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Training and Development

at NTPC





2014
NTPC

Group 1


Training & Development at NTPC Page 1


End Term Project Report






Program & Batch: PGDM 2013-15
Group No. 1
Project Title Training and Development at NTPC
Name of the academic
guide/ faculty:
Dr. A Uday Bhaskar

Subject: Learning and Development
Group Lead: Ankita Prasad
Contact No. 7840084005
Email id Ft13ankitaprasad@imt.ac.in
Group Members
Manpreet Chugh 1301-116
Ankita Prasad 1301-510
Ashutosh Srivastava Ex1303-050

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Table of Contents
NTPC LIMITED ABOUT THE COMPANY ................................................................................................. 3
Course of events (From 1975 Till Present) ...................................................................................... 3
Employees ....................................................................................................................................... 4
TRAINING & DEVELOPMENT ................................................................................................................... 4
PMI In Noida ................................................................................................................................. 4
Employee Development Centers (EDC) .......................................................................................... 5
VISION STATEMENTS AND BUSINESS STRATEGY .................................................................................... 6
NTPC Limited ................................................................................................................................... 6
Human Resource ............................................................................................................................. 6
PMI Vision ....................................................................................................................................... 6
Business Strategy 2013-2017 .......................................................................................................... 6
Uniqueness of NTPC Limited ........................................................................................................... 6
PSYCHOLOGICAL THEORIES WITH RELEVANCE TO TRAINING & DEVELOPMENT AT NTPC .................... 7
Blooms Taxonomy .............................................................................................................................. 7
Cognitive Domain ............................................................................................................................ 7
Examples of Trainings at NTPC relating to Blooms Taxonomy ...................................................... 9
Gagnes Model of Nine Steps of Instruction ..................................................................................... 10
Cone of Learning-Edger Dale ............................................................................................................ 14
NEED ASSESSMENT AT NTPC LIMITED .................................................................................................. 15
Organizational Level Need ................................................................................................................ 15
Task Level .......................................................................................................................................... 16
Individual Level Need ........................................................................................................................ 16
VARIOUS TRAINING TOOLS USED BY NTPC ........................................................................................... 17
TRAINING DESIGN ................................................................................................................................. 18
Elements Designs by PMI .................................................................................................................. 18
Benefits for the Trainees ................................................................................................................... 18
Considerations .................................................................................................................................. 18
Basic Principles of the training .......................................................................................................... 19
Types of basic designed programmes in NTPC ............................................................................. 19
Design of the training programmes in terms of time and other requirement ............................. 19
Training programmes for the Top-Management .......................................................................... 20
Programmes for the Mid-Management ........................................................................................ 21

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EVALUATION ......................................................................................................................................... 23
OBSERVATIONS/LEARNING FROM THE PROJECT UNDERTAKEN .......................................................... 24
REFERENCES .......................................................................................................................................... 25

NTPC LIMITED ABOUT THE COMPANY
It was established by Government of India in 1975, which holds 75% of its value
imparts on 31 March 2013. NTPC Limited under Government of India is occupied with the
matter of generation and selling of power to state-possessed power dissemination
organizations and State Electricity Boards in India. The central command of the organization
is arranged at New Delhi.
It is the biggest power organization in India and lights 1/3th of Indian homes. Electric force
creating limit is 42,964 MW. Despite the fact that the organization has give or takes 18% of
the aggregate national limit it helps in excess of 27% of aggregate power generation because
of its concentrate on working its energy plants at higher effectiveness levels.
The organization additionally attempts consultancy and turnkey undertaking gets that contain
building, task administration, development administration and operation and administration
of power plants. The organization has likewise wandered into oil and gas investigation and
coal mining exercises.
It is recorded in Forbes Global 2000 for 2014 at 424th rank on the planet
Course of events (From 1975 Till Present)
The organization was established in November 1975 as "National Thermal Power
Corporation Private Limited"
In 1983, NTPC started business operations of offering force
In 1989, it began a consultancy division
In 2002, it fused 3 subsidiary organizations:
"NTPC Electric Supply Company Limited" for forward combination by entering into the
matter of dissemination and exchanging of force
"NTPC Vidyut Vyapar Nigam Limited" for gathering the normal climb in vitality
exchanging

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"NTPC Hydro Limited" to complete the matter of executing and working little and
medium hydro-force ventures.
In October 2005, the organization's name was changed from "National Thermal Power
Corporation Limited" to "NTPC Limited"
The essential purpose behind this change was the organization's invasion into hydro and
atomic based force era alongside regressive joining by coal mining.
The organization in 2009 united with other state undertakings Rashtriya Ispat Nigam,
Steel Authority of India, Coal India, National Minerals Development Corporation and
National Thermal Power Corporation to put resources into coal mining operations
through a joint wander vehicle named International Coal Ventures Private Limited
(ICVL).
Employees
The organization had 23,865 workers (out of which 1,467 were ladies (6%) and 472 were
representatives with incapacities (2%)) and its subsidiaries and Jvs had 1,619 workers,
totalling to a representative quality of 25,484.
The steady loss rate for the including the trainee workers and representatives working for
subsidiaries and Jvs, was 1.46%.
TRAINING & DEVELOPMENT
The organization recognizes after zones as its centre for preparing:
Change administration
Quality administration
Continuous performance improvement
Other than a few administration advancement programs, the organization conducts authority
programs for its official chiefs and general supervisors. The organization likewise runs
specialized preparing focuses at all its 20 plants.
PMI In Noida
The Power Management Institute (PMI) was set up by NTPC in distinguish of the
fundamental part that administration advancement need to play, in the setting of the
difficulties connected with the development of the Indian Power Sector.

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The Institute is included in the preparation and improvement of middle and senior level staff
from the power area as well as from associations outside the part likewise (percentage ratio
being 80:20).

The Power Management Institute is resolved to be a heading foundation in creating world-
class capabilities by giving a state-of-the-symbolization preparing, which reacts to and
proactively helps the power experts.
The projects are typically led at the facilities of Power Management Institute at Noida. The
Institute is included in the preparation and improvement of middle and senior level faculty
from the force part.
The exercises of the Institute are:
To make and output new appropriate learning, and impact its presentation in the force
division
To plan and execute need-based projects, workshops and classes
To location key sectoral issues through examination and arrangement classes
To attempt consultancy assignments in administration and specialized zones of the force
part
These exercises are completed in an incorporated way so that there is a synergistic mix of
training, research and consultancy
Employee Development Centers (EDC)
There are 20 EDC's all over India were preparing particular to fill in specialized information
are dealt with. It is a decentralized projects habitat for directing defined Projects.





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VISION STATEMENTS AND BUSINESS STRATEGY
NTPC Limited
"To be one of the World's Largest and Best Power utilities Powering India's Growth"
Human Resource
"To Enable Our People to Be a Family of Committed World Class Professionals, Making
NTPC A Learning Organization"
PMI Vision
"To be a worldwide organization of perfection for creating world class power experts"
Business Strategy 2013-2017
"NTPC Ltd is on a development spree to meet the force prerequisites of the country".dr. Arup
Roy Choudhury, Chairman and overseeing executive, NTPC, said that limit expansion
through greenfield ventures, extension of existing stations, joint wanders and takeover of
SEB stations were on the cards. NTPC additionally plans to go worldwide.
Uniqueness of NTPC Limited
NTPC unequivocally has faith in attaining organizational excellence through Human
Resources and takes after "Individuals First" approach to power the capability of its
representatives.
It has detailed an incorporated HR Strategy which rests on four building pieces of HR:
Competence Building
Commitment Building
Culture Building
System building

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PSYCHOLOGICAL THEORIES WITH RELEVANCE TO TRAINING &
DEVELOPMENT AT NTPC
Blooms Taxonomy
Bloom's`Taxonomy`in`1956`was`created`under`the`leadership`of`educational`psychologist`
Dr`Benjamin`Bloom`in`order`to`promote`higher`forms`of`thinking`in`education,`such`as`an
alysing`and`evaluating`concepts,`processes,`procedures,`and`principles,`rather`than`just`rem
embering`facts.`It`is`most`often`used`when`designing`instruction`or`learning`processes
Bloom`identified`six`levels`of`cognitive`complexity`that`have`been`used`over`the`past`four`
decades`to`make`sure`that`instruction`stimulates`and`develops`students'`higher-
order`thinking`skills.
The`committee`identified`three`domains`of`educational`activities`or`learning:
Cognitive: Mental skills`(knowledge)
Affective: Growth in feelings(attitude or self)
Psychomotor: Manual skills`(skills)
Cognitive Domain
The`cognitive`domain`involves`knowledge`and`the`development`of`intellectual`skills.`This`i
ncludes`the`recall`or`recognition`of`specific`facts,`procedural`patterns,`and`concepts`that`ser
ve`in`the`development`of`intellectual`abilities`and`skills.`There`are`six`major`categories`of`
cognitive`processes,`which`are`listed`in`order`below,`starting`from`the`simplest`to`the`most
`complex.`The`categories`can`be`thought`of`as`degrees`of`difficulties.`That`is,`the`first`ones
`must`normally`be`mastered`before`the`next`one`can`take`place.
Bloom's`Revised`Taxonomy`(Remember`-`Understand`-`Apply`-`Analyze`-`Evaluate`-
`Create)`not`only`improved`the`usability`of`it`(using`action`words),`but`perhaps`also`made`
it`more`accurate.
Remembering:`Recall`or`retrieve`previous`learned`information.

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Examples:`Recite`a`policy.`Quote`prices`from`memory`to`a`customer.`Knows`the`s
afety`rules.
Key`Words:`defines,`describes,`identifies,`knows,`labels,`lists,`matches,`names,`out
lines,`recalls,`recognizes,`reproduces,`selects,`states.
Understanding:`Comprehending`the`meaning,`translation,`interpolation,`and`interpr
etation`of`instructions`and`problems.`State`a`problem`in`one's`own`words.
Examples:`Rewrites`the`principles`of`test`writing.`Explain`in`one's`own`words`the`s
teps`for`performing`a`complex`task.`Translates`an`equation`into`a`computer`spreads
heet.
Key`Words:`Comprehends`converts,`defends,`distinguishes`estimates,`explains,`exte
nds,`generalizes,`gives`an`example,`infers,`interprets`paraphrases,`predicts`rewrites,`
summarizes,`and`translates.
Applying:`Use`a`concept`in`a`new`situation`or`unprompted`use`of`an`abstraction.`A
pplies`what`was`learned`in`the`classroom`into`novel`situations`in`the`work`place.
Examples:`Use`a`manual`to`calculate`an`employee's`vacation`time.`Apply`laws`of`s
tatistics`to`evaluate`the`reliability`of`a`written`test.
Key`Words:`applies,`changes,`computes,`constructs,`demonstrates,`discovers,`manip
ulates,`modifies,`operates,`predicts,`prepares,`produces,`relates,`shows,`solves,`uses.
Analysing:`Separates`material`or`concepts`into`component`parts`so`that`its`organiza
tional`structure`may`be`understood.`Distinguishes`between`facts`and`inferences.
Examples:`Troubleshoot`a`piece`of`equipment`by`using`logical`deduction.`Recogniz
e`logical`fallacies`in`reasoning.`Gathers`information`from`a`department`and`selects`t
he`required`tasks`for`training.
Key`Words:`analyses,`breaks`down,`compares,`contrasts,`diagrams,`deconstructs,`di
fferentiates,`discriminates,`distinguishes,`identifies,`illustrates,`infers,`outlines,`relate
s,`selects,`separates.
Evaluating:`Make`judgments`about`the`value`of`ideas`or`materials.
Examples:`Select`the`most`effective`solution.`Hire`the`most`qualified`candidate.`Ex
plain`and`justify`a`new`budget.
Key`Words:`Appraises`compares,`concludes`contrasts,`criticizes`critiques,`defends,`
describes,`discriminates,`evaluates,`explains,`interprets,`justifies,`relates,`and`summa
rizes,`supports.

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Creating:`Builds`a`structure`or`pattern`from`diverse`elements.`Put`parts`together`to`
form`a`whole,`with`emphasis`on`creating`a`new`meaning`or`structure.
Examples:`Write`a`company`operations`or`process`manual.`Design`a`machine`to`pe
rform`a`specific`task.`Integrates`training`from`several`sources`to`solve`a`problem.`R
evises`and`process`to`improve`the`outcome.
Key`Words:`categorizes,`combines,`compiles,`composes,`creates,`devises,`designs,`
explains,`generates,`modifies,`organizes,`plans,`rearranges,`reconstructs,`relates,`reor
ganizes,`revises,`rewrites,`summarizes,`tells,`writes.









Examples of Trainings at NTPC relating to Blooms Taxonomy
Hindi Software`````````````````````````````(BL-3)
Advanced`Excel`2007```````````````````(BL-`2`&`3)
E-Business fundamentals`````````````(BL-1,`2`&`3)`````````
IT Security Awareness`````````````````(`BL-4)
Advanced Technologies in Power Generation`````(BL-4)
Basics`of`Nanotechnology`&`its`application`in`Power`Sector.``````````(BL-5)
Robotics``in`Industry`````````````````````````````````````(`BL-5)
Environmental concerns````````````````````````````````(BL-5)
`Workshop on Fire protection systems``````````(BL-1`&`2)
Use of Robotics in Modern Plants``````````````(BL-4)
Creativity`&`Innovation```````````````````````````````````(BL-3`&`4)
Right`to`information````````````````````````````````````````(BL-5)
Development of Assessors`````````````````````````````(BL-6)
Creating
Evaluating
Analyzing
Applying
Understanding
Remembering
Level 6
Level 5
Level 4
Level 3
Level 2
Level 1

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Gagnes Model of Nine Steps of Instruction
According`to`Robert`Gagne`(1985)`there`are`nine`events`that`provide`a`framework`for`an`e
ffective`learning`process.
The`events`of`instruction`are`the`external`events`that`help`learning`occur,`and`are`designed
`to`achieve`each`of`the`five`different`learning`outcomes.`Gagne`numbers`the`instructional`e
vents`from`one`to`nine,`showing`a`sequential`order.

Gaining Attention`
The`first`event`of`instruction`is`to`gain`the`attention`of`students`so`they`are`alert`for`the`re
ception`of`stimuli.`An`instructor`can`achieve`this`by`introducing`a`rapid`stimulus`change`ei
ther`by`gesturing`or`by`suddenly`changing`the`tone`or`volume`of`their`voice.`Another`way`
of`stimulating`alertness`is`by`visual`or`auditory`stimuli`related`to`the`subject`matter.`The`st
imulus`chosen`for`gaining`attention`will`work`equally`well`for`all`categories`of`learning`ou
tcomes.
Informing Learners of the Objective
The`second`event`of`instruction`is`to`inform`the`learner`of`the`purpose`and`expected`outco
mes`of`the`learning`material.`This`will`provide`them`with`an`expectancy`that`will`persist`d
uring`the`time`learning`is`taking`place.`Feedback`at`the`end`of`the`lesson`will`provide`the`l
earner`with`confirmation`of`learning.
Intellectual`Skills:`Instructors`can`demonstrate`the`activity`to`which`the`concept,`rul
e,`or`procedure`applies.

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Cognitive`Strategy:`Instructor`describes`or`demonstrates`the`strategy
Verbal`Information:`Instructor`describes`what`the`learner`will`be`expected`to`state.
Attitude:`The`learner`encounters`attitude`later`in`the`process.`(This`occurs`through`i
nstructor`demonstration`or`modelling`during`instructional`event`five,`providing`lear
ning`guidance.
Motor`Skills:`Instructor`demonstrates`the`expected`performance.
Stimulating Recall of Prior Learning`
The`third`event`of`instruction`asks`the`instructor`to`recall`skills`or`knowledge`learners`have
`previously`learned.`The`best`kind`of`recall`should`naturally`relate`to`the`subject`matter`bei
ng`learned.`The`instructional`technique`for`stimulating`recall`will`be`different`for`the`differ
ent`learning`outcomes`as`described`below.
Intellectual`Skills:`Instructor`recalls`prerequisite`rules`and`concepts
Cognitive`Strategy:`Instructor`recalls`simple`prerequisite`rules`and`concepts
Verbal`Information:`Instructor`recalls`well`organized`bodies`of`knowledge
Attitude:`Instructor`recalls`a`situation`and`action`involved`in`personal`choice.`He`or
`she`reminds`learner`of`the`human`model`and`models`characteristics.
Motor`Skills:`Instructor`recalls`the`executive`subroutine`(the`procedure`that`consti
tutes`the`active`framework`within`which`the`motor`skill`is`executed,`practiced,`and`
refined),`and`part-skills`(the`different`parts`of`the`procedure),`if`appropriate.
Presenting the Stimulus
The`fourth`event`of`instruction`is`presenting`a`stimulus`that`is`related`to`the`subject`matter.
`The`content`of`the`stimulus`should`be`specific`to`the`learning`outcome.`For`example,`if`th
e`stimulus`is`verbal`information,`printed`prose`such`as`a`chapter`in`a`textbook`or`an`audio`
tape`will`achieve`the`learning`objective.`If`the`stimulus`is`an`intellectual`skill,`the`instructo
r`can`display`the`object`and/or`symbols`that`require`a`concept`or`rule;`or,`he`or`she`can`pre
sent`the`problem`learners`need`to`solve.
The`instructor`must`present`the`stimulus`as`an`initial`phase`of`learning,`so`clear`indication`
of`stimulus`features`such`as`underlining,`bold`print,`highlighting,`pointing,`or`using`a`chan
ge`in`tone`of`voice`to`emphasize`major`themes`is`helpful.

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The`instructional`techniques`for`presenting`the`stimulus`to`different`learning`outcomes`are`
as`follows:
Intellectual`Skills:`Instructor`delineates`features`or`the`objects`and`symbols`that`req
uire`defining`as`a`concept`or`a`rule
Cognitive`Strategies:`Instructor`describes`the`problem`and`shows`what`the`strategy`
accomplishes
Verbal`Information:`Instructor`displays`text`or`audio`statements,`showing`or`highlig
hting`the`distinctive`features
Motor`Skills:`instructor`displays`the`situation`at`the`initiation`of`the`skilled`perform
ance,`and`then`demonstrates`the`procedure
Attitude:`Instructor`presents`a`human`model`that`describes`the`general`nature`of`the`
choice`that`learners`will`be`required`to`make.
Providing Learning Guidance
The`fifth`event`of`instruction,`providing`learning`guidance`requires`the`instructor`to`make`t
he`stimulus`as`meaningful`as`possible.`There`are`several`ways`to`achieve`this,`depending`u
pon`the`learning`outcome`expected.`An`instructor`can`enhance`meaningfulness`by`using`co
ncrete`examples`of`abstract`terms`and`concepts,`and`elaborating`ideas`by`relating`them`to`o
thers`already`in`memory.
The`instructional`techniques`for`providing`learning`guidance`to`different`learning`outcomes
`are`as`follows:
Intellectual`Skills:`Instructor`provides`varied`concrete`examples`of`the`concept`or`ru
le
Cognitive`Strategies:`Instructor`provides`a`verbal`description`of`the`strategy,`follow
ed`by`an`example
Verbal`Information:`Instructor`elaborates`content`by`relating`to`larger`bodies`of`kno
wledge;`uses`images`and/or`mnemonics
Attitude:`Instructor`uses`the`human`model`and`describes`or`demonstrates`an`action`
choice,`followed`by`observation`of`reinforcement`of`models`behaviour
Motor`Skill:`Continue`practicing`procedure,`focusing`on`precision`and`accurately`ti
med`execution`of`movements

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Eliciting Performance
The`sixth`instructional`event`eliciting`performance`asks`a`learner`to`demonstrate`the`newly`
learned`capability.`This`may`be`verbal`information,`intellectual`skills,`cognitive`strategy,`at
titude,`or`motor`skill.`The`learner`of`verbal`information`will`have`the`ability`to`tell`it.`Th
e`learner`of`a`new`concept`or`rule`(intellectual`skills)`will`have`the`ability`to`demonstrate`i
ts`applicability`to`a`new`situation`not`previously`encountered`during`learning.`The`learner`
of`a`cognitive`strategy`of`problem`solving`will`solve`an`unfamiliar`problem`whose`solution
`may`use`the`strategy.`The`learner`of`a`motor`skill`demonstrates`the`learned`performance.`
The`learner`demonstrates`the`new`attitude`in`the`choices`the`learner`makes.
Providing Feedback
The`seventh`instructional`event,`providing`feedback,`asks`the`instructor`to`reinforce`the`ne
wly`acquired`learning.`An`instructor`can`accomplish`this`through`informative`feedback`wh
ere`the`instructor`informs`the`learner`of`the`degree`of`correctness`or`incorrectness`of`the`pe
rformance.`This`feedback`may`be`verbal`or`written.
Assessing Performance
The`eighth`instructional`event,`assessing`performance,`consists`of`assessments`to`verify`tha
t`learning`has`occurred.`In`order`to`assure`that`learning`is`stable,`an`instructor`will`require`
additional`instances`of`the`performance.
The`instructor`assesses`performance`through`testing`the`learner.`The`purpose`of`testing`is`t
o`establish`that`the`learned`capacity`is`stable,`and`to`provide`additional`practice`to`assist`in
`consolidating`the`learned`material.
Enhancing Retention and Transfer
The`ninth`instructional`event,`enhancing`retention`and`transfer,`refers`to`retaining`the`learn
ed`capability`over`a`long`period`of`time`and`transferring`it`into`new`situations`outside`of`th
e`learning`environment.`Practice`ensures`retention,`especially`with`verbal`information,`intel
lectual`skills,`and`motor`skills.
Instructors`can`enhance`retention`and`transfer`by`conducting`spaced`reviews.`This`means`c
onducting`recalls`of`information`learned`at`various`intervals`of`a`day`or`more`after`the`initi
al`learning.`However,`the`recall`is`further`enhanced`when`additional`examples`are`spaced`i

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n`time`over`days`and`weeks`following`the`initial`learning,`and`when`including`a`variety`of`
different`situations.
Cone of Learning-Edger Dale
The`importance`of`Dale's`cone`of`experience`in`Training`is`that`it`is`the`tool`which`provide
s`to`help`a`trainer`make`decisions`about`resources`or`activities.`The`trainees`can`use`the`kn
owledge`of`the`cone`in`their`practical`lives`in`order`to`increase`their`skills`and`efficiency`r
esulting`in`an`increase`in`their`standards`of`living.
`Using`the`knowledge`of`the`cone,`one`can`ask`themselves`several`questions`about`the`pote
ntial`value`of`a`resource`to`student`learning.

The`importance`of`Dale's`cone`of`experience`in`Training`is`that`it`is`the`tool`which`provide
s`to`help`a`trainer`make`decisions`about`resources`or`activities.`The`trainees`can`use``the`k
nowledge`of`the`cone`in`their`practical`lives`in`order`to`increase`their`skills`and`efficiency`
resulting`in`an`increase`in`their`standards`of`living.`Using`the`knowledge`of`the`cone,`one`
can`ask`themselves`several`questions`about`the`potential`value`of`a`resource`to`student`lear
ning.




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NEED ASSESSMENT AT NTPC LIMITED
There are 20 EDCs and each EDC has a training head who manages the training activities of
each EDC and keep PMI apprised about their activities through an ERP system implemented
in NTPC Ltd 5 years back.
EDC are responsible for mainly gathering organizational and task level need where as
individual level needs are gathered by integrating need assessment form with Performance
Appraisal form. Performance appraisal in NTPC Ltd happens once in an year. Need
assessment is explained in detail in the below sections.

How does NTPC Ltd takes care of Organizational, Task and I ndividual Need

Starting of every year bulk of Organizational, Task and individual level data is gathering by
PMI and hence the training is designed accordingly.

Organizational Level Need
Heads of each EDC and senior managers meet to discuss the future strategy of the
company, upcoming technology that NTPC Ltd plans to adopt or changes that are required at
the organizational level. For example NTPC Ltd implemented ERP 5 years back, and in a
discussion with senior management before even ERP was implemented, inputs from senior
managers were gathered by EDC heads and accordingly training was designed.

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NTPC Ltd has always proven proactive in training employees before hand and keeping them
equip to manage change in the organization. ERP implementation went smooth in the
organization.
During the interaction with Training & Development head of NTPC PMI, we were apprised
with many examples which proved after implementing ERP company has benefited a lot in
coordinating various activities and how it has increased efficiency of PMI also.

Task Level
Heads of each EDC meets the functional heads of their respective location (in all there
are 20 locations). These EDC head gathers information regarding functional needs and
conveys the same to PMI. There are regular meetings with PMI training heads and EDC
heads for the design of training modules, which is in sync with the functions of each location.
Individual Level Need
Since individual constraints are always very specific and finding needs of each and
every individual can be very challenging for an organization. How NTPC Ltd gathers data for
individual need is as follows:
After end of every year when an employee fills performance appraisal form, the last part of
the form is always individual level need assessment form. The data collected from the
individual level need assessment form is passed on to NTPC PMI where data is analysed and
accordingly training module design takes place.








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VARIOUS TRAINING TOOLS USED BY NTPC
NTPC Ltd differentiated between pedagogy and andragogy. Major difference between
pedagogy and andragogy is that pedagogy is for children leaning and andragogy is for adult
learning.
Various training tools used are mentioned below:
PowerPoint presentation and narration
Role Plays
Fish bowl demonstration
Lecture
Audio visual clippings
Flip charts
Lecture plus whiteboard
Group discussion in diads and triads
Case study
Simulation
Questions (All 3 levels) Recall, Application & Principle
Brainstorming
Games
Metaphors
Anecdotes
Puzzles
Quiz
Problem solving
Outbound experiential learning

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Hands on in computers
Question and Answer



TRAINING DESIGN
After the training needs assessment of the employees, Power Management Institute
(PMI) steps out for the training design for the respective employees. The design of the
training programmes gets more vibrant when the training objectives are aligned with it. The
training objectives clarify what goals are needed to be achieved after the training programme.
Design process sets the stage of the development when the training process yields the desired
outcomes. The most of the training programmes are designed by the PMI through the
viewpoints of the learner.
Elements Designs by PMI
The various kinds of elements needed for the training design that adds up into the training
methods. The Planning, sequencing and structuring needed for the type of training required.
The methods may be vocal, textual, presentations, case study, reading or any other
methodology required in the training programmes. Most of the training programmes which
are being designed in the PMI are the classroom teaching methods and do not require much
technical training. PMI also has a tie up with many institutes like MDI Gurgaon, IIT Delhi,
BITS Pilani including other institutes equipped with some foreign language programmes.
Benefits for the Trainees
The training programmed designed by PMI must have some desired benefits for the trainees
and those benefits must be conveyed before the beginning of the training. This is the critical
step of the training which sets up the motivation and the curiosity among the trainees.
Considerations
The considerations are required to understand for a trainer to know what kind of impact the
training programme may have upon the trainees. Some of the considerations which PMI
trainers imply is like what is the current knowledge level of the different trainees have. The

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availability of the best training resources which a trainer may use to provide the training and
the time frame which is required to complete the training.
Basic Principles of the training
The Basic principles which PMI puts forward is the improvement in the performance of an
employee and the principles and aims of adult learning gets achieved.
Types of basic designed programmes in NTPC
1. In-house training programmes- This type of in-house training programme has been
designed for the regular employees of NTPC. There may be some facilitation provided by the
external faculty during the conduction of an in-house training programme.
2. External training programmes- External training programmes are designed and
developed by an external agency within PMI for the internal employees or the external
trainees. It may not be exclusively for the in-house employees only but external agencies can
also nominate their employees as well for the training programmes.
3. Planned interventions- A Grade level or category wise training programme designed for
the in-house employee to develop the competencies of the employees. These planned
intervention programmes are solely designed for the in-house employees only and it is
mandatory for every employee to join at least 7 days of planned intervention programme in
PMI.
4. Need based programmes- These need based training programmes are designed for the
employees as per their developmental needs. These programmes may be directed by their
departments for the technical or non-technical needs as well as for the individual employee
filled up need in the performance management or appraisal form.
5. Specific interventions- These training programmes are designed for the specific need arise
out of sometime bound interventions needed to build up certain competencies of an
employee.
Design of the training programmes in terms of time and other requirement
1. Essential training programmes- The essential training programmes are those
programmes which are if not provided may affect the job performance of an employee

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2. Desirable training programmes- These are those training programmes which are needed
to develop the personal growth of an employee or certain training needs for the personality
boosting of an employee may include.
3. Short term programmes- The short term programmes are those programmes which are
just commenced for a day to three days. Which can fulfill the immediate job requirements?
These programme may last up to three days.
4. Long term training programmes- Long term training programmes are those programmes
which are required to fulfill the long term training needs of an employee. These types of
training programmes may last from 3 days to 12 days
Priority A programmes are essential short term programmes
Priority B type programmes are Desirable short term programmes
Priority C type programmes are essential long term programmes
Priority D type programmes are Desirable long term programmes

Training programmes for the Top-Management
There are 6 training programmes designed for the Top management. The programmes are viz.
1. Assessment and Facilitation for NTPC BE Model.
This programme has been designed for the top executives at E8 Level. This programme is
about business excellence model and structure of station report. Enables to equip the
employees for the leadership, policy, strategy, HR and processes. it consists of lectures,
discussions, case study and exercises.
2. Project Management for the senior management level executives- Designed for the
capacity addition to the senior management. This programme will help them to complete the
projects on time and to take the challenging decisions on when required. It is a 3 day
programme to equip the executives in project management.
3. SMART (Strategic Management Actions for Radical Transformations)- With the
changing business environment and the emerging competitiveness, it is now important for an
organization to achieve the sustainability. This programme enables the top executives in the
understanding of the CSR, sustainability and innovation culture. The programme is highly
interactive and the venue is in London for the current year.

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4. SMILE- Practicing strategic leadership- The programme enables the senior leaders of
the organization with analytical and leadership competencies and skills, in order to enable
them to develop the relevant business strategies and to improve the organizational
performance at individual, team and business unit levels. This programme is designed to get
completed in eight days.
Programmes for the Mid-Management
The programmes for the mid management and Management executive level are designed to
encourage the high performance and to equip the management handle the situation well under
extra ordinary situations.
The programme like Action Learning for Building High Performing Teams develops the team
spirit among the participants and helps them to harness the power of learning through deep
insight. This programme is of 3 days and conducted at PMI.
The programme like Advanced thinking skills and innovation practices, how to be the star
performer and other programmes like transforming the self are some of the motivating
programmes which help the participants to attain the level of self-actualization and the brand
themselves.
Some of the information boosters programmes are designed to increase the awareness among
the employees about themselves and how they can be the aware citizen of the country.
1. Business Laws & Regulations- Programme to make aware the newly introduced
Companies Act 2013 has brought out significant policy changes related to governance,
compliance and reporting. It is extremely important for managers to know about these
changes and how it can affect us. In the complex business environment, Dispute Resolution
Mechanisms for business have also become very important.
2. Management of Discipline & RTI is the programme designed to raise the awareness
about the RTI (Right of information) among the participants.
3. Programmes designed like Change management, Communication skills, Decision
making skill enhancements, Goal setting and motivation, Leadership building and advanced
thinking has been incorporated to develop the organization behaviour skills among the
employees.
These programmes are for a maximum of 3 to 4 days but they are highly information oriented
and well designed to change the behaviour of the participants.

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Programme designed for the planned interventions- the planned interventions are those
programmes which have been designed for the new trainees and other planned activities
which must be provided to the trainees of the NTPC. The programme like Capsule course in
general management is designed for the trainees to provide overall training about the business
skills and development of the core competencies. Executives at the level of E4 & E5 can get
mostly benefitted with the short intervention programmes. Most of the programmes are of
two weeks in nature and devised to provide the full information about the working condition
of business and the knowledge which is used in the day to day business environment.
Technical Training programmes: These technical training programmes are the location
based programmes which are designed to provide on job training of a new joinee. there is a
mentor and mentee who has been assigned for a new trainee and the mentor provides all the
necessary support for the on job training. On job technical training is mostly the regular job
based training which is crucial for the work and for the continuation of day to day activities at
the plant.
Information technology courses- These are basically online training modules which have
been designed to equip the employees about the new developments in the information
technology and it always helps the participants to compete with the world level of the
technological developments. The information technology has also featured the SAP training
and the intervention of SAP in the operations and HR. The SAP is the most important tool for
the business which must be made aware to all the employees for the smooth functioning of
the company.
E-Learning course- Power Management Institute has specially designed On-line e-learning
modules for employees of the Power Sector who also like to learn from their office/ worksite
or home. This course work does not require them to attend regular classes. This course work
can be completed by utilizing about few hours for seven days at workplace or home having
internet connectivity.
Simulation training- In order to train the trainees about the actual working conditions in the
thermal units without actually involving them into real hazard, a simulator has been designed.
The simulation provides all kinds of a real time training without involving any hazard or
threat to the trainee or to the unit. These kind of training are best suited for the new entrants
and also to the regular employees working in Thermal power plant as well.


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EVALUATION
NTPC Training Evaluation- Training evaluation is actually the process of accessing the
value or the potential value of a training programme. The results obtained after the evaluation
are used in further decision making and in designing the components and to bring out further
improvements in the training programmes as well.
Power management institute also uses the evaluation techniques like feed backs from the
trainees and asses the value of the training programme with the help of the feedbacks
obtained. PMI has three different ways to assess the training evaluations.
These ways of training evaluation based upon the Kirkpatrick's model of training evaluation
In the evaluation method the pre training evaluation sets the paradigm for the Reactions of
the trainees.
The test-rest method gets the information about the Learning stage of the model
The impact assessment model gets the information about the behavioural change among the
trainees and the result assimilation report after the impact assessment provides the trainee
about the overall result of the training programme.
1. Pre training programme evaluation
2. Training programme feed back
3. Post training programme feed back
1. Pre training programme evaluation is done to understand various shortcomings of the
programme and to understand the gaps presents in the trainee, with the help of the assessment
of the gaps with pre training evaluation the training design gets much easier and clear. PMI
access the training content and design in the line of the feedback received from the
participants.

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2. Training programme feedback- The training centre or the PMI takes the training
programme feedback after the end of the programme and this programme feedback is used to
get the impact assessment of the training.
3. Post training feedback- PMI also captures the post training feedback after some time
duration of the completion of the training. There are various kinds of external feedback
evaluation which has been done by the independent researchers as well.
The test-rest method- The trainees are given a test before the training programme and post
completion of the training program the participants are asked to retake that test. with the
comparison of the test scores the evaluation of the training can be done.
Impact assessment form- This method is used to know the change in the job behaviours of
employees after the training programme and this information is collected with the help of
impact assessment form.
Programme Evaluation Report- The programme evaluation report is prepared after the
impact assessment by the training centre. In case of all the long duration programme (not less
than 10 days) is circulated to show the results of the training programme.

OBSERVATIONS/LEARNING FROM THE PROJECT UNDERTAKEN
Training at NTPC PMI is mostly for development activities and hence they do not
calculate ROI on the training provided to the employees
The performance of employees or change in behaviour is not monitored after the
training is provided, this is done because NTPC believes that change in behaviour
would take time and development should not be linked to their performance and
hence performance of an employee during training is not linked to performance
appraisal
Only for new joiners at entry level , after the induction program a mentor is assigned
to guide in On The Job Training . Mentor is mostly not the immediate manager but
some other person. This clearly shows that objective of NTPC is employee
development rather than ROI on training
During the visit and interaction at NTPC PMI we did not encounter any quantitative
pre and post assessment for employees for technical skills. Most of the times

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immediate managers are consulted and employees recommended by managers are
given training at respective EDCs



REFERENCES

Anderson, L.W., Krathwohl, D.R., Airasian, A Taxonomy for Learning, Teaching,
and Assessing: A revision of Bloom's Taxonomy of Educational Objectives,
Retrieved on 22 August 2014
Gagn, R.M. (1985). The Conditions of Learning and Theory of Instruction (4th
Edition), Retrieved on 22 August 2014
Dale, Edgar. Audio-Visual Methods in Teaching, (3rd Edition) , Retrieved on 25
August 2014
Aditi Shah (2013) Training and development in NTPC retrieved from the website
www.managementparadise.com; in text reference (Aditi Shah, 2013).
Power management institute (2014), programmes retreived form website
www.pmintpc.com

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