MBA Project done by

A Krupal Kasyap

Email :neo_mba@yahoo.com

India is the third largest coal producer in the World with an output of 328 million tonnes in 2001-02. About 80% of this output is despatched to consumers in the power sector. Public sector coal companies contribute 95% of India’s coal production, of which Coal India Limited accounts for 85% and Singareni Collieries Company Limited for 10%. Other companies like TISCO & captive mining firms make up the balance.

SCCL is the only coal company in southern part of India catering to the requirements of coal consumers in power, cement and other industries in this region. The Company is engaged in mining coal in the Godavari Valley Coalfield spread over the four districts of Andhra Pradesh viz., Adilabad, Karimnagar, Warangal and Khammam Districts. Coal mining activities in this coalfield were commenced in 1889 in Yellandu Area in Khammam District by Hyderabad Deccan Coal Company. The Company was re-christened as the Singareni Collieries Company Limited in 1921 and its script listed on London Stock Exchange.

SCCL earned the distinction of being the first Government-managed coal company in India when the Nizam of Hyderabad purchased the shares of the Company in 1945. SCCL came under State control in 1949 and from 1960 onwards is jointly owned by Government of Andhra Pradesh and Govt. of India with equity participation in the ratio of 51:49.

SCCL has grown from a production level of 0.47 m.t. at the beginning of the 20^th century (1900-01) to achieve 30.81 m.t. at the beginning of the 21^st century (2001-02). The company contributes to 10% of national coal production with only 6% of the total geological reserves. SCCL operates 12 opencast mines and 54 underground mines in Godavari Valley coalfield at present with a total manpower of around 98,400.

Over the years, the Company has progressively increased its production capacity and productivity by opening up new underground/opencast mines and introducing mechanisation in underground mines. The proportion of output from mechanised underground and opencast mines has grown by 136% over the last decade enabling total coal production to increase by 71% even with 10% reduction in manpower.

Persistent efforts by workmen and effective management enabled significant increase in output per manshift in conventional underground mines also from 0.65 tonnes in 1990-91 to 0.86 tonnes in 2001-02.

Technology upgradation has received utmost attention in this Company with mechanisation being one of key priority areas to reduce human drudgery and improve productivity. Mechanised coal loading and transporting in underground mines by Joy loaders and Shuttle cars were introduced for the first time in this country at SCCL way back in 1948. Opencast mining, started in SCCL in 1975, has improved the production by leaps and bounds over the years and now contributes to more than half of the total coal output. Further impetus to underground mine mechanisation in SCCL was given in early 1980s with the introduction of Side dump loaders (SDLs), Load haul dumpers (LHDs) and Roadheaders.

To meet the escalating demand for coal from thermal power stations in South India, SCCL introduced mechanised Longwall technology in underground mines in 1983. SCCL introduced Blasting Gallery technology, a special method for extraction of thick seams (7-11m thickness) in underground mines, with French assistance in 1986. This method is being adopted successfully for extraction of developed pillars in thick seams with high levels of production, productivity and percentage of extraction (71%). In-pit crushing & conveying technology for OB and coal was introduced for the first time in this country at RG OC-II Project with German assistance in 1994.

The Company has limited reserves amenable for opencast mining with stripping ratio upto 1 in 6. Besides, the coal seams are characterised by steep gradient (upto 1 in 2), poor quality ("E/F" grade), presence of numerous faults/geological disturbances and clay bands.

SCCL being the largest coal producer in South India and the only one in this region, benefited from the Govt. of India’s continued budgetary support to help augment its production capacity by opening new mines or introducing mechanisation in existing mines. In view of the growing energy requirements the emphasis was more on enhancing coal production than on project viability. Coal prices were fixed by Central Government and invariably pegged down keeping in view its impact on power, railways, cement and steel sectors. The hike in input costs like wages due to periodical wage revisions under National coal wage agreements (NCWA), stores and interest etc., were also not fully compensated in the annual/bi-annual price revisions by Central Government.

The above factors compounded with the inherent adverse geo-mining conditions and poor quality of coal left SCCL in the red many of the times. Other adverse factors viz., difficult law & order situation leading to production loss, skewed equity-debt ratio adding to the interest burden and capital intensity of mechanisation of underground mines have resulted in the Company to incur heavy losses during the years 1989-90 to 1992-93.

The accumulated losses, high debt and interest burden, rising input costs and inadequate cash flows forced the Company to seek suitable restructuring package from Govt. of India (GOI) and Govt. of Andhra Pradesh (GoAP) in 1993-94. The Company came out of the purview of BIFR and could post profits of Rs.17.76 crores and Rs.26.64 crores in 1993-94 and 1994-95 respectively.

However, the efficacy of re-structuring package was greatly undermined due to non-revision of coal prices through timely and periodic revisions after 17.6.1994 for neutralizing the escalation in input costs. A major strike by workmen in 1996 demanding wage arrears resulted in loss of production of 3.2 m.t. SCCL incurred heavy losses of Rs.191 crores and Rs.247 crores in 1995-96 and 1996-97 respectively. The accumulated loss by the end of VIII Plan (1996-97) rose to Rs.1219 crores.

The factors identified for the relatively poor performance of the Company in earlier years include presence of 77 registered unions all over the Collieries who vied with each other for supremacy leading to wildcat strikes & industrial relations problems, low productivity due to indiscipline & surplus manpower. Also, external factors like extremist activities; un-remunerative price during administered price regime had a bearing on the performance of the Company.

The diagnosis indicated the need for adopting an integrated approach for tackling ailments afflicting the Company. SCCL undertook a comprehensive set of measures for improving its performance in the following areas:

Trade Union elections were held in September 1998 for the first time in the history of coal industry in India to elect one recognized Union at Company level and one representative Union at Area level. The 2^nd round of elections was held in February 2001. Third round of elections are scheduled to be held during Feb 2003.

The Company has opened Communication cells and taken up a vigorous literacy campaign for the benefit of the workmen. Posters, pamphlets and letters addressed to individual workmen by C&MD are used to highlight the issues facing the Company and exhorting them to strive for improving the performance of the Company.

Multi Departmental Teams comprising of members from various disciplines visit mines/colonies to educate the workmen and their families. Street plays, Dial-your GM, video programmes are organised and shown on CITI cable network to spread awareness.

As part of the community development initiatives, vocational/self-employment training is imparted to unemployed children of the employees by ‘Singareni Seva Samithi", a social service organization formed within the company. Special welfare amenities are taken up in the colonies to improve the living conditions of employees.

The above measures in conjunction with Trade Union elections have enabled significant improvement in the IR scenario and productivity of the workmen.

Selective mining was adopted in underground and opencast mines by installing shale picking arrangements in the mines and at CHPs to improve the quality of coal despatches. Fuel supply agreements and Joint sampling protocols including bonus / penalty clauses were entered with major coal consumers in power and cement sectors for ensuring customer satisfaction and assured demand.

SCCL has installed Coal samplers and analysers in the CHPs. Besides, computerisation of coal sales and marketing departments is taken up to ensure transparency and reduce waiting time for consumers.

To facilitate adequate investment to meet the demand for increased coal supplies and to make good the losses suffered by SCCL on account of non-revision of coal prices in time, GOI approved restructuring package in 1999 for SCCL. This included a 10-year moratorium on payment of interest accrued on Government loans of Rs.663.34 crores, waiver of penal interest accrued and infusion of fresh equity by GoAP and GOI of Rs.268.00 crores and Rs.257.51 crores respectively during the IX Plan period.

SCCL on its part committed to reduce manpower, improve productivity and reduce its outstanding loans to GOI, which has been achieved as targeted on all fronts.

SCCL has taken up a vigorous energy conservation drive to control power pilferage and effect savings in energy consumption. Energy efficient CFLs, Tube Lights, Air Conditioners and Ceiling Fans etc are being used in company offices/quarters. Energy meters and Pole mounted transformers are installed in townships to regulate power consumption. In addition solar fencing for magazines/stores, installation of FRP runners for Main Ventilation fans and modification of pumping, haulage and ventilation layouts in the mines have helped in reducing the specific energy consumption.

The Company has also undertaken several inventory control measures like staggered deliveries, establishing supplier’s depots, entering into rate contracts for spares/fast moving items etc. Computerisation and strict monitoring of materials consumption have enabled the Company to effect reduction of Stores inventory.

Recognising the need to accelerate the use of numerous applications of IT in line with the vision of Government of Andhra Pradesh, an in-house Software Development Group (SDG) comprising of trained personnel from various disciplines was constituted to develop department-wise applications. OC/UG mine management systems, on-line material and marketing management systems are developed. Biometric based attendance recording systems are being tried in corporate offices.

Ceramic-coated Drill bits, Metallon coal tub pedestals, Mechanical roof bolting winches were introduced in underground mines. Collaboration with National Institute of Design, Ahmedabad is in progress for design of better drill machines, coal tubs and coal miner’s apparel/equipment etc to reduce workmen fatigue.

SCCL has achieved the progressive targets upto Dec., 2002 for coal production, despatches, productivity, capacity utilisation and profitability in current financial year as summarised below:

SCCL is the largest public sector undertaking in Andhra Pradesh in terms of annual turnover and operates in a socially and economically backward region of the State. SCCL has received many accolades for its performance including the "Best Management Award" from the State Government for the year 2001-02. The Company would continue to retain its competitive advantage and also fulfill its societal obligations for development of this region and the State.

A motivated workforce and a highly focused management aim to work towards achievement of the business objective and play a positive role in development of the Nation.

****

February 18, 2003

 This is about the project :

My projectis mainly based on HRD in singareni organization. hope U fullfill your needs

Needs with this one because it it hard to get all the information for the student who

Want to do a MBA project

Introduction:

With globalization, liberalization, the future will belong to the fittest, customers also need good quality materials to meet ever changing demands.

Development of high quality in managerial manpower in the country is considered essential for coping with the rapidly changing industrial scene. This has led to expansion in the number of training activities and institutions

The world is under going quick transitional changes in society, government, industry, organization, management and employee attitudes. Rapid extension in the frontiers of knowledge, the counting need for developing high quality managerial manpower, and the fear of managerial obsolescence have led to diversion of sizable economic and human resources to the strategic area of management training and development.

To match the continuous metamorphosis in the environment, management education needs to bring about an equally rapid evaluation in managerial understanding and invention

The organization of the training function and its responsibility depends very much on the size, the nature and the modus operandi of the enterprise, and training services provided.

In large number of firms training is linked with personnel department, but separating training from it and putting a separate development departments, leads a good results for investments on training. (Ex: SCCL).

Leading organizations take enormous efforts for developing human resources by making training and development an integral part of organization development.

Compared to the world average, Indian organizations do not reach even 2-3 day/s training per year per employee. Whenever there is a conflict between the production and development, training is sacrificed to add to the production hours. Now Indian organizations are trying to achieve ten man day training per year per employee.

The 2^nd National Commission on Labour appointed by government of India in 1999 has submitted its report, which was made public in September 2002.

The 2^nd NCL outlined some of the below key challenges:

• Globalization.
• Enlarging utilizing effectively for education and training.
• Absorption of new technologies by labours using education and training.

It was noted that the demand for skilled labour is growing and called for higher investment and greater flexibility to bridge mismatch between acquired and required skills.

• Modular approaches to vocational training, which will aid multi-skilling, impart skills attuned to the needs of the labour market, and in consonance with the latest technology.
• Setting up a competency based continuing training system covering al aspects of the economy with well defined certification system covering learning, training, retraining, assessment and accreditation opportunities with desired academic flexibility to over come the barriers of time and distance.
• To expand training capacity and to provide training anything and anywhere, new delivery mechanisms such as computer based training, web based training, distance learning etc. Can be adopted which would offer flexibility in timings, pace of learning, and customization of content to serve the varying needs of the different target groups.
• Worker education should receive attention.
• Focus on developing knowledge in the areas like economy, industry, business organization and control of workers over their work.

Training is considered as a tool for HRD. Training has immense potential in transfer and utilization of latest technical known-how, leadership development, organization of people, formation of self-help-groups, mobilization of people as well as resources, empowerment of resource-poor rural mass, entrepreneurship development, etc., which are considered essential components of HRD.

Because of cutting edge of competition today demands every organization, to measure its activities in terms of Effectiveness, Excellence and Efficiency (triple E).

Evaluation is not one time measure. It is an ongoing process. Evaluation of training in these days is doing with the help of various sophisticated mathematical, statistical and psychometric tools. Highly developed electronic machines and computers are employed by experts and trainers to do the evaluation in systematic and scientific way. Specialized experts, psychometrians and management consultants are available to do the evaluation of training programmes independently with out any biases or prejudices. It is worthwhile to try evaluation in a scientific way since the proper and appropriate evaluation s may change the colour of the entire training system towards more usefulness to the organizations.

The evaluation tools and procedures of the company should be sensitive and sharp enough to evaluate the referred changes precisely, as far as possible.

Evaluating training ---NITIE pg.no13.

Evaluation has to be done on certain criteria. In determinations off the practical and realistic training objectives will result in distortions in evaluating the training programme. In the absence of goal congruence as among the trainer, the trainee, and the organization an evaluator would only establish erroneously cost-benefit returns of training with out realizing the problems such as high variability in the long lead time in investment on training and the returns from it, the turnover among the trained executives, fresh and more pressing demands made on the trained executives beyond the scope of training pro’ all this leads to deflection of the findings from cost-benefit ratio analysis.

The research methodology:

The whole research process could be summed up in terms of "research –diffusion –adoption –training-development model."

1. Research would advance and extend knowledge directed to the areas of innovation and change.

2. Diffusion- the knowledge thus created could be disseminated within its own and other training institutions to create awareness followed by an opportunity to examine and assess its convenience and credibility.

3. Adoption- selective adoption of the knowledge thus obtained in the training activity after sufficient trails at its functioning and installation.

4.ttraining- having given the trails to establish its credibility it could be institutionalized and transmitted to the trainee in its applicable forms.

5. Development- the innovations and changes transmitted to the trainee are incorporated in the organization system after having ensured the desired supportive climate,

SCCL also giving training to equipment suppliers of various companies

Like________

1. CDSS (cummins diesel service center) ---cummins engines
2. Premnath diesels --- CLBT
3. RECP--- drills
4. Delco Remy --- self starter
5. I.O.C --- lubricants
6. Exide batteries --- batteries , etc.,

"A process which is planned to facilitate learning so that people can become more effective in carrying out aspects of their work."

G.SUBRAMANYAM defined training as

"The trainees shall acquire new manipulative skills, technical knowledge, problem solving ability or attitude so that they are better adjusted to their work environment to achieve the organizational and individual goals"

Hayward (1989) identified training as one of the key factors in implementing extension and observed that Extension design and planning should include training for all staff at all levels as a basic mechanism for inculcating competence, professionalism and service morale.

The ultimate purpose of training is to help the organization achieve their results. "Training is a part of series of events that results in financial and strategic games".

Kenneth says that training is one of the means of supplementing data in the trainee’s memories store.

C.B.MEMORIA defined training as ____

"Training is a process of learning a sequence of programmed behavior. It is application of knowledge. It gives people an awareness of the rules and procedures to guide their behavior .it attempts to improve their performance on the current job or prepare them for an intended job."

Model of the process of training.

We have a formula for find out the learning.

I.e. L= f (P, Q)

L= Learning.

F= function of

P= Past experience / Programmed knowledge.

Q= Ability to raise right type of questions and queries to learn more from events.

For hrd we have some tools like selection, recruitment, training and development, performance appraisal, counseling, career planning, etc., From this each factor is essential to run organization in a success full manner.

The above authors says that training is needed to all employees regardless to their cadre like peon, sweeper, to top executives like general managers, directors etc.,

Training is compulsory to all employees for up to date their knowledge, skills, technical knowledge, and problem solving skills and to change their behavior, attitude etc.,

"Evaluation is a process of establishing the worth of something." Worth means value, merit, or excellence of the thing.

"Evaluation is a method of deciding what a program or intervention should achieve."

National institute of HRD defines evaluation as___

In short evaluation is a sort of fixing responsibility and accountability to the training department or system.

Evaluation tells us how worth while the training has been in respect of the total benefits accrued from it by the business. Where as the Validation is, we have to ascertain to what extent it has meet its objectives and the needs of the trainee’s.

Evaluation is nothing but brings out the footfalls and also uses in the program, to modify the existed one for better efficiency and accuracy, for good results like increase in productivity, employee cooperation, decrease in wastage etc.,

By evaluation something we come to know the worth of that particular program.

Peter bramley defined training evaluation as______

"Training evaluation is a process of asking participants whether the training helped them to achieve objectives."

"Evaluation of training is a process of gathering the information with which to make decisions about training activities."

C.B.MEMORIA defined training evaluation as______

"Training evaluation is nothing but determining the ability of the participant in the training program to perform jobs for which they were trained.

NIHRD defined training evaluation as______

"Finding out the benefits or contribution s of training to the organization."

G.SURYANARAYANARAO defined training evaluation as______

"Training program should be evaluated so as to ascertain whether benefits derived from it (training) out weigh its cost and also to expose the possibilities of improving of training techniques and practices."

The main aim of training evaluation is to determine whether or not the training objectives are being met, if training is being accomplished in the most effective and economical way and if not, what changes should be made.

By this we can clearly knows the ways to develop, ignore, and change and more concentration, critical areas for future growth and also for meet the future requirements.

By this we came to know the strengths, weaknesses, opportunities and threats (SWOT) of the organization as well as the program.

Dr.B.Ratan reddy programme director, UNDP sponsored program’s, IPE Hyderabad conduct a programme of training evaluation by the name of strategic evaluation and assessment of training systems (SEATS) in different organizations like Kerela drugs and pharmaceuticals Ltd., and Kerela solicyletes and chemical Ltd., for assessing training and development systems.

In this process the author and programmer compare the assumptions, principles and practices underlying the traditional training systems and the strategic training system.

He also conduct a programme in large organizations like Kerela tourism Development Corporation, which are sponsored by UNDP to institute of public enterprise

And this programme is come out with a innovative model

"Training as a tool for turnaround ".

Dr.T.V.Rao (1990) was developed a questionnaire to evaluate the effectiveness of the training programme with 20 items.

In a public enterprise of a steel organization.

The items include training policy, induction, need identification, sponsorship, worker training, managerial training, technical training, training for human skills, in company training, external training, and transfer of training etc.,

By a well prepared questionnaire he collect all information from the candidates, after collecting the information he applied statistical techniques like mean, simple percentage to find out the results.

Finally he finds that some of the areas required more attention, and for remaining areas training is effective to achieve their goals.

Argyris (1993). Based on his research on organizational learning has identified, organizational defensive routines as a major block to learning in organizations. In other words many issues or not covered in training forums and workshops because they are considered as sensitive issues

Ex: trainers in auto Kaust face the dilemmas such as

Should the training address the sensitive issues such as use extra legal and illegal methods, which are used in real life to handle certain problems or avoid addressing such issues.

Should trainees be exposed to the ideal of handling the work or to the method by which the problem are handled in real life.

He finds that traditional training system is not useful for this or for real life casestudies and strategic training system pays specials to cover such issues by employing real life case studies, value clarification exercise and such other methods.

Dr. M.A. OGUNU conducts a training programme in to find out the effectiveness and efficiency of the programme.

Guinness Nigeria PLC is basically a brewerage company .now this company has four breweries, two in Lagos, two in Benny.

Dr.M.A.OGUNU conduct his programme in Benny city with the sample size of fifty. First he conduct a pilot survey of thirty management staff who could not participate in the actual study, that had the same characteristics as the sample.

Specifically, the study endeavored to find answers the following questions.

How adequate are the facilities for management training and development?

Are the training programs relevant to the jobs performed by the participants?

Does the training undergone by the staff improve their job performance?

To find answers he first prepared some hypotheses

H01: facilities for the management staff training and development are not adequate.

H02: training programs for management staffs are not relevant to the jobs they perform.

H03: management training undergone by management staff dose not improve the performance and effectiveness.

For the collection of information he prepared a questionnaire (management training and development questionnaire—MTDQ).

The data collected through the questionnaire (MTDQ) were analyzed by use of simple percentages, mean, chi-square.

After applying chi-square test he compare the tabulated values with calculated values and find that the training programme is effective and efficient.

He also says that some people or employees nearly 30% are not satisfied with the given training, so, management must concentrated on the preparation of training programs to satisfy each and every employee for the betterment of the organization.

Feedback: any communication verbal or non verbal , which offers a person some information about how he/she affects others.

Stake holder: stake holders refers to the people who have something to gain or lose from the proposed intervention.

Evaluation: evaluation is a process of asking participants whether the training programme helped them to achieve their objectives.

Attitude: attitudes can be defined as per set tendencies in the individual minds which serves as the determinant of their behavior and reaction to out side environment.

It is an accepted fact that the training programme leads to change in the area of knowledge, skills, and attitudes et., individually or in all areas simultaneously. To find these changes really occur due to the training we need evaluation.

Because of training must be increase in performance of the employee, quality, production, sales etc., and decrease in wastage, customer complaints, etc., to find all these things we must do the evaluation of provided training programme.

Return on investment, whether we achieve desired objectives, targets or not or the investment on the training programme is mere waste, for this also we need evaluation.

Evaluation is launcged to find ou t to what extent the objectives have been fulfiled or achieved.

Evaluation is initiated to find out the level of participation of the trainees, incside and out side of the classroom in training environment.

The effectiveness of the faculty or trainees is found out through evaluation.

Some employees feel that training is a paid break or holiday. Some other employees that it is tour programme or site seeing with organization expense.

Why employees came these kinds of feeling and thoughts? They are not interested towards particular programme? The programme is not relevant to his job activities? To find all these things we must go for assessment or evaluation of training provided by the organization.

The findings of the study can motivate human resource managers to focus attention on issues critical to effective development of their work force.

The findings of the study will be in valuable benefit to the training officer in public and private organizations as the study suggest ways of improving management training and development.

To determine the ability of the participant in the training programme to perform jobs for which they were trained, the specific nature of the training deficiencies, whether the trainees required any additional on the job training, and the extent of training not needed for the participants to meet job requirement.

To design an effective training programme it is necessary to investigate the various issues involved in managerial perceptions of the effectiveness of the different dimensions of the performance of training system or programme in an organization.

The broad objectives of the present study were mainly____

To examine the managerial perception of the overall effectiveness of the training programme.

To investigate managerial perception and expectations regarding different dimensions of the training programme for designing an effective training programme.

Evaluation of training programme must be based on the following principles.

Evaluation specialist must be clear about the goals and purposes of evaluation

Evaluation must be continuous.

Evaluation must be Specific.

Evaluation must provide the means of focus for the trainers to be able to appraise themselves, their practices and their products.

Evaluation must be based on objective methods and standards.

Realistic target dates must be set for each phase of the evaluation process, a sense of urgency must be developed, but dead lines that are unreasonably high will result in poor evaluation.

The evaluation can be used for modifying the programme content in future training programmes according to the training needs.

Improvement in infrastructure facilities can be brought out after going through the evaluation given by the participants about the facilities.

The duration of the training programme can be adjusted if it is found in evaluation that it is unnecessarily longer or abruptly shorter.

The evaluation may revel some of the shortcomings of the faculty in knowledge and presentation level.

Such shortcoming deficiencies on the part of the faculty members’ can be removed by developing them through external special type of training intended for trainers or by internal development process.

Some times after analysis the evaluation report economy measure s can be introduced on various expenditures related to training.

Evaluation is not a simple and straightforward process. It is a highly complicated and complex process. Many organizations and training departments do not evaluate their training programmes because of its complexity and cumbersome procedure. Some organizations do evaluations in a ritual manner just for eyewash. The results of the evaluation, conducted by a few organizations are very much doubtful. Some of the problems and intricacies are given below.

1. Evaluation is a sensitive affair for trainees, trainers and also for people in the organizations, because it is going to be critical in nature. Many do not want to criticise and also to be criticised.
2. Many of the contributions and benefits of training are invincible in nature. It is highly abstract because regarding the training’s in the areas like HRD, behavioral sciences, in HR and to some extent the management and supervisory development courses.
3. It is very difficult to measure quantitatively the abilities, skills and attitudes through tests and questionnaires. But the statistical scores and marks from the main frame of the evaluation.
4. The job criteria and the evaluation criteria are not spelt out correctly. No absolute quality and quantity standards are fixed for workers especially from service oriented industries.
5. The post training placements depend on so many factors like company policies, the attitude of supervisors and managers, workers willingness, allowances and perks for certain jobs etc. All these factors do not truly reflect in the evaluation reports on many occasions.
6. The trainer is very anxious to prove to the top management and the shareholders that the cost of training is not a wasteful expenditure and a worthy expenditure. This anxiety and worry compel him and influence even the external agency to pave the way for a good y evaluation report.
7. Training creates an euphoria in the minds of the trainees. The trainees also develop some sort of good relations with the trainers. This rapport and emotional feelings prevent them from criticising the training programmes and thus the evaluation reports are biased.
8. Workers, supervisors, managers, top executives and the trainers are very much busy in their daily routine works. So they have least time or little time to devote for evaluation purpose.
9. The evaluation reports are not taken seriously in many organizations. Evaluation is done as a ritual and no actions are initiated on the evaluation reports.
10. The evaluation reports treated too confidentially and no discussions, meetings, conferences, seminars are convened to discuss about the results and recommendations of the evaluation reports.
11. They are many controversial arguments in using the psychological scales, instruments tools etc. again the socio-cultural factors are vary from place to place.

REASONS FOR FAILURE OF TRAINING.

• The class and teachers mind set.
• The boring design packs.
• Good employee can’t be spared mindset.
• Situation of contradictory environment.
• The death of commitment. (Yet to be explain).
• The benefits of training are not clear to the top management.
• The top management hardly rewards supervisors for carrying out effective training.
• The top management rarely plans and budgets systematically for training.
• The middle management, with out proper incentives from top management, does not account for training in production scheduling.
• With out proper scheduling from the above, first line supervisors have difficulty in production norms if employees are attending the training programmes.
• Behavioral objectives are often imprecise.
• Timely information about external programmes may be difficult to obtain.
• Trainers provide limited counseling and consulting services to the rest of the organization.

HRD must identify what classroom training, on the job or other training is necessary so that every one is competence to achieve the desire dressily.

Competency may be determined by comparison between the job requirements that define what employees must do and the qualifications of the employees.

Where training is need it must be provided. The training programme must address the competency needs of employees so that they either can competent or can stay competent.

The training should include provisions to establish and maintain employee awareness of relevance of the work and how they contribute to the realization of organization objectives.

The training must be specific so that it relates to the responsibilities of each employee.

Dr. George Odiornes human resource grid (dean, school of business administration, university of Massachusetts) classifies the whole organization people in to four categories

Based on the potential to perform versus their actual performance.

1. Deadwoods: these are employees with low potential and low performance.
2. Workhorse: these are employees whose performance level is high but their potential is low.
3. Problem children: these are employees with potential to perform but they don’t perform.
4. Stars: these are employees with high potential who also perform to their highest potential.

Categories of organizational employees

High problem children stars

Potential

We have two types of evaluation

Internal and External

1.Internal Evaluation: The evaluation programme conducted by using the internal resources available in the organization, like organizational agency, training department, etc.,

But here we have a chance of bios, because if evaluator is showing any personal interests towards this programme, it leads a major problem in the organization.

2.External evaluation: The evaluation programme conducted by using the external resources like Pvt. consultants, agencies, external faculty, etc.,

But here we need a perfect evaluation teem, then only we can get color full results. Here is the major problem is the company policies are not well known to the external members.

1.Internal assessment: to measure whether or not the objectives were met

2.External assessment: to ascertain whether those objectives were realistically related to the original training needs analysis.

3.As used in programmed instruction: the verification of a programmed text by comparing the results of target population with established criteria

The trying evaluation is consist a three-stage system.

Pre evaluationà During the programme à Post evaluation. (or)

Before à Learning à After

Pre evaluation: Has name exists, it is conducted before the training programme. By this we come to know the facts like the trainee will have any knowledge on the particular area (existing knowledge), and to find out the need of training, to select suitable participant for the desired programme, skills, attitudes etc.,

During the programme: These types of evaluations are conducted at the time of programme is going on. By this we find the interest of the trainee, communication skills and knowledge of imparting learning to the trainees by the trainers, sequence of the programme, physical aids, arrangements, etc.,

Post Evaluation: This is the main and last stage in the process of evaluation. In this we find how effect the training programme, the knowledge of the programme is really inculcate by the trainee in the training programme or we wanna make any changes in the overall training procedure.

Donald Kirkpatrick created what is still one of the most widely used approaches, even though it was first developed in 1959. At the time, he was a professor of marketing at the University of Wisconsin. His four levels of evaluation are:

Level 1: Reaction - a measure of satisfaction

Level 2: Learning - a measure of learning

Level 3: Behavior - a measure of behavior change

Level 4: Results - a measure of results

Reaction – The trainees reaction to the programme. Reaction evaluation which analyze the fillings and observations of trainees at the end of the training programme as to the content, utility etc., Did he likes the programme?, Did he think its worth wile?

But it is not tells how much knowledge has been retained over a period of time and how much has been transferred on the job.

Learning – Did the trainee learn the principles, skills, and the facts that the supervisor or the trainer wanted him to learn? Data on performance may be collected and interviews could also be conducted with supervisors or peers for recording changes in performance.

Behavior – Whether the trainees behavior on the job changed because of the training programme? The same as in learning we collect data from peers to find out the change in behavior.

Results – which really look at he benefit that training has brought about for the organization. What final results have been achieved? Did he learn how to work on machine? Did scrappage cost decrease? Etc.,

Here some writers say that we find the following 5A’s from evaluation.

Awareness, Action, awareness of learning objectives, awareness of strategic objectives, and

To maintain performance management, retention level, motivation, morale, creativity, innovation, conflicts, loyalty and commitment etc., organizations are preparing the training and development tool.

The process of training effectiveness is the most vital area, where by the individual and organizational goals are integrated to bring about, the desired performance levels.

On the lines of effectiveness, a pyramid of components is created through the relation ship between the organizational goals, trainer and trainee. The below figure tells the relationship between these try parties.

Performance Gap

Training skills Goals

And comm’n Job performance

Trainer Trainee

Training Gap Learning Gap

Learning Ability

The process creates gaps at three levels.

1. Set goals Achieved goals Performance gap.
2. Training methods Effective use of methods Training gap.
3. Learning objectives Learnt object Learning Gap

To minimize these Gaps we need to evaluate the total training process.

By increasing the trainers skills and communication and rising the level of awareness (self thinking) of the trainee or through proper inculcation of learning values we can reduce the frequency of these Gaps. This will indicates the following figure.

Goals

Training skills Job performance

And communication

Trainer Learning ability Trainee

Now every organization concentrating on training and development programmes. Because it its very important aspect for the development or to achieve final results in more effective and efficient manner. That’s way the members who is involve in preparing or designing the training polices, conducting the training programmes, and assessing the results are carrying the total responsibility on their solders.

If the training programme is success or failure the one and only responsibility is the chief of the training department. The responsibilities are also on the remaining members of training department.

In designing and preparing of training policies, selecting candidates, trainees, and setting of budgets to the programmes the line mangers of different departments must ply the vital or key role.

The training committee also responsible for the whole process of training. The committee is made up of with different departments heads, union leaders, and chaired by the chief of training department.

AREAS OF EVALUATION.

The evaluation should concentrates to assess about the contents of the programme in fulfilling the training objectives. Evaluation also should state whether the contents covered are adequate, inadequate or surplus. It should also state about the correctness of sequencing the contents and also point out the overlapping and duplications if any. The evaluation may also suggest additional specific topics, which can be introduced in the future training programme.

The methodology should be interesting, simple, participation oriented and very much effective to make the learning process spontaneous. The evaluation should state about the effectiveness of the methodology used in the training programme, in specific terms.

The evaluation report also should analyze about the infrastructure facilities extended to the participants during the training programmes. The report should express whether those facilities were adequate and conducive to the learning process, or inadequate and inefficient which hampered the learning process of the trainees.

The training centers are supposed to have facilities for sports and recreations. Many centers have facilities for indoor games and also out door games. They also have auditorium s and halls to stage dramas and to screen cinemas and video films. These facilities are an integral part of the training environment. ]

The trainees live in hostels if it is a residential programme. They move with one another even in outside classroom environment. Some sort of inter personnel relations, cooperation and participation among the trainees are cultivated automatically. It is also one of the objectives of the training programmes. Even in non-residential programmes group relations are formed. The evaluation report should cover the areas of community living and group relations. The evaluation should say whether there are feasible environmental situations for better community and group living.

Discussions are very much informal, spontaneous and effective tool in doing the training evaluation. Discussions can be arranged with workers, supervisors, managers and executives individually or jointly. The discussions are lively since they are conducted in an informal atmosphere. Frank discussions based on trust and mutual confidence are very much useful in the area of evaluation. There is also possibility of noting down and recording the discussions. Anybody can participate in the discussions irrespective of age , cadre, experience, and others.

• Books
• Articles
• Reading materials
• Web sites

1. Peter Bramley, Evaluating training, Universities press, Hyderabad, 1998
2. Dr.C.B.Memoria, S.V.Gankar, Personnel Management, Himalaya Publishing House, Mumbai, 21^st edition, 2001, p.277-312.
3. William R.Tracey, Designing Training and development systems, Amacom, American Mgt. Association, New York, 1984.
4. Keri Phillips, Fraser, The Mgt. of interpersonal skills Training, Gower publishing company ltd., Hants, England.
5. Gerard Tavernier, Industrial Training systems and Records, Grower press ltd., London, 1971.
6. Kenneth R.Rodinson, A Handbook of Training Management, Aditya book private ltd., 2^nd edition, New Delhi.
7. William R.Tracey, Human Resource Management and Development Hand book, Amacom, American Mgt. Association, New York, 1985.

Production