Larsion and Turbo

8/13/2019 Larsion and Turbo

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A

PROJECT REPORT

ON

STUDY OF TRAINING PRACTICES &

EVALUATION OF EFFECTIVENESS

AT

LARSEN & TOUBRO LIMITED, FARIDABAD

Submitted in the partial fulfillment for the

award of degree of

Master o B!s"#ess A$%"#"strat"o#

S!%"tte$ B'(

Ree%aM)B)A) *IB+ RDSEM)

I#ter#a- G!"$e ( E.ter#a- G!"$e (

Dr) Ma#"s/ B"s/t Mr) 0"tes/ 1!%ar Ya$a2

Dea# 3 GEU Ma#a4er

De/ra$!# 0!%a# Reso!r5es


2/79

Gra6/"5 Era U#"2ers"t'

De/ra$!#

DECLARATION

I, Reemastudent of Masters of Business Administration from

Graphic Era Universitydeclare hereby that I hae com!leted my !ro"ect on

Study of Training Practices & Evaluation of Effectiveness as a !art of the

course re#uirement$

I further declare that the information !resented in this !ro"ect is true

and ori%inal to the best of my &no'led%e$

(lace) ReemaDate) MBA*I$B$ +rdsem-

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AC.NO/LED0EMENT

I 'ould li&e to than& all !eo!le 'ho hae hel!ed and ins!ired me

durin% my internshi!$ I es!ecially 'ant to than& my industry %uide, Mr

!itesh "adav, for his %uidance durin% my research and study at #$RSE%

$% T'U(R'$ 1is !er!etual ener%y and enthusiasm in research had

motiated me$ In addition, he 'as al'ays accessible and 'illin% to hel! me

'ith my study$

I 'as deli%hted to interact 'ith Mr Rohit Sinha, his insi%hts to

human resource is second to none$ I 'ill li&e to than& the 'hole 1R Team

for bein% so &ind and hel!ful$ The associated e2!erience broadened my

!ers!ectie on the !ractical as!ects in the industry$

Than&s to the em!loyees of L3T 'ho 'ere inoled in the !ro"ect

directly or indirectly 'ho too& out time to hel! me in my data collection by

fillin% u! of feedbac& forms$ My dee!est %ratitude %oes to my family for

their unfla%%in% loe and su!!ort throu%hout my life4 this !ro"ect is sim!ly

im!ossible 'ithout them$

My seen 'ee&s at LAR5EN AND TO6BRO o!ened my mind and

motiated me to a %reat e2tent$

Reema

MBA+rdsem-

0ra!hic Era 6niersity

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Co#te#t

Pa4e #oDeclaration

Ac&no'led%ement

7$ Introduction8888888888888888$$$888$888888$$ 9*: 7$7$ Im!ortance of trainin% 7$;$ Ob"ecties of Research

;$ Literature Reie'888888888888888888888888$ *;; $7$ Trainin% need Identification $;$ /hy Trainin% need Identification

$$ Im!ortance of trainin% need Identification $? Methods of Identifyin% trainin% needs $9 Techni#ues of Identifyin% Trainin% needs $: .ir&!atric& model

?$ About Larsen 3 Toubro88888888888888888888$$ ;*?9 ?$7Com!any (rofile ?$7$7$ Oerie' ?$7$;$ 1istory ?$7$$ The @ourney ?$7$?$ 0lobal (resence

?$7$$ L 3 T at 0lance?$7$9$ 1R in ECC Diision ?$7$:$ A'ards for 1R (ractices ?$7$$ 0rade 5tructure ?$77$ Leadershi! Team$$ ?$; 1R (ractices at L 3 T ?$;$7$ T 3 D Model for E 3 C

?$;$; Trainin% (ro%ram Desi%n (rocess

?$;$ (eo!le Deelo!ment Initiatie at L 3 T ?$;$? Leadershi! (ro%ram ?$;$9 Mana%ement Leadershi! (ro%ram ?$;$: 5u!erisory Leadershi! (ro%ram

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$ Research Methodolo%y88888888888888888$ ?:*?= $7$ Locale of the study $;$ 5am!le 5tudy $$ Data Collection

9$ Analysis and Inter!retation888888888888888$$ >*:?

:$ Conclusions and Recommendations88888888888$ :*::


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7$ INTROD6CTION

7$7 Im!ortance of trainin%

Larsen and Toubro Limited is a leader in its field and to maintain its

!osition amon% its com!etitors li&e (un" Lloyd, Lur%i, 5amsun%

En%ineerin% etc$, it needs to hae a com!etitie adanta%e offered by

follo'in% arious Trainin% 3 Deelo!ment +T3D- (ractices$ Conductin%

trainin% !ro%rams under the ma"or com!etencies li&e Leadershi!, Technical

and OD s!ecific hel!s the or%aniation in the follo'in% areas)

It hel!s in o!timiin% the human resource that further hel!s the

em!loyee to achiee the or%aniational %oals as 'ell as theirindiidual %oals$

It hel!s to !roide an o!!ortunity and broad structure for the

deelo!ment of human resources technical and behaioral s&ills in

an or%aniation$ It also hel!s the em!loyees in attainin% !ersonal

%ro'th$

It hel!s in increasin% the "ob &no'led%e and s&ills of em!loyees at

each leel$ It hel!s to e2!and the horions of human intellect and an

oerall !ersonality of the em!loyees$

It hel!s in inculcatin% the sense of team 'or&, team s!irit, and inter*

team collaborations$ It hel!s in inculcatin% the eal to learn 'ithin the

em!loyees$

It hel!s in buildin% the !ositie !erce!tion and feelin% about the

or%aniation$ The em!loyees %et these feelin%s from leaders,

subordinates, and !eers$

It hel!s in im!roin% u!on the #uality of 'or& and 'or&*life$

It hel!s in deelo!in% leadershi! s&ills, loyalty, better attitude and

other as!ects that successful 'or&ers and mana%ers usually dis!lay$

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7$;$Ob"ecties of Research

This research reflects on the !resent reaction of the em!loyees to the

arious trainin% and deelo!ment !ro%rams at L3T$ In the !rocess, it alsoaims to collect more detailed information on the sub"ect of trainin%

includin% the arious as!ects li&e identification of trainin% needs, trainin%

!ractices in L 3 T and effectieness ealuation of the different !ro%rams$

The ob"ecties are as follo's

7$ To %ain familiarity 'ith and to achiee insi%hts into the trainin% and

deelo!ment !ractices at L3T$

;$ To study the 'ays in 'hich trainin% needs of the em!loyees are

identified for the arious em!loyees at different leels$

$ To test si%nificance of association bet'een the different !arameters

that may be affectin% the trainin% effectieness and the effectieness

itself$

?$ To test the effectieness of the trainin% !ro%rams by calculatin% the

fre#uency module of each score$

To su%%est 'ays of im!roin% the #uality and effectieness of the trainin%

!ro%rams after analy in the arious factors that affect the effectieness of

the trainin% !ro%rams so s to %et ma2imum cost benefit and e2!lainin% the

inestment made in T3D

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;$ LITERAT6RE REIE/

To su!!ort the study and to %et an idea on the to!ic, a number of !reious

studies, articles and conce!ts 'ere researched$ These are bein%

summaried belo'$

@ames A$ Tan et al$ +;>>- in the article The Role of Em!loyee Reactions in

(redictin% Trainin% EffectienessF !ro!osed that distin%uishin% bet'een

affectie and co%nitie em!loyee reactions may im!roe the !rediction of

trainee learnin%$ The results indicated that co%nitie em!loyee reactions

are related to both em!loyee learnin% and em!loyee behaior$ Moreoer,

contrary to !o!ular notion, ne%atie affectie reactions best !redicted

em!loyee learnin%$ or this they studied the reactions throu%h#uestionnaires and also tested arious hy!othesis and a!!lied re%ression

analysis to find out the most im!ortant factors affectin% the trainin%

effectieness$

Another study called The effects of trainin% desi%n, indiidual

characteristics and 'or& enironment on transfer of trainin%F by Ra#uel

elada et al$ +;>>:- 'as done to %ain insi%ht into some of the factors that

determine the transfer of trainin% to the 'or& conte2t$ The research

e2amined the relationshi! bet'een three ty!es of !redictors on transfer of

trainin%, includin% trainin% desi%n, indiidual characteristics and 'or&

enironment$ Data 'as collected at t'o !oints in time from 7


9/79

In a study entitled The Relationshi! Bet'een 5atisfaction 'ith /or&!lace

Trainin% and Oerall @ob 5atisfactionF by 5teen /$ 5chmidt +;>>:-, the

relationshi! bet'een satisfaction 'ith em!loyer*!roided 'or&!lace

trainin% and oerall "ob satisfaction of customer contact re!resentaties

'as e2amined$ A si%nificant relationshi! 'as found bet'een "ob trainin%

satisfaction and oerall "ob satisfaction$

In an article Desi%nin% trainin% interentions) human or technical s&ills

trainin%HF Eu%enia N$ (etridou and Charalambos T$ 5!athis +;>>7-

inesti%ate in the arious #ualities of the trainees that effect the choice of

the ty!e of trainin%$ A classification model is !ro!osed 'hich allo's the

selection and 'ei%htin% of the candidate traineesG !ersonal and

occu!ational differences in order to !artici!ate in one of the t'o ty!es of

trainin%$ By means of the ste!'ise lo%istic re%ression method, %ender, a%e,

education, attitudes to'ards trainin%, mana%erial leel and "ob tenure hae

been identified as the si%nificant ariables associated 'ith ty!e of trainin%$

The im!ortance of continued trainin% and s&ill deelo!ment has also been

hi%hli%hted by a recent international 'or&!lace surey that sho's

a!!ro2imately nine out of ten Indian res!ondents beliee their current

s&ills 'ill be outdated 'ithin fie years$ The surey, by .elly 5erices, finds

more than a third of the res!ondents beliee the trainin% currently !roided

by their em!loyers 'ill not meet their future career needs$ The .elly 0lobal

/or&force Inde2 obtained the ie's of nearly 7>>,>>> !eo!le in ?

countries includin% almost ,>>> in India$ The surey also hi%hli%hts the

si%nificance that em!loyees across the %enerational a%e %rou!s !lace on

trainin% and s&ills deelo!ment to sustain them in a ra!idly chan%in%

labour mar&et$

Luc 5els in the article More is not necessarily betterG) the relationshi!

bet'een the #uantity and #uality of trainin% efforts, states that the

inestment leel does not necessarily determine the #uality of the trainin%

!rocesses and 'or&s to find out the e2tent to 'hich com!anies monitor the

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systematic deelo!ment of sufficiently effectie trainin% !rocesses alon%

'ith findin% out the correlation bet'een the leel of financial inestment in

com!any trainin% and the #uality of trainin% !rocesses$

$ .EJ CONCE(T5

$7 Trainin% need identification

Trainin% need identification !rocess is a series of actiities conducted to

identify !roblems or other issues in the 'or&!lace, and to determine

'hether trainin% is an a!!ro!riate res!onse$ It is usually the first ste!

ta&en to cause a chan%e$ This is mainly because needs identification

s!ecifically defines the %a! bet'een the current and the desired indiidual

and or%aniational !erformances$ It is a tool utilied to identify 'hat

educational courses or actiities should be !roided to em!loyees to

im!roe their 'or& !roductiity$ 1ere the focus should be !laced on needs

as o!!osed to desires of the em!loyees for a constructie outcome$

Inorder to em!hasie the im!ortance of trainin% need identification 'e can

focus on the follo'in% areas) *

To !in!oint if trainin% 'ill ma&e a difference in !roductiity and the

bottom line$

To decide 'hat s!ecific trainin% each em!loyee needs and 'hat 'ill

im!roe his or her "ob !erformance$

To differentiate bet'een the need for trainin% and or%aniational

issues and brin% about a match bet'een indiidual as!irations and

or%aniational %oals$

Identification of trainin% needs, if done !ro!erly, !roides the basis on

'hich all other trainin% actiities can be considered$ Identification of

trainin% needs is im!ortant from both the or%aniational !oint of ie' as

'ell as from an indiidualKs !oint of ie'$ rom an or%anisationKs !oint of

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ie' it is im!ortant because an or%anisation has ob"ecties that it 'ants to

achiee for the benefit of all sta&eholders or members, includin% o'ners,

em!loyees, customers, su!!liers, and nei%hbours$

These ob"ecties can be achieed only throu%h harnessin% the abilities of

its !eo!le, releasin% !otential and ma2imiin% o!!ortunities for

deelo!ment$ Therefore, !eo!le must &no' 'hat they need to learn in

order to achiee or%aniational %oals$ 5imilarly, if seen from an indiidualKs

!oint of ie', !eo!le hae as!irations, they 'ant to deelo! and in order to

learn and use ne' abilities, and !eo!le need a!!ro!riate o!!ortunities,

resources, and conditions$ Therefore, to meet !eo!leKs as!irations, the

or%aniation must !roide effectie and attractie learnin% resources andconditions$ Also in order to brin% a synchroniation bet'een or%aniational

and indiidual ob"ecties !eo!le need to #uestion the 'ay they do thin%s$

And this is !recisely the hidden ob"ectie behind any trainin% need

identification !rocess$ It should ideally be a lon%*term !rocess of

encoura%in% em!loyees to ta&e an actie inolement in their o'n

deelo!ment, thus increasin% their commitment to learnin%, to their 'or&,

and to the or%aniation as a 'hole$

$; /hy trainin% need identification H

An in*house trainer or a consultant !erforms a needs identification to

collect and document information concernin% any of the follo'in% three

issues

7$(erformance!roblems

;$Antici!ated introduction of ne' system, tas& or technolo%y

$A desire by the or%aniation to benefit from a !erceied o!!ortunity

In all three situations, the startin% !oint is a desire to effect a chan%e$

Needs identification often reeals the need for 'ell*tar%eted trainin% areas$

1o'eer, 'e must &ee! in mind that trainin% is not al'ays the best 'ay to

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try to close a !articular %a! bet'een an or%aniationGs %oals and its actual

!erformance$

Those conductin% the needs identification must %et a clear idea of the

!roblem, loo& at all !ossible remedies and re!ort on their findin%s to

mana%ement before decidin% on the best solution$

/hen !ro!erly done, needs identification is a 'ise inestment for the

or%aniation$ It saes time, money and effort by 'or&in% on the ri%ht

!roblems$ Or%aniations that fail to su!!ort needs identification ma&e

costly mista&es4 they use trainin% 'hen another method 'ould hae been

more effectie4 they use too much or too little trainin%, or they use trainin%

but fail to follo' u! on it$ A 'ell*!erformed analysis !roides the

information that can lead to solutions that focus on the areas of %reatest

need$

(rocess of conductin% trainin% needs identification is a systematic one

based on s!ecific information*%atherin% techni#ues$ Needs identification

!roceeds in sta%es,'ith the findin%s of one sta%e affectin% and hel!in% to

sha!e the ne2t one$ There is no easy or shortcut formula for carryin% outthis !rocess$ Each !articular situation re#uires its o'n mi2 of obserin%,

!robin%, analyin% and deductin%$

In many 'ays, the needs identification is li&e detectie 'or&4 you follo' u!

on eery lead, chec& eery !iece of information and e2amine eery

alternatie before dra'in% any solid conclusions$ Only then one can ensure

of hain% the eidence on 'hich to base a sound strate%y for !roblem

solin%$

A needs identification is not a one*time eent$ (rofessional or%aniations

administer needs analysis at re%ular interals$

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$ Im!ortance of trainin% need identification

6nless the ri%ht #uality of human ca!ital is !resent, or%aniations

may stru%%le to im!lement strate%ies and achiee tar%ets$ Analyin%

the areas 'here ca!ability needs to be enhanced allo's

or%aniations to create a human ca!ital inestment strate%y to

su!!ort business ob"ecties$

(roidin% learnin% o!!ortunities to staff enables them to deelo!

and achiee !ersonal and career %oals$

/ell*!lanned trainin% is an effectie retention strate%y, !articularly

for ambitious and e2ternally mobile em!loyees$

All trainin% !roision should be desi%ned to meet !reiously

identified learnin% needs in order to be cost*effectie$ If an initial

assessment usin% the correct assum!tions is made about 'ho

needs to learn 'hat, then it is li&ely that effectie trainin% or learnin%

!roision 'ill result$

1ain% a clear idea of 'hat needs to be learned and the outcomes

e2!ected !roides a foundation for trainin% and learnin%

!rofessionals to ealuate the effectieness of im!lementation of the

learnin% strate%y$

$? Methods of Identifyin% Trainin% Needs

Trainin% needs 'ill differ 'ith the bac&%rounds of the em!loyees to be

trained, and their !resent status in the or%aniation$ A candidate fortrainin% may come from any one of three %rou!s

7$ Ne' 1ires

;$ eteran em!loyees$

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$ Trainees currently in the trainin% !i!eline

Ne' 1ires

The ne' em!loyees 'ill normally be of some'hat different bac&%rounds$Bein% ne', they are not familiar 'ith their ne' em!loyers$ As a result, the

earliest !hases of the trainin% must concentrate on com!any orientation$

Durin% these !hases, the or%aniation !olicies and administratie details

should be coered$ It is also a suitable time to ac#uaint the trainees 'ith

'hat is e2!ected from him, and ho' he 'ill be ealuated throu%hout the

!hase of trainin%$

Retainin% 3 6!%radin% eteran Em!loyees

The !eo!le in this cate%ory offer a challen%e to the trainin% de!artment$

Therefore, the number and amount of trainin% re#uired by this cate%ory

should be carefully considered$ Often the retrainin% and u!%radin% of

former em!loyees can be ery re'ardin% for trainin% instructors$There are

adanta%es in &ee!in% this %rou! intact and tailorin% the !ro%ram to their

needs$ On the other hand, this cate%ory of em!loyees can also ma&e

si%nificant contribution to trainin% if they are co*min%led 'ith the ne'

hires$

(i!eline Em!loyee Re#uirements

A %ood trainin% !ro%ram 'ill normally hae !artici!ants in arious !hases

of com!eletion$ An a'areness of com!letion dates and ho' the !otential

em!loyee 'ill be em!loyed should be the concern of the trainin% staff and

the em!loyeeGs su!erisor$ A trainee should hae a challen%e in all !hases

of his trainin%$ Therefore, it is recommended that thorou%h interim test*

'or& be %ien to !i!eline em!loyees in !eriods bet'een formal classes$

This may ta&e the form of solidifyin% 'hat he learned in the !rior !hase and

sere as !re!aration for the comin% !hases$

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$ Techni#ues of identifyin% trainin% needs

7$ Obseration

In this a!!roach, an em!loyeeGs !erformance itself is a source of

information$ /or&erGs !erformance is ealuated throu%h first*hand

obseration and analysis$.ey adanta%e of usin% direct obseration in the

needs identification is that one %ains first*hand &no'led%e and

understandin% of the "ob bein% !erformed and the stren%ths and

'ea&nesses of the releant 'or&er$

;$ Interie's

It allo's to meet em!loyees face to face to discuss their im!ressions of

!erformance$ In conersation 'ith 'or&ers, one can e2!lore their

res!onses in de!th$ It hel!s in obtainin% full understandin% of their

!erformance deficiencies$

$ uestionnaires

A #uestionnaire is a sort of interie' on !a!er$The &ey adanta%e of a

#uestionnaire is that one can include eery !erson from 'hom

'e 'ant in!ut$$ Eery em!loyee is as&ed the identical #uestions, and

conse#uently data is ery easy to com!ile and analye$ uestionnaires can

be useful in obtainin% a bi% !icture G of 'hat a lar%e number of em!loyees

thin& 'hile allo'in% eeryone to feel that they hae had an o!!ortunity to

!artici!ate in the needs identification !rocess$

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?$ @ob Descri!tions

Before establishin% a "ob descri!tion, a "ob analysis must be made$ This

"ob analysis inoles a thorou%h study of all res!onsibilities of the releant

"ob$ It is com!any 'ide in sco!e and should be detailed to such a de%ree

that those conductin% the trainin% can use the "ob analysis as a yardstic&

for their course content$ /hen an em!loyeeGs "ob descri!tion has been

defined, the trainer can easily tailor his trainin% curriculum to a ery close

!ro2imity of 'hat 'ill be e2!ected of the em!loyees$

$ The Difficulty Analysis

Difficulty Analysis establishes 'hich of the duties cause the em!loyee the

%reatest amount of troubles and ho' this trouble can be reduced throu%h

better trainin%$

9$ (roblem 5olin% Conference

Another time*tested techni#ue for %atherin% needs analysis material from

em!loyees is to conduct !eriodic !roblem solin% conferences 'hich may

ta&e the form of or be !art of a !lan for a ne' !roduct, tas& or technolo%y$

It is al'ays hel!ful to utilie an outside consultant to moderate such

sessions$The current !roblems 'ill eole that re!resent !otential areas

for trainin%$

:$ A!!raisal Reie's

eed* bac& at a!!raisal interie' time is aluable since it is timely

information$ Trainin% needs differ from 'or&er to 'or&er, and a!!raisal

sessions allo' the em!loyee and su!erisor mana%er to uncoer the

cause of 'ea&nesses in !erformance$ These deficiencies re!resent areas

for trainin%$

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$9 Trainin% Methods

Trainin% methods are means of attainin% desired ob"ecties set for a

trainin% !ro%ramme$ The choice of trainin% methods 'ould de!end on a

ariety of factors, such as !ur!ose of trainin%, nature of contents,

releance to the !artici!ants, leel of trainees, com!etence of trainers,

cost, etc$ The methods can be broadly cate%oried into four %rou!s under)

On*the*"ob oriented trainin% methods

5imulations method

.no'led%e*based methods

E2!erimental methods

On*the*"ob oriented trainin% methods * Methods in this cluster are centered

around the "ob, i$e$, learnin% on the "ob itself by a ariety of methods$

+i- On*the*"ob Trainin% Ma"ority of the industrial trainin% is of the on*the*

"ob trainin% ty!e$ It is the most common a!!roach to trainin% 'hich can

ran%e from relatiely unso!histicated obsere and co!yF method to hi%hly

structured courses$ O@T is conducted at the 'or& site and in the conte2t of

the "ob$ It is the effectie method as the trainees learn by he e2!erience,

ma&in% him or her hi%hly com!etent$ The trainin% is free from an artificial

situation of classroom$ This contributes to the effectieness of the

!ro%ramme$

+ii- @ob Instruction Trainin% In this method, a trainer %ies instruction toan em!loyee ho' to !erform his "ob$ This method of trainin% is a!!ro!riate

for ac#uisition or im!roement of motor s&ills and routine and re!etitie

o!erations$ It inoles !re!aration, !resentation, !erformance and follo'

u!$

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+iii- Coachin% In this method, the su!erior teaches the ne' em!loyee

about the &no'led%e and s&ills of a s!ecifically defined "ob$ The su!erior

!oints out the mista&es committed by the ne' em!loyee and then also %ie

su%%estions to im!roe u!on$

+i- @ob Rotation In this method, a trainees moes from one "ob to

another and from one de!artmentdiision to another$ It is more

a!!ro!riate for deelo!in% multis&illin%, o!erational fle2ibility, !roidin%

satisfaction from ne' "obs and broadenin% the oerall !ers!ectie of the

trainee$

5imulation Methods * It is a techni#ue 'hich du!licates, as nearly as

!ossible, the actual conditions encountered on a "ob$ It is an attem!t to

create a realistic decision*ma&in% enironment for the trainee$ The

methods fallin% in this cate%ory are)

+i- Case 5tudy * It is an 'ritten descri!tion of an actual situation in

business 'hich !roo&es, in the reader, the need to decide 'hat is %oin%

on, 'hat the situation really is or 'hat the !roblems are, and 'hat can or

should be done$ The cases re!resent attem!ts to describe, as accurately as!ossible, real !roblem that mana%ers hae faced$

+ii- Role (layin% It %enerally focuses on emotional issues rather than

actual ones$ The essence of role !layin% is to create a realistic situation,

and then hae the trainees assume the !arts of s!ecific !ersonalities in the

situation$ It hel!s to !romote inter!ersonal relations$ Attitude chan%e is

another result of role !layin%$

+iii- In*Bas&et E2ercise It is also called In*TrayG method of trainin%$ The

trainee is !roided 'ith a !ac& of !a!ers and files in a tray containin%

administratie !roblems and are as&ed to ta&e decisions on these 'ithin a

s!ecified time limit$ The trainees are !roided feedbac& on their decisions$

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19/79

This forces them to reconsider their administratie actions and behaioural

style$

+i- Mana%ement 0ames The %ame is deised on the model of a business

situation$ Then, trainees are diided into %rou!s 'ho re!resent the

mana%ement of com!etin% com!anies$ They ma&e decisions, "ust li&e real

life situations$ These are ealuated and the li&ely im!lications of the

decisions are fed bac& to the %rou!s$

+- estibule Trainin% This is a system in 'hich em!loyees learn their

"obs on the e#ui!ment they 'ill be usin%, but the trainin% is conducted

a'ay from actual 'or& floor$ It is commonly used for trainin% !ersonnel of

clerical and semi*s&illed %rades$

.no'led%e Based Methods* In this method, an attem!t is made to im!art

em!loyees &no'led%e in any sub"ect area$ The common methods that falll

into this cate%ory are4

+i- Lectures* It is a erbal !resentation of information by an instructor to a

lar%e audience$ It is a lo' cost method $ The ma"or limitation of this method

is that it does not !roide for actie inolement of the trainees$

+ii- Conferences5eminars* In this method, the trainer deliers a lecture on

the !articular sub"ect 'hich is follo'ed by #ueries and discussions$ It is

used to hel! em!loyees deelo! !roblem*solin% s&ills$

+iii- (ro%rammed Instruction* It is based on the !rinci!le of !ositie

reinforcement deelo!ed by B$$5&inner$ The sub"ect matter to be learned

is !re!ared and condensed into lo%ical se#uence from sim!le to more

com!le2$ The trainee %ets instant feedbac& on his learnin%$

E2!erimental Methods* The ob"ectie is to hel! an indiidual understand

one self and others$ This is done throu%h attitudinal chan%e$ 5uch

19


20/79

understandin% hel!s an indiidual understands the dynamics of human

relationshi!s in 'or& situation$ One of the common method in this is

5ensitiity trainin%$

+i- 5ensitiity Trainin%* The ob"ecties of sensitiity trainin% are to

!roide the !artici!ants 'ith increased a'areness of their o'n

behaiour and ho' others !erceie them*%reater sensitiity to the

behaiour of others, and increased understandin% of %rou!

!rocesses$ It %o by a ariety of names* laboratory trainin%,

encounter %rou!s or T %rou!s$

$: .ir&!atric& model

The most 'ell*&no'n and used model for measurin% the

effectieness of trainin% !ro%rams 'as deelo!ed by Donald

.ir&!atric& in the late 7=>s$ It has since been ada!ted and

modified by a number of 'riters, ho'eer, the basic structure has

'ell stood the test of time$ The basic structure of .ir&!atric&Gs

four*leel model is sho'n here$

Kirkpatrick Model for Evaluating Effectiveness of TrainingPrograms

20

C/a#4e "# rea5t"o#

Lear#"#4

Be/a2"ora-

5/a#4e

R

e

s

!

-t

s


21/79

An ealuation at each leel ans'ers 'hether a fundamental re#uirement ofthe trainin% !ro%ram 'as met$ ItGs not that conductin% an ealuation at one

leel is more im!ortant that another$ All leels of ealuation are im!ortant$

In fact, the .ir&!atric& model e2!lains the usefulness of !erformin%

trainin% ealuations at each leel$ Each leel !roides a dia%nostic

chec&!oint for !roblems at the succeedin% leel$ 5o, if !artici!ants did not

learn +Leel ;-, !artici!ant reactions %athered at Leel 7 +Reaction- 'ill

reeal the barriers to learnin%$ No' moin% u! to the ne2t leel, if

!artici!ants did not use the s&ills once bac& in the 'or&!lace +Leel -,

!erha!s they did not learn the re#uired s&ills in the first !lace +Leel ;-$

The difficulty and cost of conductin% an ealuation increases as you moe

u! the leels$ 5o, you 'ill need to consider carefully 'hat leels of

ealuation you 'ill conduct for 'hich !ro%rams$ Jou may decide to

conduct Leel 7 ealuations +Reaction- for all !ro%rams, Leel ;

ealuations +Learnin%- for hard*s&illsF !ro%rams only, Leel ealuations+Behaior- for strate%ic !ro%rams only and Leel ? ealuations +Results- for

!ro%rams costin% hi%h$

6sin% the .ir&!atric& Model

Leel 7 +Chan%e in Reaction-

com!leted !artici!ant feedbac& #uestionnaire

informal comments from !artici!ants focus %rou! sessions 'ith !artici!ants

Leel ; +Learnin%-

!re* and !ost*test scores

on*the*"ob assessments

21


22/79

su!erisor re!orts

Leel +Behaior-

com!leted self*assessment #uestionnaire

on*the*"ob obseration

re!orts from customers, !eers and !artici!antGs mana%er

Leel ? +Results-

financial re!orts

#uality ins!ections

interie' 'ith sales mana%er

22


23/79

?$ ABO6T LAR5EN AND TO6BRO

?$7$7$ Oerie'

Larsen 3 Toubro Limited +L3T- is a technolo%y, en%ineerin%, construction

and manufacturin% com!any$ It is one of the lar%est and most res!ected

com!anies in IndiaKs !riate sector$

5een decades of a stron%, customer*focused a!!roach and the

continuous #uest for 'orld*class #uality hae enabled it to attain and

sustain leadershi! in all its ma"or lines of business$

L3T has an international !resence, 'ith a %lobal

s!read of offices$ A thrust on international

business has seen oerseas earnin%s %ro'

si%nificantly$ It continues to %ro' its oerseas

manufacturin% foot!rint, 'ith facilities in China

and the 0ulf re%ion$

The com!anyKs businesses are su!!orted by a

'ide mar&etin% and distribution net'or&, and

hae established a re!utation for stron%customer su!!ort$

L3T beliees that !ro%ress must be achieed in

harmony 'ith the enironment$ A commitment to community 'elfare and

enironmental !rotection are an inte%ral !art of the cor!orate ision$

O(ERATIN0 ACTIITIE5

En%ineerin% 3 Construction (ro"ects +E3C-

1eay En%ineerin% +1ED-

En%ineerin% Construction 3 Contracts +ECC-

Electrical 3 Electronics +EB0-

Machinery 3 Industrial (roducts +MI(D-

Information Technolo%y 3 En%ineerin% 5erices

23
http://www.larsentoubro.com/lntcorporate/common/ui_templates/homepage_news.aspx?res=P_ENChttp://www.larsentoubro.com/lntcorporate/common/ui_templates/homepage_news.aspx?res=P_HEDhttp://www.larsentoubro.com/lntcorporate/common/ui_templates/homepage_news.aspx?res=P_ECChttp://www.larsentoubro.com/lntcorporate/common/ui_templates/homepage_news.aspx?res=P_EBGhttp://www.larsentoubro.com/lntcorporate/common/ui_templates/homepage_news.aspx?res=P_MIPDhttp://www.lntinfotech.com/http://www.larsentoubro.com/lntcorporate/common/ui_templates/homepage_news.aspx?res=P_ENChttp://www.larsentoubro.com/lntcorporate/common/ui_templates/homepage_news.aspx?res=P_HEDhttp://www.larsentoubro.com/lntcorporate/common/ui_templates/homepage_news.aspx?res=P_ECChttp://www.larsentoubro.com/lntcorporate/common/ui_templates/homepage_news.aspx?res=P_EBGhttp://www.larsentoubro.com/lntcorporate/common/ui_templates/homepage_news.aspx?res=P_MIPDhttp://www.lntinfotech.com/


24/79

?$7$;$ 1istory

The eolution of L3T into the countryKs lar%est en%ineerin% and

construction or%aniation is amon% the most remar&able success stories in

Indian industry$

L3T 'as founded in Bombay +Mumbai- in 7=< by t'o Danish

en%ineers, 1ennin% 1olc&*Larsen and 5oren .ristian Toubro$ Both of them

'ere stron%ly committed to deelo!in% IndiaKs en%ineerin% ca!abilities to

meet the demands of industry$

1ennin% 1olc&*Larsen 5oren .ristina Toubro

+?$:$7=>: * ;:$:$;>>- +;:$>;$7=>9 * ?$$7=


25/79

In the early years, they re!resented Danish manufacturers of dairy

e#ui!ment for a modest retainer$ But 'ith the start of the 5econd /orld

/ar in 7==, im!orts 'ere restricted, com!ellin% them to start a small 'or&*

sho! to underta&e "obs and !roide serice facilities$

0ermanyKs inasion of Denmar& in 7=?> sto!!ed su!!lies of Danish

!roducts$ This crisis forced the !artners to stand on their o'n feet and

innoate$ They started manufacturin% dairy e#ui!ment indi%enously$ These

!roducts !roed to be a success, and L3T came to be reco%nied as a

reliable fabricator 'ith hi%h standards$

The 'ar*time need to re!air and refit shi!s offered L3T an

o!!ortunity, and led to the formation of a ne' com!any, , 1ilda Ltd$, to

handle these o!erations$ L3T also started t'o re!air and fabrication sho!s$

A%ain, the sudden internment of 0erman en%ineers +because of the /ar-

'ho 'ere to u! a soda ash !lant for the Tatas, %ae L3T a chance to enter

the field of installation* an area 'here their ca!ability became 'ell

res!ected$

?$7$$ The @ourney

In 7=??, ECC 'as incor!orated$ Around then, L3T decided to build a

!ortfolio of forei%n collaborations$ By 7=?, the Com!any re!resented

British manufacturers of e#ui!ment used to manufacture !roducts such as

hydro%enated oils, biscuits, soa!s and %lass$

In 7=?, L3T si%ned an a%reement 'ith Cater!illar Tractor Com!any,

65A, for mar&etin% earth*moin% e#ui!ment$ At the end of the 'ar, lar%e

numbers of 'ar*sur!lus Cater!illar e#ui!ment 'ere aailable at attractie

!rices, but the finances re#uired 'ere beyond the ca!acity of the !artners$This !rom!ted them to raise additional e#uity ca!ital, and on :th ebruary

7=?9, Larsen 3 Toubro (riate Limited 'as born$

Inde!endence and the subse#uent demand for technolo%y and

e2!ertise offered L3T the o!!ortunity to consolidate and e2!and$ Offices

'ere set u! in .ol&ata, Chennai and Ne' Delhi$ In 7=?


26/79

undeelo!ed marsh and "un%le 'as ac#uired in (o'ai$ Today, (o'ai

stands as a tribute to the ision of the men 'ho transformed this

uninhabitable s'am! into a manufacturin% landmar&$

(ublic Limited Com!any

In December 7=>, L3T became a (ublic Com!any 'ith a !aid*u!

ca!ital of Rs$ ; million$ The sales turnoer in that year 'as Rs$7>$= million$

(resti%ious orders e2ecuted by the Com!any durin% this !eriod included

the Amul Dairy Anand and Blast urnaces at Rour&ela 5teel (lant$ /ith the

successful com!letion of these "obs, L3T emer%ed as the lar%est erection

contractor in the country$

In 7=9, a ma"or !art of the com!anyKs Bombay office moed to ICI

1ouse in Ballard Estate$ A decade later this im!osin% %rey*stone buildin%

'as !urchased by L3T, and renamed as L3T 1ouse * its Cor!orate Office$

The si2ties sa' a si%nificant chan%e at L3T * 5$ .$ Toubro retired

from actie mana%ement in 7=9;$ The si2ties 'ere also a decade of ra!id

%ro'th for the com!any, and 'itnessed the formation many ne' entures)

6TMAL +set u! in 7=9>-, Audco India Limited +7=97-, Eutectic /eldin%Alloys +7=9;- and TEN0L +7=9-$

E2!andin% 1orions

By 7=9?, L3T had 'idened its ca!abilities to include some of the

best technolo%ies in the 'orld$ In the decade that follo'ed, the com!any

%re' ra!idly, and by 7=: had become one of the To!*; Indian com!anies$

In 7=:9, 1olc&*Larsen 'as a'arded the Ma%saysay A'ard for

International 6nderstandin% of his contribution to IndiaKs industrial

deelo!ment$ 1e retired as chairman in 7=:


27/79

TODAJ

Larsen 3 Toubro Limited is the lar%est en%ineerin% firm in 5outh Asia$

Our Net sales stood at Rs$;? million and

(AT at Rs$;7:?$;> million +All fi%ures are as on 7stMarch ;>> locations 'orld'ide, includin%

1ouston, London, Milan, 5han%hai, and 5eoul$ Customers include %lobal

ma"ors in oer > countries.

27


28/79

?$7$$ L 3 T at 0lance

L 3 T is en%a%ed in follo'in% !rinci!al business se%ments and en"oys

mar&et dominance in all of them$

EN0INEERIN0 3 CON5TR6CTION

It is the lar%est business se%ment of the com!any %eneratin% a ma"or

!ortion of the reenues$ rom a fabrication and construction led business,

the Com!any has %raduated to a technolo%y based E(C Com!any 'ith

ca!abilities for e2ecution of lar%e scale turn&ey !ro"ects for industries

such as hydrocarbons, oil and %as, and !etrochemicals$

CON5TR6CTION

L3T offers turn&eys construction serices and en%ineered turn&ey

industrial and infrastructure !ro"ects in ciil, mechanical, electrical and

instrumentation en%ineerin% throu%h ECC its En%ineerin% Construction

and Contracts diision$

ECCGs construction ca!abilities hae secured 'ide reco%nition from its

clients, consultants, ratin% a%encies and construction industry in India and

abroad$

28


29/79

INORMATION TEC1NOLO0J

L3T Infotech is a %lobal IT serices and solutions !roider$ It !roides a

'innin% ed%e to their clients by leera%in% the business*to*IT connect and

dee!ly committed !eo!le$

DIER5IIED B65INE55 0RO6(

The diersified business %rou! of L3T com!rises of a number of business

lines, includin% construction e#ui!ment, earth moin% e#ui!ment and

hydraulic e#ui!ment$

ELECTRICAL 3 ELECTRONIC5

The Com!any has a leadershi! !osition in lo' tension 5'itch%ear and

!etrol !um! business$ Business interests in Electronics include solutions

for Control and Automation , Data !roducts, Telecom (ro"ects, Office

Automation e#ui!ment, Test 3 Measurin% Instruments, (rocess

Instruments 3 Control !roducts and Medical E#ui!ment$

1EAJ EN0INEERIN0 DII5ION

L3TGs heay en%ineerin% business actiities, !ecialied in different !roduct

lines, meet the needs of ma"or industries li&e chemical, !etrochemical,

refinery, fertilier, oil and %as, !o'er, iron and steel, !a!er and !ul!,

minerals and metals, !lastic and rubber and many more$(lant and

e#ui!ment are desi%ned and manufactured to customer s!ecifications and

arious strin%ent international codes$

L3T (O/ER LIMITED

L3T (o'er Limited is driin% the thrust to'ards a leadershi! !osition in

the !o'er sector$ It 'ill delier thermal !o'er !ro"ects, from conce!t to

commissionin%, and 'ill desi%n and manufacture su!ercritical boilers,

turbines and %enerators$

29


30/79

?$7$9$ 1R in ECC Diision

ECC reco%nies that !eo!le are the real source of com!etitie adanta%e$ It

is throu%h !eo!le that ECC deliers total customer satisfaction$ 1uman

Resources !ractices at L3T hae earned national reco%nition seeral

times$

ECC*ites %o throu%h a !rocess of continuous learnin%, assisted by trainin%

!ro%rams$ A!art from on*the*"ob trainin% and technical trainin%, oer 7>>

!ro%rams on %eneral mana%ement and behaioural to!ics are conducted

each year$

1R !ractices such as collaboratie !erformance a!!raisal, career 3

succession !lannin%, team re'ards hae been institutionalied$

An e2tensie and ri%orous recruitment !rocess ensures #uality induction$

L3TKs 0raduate En%ineer Trainee recruitment !rocess coers IndiaKs ma"or

en%ineerin% colle%es and institutions$ (ro%rams, !lant isits and

com!rehensie information*sharin% facilitate induction$

ECC Diision has an on%oin% or%aniation deelo!ment !ro%ram, 'hich isone of the lon%est sustainin% OD efforts in India$

ECCKs /or& culture em!hasies)

P reedom to e2!eriment

P Continuous learnin% and trainin%

P Trans!arency

P uality in all as!ects of 'or&

P Re'ards based on !erformance and !otential

30


31/79

1R (OLICJ

The basic !rinci!les of ECCKs 1uman Resources !olicies include

Recruitment based solely on merit by follo'in% 'ell*defined and

systematic selection !rocedures 'ithout discrimination 5ustain motiated and #uality 'or& force throu%h a!!ro!riate and fair

!erformance ealuation, re'ard and reco%nition systems

Identify trainin% needs 'ithin the Or%aniation and desi%n and

im!lement those need based trainin% !ro%rams resultin% in continuous

u! %radation of &no'led%e, s&ills and attitudes of the em!loyees

Maintain a #uality 1uman Resource Mana%ement 5ystem to meet the

international standards as !er I5O =>>7$ (lan, desi%n, train, e#ui! and

motiate the de!artment staff to meet this standard of e2!ectation$

?$7$: A'ads for 1R (ractices

Asia (acific 1R Conclae A'ard for the com!any 'ith Most

Innoatie 1R !racticesF

National a'ard for Best 1RD (racticesF from I5TD

National A'ard for Outstandin% /or& in 1uman Resource

Mana%ement from National 1RD Net'or&

A'ard for Outstandin% 1uman Resources Deelo!ment from

Confederation of En%ineerin% Industry

Inte%ration of Information Technolo%y 'ith 1R in ECC Diision has

been reco%nied by the National 1RD Net'or&

31


32/79

?$7$>:, 'ith @a!an based

Mitsubishi 1eay Industry$ ItGs mission is to desi%n, manufacture, su!!ly,

build and commission su!ercritical !ressure boilers used in coal*fired

!o'er %eneration !lants$

L3T * 06L (i!eline En%ineerin%) It is a @oint enture of L3T and 65

based 0ulf Interstate En%ineerin% Com!any, 1ouston, Te2as +06L-, one

of the 'orldGs to! most en%ineerin% 3 !ro"ect mana%ement com!anies for

hydrocarbon !i!elines and !roides creatie, !ractical solutions 'ith

s!ecific focus on (i!eline En%ineerin%, from hydraulic modelin% and

conce!tual desi%n throu%h detailed desi%n, !rocurement, construction

mana%ement, commissionin% and start*u! actiities$

32


33/79

?$7$=$ ision

The L3T ision reflects the collectie %oal of the com!any$ It stresses on

the oerall deelo!ment of the human resources so as to be em!o'ered to

meet the e2!ectations of the em!loyees, sta&eholders and the society$

33


34/79

?$7$7>$ L 3 T 0rade 5tructure

34

E1, E2, E3 E.e5!t"2e *E+

4!, 4" T"er 7 *Co2+

3!, 3", 3# T"er *Co2+

2!, 2", 2# T"er 8 *Co2+

1!, 1", 1# T"er 9*Co2+

$S1, $S2 J!#"or S!6er2"sor

*JS+

E2ecutie ice (resident

5r$ E2ecutie ice(resident 5r$ ice(resident

(resident3 BoardMembers

S1, S2, S3 S!6er2"sor *S+


35/79

?$7$77$ Leadershi! Team

A$M$ Nai&

Chairman 3 Mana%in% Director

@$($Naya& J$ M$ Deosthalee /hole Time Director 3 /hole Time Director 3 (resident +Machinery 3 Chief inancial Officer

Industrial (roducts-

R$ N$ Mu&hi"a .$ en&ataramanan .$ $ Ran%as'ami /hole Time Director 3 /hole Time Director 3 /hole Time Director 3(resident +Electrical 3 Electronics- (resident +En%ineerin% 3 (resident +Construction- Constructions (ro"ects-

Ma%a!u M$ .ot'al /hole Time Director 3 /hole Time Director 3

5enior E2ecutie ice (resident 5enior E2ecutie ice (resident +IT and Technolo%y 5erices- +1eay En%ineerin%-

35


36/79

?$; 1R (ractices at L3T

At L3T !eo!le are considered as a source of com!etitie adanta%e$ L3T*

ites %o throu%h a !rocess of continuous learnin%, assisted by trainin%

!ro%rams$ A!art from on*the*"ob trainin%, !ro%rams on %eneralmana%ement and behaioural to!ics are also conducted$ Moreoer,

!erformance a!!raisal, career 3 succession !lannin%, team re'ards are

also bein% !racticed$ The 1R (ractices at L3T hae been reco%nied and

a!!reciated 'ith many A'ards from re!uted or%aniations li&e I5TD,

National 1RD Net'or&, Confederation of En%ineerin% Industry

Trainin% and deelo!ment ision at L3 T * Trainin% shall be a strate%ic

business function, contributin% si%nificantly to or%aniational, %rou! andindiidual effectieness and %ro'th by fosterin% a stron% learnin% cultureF

O'in% to the uni#ue nature of E3C business,the #uests be%ins 'ith

identifyin% hi%h !erformers to ta&e leadershi! !ositions in Mana%ement,

E2ecution and Technolo%y$

?$;$7 T3D Model for E3C

36

AT

E&C

Co#2er4e#5e#ompetent

%or&for'e

E.6ert"se(un'tional )nowledge,

S&ill*+

#ompeten'ie*

raining -nput*

Perso#a-"t'

anagerial + "eha.ioral#ompeten'ie*

/e.elopment

-nput*

F"4!re )9 3 Tra"#"#4 a#$ De2e-o6%e#t %o$e- o E&C

D"2"s"o# o L&T


37/79

As the fi%ure $7 de!icts, trainin% in!uts are %ien to enhance the e2!ertise

on functional &no'led%e, com!etencies and s&ills4 'hereas in!uts on

mana%erial 3 behaioral com!etencies lead to deelo!mental in!uts lead

to oerall deelo!ment of the !ersonality$

?$;$;$Trainin% (ro%ram Desi%n (rocess

Desi%nin% of a Trainin% (ro%ram starts 'ith the Performance 'riented

evelopment Plan )P'P*$ The consolidated trainin% needs of the

em!loyees form the in!ut of the desi%nin% !rocess$ A structured a!!roach

consistin% of a series of ste!s leads to the ma&in% of a customied trainin%

!ro%ram$ (OD( is the tool for identifyin% deelo!mental needs of the

em!loyee in line 'ith his "ob re#uirement$In (OD( form, Leadershi!,

Technical 3 5B6OD com!etency are identified$ The com!leted form is to

be for'arded to 1R$The final out!ut of the !rocess is the annual trainin%

calendar$

The entire !rocess could be ma!!ed on to a (DCA Cycle +(lan Do Chec&

and Act-

7$ The !rocess is +Planned, by ma!!in% the trainin% needs of the !eo!le

;$ Trainin% need fulfillment si%nifies the +o,!art of the cycle

$ Re%ular +-hec.s, of the !ro%ram desi%n and im!lementation are

conducted throu%h feedbac& mechanism and other tools

?$ Need based modification of the e2istin% !ro%rams si%nify the +$ct,!art

of the cycle$

37


38/79

TRAININ0 (RO0RAM DE5I0N (ROCE55

38

Roll out a trainin% calendaras !er the (OD( analysis

Ste6 :

Need elt andor Identifiedthrou%h (OD(

Ste6 9

Meetin% TM, 5B6 1eads and5ub"ect Matter E2!erts tocrystallie trainin% needs5te! ;

Ma&e broad frame'or& androadma!

5te!

Deelo! Clear Trainin%(ro%ram Ob"ecties) Oerall(ro%ram Desi%n and Module

5te! ?

eedbac& form unctionalE2!erts and 1R on the draft

5te!

inalie Module Content and(eda%o%y

5te! 9

Decide Li&ely faculty,material !re!aration andadministratie details

5te! :

raining

rogram

/e*ign

ro'e**


39/79

?$;$ (eo!le Deelo!ment Initiaties at L3T

The arious initiaties in the field of !eo!le deelo!ment at L3T are diided

into fie %rou!s as sho'n in fi%ure $;)

i%ure $; arious (eo!le Deelo!ment Initiaties at L3T

CALD * Ca!abilities and Leadershi! Deelo!ment

CALD A!!reciation +CALD A-) CALD is an initiatie 'here the

com!etencies re#uired by !ersons at arious leels and functions across

the E3C business are identified$ Learnin% Modules hae been deelo!ed in

areas of Mar&etin%, En%ineerin%, (rocurement, Construction, (ro"ect

(lannin% 3 5chedulin% etc by Curriculum Deelo!ment Teams 'ith

facilitation by the Core Team$ This !ro%ram is based on real life !roblems

that arise durin% the !ro"ects$

39

CBT

CALD

GLOPAT

;PMP Le2e-

Peo6-e

De2e-o6%e#tI#"t"at"2es at L&T

E.ter#a-

Tra"#"#4

Pro4ra%


40/79

CALD Blac&belt +CALD BB-) CALD Blac&belt (ro%ram 'as conceied to

build com!etencies identified for the Tactical Leadershi! Leel +Mana%er

5enior Mana%er Assistant 0eneral Mana%er-, 'here the ob"ectie is tobuild com!etencies throu%h e2!eriential learnin% based on case studies

built around real !ro"ect e2!eriences$

0LO(AT

This !ro%ram 'as started 'ith an ob"ectie to deelo! %lobal business

acumen and leaders 'ho 'ould drie and mana%e E3CGs international

initiaties$ 0LO(AT is the acronym for 0lobetrottin% e2!ats 'ho com!lete

one forei%n assi%nment after another and moe directly from country to

country$ The !ro%ram ma"orly coers the follo'in% to!ics)

International Mar&etin% 3 0lobal Business 5trate%y

5trate%ic 5ellin%

Customer Relationshi! Mana%ement International inance 3 Ta2ation

International Contracts 3 La' 1ealth, 5afety 3 Enironment

International Ris& 3 Insurance Cross Cultural Mana%ement

(M( Leel D Certification)

A reco%nied Leel D certification scheme is bein% administered in India by

(MA, India$ E3C has a tie*u! 'ith (ro"ect Mana%ement Association +(MA-

for s!onsorin% its !ro"ect mana%ers to this e2amination$ L3T also !roides

the re#uired su!!ort and resources to hel! the em!loyees %et throu%h this

certification$ The main re#uirements for each leel are deried from ty!ical

actiities, res!onsibilities and re#uirements from !ractice are as follo's)

I(MA Leel A to direct all !ro"ects of a com!any, branch or a !ro%ram$

I(MA Leel B to mana%e com!le2 !ro"ects himherself$

I(MA Leel C to mana%e non*com!le2 !ro"ects and assist the mana%er of a

com!le2 !ro"ect on all as!ects of (ro"ect Mana%ement$

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I(MA Leel D to hae (ro"ect Mana%ement &no'led%e in all elements and

as!ects$

Com!etency Based Trainin% (ro%rams +CBT-)

Most of the behaioral mana%erial trainin% !ro%rams are or%anied by

Cor!orate 1R$ They roll out a trainin% calendar t'ice a year and inite

nominations from across the ODs$

E2ternal Trainin% (ro%rams)

Em!loyees can attend releant !ro%rams, conferences or seminars

arran%ed by e2ternal a%encies by %ettin% an a!!roal from the 5B6 1ead

and 1R 1ead$ To nominate oneself for such !ro%ram one needs to fill u!

theE2ternal Trainin% Re#uisition orm$

7$7$7$ Other Initiaties

Core Deelo!ment (ro%rams)

Cor!orate 1R or%anies Core Deelo!ment (ro%rams for all cadres of

em!loyees in coordination 'ith (remier Mana%ement 5chools of India$

Assessment Centre)

L3T has in !lace Assessment Centers for identification of !otential leaders

from all cadres of em!loyees$ Nominations are based on consistent %ood

!erformance of em!loyees$

MDC Lonaala

41
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Trainin% Council)

The 1R team of aridabad, has recently formed a trainin% council

consistin% of the different 5B6 1eads, and the internal trainers$ This

council is li&e an adisory committee formed to stren%then the lines of

communication and to better understand the trainin% re#uirements of the

em!loyees of the arious units and to conduct the trainin% !ro%rams more

effectiely by reflectin% on the %a!s, stren%ths, 'ea&nesses of the arious

as!ects of the trainin% !ro%rams$

CRE5T +Celebratin%, Reco%niin%, E2!loration,

5harin% and Transfer of Learnin%- the ATL

Club)

ATL stands for Any Time Learnin%$ ATL (ortal is

com!any 'ide e*learnin% initiatie of Cor!orate 1R

'herein em!loyees %et an access to a number of certificate courses in

different fields, and they can ta&e !art in arious com!etitions held for the

L3T em!loyees li&e essay 'ritin% com!etition$ In addition to this, under the

resources cate%ory, they can also access Ebsco, Buffett 5ecrets, and

Learn Lan%ua%es throu%h ATL$ They can maintain their o'n trainin%

calendar, and ie' their !ro%ress in arious curriculums$ The learnin%

catalo% at ATL !roides different learnin% streams li&e)

unctional

Behaioural

Certicification in 5trate%ic Business Mana%ement

Certicification in 1uman Resource Mana%ement

5!ecialied Cate%ory etc

Em!loyees can refer to the manual that is !roided or they can ta&e a #uic&

tour of ATL to use it in a better 'ay and it &ee!s them u!dated 'ith all the

im!ortant announcements$

CRE5T the ATL Club of aridabad is an initiatie by 1R and the users of

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ATL to further the mission of continual learnin% and to facilitate sharin% of

information, celebratin% ATL successes4 or%aniin% tal&s#ui

!ro%ramslearnin% cafesboo& reie's and other learnin% initiaties$

?$;$?$Leadershi! !ro%ram

Larsen 3 Toubro Limited finds its name amon% the To! En%ineerin%

com!anies of the 'orld$ O'in% to the nature of the businesses, they need

talented !eo!le to ta&e u! Leadershi! !ositions$ L3T addresses the

as!irations of the em!loyees by deelo!in% a uni#ue Leadershi! Module$

The module offers three sets of Leadershi! Role (aths* one for the 'ould*

be mana%ers +ML(s-, one for the e2ecution s!ecialists +EL(s 3 5L(s- and

another for technolo%ists +TL(s- 'ho !refer to remain close to technolo%y

throu%hout their careers$ The arious Leadershi! !ro%rams are based on

the ty!e of roles the Leaders 'ill be e2!ected to !erform) 5trate%ic)

Mana%ement Business 3 Technolo%y Leadershi! (ro%rams O!erational)

E2ecution Leadershi! (ro%ram 3 5u!erisory Leadershi! (ro%ram

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?$;$$MANA0EMENT LEADER51I( (RO0RAM

Mana%ement Leadershi! (ro%ram +ML(- is an or%aniation 'ide

interention to identify, %room and retain a !ool of hi%h !otential

em!loyees, from 'hich dynamic leaders can be chosen for fulfillin%

business needs$ The leadershi! talent is identified usin% a com!etency

measurement tool i$e$ Assessment Centres based on real business

scenario simulations$ The !ro%ram encom!asses %roomin% hi%h !otential

talent throu%h Coachin% initiaties and Trainin% !ro%rams desi%ned to

stren%then com!etencies.

7$ Assessment Centres)

Assessment Centre is a multi rater, multi tool !rocess of measurin%

!otential$ 5!read across ;* days, the Centres !roide an off*line

o!!ortunity to demonstrate com!etence and they establish a !latform to

screen the nominees across the benchmar&ed com!etencies$ Latent

leadershi! talent is screened and reco%nied$

;$ Business Leader Interie' 'ith a senior !anel

The assessment Centres are follo'ed by Qcom!etency Based Interie'sQ

'ith a senior !anel$ The one to one interactions !roide a basis to re*

confirm the results so %enerated throu%h the assessment !rocess$

$ eedbac&

eedbac& com!letes the entire assessment loo! and forms a si%nificant

!art of the ML( Identification !rocess

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?$;$9$MANA0EMENT LEADER51I( (RO0RAM

The Technolo%ist Leadershi! (ro%ramme +TL(- is an initiatie directed

to'ards identifyin% and deelo!in% the em!loyees 'ho hae a stron%

desire to enhance business !erformance throu%h the route of technolo%y$

L3T o!erates in the areas 'here leadershi! in technolo%y translates to

%reater mar&et share, hi%her reenue and sustained !rofits$ The future

business scenario for L3T 'ill be in shar! contrast to 'hat it is at !resent

and constitute hi%her com!onent of hi%h technolo%y areas$

Assessment (rocess for Technolo%y Leader

7$ Technolo%y Assessment Centre +TAC-

This assessment centre focuses on ealuatin% the leadershi!

com!etencies as a!!licable to the Technolo%y Leader$ The TL(

assessment centre is similar to the ML( centre in terms of the tools used$

The tools include %rou! e2ercise, !resentation, role*!lay and interie'$

;$ Tech Tal&

As a !art of the assessment !rocess, a technical !resentation termed as

Tech Tal&G is introduced , to assess the candidateGs com!etencies related

to Technolo%y$ Each candidate is as&ed to ma&e a !resentation on his role

in the technolo%y deelo!ment, in his de!artment, to a !anel of e2!erts$

This !anel, 'hich !robes the candidate on s!ecific com!etencies, consists

of senior !ersons from different ODs and also eminent !ersonalities from

academia and re!uted institutes$

$ Technolo%y Leadershi! Interie's

The TL( assessment concludes 'ith the Technolo%y Leadershi! Interie'

by a t'o*member !anel consistin% of a To! Mana%ement !erson from a

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different O!eratin% Diision$ The candidates at the Coenanted leels

+Middle and 5enior Mana%ement- ma&e a brief !resentation to !anel

focusin% mainly on leera%in% Technolo%y for %ainin% com!etitie

adanta%e$

?$;$:$ 56(ERI5ORJ LEADER51I( (RO0RAM

The 5u!erisory Leadershi! (ro%ramme +5L(- !rocess see&s to identify

and %room em!loyees, 'ho "oined in 5u!erisory cadre and sho'

e2em!lary !erformance and !otential and !roide them sco!e for faster

%ro'th and focused deelo!ment, As they rise into E2ecutie !ositions

they are %ien an o!!ortunity to ta&e !art in the EL(, ML(, and TL(

!rocesses$

Assessment (rocess for a 5u!erisory Leader

/ritten Tests) This assessment focuses on ealuatin% the leadershi!

com!etencies as a!!licable to a 5u!erisory Leader$ The tools include

ability test, !sychometric tests etc$

unctional Interie's) The 5L( assessment includes a unctional

.no'led%e Interie' by a three*member !anel, 'hich focuses on de!th

and breadth of &no'led%e in the functional area$

5u!erisory Leadershi! Interie's) The 5L( assessment concludes 'ith

the 5u!erisory Leadershi! Interie' by a t'o*member !anel consistin% of

; 5enior Mana%ement !ersons from different businesses$

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$ RE5EARC1 MET1ODOLO0J

The !ro"ect 'as underta&en to assess the effectieness of the arious

trainin% and deelo!ment !ro%rams bein% carried out at Larsen and Toubro

Limited$ 5ome of the !ro%rams or%anied by the 1R team of aridabad

Cam!us, for the oerall deelo!ment of the em!loyees 'ere)

(lannin% 3 E2ecution

Identifyin% Trainin% Needs

M5 E2cel

Effectie (resentation 5&ills

Train the Trainer

Leadershi! (ro%ram

$7$Locale of the 5tudy

Thou%h this or%aniation has many branches all oer India and in other

countries too, but the current study is limited to its aridabad cam!us

'hich is the ECC Diision and currently em!loys :; em!loyees and oer

;>> trainees +0ET, (0ET, DT, ET-$

$;$ 5am!le 5tudy

The study 'as diided on the basis of arious trainin% !ro%rams that 'ere

conducted in the or%aniation durin% the !eriod of the internshi! i$e$ @une

and @uly$ The sam!le selection 'as done on the basis of conenience

sam!lin%, 'here the data 'as collected from the em!loyees 'ho 'ere

readily aailable$ The sam!le sie aried for each trainin% !ro%ram$

$$ Data Collection

(rimary sources) The !rimary data 'as collected throu%h instruments li&e

#uestionnaires, feedbac& forms, obseration, etc$ The data 'as collected

from the arious em!loyees 'ho !artici!ated in the arious trainin%

!ro%rams, the trainers, their su!erisors and the !eo!le from the 1R

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de!artment of the com!any$ The research 'as diided into !arts accordin%

to the arious trainin% !ro%rams$

5econdary sources) The secondary data 'as collected from the em!loyee

handboo&, the "ournals, ma%aines, ne's!a!ers, internet, !roceedin%s of

conferences seminars etc$

$?$ Data Analysis

5ince the !ro"ect inoled ealuatin% the effectieness of the trainin%

!ro%rams at arious leels, a number of statistical tools alon% 'ith tables

and %ra!hical re!resentations 'ere used$ 5ome of the tools used 'ere

measures of central tendency, cross tabulation , chi s#uare test, etc$

The statistical analysis is su!!orted 'ith data in tabulated form 'hereer

necessary$ The #uestionnaires that 'ere formed consisted of closed ended

#uestions e2ce!t 'hen as&in% for some %eneral comments li&e in the

feedbac& forms$ The trainees hae %ien the ratin% to !arameters of

different !ro%rams$ The minimum ratin% %ien is 7 and the ma2imum ratin%

%ien is 7>$Cross tabulation is done 'hich indicates the fre#uency module

of each score for different !ro%rams$ Chi s#uare test is used to find the

si%nificance of different !arameters in trainin% !ro%rams$

The alue of the test*statistic is S; +O E-; E

/; Chi s#uare$' an obsered fre#uencyE an e2!ected fre#uency

Chi*5#uare 1y!othesis)

1o) The null hy!othesis +(*alue U >$>- means there is no associationbet'een !arameter and !ro%ram$

1a) The alternate hy!othesis +(*alue V >$>- means there is association

bet'een !arameter and !ro%ram$

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9$ ANALJ5I5 AND INTER(RETATION

or all the trainin% !ro%rams, feedbac& from the !artici!ants 'as collected

immediately after the com!letion of the !ro%ram throu%h feedbac& forms

+Anne2ure*7-$ This feedbac& 'as collected 'ith res!ect to three ariables

i$e$ 5&illed acilitator, (ro%ram Content 3 Coera%e and Enironment 3

Location$ Also, an oerall ratin% of the !ro%ram 'as as&ed$

9$7$7 Abbreiations

5WD. 5&illed acilitator * De!th of &no'led%e

5WC( 5&illed acilitator * Communications and (resentations 5&ills

5WT * 5&illed acilitator * Ability to focus on main to!ic

5WMT 5&illed acilitator Ability to mana%e time effectiely

5WA * 5&illed acilitator Ability to ans'er #ueries raised

(WAO (ro%ram Content 3 Coera%e * 1o' far !ro%ram achiees its

ob"ectie

(WM (ro%ram Content 3 Coera%e uality of course material

(WCT * (ro%ram Content 3 Coera%e * Coera%e of to!ic

(WTM * (ro%ram Content 3 Coera%e Trainin% Methodolo%y used

(WAT * (ro%ram Content 3 Coera%e A!!licability of 'hat has been

tau%ht

(WR( * (ro%ram Content 3 Coera%e Releance of !ro%ram to "ob

EWAM Enironment and location Aailability of re#uired material

EWCL Enironment and location * Conenient Location

EWCE Enironment and location Comfortable Enironment

OR( Oerall ratin% of !ro%ram

(LN 3 ESC (lannin% and E2ecution (ro%ram

ITN Identifyin% Trainin% Needs (ro%ram

M5 ESCEL M5 E2cel (ro%ram

E (R 5.L Effectie (resentation 5&ill

TTT Train the Trainer (ro%ram

LDR51( Leadershi! (ro%ram

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Res_ID Prg_Name S_DK S_CP S_FT S_MT S_AQ P_AO P_QM P_CT P_TM P_AT P_RP E_AM E_CL E_CE ORP

1 PLN & EXC 10 10 10 10 10 9 10 10 10 9 10 10 10 10 10

2 PLN & EXC 9 10 9 10 10 9 9 9 9 9 9 9 9 9 9

3 PLN & EXC 9 9 9 10 10 9 9 9 9 9

! PLN & EXC 9 10 9 9 " 9 " 9 9 #$

$ PLN & EXC " " "

% PLN & EXC 10 10 10 10 9 10 10 10 10 10 9#$

" PLN & EXC 9 10 9 9 10 10 9 10 9 9 9 9 ! #$

PLN & EXC 9 10 10 9 10 9 10 10 9 9 9 10 10 10 10

9 PLN & EXC 9 9 9 9 9 9 " " " 9

10 PLN & EXC " 9 % 9 9 % 9 " " 9 9 9 "

11 PLN & EXC " " " % % ! ! $ $ $ "

12 PLN & EXC 9 9 9 10 9 " 9

13 PLN & EXC 9 9 " 9 9 "

1! PLN & EXC 10 10 9 9 9 9 9 10 10 3 9#$

1$ ITN " " % % " " " " " 9 9

1% ITN 10 9 9 10 10 10 9 9 9 9 9 9 9

1" ITN " " " " " ! " " "

1 ITN 9 " 9 " 9 9 1 $ #$

19 ITN " " " 9 10 9

20 ITN " " " " " " " " "

21 ITN " " % " % % " $ " % "

22 ITN " " " " % % $#$ % % % % %#$

23 ITN " " " " " " % " " " " "2! ITN " " " " % " % % % "

2$ ITN " % " " " " " " "

2% ITN " " $ " % " %

2" ITN " 9 9 9

2 ITN 9 " " 9 " 9 9 9

29 ITN " 9 9 9 9 10 10 10 9 10 9

30 ITN " " " " % " " " "

31 ITN 10 " " " " "

32 ITN 10 9 10 10 10 9 10 9 10 10 9 9 9

33 ITN 10 10 10 10 10 10 9 10 10 10 10 10 10 10 10

3! ITN 9 9 9 9 " " "

3$ ITN 9 9 9 9 9 9 9 9 #$

3% ITN " " 9 9 9 9 9

3" MS EXCEL 9 9 " " 9 " " % 9 9 " % "

3 MS EXCEL 9 " 9 " $ " $ % " "39 MS EXCEL 9 10 9 10 9 9 9 9 9 9 9 9 9 9

!0 MS EXCEL 9 " " " " $ 9

!1 MS EXCEL 9 9 9 " " " 9 9 9 9

!2 MS EXCEL 9 " " " " 9 " " " " "

!3 MS EXCEL 9 9 " " " " %

!! MS EXCEL " " 9 " " 9 9

!$ MS EXCEL 9 9 9 9 9 10 10 10

!% MS EXCEL 3 $ ! 2 2 " ! ! % $ " 9 !

!" MS EXCEL % 10 10 % 9

! MS EXCEL 9 9 " 9 9 9 10 10 10 9

!9 MS EXCEL 9 10 9 10 10 " " 9 9 9 9 9

$0 MS EXCEL 10 10 9 " 10 9 9 9 9

$1 MS EXCEL 10 10 9 9 9 9 9 9 9 10 10 10 9

$2 MS EXCEL 9 9 " " 9 9 " " 9 2 $ $

$3 MS EXCEL 9 9 9 9 9 9 9 9 9 9 9 9 9

$! MS EXCEL 10 10 10 9 10 9 10 9 10 10 9 9 10 10

$$ MS EXCEL 9 " 9 10 " 9 9 9 9 10

$% MS EXCEL 9 9 " 9 9 9 " 9 9 9

$" EFF PR SK 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10

$ EFF PR SK 10 10 10 10 10 10 10 10 10 10 10 10 10 10

$9 EFF PR SK 9 9 9 9 % " 9

%0 EFF PR SK 10 10 10 10 10 10 9 10 10 9 9 10 10 10 10

%1 EFF PR SK 10 10 10 10 10 10 9 10 10 10 10 10 10 10 10

%2 EFF PR SK 9 10 9 9 9 10 " 9 10 10 9 9

%3 EFF PR SK 9 9 10 9 9 9 10 10 10 9

%! EFF PR SK 9 10 9 10 9 9 9 10 10 10 9 10 9 9 9#$

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%% EFF PR SK 9 " 9 9 9 9 9 9

%" EFF PR SK 9 10 9 9 10 9 9 10 9 9

% EFF PR SK 10 10 10 10 10 10 10 9 10 10 9 9#$

%9 EFF PR SK 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10

"0 EFF PR SK 9 9 " 9 9 9 9 9 9 10 10 10 10 9

"1 TTT 10 10 10 9 9 9 9 10 10 10 10 10 10 10 "

"2 TTT 9 9 9 9 9 10 9 9 9 9 10 9 % " 9"3 TTT 10 9 9 9 9 9 9 9 10 10 10 9 9

"! TTT 9 10 " " 9 % %

"$ TTT 9 9 9 9 9 9 9 9 9 9 9

"% TTT 9 9 9 9 9 9 9 9 % " 9

"" TTT 10 10 9 9 10 10 10 10 10 % % "

" TTT 9 " 9 " 9 9 9 9 9 9 " % 9

"9 TTT 10 10 9 9 10 10 10 10 10 10 " 10

0 TTT 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10

1 TTT 9 9 9 " " " "

2 TTT 9 9 9 9 10 9 9 10 10 10 10 10 10 10

3 TTT 10 10 9 10 10 9 9 9 9 9 10 10 9 10

! LDRSP 9 9 10 % 9 % 9 10 " "

$ LDRSP 9 9 9 9 9 9 10 10 %

% LDRSP 10 10 9 9 " 9 9 9

" LDRSP 10 9 9 10 9 9 9 10 9 10 10 9 % 10 10

LDRSP 10 9 " 9 " % 9 " "

9 LDRSP 10 10 10 10 10 9 9 10 10 10 " 9

90 LDRSP 10 10 10 10 10 10 9 9 9 10 " % %

91 LDRSP 9 9 9 % " " 3 ! " %

92 LDRSP 9 10 9 9 9 " " "

93 LDRSP 9 9 9 9 9 " "

9! LDRSP 9 9 9 " 9 9 9 " "

9$ LDRSP 10 9 9 9 " 9 9 10 10 9 9 9 9

9% LDRSP " " % % % " $ % " 9 9 9 %

9" LDRSP 10 10 10 10 10 9 10 10 10 10 10 10 10 10 10

9 LDRSP " % $ 9 " $ $ % ! " $ % "

99 LDRSP " " " 9 " " " " " "#$

100 LDRSP 9 " 10 9 " 9 " 9 9 9 9

101 LDRSP 10 10 10 10 " " " " 10 10 10

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9$7 5.ILLED ACILITATOR * De!th of &no'led%e

CO6NT (R0 7 ; ? 9 : < = 7> TOTAL

(LN 3 ESC > > > > > > ; ; : 7?

ITN > > > > > > : 77 7 ;;

M5 ESCEL > > 7 > > 7 > 9 = ;>

E (R5 5.ILL > > > > > > > 7 : 9 7?

TTT > > > > > > > > : 9 7

LDR51I( > > > > > > ? < 7 > 7 > > 7 7; ; ;= 7>7

In the aboe cross tabulation, 'e study the si%nificance of !arameter ,de!th of

&no'led%e$ The trainees hae %ien score from 7 to 7>$This cross tab indicates

the fre#uency module of each score$ The ma2imum fre#uency module is

corres!ondin% to score =$ 5o this !arameter is si%nificant as ma2imum trainees

hae %ien score =$

.

i%$ 9$7 0ra!h sho'in% the score for !arameter, de!th of &no'led%e

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On runnin% the chi s#uare test for %ien data, follo'in% table is obtained$

De!th of &no'led%ealue df 5i%nificance

leel

(earson chi s#uare 7$=? ; $>>7

No of alid cases7>7

This table indicates (earson chi s#uare alue as 7$=? and de%ree of

freedom +df- as ;$ The si%nificance leel is >$>>7+V >$>-$ /e may re"ect the

null hy!othesis 'ith = X leel of confidence and conclude that !arameter

s&illed &no'led%e is si%nificant$ In other 'ords it is concluded that there is

an association bet'een s&illed &no'led%e and !ro%ram$

9$;$5.ILLED ACILITATOR * Communication and (resentation 5&ills

CO6NT (R0 7 ; ? 9 : < = 7> TOTAL

(LN 3 ESC > > > > > > 7 ; ? : 7?ITN > > > > > > = < ? 7 ;;

M5 ESCEL > > > > > > > 77 9 ;>

E (R5 5.ILL > > > > > > > ; ; 7> 7?

TTT > > > > > > 7 ; 7

LDR51I( > > > > > 7 7 9 7 > > > > 7 7; ; 7 ? 7>7

In the aboe cross tabulation, 'e study the si%nificance of !arameter,communication and !resentation s&ills$ This cross tab indicates the

fre#uency module of each score$ The ma2imum fre#uency module is ?

corres!ondin% to score 7> and fre#uency module 7 for score =$ 5o this

!arameter is si%nificant as ma2imum trainees hae %ien score 7> and =$

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i%$ 9$; 0ra!h sho'in% the score for !arameter, communication 3

$ !resentations s&ills

On runnin% the chi s#uare test for %ien data, follo'in% table is obtain

Communication 3(resentation s&ills

alue df 5i%nificanceleel

(earson chi s#uare?=$7:; ;> $>>>

No of alid cases7>7

This table indicates (earson chi s#uare alue as ?=$7:; and de%ree of

freedom +df- as ;>$ The si%nificance leel is >$>>>+V >$>-$ /e may re"ect the

null hy!othesis 'ith = X leel of confidence and conclude that !arameter

communication 3 !resentation s&ills is si%nificant$ In other 'ords it is

concluded that there is an association bet'een and communication and

!resentation s&ills the !ro%rams

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9$ 5.ILLED ACILITATOR * Ability to focus on main to!ic

CO6NT (R0 7 ; ? 9 : < = 7> TOTAL

(LN 3 ESC > > > > > 7 > 7?

ITN > > > > > 7 = ? ;;

M5 ESCEL > > 7 > 7 > : : ? 7 ;>

E (R5 5.ILL > > > > > > > 7 9 : 7?

TTT > > > > > > > ? : ; 7

LDR51I( > > > > 7 7 : 7 > 7 > ; 7= ;< > 7= 7>7

In the aboe cross tabulation, 'e study the si%nificance of !arameter ,ability to

focus on main to!ic$ The trainees hae %ien score from 7 to 7>$This cross tab

indicates the fre#uency module of each score$ The ma2imum fre#uency module

is > corres!ondin% to score = and fre#uency module ;< for score


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Ability to focus on main to!icalue df 5i%nificance

leel

(earson chi s#uare

?;$7;9 ; $>7:

No of alid cases7>7

This table indicates (earson chi s#uare alue as ?;$7;9 and de%ree of

freedom +df- as ;$ The si%nificance leel is >$>7: +V >$>-$ /e may re"ect

the null hy!othesis 'ith = X leel of confidence and conclude that

!arameter ,ability to focus on main to!ic is si%nificant$ In other 'ords it is

concluded that there is an association bet'een the !arameter and !ro%ramand all !ro%rams are able to focus on main to!ic$

9$?$5.ILLED ACILITATOR * Ability to mana%e time effectiely

CO6NT (R0 7 ; ? 9 : < = 7> TOTAL

(LN 3 ESC > > > > > > ; ? 7?

ITN > > > > > ; < < 7 ;;

M5 ESCEL > > > 7 > > 9 < ? 7 ;>

E (R5 5.ILL > > > > > > ; > : 7?

TTT > > > > > > 7 ; : 7

LDR51I( > > > > > 7 7 > = : 7 > > 7 > ;> ; > ;? 7>7

In the aboe cross tabulation, 'e study the si%nificance of !arameter ability

to mana%e time effectiely$ The trainees hae %ien score from 7 to 7>$This

cross tab indicates the fre#uency module of each score$ The ma2imum

fre#uency module is > corres!ondin% to score =$ 5o this !arameter is

si%nificant as ma2imum trainees hae %ien score = and all !ro%rams are

able to mana%e time effectiely$

56


57/79

i% 9$? 0ra!h sho'in% the score for !arameter, ability to mana%e time effectiely


Ability to mana%e timeeffectiely


(earson chi s#uare?=$9:= ; $>>;

No of alid cases7>7

This table indicates (earson chi s#uare alue as ?=$9:= and de%ree of

freedom +df- as ;$ The si%nificance leel is >$>>; +V >$>-$ /e may re"ect


!arameter , ability to mana%e time effectiely is si%nificant$ In other 'ords

it is concluded that there is an association bet'een the !arameter, mana%e

time effectiely and all !ro%rams$

57


58/79

9$$ 5.ILLED ACILITATOR * Ability to ans'er #ueries used

CO6NT (R0 7 ; ? 9 : < = 7> TOTAL

(LN 3 ESC > > > > > > 7 ? 9 7?

ITN > > > > > ; 77 7 ;;

M5 ESCEL > 7 > 7 > > ? ? 9 ;>

E (R5 5.ILL > > > > > > > 7 9 : 7?

TTT > > > > > > ; 7 : 7

LDR51I( > > > > > 7 ; ; < 7 7 > > > 7? ;; ; ;= 7>7

In the aboe cross tabulation, 'e study the si%nificance of !arameter

ability to ans'er #ueries used$ The trainees hae %ien score from 7 to

7>$This cross tab indicates the fre#uency module of each score$ The

ma2imum fre#uency module is ; corres!ondin% to score =$ 5o this

!arameter is si%nificant as ma2imum trainees hae %ien score = and there

is association bet'een !ro%rams and this !arameter

i% 9$ 0ra!h sho'in% the score for !arameter, ability to ans'er #ueriesraised$

58


59/79


Ability to ans'er #ueries

raised


(earson chi s#uare=

No of alid cases7>7

This table indicates (earson chi s#uare alue as $>= +V >$>-$ /e may re"ect


!arameter, ability to ans'er #ueries raised is si%nificant$ In other 'ords it

is concluded that there is an association bet'een the !arameter and all

!ro%rams$ /e find that in all the !ro%rams, trainer is able to ans'er the

#ueries raised$

9$9$(RO0RAM CONTENT AND COERA0E 1o' far !ro%ram achiee itsob"ectieH

CO6NT (R0 7 ; ? 9 : < = 7> TOTAL

(LN 3 ESC > > > > > 7 7 : ? 7 7?

ITN > > > > > : 9 ? ; ;;

M5 ESCEL > 7 > > > > ; = < > ;>

E (R5 5.ILL > > > > > > > < 7?

TTT > > > > > > > 7

LDR51I( > > > > 7 > = ? 7 7 7 > > 7 ? 7 = ;9 7: 7>7

In the aboe cross tabulation, 'e study the si%nificance of !arameter,

achiein% ob"ecties of !ro%ram$ The ma2imum fre#uency module is =

corres!ondin% to score


60/79

i% 9$9 0ra!h sho'in% the score for !arameter, achiein% ob"ecties of the!ro%ram$


1o' far !ro%ram achiee itsob"ectie H

alue df 5i%nificancealue

(earson chi s#uare$=9 > $>>

No of alid cases7>7

This table indicates (earson chi s#uare alue as $=9 and de%ree of

freedom +df- as >$ The si%nificance leel is >$>> +V >$>-$ /e may re"ect

the null hy!othesis 'ith = X leel of confidence and conclude that this

!arameter is si%nificant and all the !ro%rams are able to meet their

ob"ecties$

60


61/79

9$:$(RO0RAM CONTENT AND COERA0E uality of course material

CO6NT (R0 7 ; ? $ 9 : < = 7> TOTAL

(LN 3 ESC > > > > > > 7 > 7?

ITN > > > > 7 7 ? 9 9 ? > ;;

M5 ESCEL > > > > 7 > > 9 : ? ; ;>

E (R5 5.ILL > > > > > > 7 7 ; 7?

TTT > > > > > > > ; 7 : 7

LDR51I( > > > > ; > 9 7 7 > > > ? 7 = 7< > ;< 77 7>7


#uality of course material$ The trainees hae %ien score from 7 to 7>$This

cross tab indicates the fre#uency module of each score$ The ma2imum

fre#uency module is > corres!ondin% to score < and fre#uency module ; $;?

No of alid cases7>7

This table indicates (earson chi s#uare alue as ?$==: and de%ree of

freedom +df- as >$ The si%nificance leel is >$;?+V >$>-$ /e may re"ect the

null hy!othesis 'ith = X leel of confidence and conclude that !arameter,

#uality of course material is si%nificant$ In other 'ords it is concluded that

there is association bet'een all the !ro%rams and #uality of material$

9$ TOTAL

(LN 3 ESC > > > > > 7 ; 7?

ITN > > > > > ; 77 9 7 ; ;;M5 ESCEL > > > 7 > > : 9 9 > ;>

E (R5 5.ILL > > > > > > > ; ? < 7?

TTT > > > > > > 7 ; 7

LDR51I( > > > > > ; ; : ; 7 > > 7 > ; ;: ;< 7: 7>7


coera%e of to!ic$ The trainees hae %ien score from 7 to 7>$This cross

tab indicates the fre#uency module of each score$ The ma2imum fre#uency

module is ;< corres!ondin% to score and fre#uency module ;: for score $This cross

tab indicates the fre#uency module of each score$ The ma2imum fre#uency

module is ? corres!ondin% to score =$ 5o this !arameter is si%nificant as

ma2imum trainees hae %ien score =$

64


65/79

i% 9$= 0ra!h sho'in% the score for !arameter, trainin% methodolo%y


Trainin% Methodolo%y alue df 5i%nificanceleel

(earson chi s#uare 7$= > >$>>7

This table indicates (earson chi s#uare alue as 7$= and de%ree of freedom

+df- as >$ The si%nificance leel is >$>>$>-$ /e may re"ect the null

65


66/79

hy!othesis 'ith = X leel of confidence and conclude that !arameter trainin%

methodolo%y is si%nificant$ 5o, it is concluded that there is association

bet'een trainin% methodolo%y and all the !ro%rams$

9$7>$(RO0RAM CONTENT AND COERA0E * A!!licabilty of 'hat hasbeen tau%ht

CO6NT (R0 7 ; ? 9 : < = 7> TOTAL

(LN 3 ESC > > > 7 > > ; 7 7?

ITN > > > > > 7 ? = ;;M5 ESCEL > > > > > ; ? 9 : 7 ;>

E (R5 5.ILL > > > > > > > ; 9 9 7?

TTT > > > > > > > ; 9 7

LDR51I( > > > > > > 9 ? 7 > > 7 > 7 > ;7 7>7

In the aboe cross tabulation, 'e study the si%nificance of !arameter ,

a!!licability of 'hat has been tau%ht$ The ma2imum fre#uency module is ,corres!ondin% to score = and fre#uency module > for score


67/79

i% 9$7> * 0ra!h sho'in% the score for !arameter, a!!licability of 'hat has been

tau%ht


A!!licability of 'hat has beentau%ht


(earson chi s#uare;$9>< ; $>?7

No of alid cases7>7

67


68/79

This table indicates (earson chi s#uare alue as ;$9>< and de%ree of

freedom +df- as ;$ The si%nificance leel is >$>?7+V >$>-$ /e may re"ect the


a!!licability of 'hat has been tau%ht is si%nificant $ 5o it is concluded that

there is association bet'een this !arameter and !ro%ram$

9$77$(RO0RAM CONTENT AND COERA0E Releance of !ro%ram to "ob

CO6NT (R0

7 ; ? 9 : < = 7> TOTAL

(LN 3 ESC > > > 7 > > 7 ? 9 ; 7?

ITN > > > > > ; ? 9 : ;;

M5 ESCEL > > > > 7 7 ; : 7> > ;>E (R5 5.ILL > > > > > > 7 ; ? : 7?

TTT > > > > > > > 7 ? < 7

LDR51I( > > > > > > ; : ; : 7 > > 7 7 ; 7> ;: ;: 7>7


releance to "ob$ The trainees hae %ien score from 7 to 7>$This cross tab

indicates the fre#uency module of each score$ The ma2imum fre#uency

module is corres!ondin% to score = and fre#uency module ;:

corres!ondin% to score < and 7>$5o, 'e find that this !arameter is

si%nificant$

68


69/79

i% 9$77 * 0ra!h sho'in% the score for !arameter, releance of !ro%ram to "ob


Releance of !ro%ram to "ob alue df 5i%nificanceleel

(earson chi s#uare ?9$ $>;9

No of alid cases7>7

This table indicates (earson chi s#uare alue as ?9$$ The si%nificance leel is >$>;9+V >$>-$ /e may re"ect the


releance of !ro%ram to "ob is si%nificant $ 5o it is concluded that all these

!ro%rams are releant to "ob$

9$7;$ENIRONMENT 3 LOCATION Aailability of re#uired material

69


70/79

CO6NT (R0 7 ; ? 9 : < = 7> TOTAL

(LN 3 ESC > > > > 7 > ; 7?

ITN 7 > > 7 > > 7 ; ; ;;M5 ESCEL > 7 > > 7 7 ? ;>

E (R5 5.ILL > > > > > > > ; = 7?

TTT > > > > > > 7 ? 7

LDR51I( > > 7 > > > 9 77


coera%e of to!ic$ This cross tab indicates the fre#uency module of each

score$ The ma2imum fre#uency module is corres!ondin% to score $ 5o it is concluded that

re#uired material is aailable in all the !ro%rams$

i% 9$7; * 0ra!h sho'in% the score for !arameter, aailability of re#uired

70


71/79

material$


Aailability of re#uiredmaterial alue df 5i%nificanceleel

(earson chi s#uare?=$:=7 ? $;7

This table indicates (earson chi s#uare alue as ?=$:=7 and de%ree of

freedom +df- as ?$ The si%nificance leel is >$;-$ /e may re"ect the


aailability of re#uired material is si%nificant$ It is concluded that re#uired

material is aailable li&e stationary , etc in all the !ro%rams$

9$7$ENIRONMENT 3 LOCATION Conenient Location

CO6NT (R0 7 ; ? 9 : < = 7> TOTAL

(LN 3 ESC > > > > 7 > ; ? ? 7?

ITN > > > > 7 7 < : ; ;;

M5 ESCEL > > > > 7 7 ; ? = ;>

E (R5 5.ILL > > > > > > > ? : 7?

TTT > > > > > ? ; 7 ; ? 7

LDR51I( > > > 7 7 ? ; ; 7 > > 7 ? = 7? ; ;: ;7 7>7


conenient location$ This cross tab indicates the fre#uency module of each

score$ The ma2imum fr

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Larsion and Turbo