills, abilities and knowledge to an employee. A formal definition of training &development is… i t i s any at tempt to improve current or future employee performance by increasing an employee’s ability to perform through learning ,usually by changing the employee’s 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 t r a i n i n g & d e v e l o p m e n t i s d e t e r m i n e d b y t h e employee’s 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 ls . Educat ion, on the other hand, i s conf ined to theoret ica l learning in 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.

Though tra in ing and educat ion di f f er in nature and or ientat ion, they 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 decis ion regarding there work and their re la t ionship with c l ients . Hence organizat ion must consider e lements of both educat ion and t ra ining while 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”, whereas“developmental 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 adding va lue to i t s key resource – the people i t employs . Tra in ing means 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;

•Help people to grow wi th in the organiza t ion in order tha t , as fa r as 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 look in to d is tan t fu ture . In addi t ion to these , there i s a need to impar t e th ica 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 sk i l l s to opera te machines and use o ther equipments wi th leas t damage or   scrap. This is abasic 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 sk i l l s . Motor sk i l l s re fer to per formance of   specific physical activities. These skills involve training to move various parts of  one’s body in response to certain external and internal stimuli. Common motor sk i l l s inc lude walk ing , r id ing a b icyc le ,

ty ing a shoelace , throwing a ba l l and   driving a car. Motor skills are needed for all employees – from the clerk to the genera l manager . Employees , par t icu lar ly supervisors and execut ives , need 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. In fac t organiza t ions depute or encourage employees to do courses on a par t t ime bas is . Chief Execut ive Off icers (CEO’s) a re known to a t tend ref resher  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 sk i l l o r i e n t e d b u t s t r e s s e d o n k n o w l e d g e . K n o w l e d g e a b o u t 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

T h e r e i s n e e d f o r i m p a r t i n g g r e a t e r e t h i c a l o r i e n t a t i o n t o 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 ignored in bus inesses . Uneth ica l prac t ices abound in market ing , f inance and 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 t h e f a u l t r e s t s o n t h e H R m a n a g e r .

 

TRAINING AND DEVELOPMENT AS SOURCE OF COMPETITIVEADVANTAGEC o m p a n i e s d e r i v e c o m p e t i t i v e a d v a n t a g e f r o m t r a i n i n g a n d d e v e l o p m e n t . Training and development programmes, as was pointed out earlier, help remove per formance def ic ienc ies in employee . This i s par t icu lar ly t rue when - (1) the d e f i c i e n c y i s c a u s e d b y a l a c k o f a b i l i t y r a t h e r t h a n a l a c k o f m o t i v a t i o n 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 in ing cont r ibutes to employee s tab i l i ty in a t l eas t two ways . Employee s become efficient after undergoing training. Efficient employees contribute to the growth of the organization. Growth renders stability to the workforce. Further t ra ined employees tend to s tay wi th the organiza t ion . They se ldom leave the 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 problem-solving 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 self-confidence•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 tasksBenefits in Personnel and Human Relations, Intra-group & Inter-group 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

The next phase in the t ra in ing process i s to ident i fy ins t ruc t iona l objec t ives 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 ra in ing programme. Below are some sample ins t ruc t iona l objec t ives for 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 . E m p l o y e e m o t i v a t i o n , 2 . Recogni t ion of indiv idual d i f fe rences , 3 . P r a c t i c e o p p o r t u n i t i e s ,4 . R e i n f o r c e m e n t ,5 . Knowledge of resul t s ( feedback) ,6 . G o a l s .7 . S c h e d u l e s o f l e a r n i n g ,8 . M e a n i n g o f m a t e r i a l , a n d9 . T r a n s f e r o f l e a r n i n g

Motivation

To learn i s the bas ic requis i te to make t ra in ing and development programmes effective. Motivation comes from awareness that training fetches some rise in status and pay. Motivation alone is not enough. The individual must have the abi l i ty to learn . Abi l i ty var ies f rom indiv idual to indiv idual and th is 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 there inforcement . Dis t inc t ion may be made be tween pos i t ive re inforcement and negat ive re inforcement . Pos i t ive re inforcement s t rengthens and increases behavior by the presenta t ion of des i rable consequences . The re inforcement (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 f ina l cons ide ra t ion i s where the t r a in ing anddevelopment 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 company3.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. Schedul ing t ra in ing a round the presen t work i s ano ther p rob lem. How to 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 programme3. Conduct ing the programme4. 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 . R e s p o n d e n t s w e r e f o u n d h e s i t a n t i n r e v e a l i n g o p i n i o n a b o u t 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 information². 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.

BIBLIOGRAPHYBOOKS:

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