Project T&D

TABLE OF CONTENTS
PREFACE ......Page No.2 ACKNOWLEDGEMENT...Page No.3 LIST OF TABLES Page No.5 LIST OF CHARTS.......Page No.7 LIST OF ABBREVIATIONS..PageNo.8
CHAPTER I INTRODUCTION
1.1 INDUSTRY PROFILE 1.2 COMPANY PROFILE
TITLE
PAGE. NO
9 10 13 24 27 28 28 29 30 31 34 35 48 81 84
1.3 CORPORATE PROFILE 1.4 MAJOR COMPETITORS OF L&T - MHI
II
OBJECTIVE & METHODOLOGY

2.1 SIGNIFICANCE OF THE STUDY 2.2 OBJECTIVES OF THE STUDY 2.3 SCOPE OF THE STUDY 2.4 RESEARCH METHODOLOGY 2.5 LIMITATIONS OF THE STUDY
III IV V VI VII
LITERATURE REVIEW DATA ANALYSIS & INTERPRETATION FINDINGS OF THE STUDY SUGGESTIONS & RECOMMENDATIONS ANNEXURES 7.1 BIBLIOGRAPHY
1
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7.2 QUESTIONNAIRE List of Tables

Table No 4.1 4.2 4.3 4.4 4.5
87
Tables
Age details of the respondents Educational details of the respondents Experience details of the respondents Setting the goals and objectives in the beginning of the year
Pg. No 48 49 50 51
Respondents opinion on training need identification by the 52 company
4.6 4.7 4.8 4.9 4.10 4.11 4.12 4.13 4.14 (i) 4.14 (ii) 4.15 4.16
Immediate supervisor conducting TNA Recommendation for training by IS/HR Appropriate nomination procedure being followed Best option to select employees for training Developing and maintaining training calendar Training schedule communicated in advance Training programs conducted Training procedure being followed Type of training attended Type of training attended Most preferred method for behavioral training Number of training programs attended
53 54 55 56 57 58 59 60 62 63 64 66
4.17 Table No
Respondents opinion on number of training programs
67 Page no
Tables
4.18
Respondents opinion on spending on external trainers by the company
68
4.19
Respondents opinion on various training programs offered to the employees
70
4.20 4.21 4.22 4.23 4.24 4.25 4.26 4.27
Factors that motivates employees to attend the training Level of satisfaction of the employees with respect to training Knowledge sharing sessions conducted in the organisation Library facilities in the organization Efforts of organization to learn new technology Respondents opinion on implementation of employee feedback Respondents opinion on effectiveness of training programs Respondents opinion on knowledge acquired through training
71 72 74 75 76 77 78 80
LIST OF CHARTS
Chart No 4. (i) 4. (ii) 4. (iii) 4. (iv) 4. (v) Age details of the respondents Educational details of the respondents Experience details of the respondents Setting the goals and objectives in the beginning of the year 48 49 50 51
Charts
Pg. No
Respondents opinion on training need identification by the 52 company
4. (vi) 4. (vii) 4. (viii) 4. (ix) 4. (x) 4. (xi) 4. (xii) 4. (xiii) 4. (xiv) i 4. (xiv) ii 4. (xv) 4. (xvi)
Immediate supervisor conducting TNA Recommendation for training by IS/HR Appropriate nomination procedure being followed Best option to select employees for training Developing and maintaining training calendar Training schedule communicated in advance Training programs conducted Training procedure being followed Type of training attended Type of training attended
53 54 55 56 57 58 59 61 62 63
Most preferred method for behavioral training Number of training programs attended
65 66
Chart No 4. (xvii)
Chart
Page no
Respondents opinion on number of training programs
67 69
4. (xviii) Respondents opinion on spending on external trainers by the company 4. (xix) Respondents opinion on various training programs offered to the employees 4. (xx) 4. (xxi) 4. (xxii) Factors that motivates employees to attend the training Level of satisfaction of the employees with respect to training Knowledge sharing sessions conducted in the organisation
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71 73 74 75 76 77 79 80
4. (xxiii) Library facilities in the organization 4. (xxiv) 4. (xxv) 4. (xxvi) 4. (xxvii) Efforts of organization to learn new technology Respondents opinion on implementation of employee feedback Respondents opinion on effectiveness of training programs Respondents opinion on knowledge acquired through training
LIST OF ABBREVIATIONS
TNI Training Need Identification TNA Training Need Analysis IS Immediate Supervisor HR Human Resource PODP Performance Oriented Development Plan PMS Performance Management System
CHAPTER I
INTRODUCTION
A study has been carried out to observe and analyze the training and development practices at L&T MHI Boilers Private limited. Training is a concept which is not new but has been used from time to time in varying degrees in different spheres of life. Organisations have in recent years given more and more emphasis to this concept mainly due to the fact that the level and amount of competition has been increasing in the last decade or so.
Every organization needs to have well trained and competent workforce who are up-todate in the new technologies and who are ready to adopt new learning concepts so as to increase their skill levels and add to their existing levels of knowledge. As a result the employee is better equipped to do his present job and is also better prepared for higher positions with increased responsibilities.
With the advent of technology, jobs have been becoming more and more complex, adding to the need for more training so as to update the knowledge of the workforce. Training in organizations can be used as both reactive and a proactive approach, because no employee is perfect at the time of hiring and hence certain training is always needed to make an individual as close to the requirement of an organization as possible. In todays fast changing organizations it is most important for organizations to spend time, money and energy towards the development of training and the various resources which are essential for the fast growth of training and development.
Training is a part of Human Resource Development (HRD), which basically comprises of training, education and development. HRD can be defined as an organized learning experience, conducted in a definite time period, to increase the possibility of improving job performance and growth.
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1.1 INDUSTRY PROFILE

India's power market is the fifth largest in the world. The power sector is high on India's priority as it offers tremendous potential for investing companies based on the sheer size of the market and the returns available on investment capital.
Contribution from different sources of power generation
Renewable 5%
Nuclear 3%
Diesel 1%
Hydro 26%
Coal based 55%
Gas 10%
Almost 55 per cent of this capacity is based on coal, about 10 per cent on gas, 26 per cent on hydro, approximately 5 per cent on renewable sources, about 3 per cent on nuclear and 1 per cent on diesel. In the past five years, there has been a much greater emphasis on transmission and distribution reforms. Over the years, the fuel mix has changed. Growing environmental concerns have led to an interest in renewable sources of energy (comprising wind energy, solar photovoltaic energy, biomass power and mini hydro plants). But despite great potential, renewable sources contribute only a little over 6,000 MW at present.
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Thermal Power Generation

Even with full development of the feasible hydro potential in the country, coal would necessarily continue to remain the primary fuel for meeting future electricity demand. Use of gas as a fuel for power generation would depend upon its availability at reasonable prices. Natural gas is being used in Gas Turbine /Combined Cycle Gas Turbine (GT/CCGT) stations, which currently accounts for about 10 per cent of total capacity. Power sector consumes about 40 percent of the total gas in the country. Thermal power plants convert energy rich fuel into electricity and heat. Possible fuels include coal, natural gas, petroleum products, agricultural waste and domestic trash / waste. Other sources of fuel include landfill gas and biogases. In some plants, renewal fuels such as biogas are co-fired with coal. Coal and lignite accounted for about 57% of India's installed capacity. However, since wind energy depends on wind speed, and hydropower energy on water levels, thermal power plants account for over 65% of India's generated electricity. India's electricity sector consumes about 80% of the coal produced in the country. India expects that its projected rapid growth in electricity generation over the next couple of decades is expected to be largely met by thermal power plants.
Fuel constraints
The iron content is low in India's coal, and toxic trace element concentrations are negligible. The natural fuel value of Indian coal is poor. On average, the Indian power plants using India's coal supply consume about 0.7 kg of coal to generate a kWh, whereas United States thermal power plants consume about 0.45 kg of coal per kWh. The high ash content in India's coal affects the thermal power plant's potential emissions. Therefore, India's Ministry of Environment & Forests has mandated the use of beneficiated coals whose ash content has been reduced to 34% (or lower) in power plants in urban, ecologically sensitive and other critically polluted areas, and ecologically sensitive areas. Coal benefaction industry has rapidly grown in India, with current capacity topping 90 MT.
Thermal power plants can deploy a wide range of technologies. Some of the major technologies include:

Steam cycle facilities (most commonly used for large utilities); Gas turbines (commonly used for moderate sized peaking facilities); Cogeneration and combined cycle facility (the combination of gas turbines or internal combustion engines with heat recovery systems); and
Internal combustion engines (commonly used for small remote sites or stand-by power generation).
Installed thermal power capacity

The installed capacity of Thermal Power in India, as of June 30 2011, was 115649.48 MW which is 65.34% of total installed capacity.
Current installed capacity of Coal Based Thermal Power plant is 96,743.38 MW which comes to 54.66% of total installed capacity
Current installed capacity of Gas Based Thermal Power plant is 17,706.35 MW which is 10.00% of total installed capacity.
Current installed capacity of Oil Based Thermal Power plant is 1,199.75 MW which is 0.67% of total installed capacity.
The state of Maharashtra is the largest producer of thermal power in the country.
1.2 COMPANY PROFILE

HISTORICAL BACKGROUND OF LARSEN & TOUBRO (L&T)
Henning Holck-Larsen and Soren Kristian Toubro, school-mates in Denmark, would not have dreamt, as they were learning about India in history classes that they would, one day, create history in that land.
In 1938, the two friends decided to forgo the comforts of working in Europe, and started their own operation in India. All they had was a dream. And the courage to dare.
Their first office in Mumbai (Bombay) was so small that only one of the partners could use the office at a time!
In the early years, they represented Danish manufacturers of dairy equipment for a modest retainer. But with the start of the Second World War in 1939, imports were restricted, compelling them to start a small work-shop to undertake jobs and provide service facilities.
Germany's invasion of Denmark in 1940 stopped supplies of Danish products. This crisis forced the partners to stand on their own feet and innovate. They started manufacturing dairy equipment indigenously. These products proved to be a success, and L&T came to be recognized as a reliable fabricator with high standards.
The war-time need to repair and refit ships offered L&T an opportunity, and led to the formation of a new company, Hilda Ltd., to handle these operations. L&T also started two repair and fabrication shops - the Company had begun to expand.
Again, the sudden internment of German engineers (because of the War) who were to put up a soda ash plant for the Tata, gave L&T a chance to enter the field of installation - an area where their capability became well respected.
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THE JOURNEY
In 1944, ECC was incorporated. Around then, L&T decided to build a portfolio of foreign collaborations. By 1945, the Company represented British manufacturers of equipment used to manufacture products such as hydrogenated oils, biscuits, soaps and glass.
In 1945, L&T signed an agreement with Caterpillar Tractor Company, USA, for marketing earthmoving equipment. At the end of the war, large numbers of war-surplus Caterpillar equipment were available at attractive prices, but the finances required were beyond the capacity of the partners. This prompted them to raise additional equity capital, and on 7th February 1946, Larsen & Toubro Private Limited was born.
Independence and the subsequent demand for technology and expertise offered L&T the opportunity to consolidate and expand. Offices were set up in Kolkata (Calcutta), Chennai (Madras) and New Delhi. In 1948, fifty-five acres of undeveloped marsh and jungle was acquired in Powai. Today, Powai stands as a tribute to the vision of the men who transformed this uninhabitable swamp into a manufacturing landmark.
PUBLIC LIMITED COMPANY
In December 1950, L&T became a Public Company with a paid-up capital of Rs.2 million. The sales turnover in that year was Rs.10.9 million.
Prestigious orders executed by the Company during this period included the Amul Dairy at Anand and Blast Furnaces at Rourkela Steel Plant. With the successful completion of these jobs, L&T emerged as the largest erection contractor in the country.
In 1956, a major part of the company's Bombay office moved to ICI House in Ballard Estate.
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A decade later this imposing grey-stone building was purchased by L&T, and renamed as L&T House - its Corporate Office.
The sixties saw a significant change at L&T - S. K. Toubro retired from active management in 1962.
The sixties were also a decade of rapid growth for the company, and witnessed the formation of many new ventures: UTMAL (set up in 1960), Audco India Limited (1961), Eutectic Welding Alloys (1962) and TENGL (1963).
EXPANDING HORIZONS
By 1964, L&T had widened its capabilities to include some of the best technologies in the world. In the decade that followed, the company grew rapidly, and by 1973 had become one of the Top-25 Indian companies.
In 1976, Holck-Larsen was awarded the Magsaysay Award for International Understanding in recognition of his contribution to India's industrial development. He retired as Chairman in 1978.
In the decades that followed, the company grew into an engineering major under the guidance of leaders like N. M. Desai, S.R. Subramanian, U. V. Rao, S. D. Kulkarni and A. M. Naik.
Today, L&T is one of India's biggest and best known industrial organizations with a reputation for technological excellence, high quality of products and services, and strong customer orientation. It is also taking steps to grow its international presence.
For an institution that has grown to legendary proportions, there cannot and must not be an 'end'. Unlike other stories, the L&T saga continues.....
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EVOLUTION OF L&T & PARTNERSHIP WITH MITSUBISHI HEAVY INDUSTRIES (MHI)

The evolution of L&T into the country's largest engineering and construction organization is among the most remarkable success stories in Indian industry.
L&T was founded in Bombay (Mumbai) in 1938 by two Danish engineers, Henning Holck-Larsen and Soren Kristian Toubro. Both of them were strongly committed to developing India's engineering capabilities to meet the demands of industry.
Beginning with the import of machinery from Europe, L&T rapidly took on engineering and construction assignments of increasing sophistication. Today, the company sets global engineering benchmarks in terms of scale and complexity.
Company partnership Larsen & Toubro Limited, India is a USD 9.8 billion technology, Engineering and
Construction group, with global operations. It is one of the largest and most respected companies in India's private sector. A strong, customer - focused approach and the constant quest for topclass quality have enabled L&T to attain and sustain leadership in its major lines of business over seven decades.
Mitsubishi Heavy Industries, Limited, Japan is one of the world's leading heavy
machinery manufacturers, with consolidated sales of over USD 34 billion. Its diverse line-up of products and services encompasses energy, material handling and transportation equipment, aerospace, machinery & steel structures and shipbuilding & ocean development. MHI has over five decades of experience in manufacturing supercritical boilers and turbine-generators. It possesses state-of-the-art technology, and has the world's most extensive references of large capacity supercritical boilers and turbine.
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Vision
L&T MHI boilers Pvt. Ltd. shall be Indias most preferred provider of fossil fuel supercritical boilers, services and a leading contributor to the nations power generation capacity in an eco-friendly manner.
Mission
L&T MHI boilers Pvt. Ltd. shall enhance customer satisfaction through consistent high quality, on-time delivery of product using state-of-the-art technology and implementing best practices. L&T MHI boilers Pvt. Ltd. Shall follow fair, transparent, ethical and safe practices in its operations with all stakeholders and achieve performance excellence through continuous innovation to systems, product and services (kaizen). L&T MHI boilers Pvt. Ltd. Shall foster a culture of mutual support and respect, professionalism and empowerment among its employees.
Learning & Development Vision of L&T:

Training shall be a strategic business function, contributing significantly to organizational, group and individual effectiveness and growth by fostering a strong learning culture.
Quality policy
L&T MHI boilers Pvt. Ltd. Shall strive to become the most preferred provider of fossil fuel fired super critical boilers and services meeting stakeholders expectations through innovative management practices, latest manufacturing techniques, observing high standards in health, safety and environment practices, maintaining and confidentiality, integrity and availability of information and continual improvement in management stems to achieve customer satisfaction.
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L&T- MHI Facilities and Establishment

L&T-MHI Boilers has established state of art manufacturing facility for Pressure Parts and Pulverisers for super critical boilers at Hazira in Gujarat. The current installed capacity is 4000 MW per year. The facility has systems, processes, machinery, manufacturing capabilities which are the best in its class. Today we can boast of creating such a facility in India which is unique and augurs well for the Indian Power Equipment requirement.
In Pulveriser manufacturing facility, the plant layout is designed for optimum movement of material. Also many of the production accessories are designed and facilitated to achieve the ergonomic workstation design to reduce the fatigue of the people working in the area.
There has been lot of thrust and emphasis on system driven approach since inception and MHI has put lot of emphasis on training and development of workforce skill development.
This has lead to development of a strong technical team with proficiency in super critical boiler fabrication. Along with MHI, we have run various training and skill development programs. More than 400 people have been trained in their areas of activities with the active
participation of MHI experts, this covered detail Manufacturing Procedure for Header, Pipe, Panel and Coils.
For the on job Shop Floor experience a MHI Technical Advisory Team has been placed at L&T-MHI Boilers Hazira Manufacturing Complex to assist the Engineers and Supervisors in fabrication activities. With their in depth knowledge and proficiency in manufacturing of Super critical boilers, we have been able to develop our workforce too.
After starting the full load production a Quality Patrol Team has been formed including the MHI and L&T-MHI Boilers persons. This team takes in frequent visits in fabrication shops and suggests various measures for improvement. These suggestions are related to safety, improving productivity and quality of products.
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Projects & Product Offerings of L&T - MHI

L&T-MHI Supercritical Sliding Pressure Operation Boilers - Projects under execution SHO Unit Name outlet Country MW Pressure (kg/ cm2(g)) Jaiprakash Power Venturesltd Mahagenco Koradi Nabha Power Ltd. India 3X660 255 2X700 256 569 568 595 596 Coal Coal SV SV Nigrie India 2X660 256
SHO Steam
RHO steam Main *Boiler Type
Company
Condition condition Fuel (deg-C) 568 (deg-C) 596 Coal
SV
Rajpura India
Boiler offerings

Supercritical boilers of 500 MW and above range SH & RH temperature up to 605 degrees Celsius Low NOx burners (A-PM) as standard Two pass design with divided back pass Front and side mill arrangements Vertical wall as standard Spiral wall can also be offered
Features & merits Furnace wall

Vertical wall construction as standard
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MHI has largest number of sliding pressure vertical wall supercritical units in operation Rifled tube construction In high heat flux zone Easier manufacturing and simpler construction Low mass flux compared to spiral wall and hence lesser pressure drop Lesser field joints Less slag accumulation Less thermal stresses Simpler supporting arrangement
Firing arrangement
Circular corner firing (CCF) with twin fire vortex as standard
Less steam temperature imbalance between left and right leads Uniform heat flux in the furnace Less burner heat input
Coal firing system

Use of MACT (Mitsubishi Advanced Combustion Technology) with APM (Advanced
Pollution Minimum) burner and additional air port High ignition ability under low O2 condition Reduced NOx emissions Reduced unburned carbon loss Low excess air (15%) increases boiler efficiency
R h temperature control
Use of gas biasing damper in the second pass as primary control Additional tilting mechanism for burners as a secondary control Interstage attemperation as emergency control Pressure control of RH temperature is achieved No RH spray under steady state operation
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L&Ts GLOBAL PRESENCE:
MILESTONES OF L&T MHI
2007: Formation of L&T MHI Boilers Pvt Ltd a joint venture between Larsen & Toubro and Mitsubishi Heavy Industries.
2008: Foundation stone laying ceremony at Hazira Boiler manufacturing facility.
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2009: Order received from Jaiprakash Power Ventures limited for 2 x 660 MW Nigrie, MP Order received from L&T for 3 x 660 MW power plant at koradi, Maharashtra. . 2010: Order received from L&T for 2 x 700 MW, Rajpura, Punjab (Phase D). IBR (Indian Boiler Regulator) approval received from Hazira boiler manufacturing facility Order received from SPGCL for 3 x 660 MW power plant at Karchana, Uttarpradesh
AWARDS AND ACCOLADES RECEIVED BY L&T MHI

1. L&T-MHI Boilers wins award for Best Industrial Structure in TEKLA Structures Model Competition 2. The Economic Times named Mr. A.M. Naik "Business Leader of the Year" for 2008. 3. L&T is among the top 100 Most Trusted brands of India as published in The Brand Trust Report. 4. Mr. A.M. Naik was also awarded the Padma Bhushan by the President of India in 2009. 5. L&T Won Best Innovation in Logistics-Transportation award on 20 May 2011 from India International Logistics Forum 6. L&T Won The Financial Express-EVI Green Business Leadership Award for 201011. The award was received from Dr. A.P.J. Abdul Kalam 7. Mr. A.M. Naik honored with CNBC TV18 Infrastructure Leader of the Year Award in 2012 8. L&T Heavy Engineering Wins National Award for Export Excellence in 2010-11 9. L&T Ranks 3rd in BSE Green Index. This is first-of-its-kind index assesses the carbon performance of companies drawn from the BSE Top 100 in Feb 2012 10. L&T wins ICC Corporate Governance and Sustainability Vision Award 2012
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11. L&T was recognized as the Company of the Year in 2010. 12. L&T has featured four times in Forbes Fab 50 list of the best public companies in the Asia-Pacific region. 13. The company ranked #14 in the 2011 Fortune India 500 list of the largest Indian companies by total revenues.
List of Software used in Design AT L&T MHI BOILERS PRIVATE LIMITED
Structural Group Tekla Structure Smart Plant 3D Smart Plant Review STAAD Pro V8i
C&I Group Smart Plant Instrumentation Smart Plant Electricals ORCA Netmation Engineering station Software
Pressure Parts Solid Edge ST3 MSC Nastran CAESAR -II RADAN - Radnest
Non Pressure Parts ProE M60 MSC Nastran STAAD Pro V8i
Piping Smart Plant 3D Smart Plant Review Microstation v8 CAESAR II
Fuel Firing Solid Edge ST3 ProE M60
Layout Smart Plant 3D Smart Plant Review 3D Symbol Designer Microstation v8
Performance & Process Smart Plant P&ID Thermal Program Software (LBSM)
Pulversier Soild Edge Primavera
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1.4 CORPORATE PROFILE Board of directors

"The company that we run has a strong heritage of professionalism that places the highest value on merit and integrity. In the 7th decade of the existence of L&T, all the directors on our board are conscious of our responsibility in transforming the organization to make it truly world class, to ensure its continued long term success and growth."
A. M. Naik, Chairman & Managing Director
K.VENKATARAMANAN V.K.MAGAPU M.V.KOTWAL RAVIUPPAL S.N.SUBRAHMANYAN
whole-time director & president. whole-time director & president. whole-time director & president whole-time director & president whole-time director & president
ORGANISATION STRUCTURE OF CORE ENGINEERING TEAM AT L&T MHI, CHENNAI
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Technology
In every sphere of L&T's operations, technology is the key enabler, reinforcing its leadership position, and sustaining its competitive strengths. While for some, technology is a means to an end, for L&T, technology represents endless possibilities.
Engineering & construction

In engineering and construction, L&T's technology capabilities include a strategic mix of in-house strengths and the expertise of its joint venture partners. Engineering Centers at Mumbai, Vadodara and Delhi carry out process design and simulation, analysis of computational fluid dynamics, mechanical design, failure analysis and trouble shooting.
L&T has set up an engineering and project management centre in Abu Dhabi, to undertake oil and gas related projects as well as engineering and consultancy services.
An engineering centre in Sharjah is an extended arm in the Gulf. This is supplemented through collaborations with key partners: L&T-Valdel for engineering services in the upstream hydrocarbon sector, L&T-Chiyoda for the mid and downstream sectors, and L&T Sargent & Lundy for the power sector.
The engineering services provided by L&T's Engineering Design Research Centers at Chennai and Kolkata include feasibility studies, project reports, system engineering, architectural, structural and civil design for infrastructure development projects.
L&T-Ramboll Consulting Engineers provides civil engineering and consultancy services for a wide range of projects in the transportation sector - ports, airports, highways and bridges.
Manufacturing
L&T's design & engineering capabilities in manufacturing enable it to set new benchmarks in terms of scale, sophistication and speed. The Company has dedicated
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engineering centers at the manufacturing locations. Two 'Technology Development Centers have been set up to develop new products and manufacturing technologies. L&T also collaborates with the organizations like ISRO to bolster its capabilities in the strategic sectors of aerospace, defence and nuclear power.
L&T Electrical & Automation is a pioneer in the design of switchgear and switchboards that are engineered for tropical conditions. It has built further on this experience, and has leveraged its R&D strengths to develop a host of new products and features.
L&T Electrical & Automation has applied for and secured 409 patents - a landmark for an Indian company. Patent applications cover innovations made on a variety of low voltage indigenously developed switchgear products like the air circuit breakers (ACBs) and moulded case circuit breakers (MCCBs), medical products, petroleum dispensing pumps, tooling solutions and switchboards.
Technology services
L&T provides its global clients with the winning edge through the development of optimal solutions. L&T's Integrated Engineering Services leverage the Company's own engineering heritage and experience. The Embedded Systems unit provides technological assistance across a broad spectrum - design, maintenance, re-engineering, testing, prototyping and industrial services.
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MAJOR COMPETITORS OF L&T-MHI BOILERS
POWER INDUSTRY
OIL & GAS INDUSTRY
BHEL
BECHTEL
BGR ENERGY
SAMSUNG
DOOSAN
FLOUR
GE
HYUNDAI
ALSTOM
CHERVON
BECHTEL
FLOUR
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CHAPTER II
OBJECTIVE & METHODOLOGY
2.1 SIGNIFICANCE OF THE STUDY

The company derives competitive advantage from training and development. Training & development programs help to remove performance deficiencies in employees. Hence it is essential to study such training programs are effective or not. The study focuses on learning the various practices followed by the organization with respect to the training and development activities. After the research, the findings and suggestions would be of great importance to the organization as a detailed analysis on the current practices will bring out the necessary changes to be followed by the organization. The study on role of the training programs on the employee performance will give the result of whether the training programs were successful in developing the required skill in the employee or not. Hence the study is very important and useful for the organization in many aspects such as in knowing the effectiveness of the training programs on the employee performance and the required procedure in achieving them.
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2.2 OBJECTIVES OF THE STUDY

PRIMARY OBJECTIVES
To study the training and development practices followed at L&T-MHI Boilers Pvt ltd., Chennai. To study the impact of training programs on employee performance.
SECONDARY OBJECTIVES
To find out various training & development methods followed in the company To find the level of satisfaction of employees regarding the training programs offered by the company To ascertain how far the training programs are useful to improve carrier prospects of individual employee in the organization To identify and suggest measures for the improvement of the training programs
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2.3 SCOPE OF THE STUDY

The study will give necessary information to management for further improvement in Training and development practices followed in the organization. The study will help the organization to know the strength and weakness areas of its training and development activities. When taken care and corrective actions are taken, the objectives of the training programs such as improving technical skills of the employee as per the organizational requirement will be fulfilled Productivity can be increased Individual objectives and organizational objectives can be achieved Individual performance and organizational performance can be improved Organization can remain competitive and can have an edge over its competitors in terms of the required skilled manpower which is the valuable asset for the organization.
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2.4 RESEARCH METHODOLOGY

Meaning:
According to Clifford Woody Research comprises defining and redefining problems, formulating hypothesis or suggested solutions; collecting organizing and evaluating data; making deductions and reaching conclusions; and at last carefully testing the conclusions to determine whether they fit the formulating hypothesis. Research in common parlance refers to search for knowledge. We can also define research as a scientific and systematic search for information on a specific topic.
Objectives of Research:
The purpose of the study is to discover answers to questions through the application of scientific procedures. The main aim of research is to find out the truth which is hidden and which has not been discovered as yet. Each research study has its own specific purpose. It includes: 1. To gain with a phenomenon or to achieve new insights into it. 2. To portray accurately the characteristics of a particular individual, situation or a group.
Research Design:
A research design is the arrangement of conditions for collection and analysis of data in a manner that aims to combine relevance to the research purpose with economy in procedure. In fact, the research design is the conceptual structure within which research is conducted; it constitutes the blue print for the collection, measurement and analysis of data. It provides outline of what the researcher will do from writing the hypothesis and its operational implications to the final analysis of data. The Research design used here is descriptive research.
Descriptive Research:
Descriptive research, also known as statistical research, describes data and characteristics about the population or phenomenon being studied. Descriptive research is mainly concerned
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with state of affairs as it exists at present. When the researcher is interested in knowing the characteristics of certain groups such as age, sex, educational level, occupation or income sample, descriptive research is used.
Data Collection:
Data refers to information or facts. The task of data collection begins after a research problem has been defined and research plan has been decided. There are two types of data which are as follows
Primary data:
The primary data are those that are collected through questionnaire and direct personal interview.
Secondary Data:
Secondary data means the data that are already available i.e., they refers to the data which have been already collected and analyzed by someone else. Secondary data can be either published data or unpublished data. Secondary data has been collected through record, report, magazines, websites etc.
Research Instrument:
The research instrument in the study is a structured questionnaire. Structured questionnaire are those questionnaires in which there are definite, concrete and predetermined questions to the aspect, for which the research collects data.
Population size:
The population size in this company was 107 members.
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Sampling Unit:
The sampling unit was Larsen & Toubro- Mitsubishi Heavy Industries Private limited, Chennai.
Sampling Frame:
A sample frame which means sample list, which contains sample size, sample unit, sample design.
Sample Size:
Since the population size was small, whole population was considered for sample size. In accordance with absentees, leaves, on duties, questionnaire was given to 90 employees. Out of which 83 respondents have responded. Hence the response rate was 92%
Statistical Analysis:
The Role of Statistics is functioning as a tool in, design research, analyzing its data and drawing conclusions there from. The important statistical tool used in analysis is:
Percentage Method:
In the case of dichotomous and multiple choice questions percentage calculated as a part of the analysis of such questions. Percentages are used in making comparisons between two or more series of data. Number of respondents favorable Percentage (%) = ____________________________ 100
Total respondents
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2.5 LIMITATIONS OF THE STUDY

The study is limited only to Larsen & Toubro- Mitsubishi Heavy Industries Private limited, Chennai. The study was time bound because the feedback was obtained from the employees during their work. The findings of the study cannot be applicable to any other organization as the study was carried out at Larsen & Toubro- Mitsubishi Heavy Industries Private limited, Chennai. The findings and suggestions are confined only to their organization. The sample size is restricted to only 83. The analysis is completely based on the information provided by the employees and hence could be biased
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CHAPTER III LITERATURE REVIEW
TRAINING AND DEVELOPMENT:

Training could be one of the means used to achieve improvements through the effective & efficient use of learning resources. Employee training tries to improve skills, or add to the existing level of knowledge so that the employee is better equipped to do his present job, or to prepare him for a higher position with increased responsibilities.
The effective functioning of any organization requires that employees learn to perform their jobs at a satisfactory level of proficiency. Organizations need to provide opportunities for the continuous development of employees not only on their present jobs, but also to develop their capabilities for other jobs for which they might later be considered.
The TRAINING & DEVELOPMENT process is a complex mixture of activities intended to improve the performance of individuals & groups within the organization. Some organizations especially those that carry out complex & specialized operations and are confronted with rapid changes in technology, are heavily committed to TRAINING& DEVELOPMENT. The systems that are used frequently in this process include skill development programs, coaching & training seminars.
CONCEPT OF TRAINING:
Training is the process of increasing the knowledge and skills for doing a particular job. It is an organized procedure by which people learn knowledge and skill for a definite purpose. The purpose of training is basically to bridge the gap between job requirements and present competence of an employee. Training is aimed at improving the behavior and performance of a person. It is a never ending or a continuous process. Training is closely related with education and development but needs to be differentiated from these terms.
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OBJECTIVE OF TRAINING:
The main objective of training is to bridge the gap between the actual performance and desired performance.
The training objectives are designed in accordance with the company goals and objectives. The general objectives of any training program are, To prepare employees both newly recruited and already employed to meet the present as well as the future requirements of the job and the organisation. To enable the employee to meet the changing requirements of the job and the organization. To demonstrate the employees the new techniques and ways of performing the job or operations. To train the employees as per the companies` culture pattern and ethos. To train the employees inorder to improve the work methods and skills so as to increase the quantity and quality of output To be acquainted with the job adjustment and high morale.
To aid in promotions & transfers.
PURPOSE OF TRAINING & DEVELOPMENT

From the book, TRAINING Theory and Practice by Aparna Raj, Training and development can be initiated for a variety of reasons for an employee or group of employees, e.g. When a performance appraisal indicates performance improvement is needed To benchmark the status of improvement so far in a performance improvement effort As part of an overall professional development program As part of succession planning to help an employee be eligible for a planned change in role in the organization To train about a specific topic
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To prepare for promotion and managerial succession To meet global competition
DEFINITION OF TRAINING:
According to Monappa & Saiyadin, Training refers to the teaching/learning activities carried on for the primary purpose of helping members of an organization to acquire and apply t he knowledge, skills, abilities and attitudes needed by that organization. According to Dale S. Beach Training is an organized procedure by which people learn knowledge and /or skill for a definite purpose. According to Edwin B. Flippo Training is the act of increasing the knowledge and skill of an employee for doing a particular job. According to Taylor M.H Training is a means to bring about a continuous improvement in the quality of work performed, it would equip them with necessary knowledge, skill, abilities and attitude to perform their jobs According to Randall S. Schuler, Training is any attempt to improve current or future employee performance by increasing and employees ability to perform through learning, usually by changing the employees attitude or increasing his or her skills and knowledge. The need for training and development is determined by the employees performance deficiency, computed as follows: Training and development need = Standard performance Actual Performance. Training improves, changes, and moulds the employees knowledge, skill, behavior, aptitude and attitude towards the requirements of the job and organization. Training refers to the teaching and learning activities carried on for the primary purpose of helping member of an organization, to acquire and apply the knowledge, skills, abilities and attitudes needed by a particular job and organization. Thus, training bridges the differences between job requirements and employees present specifications.
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Difference between Training and Development:
TRAINING
Training is concerned with specific job skills and behavior
DEVELOPMENT
Development is concerned with related enhancement of general knowledge and understanding of no technical organization functions
Training focuses on technical, Development focuses on mechanical oriented theoretical skill and operations conceptual ideas Training focuses on current jobs Development prepares for future jobs
Training is for non - managers Development is for managers and executives Training may result in enhancement of particular skill Development may result in personal growth and development
Lawrence S. Kleiman defines training and development as planned learning experience designed to provide workers with the competencies needed to perform their current or future jobs.
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Training is referred to as teaching specific job related skills and behavior, Whereas development is more general than towards training and more oriented towards individual development besides fulfilling organizational needs. The development provides knowledge and understanding to individuals so as to enable them function more effectively in organizations through problem-solving, inter-personal relations and decision making.
TRAINING AND DEVELOPMENT PROCESS:

REID & BARRINGTON used the term THE TRAINING PROCESS to describe the logical sequence covering pre-planning, planning, implementation and evaluation of training program, in six stages.
THE FLOW CHART MODEL.
Identification of Training needs
Setting learning objectives
Determining a learning strategy
Designing & planning training
Training
Assesing the results

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Methods and Techniques of Training need assessment:
GROUP OR ORGANISATIONAL ANALYSIS 1. Organisational goals and objectives 2. Personnel / skills inventories 3. Organisational climate indices 4. Efficiency indices 5. Exit Interviews 6. MBO or work planning system 7. Quality Circles 8. Customer Survey / Satisfaction data 9. Consideration of current
INDIVIDUAL ANALYSIS
1. Performance Appraisal 2. Work Sampling 3. Interviews 4. Questionnaires 5. Attitude survey 6. Training Progress 7. Rating Scales 8. Observations of Behaviour change as per
and 9.Individual
projected changes
requirement of organisation
Importance of Training Need Analysis:

Training Need Analysis (TNA) is a systematic method of determining what caused performance to be below than expected or required. The main aim and focus of training is performance improvement. A TNA is important because it helps in identifying that can be corrected by training. It is important in the following ways: To decide what specific training each employee needs and what will improve their job performance. To differentiate between the need for training and organizational issues. To determine whether training is needed. To determine causes of poor performance. To determine content and scope of training. To determine desired training outcomes.
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METHODS OF TRAINING:
Generally, the training methods can be classified into two types: a) On-the-job methods b) Off-the-job methods
a) On-the-job methods:
These methods are briefly discussed below:
1. On-the job Training In this training an employee will be placed in a new job and is told how it is to be performed. It aims at developing skills and habits consistent with the existing practices
2. Vestibule Training or Training-Centre Training This is otherwise known as classroom training, which is imparted with the help of equipment and machines identical to those in use at the place of work.
3. Simulation It is more or less like vestibule training. The trainee works in closely duplicated real job conditions. This is essential in cases in which actual on-the-job practice is expensive, might result in serious injury, a costly error or the destruction of valuable material or resources, e.g., in aeronautical industry.
4. Demonstration Under this method, there will be a description and demonstration of how to do a job. He performs the activity himself, going through a step-by-step explanation of the why, how and what of what he is doing.
5. Apprenticeship Under this method, each apprentice or trainee will be given a program of assignments according to a predetermined schedule, which provides for efficient training in trade skills
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6. Job Instruction Training (JIT)
The JIT Method is a four step instructional process involving preparation, presentation, performances try out and follow up.
7. Coaching and Mentoring Coaching establishes one-on-one relationship between trainees and supervisors, which offer workers, continued guidance and feedback on how well they are handling their tasks.
8. Job Rotation It means the movement of trainee from one job to another. This helps him to understand how the job functions.
b) Off-the-Job Methods:
Under this method, training will be given in company classroom, an outside place owned by the organization, an education institution, or association, which is not the part of the company. The following are the methods.
1. Lectures These are classroom lectures given by an instructor on specific topics, formally. This method is useful when philosophy, concepts, attitudes, theories and problem solving have to be discussed.
2. Conferences Normally a conference will be held in accordance with an organized plan. Different topics with their problems relating to training of personnel are discussed.
3. Seminars or Team Discussion A group will constitute a team for discussion. The group learns through discussion of a subject on a selected subject.
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4. Case Discussion Testing of a real problem will be undertaken under this method. In other words, a real business problem or situation demanding solution is presented to the group and members are trained to identify the problems present, they must suggest various methods for tackling them, analyze each one of these, find out their comparative suitability, and decide for themselves the best solution.
5. Role Playing This method is also called role reversal, socio drama or psycho drama. Here trainees act out a given role as they would in a given play. Two or more trainees are assigned roles in a given situation, which is explained to the group.
6. Programmed Instruction Under this method, there will be two essential elements, (a) a step-by-step series of bits of knowledge, each building upon what has gone before, and (b) a mechanism for presenting the series and checking on the trainees knowledge. Questions are asked in proper sequence and indication given promptly whether the answers are correct.
TRAINING AND DEVELOPMENT PRACTICES OF L&TMHI BOILERS PRIVATE LIMITED, CHENNAI

Training shall be a strategic business function, contributing significantly to organizational, group and individual effectiveness and growth by fostering a strong learning culture. L&T MHI shares the training & development activities of L&T Power with respect to the following of similar procedures, plans and activities. The training inputs are given to enhance the expertise on functional knowledge, competencies and skills; whereas inputs on managerial & behavioral competencies lead to overall development of the personality. In both cases, the training inputs would be directly linked to the present and future job demands.
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Learning and Development:

Training and development practice is called as Learning and Development in L&T MHI.
TNI through PMS (PODP)
TNI through Org. Requirements
TNI through Head of Departments
Training Need Identification (TNI)
Preparation of Annual Training Calendar
Execution of Training Calendar
Organizing Training Programs
Capturing Training Feedback
Evaluating Training Effectiveness
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TYPES OF TRAINING:
The various training initiatives conducted in the organization are classified into following types: Technical Training Behavioral Training Business Specific Training Core Development Programme (Organized by corporate L&T) New Joiners Induction Executive Management Programs Leadership Programs
Training Need Identification Process:

The training need identification process starts by filling up Performance Oriented Development Plan (PODP) in the beginning of the financial year. PODP form can be accessed under PMS Tab on Employee Self Service Portal. Following are the steps for Training Need Identification: An Immediate Supervisor will assign a Basket of Excellence to an individual. Basket of Excellence consists of 4 baskets which has linkage with role. Each basket comprises of a set of competencies. The training need identification through PODP is now linked with objective setting process. As a part of objective setting process, an employee will access the PODP form and identify training needs competencies from the Basket of Excellence assigned by his/her superior. Training needs of all employees will be collated by OC-HR and programs will be conducted to meet these needs. Based on the training needs, a yearly calendar is planned for the period April-March.
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TRAINING INFRASTRUCTURE of Corporate L&T:
Plural Leadership Development Program:
Management Development Centre (MDC) at Lonavla:

Residential training centre has been set up to facilitate companys initiatives to meet the Training and Developmental needs. MDC has all modern amenities, Library, Acoustic Training Halls, discussion rooms. MDC can accommodate 120 Trainees with Five Training programme at the same time.
L&T Institute of Project Management (IPM)

L&T is involved in Projects and project management for several years. Project management being experiential, learning is unique to the projects with a view to create and disseminate the L&T body of knowledge in project management, company has established L&T IPM. This institute is set up at L&T Knowledge city, Vadodara. It has facilities like class rooms, Library, Computer Library, Group Discussion rooms with highly experience and eminent facilities. The institute carries out Certification programs like Post Graduate Diploma in Project management, Senior Management Programme, Continuing Education Programme, and Beginners Programme in Project Management etc.
Centre for Technology and Engineering Applications (C-TEA):

It is the centre of excellence for technology application ups in & applied engineering. CTEA has set ups in Madh, Mumbai & Mysore. All centers are fully geared to deliver programme that are of current relevance to all the units of Larsen & Toubro Limited. In addition to this each separate company has its own training infrastructure
Any Time Learning:

Any time learning is the online learning portal of L&T. The portal provides access to courses under following categories:
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Functional Behavioral Certification in Strategic Business Management Certification in Finance Management Certification in Human Resource Management Certification in Business Management Tools
Training Calendar:
L&T MHI prepares training calendar and maintains them by updating it from time in time. It communicates the training calendar to its employees and it communicates the training schedule well in advance inorder not to disturb the work schedule of the employees. Corporate training & develop Department releases the Training & Development Calendar where in Core Development Programs, Leadership Development Programs along with various managerial & behavioral Training programs are planned. In addition each Operating Company releases the annual Training calendar to address the training needs identified under PODP.
Management Leadership Assessment Program (MLP/TLP)

Inorder to identify and develop the future leaders of the company, high performers are assessed on their leadership potentiality through Assessment Development Centers. All the assesses are given Training and Development inputs as per the feedback received from the assessment centers to develop their leadership competencies. Further, the employees who are identified as potential leaders (Top Talent) are given faster career growth in the organization to occupy the leadership positions.
Study Leave & Sponsorship of Post Graduate Studies:

The company sponsors higher studies i.e. MBA, M-Tech / ME to Graduate Engineers and CAs, who are high performance employees in E Brand and Tier 1, with in 32 years of age and have completed minimum two years in the company. Company also has tie up with reputed management institutions (IIMs, S P JAIN, XLRI Jamshedpur etc.) for sponsoring Executive MBA program for high performance employees.
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CHAPTER IV
4.0 DATA ANALYSIS AND INTERPRETATION 4.1. Table showing the age details of the respondents
S.No AGE NO OF RESPONDENTS PERCENTAGE (%) 1 2 3 4 5 20-25 26-30 31-35 36-40 41 and above Total 6 46 18 6 7 83 7 55 23 7 8 100
Interpretation The above table shows that 7% of respondents are between 20-25 years of age, 55% of respondents are between 26-30 years of age, 23% of respondents are between 31-35 years of age, 7% of respondents are between 36-40 years of age and 8% of respondents are above 41 years of age.
4. (i). Chart showing the age details of the respondents

60 50 40 30 20 10 0 20-25 26-30 31-35 Percentage 36-40 41 and above 7 7 8 23 55
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4.2. Table showing the educational details of the respondents

S.No EDUCATIONAL QUALIFICATION 1 2 3 4 Diploma B.E/B. Tech PG Others Total 31 42 10 0 83 NO OF RESPONDENTS PERCENTAGE (%) 37 51 12 0 100
Interpretation: The above table shows that 37% have done diploma, 51% have done B.E/B. Tech, 12% have done PG and other than this there is no employee with other qualifications.
4. (ii). Chart showing the educational details of the respondents.

60 51 50
40
37
30
20 12 10 0 0 Diploma B.E/B.Tech PG Others
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4.3. Table showing the experience details of the respondents

S.No 1 2 3 4 5 6 EXPERIENCE Less than 1 1-2 2-3 3-4 4-5 More than 5 Total NO OF RESPONDENTS 11 33 30 3 3 3 83 PERCENTAGE (%) 13 39 36 4 4 4 100
Interpretation From the above table it is inferred that 13% of respondents are less than 1 years of experience, 39% of respondents are between 1-2 years of experience, 36% of respondents are between 2-3 years of experience, 4% of respondents are between 3-4 years of experience, 4% of respondents are between 4-5 years of experience and 4% of respondents are between more than 5 years of experience in their work.
4. (iii). Chart showing the experience details of the respondents

45 40 35 30 25 20 15 10 5 0 Less than 1 1 to 2 2 to 3 3 to 4 4 to 5 More than 5 Percentage 4 4 4 13 39 36
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4.4. Table showing the respondents opinion in setting the goals and objectives
in the beginning of the year
S.No 1 2
OPTIONS Yes No Total
NO OF RESPONDENTS 81 2 83
PERCENTAGE (%) 98 2 100
Interpretation: It is clear from the above table that almost all the employees (98%) set their goals and objectives to achieve the organizations goals and objectives. Hence organization is following a strong procedure of formulating the goals and objectives for the employees so as to measure the performance and gap in the required skills to perform a job which is the base for identifying the training needs.
4. (IV) Chart showing the respondents opinion in setting the goals and objectives in the beginning of the year
120 100 80 60 40 20 2 0 Yes Percentage No 98
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4.5. Table showing the respondents opinion on the training need identification
by the company
S.N o 1 2 3 4 Technical skill gap Organisational requirement Technology change None Total 19 50 9 5 83 23 60 11 6 100 OPTIONS NO OF RESPONDENTS PERCENTAGE (%)
Interpretation:
More than half of the employees (60%) had confirmed that their organization identifies the training need based on the organizational requirement. Hence it is inferred that organization gives more importance to those trainings which enhances the skills and knowledge as per the organizations requirement. 4. (V) Chart showing the respondents opinion on the training need identification by the company
70 60 60 50 40 30 20 11 10 0 Technical skill gap Organisational requirement Technology change None 6 23
Percentage
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4.6. Table showing the respondents opinion about their immediate supervisor
(IS) conducting the training need analysis
S.No 1 2 3
OPTIONS Always Sometimes Not at all Total
NO OF RESPONDENTS 21 51 11 83
PERCENTAGE (%) 25 62 13 100
Interpretation: From the above table, it is inferred that about 62% of the employees had confirmed that their immediate supervisor sometimes conducts the training need analysis. Hence it is understood that the immediate supervisor observes the gap between the required skills and actual skills.
4. (VI) Chart showing the respondents opinion about their immediate supervisor conducting the training need analysis:
70 62 60 50 40 30 20 10 0 Always Sometimes Percentage% Not at all 25 13
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4.7 Table showing the respondents opinion about the recommendation for training by their IS / HR
S.No 1 2
Interpretation: From the above table, 46% of the employees had confirmed that they were recommended by their immediate supervisor for training and 54% had confirmed that they were not recommended by their IS for training.
4. (Vii) Chart showing the respondents opinion about the recommendation of training by their IS / HR
56 54 54 52 50 48 46 46 44 42 Yes PERCENTAGE (%) No
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4.8 Table showing the respondents opinion on the appropriate nomination procedure being followed in their organization for different grades based on the training needs.
S. No 1 2 3 4 5
OPTIONS Strongly agree Agree Neutral Disagree Strongly disagree Total
NO OF RESPONDENTS 10 38 27 6 2 83
PERCENTAGE (%) 12 46 33 7 2 100
Interpretation: It is inferred from the above table that about 46% have agreed, 12% have strongly agreed to the fact that appropriate nomination procedure is being followed in their organization with respect to selection of trainees for the trainings. Also 33% have remained neutral in their opinion and 7% have disagreed and 2% has strongly disagreed to the selection of employees for training.
4. (Viii) Chart showing the respondents opinion on the appropriate nomination procedure being followed in their organization for different grades based on the training needs
50 45 40 35 30 25 20 15 10 5 0 Strongly agree Agree Neutral Percentage Disagree Strongly disagree 12 7 2 33 46
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4.9 Table showing the respondents opinion about the best option to select the employees for training
S. No 1 2 3 4
OPTIONS Identified Training needs Nomination by HOD Randomly select Trainees interest Total
NO OF RESPONDENTS 48 7 0 28 83
PERCENTAGE (%) 58 8 0 34 100
Interpretation: It is inferred from the above table that about 58% of the respondents have confirmed that the identification of training needs is the best option to select the employees for training. About 34% of the respondents also have confirmed that selection for training can be based upon the trainees interest.
4. (Ix) Chart showing the respondents opinion about the best option to select the employees for training
70 60 50 40 30 20 10 0 Based on identified training need Nomination by HOD Randomly select Based on trainee's interest 8 0 34 58
Percentage
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4.10 Table showing the respondents opinion in developing and maintaining the training calendar by the organization
S. No 1 2 3 4 5
PERCENTAGE (%) 17 60 18 5 0 100
Interpretation: From the above table it is inferred that 17% of the respondents have strongly agreed, 60% have agreed to the fact that their organization develops and maintains a training calendar to plan the training and development activities. About 18% have remained neutral and 5% have disagreed to the statement.
4. (X) Chart showing the respondents opinion in developing and maintaining the training calendar the organization
70 60 60 50 40 30 20 10 0 Strongly agree Agree Neutral Percentage Disagree Strongly disagree 17 18 5 0
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4.11 Table showing the respondents opinion on the communication of training
schedule to the employees well in advance.

S. No 1 2 3 OPTIONS Always Sometimes Not at all Total NO OF RESPONDENTS 49 31 3 83 PERCENTAGE (%) 59 37 4 100
Interpretation: From the above table, it is inferred that 59% of the respondents have confirmed always and 37% have confirmed sometimes and 4% has confirmed not at all to the statement. Hence it is understood that the organization communicates well in advance the schedule.
4. (Xi) Chart showing the respondents opinion on the communication of training schedule to the employees well in advance.
70 60 50 40 30 20 10 0 Always Sometimes Percentage Not at all 4 37 59
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4.12 Table showing the respondents opinion on frequency of conducting the training programs
S. No 1 2 3 4 5
OPTIONS Bi-weekly Monthly Quarterly Half-Yearly Yearly Total
PERCENTAGE (%) 2 46 25 4 25 100
Interpretation: From the above table it is inferred that 46% have confirmed that the organization conducts training programs monthly and 25% have confirmed that the training programs are being conducted quarterly.
4. (Xii) Chart showing the respondents opinion on frequency of conducting the training programs
50 45 40 35 30 25 20 15 10 5 0 Bi-weekly Monthly Quarterly PERCENTAGE (%) Half-Yearly Yearly 2 4 25 25 46
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4.13 Table showing the respondents opinion on the relevance of training procedure being followed in their organization
S.No OPTIONS
Training need identification % 1 2 3 4 Strongly Agree Agree Neutral Disagree Strongly 5 disagree Total 0 83 0 100 0 83 0 100 9 43 24 7 11 52 29 8 14 51 14 4 Training Calendar % 17 61 17 50
Training attendance sheet % 29 48 6 0 35 58 7 0
Training Feedback form % 27 41 13 2 33 49 16 2
Training effectiveness sheet % 13 40 21 9 16 48 25 11
0 83
0 100
0 83
0 100
0 83
0 100
Interpretation:
In Training need identification 11% have strongly agreed, 52% have strongly agreed, 29% have remained neutral, 7% have disagreed to the fact that training need is identified before the training is given to the employees.
In Training Calendar, 17% have strongly agreed, 61% have strongly agreed, 17% have remained neutral, 50% have disagreed to the fact that calendar is prepared for each training.
In Training attendance sheet, 35% have strongly agreed, 58% have strongly agreed, 7% have remained neutral to the fact that the attendance sheet is followed for each training.
In Training feedback form, 33% have strongly agreed, 49% have agreed, 16% have remained neutral, 2% have disagreed to the statement that the feedback form is taken for each training.
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In Training effectiveness sheet, 16% have strongly agreed, 48% have agreed, 25% have remained neutral, 11% have disagreed to the statement that the training effectiveness sheet is followed for each training.
4. (Xiii) Chart showing the respondents opinion on the relevance of training procedure being followed in their organization
70 61 60 52 50 50 58 49
48
40 29
35
33 25
30
20 11 10 8 0 0 Training need identification
17
17
16 7 0 0 0 2 0
16 11
0 Training Effectiveness
Training Calendar Agree
Training attendance Training Feedback sheet Neutral Disagree
Strongly agree
Strongly Disagree
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4.14 (i) Table showing the type of training that the respondents have attended in their organization
S. No 1 2 3 4
OPTIONS Internal External Both Internal & External None Total
NO OF RESPONDENTS 50 4 17 12 83
PERCENTAGE (%) 60 5 21 14 100
Interpretation: From the above table, 60% have attended internal training, 5% have attended external training, 21% have attended both internal & external training and 14% have not attended the training program at all.
4. (Xiv) i Chart showing the type of training that the respondents have attended in their organization
70 60 60 50 40 30 21 20 10 0 Internal External Both Internal & External Percentage None 5 14
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4.14 (ii) Table showing the type of training that the respondents have attended in their organization S. No 1 2 3 OPTIONS Technical Behavioural Business Specific Core development 4 5 programme None Total 3 12 83 4 14 100 NO OF RESPONDENTS 55 8 5 PERCENTAGE (%) 66 10 6
Interpretation: From the above table, it is inferred that 66% have attended technical trainings, 10% have attended behavioral trainings, 6% have attended business specific training, 4% have attended core development training programs, and 14% have attended none of the training program.
4. (Xiv) ii Chart showing the type of training that the respondents have attended in their organization.
PERCENTAGE (%)
70 60 50 40 30 20 10 10 0 Technical Behavioural Business Specific Core development programme PERCENTAGE (%) None 6 4 14 66
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4.15 Table showing the most preferred method for behavioral training by the employees
S.No OPTIONS
Classroom / Lecture % Workshop %
Case study Discussion % Role plays %
Games Quizzes %
Strongly 1 2 3 4 Preferred Preferred Neutral Not Preferred Strongly not 5 Preferred Total 3 83 4 100 0 83 0 100 0 83 0 100 0 83 0 100 0 83 0 100 16 34 13 17 19 41 16 20 30 34 16 3 36 41 19 4 18 44 20 1 22 53 24 1 15 40 26 2 18 48 31 3 22 40 18 3 27 48 21 4
Interpretation:
Classroom / Lecture method: From the above table that 19% have strongly preferred, 41% have preferred, 16% have remained neutral, 17% have not preferred, and 3% have strongly not preferred classroom method for behavioral training.
Workshop method: From the above table that 36% have strongly preferred, 41% have preferred, 19% have remained neutral, 4% have not preferred, and 0% have strongly not preferred workshop method for behavioral training
Case Study Discussion: From the above table that 22% have strongly preferred, 53% have preferred, 24% have remained neutral, 1% have not preferred, and 0% have strongly not preferred case study method for behavioral training
Role Plays: From the above table that 18% have strongly preferred, 48% have preferred, 31% have remained neutral, 3% have not preferred, and 0% have strongly not preferred classroom method for behavioral training
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Games / Quizzes: From the above table that 27% have strongly preferred, 48% have preferred, 21% have remained neutral, 4% have not preferred, and 0% have strongly not preferred Games/ Quiz method for behavioral training
4. (Xv) Chart showing the most preferred method for behavioral training by the employees
60 53 50 41 40 30 20 10 0 Classroom / Lecture Strongly preferred Workshop Preferred Case study Discussion Neutral Role plays Games, Quizzes 19 20 16 19 22 36 31 24 18 27 21 41 48 48
4 0
1 0
4 0 0
Not Preferrred
Strogly not preferred
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4.16 Table showing number of training programs attended by the employees from July 2011 to June 2012
S. No 1 2 3 4 5 6
Options 1-5 5 - 10 10 - 15 15 - 20 Above 20 None Total
NO OF RESPONDENTS 56 8 1 0 0 18 83
PERCENTAGE (%) 67 10 1 0 0 22 100
Interpretation: From the above table, it is inferred that 67% have attended t 1 5 training programs, 10% have attended 5 10 training programs, 1% have attended 10 15 training programs and 22% has not attended any of the training programs.
4. (Xvi) Chart showing number of training programs attended by the employees from July 2011 to June 2012
80 70 60 50 40 30 20 10 10 1 0 1 to 5 5 to 10 10 to 15 15 to 20 Above 20 None Percentage % 0 0 22 67
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4.17 Table showing the number of training programs organized during the year was sufficient
S. No 1 2 3
OPTIONS Less Sufficient More Total
NO OF RESPONDENTS 48 33 2 83
PERCENTAGE (%) 58 40 2 100
Interpretation: From the above table it is inferred that 58% have confirmed that the number of training programs arranged were less, 40% have confirmed that number of training programs arranged were sufficient and 2% have confirmed that the number of training programs were more.
4. (Xvii) Chart showing the number of training programs organized during the year was sufficient
70 60 50 40 40 30 20 10 2 0 Less Sufficient Percentage More 58
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4.18 Table showing whether the organization is ready to spend on external trainers when a training need arises
S. No 1 2 3 4 5
PERCENTAGE (%) 10 48 31 9 2 100
Interpretation: From the above table, it is inferred that 10% strongly agree, 48% agree, 31% remain neutral, 9% Disagree, 2% strongly disagree. About half the strength of the employees agree to the statement that the organization is ready to spend on external trainers.
4. (Xviii) Chart showing whether the organization is ready to spend on external trainers when a training need arises:
PERCENTAGE (%)
48% Strongly agree Agree 31% Neutral Disagree Strongly disagree 10%
2%
9%
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4. 19 Table showing the respondents opinion about the following training programs being followed in their organization
S.No OPTIONS
Induction program to new employees % On line training % 10 30 26 15 12 36 31 18 9 33 29 12 Certificate programs % 11 40 35 14 12 30 27 14 Sponsorship education programs % 14 36 33 17
Executive manageme nt programs % 12 29 33 9 14 35 40 11
1 2 3 4
Strongly Agree Agree Neutral Disagree Strongly
44 35 4 0
53 42 5 0
disagree Total
0 83
0 100
2 83
3 100
0 83
0 100
0 83
0 100
0 83
0 100
Interpretation:
Induction program to new employees: From the above table it is inferred that 53% have strongly agreed, 42% have agreed, 5% have remained neutral. It is understood Induction program is offered to all the employees who join the organization.
Online Training: From the above table it is inferred that 12% have strongly agreed, 36% have agreed, 31% have remained neutral, 18% have disagreed and 2% have strongly disagreed. It is understood that organization offers online training to its employees.
Certificate programs: From the above table it is inferred that 11% have strongly agreed, 40% have agreed, 35% have remained neutral, 14% have disagreed. It is understood that organization offers certificate programs to its employees
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Sponsorship Education Program: From the above table it is inferred that 14% have strongly agreed, 36% have agreed, 33% have remained neutral and 17% have disagreed. It is understood that organization offers sponsorship education program to its employees
Executive management programs: From the above table it is inferred that 14% have strongly agreed, 35% have agreed, 40% have remained neutral and 11% have disagreed. It is understood that organization offers Executive management programs to its employees.
4. (Xix) Chart showing the respondents opinion about the following training programs being followed in their organization
60 50
53 42
40 36 31 35 36 33 35
40
40 30 20 12 10 0 Induction Programme 5 0 0
18 11 3 Online training Certificate Programs Neutral 14 14
17
14
11 0
0 Sponshorship Education Programme
Executive Management Programme
Strongly agree
Agree
Disagree
Strongly Disagree
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4.20 Table showing the respondents opinion on the factors that motivate them to attend the training
S. No 1 2 3 4
OPTIONS Subject / Topic covered Trainer / Faculty Training Location Training Aids
1 56 52 48 25
2 16 15 14 18
3 8 9 10 19
4 3 7 11 21
TOTAL 83 83 83 83
Interpretation: From the above table it is inferred that 56 respondents have ranked 1 for Subject covered, 52 respondents have ranked 1 for trainer, 48 respondents have ranked 1 for training location and 25 have ranked 1 for training aids.
4. (Xx) Chart showing the respondents opinion on the factors that motivate them to attend the training
60 50 40 30 20 10 0 Subject / Topic covered Trainer / Faculty Rank1 Rank2 Training Location Rank3 Rank4 Training Aids 16 8 3 56 52 48
25 15 9 7 18 14 10 11 19 21
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4. 21 Table showing the respondents level of satisfaction on the following attributes with respect to the training given
S. No
OPTIONS
Highly Satisfied % Satisfied % Neutral % Dissatisfied %
Highly Dissatisfied %
Training 1 Environment Modern 2 Amenities Training 3 Duration Training 4 5 Methodology Subject / Topic Relevance of 6 Training 7 8 52 63 21 25 2 3 1 1 6 11 7 13 46 49 55 59 28 20 34 24 3 3 4 4 0 0 0 0 8 10 52 62 19 23 4 5 0 0 13 16 52 62 17 20 1 2 0 0 13 16 54 65 13 16 3 3 0 0
Interpretation:
Training Environment: From the table, it is inferred that 16% are highly satisfied, 65% are satisfied, 16% are neutral and 3% are dissatisfied with the training environment.
Modern Amenities: From the table, it is inferred that 16% are highly satisfied, 62% are satisfied, 20% are neutral and 2% are dissatisfied with the Modern amenities.
Training Duration: From the table, it is inferred that 10% are highly satisfied, 62% are satisfied, 23% are neutral and 5% are dissatisfied with the training duration.
Training Methodology: From the table, it is inferred that 7% are highly satisfied, 55% are satisfied, 34% are neutral and 4% are dissatisfied with the Training Methodology.
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Subject / Topic: From the table, it is inferred that 13% are highly satisfied, 59% are satisfied, 24% are neutral and 4% are dissatisfied with the Subject / Topic.
Relevance of Training: From the table, it is inferred that 8% are highly satisfied, 63% are satisfied, 25% are neutral and 3% are dissatisfied with the relevance of training.
4. (Xxi) Chart showing the respondents level of satisfaction on the following attributes with respect to the training given
Highly Satisfied 65 62
Satisfied 62
Neutral
Dissfiedatis
Highly Dissatisfied 63 59
55
34 23 10 3 0 2 5 0 Training Duration 0 13 7 8 4 0 Training Methodology Subject 4 0 3 1 24 25
20 16 16 16
Training Environment
Modern Amenities
Relevance of Training
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4.22 Table showing respondents opinion on knowledge sharing sessions being conducted in their organization.
S. No 1 2
Interpretation: From the above table, it is inferred that 57% have confirmed that knowledge sharing sessions are conducted in their organization on a timely basis and 43% have confirmed no for the above statement.
4. (Xxii) Chart showing respondents opinion on knowledge sharing sessions being conducted in their organization.
Percentage
43%
Yes No 57%
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4. 24 Table showing the library facilities in the organization for reference and reading.
S. No 1 2
Interpretation: It is inferred that 43% of the respondents have agreed that there are library facilities in the organization and 57% have confirmed they do not have library facilities in their organization.
4. (Xxiii) Chart showing the library facilities in the organization for reference and reading.
Percentage%
43%
Yes No 57%
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4. 24 Table showing the respondents opinion on their organization is a learning organization
S. No 1 2 3 4 5
PERCENTAGE (%) 17 55 24 4 0 100
Interpretation: It is inferred from the above table that 17% have strongly agreed, 55% have agreed, 24% have remained neutral, 4% have disagreed to the statement. It is understood that more than half of the total employees had confirmed that their organization is a learning organization which puts efforts to learn new technology.
4. (Xiv) Chart showing the respondents opinion on their organization is a learning organization
60 50 40 30 20 10 0 Strongly agree Agree Neutral Percentage% Disagree Strongly disagree 17 55
24
4 0
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4. 25 Table showing the employees feedback is duly considered and effectively implemented in further trainings
S. No 1 2 3 4 5
PERCENTAGE (%) 7 41 41 10 1 100
Interpretation: It is inferred from the above table that 7% have strongly agreed, 41% have agreed, 41% have remained neutral, 10% have disagreed to the statement and 1% have strongly disagreed to the statement. It is understood that only 41% have agreed to the fact that employee feedback is duly considered and implemented in further trainings.
4. (Xv) Chart showing the employees feedback is duly considered and effectively implemented in further trainings.
45 40 35 30 25 20 15 10 5 0 Strongly agree Agree Neutral PERCENTAGE (%) Disagree Strongly disagree 7 1 10 41 41
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4. 26 Table showing respondents opinion on the effectiveness of training programs
S. No
OPTIONS
Strongly Disagree % Disagree % Neutral % Agree %
Strongly Agree %
Improved my 1 quality of work Increased 2 productivity Improved rational 3 decision making Learnt cross 4 functional subjects Achieve organisational 5 objectives Increased individual 6 performance 1 1 6 7 29 35 33 40 14 17 1 1 6 7 34 41 31 40 11 11 1 1 10 12 24 29 36 43 12 15 1 1 10 12 32 40 35 42 5 6 0 0 6 7 33 40 30 36 14 17 2 2 5 6 24 29 39 47 13 16
Interpretation: Improved my quality of work: From the above table it is inferred that 2% have strongly disagreed, 6% have disagreed, 29% have remained neutral, 47% have agreed and 16% have strongly agreed that the training programs have improved quality of work.
Increased Productivity: From the above table it is inferred that 0% have strongly disagreed, 7% have disagreed, 40% have remained neutral, 36% have agreed and 17% have strongly agreed that the training programs have increased productivity. Improved rational decision making: From the above table it is inferred that 1% have strongly disagreed, 12% have disagreed, 40% have remained neutral, 42% have agreed and 6% have strongly agreed that the training programs have improved rational decision making.
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Learnt cross functional subjects: From the above table it is inferred that 1% have strongly disagreed, 12% have disagreed, 29% have remained neutral, 43% have agreed and 15% have strongly agreed that the training programs have helped to learn cross functional subjects.
Achieve organizational objectives: From the above table it is inferred that 1% have strongly disagreed, 7% have disagreed, 41% have remained neutral, 11% have agreed and 11% have strongly agreed that the training programs have helped to achieve organizational objectives.
Increase individual performance: From the above table it is inferred that 1% have strongly disagreed, 7% have disagreed, 35% have remained neutral, 40% have agreed and 17% have strongly agreed that the training programs have helped to achieve individual and organizational performance.
4. (Xvi) Chart showing the respondents opinion about the effectiveness of training program that they have attended
Chart Title
Strongly disagree 47 40 36 29 29 42 39 43 41 38 35 40 Disagree Neutral Agree Strongly Agree
16 7 0
17 12 12 6 1 Improved rational decision making 1
15 7 1
17 13 7 1 Increase Individual performance
6 2 Impoved my quality of work
Increased Productivity
Learn crosss functional subject
To achieve org.objectives
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4. 27 Table showing the percentage of knowledge acquired through training have been applied to the job
S. No 1 2 3 4 5
OPTIONS Up to 20% 20 40% 40 60% 60 80 % 80 100% Total
PERCENTAGE (%) 19 29 35 13 4 100
Interpretation: From the above table it is inferred that 19% have applied up to 20%, 29% have applied 20 40%, 35 % have applied 40 60%, 13% have applied 60 80% and 4% have applied 80 100% of the knowledge acquired through training in their work.
4. (xxvii) Chart showing the percentage of knowledge acquired through training have been applied to the job.
40 35 35 30 25 20 15 10 5 0 Up to 20% 20 40% 40 60% Percentage% 60 80 % 80 100% 4 19 13 29
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FINDINGS
It is inferred that majority (55%) of the employees are of 26 30 years of experience. It is inferred that majority (51%) of the employees have B.E / B. Tech qualification. It is inferred that about (39%) of the employees have 1 2 years of experience with the organization and (36%) have 2 3 years of experience with the organization. It is inferred that majority (94%) of the respondents are male It is found that majority (98%) of the employees set their goals and objectives in the beginning of the year. It is inferred that majority (54%) of the employees were not recommended by their IS for training. It is understood that the IS selects employees based on the employees training requirement. It is inferred that majority (46%) of the respondents have confirmed that appropriate nomination procedure is being followed in their organization with respect to selection of trainees for the trainings. Also it is inferred that (33%) have remained neutral in their opinion which is to be noted and have to be taken care by the organization. It is inferred that majority (58%) of the respondents have confirmed that the identification of training needs is the best option to select the employees for training It is inferred that majority (60%) of the respondents confirmed that their organization develops and maintains a training calendar to plan the training and development activities. It is inferred that majority (46%) of the respondents have confirmed that their organization conducts training programs monthly. It is inferred that majority (52%) of the respondents have confirmed that training need is identified before the training is given to the employees. It is inferred that (36%) of the employees have confirmed that training can be based on trainees interest. It is inferred that majority that (61%) have confirmed that calendar is prepared for each training.
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It is inferred that majority that (58%) have confirmed that the attendance sheet is followed for each training. It is inferred that majority (49%) have confirmed that the feedback form is taken for each training It is inferred that majority (48%) have confirmed that the training effectiveness sheet is followed for each training. It is found that majority (66%) of the respondents have attended technical trainings It is inferred that majority (60%) of the respondents have attended internal trainings It is found that majority (41%) of the respondents have preferred for classroom sessions for behavioral trainings It is inferred that majority (36%) have preferred and (41%) have strongly preferred for workshop sessions for behavioral trainings It is found that majority (53%) have preferred for case study discussions for behavioral trainings It is inferred that majority (67%) of the respondents have attended 1 to 5 trainings in the year 2012- 13. It is inferred that majority (58%) of the respondents have confirmed that the training programs organized were less It is inferred that majority (48%) of the respondents have confirmed that the organization is ready to spend on the external trainers and for external trainings. It is inferred that majority (53%) of the respondents have confirmed that the organization conducts induction programs to the new employees. It is inferred that majority (31%) have remained neutral that the organization provides online training to the employees. It is inferred that majority (40%) have confirmed that that the organization provides certificate programs to the employees. It is also found that (36%) have confirmed that that the organization provides sponsorship education programs to the employees. It is also inferred that only (35%) have confirmed that that the organization provides executive management programs to the employees.
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It is found that majority (56%) of the respondents provided rank 1 for subject or topic which motivates them to attend the training. Also it is found that majority (52%) of the respondents provided rank 1 for trainer / faculty which motivate them to attend the training. It is found that majority (65%) of the respondents are satisfied with the training environment in the organization. It is found that majority (62%) are satisfied with the modern amenities provided in the organization. It is found that majority (57%) of the respondents said that knowledge sharing sessions are conducted in their organization on a timely basis. It is found that majority (57%) of the respondents said that they do not have library facilities in their organization. It is found that majority (55%) of the respondents said that their organization is a learning organization which puts efforts to learn new technology. It is inferred that majority (41%) of the respondents have been neutral to the fact that employee feedback is duly considered and implemented in further trainings It is inferred that majority (47%) of the respondents have agreed that the training programs have improved quality of work. It is inferred that majority (40%) of the respondents have remained neutral, 42% have agreed that the training programs have improved rational decision making It is inferred that majority (40%) of the respondents have agreed, 17% have strongly agreed that the training programs have helped to achieve individual and organizational performance. It is inferred that majority (35%) of the respondents have applied 40 60% of the knowledge acquired through training in their work.
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SUGGESTIONS & RECOMMENDATIONS Organization may identify the training need based on the technical skill gap of the
employee. This will help the employee to improve the required skills and apply to the job.
It is suggested that organization gives emphasize to the behavioral trainings also as the
study shows only 10% of the respondents have attended such sessions.
About 22% of the respondents have not attended any training so far. Organization might
identify the reason and if there be any need for training organization might provide them adequate training.
Organization might arrange for full fledged library facilities for ready reference of
technical documents, books, newspapers and journals with easy access at any time.
Employee feedback can be considered carefully and be implemented in further trainings

as 41% have remained neutral and 10% have disagreed to the implementation of employee feedback.
Organization might improve the quality of training programs to help the employees
increase productivity as the research shows only 36% have agreed that the training programs helped them to increase productivity at work. Management shall have training in charge in order to exclusively spend ample time in developing skill gap, devising appropriate nomination procedure, organizing training programs and implementation of them. L&T (IES), L&T (Valdel), L&T (HCP), L&T Power - TPPC have a separate manager to look after the training and development activities. This can be applied to L&T - MHI Management shall have programs such as Train the trainers for its internal trainers as followed in other L&T divisions for effective delivery of training and quality by their staff.
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CONCLUSION
Training programs main objective is to improve the productivity of the employees which in turn will improve the companys profitability. Through training programs, the employees skill levels are upgraded which will make the employees more productive in their role.
Training programs is also used as a tool to help employees enhance their skills to match the new roles and responsibilities usually after promotion. When an employee gets promoted from one level to next level, the skills required to do his/her job changes and training programs are essential in equipping the employee with the new skills.
Training programs is also a way for the company to showcase to its employees that it cares for employees self development. This plays a big role in increasing the loyalty that an employee feels towards its organization.
Employees feedback on the training program is essential to understand the effectiveness of training program. Most times, employees better understand the kind of training programs that would help them. It is important to get employees opinion before the creation of new training programs.
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7. ANNEXURES
BIBLIOGRAPHY
Aparna Raj (2005) HRM Training Theory and Practice: Training Defined, 1st Edition, Kalyani Publishers, New Delhi. K Aswathappa (2009) Human Resource Management: Training, Development and Career Management, 5th Edition, The McGraw-Hill companies, New Delhi Dr. B Janakiram (2009) Training & Development: Chapter 1 & 2, Bitzantra Management for the Flat world!, New Delhi Kothari, C.R (1982), Research Methodology, 13th edition, The McGraw-Hill companies, New Delhi
WEBSITES www.lntmhi.com www.google.com www.change@mindspring.com (change management) www.consulting@quality.org (consulting) www.treqnauniversity.com (Training options ROI) www.e-trainingmanuals.com.au (How to conduct a training need analysis)
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QUESTIONNAIRE FOR THE RESEARCH A STUDY ON TRAINING AND DEVELOPMENT PRACTICES AND ITS ROLE ON EMPLOYEE PERFORMANCE AT L&T- MHI BOILERS PVT LTD, CHENNAI
Respected Sir/Madam, As an MBA student, I am doing a project under the topic Training and development practices and its role on employee performance. So, I kindly request you to spend a few minutes to fill in this form which would help me in completing the project.
I. General Questions: Name (Optional):

Age
: a)20 - 25
b) 26 - 30
c) 31 - 35
d) 36 - 40 e) 41 and above c) PG d) others (specify)
Qualification
: a) Diploma
b) B.E/ B.Tech
Years of Exp with L&T MHI Boilers Pvt Ltd:
II. Questions:
1. Do you set your goals and objectives to achieve the organizations goals in the beginning of the year? A) Yes b) No
2. Your organization identifies the training need based on a) Technical skill gap b) Organisational requirement c) Technology change d) None
3. Did your immediate supervisor (IS) conduct Training Need Analysis? a) Always b) Sometimes c) not at all
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4. Were you recommended for training by your IS/HR for the year? a) Yes b) No
5. Your organization follows appropriate nomination procedures for different grades based on training needs? a) Strongly agree b) Agree c) Neutral d) Disagree e) Strongly disagree
6. Which of the following is the best option to select the employees for training? a) Based on identified training need b) Nomination by HOD c) Randomly select d) Based on trainees interest
7. Your organisation develops and maintains a training calendar to plan the Training and Development activities. a) Strongly agree b) Agree c) Neutral d) Disagree e) Strongly disagree
8. Is the training schedule communicated to you well in advance? a) Always b) Sometimes c) Not at all
9. Your organisation conducts training programs: a) Bi-weekly b) Monthly c) Quarterly d) Half-yearly e) Yearly
10. Please mention if the following procedure is being followed in your organization during each training. Strongly agree Training need identification Training Calendar Training Attendance Sheet Training Feedback Form Training Effectiveness Sheet
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Agree
Neutral
Disagree
Strongly disagree
11. What kind of training have you attended so far? (I) a) Internal b) External c) both Internal & External d) None
(II) a) Technical b) Behavioral c) Business Specific d) Core Development program 12. Which method is most preferred by you for Behavioral training? Strongly preferred Classroom / Lecture Workshop Case study Discussion Role Plays Games, Quizzes 13. How many training programs have you attended from July 2011 to June 2012? a) 1 5 b) 5 10 c) 10- 15 d) 15 20 e) Above 20 f) None Preferred Neutral Not preferred Strongly not preferred
14. In your opinion, the number of training programs organized during the year was sufficient. a) Less b) Sufficient c) More
15. Your organization is ready to spend on External trainers when a training need arises. a) Strongly agree b) Agree c) Neutral d) Disagree e) Strongly disagree
16.
Please specify if your Organisation provides the following training programs to the
employees Strongly agree Induction Programme to new joinees On line training new Certification programs Sponsorship education programme Executive Management Programs
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Strongly Agree Neutral Disagree disagree
17. Rank the below factors which motivates you to attend the training. (1 being the least important and 4 being most important) i) Subject / Topic covered ii) Trainer / Faculty iii) Training Location iv) Training Aids (e.g. Hand outs, PPT, Whiteboard, Projector etc.)
If others please specify: ............................................
18. Please record your level of satisfaction on the following attributes with respect to the Training given: Highly satisfied Training Environment Modern Amenities like Video conferencing etc Training Duration Training Methodology Subject / Topic Relevance of Training Satisfied Neutral Dissatisfied Highly dissatisfied
19. Knowledge sharing sessions are conducted on a timely basis in your organisation. a) Yes b) No
20. Your organization has library facilities for reference and reading. a) Yes b) No
21. Your organisation is a learning organization which puts efforts to learn new technology. a) Strongly agree b) Agree c) Neutral d) Disagree e) Strongly disagree
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22. Employee Feedback is duly considered and effectively implemented in further trainings. a) Strongly agree b) Agree c) Neutral d) Disagree e) Strongly disagree
23. Please rate the following with regards to the effectiveness of training programs you have attended on a scale of 1 5. (1- Strongly disagree 2 Disagree 3 Neutral 4 Agree 5 Strongly agree)
Training programs that I have attended, 1. Improved my quality of work 2. Increased productivity 3. Improved my rational decision making 4. Helped me learn cross-functional subjects 5. Helped me achieve organisational objectives 6. Increased individual and Organisational Performance 1 2 3 4 5 1 1 1 1 1 2 2 2 2 2 3 3 3 3 3 4 4 4 4 4 5 5 5 5 5
24. How much percentage of your knowledge acquired through training have you applied in the present job? a) Up to 20% b) 20 40% c) 40 60% d) 60 80% e) 80 100%
25. Give your valuable suggestion for the changes and further improvement in the training and development process.
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TABLE OF CONTENTS

1.3 CORPORATE PROFILE 1.4 MAJOR COMPETITORS OF L&T - MHI

OBJECTIVE & METHODOLOGY

7.2 QUESTIONNAIRE List of Tables

Respondents opinion on training need identification by the 52 company

Respondents opinion on number of training programs

Respondents opinion on spending on external trainers by the company

Respondents opinion on various training programs offered to the employees

4.20 4.21 4.22 4.23 4.24 4.25 4.26 4.27

Respondents opinion on training need identification by the 52 company

Respondents opinion on number of training programs

1.1 INDUSTRY PROFILE

Contribution from different sources of power generation

Coal based 55%

Thermal Power Generation

Installed thermal power capacity

1.2 COMPANY PROFILE

PUBLIC LIMITED COMPANY

EVOLUTION OF L&T & PARTNERSHIP WITH MITSUBISHI HEAVY INDUSTRIES (MHI)

Learning & Development Vision of L&T:

L&T- MHI Facilities and Establishment

Projects & Product Offerings of L&T - MHI

RHO steam Main *Boiler Type

Condition condition Fuel (deg-C) 568 (deg-C) 596 Coal

Features & merits Furnace wall

Coal firing system

L&Ts GLOBAL PRESENCE:

MILESTONES OF L&T MHI

2008: Foundation stone laying ceremony at Hazira Boiler manufacturing facility.

AWARDS AND ACCOLADES RECEIVED BY L&T MHI

List of Software used in Design AT L&T MHI BOILERS PRIVATE LIMITED

Piping Smart Plant 3D Smart Plant Review Microstation v8 CAESAR II

Fuel Firing Solid Edge ST3 ProE M60

Layout Smart Plant 3D Smart Plant Review 3D Symbol Designer Microstation v8

Pulversier Soild Edge Primavera

1.4 CORPORATE PROFILE Board of directors

K.VENKATARAMANAN V.K.MAGAPU M.V.KOTWAL RAVIUPPAL S.N.SUBRAHMANYAN

ORGANISATION STRUCTURE OF CORE ENGINEERING TEAM AT L&T MHI, CHENNAI

Engineering & construction

MAJOR COMPETITORS OF L&T-MHI BOILERS

OIL & GAS INDUSTRY

OBJECTIVE & METHODOLOGY

2.1 SIGNIFICANCE OF THE STUDY

2.2 OBJECTIVES OF THE STUDY

2.3 SCOPE OF THE STUDY

2.4 RESEARCH METHODOLOGY

2.5 LIMITATIONS OF THE STUDY

CHAPTER III LITERATURE REVIEW

TRAINING AND DEVELOPMENT:

To aid in promotions & transfers.

PURPOSE OF TRAINING & DEVELOPMENT

To prepare for promotion and managerial succession To meet global competition

Difference between Training and Development:

TRAINING AND DEVELOPMENT PROCESS:

THE FLOW CHART MODEL.

Identification of Training needs

Setting learning objectives

Determining a learning strategy

Designing & planning training

Assesing the results

Methods and Techniques of Training need assessment:

Importance of Training Need Analysis:

6. Job Instruction Training (JIT)

TRAINING AND DEVELOPMENT PRACTICES OF L&TMHI BOILERS PRIVATE LIMITED, CHENNAI

Project T&D

Project T&D