Summer Training On Training & Development in BHEL

COMPANY PROFILE
• Background & Management

• Values, Mission & Objective
• BHEL’s product profile
• Financial profile of BHEL
• Shareholding pattern
BHEL ----- AN OVERVIEW
BHEL is the largest engineering and manufacturing enterprise in India in the energy related
infrastructure sector today. BHEL was established more than 40 years ago ushering in the
indigenous Heavy Electrical Equipment industry in India, a dream which has been more than
realized with a well- recognized track record of performance. It has been earning profits
continuously since 1971-72 and achieved a sales turnover of Rs 14525 Crores with a profit
before tax of Rs 2564 Crores 2005-06. In 2007 BHEL has achieved an all time high turnover of
Rs 18739 crores, notching a growth of 29% over the previous year. Net profit has soared by 44%
to 2415 crores over 1679.2 crores of last year. BHEL has been paying dividends over a quarter
century and in line with the excellent performance during the financial year 2005-06, an all time
high dividend of 145% has been paid.
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BHEL caters to core sectors of the Indian Economy viz. Power Generation and Transmission,
Industry, Transportation, Renewable Energy, Defense, etc. The wide network of BHEL’s 14
manufacturing divisions, 4 power sector regional centers, 8 service centers, 15 regional, offices
and a large number of Projects Sites spread all over India and abroad enables the Company to
promptly serve its customers and provide them suitable products, systems and services-
efficiently and at competitive prices.
BHEL has already attained ISO 9001 certification and all the units/divisions of BHEL have been
upgraded to the latest ISO-9001; 2000 version quality standard. All the major units/divisions of
BHEL have been awarded ISO 14001 certification for environmental management systems and
OHSAS 18001 certification for occupational health and safety management systems
Major Miles stones in the history of BHEL
• FEB. 1947 – The planning board felt the need for electrical machinery in India.
• MAR. 1948 – Sir J.C.Ghosh set up heavy electrical generating equipment factory in the
state sector.
• JAN. 1955 – S.A.Gadkary committee reiterates the need for heavy electrical factory.
• AUG. 1956 – Heavy Electrical (Pvt.) LTD, was incorporated which was later renamed as
HE (I) LTD.
• NOV. 1964 – Bharat Heavy Electrical Ltd, was established and plants at Haridwar,
Hyderabad & Trichy were set up.
• JULY. 1972 – Action committee of public Enterprises recommends integration.
• JAN. 1974 – HE (I) LTD and BHEL were formally merged and the corporate plan of the
company was prepared.
• JAN. 1980 – BHEL was set up 3rd generation plants at
TRICHY – steel tube plant

HARIDWAR – casting and forging plant
JHANSI – transformer plant
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• In 1982-
BHEL also entered into power equipments, to reduce its dependence on the power sector.
So, it developed the capability to produce a variety of electrical, electronic and
mechanical equipments for all sectors, including transmission, transportation, oil and gas
and other allied industries.
• In 1992,
During the year, 10 thermal sets, 2 gas sets and 11 hydro sets were commissioned.
Government of India’s liberalization policy and disinvestments policy on its pattern of
shareholding in PSUs.
• In 1994,-
During the year the company established Asia’s largest fuel evaluation test facility at
Tiruchi - The Company commissioned ten industrial power plants resulting in power
generating capacity addition of 293 KW’
• In 1995,
- The country’s premier state owned undertaking, BHEL, has commissioned India’s first
250 mw capacity thermal generating unit at Dahanu power station in Maharashtra. BHEL
won this World Bank contract against competition from multinationals.
• In 1997,
In Feb. Greater autonomy was given to PSUs. 9PSUs including BHEL were selected as
Navratnas to become Global Giants The public sector Bharat Heavy Electricals Ltd
(BHEL) has won the national best exporter award for 1995-96, instituted by the
Engineering Export Promotion Council, of the eighth consecutive year, from Madurai. In
June, Govt. announces first autonomy package for Navratnas
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• In 1998,-
The public sector Bharat Heavy Electricals Ltd (BHEL) has entered into an agreement
with the Indian Space Research Organization (ISRO) for manufacture and supply of solar
panels for upcoming Indian Satellites.
• In 1999,-
Bharat Heavy Electricals Ltd (BHEL) has entered into a technical collaboration
agreement with Babcock Borsig Power GmbH of Germany for the manufacture of `once
through boilers`
• In 2000
The Company has won the top exporters award among the public and private sector
companies in India for the 11th Consecutive year
The Company is considering a proposal to launch a voluntary retirement scheme (VRS)

to `select` employees who have been under performing and not managed any promotions
or those who have consistently taken leave or any other proficiency related criteria.
- The Company has bagged the `Samman Patra` award from the Finance Ministry for its
unblemished track record with Airport Customs in regard to payment of customs duties.
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• In 2001,-
Bharat Heavy Electricals Ltd. has bagged the prestigious `Golden peacock` national
quality award for the second consecutive year for achieving excellence in quality
conforming to global standards.
• In 2002,
Awarded the top exporters` award by Engineering Export Promotion Council for the
year 1999-2000 -Receives award from Confederation of Indian Industry (CII) becoming
the first PSU to win this honour
• In 2003-
BHEL and TCS tie-up to develop IT-based solutions for power sector
• In 2004-
Bhel has joined hands with a UN body `Global Compact` to share experiences with global
corporate houses for greater focus on corporate social responsibility Appoints A K Puri as
the chairman and managing director of Bharat Heavy Electricals Ltd (Bhel).
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• In 2005-
Delists equity shares from the Madras Stock Exchange Ltd (MSE) w.e.f. January 19,
2005.Delists equity shares of the Company voluntary from The Stock Exchange,
Ahmadabad (ASE) with effect from January 28, 2005.-BHEL, TCS jointly working on
marketing initiative `Power Pack`-Appoints Dr V. Gopalakrishnan as Chief of the Bharat
Heavy Electricals Ltd at Tiruchi Bhel`s Trichy, Bangalore plants win five National Safety
Awards
• In 2006,-
BHEL inks agreement with IIT Madras for new courses. Bechtel signs Dabhol agreement
with BHEL
• In 2007,-
BHEL has raised its research & development spend to Rs 238 crore during fiscal 2006-
07, up from Rs 152 crore last year. BHEL gets ICWAI national award for excellence in
cost management 2006. In Feb. BHEL pays all-time high 125% interim dividend for
fiscal 2006-07. BHEL employees win maximum number of Prime Minister’s Shrama
BHEL achieved an all time high turnover of Rs.18739 crore in Comparison to last year of
Rs 14525 crore Net profit has soared by 44% to Rs. 2415 crore in comparison to last year
of Rs. 1679.20 crore BHEL has announced 245 % of dividend on its original equity.An
issue of bonus share in the ratio of 1:1 has been declared by the company.
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Values:
 Strike adherence to commitments
 Foster learning, creativity and team work.
 Ensure speed of response
 Respect for dignity and potential for individual
 Loyalty and pride in the company
 Zeal to excel and zest for change
 Integrity and fairness in all matters
 Most of them have been rephrased.
 "Zest for change" has been added as change has been integral with success and the rate at
which change is needed is very high compared to earlier period.
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OBJECTIVES
GROWTH
To ensure a steady growth by enhancing the competitive edge of BHEL in existing businesses,
new areas and international operations.
PROFITABILITY
To provide a reasonable & adequate return on capital employed, primarily through improvement
in operational efficiency, capacity utilization & productivity and generate adequate internal
resources to finance the company’s growth
CUSTOMER FOCUS
To build a high degree of customer confidence by providing increased value for his money
through internationals standards of products quality, performance and superior customer services.
PEOPLE ORIENTATION
To enable each employee to achieve his potential, improve his capabilities, perceive his role &
responsibilities and participate & contribute positively to the growth and success of the
Company. To invest in human resources continuously and be alive to their needs
IMAGE
To fulfill the expectations which stakeholders like government as owner, employees and the
country at large have from BHEL.
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BHEL PRODUCT PROFILE
1. Power Generation
Power Generation Sector comprises thermal, hydro and nuclear power plant business. As
of 31.3.2006.BHEL supplied sets account for 76741 MV in the country, as against nil till
1969-70 Custom- made hydro sets of Francis, Pelton and Kalpan for different head-
discharge combinations are also engineered and manufactured by BHEL
In all, orders for more than 880 utility sets of thermal, hydro, gas and nuclear have been
placed on the company as on date. The power plant equipment manufactured by BHEL is
based on contemporary technology comparable with the best in the world, and is also
internationally competitive
2. Industries
BHEL manufactures and supplies major capital equipment and system like captive power
plant, centrifugal compressor, drive turbines, industrial boilers and auxiliaries etc. BHEL
has also emerged as a major supplier of controls and instrumentation systems, especially
distributed digital control systems for various power plants and industries.
3. Transportation
Most of the trains on Indian Railways, whether electric or diesel powered are equipped
with BHEL’s traction propulsion system and controls. India’s first underground metro at
Kolkata runs on drives and controls supplied by BHEL. Almost all the EMUs in service
are with electrics manufactured and supplied by BHEL. BHEL has also diversified into
the area of track maintenance machines for Indian Railways.
4. Renewable Energy
BHEL has been manufacturing and supplying a range of Renewable Energy systems and
products. It includes Solar Energy systems namely, PV modules, PV power plants, solar
lanterns, solar pumps etc
.
5. Oil and Gas
BHEL is supplying onshore drilling rigs’ equipment viz. draw works, rotary table,
traveling block, swivel, mast and sub structure, mud systems and rig electrics and X’mas
tree valves
6. Transmission
BHEL supplies a wide range of products and systems for transmission and distribution
application. The products manufactured by BHEL include power transformers,
instrument transformers, dry type transformers etc.
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ACTIVITY PROFILE
Power Generation and Transmission
• Steam Turbines-Generator sets and Auxiliaries

• Boilers and Boilers Auxiliaries
• Nuclear Power Generation Equipments
• Hydro Turbines-Generator Sets & Auxiliaries
• Gas Turbines-Generator Sets
• Heat Exchangers
• Condensers
• Bag Filters
• Valves
• Pumps
• Electrical Machines
• Power, Distribution and Instrument Transformers
• Reactors
• Porcelain
Industries/Transportation/Oil & Gas /Renewable Energy
• Steam Turbine-Generators Sets

• Gas Turbine-generators Sets
• Diesel Engine-Based Generators
• Drives Turbines
• Marine Turbines
• Industrial Heat Exchangers
• Industrial Valves
• Industrial Fans
• Capacitors
• Broad Gauge AC, AC/DC Locomotives
• Diesel-Electric Shunting Locomotives
• Traction Motors & Control Equipment
• Electric Trolley Buses
• Battery operated Passenger Vans
• Oil Rigs and Oil Field Equipment
• Wind Electric Generators
• Stand-alone and Grid-Interactive
• Solar Power Plant
• Solar Water Heating Machine
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Systems and Services
• Turnkey Utility Power Station/EPC contracts

• Captive Power Plant
• Consultancy Services
• Construction Services
• Software packages for Utilities
BHEL IN INDIA
REGIONAL OFFICES (POWER SECTOR):

1. NEW DELHI (NORTHERN REGION)
2. CALCUTTA (EASTHREN REGION)
3. NAGPUR (WESTHREN REGION)
4. MADRAS (SOUTHREN REGION)
BUSINESS OFFICES:
1. BANGLORE
2. BHUBANESHWAR
3. BOMBAY
4. CHANDIGARH
5. GUWAHATI
6. JABALPUR
7. JAIPUR
8. LUCKNOW
9. MADRAS
10. NEW DELHI
11. PATNA
12. RANCHI
13. SECKUNDRABAD
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MANUFACTURING UNITS:-
1. BANGALORE
2. BHOPAL
3. HARDWAR
4. HYDRABAD
5. JHANSI
6. RANIPET
7. RUDRAPUR
8. TIRUCHIRAPALLI
SERVICE CENTRES:-
1. BANGALORE
2. BARODA
3. CALCUTTA
4. CHANDIGARH
5. SECUNDRABAD
6. NEW DELHI
7. NAGPUR
8. PATNA
9. VARANASI
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Board of Directors
Shri Ashok K. Puri Chairman and Managing Director

Shri Naresh Chaturvedi Director
Dr. Surjeet Mitra Director
Shri Vineet Nayyar Director
Shri Sanjay M. Dadlika Director
Shri Ashok K. Aggarwal Director
Shri Manish Gupta Director
Shri Shekhar Dutta Director
Shri Raman Singh Sidhu Director
Shri Madhukar Director
Shri Ramji Rai Director (ER &D)
Shri S.K.Jain Director (HR)
Shri A.K.Mathur Director (IS&P)
Shri K. Ravi Kumar Director (Power)
Shri C.S.Verma Director (Finance)
Shri N.K.Sinha Company Secretary
HEAVY ELECTRICAL EQUIPMENT PLANT, HARDWAR:
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Heavy Electrical Equipment Plant, Hardwar of this Multi-unit corporation with its 7467 strong
highly skilled technicians, engineers, specialists and professional experts is the symbol of Indo
Soviet and Indo German Collaboration. It is one of the four major manufacturing units of the
BHEL.With turnover of 1088 crores and PBT of Rs.68 crores, HEEP added 3000 MW of power to
the National grid during 2001-02. HEEP is engaged in the manufacture of Thermal and Nuclear
Sets up to 1000MW, Hydro Sets up to HT Runner dia 6300mm, associated Apparatus Control
gears, AC& DC Electrical machines and large size Gas Turbine of 60-200 MW. HEEP Hardwar
contributes about 44% of India’s total installed capacity for power generation with total capacity of
Thermal, Nuclear & Hydro Sets of over 45000MW currently working at a Plant Load Factor of 76%
and Operational Availability of 86%. Inspite of acute recession in economy, BHEL Hardwar bagged
recent orders worth 1500 Crores including repeat orders for Suratgarh-5, Kota-6, Raichur-7,
Rihand-3&4 and Ramagundam-7 Unit. Additionally, Mejia-4, Panipat-7&8, Maithon and Bhatinda
are in pipeline.
HISTORICAL PROFILE:
The construction of heavy electrical equipment Plant commenced in Oct.”1963”after indo-soviet

technical co-operation agreement in Sept.”1959”The first product to roll out from the plant was
an electric motor in January 1967.This was followed by first 100 MW Steam Turbine in
Dec.1969and first 100MW Turbo Generator in August 1971.The plant’s “break even” was
achieved in March 1974.BHEL went in for technical collaboration with M/s Siemens, Germany
to undertake design and manufacture to large size thermal sets upto a unit rating of 1000 MW in
the year 1976.First 200 MWTG set was commissioned at Obra in 1977.The continuum of
technological advancement subsequently saw the commissioning of 500 MW TG Set in 1984
.The technical cooperation of Gas Turbine manufacture was also signed with M/s Siemens
Germany.First 150 MW ISO rating gas Turbine was exported to Germany in Feb”1995”.Our 250
MW thermal set up at Dahanu Plant of BSES made a history by continuous operation for over
150 days and notching up a record plant load factor greater than 100%.
MAJOR COMPETITORS OF BHEL
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1. ELECTRO CONSULT ITALY
2. ABB SWITZERLAND
3. BEEHTEL USA
4. BLOCK & NEATCH USA
5. GENERAL ELECTRIC USA
6. RAYTHEON USA
7. WESTINGHOUSE USA
8. CNMI & EC CHINA
9. SANGHAI ELECTRIC CO UK
10. GEC-ALSTHOM UK
11. ELECTRIM POLAND
12. FRANCO TOSI FRANCE
13. FUJI JAPAN
14. HITECHI JAPAN
15. MITSUBISHI JAPAN
16. TOSHIBA JAPAN
17. ROLLS ROYCE GERMANY
18. SIEMENS GERMANY
CUSTOMERS
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 Karnath Govt. of J & K
 Gumti Govt. of Tripura
 Bhandardara-1 Govt. of Maharashtra
 Subbal Sindh Govt. of J & K
 Kali nadi Stage-1 Karnataka power corporation Ltd.
 Chibro UP Electricity Board
 Ukai Gujrat Electricity Board
 Chennai Govt. of J & K
 Tillari Govt. of Maharashtra
 Kadamparai Tamilnadu Electricity Board
EXPORTS
 Devighat Govt. of Nepal

 Bhumibol Electricity Generating Authority, Thailand
 Pattani Electricity Generating Authority, Thailand
 Kulikhani Govt. of Nepal
CONTRIBUTION TO POWER SECTOR
 Today the power sector plays a very important role in building any Nation.
 It helps the country to develop its economy and the life style of society.
 BHEL contributes 79% of the national power generation. In which 44% contribution is made
only by BHEL Hardwar, 35% contribution is made by BHEL other than Hardwar unit and
rest 21 % contribution made by other companies.
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TOTAL QUALITY FOCUS:
To face the increased competition from MNCs (due to liberalization policy of Government) in early
90’s and to enter European market we moved towards ISO 9000 Certification. Concept of Business
Excellence through EFQM Model was launched in entire BHEL on pilot scale in Oct.”1995” In
1997 HEEP launched TQM in the entire Plant and since then Self-Assessment is done every year in
September. Based on feedback Report of Assessment, critical success factors are identified and TQ
action plans are drawn. The philosophy of ISO 9001, TQM and ISO 14001 has been integrated
BHEL Hardwar for ultimately achieving “BUSINESS EXCELLENCE”. HEEP Hardwar plant is
accredited for ISO 9001 and ISO 14001 and is now on March towards TQM.5-S was launched in
March 1999 in a big way and now it has become a way of life in the organisation. In 2000 HEEP
applied for CII-EXIM Business excellence award and site visit was conducted Bu CII team in
Seot.”2000.Cii feedback has gone a log way in carrying out further improvement plans and giving a
structured thrust to TQM movement
In July 2001, Unit’s TQ Council reviewed the TQ Action Plans 2001-02 for its effectiveness and
impact on accelerating the pace of improvement and consequent TQ Score. Executive Director laid
the challenge of achieving the TQ score of 650.With an objective to bring awareness about he CII-
EXIM Business Excellence Model amongst the Sr. Executives, the first ‘Top Management TQM
Workshop’s held at Rishikesh during oct.2001Executive Director who is TQ Assessor also, himself
steered the Workshop with assistance from some experienced TQ Assessor of HEEP. It followed by
second Top Management TQM Workshop steered again by Ed was held at HRDC on
Oct’29,2001.Subsequantly the third Top Management TQM Workshop was held in
Nov’2001,where-in Sr. Counsellor, CII deliberate the detail on Best practices of TATA STEEL-the
winner of ‘CII-EXIM Business Excellence Award 2000’.Simultaneously ,TQ Assessors training
program for the select group of young managers(to be developed as Think Tanks)was organized in
Nov’2001.To give further boost Apex Group was formed. Apex Group developed “Roadmap to
Business Excellence” based on Criteria Linkage of CII-EXIM Business Model and the initiatives
taken at Hardwar was drawn by the group and it was widely circulated amongst the employees
through special issue of Hardwar Current in April 2002.It followed by JBE workshop of Apex TQM
Group held at Tehri on June 30 and July 1,02 where-in following business policy and critical factors
was evolved.
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BUSINESS POLICY:
“In-line with Company’s Vision, Mission and values, we dedicate ourselves to sustained
growth with increasing positive Economic Value Addition and Customer focussed business
leadership in the Power and Industry Sector.
CENTRAL FOUNDRY FORGE PLANT

The Central Foundry Forge Plant was set up at Hardwar with French collaboration. The
construction started in 1974 and production was commenced in 1976.This plant has in-built high
degree of sophistication normally associated with much larger plants and has successfully
developed various intricate castings and forgings which were imported earlier.
CFFP has successfully manufactured various types of steels, e.g., creep resistant steels, heat
resistant steels, stainless steels, armor steels etc. per Indian and International standards.
CFFP has been supplying sophisticated castings used in power sector e.g., steam turbine castings,
turbo generator press rings, hydro turbine Kaplan blades and Francis runners, compressor
castings etc. The castings have also been manufactured for Defense, Nuclear, Chemical and steel
sectors.
Critical Forgings manufactured by CFFP include: HP, IP and LP rotors and discs etc., from
steam turbines, shafts, pole and plates, rotor bush, thrust collars etc., for hydro sets and jackets
and discharge cover for pumps besides various types of critical forgings for defense, nuclear,
steel, cement and machine building industries. CFFP is further upgrading and augmenting its
facilities in the high growth and high technical areas.
Most of the castings and forgings produced by CFFP are of import substitution nature. CFFP has
also exported motor frame and steam turbine castings and forgings to CIS and Germany. CFFP
has also won the National award for import substitution. It has been recognized as a well known
steel maker-Foundry and Forge Master by Indian Boiler Board. The American Bureau of
Shipping has also approved CFFP for the manufacture of castings and forgings for ship building
industry.
FINANCIAL PROFILE OF BHEL
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BHEL’s LAST 5 YEAR SUMMARY
(In crores)
2006-07 2005-06 2004-05 2003-04 2002-03
TURNOVER 18738.95 14525.49 10336.4 8662.47 7482.22
VALUE ADDED 7182.27 5682.80 4254.00 3680.00 3247.50
PBT 3736.07 2564.40 1581.60 1014.80 802.40
DEBTORS 9695.82 7168.06 5972.12 4608.48 4075.78
CURRENT 20312.97 16330.76 13342.96 10424.69 8348.28
ASSETS,LOAN AND
ADVANCES
CURRENT 14193.45 10130.08 8322.22 6244.66 4676.93
LIABILITIES &
PROVISION
NET WORKING 6119.52 6200.68 5020.74 4180.03 3671.45
CAPITAL
INTERPRETATION
In last five years BHEL’s Turnover increased from 7482.22crores in 2002-03 to 18738.95crores
in 2005-06. The increase in % is 150.44; it is the result of turnover and profit. Its Value Added
has also showed a continuous increased from 3247.50crores to 7182.27 in 2002-03 to 2006-07
increase % being 121.16. Its debtors showed an increasing trend, it continuously increased from
4075.78crores in 2002-03 to 9695.82 in 2006-07, 137.89 being the overall increase %. Current
Assets, Loans and Advances increases from 8348.28crores in 2002-03 to 20312.97crores in
2006-07, increase in % is 143.3. Current Liabilities and Provision has shown a continuous
increase from 4676.93crores in 2002-03 to 14193.45crores in 2006-07. Increase in % is 203.47.
Net working capital increases from 3671.45crores in 2002-03 to 6119.52crores in 2006-07,
increase % being 66.67. After viewing above data, we can say that overall performance of BHEL
in last five years is quite satisfactory and it is continuously heading towards improvement.
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SHAREHOLDING PATTERN OF BHEL
SL CATEGORY %AGE OF SHAREHOLDING

NO.
2005-06 2006-07
A PROMOTER'S HOLDING
PRESIDENT OF INDIA 67.72 67.72
B NON PROMOTER'S HOLDING
a) MUTUAL FUNDS AND UTI 4.79 5.08

b) BANKS,FINANCIAL INSTITUTIONS AND 2.52 3
INSURANCE COMPANIES
c) FOREIGN INSTITUTIONAL INVESTORS 22.42 19.49
d) OTHERS - 2.55 4.71
PRIVATE CORPORATE BODIES 1.37 2.81

INDIAN PUBLIC 1.09 1.8
NRIs AND OCBs 0.06 0.10
PIE CHART SHOWING SHAREHOLDING PATTERN
TRUST 0 OF BHEL FOR THE 0
SHARE IN TRANSIT YEAR 2006-07 0.03 0
PRESIDENT OF INDIA
MUTUAL FUNDS AND UTI
BANKS,FINANCIAL
INSTITUTIONS AND
5% INSURANCE COMPANIES
PIE CHART SHOWING SHAREHOLDING PATTERN OF BHEL FOR THE
22% YEAR 2006-07 FOREIGN INSTITUTIONAL
INVESTORS
OTHERS - OF INDIA
PRESIDENT
2% MUTUAL FUNDS AND UTI

66%
5% BANKS,FINANCIAL
INSTITUTIONS AND
5% INSURANCE COMPANIES
22% FOREIGN INSTITUTIONAL

INVESTORS
OTHERS -
2%
66%
5%
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PIE CHART SHOWING SHAREHOLDING PATTERN OF BHEL FOR THE YEAR 2005-06
PRESIDENT OF INDIA
MUTUAL FUNDS AND UTI
BANKS,FINANCIAL
2.55, 3% INSTITUTIONS AND
22.42, 22% INSURANCE COMPANIES
FOREIGN INSTITUTIONAL
INVESTORS
OTHERS -
2.52, 3%
4.79, 5% 67.72, 67%
TRAINING
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Employee training is a specialized function and is one of the fundamental operative functions of
Human Resource Management.
Acc to FLIPPO,
“Training is the act of increasing the knowledge and skill of an employee for doing a particular
job.”
It is a short-term educational process and utilizing a systematic and organized procedure by
which employees learn technical knowledge and skills for a definite purpose. Training refers to
the organization’s efforts to improve an individual’s ability to perform a job or organizational
role. It can be defined as a learning experience in which it seeks a relative permanent change in
an individual that would improve his ability to perform the job.
DIFFERENCE BETWEEN TRAINING AND DEVELOPMENT

Training and development go hand in hand and are often used synonymously but there is a
difference between them. Training is the process of learning a sequence of programmed
behavior. It is an application of knowledge. It gives people an awareness of the rules and
procedures to guide their behavior. It intends to improve their performance on the current job and
prepares them for an intended job.
Development is a related process. It covers not only those activities, which improve job
performance, but also those, which bring about growth of the personality. It helps individual in
the progress towards maturity and actualization of potential capabilities so that they can become
not only good employees but better human beings.
PRINCIPLES OF TRAINING
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 MOTIVATION
Learning is enhanced when the learner is motivated. Learning experience must be designed so
learners can see how it will help in achieving the goals of the organization. Effectiveness of
training depends on motivation.
 FEEDBACK
Training requires feedback. It is required so the trainee can correct his mistakes. Only getting
information about how he is doing to achieve goals, he can correct the deviations.
 REINFORCEMENT
The principle of reinforcement tells the behaviors that are positively reinforced are encouraged
and sustained. It increases the likelihood that a learned behavior well be repeated.
 PRACTICE
Practice increases a trainee’s performance. When the trainees practice actually, they gain
confidence and are less likely to make errors or to forget what they have learned.
 INDIVIDUAL DIFFERENCES
Individual training is costly. Group training is advantageous to the organization. Individuals vary
in intelligence and aptitude from person to person. Training must be geared to the intelligence
and aptitude of individual trainee.
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OBJECTIVES OF TRAINING
 TO INCREASE PRODUCTIVITY
An instructor can help employees increase their level of performance on their assignment.
Increase in human performance leads to increase in the operational productivity and also the
increase in the profit of the company.
 TO IMPROVE QUALITY
Better-trained workers are less likely to make operational mistakes. It can be in relationship to
the company or in reference to the intangible organizational employment atmosphere.
 TO HELP A COMPANY FULFILL ITS FUTURE PERSONNEL

NEEDS
The organizations having good internal training and development programmes will have to make
less changes and adjustments. When the need arises, vacancies can be easily staffed.
 TO IMPROVE ORGANIZATIONAL CLIMATE

An endless chain of positive reactions result from a well planned training programme.
 TO IMPROVE HEALTH AND SAFETY

Proper training can prevent industrial accidents. A safer atmosphere leads to more stable attitudes
on part of the employees.
 PERSONAL GROWTH
Employees on a personal basis gain individually from their exposure to educational expressions.
Training programmes give them wider awareness and skills.
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NEED FOR TRAINING
 To impart to the new entrants the basic knowledge and skills they need for definite tasks.
 To assist employees to function more effectively in their present positions by exposing

them to new concepts.
 To build a line of competent people and prepare them to occupy more responsible
positions.
 To reduce the supervision time, wastage and spoilage of new material.
 To reduce the defects and minimize the industrial accidents.
 To ensure the economical output of the required quality.
 To prevent obsolescence.
 To promote individual and collective morale, responsibility and cooperative attitudes etc.
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TYPES OF TRAINING
Training is required for several purposes. Accordingly training programmes may be of the
following types:
 Orientation training: Induction or orientation training seeks to adjust newly appointed

employees to the work environment. Every new employee needs to be made fully familiar
with his job, his superiors and subordinates and with the rules and regulations of the
organization. Induction training creates self-confidence in the employees. It is also knows as
pre-job training. It is brief and informative.
 Job training: It refers to the training provided with a view to increase the knowledge and
skills of an employee for performance on the job. Employees may be taught the correct
methods of handling equipment and machines used in a job. Such training helps to reduce
accidents, waste and inefficiency in the performance of the job.
 Safety training: Training provided to minimize accidents and damage to machinery is

known as safety training. It involves instruction in the use of safety devices and in safety
consciousness.
 Promotional training: It involves training of existing employees to enable them to perform

higher-level jobs. Employees with potential are selected and they are given training before
their promotion, so that they do not find it difficult to shoulder the higher responsibilities of
the new positions to which they are promoted.
 Refresher training: When existing techniques become obsolete due to the development of
better techniques, employees have to be trained in the use of new methods and techniques.
With the passage of time employee may forget some of the methods of doing work. Refresher
training is designed to revive and refresh the knowledge and to update the skills of the
existing employees. Short-term refresher courses have become popular on account of rapid
changes in technology and work methods. Refresher or re-training programmes are
conducted to avoid obsolescence of knowledge and skills.
26
METHODS OF TRAINING
METHODS OF
TRAINING
ON- THE- JOB OFF- THE- JOB

METHODS METHODS
Fig - Methods of Training
 ON-THE-JOB TECHNIQUES
On the job techniques enables managers to practice management skills, make mistakes and learn
from their mistakes under the guidance of an experienced, competent manager. Some of the
methods are as:
• Job Rotation: It is also referred to as cross straining. It involves placing an employee on

different jobs for periods of time ranging from a few hours to several weeks. At lower job
levels, it normally consumes a short period, such as few hours or one or two days. At higher
job levels, it may consume much larger periods because staff trainees may be learning
complex functions and responsibilities.
Job rotation for managers usually involves temporary assignments that may range from several
months to one or more years in various departments, plants and offices. Job rotation for trainees
involves several short-term assignments, that touch a variety of skills and gives the trainees a
greater understanding of how various work areas function.
For middle and upper level management, it serves a slightly different function. At this stage, it
involves lateral promotions, which last for one or more years. It involves a move to different
27
work environment so that manager may develop competence in general management decision-
making skills.
• Enlarged and enriched job responsibilities:

By giving an employee added job duties, and increasing the autonomy and responsibilities
associated with the job, the firm allows an employee to learn a lot about the job, department
and organization.
• Job instruction training:

It is also known as step-by-step training. Here, the trainer explains the trainee the way of
doing the jobs, job knowledge and skills and allows him to do the job. The trainer appraises
the performance of the trainee, provides feedback information and corrects the trainee. In
simple words, it involves preparation, presentation, performance, and tryout and follow up.
• Coaching:
The trainee is placed under a particular supervisor who functions as a coach in training the
individual. The supervisor provides the feedback to the trainee on his performance and offers
him some suggestions for improvement. Often the trainee shares some duties and
responsibilities of the coach and relives him of his burden.
A drawback is that the trainee may not have the freedom or opportunity to express his own
ideas.
• Committee assignments:
Here in, a group of trainees are given and asked to solve an actual organizational problem.
The trainees solve the problem jointly. This develops team work and group cohesiveness
feelings amongst the trainees.
 OFF-THE-JOB TRAINING
It includes anything performed away from the employee’s job area or immediate work area.
Two broad categories of it are:
28
• IN HOUSE PROGRAMMES
These are conducted within the organizations own training facility; either by training
specialists from HR department or by external consultant or a combination of both.
• OFF-SITE PROGRAMMES
It is held elsewhere and sponsored by an educational institution, a professional association, a
government agency or an independent training and development firm.The various off- the-
job-training programmes are as follows:
• Vestibule training: Herein, actual work conditions are
simulated in a classroom. Material, files and equipment those are used in actual job
performance are also used in training. This type of training is commonly used for training
personnel for clerical and semiskilled jobs. The duration of this training ranges from few
days to a few weeks. Theory can be related to practice in this method.
• Role-playing: It is defined as a method of human
interaction that involves realistic behaviour in imaginary situations. This method involves
action doing and practice. The participants play the role of certain characters, such as
production manager, HR manager, foreman, workers etc. This method is mostly used for
developing interpersonal interactions and relations.
• Lecture method: The lecture is a traditional and direct
method of instruction. The instruction organizes the material and gives it to the group of
trainees in the form of a talk. To be effective, the lecture must motivate and create interest
among the trainees. An advantage of this method is that it is direct and can be used for a large
group of trainees.
• Conference or discussion: It is a method in training the
clerical, professional and supervisory personnel. It involves a group of people who pose
ideas, examine and share facts and data, test assumptions and draw conclusions, all of which
contribute to the improvement of job performance. It has an advantage that it involves two-
way communication and hence feedback is provided. The participants feel free to speak in
small groups. Success depends upon the leadership qualities of the person who leads the
group.
29
• Programmed instruction: This method has become
popular in recent years. The subject matter to be learned is presented in a series of carefully
planned sequential units. These units are arranged from simple to mere complex levels of
instructions. The trainee goes through these units by answering questions or filling the
blanks. This method is expensive and time consuming.
EXECUTIVE DEVELOPMENT PROCESS

Executives are the people who shape the policies, make the decisions and see their
implementation in any business organization. They are the president, the vice-president, the
managing director, works manager, plant superintendent, controller, treasurer, office managers,
engineers, directors of functions such as purchasing, research, personnel, legal, marketing etc.
Executive development may be stated as the application of planned efforts for raising the
performance standards of high level managers, and for improving the attitudes and activities that
enter into or influence their work and their work relations.
EXECUTIVE DEVELOPMENT PROCESS

Following are the steps, which are involved in the development process of executives:
 OBJECTIVES
The first and foremost step is to define the long- term objectives of training and development of
executives.
 STRENGTH AND WEAKNESS
An inventory of managers is taken with special focus on their strength in terms of managerial
skills and other attributes. Their unique capabilities, specialist knowledge and achievements are
listed down against each. A comparison with the requirement of the organization will bring the
gap in knowledge and skills of existing executive. This is the weakness.
 LONG- RANGE PLANS
Here the management prepares long-term training and development plans for their executives,
which include the annual training targets, the annual budgets and the specific area of training.
 SHORT- TERM PROGRAMME
30
This programme specify the duration, starting time, ending time, number of executives being
trained, identify the resources etc.
 IMPLEMENTATION
The training programme envisaged before is put into operation. The actual training is initiated by
proper timetable and other arrangements.
 EVALUATION
In this step, the effectiveness of the executive training programme is evaluated by measuring the
improved performance of executives who underwent the programme, on their job. There are
various criteria of measuring effectiveness such as validity, reliability etc.
EVALUATING THE EFFECTIVENESS OF TRAININ

An Investor in People evaluates the investment in training and development to assess
achievement and improve future effectiveness. Kearns (1994) suggests that there are four groups
of ‘measures’ of training effectiveness, which are used by organization.
The groups are as follows:
- No Measurement
- Subjective Measures
- Qualitative Measures
- Objective Measures
The first group, in which no real measurement occurs, includes activities undertaken as an “Act
of Faith”, where no form of measurement is attempted, such as initiatives to improve
communications in organization, which seem to make people feel good and appear to have
worked in some intangible manner.
The second group includes subjective responses from trainees/course delegates, as exemplified
by the “Happy Sheet”. The main question asked is about how individuals feel after the training.
Organizations often make the assumption that positive responses indicate training success and
therefore value to the organization. However, course delegates may well give strong positive
31
response scores for a number of reasons, including the presentational skills of the trainer, the
quality of the venue, and the “feel good” factor of indulging in a creative work group, and so on.
Quality measures appear to be more objective than the previous group, but are often flawed by
subjectivity as well. They are typified by questionnaires asking delegates to “put a value on” the
likely benefits of a training programme.
Objective measures are the only really meaningful ones. However, they challenge the provider of
training to demonstrate how their training activities feed through to the “bottom line”: in terms of
return on investment and return on the capital employed. There has often been an assumption, in
times past, that training somehow “justifies itself”, because it is all about developing people.
However, it is incumbent on organizations to look critically at the ways in which they evaluate
their training activities, lest they fall prey to the subject approach and are badly caught out when
a rigorous analysis of all the functions of the organization’s business is called for. A desirable, if
not essential, characteristic of all training programmes is a built-in provision for evaluation. The
four main dimensions of evaluation are:
 EVALUATION OF CONTEXTUAL FACTORS

Training effectiveness depends not only on what happens during training, but also on what
happens before the actual training and what happens after the training has formally ended.
Evaluation should, therefore, be done of both the pre-training and post-training work. Pre-
training work includes proper identification of training needs, developing criteria of who should
be sent for training, how many at a time and in what sequence, helping people to volunteer for
training, building expectations of prospective participants from training etc. Post- training work
includes helping the concerned managers to plan to utilize the participant’s training, and provide
the needed support to them, building linkages between the training section and the line
departments and so on.
 EVALUATION OF TRAINING INPUTS

This involves the evaluation of the training curriculum and its sequencing.
32
 EVALUATION OF THE TRAINING PROCESS
The climate of the training organization, the relationship between participants and trainers, the
general attitude, and approaches of the trainers, training methods, etc are some of the important
elements of the training process which also needs to be evaluated.
 EVALUATION OF TRAINING OUTCOMES

Measuring the carry-home value of a training programme in terms of what has been achieved and
how much is the main task of evaluation. This, however, is a complex technical and professional
task. Benefits of a training programme are not obvious and they are not readily measurable.
Payoffs from training are intangible and rather slow to become apparent. A central problem is the
absence of objective criteria and specific definitions of relevant variables by which to measure
the effectiveness either of specific programmes or changes in employee behaviour. Nevertheless,
the good personnel managers do make an effort to systematically appraise the benefits and results
of their programmes.
In job-related training, the objective is to train people for specific job skills so that their
productivity may increase. Evaluation can be done either to the direct criterion of increase in
output or to the indirect criteria of decrease in cost, breakage or rejects. Even more indirect are
measures that point out changes in absenteeism or turnover.
The most difficult problems of evaluation lie in the area of human relations skill training, which
is given to the supervisors and middle- level managers. Supervisory and managerial training
programmes are, for this reason, less amenable to objective review procedures. Much
subjectivity enters into evaluations of these programmes, since exact standards and criteria are
hard to devise.
33
THE EVALUATION MODELS
The process of evaluating the training effectiveness involves the consideration of various
constraints. Many researchers have developed various methods and models in order to facilitate
this process. Some of the models are described as below: -
CIRO MODEL OF EVALUATION

Developed originally by WARR (1978), this theoretical model is based on evaluation being
carried out at four different levels:
Context Evaluation: Obtaining and using information about the current operational context i.e.
about individual difficulties, organizational deficiencies etc. in practice, this mainly implies the
assessment of training needs as a basis for decision. This involves:
 Examining the expectations and perceptions of the people.
 Examining whether the training needs were accurately identified.
 Putting the specific training event in the wider context of other training activities.
 Establishing whether the trainers enjoyed the confidence of the trainees and
whether the latter are comfortable with the level and focus of the training.
Input Evaluation: Determine using factor and opinion about the available human and material
training resources in order to choose between alternative training methods.
This involves:
 Establishing the adequacy of the resource base and its cost.
 Considering the choice and effectiveness of the training methods and techniques.
 Identifying the numbers who successfully completed the program compared with those
who started and draw appropriate inferences.
 Establishing whether the trainers were perceived to be credible as far as the trainees are
concerned.
 Establishing whether the psychological and emotional climate of learning was
appropriate.
34
Reaction Evaluation: Monitoring the training as it is in progress. This involves continuous
examination of administrative arrangements and feedback from trainees. This involves:
 Looking at the reactions of trainees to the content and method of training.
 Establishing the reaction of other people, particularly line managers to the early results of
the training program.
 Discussing the views and observations of the trainers.
Outcomes: It implies the measuring of the consequences of training. This involves:

 Establishing whether expectations of results were met.
 Identifying whether all or some of the learning objectives were met.
 Finding out what were the end course views about the training.
The three levels of outcome evaluation may be distinguished:
Immediate Outcomes: The changes in the trainee’s knowledge, skills and attitude that can be
identified immediately after the completion of training. The aim here is to find out the extent to
which positive transfer of learning has taken place from the training to the workplace. This type
of evaluation may be done in several ways such as behaviourally anchored rating scales or self
repots supplemented by reports of subordinates, peers and supervisors or critical incidents etc.
Intermediate Outcomes: These are the changes in trainee’s actual work behaviour, which result
from training. The assumption here is that effective training should be reflected in the trainee’s
increased job-proficiency.
Ultimate Outcomes: These are the changes in the functioning of part or the entire organization,
which have resulted from changes in work behaviour. For this purpose, indexes of productivity,
labour turnover etc, studies of organizational climate and human resource accounting are taken as
the ultimate results achieved by the trainee.
35
HAMBLIN’S MODEL
Hamblin (1974) said, “The purpose of evaluation is control”. A well controlled training program
is one in which the weakness and failures are identified and corrected by means of the negative
feedback and strengths and successes and corrected by means of the positive feedback. The
processes, which occur as a result of a successful training programme, can be divided into 4
levels. The evaluation can be carried out at any of the following levels:
 Reaction Level: It measures the reactions of the trainees to the content and methods of
the training, not the trainer, and to any other factors perceived as relevant. It determines what
the trainee thought about the training.
 Learning Level: It measures the learning attitude of the trainees during the learning
period. It collects information that did the trainees learn what was intended.
 Job Behavior Level: The job behavior of the trainees in the work environment at the end
of the training period i.e. did the training got transferred to the job?
 Effect on the Department: Has the training helped the trainees in improving the
department’s performance?
 The Ultimate Level: It measures that has the training affected the ultimate well being of
the organization in terms of the business objectives.
36
Measuring Techniques
Training at
Each Level
O1 E1 Reaction Notebooks
Reactions Reaction Observer’s Record
Objectives Effects Reaction Forms
O2 E2 Written Exam
Learning Learning Multiple choice Test
Objectives Effects Learning Portfolios
Activity Sampling
O3 E3
Interviews
Job Behaviour Job Behavior
Questionnaires
Objectives Effects
O4 E4 Indices of Productivity
Organization Organization Organisation Culture
Objectives Effects
Cost Benefit Analysis

O5 E5
Human Resource
Ultimate Value Ultimate Value
Accounting
Objectives Effects
Fig - Flowchart of Hamblin’s Model
37
MODEL USED IN THIS REPORT FOR EVALUATION AND RECOMMENDATIONS
The Kirkpatrick Model establishes the effectiveness in terms of assessing the extent to which the
objectives are met. Combining the four levels of this model and an optimum cost benefit strategy
would enable the management to ascertain the extent to which a programme is contributing to the
effectiveness of the organization. Therefore, this technique is used to identify and recommend
certain measures in order to improve the training effectiveness at BHEL. The details of
Kirkpatrick Model are explained in the succeeding paragraph.
THE KIRKPATRICK MODEL
Perhaps the most influential approach to training evaluation was developed by D.L.
KIRKPATRICK (1975) which, according to Bornbrauer (1987), despite its age and common
sense approach to the subject, remains valid: “because of its comprehensiveness, simplicity, and
applicability to a variety of training situations.”
• LEVEL ONE-REACTION
This level in the Kirkpatrick model is seen to offer some useful insights into the early
experiences of trainees, but precisely because it is concerned with “feelings” and first reactions,
the results need to be viewed with some caution.
Measurement can be done through:
Reaction sheets: Reaction sheets (often refereed to as ‘happy sheets’) should ask questions
about the achievement of the course objectives, about the course material, the presentation, the
activities used, the venue and the pre-course material.
Group discussion: Build in time at the end of the course for how they will take the learning
forward. Have them record the main points of the discussion for you to take away.
Thumbs up, thumb down: This is much focused on reaction. Ask closed questions about the
training course directed to the whole group. If participants feel the answer to the question is
‘Yes’ they give a thumbs-up sign, if the answer is ‘No’, it’s a thumbs down. You need to record
the number of responses, positive or negative, to each question.
38
• Level Two- Learning
This is the level at which “new learning” is generated and which requires evaluators to try to
establish individual’s progress towards the learning of specified skills and competencies.
Measurements can be done through:
Reaction sheets: Questions about what participants feel they have learnt during the course can
be included on the reaction sheets.
Post-courses review: Delegates should meet with their lime manager soon after the course to
discuss what learning has taken place and how this will be applied. They should then meet at
agreed intervals to review how much progress is being made.
Action plans: By requiring delegates to complete action plans at the end of course, we imply
that we are expecting them to implement some learning from the course and make some changes
in the way they work.
• LEVEL THREE- EFFECTS ON INDIVIDUAL PERFORMANCE

Recognizing that the purpose of training is to create new job capabilities means that evaluation
must be extended to the working environment. Above all, this level of evaluation draws attention
to the fact that training does not end at the completion of the training programme, but has to
embrace issues such as the transfer of training, support for the use of new skills and competences
and the support provided by line managers.
Measurement can be done through:
Post- course review with line manager: Delegates should meet with their lime manager soon
after the course to discuss what learning has taken place and how this will be applied. They
should then meet at agreed intervals to review how much progress is being made.
Follow-up questionnaire: The trainer circulates a questionnaire to all delegates and their
managers asking questions about how the learning from the course is being applied.
Follow-up calls: The trainer, or a nominated person, chooses a random sample of delegates from
a course and then contacts them and their line managers to ask a series of questions about the
application of learning from the course.
Re-testing: If the training is very skills- based and has culminated with a test, it is possible
(although time-consuming) to re-test delegates on regular basis and then to retrain if necessary.
39
• LEVEL FOUR- EFFECTS ON ORGANIZATIONAL PERFORMANCE
The ultimate level and one that represents an attempt to establish what is often described as the
impact of training on the “bottom line” must be measured.
As with level three evaluations, in order to assess the effects of training on an organization,
measures need to be taken prior to the training being carried out. Examples of such measures are:
Staff attitude surveys
 Profit levels
 Wastage
 Levels of consumables used’
 Accidents and damage rates
 Customer complaints
 Working rates
 Error rates
 Work outstanding
 Task completed per hour/day/week
 Self-assessment of performance by team members
40
TRAINING PROGRAMMES IN BHEL
BHEL follows the philosophy to establish and build a strong performance driven culture with
greater accountability and responsibility at all levels. To that extent the Company views
capability as a combination of the right people in the right jobs, supported by the right processes,
systems, structure and metrics.
The Company organizes various training and development programmes, both in-house and at
other places in order to enhance the skills and efficiency of its employees. These training and
development programmes are conducted at various levels i.e. for workers and for officers etc.
VARIOUS TRAINING PROGRAMMES ORGANISED FOR THE WORKERS IN BHEL:-

S.no Training Programmes Duration Conducted by
1 ISO 9000 and ISO 14000 refresher 1 day Worker teachers
programme
2 Personality development 2 days Worker teachers
3 Worker teacher’s day 1 day Worker teachers
4 ISO 14000 awareness ½ day Worker teachers
5 National safety day 1 day Worker teachers
6 Fire fighting ½ day Security officer
7 Worker’s participation in 3 days Central board of
management worker’s association
8 Educational trip to Nainital, 7 days Worker teachers
Rishikesh, Dehradun
9 Gemba- Kaizen workshop 5 days Kaizen institute
10 Security and fire fighting 1 day Worker teachers
11 Positive approach 1 day Worker teachers
12 Vipassana meditation 2 days Vipassana Sadhna
Sansthan
13 Worker’s children- Workshop for 1 day Shakuntala Anand
young people, personality
development
TRAINING IN BHEL
BHEL provides training to all its employees as per the policy of the organization.
41
PURPOSE OF TRAINING: To ensure availability of trained manpower.
SCOPE: All categories of employees
FLOW CHART OF TRAINING PROCEDURE
Identification of Needs
Preparation of Training Plan
Imparting Training
Feedback
Induction Training
Training Effectiveness
Fig: - The training procedure
42
IDENTIFICATION OF NEEDS
MANAGEMENT STAFF
The Performance Appraisal form of the organization has a section in which the training and
development needs are filed up. The person whom the concerned employee is reporting fills the
Performance Appraisal form annually. Such person may be a branch head or department head.
Identification of training need is done at the Executive Office (EO) level for the managers
through the Performance Appraisal forms annually and the records are maintained at the
Executive Office. Managers are nominated for the various training courses by the Executive’s
Office. Managers may also be nominated to certain training programmes from the branch if the
subject’s covered are found to be of interest or if they offer a learning opportunity in some
emerging areas of knowledge.
Training needs for the department through their Performance Appraisal forms identifies the
officers, which are filled in by the department head. The Performance Appraisal forms thus give
the emerging training needs. This exercise is carried out annually.
STAFF AND WORKERS

Training needs for staff and workers are identified based on:
- Company’s strategy and policy.
- Organizational Thrust Areas.
- New Emerging Areas.
This together gives the consolidated system of needs that is prepared by the Personnel Officer
and approved by the Department Head.
PREPARATION OF TRAINING PLAN

On the basis of identified training needs, the annual training calendar is prepared by the
Personnel officer and approved by the Personnel Head. Annual Training Budget is prepared by
Branch Personnel Head and is approved by Executive Office. This gives the final list of training
43
activities in a particular year. It is attempted to carry out all the programmes to fulfill the
identified needs. The Head of the Personnel Department monitors the actual training conducted
vis-à-vis the identified training needs on a monthly basis.
IMPARTING OF TRAINING
Actual training is imparted with the help of in-house and outside agencies. The selection of these
agencies is done on the basis of reputation; programmes offered by them, past experience and
feedback received from the earlier participants.
Training is also imparted by nominating the concerned employee for an external training
programme. All records of the training are maintained at branch as per Record of Training in the
Personnel folder and the same is intimated to the Executive Office Personnel through the
Monthly Personnel Report.
FEEDBACK
A feedback is taken from the participants through a questionnaire on the programme and their
impressions in order to further improve upon the same. There are three such questionnaires
available and one of these is used depending upon the nature of the training programme and the
level of participants. Also, a person from the personnel department sits through the final session
of the programme and takes the verbal feedback about the programme.
INDUCTION TRAINING
STAFF/ OFFICERS/ MANAGERS

This is carried out as the very first step for any new entrant into the branch at the Staff/ Officer/
Manager level. The department prepares a schedule for the employee as per which he is required
to spend specific time in each department. During such period, he is reporting to the respective
department head. The objective of the induction programme is to familiarize the participant to
the function of different department. The copies of the same are sent to the General Manager and
all concerned. At the end of the induction, the trainee has to submit a report to the Personnel
Department.
44
WORKERS
In the case of a new entrant, he is called in General shift for 2 days for training under a senior
worker to familiarize him with the welfare facilities like card punching, canteen, public
conveniences, rules and regulations, standing orders, shift timings, spell outs, medical facilities,
leave procedures etc. After two days of training, he is deployed in the concerned department. The
Personnel Officer organizes this.
MANAGEMENT TRAINEE’S TRAINING
Management trainees are given a fortnight of induction programme. Corporate HR advises it as
per Management Trainee Training programme designed by them. Thereafter, a detailed training
programme is carried out whereby the incumbent is to understand in depth of working of each
department at various locations as per the programme given by the Corporate HR. Corporate HR
maintains all relevant records pertaining to Management Trainee’s training at Bangalore.
TRAINING EFFECTIVENESS
For each training programme conducted in-house for BHEL Delhi branch personnel, a training
brochure is developed. The brochure developed consists of the following information:
Programme objectives: Need of the training and what are the objectives that this training aims to
achieve, what likely outcomes are expected to come out of impact of this training.
Programme content: Topics being covered during the training.
-Methodology adopted.
-Programme faculty.
-Personnel to be covered.
-Training methodology.
-Training effectiveness criteria and scale.
The training effectiveness is measured by measurement of the achievement of the objectives.
This lists down the measurement indicators, achievement of which will ensure that programme
objectives are achieved.
A person gets nominated for the training programme in the following two ways:
a) Training programme flowing from the training needs.
45
b) Training programme for testing out the training/ increased awareness/ general
information/ omnibus training types etc.
TRAINING PROGRAMMES FLOWING FROM TRAINING NEEDS:

The programmes are divided into three broad categories:
- Functional
- Behavioral
- General/ Omnibus programmes
1. Functional: The outcome of the training is measured by comparing the data pre-training
and post-training. A scale is developed for measuring the effectiveness of training based on
the % achievement of the objectives.
2. Behavioral: The effectiveness of the training of this nature is measured annually. This is
seen through the training need identification for the coming year for the employee. If the
training need is repeated there, then the training provided is taken as ineffective. If the
training need is repeated but with focus on a part of the need, then the training is partially
effective. If not repeated, then the training is effective.
3. General: These are the training needs flowing directly from the organizational needs.
Examples of these can be ISO 9000 training, ISO 14000 training and any awareness training.
These are omnibus training programmes, which are run for a large number of employees.
The effectiveness of the training is measured by:
- Achievement of those organizational objectives within the time lines.
- Number of audit issues raised on the areas covered in the training.
- Any other such thing as defined in the training brochure.
The effectiveness of the outside training programme is measured on the same line as above.
However, no detailed brochure is prepared for the same. The measurement criterion for the
programme is defined in the beginning of the programme and effectiveness measured against
the same.
46
A consolidated effectiveness report of the training programme is prepared at the end of
the year. The programmes that are found to be ineffective are reworked.
Training programme for testing out the training

Also there are training programmes, which are not flowing directly from the training needs
measurement of effectiveness of the training is not needed to be measured.
TRAINING OF AN OFFICER
Identification
of Approval from
Training needs the Personnel
Department
Consolidation
of Annual
Training needs Training
Budget
Annual Imparting
Training Training
Calendar
Collecting Monitoring of
Feedback for Actual Training
Further vis-a-vis the
Improvement Identified needs
Fig. Flowchart for Training of an Officer
47
TRAINING OF A WORKER
Company Approval from

Strategy and theAnnual
Personnel
Policy Department
TrainingFO
REIGN
INSTITUTION
AL
INVESTORS
Organizational Identification 5%
Thrust Of a22%
Training needs ug2%
Areas
ga5%
tn66%
MUTUAL
FUNDS AND
gUTI
YEAR
2006-07
New Consolidation PRESIDENT
Emerging Of PIE
OF INDIA
Areas Training needs CHART
SHOWING
SHAREHO
LDING
Collecting
PATTERN
Feedback
OF BHELfor
Annual
Further Training
FOR THE
Training
Calendar
Monitoring of
Actual vs the
Identified
Training needs.
Fig - Flowchart for Training of a Worker
48
RESEARCH OBJECTIVES
OBJECTIVES OF THE STUDY
The first & foremost step in any research work is to identify the problems or objectives on which
the researcher has to work on. There are two types of objectives met in this study, as explained
MAJOR OBJECTIVE
 To analyze the existing training practices, its effectiveness and recommend measures to
improve the training practices in BHEL.
MINOR OBJECTIVES
 To study the frequency of training, training methods and their effects on the trainees and
recommend certain measures for improvement.
 To understand the present practices enforced in respect of training at the personnel
department and recommend any changes if necessary.
 To take feedback and analyze the level of satisfaction amongst the employees in respect
of training activities and suggest alternatives.
RESEARCH METHODOLOGY
Every project work is based on certain methodology, which is a way to systematically solve the
problem or attain its objectives. It is a very important guideline and lead to completion of
any project work through observation, data collection and data analysis.
According to Clifford Woody, “Research Methodology comprises of defining & redefining
problems, collecting, organizing &evaluating data, making deductions &researching to
conclusions.”
Accordingly, the methodology used in the project is as follows: -
 Defining the objectives of the study

 Framing of questionnaire keeping objectives in mind (considering the objectives)
 Feedback from the employees
 Analysis of feedback
 Conclusion, findings and suggestions.
49
SELECTION OF SAMPLE SIZE
In order to take a reasonable sample size and not to disturb the functioning of the organization, a
sample size of reasonable strength of the Company has been taken in order to arrive at the
present practices of training in the Company.
Accordingly, 20 officers and 40 workers have been selected at random from all the departments
of the organization and feedback forms (questionnaire) have been obtained. The data has been
analyzed in order to arrive at present training practices in the organization.
SAMPLING TECHNIQUE USED

The technique of Random Sampling has been used in the analysis of the data. Random sampling
from a finite population refers to that method of sample selection, which gives each possible
sample combination an equal probability of being picked up and each item in the entire
population to have an equal chance of being included in the sample. This sampling is without
replacement, i.e. once an item is selected for the sample, it cannot appear in the sample again.
DATA COLLECTION
To determine the appropriate data for research mainly two kinds of data was collected namely
primary & secondary data as explained below:
PRIMARY DATA
Primary data are those, which were collected afresh & for the first time and thus happen to be
original in character. However, there are many methods of collecting the primary data; all have
not been used for the purpose of this project. The ones that have been used are:
 Questionnaire
 Informal Interviews
 Observation
50
SECONDARY DATA
Secondary data is collected from previous researches and literature to fill in the respective
project. The secondary data was collected through:
 Text Books
 Articles
 Journals
 Websites
STATISTICAL TOOLS USED

The main statistical tools used for the collection and analyses of data in this project are:
 Pie Charts
 Tables
LIMITATIONS OF THE STUDY

The following are the limitations of the study:
 The sample size was small and hence the results can have a degree of variation.
 The response of the employees in giving information was lukewarm.
 Organization’s resistance to share the internal information.
 Questionnaire is subjected to errors.
SCOPE OF THE STUDY

Training Effectiveness is the process wherein the management finds out how effective it has been
at training and developing the employees in an organization.
 This study gives some suggestions for making the present training and development
system more effective.
 It gives organization the direction, how to deal differently with different employees.
 It identifies the training & development needs present among the employees.
51
MANAGERIAL USEFULNESS OF THE STUDY
 The effectiveness of the training programmes can be established through this study.
 This study helps to understand, analyze & apply the core concepts of training in an
organization.
 Managers would be able to identify the need of training for its employees.
 Managers would know what employees think of the training and development
programmes and make changes if necessary.
52
DATA ANALYSIS
1) How many training programmes have you attended in last 5 years?
No. of Programmes No. of Respondents % of Responses
0-5 8 40%
6-10 5 25%
10-15 4 20%
More than 15 3 15%
Total 20 100%
INTERPRETATION
45% of the officers have attended 6-15 training programmes in the last 5 years, which is an
indication of an effective training policy of the organization. However, 40% of the officers have
attended only 0-5 training programmes, which needs to be evenly monitored by the organization.
53
2) The programme objectives were known to you before attending it.
Options No. of Respondents % of Responses

Strongly agree 5 25%
Moderately agree 7 35%
Can’t Say 3 15%
Moderately Disagree 1 5%
Strongly Disagree 4 20%
Total 20 100%
54
INTERPRETATION
35% of the respondents moderately agree to the fact of knowing the training objectives
beforehand, in addition to 25% who strongly agree. But a small population disagrees as 20%
strongly disagree to this notion. Training objectives should therefore be made known
compulsorily before imparting training in the organization.
3) The training programme was relevant to your developmental needs.

Can’t Say 3 15%
Total 20 100%
INTERPRETATION
55
70% of the respondents feel that the training programmes were in accordance to their
developmental needs. 15% respondents could not comment on the question and 15% think that
the programmes are irrelevant to their developmental needs and the organization must ensure
programmes that satisfy the developmental needs of the officers.
4- The period of training session was sufficient for the learning.

Can’t Say 4 21%
Total 20 100%
INTERPRETATION
52% respondents feel that the time limit of the training programme was adequate but 25% feel
that it was insufficient. Also, 21% could not comment on the question. All the respondents
though felt that increase in time limit of the programmes would certainly be beneficial and the
organization should plan for this to be implemented in the near future.
56
5) The training methods used during the training were effective for understanding
the subject.

Can’t Say 3 15%
Total 20 100%
INTERPRETATION
40% of the respondents believe that the training methods used during the programmes were
helpful in understanding the subject, yet 25% disagree to this notion. The organization should use
better, hi-tech methods to enhance the effectiveness of the methods being used during the
training programmes.
57
6) The training sessions were exciting and a good learning experience.

Can’t Say 2 10%
Total 20 100%
58
INTERPRETATION
65% respondents believe that the training sessions were exciting and a good learning experience.
10% respondents could not comment on this while 25% differ in opinion. They feel that the
training sessions could have been more exciting if the sessions had been more interactive and in
line with the current practices in the market.
7) The training aids used were helpful in improving the overall effectiveness
of the programme.
Can’t Say 7 35%
Total 20 100%
59
INTERPRETATION
40% of the respondents believe that the training aids used were helpful in improving the overall
effectiveness, yet 20% disagree to this notion. 35% respondents did not comment on the issue.
Yet the total mindset of the respondents was that the organization should use better scientific aids
to enhance the presentation and acceptance value of the training programme.
8) The training was effective in improving on- the- job efficiency.

Can’t Say 4 20%
Total 20 100%
60
INTERPRETATION
45% respondents believe that the training programmes increase their job efficiency but 35%
disagree to this. The view of the respondents were towards having more technological and
current topics for the training programmes which could help them satisfy their creative urge and
simultaneously increase their on-the-job efficiency.
9) In your opinion, the numbers of training programmes organized during the

year were sufficient for officers of BHEL.
Can’t Say 5 25%
Total 20 100%
61
INTERPRETATION
25% respondents have the opinion that the frequency of the training programmes is sufficient but
50% of the respondents differ to this. They believe that the number of training programmes
organized in a year should be increased and some in house training programmes should also be
organized by the organisation regularly.
10) Please suggest any changes you would like to have in the existing training
programmes.
The major suggestions for changes in the existing training programmes are as follows:-
 The frequency of the training programmes organized in a year should be increased.
 The duration of the training sessions should be amplified.
 New programmes for personal as well as professional development of the officers should
be developed.
 Officers should be referred for the training programmes as per their developmental needs.
 The training programmes should be organized outside the office in order to avoid
disturbance in the work.
62
 Some training sessions should also be organized in house for the officers who find it
difficult to attend them if held outside the office premises.
 Better presentation technologies should be used in order to increase the effectiveness of
the programmes.
 The course curriculum for the training programmes should be current in terms of the new
developments in the world.
10) How many training programmes have you attended during the last year?
No. of Programmes No. of Respondents % of Responses

Upto 2 25 62%
3-5 10 25%
6-8 4 10%
More than 8 1 3%
Total 40 100%
63
INTERPRETATION
35% of the workers have attended 3-8 training programmes in the last year, which is the clue of a
useful training policy of the organization. However, 62% of the workers have attended only 0-2
training programmes, which should be effectively seen by the organization. Also, every worker
should be given chances to attend as many training programmes as possible.
11) The training given is useful to you.

Can’t Say 5 13%
Total 20 100%
64
INTERPRETATION
71% of the respondents feel that the training programmes were useful. 13% respondents could
not comment on the question and 16% think that the programmes were irrelevant to their
objective of being useful. The organization must ensure programmes that are useful and prove to
cater to the developmental needs of the workers.
12) The time limit of the training programme was sufficient.

Can’t Say 5 13%
Total 40 100%
65
INTERPRETATION
42% respondents feel that the time limit of the training programme was adequate but 35% feel
that it was insufficient. Also, 13% could not comment on the question. All the respondents
though felt that increase in time limit of the programmes would certainly be advantageous and
the organization should take some steps in this direction.
13) The time limit of the training programme, if increased would make it
more effective.

Can’t Say 4 10%
Total 40 100%
66
INTERPRETATION
65% respondents feel that the increase in the duration of the training programmes would be
beneficial but 25% differ to this opinion. Going by the majority, the organisation should make
required changes to increase the duration of the programmes and also take the opinion of the
workers to have an effective training session.
14) The training was effective in improving your on-the-job efficiency.

Can’t Say 5 13%
Total 40 100%
67
INTERPRETATION
62% respondents believe that the training programmes increase their job efficiency but 25%
disagree to this. The respondents were of the opinion that having current topics for the training
programmes and also some sessions by an external faculty would help them increase their on the
job efficiency.
15) The training aids used were effective in improving the overall effectiveness
of the programme.

Can’t Say 12 30%
Total 40 100%
68
INTERPRETATION
35% respondents believe that the training aids were effective in improving the overall efficiency
of the programme. Contrary to this, 35% disagree and 30% could not comment on the issue. The
organization should ensure positive awareness about the training aids used. Also, the use of
better presentation aids should be facilitated.
16) The number of training programmes organized for workers in a year are
sufficient.
Can’t Say 4 10%
Total 40 100%
69
INTERPRETATION
33% respondents believe that the numbers of training programmes organized in a year are
sufficient, but a majority of 57% disagrees to this. The organization should ensure multiple
programmes for the workers and hence enable them in improving their skills and knowledge.
17) The participation of workers in training programme would help increase its
effectiveness.
Can’t Say 5 13%
Total 40 100%
70
INTERPRETATION
72% respondents feel that participative and interactive training session could provide more
awareness and knowledge in a small span of time as compared to classroom teaching. 13%
respondents could not comment on this and 15% disagree to it.
18) Please suggest any changes you would like to have in the existing training
programmes.
The major suggestions for changes in the existing training programmes are as follows:-
 The workers were of the opinion that external faculty should be appointed for the training
programmes.
 The period of the training sessions should be augmented.
 The rate of the training programmes organized in a year should be increased.
 Every one should get a chance to attend the training programmes.
 Documentaries and other films relating to issues of motivation, team building should be
screened.
71
 Practical examples should be used to make things easy to understand during the training
sessions.
 Better technological aids and methods should be used to make the training sessions
exciting.
72
CONCLUSIONS & IMPLICATIONS
The major findings of the project are enumerated as follows:
 Training is considered as a positive step towards augmentation of the knowledge base by the
respondents.
 The objectives of the training programmes were broadly known to the respondents prior to
attending them.
 The training programmes were adequately designed to cater to the developmental needs of
the respondents.
 Some of the respondents suggested that the time period of the training programmes were less
and thus need to be increased.
 Some of the respondents also suggested that use of latest training methods will enhance the
effectiveness of the training programmes.
 Some respondents believe that the training sessions could be made more exciting if the
sessions had been more interactive and in line with the current practices in the market.
 The training aids used were helpful in improving the overall effectiveness of the training
programmes.
 The training programmes were able to improve on-the-job efficiency.
 Some respondents also recommended that the number of training programmes be increased.
73
RECOMMENDATIONS
Based on the data collected through the questionnaire and interactions with the Officers and
Workers of BHEL the following recommendations are made for consideration:
 The organization may utilize both subjective and objective approach for the training
programmes.
 The organization may consider deputing each employee to attend at least one training
programmes each year.
 The In-house training programmes will be beneficial to the organization as well as employees
since it will help employees to attend their official work while undergoing the training.
 The organization can also arrange part time training programmes in the office premises for
short durations, spanning over a few days, in order to avoid any interruption in the routine
work.
 The organization can arrange the training programmes department wise in order to give
focused attention towards the departmental requirements.
74
BIBLIOGRAPHY
 Effective Planning in Training and Development Leslie Rae
 World Class Training Kaye Thorne
 Training in Practice Blackwell
 Human Resource Management C.B.Gupta
 Human Resource Management T.N.Chabra
 Human Capital Journal
75
APPENDIX
QUESTIONNIARE
1) How many training programmes have you attended in last 5 years?
0-5
6-10
10-15
More than 15
2) The programme objectives were known to you before attending it.

 Strongly agree
 Moderately agree
 Can’t Say
 Moderately Disagree
 Strongly Disagree
3) The training programme was relevant to your developmental needs.

 Strongly agree
 Can’t Say
The period of training session was sufficient for the learning.

 Strongly agree
 Can’t Say
5) The training methods used during the training were effective for understanding the subject.
76
 Strongly agree
 Can’t Say
6) The training sessions were exciting and a good learning experience.

 Strongly agree
 Can’t Say
7) The training aids used were helpful in improving the overall effectiveness of the programme.
 Strongly agree
 Can’t Say
8) The training was effective in improving on- the- job efficiency.

 Strongly agree
 Can’t Say
77
9) In your opinion, the numbers of training programmes organized during the year were
sufficient for officers of BHEL.
 Strongly agree
 Can’t Say
10) How many training programmes have you attended during the last year?
Upto 2
3-5
6-8
More than 8
11) The training given is useful to you.

 Strongly agree
 Can’t Say
12) The time limit of the training programme was sufficient

 Strongly agree
 Can’t Say
13) The time limit of the training programme, if increased would make it more effective.
78
 Strongly agree
 Can’t Say
14) The training was effective in improving your on-the-job efficiency.

 Strongly agree
 Can’t Say
15) The training aids used were effective in improving the overall effectiveness of the
programme.
 Strongly agree
 Can’t Say
16) The number of training programmes organized for workers in a year are sufficient.
 Strongly agree
 Can’t Say
79
17) The participation of workers in training programme would help increase its effectiveness.
 Strongly agree
 Can’t Say
80
THANKING YOU
81

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COMPANY PROFILE

• Background & Management

BHEL ----- AN OVERVIEW

Major Miles stones in the history of BHEL

• JULY. 1972 – Action committee of public Enterprises recommends integration.

• JAN. 1980 – BHEL was set up 3rd generation plants at

TRICHY – steel tube plant

The Company is considering a proposal to launch a voluntary retirement scheme (VRS)

Power Generation and Transmission

• Steam Turbines-Generator sets and Auxiliaries

Industries/Transportation/Oil & Gas /Renewable Energy

• Steam Turbine-Generators Sets

• Turnkey Utility Power Station/EPC contracts

REGIONAL OFFICES (POWER SECTOR):

Shri Ashok K. Puri Chairman and Managing Director

HEAVY ELECTRICAL EQUIPMENT PLANT, HARDWAR:

The construction of heavy electrical equipment Plant commenced in Oct.”1963”after indo-soviet

MAJOR COMPETITORS OF BHEL

 Devighat Govt. of Nepal

CONTRIBUTION TO POWER SECTOR

CENTRAL FOUNDRY FORGE PLANT

FINANCIAL PROFILE OF BHEL

SL CATEGORY %AGE OF SHAREHOLDING

B NON PROMOTER'S HOLDING

a) MUTUAL FUNDS AND UTI 4.79 5.08

PRIVATE CORPORATE BODIES 1.37 2.81

MUTUAL FUNDS AND UTI

2% MUTUAL FUNDS AND UTI

22% FOREIGN INSTITUTIONAL

MUTUAL FUNDS AND UTI

DIFFERENCE BETWEEN TRAINING AND DEVELOPMENT

 TO HELP A COMPANY FULFILL ITS FUTURE PERSONNEL

 TO IMPROVE ORGANIZATIONAL CLIMATE

 TO IMPROVE HEALTH AND SAFETY

 To assist employees to function more effectively in their present positions by exposing

 To reduce the supervision time, wastage and spoilage of new material.

 To reduce the defects and minimize the industrial accidents.

 To ensure the economical output of the required quality.

 Orientation training: Induction or orientation training seeks to adjust newly appointed

 Safety training: Training provided to minimize accidents and damage to machinery is

 Promotional training: It involves training of existing employees to enable them to perform

ON- THE- JOB OFF- THE- JOB

Fig - Methods of Training

• Job Rotation: It is also referred to as cross straining. It involves placing an employee on

• Enlarged and enriched job responsibilities:

• Job instruction training:

EXECUTIVE DEVELOPMENT PROCESS

EXECUTIVE DEVELOPMENT PROCESS

EVALUATING THE EFFECTIVENESS OF TRAININ

 EVALUATION OF CONTEXTUAL FACTORS

 EVALUATION OF TRAINING INPUTS

 EVALUATION OF TRAINING OUTCOMES

CIRO MODEL OF EVALUATION

Outcomes: It implies the measuring of the consequences of training. This involves:

The three levels of outcome evaluation may be distinguished:

Cost Benefit Analysis

Fig - Flowchart of Hamblin’s Model

THE KIRKPATRICK MODEL

• LEVEL THREE- EFFECTS ON INDIVIDUAL PERFORMANCE

VARIOUS TRAINING PROGRAMMES ORGANISED FOR THE WORKERS IN BHEL:-

SCOPE: All categories of employees

FLOW CHART OF TRAINING PROCEDURE

Preparation of Training Plan