A STUDY ON TRAINING AND DEVELOPMENT AT NLCIL

PROJECT REPORT

Submitted by

VAISHNAVI T

710022631004

In partial fulfilment of the requirements for the award of

MASTER OF BUSINESS ADMINISTRATION

in

DEPARTMENT OF MANAGEMENT STUDIES

ANNA UNIVERSITY REGIONAL CAMPUS,

COIMBATORE – 641046

MARCH 2024 - JUNE 2024

 ANNA UNIVERSITY REGIONAL CAMPUS,

COIMBATORE, COIMBATORE-641046

DEPARTMENT OF MANAGEMENT STUDIES

PROJECT REPORT

MARCH 2024 – JUNE 2024

This to certify that the project done on

A STUDY ON TRAINING AND DEVELOPMENT AT NLCIL, NEYVELI

Is the Bonafide record of project done by

VAISHNAVI T

710022631004
of MBA during the year 2022 – 2024

DR. PREMAPRIYA DR. SUBHA

Project Guide Head of the Department

Submitted for the project viva-voce examination held on

INTERNAL EXAMINER EXTERNAL EXAMINER

 BONAFIDE CERTIFICATE

This is to certify that the project report titled “A STUDY ON TRAINING AND

DEVELOPMENT AT NLCIL” submitted to the Anna University Regional Campus,

Coimbatore in partial fulfilment of the requirement for the award of the degree of Master of

Business Administration is a record of original work done by VAISHNAVI T during the

period of 2022 to 2024 of her study in the DEPARTMENT OF MANAGEMENT

STUDIES at ANNA UNIVERSITY REGIONAL CAMPUS, COIMBATORE under the

guidance of DR.PREMAPRIYA, ASSISTANT PROFESSOR and the project report has

not formed on the basis for the award of any degree or other similar title to any candidate

of any university.

Faculty Guide Head of Department

DR. Premapriya, DR. Subha,

Assistant Professor, Associate Professor,

Department of Management Studies, Department of Management Studies,

Anna University Regional Campus, Anna University Regional Campus,

Coimbatore. Coimbatore.
 DECLARATION

I affirm that the project report titled “A STUDY ON TRAINING AND

DEVELOPMENT AT NLCIL” being submitted in partial fulfilment for the award of

MASTER OF BUSINESS ADMINISTRATION is the original work carried out by me. It

has not formed the part of any other project work submitted for award of any Degree or

Diploma, other in this or any other University.

Signature of the student

To certify that the declaration made above by the candidate is true

Signature of the guide

DR. PREMAPRIYA

Assistant Professor

Department of Management Studies

Anna University Regional Campus,

Coimbatore
 ACKNOWLEDGEMENT

I wish to express my sincere thanks and deep sense of gratitude to DR.

SARAVANAKUMAR M, Associate Professor and Dean, Anna University Regional
Campus, Coimbatore for providing the necessary facilities to carry out this project
work successfully.

I am thankful to DR. SUBHA MV, Associate Professor and Head of the Department,
Anna University Regional Campus Coimbatore and the faculty members in the department
for having helped in this report.

I take this golden opportunity to extend by sincere gratitude to my project guide DR.
PREMAPRIYA Assistant Professor, Anna University Regional Campus, Coimbatore
for her immense guidance and valuable suggestions during the course of project work.

I also express our sincere thanks to Shri. SARAVANABHAVAN A KR, DGM/L&DC

and the staff of Learning & Development Centre for providing me the opportunity to carry
out the Internship Training in NLC India Limited, Neyveli.

I also sincerely thank Shri. ALBERT R, MANAGER-HR, for providing the guidance
during the internship training programme from 11-03-24 to 02-06-24

My heartfelt thanks to all the HR, employee members of the TRAINING AND
DEVELOPMENT CENTRE AT NLC INDIA LIMITED, NEYVELI for giving
an
opportunity to do my project in your organisation.

Finally, I also express my gratitude to all faculty members my friends and my parents who
have helped me to carry out this work. Last but not least I thank the almighty God for the
blessings shown on during this project work.
 TABLE OF CONTENT

ABSTRACT

LIST OF TABLES

LIST OF CHARTS

INTRODUCTION

1. 1.1 Introduction

1.2 Company Profile

1.3 Objectives of Study

1.4 Need for the Study

1.5 Scope of the Study

2. REVIEW OF LITERATURE

2.1 Review of literature

3. RESEARCH METHODOLOGY

3.1 Introduction

3.2 Research Design

3.3 Sample Size

3.4 Sampling Technique

3.5 Data collection Method

3.6 Hypothesis for the Study

3.7 Tools of Analysis

4. DATA ANALYSIS AND INTERPRETATION

 4.1 Percentage Analysis

4.2 ANOVA test

4.3 MANOVA test

4.4 chi-square analysis

4.5 Correlation analysis
4.6 Pie charts/ Bar charts
4.7 Histograms
4.8 Line charts
FINDINGS, SUGGESTIONS AND CONCLUSION
5.1 Findings
5.2 Suggestions
5 5.3 Limitations of the study
5.4 Conclusion
REFERENCES
ANNEXURE 1 – QUESTIONAIRE
ANNEXURE 2 - RESEARCH ARTICLE
ANNEXURE 3 – BIBLIOGRAPHY
 LIST OF TABLE

TABLE NO. TITLE PAGE NO.

4.1 GENDER OF THE RESPONDENTS

4.2 AGE OF THE RESPONDENTS

EDUCATIONAL QUALIFICATION OF THE

4.3
RESPONDENTS

4.4 MONTHLY INCOME OF THE RESPONDENTS

4.5 YEAR OF EXPERIENCE OF THE RESPONDENTS

VARIETY OF TRAINING PROGRAMS OFFERED

4.6
BY NLCIL

TRAINING PROGRAMS ADDRESS THE LATEST

4.7
INDUSTRY TRENDS AND ADVANCEMENTS

ACTIVELY SEEK OUT OPPORTUNITIES FOR

4.8
LEARNING AND DEVELOPMENT

OVERALL ORGANIZATION AND LOGISTICS OF

4.9
TRAINING SESSIONS AT NLCIL

TRAINING PROGRAMS ALIGN WITH NLCIL'S

4.10
OVERALL ORGANIZATIONAL GOALS

TRAINING AND DEVELOPMENT CONTRIBUTE

4.11
TO PROFESSIONAL GROWTH AT NLCIL

TRAINING SESSIONS AT NLCIL TAILORED TO

4.12
MEET SPECIFIC JOB REQUIREMENTS

MOTIVATES THE MOST TO PARTICIPATE IN

4.13
TRAINING PROGRAMS

CURRENT SKILL LEVEL IN YOUR FIELD OF

4.14
WORK
 LIKE TO IMPROVE THROUGH THIS TRAINING
4.15
PROGRAM

TRAINERS' EXPERTISE AND KNOWLEDGE

4.16
DURING TRAINING SESSIONS

SUPPORT PROVIDED BY NLCIL'S HR

4.17 DEPARTMENT IN COORDINATING TRAINING
PROGRAMS

TRAINING FORMAT FIND MOST EFFECTIVE FOR

4.18
LEARNING STYLE

TRAINING PROGRAMS CATER TO THE DIVERSE

4.19
LEARNING STYLES OF EMPLOYEES AT NLCIL

NLCIL ACCOMMODATE THE INDIVIDUAL

4.20 LEARNING NEEDS AND PREFERENCES OF
EMPLOYEES DURING TRAINING SESSIONS

TRAINING PROGRAMS FOSTER

4.21 COLLABORATION AND TEAM WORK AMONG
EMPLOYEES

DURATION OF THE TRAINING PROGRAMS

4.22
OFFERED BY NLCIL

FEEDBACK MECHANISM PROVIDED AFTER

4.23
TRAINING SESSIONS
 LIST OF CHART

CHART NO. TITLE PAGE NO.

4.1 GENDER OF THE RESPONDENTS

4.2 AGE OF THE RESPONDENTS

EDUCATIONAL QUALIFICATION OF THE

4.3
RESPONDENTS

4.4 MONTHLY INCOME OF THE RESPONDENTS

4.5 YEAR OF EXPERIENCE OF THE RESPONDENTS

SATISFIED WITH THE VARIETY OF TRAINING

4.6
PROGRAMS OFFERED BY NLCIL

TRAINING PROGRAMS ADDRESS THE LATEST

4.7
INDUSTRY TRENDS AND ADVANCEMENTS

ACTIVELY SEEK OUT OPPORTUNITIES FOR

4.8
LEARNING AND DEVELOPMENT

OVERALL ORGANIZATION AND LOGISTICS OF

4.9
TRAINING SESSIONS AT NLCIL

TRAINING PROGRAMS ALIGN WITH NLCIL'S

4.10
OVERALL ORGANIZATIONAL GOALS

TRAINING AND DEVELOPMENT CONTRIBUTE

4.11
TO PROFESSIONAL GROWTH AT NLCIL

TRAINING SESSIONS AT NLCIL TAILORED TO

4.12
MEET SPECIFIC JOB REQUIREMENTS

MOTIVATES THE MOST TO PARTICIPATE IN

4.13
TRAINING PROGRAMS

CURRENT SKILL LEVEL IN YOUR FIELD OF

4.14
WORK
 LIKE TO IMPROVE THROUGH THIS TRAINING
4.15
PROGRAM

TRAINERS' EXPERTISE AND KNOWLEDGE

4.16
DURING TRAINING SESSIONS

SUPPORT PROVIDED BY NLCIL'S HR

4.17 DEPARTMENT IN COORDINATING TRAINING
PROGRAMS

TRAINING FORMAT FIND MOST EFFECTIVE FOR

4.18
LEARNING STYLE

TRAINING PROGRAMS CATER TO THE DIVERSE

4.19
LEARNING STYLES OF EMPLOYEES AT NLCIL

NLCIL ACCOMMODATE THE INDIVIDUAL

4.20 LEARNING NEEDS AND PREFERENCES OF
EMPLOYEES DURING TRAINING SESSIONS

TRAINING PROGRAMS FOSTER

4.21 COLLABORATION AND TEAM WORK AMONG
EMPLOYEES

DURATION OF THE TRAINING PROGRAMS

4.22
OFFERED BY NLCIL

FEEDBACK MECHANISM PROVIDED AFTER

4.23
TRAINING SESSIONS
 ABSTRACT

Neyveli Lignite corporation India Limited (NLCIL) is a leading public sector enterprise in
India, primarily engaged in the mining and power generation industries. As a company
committed to continuous growth and innovation, NLCIL recognizes the importance of
investing in its employee’s development at training. The organization has implemented
various training and development practices to equip its workforce with the necessary skills
and knowledge to excel in their respective roles. These practices not only enhance the
individual capabilities of employees but also contribute to the overall success on the
comparativeness of NLCIL in the market. NLCIL has established a comprehensive training
and development framework the encompasses both technical and non-technical skills. The
company understand the significant of staying updated with the latest advancement in
technology and industry best practices. Therefore, it regularly conducts training programs
to ensure that its employees are equipped with the necessary technical expertise to handle
their job responsibilities efficiently.

NLCIL also focuses on developing the soft skills of its employees. The company
recognizes that effective communication, leadership, problem solving and teamwork are
essential for employee success and organizational growth. To address this NLCIL
conducts various workshops, seminars and skills development programs to enhance these
non-technical competencies. NLCIL also emphasizes the important of continuous
learning and encourages its employees it pursues higher education and professional
certifications. The company provides financial assistance and study leave for employees
who wish to pursue advanced degree or professional course related to their field of work.
This not only contributes to the personal growth of employees but also enhances their
contribution to the organization. To ensure the effectiveness of its training and
development initiatives, NLCIL regularly assesses the impact of the programs through
feedback mechanisms and performance evaluations.
 CHAPTER-1

INTRODUCTION

1.1 INTRODUCTION

The main activity of NLC India Limited is Mining (Coal & Lignite) and Power
Generation (Thermal and Renewable Energy).

NLC India at present has four open cast lignite mines namely Mine I, Mine II, Mine IA &
Barsingsar Mine and one open cast coal mine, Talabira II & III. The lignite mined out is
used as fuel to the linked Pit head power stations. Also, raw lignite is being sold to small
scale industries to use it as fuel in their production activities.

Lignite Mining

Mine1, Neyveli 8MTA

Mine 1A, Neyveli 7MTA

Mine 2, Neyveli 13.0 MTA

Barsinghar Mine 2.1MTA

Thermal Power
TPS-2, Neyveli 1470MW
TPS-1 Expansion, Neyveli 420MW
NNTPS, Neyveli 1000MW
TPS, Barsingar 250MW
TPS-2 Expansion 500MW
Power Generation

NLC India has five pithead Thermal Power Stations with an aggregate capacity of 3640
MW. Further, NLC India has installed 51 MW Wind Power plant, commissioned 1360.06
MW Solar Photo Voltaic Power plant in Tamil Nadu and also commissioned 20 MW
Solar Plant in Andaman & Nicobar Islands, resulting in an overall power generating
capacity of 5071.06 MW

Coal Mining

Talabira 2 & 3 OCP 20.0 MTA

Wind power
Wind power plant 51MW

Solar power
Solar power plant 1380.06MW

Energy can neither be created nor be destroyed. In thermal power plants, the chemical
energy in fuels like lignite is burnt to produce heat energy. This heat energy is used to
convert the state of water from a liquid to a gaseous state (Potential Energy). This steam
is made to travel through various tubes and moves towards the turbine (Kinetic Energy).
Then the steam is made to rotate the turbine (mechanical energy). The generator rotor is
coupled to the same shaft to which the turbine is coupled. The DC excitation is given to
the rotor which rotates and produces a rotating magnetic field in the air gap. This rotating
magnetic field cuts stator windings. As a result of this, an EMF (Electro Motive Force) is
induced in the stator winding. This 15.75 KV is stepped up into 400 KV through a
Generating transformer with a capacity of 250 MVA for transmission purposes. The
capacity of TPS- I EXPANSION is 420 MW generated out of which the plant consumes
nearly 30 to 35 MW for its usage and only 385 to 390 MW transmitted. NLCIL (Neyveli
Lignite Corporation
India Limited) uses lignite as its fuel. Despite lignite's efficiency being less compared to
coal, lignite is used because of its availability. It is also economically good to use. If other
fuels like oil and diesel are used for producing heat energy then the cost of one unit of
power will be more.

1.2 COMPANY PROFILE:

ORGANOGRAM OF NLCIL:

UNIT HEAD
GM/L&DC

DGM/L&DC CML&DC MGR.HR

DCE/CONT ACM/CS&T JE/II&STOR

EE/SO&KM EE/SO ACM/TRG APS DCE/PUR DCE/ATS AM/ADMIN
&TF RU ES

MGR.HR/TF DCM.HR/LB TRU TEAM MGR/CS ATS TEAM HR TEAM

GET/HR/TF

COORDINA AMHR
TION CELL

ORGANOGRAM OF L&DC:
L&DC:

Learning and Development Centre formerly known as Training Complex. L&DC focuses
on,

 Induction for new employment.

 Worker’s education programme.
 Skill development programme for all the employees.
 Apprentice training.
 In-plant training.
 Internship training.
 Project work.

FUNCTIONS OF HR

Man power Planning:

Manpower Planning which is also called as Human Resource Planning consists of putting
right number of people, right kind of people at the right place, right time, doing the right
things for which they are suited for the achievement of goals of the organization.

Human Resource Planning has got an important place in the arena of industrialization.
Human Resource Planning has to be a systems approach and is carried out in a set
procedure. The procedure is as follows,

 Analysing the current manpower inventory

 Making future manpower forecasts
 Developing employment programs
 Design training programs

NLC TRAINING AND DEVELOPMENT PROGRAMMES

SOME OF THE NON-EXECUTIVE PROGRAMMES:

 Computer Skills
 Natural way of living program
  Joy of Work culture
 Plan to perform
 Corporate Governance
 Involve to Evolve

SOME OF THE EXECUTIVE PROGRAMMES:

 Personal Financial Planning

 Corporate plan of NLC
 Negotiation Skills
 Cyber Security
 Turbine and its auxiliaries trip analysis
 Safety Management planning in mine
 Positive Work Culture

1.3 OBJECTIVES OF STUDY

Primary Objective:

To study training and development programmes at NLCIL.

Secondary Objective:

 To identify employee’s knowledge and improve retention rates by enhancing

skills and offering career advancement opportunities.
 To study the ways in which employees training and development contribute to
their personal and professional growth.
 To examine the measure the effectiveness of the L&D team, and its impact on
business objectives.
 To understand the training needs of employees in the firm.
1.4 Need of the study:

 To identify specific skill gaps within the organization, tailor the program to meet
those needs effectively, and assess the effectiveness of the training initiatives in
achieving desired outcomes.
 To assure effective resource allocation and training program alignment with the
fundamental goals and objectives of the company.
 To explore how training and development initiatives impact employee satisfaction and
retention.
 To understand the role of training in fostering organizational growth by ensuring a
skilled and adaptable workforce.
 To study the effectiveness of training and development programs that helps
organization to understand their impact on employee performance, productivity, and
overall organizational success.

1.5 Scope of study:

 To assess the training programme how they are structured and designed to meet the
company's objectives and employee needs.
 To analyse the effectiveness of the training programme in enhancing employee skills,
knowledge, and performance.
 To examine the use of technology in training delivery and its impact on learning
outcomes.
 Describe the various training programs implemented by NLCIL, encompassing both
technical and soft skills. This could include on-the-job training, workshops, seminars,
and any specialized programs.
 An overview of the industry, size, breadth, and importance of NLCIL should be
briefly described, and the reasons why training and development are crucial to the
success of the company should be summed up.
 CHAPTER 2
REVIEW OF LITRATURE

2.1 REVIEW OF LITERATURE:

Chidambaram P. (2000): Reveals that talented and well-respected leadership is essential

in software industry, as always in other industries with world class systems. Methodologies
and processes are required to continuously deliver in a competitive environment in which
quality has to be achieved in minimum time. ‘Recruit, Retain and Retrain’ would be the
‘mantra’ for an effective HR paradigm in this software industry, where people provide the
critical competitive advantage. A manageable acquisition strategy is required to realise the
benefits of adequate vigilance in the industry and to evolve strategies for adopting and
learning new technology and business models. Sastry (2000) describes two alternate
models for future growth of top Indian firms: MBG (Manpower-Based Growth) and KBG
(Knowledge-Based Growth). In the first model, revenue growth is fuelled largely by growth
in manpower. In the second model, the firm penetrates value-added market segments and
growth is fuelled by increasing the revenue per person. He says that the Indian software
service providers are in an enviable position due to unprecedented market growth, overseas
shortage of manpower, access to high quality and low-cost manpower within the country. It
is due to this fact that a proper work climate and various kinds of training facilities are
provided to the employees.

Garavagalla (1993): Says that the HR department has to allocate proper plans and budget
to ensure the proper training. This study also states that the effectiveness of the training can
be measured by a comparative study on a group of individuals who has not received any
training. This study proposed the use of experimental and control group. Webster and
Martocchio (1993) in his study tried to link the task labelling and age of the employees.
He in fact divided the entire training programme as play and work. In his paper he states
that the young employees took the play programme much better than he old once and no
significant difference was observed for the training programme labelled work. This has led
light to the attitudinal difference of people and the change of attitude with age. Ahrens
and Sankar
(1993) this research defines about the two tutors who industrialized a technique to impart
these skills to end users. Empirical comparison of the tutors verified the teaching value of
the facilitators. The study could point out certain gaps between skills required and skills
learned by end users to be eligible to take up the training programme.

Anand Chopra-McGowan (2022): As the costs of the Great Resignation continue to grow,
companies need more ways to attract and retain employees. One clear approach is to offer
more training and development — according to a 2019 LinkedIn study, 94% of employees
said they would stay with their employer if it invested in their development. However, the
rise of remote work complicates things. In Training Magazine’s 2021 Training Industry
Report, respondents said their biggest challenge was “getting people engaged in remote
training”. Some companies are trying to solve this through better technology. New delivery
formats, like cohort-based courses and technologies like virtual reality can significantly
enhance the effectiveness of remote training. But another solution to engaging employees
may lie closer to home: involving managers. A recent Gallup survey found that “at least
70% of the variance in team engagement is explained by the quality of the manager or team
leader.” It would seem that this solution is often overlooked — most managers express a
dim view of the effectiveness of their Learning and Development (L&D) function.

Gielen et al., (2001): Is of the opinion that effective transfer will only occur if trainees have
the ability and desire to acquire new skills and the motivation to apply the training content
to their jobs. Bhattacharya (2001) identified the reason for large scale investment in
continuous training programmes. It is due to the development of competent manpower base
for companies’ operational and strategic performances. A highly pro-active and
comprehensive approach is called for analysing the task competences that are demanded by
job certification procedure. Creation and management of voluminous performance-based
training database and repetitive administrative work need IT tools for an effective and
networked information system providing workflow automation. Effective learning depends
upon selection of suitable training strategies. The strategy must be selected as per the
subject matter, simplicity or complexity of the messages, resources available, target group,
competency of the trainer, etc. Berge et al., (2002) state that organisations find it
increasingly difficult to stay competitive in today’s global economy. Leaders in the
workplace are using benchmarking, competency models and competency studies to help
HR decisions, such as hiring, training and promotions.

Parikh and Jeyavelu (2002): Express that sensitivity training is considered as a means to
achieve strategic and operational objectives. The emphasis is on experimental learning and
conceptual understanding and gaining skills and competences, balancing the individual and
organisation goals and accepting and maintaining the interface between economy and
changing role of the individual, collectively (family and organisation) and the society. “This
training aims at individual growth and development, improved emotional and social skills,
better team working and role taking, improved work climate/culture, reduced resistance to
change and enhancing enabling mindsets.” Naquin and Holton (2003) in their research
paper, express that motivation in HRD has traditionally been conceptualized as motivation
to learn or motivation to train. A higher order construct called motivation to improve work
through learning can be proposed. The theoretical rationale for this higher order construct is
presented along with proposed measures.

Kang and Santhanam (2004): Emphasize that existing training strategies must be
modified in order to adequately prepare users to employ collaborative applications. The
authors found that training programmes should sensitize users to the interdependencies that
exist among their tasks and make them aware of the collative consequences of their
individual actions. Users have to engage in collective problem-solving efforts and
continuously learn new and acquire knowledge during the process of appropriation of the
collaborative application. Tiga (2004) in her research work argues that unlike the
traditional ‘school’ model for training, successful training programmes are competence-
based training programmes. These aim at the growth of the organisation and its striving for
excellence. The success in harnessing competences help in development, succession and
promotion plans. Competence mode goes one step ahead than hierarchical mode and
performance pay system by potential leaders based on demonstration of skills, thus it
reinforces a company’s corporate strategy, culture and vision-accelerating growth. It
reduces the time of functional heads by identifying performance criteria to improve
accuracy and eases learning and selection for employees. It
assesses their strengths and specifies tangled areas for professional development. However,
this is an elaborate process and might not be able to sustain the momentum of the initiative.
The employees can consider this as ready recipe for success and therefore have over
expectations. This necessitated a simpler model with use of impact-creating language to
increase receptivity.

Shen (2004): Has outlined the theoretical perspectives of the international T&D and how it
has been implemented by the practitioners. Cultural sensitivity, ability to handle
responsibility, ability to develop subordinates and ability to exhibit and demonstrate are to
be developed through effective international training and management development.
Actually, the content, mode of delivery and rigor are important aspects for overseas
assignments. The components of training programmes should be according to country of
assignment, type of job, duration, purpose of transfer and the time available. The quality of
the training programme should have a major impact upon the employees. Dongre (2004)
opines that training is basically done whenever the employees need to acquire certain skills
or knowledge and when the organisation has to adapt to any structural or functional change.
The absence of inadequate identification of training needs can make or mar the success of
any training effort, as the identification exercise alone provides a scientific frame work for
imparting training at various levels in the organisation. The participants due to various
reasons may not attend the training programmes. Training cards are maintained by the
departments to identify these reasons. Lastly, evaluation of the training is a process of
putting value on the benefits stemming from the training process in practical, social and / or
financial terms. This in turn helps the employees as well as the organisation. So, while
implementing the schedule of the training programme, it is essential to analyse the hurdles
of the employees before- hand and the layout of the programme shall be designed
accordingly.

Madhumita and Sujatha (2005): Opine that despite the fast growth in the BPO industry,
players in India still have not reached a stage where they truly handle an entire business
process. Apart from the regular HR functions, every HR manager has to rethink on the
human resource strategies involved in identifying skilled personnel, to motivate, retain,
develop and elevate the employees. The fact that though entry-level recruitment has not
been a problem
for the HR manager with the fresh graduate in the labour pool readily available with
language skills, the industry has been facing a fast rate of labour turnover in this category.
Attrition signifies not only the loss of talent but also includes the cost of training of the new
recruits. The cost for training the new recruits not only at the entry level but also at every
interval is significant. Mahanti R and Mahanti P.K (2005) observe that software is
omnipresent in today's world. India is a hub to more than 1000 software companies. The
software industry is a major employment providing industry in India. As a wholly
intellectual artifact, software development is among the most labour demanding, intricate
and error-prone technologies in human history. Software's escalating vital role in systems of
pervasive impact presents novel challenges for the education of software engineers. This
paper focuses on the current status of software engineering education in India and
suggestions for improvement so as to best suit the software industry's needs. As software
industry is the major employment providing industry, it is essential for the employees to
remain in the industry and meet the demands, thus training alone can give them a stand in
the industry. In line with these findings of the study, the present study seeks to build a
knowledge base on the various kinds, benefits, need and effectiveness of the training
programmes.

Beecham et al., (2007): Present a systematic literature review for motivation in Software
Engineering. The objective is to report on what motivates and demotivates developers and
how existing models address the motivation. The majority of studies find Software
Engineers form a distinguishable occupational group. Results indicate that Software
Engineers are likely to be motivated according to their 'characteristics' (e.g., their need for
variety); internal 'controls' (e.g., their personality) and external 'moderators' (e.g., their
career stage). Models of motivation in Software Engineering are disparate and do not
reflect the complex needs of Software Engineers in their different career stages, cultural
and environmental settings. Bearing these findings in mind, efforts have been taken in the
present study to help and motivate the employees through the conduct of effective training
programmes based on their needs and aspirations.

Rajeswari Sharma (2007): Highlights the findings of NASSCOM (National Association

of Software and Services Companies) which has conducted a study among the trade bodies
of
the IT software and services industry in India. Some of the top companies identified in the
survey include: Corbus India Pvt Ltd, RMSI Pvt Ltd, Hytech Professionals India Pvt Ltd,
Nagarro Software Pvt Ltd and V Customer Services India Pvt Ltd. The survey says that
several best practices followed by the small companies may not seem to be necessary from
a broader human resource viewpoint but are important in building ties with employees and
also for the future growth of the company. People practice is the biggest differentiator in
today’s job market; organisational and employee development have to go hand in hand for
companies to grow. HR practices need to come from the top to be effective. The key lies in
practicing what the employers preach. The top employers, according to the survey, feel
their companies need to create a sense of ownership among its staff and look at employees
as customers and partners. It clearly indicates that the support and encouragement of the
management and the working environment are the essential elements to enhance the
working practices and culture of the employees.

Dwivedi and Purang (2007): Say that training means the planned and organised activity to
impart skills, techniques and methodologies to employers and their employees to assist
them in establishing and maintaining the employment. The Need discrepancies between
desired and actual behaviour/performance. Conducting the training and its evaluation are to
see the effectiveness of the selection, adoption, value and modification of the instructional
activities. Then, it is important to understand the training needs identification and
evaluation process by developing a case study on the training needs identification and
evaluation system in 6 different Indian organisations and then comparing it with the
available models proposed by the various researchers in Western and Indian contexts to
arrive at and propose a comprehensive model of Training Needs Identification and
Evaluation. The present study includes all these aspects of training to arrive at fruitful
findings with regard to the need, expectation, hurdles and the effectiveness of the training
programmes as a macro level research attempt.

Franklin et al., (2008): In their empirical work state that the human resource arena is fast
changing due to the advent of the dynamic, volatile and employee-oriented BPO industry.
The challenge of effective human resource management haunts every business process
outsourcing managerial executive. Madhani (2008) reveals that India has achieved
remarkable success in the software industry. The purpose of this study is to discuss the
resources, including technical skills and cost competency that have contributed to the
competitive position of the Indian software industry. In accordance with the RBV
(Resource- Based View), the main source of the market performances of a range of firms
lies on the specific nature of their resources and their accumulated competences. This study
discusses the Indian software industry and its resources and analyses the case using the
RBV of strategy. From this study, it is understood that if the software industries are able to
invest more and more resources, they can spend more for the training and development of
the employees. The outcome of the study is that real growth of the industries lies in
developing the skills of the employees who in turn contribute for the sustainability of these
organisations.
 CHAPTER-3

RESEARCH METHODOLOGY

3.1 INTRODUCTION

Research is defined as human activity based on intellectual application in the

investigation of matter. The primary purpose for applied research is discovering,
interpreting, and the development of methods and systems for the advancement of human
knowledge on a wide variety of scientific matters of our world and the universe.

3.2 RESEARCH DESIGN

A research design is the arrangement of conditions for collection and analysis of data in a
manner that aims to combine relevance to the research purpose with economy in procedure.

Descriptive approach is one of the most popular approaches these days. In this approach, a
problem is described by the researcher by using questionnaire or schedule. This approach
enables a researcher to explore new areas of investigation.

3.3 SAMPLE SIZE

Sample size means the number of sampling units selected from the population for
investigation. It helps to achieve the objective of research. The sample size taken for the
study is 152.

3.4 SAMPLING TECHNIQUE

Sampling is the part of statistical practice concerned with the selection of individual
observations intended to yield some knowledge about a population of concern, especially
for the purposes of inference. In this study simple random sampling method is used in
selecting the samples.
3.4.1 SOURCES OF DATA

There are two types of data collection namely primary data collection and secondary data
collection.

3.5 DATA COLLECTION METHOD

The data collection method used in this research is questionnaire method. Here the data are
systematically recorded from the respondents.

3.5.1 PRIMARY DATA

The primary data is defined as the data, which is collected for the first time and fresh in
nature, and happen to be original in character through field survey.

3.5.2 SECONDARY DATA

The secondary data are those which have already been collected by someone else and have
been passed through statistical process.

3.5.3 RESEARCH TOOL

A structured questionnaire has been prepared to get the relevant information from the
respondents. The questionnaire consists of a variety of questions presented to the
respondents for their despondence.

3.6 HYPOTHESIS FOR THE STUDY

ANOVA

Null Hypothesis (H0): There is no significant difference between effectiveness of

operation strategy implementation is positively correlated with the level of employee
engagement and commitment.

Alternative Hypothesis (H1): There is a significant difference between effectiveness of

operation strategy implementation is positively correlated with the level of employee
engagement and commitment.
CORRELATION

Null Hypothesis (H0): There is no significant difference between integration of

technology in the organization's operation strategy is adequate and meets the organization's
current needs.

Alternative Hypothesis (H1): There is a significant difference between integration of

technology in the organization's operation strategy is adequate and meets the organization's
current needs.

CHI-SQUARE

Null Hypothesis (H0): There is no significant relationship between the allocation of

resources and the successful implementation of operation strategies in organizations.

Alternative Hypothesis (H1): There is a significant difference between the allocation of

resources and the successful implementation of operation strategies in organizations.

3.7 TOOLS OF ANALYSIS

The collected data was analysed using tools like;

 Percentage analysis
 Chi-square analysis
 Correlation analysis
 ANOVA test
 MANOVA test
 Pie chart/ Bar chart
 Histogram
 Line diagram
3.7.1 ONE -WAY ANOVA

The basic principle of ANOVA is to test for difference among the means of the populations
by examining the amount of variation within the each of these samples, relative to the
amount of variation between the samples. In One-way ANOVA only one factor is
considered and then observe that the reason for said factor to be important is several
possible types of samples can occur within that factor.

Estimate of population variance based on between sample variance

F=
Estimate of population variance based on within samples variance

3.7.2 CHI-SQUARE TEST

Chi-square is an important non-parametric test and as such no rigid assumptions are

necessary in respect of the type of population. Both the frequencies must be grouped and
the theoretical distribution must be adjusted to give the same told frequencies, which is
equal to that of observed frequencies and is calculated with the help of the following
formula.

2 =  (Oij – Eij )2 / Eij

Oij = Observed frequency of the cell in the ith row and jth column

Eij = Expected frequency of the cell in the ith row and jth column

3.7.3 CORRELATION ANALYSIS

Correlation Analysis is a statistical technique used to measure the magnitude of linear

relationship between two variables. Correlation Analysis is not used in isolation to describe
the relationship between variables. To analyse the relation between two variables, two
prominent correlation co-efficient are used –the Pearson product correlation coefficient and
Spearman’s rank correlation coefficient.
In this study the Pearson product correlation coefficient is used to find the correlation
coefficient between respondent’s awareness level at the time of joining with employee’s
participation in suggestion scheme & respondents awareness level at present and the
counselling. This is also known as simple correlation coefficient and is denoted by “r”. The
“r” value ranges from -1, through 0, to +1. It is calculated using the formula

r = ∑ xy / √∑ x2.∑ y2
 CHAPTER IV

DATA ANALYSIS AND INTERPRETATION

TABLE NO: 4.1

GENDER OF THE RESPONDENTS

Gender No. of the respondents Percentage

Male 106 69.7

Female 46 30.3

Total 152 100.0

Source: Primary data

INTERPRETATION

The above table shows that 69.7% of the respondents are male and 30.3% of the
respondents are female.

Thus, the majority of the respondents are male.

 CHART NO: 4.1

GENDER OF THE RESPONDENTS

 TABLE NO: 4.2

AGE OF THE RESPONDENTS

Age No. of the respondents Percentage

21-28 45 29.6

29 – 36 24 15.8

37 – 44 12 7.9

45 – 52 22 14.5

53 – 60 49 32.2

Total 152 100.0

Source: primary data

INTERPRETATION

The above table shows that 29.6% of the respondents are in the age group of 21-28 years,
15.8% of the respondents are in the age group of 29-36 years, 7.9% of the respondents are
in the age group of 37- 44 years, 14.5% of the respondents are in the age group of 45-52
years and 32.2% of the respondents are in the age group of 53-60 years.

Thus, the majority of the respondents are in the age group of 53-60
 CHART NO: 4.2

AGE OF THE RESPONDENTS

7.90%

14.50% 32.20%

15.80%

29.60%

53-6021-2829-3645-5237-44
 TABLE NO: 4.3

EDUCATIONAL QUALIFICATION OF THE RESPONDENTS

Educational Qualification No. of the respondents Percentage

Diploma 16 10.5

HSC 22 14.5

Under Graduate 58 38.2

Post Graduate 48 31.6

Doctorate or professional degree 8 5.3

Total 152 100.0

Source: Primary data

INTERPRETATION

The above table shows that 10.5% of the respondents have completed diploma, 14.5% of
the respondents have belonged HSC, 38.2% of the respondents have completed under
graduate, 31.6% of the respondents have completed post graduate and 5.3% of the
respondents have completed doctorate or professional degree.

Thus, the majority of the respondents have completed under graduate educational
qualification.
 CHART NO: 4.3

EDUCATIONAL QUALIFICATION OF THE RESPONDENTS

 TABLE NO: 4.4

MONTHLY INCOME OF THE RESPONDENTS

Monthly Income No. of the respondents Percentage

Below–Rs30,000 41 27.0

Rs 31,000–Rs50,000 15 9.9

Rs 51,000–Rs70,000 13 8.6

Rs 71,000–Rs 90,000 22 14.5

Rs 91,000– Above 61 40.1

Total 152 100.0

Source: Primary data

INTERPRETATION

The above table shows that 27.0% of the respondents have below–Rs 30,000, 9.9% of the
respondents have Rs 31,000–Rs50,000, 8.6% of the respondents have Rs 51,000–
Rs70,000, 14.5% of the respondents have Rs 71,000–Rs 90,000 and 40.1% of the
respondents have Rs 91,000– above as their monthly income.

Thus, the majority of the respondents have Rs 91,000– above as their monthly income.
 CHART NO: 4.4

MONTHLY INCOME OF THE RESPONDENTS

 TABLE NO: 4.5

YEAR OF EXPERIENCE OF THE RESPONDENTS

Year of Experience No. of the respondents Percentage

Less than 1year 39 25.7

2 to 4 years 20 13.2

5 to 7 years 10 6.6

8 to 10 years 15 9.9

More than 10 years 68 44.7

Total 152 100.0

Source: Primary data

INTERPRETATION

The above table shows that 25.7% of the respondents have less than 1year, 13.2% of the
respondents have 2 to 4 years, 6.6% of the respondents have 5 to 7 years, 9.9% of the
respondents have 8 to 10 years and 44.7% of the respondents have more than 10 years of
experience.

Thus, the majority of the respondents have more than 10 years of experience.
 CHART NO: 4.5

YEAR OF EXPERIENCE OF THE RESPONDENTS

 TABLE NO: 4.6

VARIETY OF TRAINING PROGRAMS OFFERED BY NLCIL

Particulars No. of the respondents Percentage

Very satisfied 74 48.7

Satisfied 65 42.8

Neutral 11 7.2

Dissatisfied 1 0.7

Very dissatisfied 1 0.7

Total 152 100.0

Source: Primary data

INTERPRETATION

The above table shows that 48.7% of the respondents are very satisfied, 42.8% of the
respondents are satisfied, 7.2% of the respondents are neutral, 0.7% of the respondents are
dissatisfied and 0.7% of the respondents are very dissatisfied with the variety of training
programs offered by NLCIL.

Thus, the majority of the respondents are very satisfied with the variety of training
programs offered by NLCIL.
 CHART NO: 4.6

VARIETY OF TRAINING PROGRAMS OFFERED BY NLCIL

 TABLE NO: 4.7

TRAINING PROGRAMS ADDRESS THE LATEST INDUSTRY TRENDS AND

ADVANCEMENTS

Particulars No. of the respondents Percentage

Very well 51 33.6

Well 85 55.9

Neutral 13 8.6

Poorly 3 2.0

Very Poorly 0 0.00

Total 152 100.0

Source: Primary data

INTERPRETATION

The above table shows that 33.6% of the respondents said that very well, 55.9% of the
respondents said that well, 8.6% of the respondents said that neutral and 2.0% of the
respondents said that poorly as the training programs address the latest industry trends and
advancements.

Thus, the majority of the respondents said that well, the training programs address the
latest industry trends and advancements.
 CHART NO: 4.7

TRAINING PROGRAMS ADDRESS THE LATEST INDUSTRY TRENDS AND

ADVANCEMENTS
 TABLE NO: 4.8

ACTIVELY SEEK OUT OPPORTUNITIES FOR LEARNING AND

DEVELOPMENT

Particulars No. of the respondents Percentage

Regularly 76 50.0

Occasionally 60 39.5

Rarely 16 10.5

Total 152 100.0

Source: Primary data

INTERPRETATION

The above table shows that 50.0% of the respondents said that regularly, 39.5% of the
respondents said that occasionally and 10.5% of the respondents said that rarely as the
actively seek out opportunities for learning and development.

Thus, the majority of the respondents said that regularly as it actively seeks out
opportunities for learning and development.
 CHART NO: 4.8

ACTIVELY SEEK OUT OPPORTUNITIES FOR LEARNING AND

DEVELOPMENT
 TABLE NO: 4.9

Particulars No. of the respondents Percentage

Excellent 69 45.4

Good 72 47.4

Neutral 11 7.2

Total 152 100.0

Source: primary

INTERPRETATION

The above table shows that 45.4% of the respondents said that excellent, 47.4% of the
respondents said that good and 7.2% of the respondents said that neutral towards the
overall organization and logistics of training sessions at NLCIL.

Thus, the majority of the respondents said that good towards the overall organization and
logistics of training sessions at NLCIL
 CHART NO: 4.9

OVERALL ORGANIZATION AND LOGISTICS OF TRAINING SESSIONS AT

NLCIL
 TABLE NO: 4.10

TRAINING PROGRAMS ALIGN WITH NLCIL'S OVERALL

ORGANIZATIONAL GOALS

Particulars No. of the respondents Percentage

Very well 67 44.1

Well 70 46.1

Neutral 11 7.2

Poorly 4 2.6

Total 152 100.0

Source: Primary data

INTERPRETATION

The above table shows that 44.1% of the respondents said that very well, 46.1% of the
respondents said that well, 7.2% of the respondents said that neutral and 2.6% of the
respondents said that poorly as the training programs align with NLCIL'S overall
organizational goals.

Thus, the majority of the respondents said that well as the training programs align with
NLCIL'S overall organizational goals.
 CHART NO: 4.10

TRAINING PROGRAMS ALIGN WITH NLCIL'S OVERALL

ORGANIZATIONAL GOALS
 TABLE NO: 4.11

TRAINING AND DEVELOPMENT CONTRIBUTE TO PROFESSIONAL

GROWTH AT NLCIL

Particulars No. of the respondents Percentage

Significantly 67 44.1

Moderately 64 42.1

Slightly 17 11.2

Not at all 2 1.3

I don't know 2 1.3

Total 152 100.0

Source: Primary data

INTERPRETATION The above table shows that 44.1% of the respondents said that
significantly, 42.1% of the respondents said that moderately, 11.2% of the respondents said
that slightly, 1.3% of the respondents said that not at all and 1.3% of the respondents said
that I don't know as the training and development contribute to professional growth at
NLCIL.

Thus, the majority of the respondents said that significantly as the training and
development contribute to professional growth at NLCIL.
 CHART NO: 4.11

TRAINING AND DEVELOPMENT CONTRIBUTE TO PROFESSIONAL

GROWTH AT NLCIL
 TABLE NO: 4.12

TRAINING SESSIONS AT NLCIL TAILORED TO MEET SPECIFIC JOB

REQUIREMENTS

Particulars No. of the respondents Percentage

Strongly agree 44 28.9

Agree 86 56.6

Neutral 19 12.5

Disagree 2 1.3

Strongly disagree 1 0.7

Total 152 100.0

Source: Primary data

INTERPRETATION The above table shows that 28.9% of the respondents are strongly
agree, 56.6% of the respondents are agree, 12.5% of the respondents are neutral, 1.3% of
the respondents are disagree and 0.7% of the respondents are strongly disagree towards
the training sessions at NLCIL tailored to meet specific job requirements.

Thus, the majority of the respondents said that agree towards the training sessions at
NLCIL tailored to meet specific job requirements.
 CHART NO: 4.12

TRAINING SESSIONS AT NLCIL TAILORED TO MEET SPECIFIC JOB

REQUIREMENTS
 TABLE NO: 4.13

MOTIVATES THE MOST TO PARTICIPATE IN TRAINING PROGRAMS

Particulars No. of the respondents Percentage

Career advancement
51 33.6
opportunities

Personal growth
66 43.4
and development

Recognition and rewards 8 5.3

Interest in the subject matter 17 11.2

Company support
10 6.6
and encouragement

Total 152 100.0

Source: Primary data

INTERPRETATION

The above table shows that 33.6% of the respondents said that career advancement
opportunities, 43.4% of the respondents said that personal growth and development, 5.3%
of the respondents said that recognition and rewards, 11.2% of the respondents said that
interest in the subject matter and 6.6% of the respondents said that company support and
encouragement as the motivates the most to participate in training programs.

Thus, the majority of the respondents said that personal growth and development that
motivates them the most to participate in training programs.
 CHART NO: 4.13

MOTIVATES THE MOST TO PARTICIPATE IN TRAINING PROGRAMS

 TABLE NO: 4.14

CURRENT SKILL LEVEL IN YOUR FIELD OF WORK

Particulars No. of the respondents Percentage

Beginner 30 19.7

Intermediate 42 27.6

Advanced 57 37.5

Expert 22 14.5

Not applicable 1 0.7

Total 152 100.0

Source: Primary data

INTERPRETATION

The above table shows that 19.7% of the respondents said that beginner, 27.6% of the
respondents said that intermediate, 37.5% of the respondents said that advanced, 14.5% of
the respondents said that expert and 0.7% of the respondents said that not applicable as
the current skill level in your field of work.

Thus, the majority of the respondents said that they are advanced in their current skill
level in their field of work.
 CHART NO: 4.14

CURRENT SKILL LEVEL IN YOUR FIELD OF WORK

 TABLE NO: 4.15

LIKE TO IMPROVE THROUGH THIS TRAINING PROGRAM

Particulars No. of the respondents Percentage

Technical 47 30.9

Leadership skills 33 21.7

Communication skills 26 17.1

Problem-solving skills 35 23.0

Time management skills 11 7.2

Total 152 100.0

Source: Primary data

INTERPRETATION The above table shows that 30.9% of the respondents said that
technical, 21.7% of the respondents said that leadership skills, 17.1% of the respondents
said that communication skills, 23.0% of the respondents said that problem-solving skills
and 7.2% of the respondents said that time management skills as the like to improve
through this training program.

Thus, the majority of the respondents said that technical as they like to improve through
this training program.
 CHART NO: 4.15

LIKE TO IMPROVE THROUGH THIS TRAINING PROGRAM

 TABLE NO: 4.16

TRAINERS' EXPERTISE AND KNOWLEDGE DURING TRAINING SESSIONS

Particulars No. of the respondents Percentage

Very satisfied 70 46.1

Satisfied 74 48.7

Neutral 8 5.3

Total 152 100.0

Source: Primary data

INTERPRETATION

The above table shows that 46.1% of the respondents are very satisfied, 48.7% of the
respondents are satisfied and 5.3% of the respondents are neutral with the trainers'
expertise and knowledge during training sessions.

Thus, the majority of the respondents are satisfied with the trainers' expertise and
knowledge during training sessions.
 CHART NO: 4.16

TRAINERS' EXPERTISE AND KNOWLEDGE DURING TRAINING SESSIONS

 TABLE NO: 4.17

SUPPORT PROVIDED BY NLCIL'S HR DEPARTMENT IN COORDINATING

TRAINING PROGRAMS

Particulars No. of the respondents Percentage

Excellent 67 44.1

Good 73 48.0

Moderate 10 6.6

Very dissatisfied 2 1.3

Total 152 100.0

Source: Primary data

INTERPRETATION

The above table shows that 44.1% of the respondents said that excellent, 48.0% of the
respondents said that good, 6.6% of the respondents said that moderate and 1.3% of the
respondents said that very dissatisfied towards the support provided by NLCIL'S HR
department in coordinating training programs.

Thus, the majority of the respondents said that good towards the support provided by
NLCIL'S HR department in coordinating training programs.
 CHART NO: 4.17

SUPPORT PROVIDED BY NLCIL'S HR DEPARTMENT IN COORDINATING

TRAINING PROGRAMS
 TABLE NO: 4.18

TRAINING FORMAT FIND MOST EFFECTIVE FOR LEARNING STYLE

Particulars No. of the respondents Percentage

Lectures and presentations 32 21.1

Group discussions and

33 21.7
brain storming sessions

Case studies and real-life

27 17.8
examples

Interactive workshops and

9 5.9
activities

All of the above 51 33.6

Total 152 100.0

Source: Primary data

INTERPRETATION

The above table shows that 21.1% of the respondents said that lectures and presentations,
21.7% of the respondents said that group discussions and brain storming sessions, 17.8%
of the respondents said that case studies and real-life examples, 5.9% of the respondents
said that interactive workshops and activities and 33.6% of the respondents said that all of
the above as the training format find most effective for learning style.

Thus, the majority of the respondents said that all of the above for the training format find
most effective for learning style.
 CHART NO: 4.18

TRAINING FORMAT FIND MOST EFFECTIVE FOR LEARNING STYLE

 TABLE NO: 4.19

TRAINING PROGRAMS CATER TO THE DIVERSE LEARNING STYLES OF

EMPLOYEES AT NLCIL

Particulars No. of the respondents Percentage

Very well 65 42.8

Well 66 43.4

Neutral 20 13.2

Poorly 1 0.7

Total 152 100.0

Source: Primary data

INTERPRETATION

The above table shows that 42.8% of the respondents said that very well, 43.4% of the
respondents said that well, 13.2% of the respondents said that neutral and 0.7% of the
respondents said that poorly as the training programs cater to the diverse learning styles of
employees at NLCIL.

Thus, the majority of the respondents said that well for the training programs that cater to
the diverse learning styles of employees at NLCIL.
 CHART NO: 4.19

TRAINING PROGRAMS CATER TO THE DIVERSE LEARNING STYLES OF

EMPLOYEES AT NLCIL
 TABLE NO: 4.20

NLCIL ACCOMMODATE THE INDIVIDUAL LEARNING NEEDS AND

PREFERENCES OF EMPLOYEES DURING TRAINING SESSIONS

Particulars No. of the respondents Percentage

Very well 68 44.7

Moderately well 67 44.1

Somewhat well 14 9.2

Poorly 2 1.3

Very poorly 1 0.7

Total 152 100.0

Source: Primary data

INTERPRETATION The above table shows that 44.7% of the respondents said that very
well, 44.1% of the respondents said that moderately well, 9.2% of the respondents said that
somewhat well, 1.3% of the respondents said that poorly and 0.7% of the respondents said
that very poorly as the NLCIL accommodate the individual learning needs and preferences
of employees during training sessions.

Thus, the majority of the respondents said that very well as the NLCIL accommodate the
individual learning needs and preferences of employees during training sessions.
 CHART NO: 4.20

NLCIL ACCOMMODATE THE INDIVIDUAL LEARNING NEEDS AND

PREFERENCES OF EMPLOYEES DURING TRAINING SESSIONS
 TABLE NO:4.21

TRAINING PROGRAMS FOSTER COLLABORATION AND TEAM WORK

AMONG EMPLOYEES

Particulars No. of the respondents Percentage

Very well 61 40.1

Well 75 49.3

Neutral 15 9.9

Poorly 1 0.7

Total 152 100.0

Source: Primary data

INTERPRETATION

The above table shows that 40.1% of the respondents said that very well, 49.3% of the
respondents said that moderately well, 9.9% of the respondents said that somewhat well,
and 0.7% of the respondents said that poorly as the training programs foster collaboration
and team work among employees.

Thus, the majority of the respondents said that well as the training programs foster
collaboration and team work among employees.
CHART NO: 4.21

TRAINING PROGRAMS FOSTER COLLABORATION AND TEAM WORK

AMONG EMPLOYEES
 TABLE NO: 4.22

DURATION OF THE TRAINING PROGRAMS OFFERED BY NLCIL

Particulars No. of the respondents Percentage

Very satisfied 71 46.7

Satisfied 69 45.4

Neutral 11 7.2

Dissatisfied 1 0.7

Total 152 100.0

Source: Primary data

INTERPRETATION

The above table shows that 46.7% of the respondents are very satisfied, 45.4% of the
respondents are satisfied, 7.2% of the respondents are neutral and 0.7% of the respondents
are dissatisfied with the duration of the training programs offered by NLCIL.

Thus, the majority of the respondents are very satisfied with the duration of the training
programs offered by NLCIL.
 CHART NO: 4.22

DURATION OF THE TRAINING PROGRAMS OFFERED BY NLCIL

 TABLE NO: 4.23

FEEDBACK MECHANISM PROVIDED AFTER TRAINING SESSIONS

Particulars No. of the respondents Percentage

Very satisfied 64 42.1

Satisfied 77 50.7

Neutral 10 6.6

Dissatisfied 1 0.7

Total 152 100.0

Source: Primary data

INTERPRETATION

The above table shows that 42.1% of the respondents are very satisfied, 50.7% of the
respondents are satisfied, 6.6% of the respondents are neutral and 0.7% of the respondents
are dissatisfied with the feedback mechanism provided after training sessions.

Thus, the majority of the respondents are satisfied with the feedback mechanism provided
after training sessions.
 CHART NO: 4.23

FEEDBACK MECHANISM PROVIDED AFTER TRAINING SESSIONS

 CHI-SQUARE TEST

RELATIONSHIP BETWEEN GENDER OF THE RESPONDENTS AND

SATISFIED WITH THE VARIETY OF TRAINING PROGRAMS OFFERED
BY NLCIL

HYPOTHESIS TESTING

Null hypothesis (Ho): There is no significant relationship between the gender of the
respondents and satisfied with the variety of training programs offered by NLCIL.

Alternative hypothesis (H1): There is some significant relationship between the gender of
the respondents and satisfied with the variety of training programs offered by NLCIL.

Case Processing Summary

Cases

Valid Missing Total

N Percent N Percent N Percent

GENDER OF THE
RESPONDENTS *
SATISFIED WITH THE
152 100.0% 0 .0% 152 100.0%
VARIETY OF
TRAINING PROGRAMS
OFFERED BY NLCIL
 Chi-Square Tests

Value df Asymp. Sig. (2-sided)

Pearson Chi-Square 10.202a 4 .037

Likelihood Ratio 10.635 4 .031

Linear-by-Linear Association 4.538 1 .033

N of Valid Cases 152

a. 5 cells (50.0%) have expected count less than 5. The minimum expected count is 0.30.

INTERPRETATION:

As per the above table, it is inferred that the P value is 0.037; it is significant to 5% (0.05) significant
level. The minimum expected count is 0.30. Thus, alternative hypothesis is accepted and it
is found that there is some significant relationship between the gender of the respondents
and satisfied with the variety of training programs offered by NLCIL.
 CORRELATION ANALYSIS

RELATIONSHIP BETWEEN AGE OF THE RESPONDENTS AND TRAINING

AND DEVELOPMENT CONTRIBUTE TO PROFESSIONAL GROWTH AT NLC

Correlations

TRAINING AND
DEVELOPMENT
AGE OF THE
CONTRIBUTE TO
RESPONDENTS
PROFESSIONAL
GROWTH AT NLCIL

Pearson
1 -.155
Correlation
AGE OF THE
RESPONDENTS Sig. (2-tailed) .057

N 152 152

TRAINING AND Pearson

-.155 1
DEVELOPMENT Correlation

CONTRIBUTE TO
Sig. (2-tailed) .057
PROFESSIONAL
GROWTH AT NLCIL N 152 152

INTERPRETATION The Above table indicates that out of 185 respondents, co-efficient
of correlation between age of the respondents and training and development contribute to
professional growth at NLCIL is -0.155. It is below 1. So, there is negative relationship
between age of the respondents and training and development contribute to professional
growth at NLCIL.

ONE WAY ANOVA TEST

Table – II to analyse the educational qualification of the respondents on support

provided by NLCIL's HR department in coordinating training programs

NULL HYPOTHESIS (HO): There is no significant relationship between educational

qualification of the respondents on support provided by NLCIL's HR department in
coordinating training programs.

ALTERNATIVE HYPOTHESIS (H1): There is a significant relationship between

educational qualification of the respondents on support provided by NLCIL's HR
department in coordinating training programs.

ANOVA

SUPPORT PROVIDED BY NLCIL'S HR DEPARTMENT IN COORDINATING

TRAINING PROGRAMS

Sum of Squares Df Mean Square F Sig.

Between Groups 1.541 4 .385 .742 .565

Within Groups 76.348 147 .519

Total 77.888 151

Interpretation The table clearly shows that educational qualification of the respondents
and support provided by NLCIL's HR department in coordinating training programs has a
figure
 on 0.742 values and significance around 0.565 levels than the sum of squares between
groups and within groups values have 1.541 and 76.348 respectively. Hence, the significant
value is greater than 0.05 for which the significant percentage is above 95%, hence null
hypothesis. Thus, rejecting alternative hypothesis i.e., There is no significant relationship
between educational qualification of the respondents on support provided by NLCIL's HR
department in coordinating training programs.

MANOVA TEST

RELATIONSHIP BETWEEN MONTHLY INCOME AND YEAR OF

EXPERIENCE OF THE RESPONDENTS WITH DURATION OF THE TRAINING
PROGRAMS OFFERED BY NLCIL

Multivariate Testsc
Effect Value F Hypothesis df Error df Sig.
Pillai's Trace .296 30.869a 2.000 147.000 .000
Wilks' Lambda .704 30.869a 2.000 147.000 .000
Intercept
Hotelling's Trace .420 30.869a 2.000 147.000 .000
Roy's Largest Root .420 30.869a 2.000 147.000 .000
Duration Pillai's Trace .094 2.446 6.000 296.000 .025
of the Wilks' Lambda .906 2.483a 6.000 294.000 .023
training
Hotelling's Trace .104 2.520 6.000 292.000 .022
programs
offered Roy's Largest Root .100 4.929b 3.000 148.000 .003

by NLCIL
a. Exact statistic
b. The statistic is an upper bound on F that yields a lower bound on the significance level.
c. Design: Intercept + q23
 Tests of Between-Subjects Effect

Type III Sum

Source Dependent Variable Df Mean Square F Sig.
of Squares
MONTHLY INCOME
OF THE 1.804a 3 .601 .208 .891
Corrected RESPONDENTS
Model YEAR OF
EXPERIENCE OF 11.646b 3 3.882 1.327 .268
THE RESPONDENTS
MONTHLY INCOME
OF THE 177.967 1 177.967 61.445 .000
RESPONDENTS
Intercept
YEAR OF
EXPERIENCE OF 106.776 1 106.776 36.507 .000
THE RESPONDENTS
MONTHLY INCOME
Duration of the OF THE 1.804 3 .601 .208 .891
training RESPONDENTS
programs
offered by YEAR OF
EXPERIENCE OF 11.646 3 3.882 1.327 .268
NLCIL
THE RESPONDENTS
MONTHLY INCOME
OF THE 428.664 148 2.896
RESPONDENTS
Error
YEAR OF
EXPERIENCE OF 432.873 148 2.925
THE RESPONDENTS
MONTHLY INCOME
OF THE 2095.000 152
RESPONDENTS
Total
YEAR OF
EXPERIENCE OF 2149.000 152
THE RESPONDENTS
MONTHLY INCOME
OF THE 430.467 151
RESPONDENTS
Corrected Total
YEAR OF
EXPERIENCE OF 444.520 151
THE RESPONDENTS
a. R Squared = .004 (Adjusted R Squared = -.016)
b. R Squared =.026 (Adjusted R Squared = .006)
Interpretation The table shows that the monthly income and year of experience of the
respondents with duration of the training programs offered by NLCIL has F static value has
0.208 and 1.327 respectively. The monthly income and year of experience of the
respondents has 0.891 and 0.268 which is not significant to 0.050. So, there is no
relationship between monthly income and year of experience of the respondents with
duration of the training programs offered by NLCIL.
 CHAPTER V

FINDINGS, SUGGESTIONS AND CONCLUSION

5.1 FINDINGS

 69.7% of the respondents are male.

 32.2% of the respondents are in the age group of 21-28 years.

 38.2% of the respondents have completed under graduate educational qualification.

 40.1% of the respondents have Rs91,000– above as their monthly income.

 44.7% of the respondents have more than 10 years of experience.

 48.7% of the respondents are very satisfied towards satisfied with the variety of
training programs offered by NLCIL.

 55.9% of the respondents said that well as the training programs address the latest
industry trends and advancements.

 50.0% of the respondents said that regularly as the actively seek out opportunities
for learning and development.

 47.4% of the respondents said that good towards the overall organization and
logistics of training sessions at NLCIL.

 46.1% of the respondents said that well as the training programs align with
NLCIL'S overall organizational goals.

 44.1% of the respondents said that significantly as the training and development
contribute to professional growth at NLCIL.

 56.6% of the respondents are agree towards the training sessions at NLCIL tailored
to meet specific job requirements.

 43.4% of the respondents said that personal growth and development as the
motivates the most to participate in training programs.
 37.5% of the respondents said that advanced as the current skill level in your field
of work.

 30.9% of the respondents said that technical as the like to improve through this
training program.

 48.7% of the respondents are satisfied with the trainers' expertise and knowledge
during training sessions.

 48.0% of the respondents said that good towards the support provided by NLCIL'S
hr department in coordinating training programs.

 33.6% of the respondents said that all of the above as the training format find most
effective for learning style.

 42.8% of the respondents said that very well as the training programs cater to the
diverse learning styles of employees at NLCIL.

 44.7% of the respondents said that very well as the NLCIL accommodate the
individual learning needs and preferences of employees during training sessions.

 49.3% of the respondents said that moderately well as the training programs foster
collaboration and team work among employees.

 46.7% of the respondents are very satisfied with the duration of the training
programs offered by NLCIL.

 50.7% of the respondents are satisfied with the feedback mechanism provided after
training sessions.

 There is some significant relationship between the gender of the respondents and
satisfied with the variety of training programs offered by NLCIL.

 There is negative relationship between age of the respondents and training and
development contribute to professional growth at NLCIL.
  There is no significant relationship between educational qualification of the
respondents on support provided by NLCIL's HR department in coordinating
training programs.

 There is no relationship between monthly income and year of experience of the

respondents with duration of the training programs offered by NLCIL.

5.2 SUGGESTION

 Implementing the suggestions gathered from the respondent feedback will

significantly enhance the effectiveness and relevance of NLCIL's training programs.

 A major positive takeaway is that the current training sessions accommodate

individual learning needs and preferences is well. However, there are clear areas for

improvement that could drive further success:

 Proper planning and strategic deputation of participants need improvement to

ensure that the right employees receive the training relevant to their roles. This will

enhance the impact and applicability of the training sessions.

 Respondents have emphasized that they need improved technical training. Focusing

on advanced industry features and specific technical areas will better equip

employees with the necessary skills and knowledge, particularly in mining and

thermal sectors.

 Introducing an online feedback suggestion box at the end of every training program

will provide a more comprehensive feedback system. This will allow participants to

give detailed suggestions rather than just rating the training with a star system,

leading to more actionable insights.

  There's need for improvement in self-development classes. Enhancing these

sessions will support personal growth and professional development for employees.

 Updating the training methods, including designer training, online training, and

implementing pre- and post-evaluation, will ensure that training is effective and

meets the evolving needs of employees.

 Continuously gathering feedback and conducting market research will help stay

updated on the changing demographics and preferences of the target audience.

Prioritizing diversity and inclusion initiatives within the organization will create a

more inclusive work environment and ensure that the training programs and

organizational practices cater to a wide range of demographics.

 By addressing these suggestions, NLCIL can better cater to the diverse needs and

preferences of its employees, enhancing overall satisfaction and driving business

growth. Implementing these improvements will not only refine the training and

development programs but also promote a more inclusive, skilled, and well-

prepared workforce.

5.3 CONCLUSION

 The training and development project at NLCIL has demonstrated a strong

commitment to accommodating the individual learning needs and preferences of

employees.

 Major respondents have provided positive feedback towards the training

programme foster collaboration and team work among employees and the
 However, to further enhance the effectiveness and reach of these programs, several

key improvements have been identified that to ensure the right employees receive

relevant trainings will maximize the benefits and applicability of the sessions.

 Furthermore, the high frequency of participation in activities among respondents

underscores the significance of prioritizing engagement programs to foster customer

loyalty and satisfaction.

 Loyalty rewards, referral bonuses, and interactive events can serve as effective tools

to maintain ongoing customer engagement and drive business growth.

 Continuous feedback gathering and market research are essential for staying attuned

to evolving demographics and preferences, enabling businesses to adapt their

strategies and offerings accordingly.

 By implementing these improvements, NLCIL can significantly enhance its training

and development programs, ensuring they are more targeted, effective, and

inclusive. This will not only improve employee satisfaction and performance but

also contribute to the overall growth and success of the organization.

REFERENCE

 Noe, R. A. (2017). Employee training and development (7th ed.). McGraw-Hill

Education.
 Goldstein, I. L., & Ford, K. J. (2002). Training in organizations: Needs
assessment, development, and evaluation (4th ed.). Wadsworth Publishing.
 Kirkpatrick, D. L., & Kirkpatrick, J. D. (2006). Evaluating training programs:
The four levels (3rd ed.). Berrett-Koehler Publishers.
 Tannenbaum, S. I., & Yukl, G. (1992). Training and development in work
organizations. Annual Review of Psychology, 43(1), 399-441.
 Salas, E., Tannenbaum, S. I., Kraiger, K., & Smith-Jentsch, K. A. (2012). The
science of training and development in organizations: What matters in practice.
Psychological Science in the Public Interest, 13(2), 74-101.
 Holton III, E. F., Bates, R. A., & Ruona, W. E. A. (2000). Development of a
generalized learning transfer system inventory. Human Resource Development
Quarterly, 11(4), 333-360.
 Baldwin, T. T., Ford, J. K., & Blume, B. D. (2019). Transfer of training 2018:
Current research and future directions. Routledge.
 Kraiger, K., Ford, J. K., & Salas, E. (1993). Application of cognitive, skill-
based, and affective theories of learning outcomes to new methods of training
evaluation. Journal of Applied Psychology, 78(2), 311-328.
 Wexley, K. N., & Latham, G. P. (2002). Developing and training human
resources in organizations (3rd ed.). Pearson Education.
 Rothwell, W. J., & Kazanas, H. C. (2008). Mastering the instructional design
process: A systematic approach (4th ed.). Wiley.
ANNEXURE 1 – QUESTIONAIRE

1. Name

2. Gender
a) Male
b) Female
c) Others

3. Age
a) 21- 28
b) 29 – 36
c) 37 – 44
d) 45 – 52
e) 53 – 60

4. Educational qualification
a) Diploma
b) HSC
c) Under Graduate
d) Post Graduate
e) Doctorate or professional degree

5. Monthly income
a) Below – Rs 30,000
b) Rs 31,000 – Rs 50,000
c) Rs 51,000 – Rs 70,000
d) Rs 71,000 – Rs 90,000
e) Rs 91,000 – above

6. Year of experience?
a) Less than 1year
b) 2 to 4year
c) 5 to 7year
d) 8 to 10year
e) More than 10years
7. How satisfied are you with the variety of training programs offered by NLCIL?
a) Very satisfied
b) Satisfied
c) Neutral
d) Dissatisfied
e) Very dissatisfied

8. How well do the training programs address the latest industry trends and
advancements?
a) Very well
b) Well
c) Neutral
d) Poorly
e) Very poorly

9. How often do you actively seek out opportunities for learning and development?
a) Regularly
b) Occasionally
c) Rarely
d) Never
e) Not applicable

10. How do you rate the overall organization and logistics of training sessions
at NLCIL?
a) Excellent
b) Good
c) Neutral
d) Poor
e) Very poor

11. How well do the training programs align with NLCIL's overall
organizational goals?
a) Very well
b) Well
c) Neutral
d) Poorly
e) Very poorly
12. To what extent do you think training and development contribute to
your professional growth at NLCIL?
a) Significantly
b) Moderately
c) Slightly
d) Not at all
e) I don't know

13. Are the training sessions at NLCIL tailored to meet your specific
job requirements?
a) Strongly agree
b) Agree
c) Neutral
d) Disagree
e) Strongly disagree

14. Which of the following motivates you the most to participate in training programs?

a) Career advancement opportunities

b) Personal growth and development
c) Recognition and rewards
d) Interest in the subject matter
e) Company support and encouragement

15. How would you rate your current skill level in your field of work?
a) Beginner
b) Intermediate
c) Advanced
d) Expert
e) Not applicable

16. Which areas would you like to improve through this training program?
a) Technical
b) Leadership skills
c) Communication skills
d) Problem-solving skills
e) Time management skills
17. How satisfied are you with the trainers' expertise and knowledge during training
sessions?
a) Very satisfied
b) Satisfied
c) Neutral
d) Dissatisfied
e) Very dissatisfied

18. How do you rate the support provided by NLCIL's HR department in

coordinating training programs?
a) Excellent
b) Good
c) Moderate
d) Dissatisfied
e) Very dissatisfied

19. Which training format do you find most effective for your learning style?
a) Lectures and presentations
b) Group discussions and brainstorming sessions
c) Case studies and real-life examples
d) Interactive workshops and activities
e) All of the above

20. How well do the training programs cater to the diverse learning styles of
employees at NLCIL?
a) Very well
b) Well
c) Neutral
d) Poorly
e) Very poorly

21. How well does NLCIL accommodate the individual learning needs
and preferences of employees during training sessions?

a) Very well
b) Moderately well
c) Somewhat well
d) Poorly
e) Very poorly
22. How well do the training programs foster collaboration and teamwork
among employees?
a) Very well
b) Well
c) Neutral
d) Poorly
e) Very poorly

23. How satisfied are you with the duration of the training programs offered
by NLCIL?
a) Very satisfied
b) Satisfied
c) Neutral
d) Dissatisfied
e) Very dissatisfied

24. How satisfied are you with the feedback mechanism provided after
training sessions?
a) Very satisfied
b) Satisfied
c) Neutral
d) Dissatisfied
e) Very dissatisfied

25. If suggestions any?

 ANNEXURE 2 - RESEARCH ARTICLE

WIKIPEDIA:

https://www.wikipedia.org/

SEMANTICSCHOLAR:

https://www.googleadservices.com/pagead/aclk?sa=L&ai=DChcSEwjc8dG7vuyCAx
WxPIMDHRNwACwYABAAGgJzZg&ase=2&gclid=Cj0KCQiAgqGrBhDtARIsAM
5s0_lC9PHmvwpg_lHnAFDhKk8KQMBU66iixne1TwmMYa_YuEjxx8x_KuIaAmSe
EALw_wcB&ohost=www.google.com&cid=CAESVeD2n8bDCJ0BZjXfXth-
vcscHkIW7ZSyuJjMLnsxPdeArdRVoH3eIfQV8ELNM1mGPFQLW9Mhcz9nu72UV
h9Z05F8Q8QpLWBCen7LRN1q6HxH0DvPZ8o&sig=AOD64_0OBk0zjvptOg9O4uH
8eIaL6Q3eTw&q&nis=4&adurl&ved=2ahUKEwiLjs27vuyCAxUEzzgGHZIUBQEQ0
Qx6BAgIEAE

ACADEMIA.EDU:

https://www.academia.edu/
 ANNEXURE 3 – BIBLIOGRAPHY

GOOGLE SCHOLAR:

[https://scholar.google.com/] (https://scholar.google.com/)

PUBMED:

[https://pubmed.ncbi.nlm.nih.gov/] (https://pubmed.ncbi.nlm.nih.gov/)

IEEE XPLORE DIGITAL LIBRARY:

[https://ieeexplore.ieee.org/] (https://ieeexplore.ieee.org/)

JSTOR:

[https://www.jstor.org/] (https://www.jstor.org/)

SCIENCEDIRECT:

[https://www.sciencedirect.com/] (https://www.sciencedirect.com/)

SPRINGERLINK:

[https://link.springer.com/] (https://link.springer.com/)

RESEARCHGATE:

[https://www.researchgate.net/] (https://www.researchgate.net/)

WILEY ONLINE LIBRARY:

[https://onlinelibrary.wiley.com/] (https://onlinelibrary.wiley.com/)

TAYLOR & FRANCIS ONLINE:

[https://www.tandfonline.com/] (https://www.tandfonline.com/)

ARXIV:

[https://arxiv.org/] (https://arxiv.org/)