Nazia Shagufta BBA V

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    ACKNOWLEDGEMENT

    It is a pleasant duty to acknowledge the valuable help I received from my quarters in the

    completion of my project.

    At the very outset I would like to express my deep sense of gratitude to Mr. Aditya Kumar

    (Support Manager HR) and Mr. R.P.Uniyal (P&A Officer) KDMIPE ONGC DehraDun who

    provided me all the guidance, support & cooperation that was required for the completion of this

    project successfully.

    I would also like to thank to Mrs.Richa Sinha for the valuable help she gave me in completing

    my project.

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    CONTENTS

    Chapter 1 Introduction 5-6

    Chapter2 Objective Of The Study 8

    Chapter3 Review Of Literature 10-16

    About the topic

    Training & Education 18-20

    Training & Development 20-21

    Need for Training 22

    Objective of Training 23

    Benefits Of Training 24

    Elements Of training 25

    Training Techniques 26-30

    Instructional System Design 31-34

    Evaluation of Training Programme 35

    Need for Evaluation 36

    Profile of ONGC 38-55

    Training and Development in ONGC 57-66

    Management Development Programmes 68-78

    Chapter 4 Research Methodology 80-81

    Graphical Representation 83-97

    Chapter 5 Findings and Analysis 99

    Chapter 6 Recommendations 101-102

    Chapter 7 Conclusion 104

    Chapter 8 Bibliography 106

    Annexure 108-109

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    reserved for people who have to be brought up to a performing level in some specific skills. The

    skills are almost always behavioural as distinct from conceptual or intellectual.

    Development, in contrast, is considered to be more general than training and more oriented to

    individual needs in addition to organizational needs and it is most often aimed toward executives.

    There is more theory involved with such education and hence, less concern with specific

    behaviour than is the case with training. Usually, the intent of development is to provide

    knowledge and understanding that will enable people to carry out non-technical organizational

    functions more effectively, such as problem solving, decision-making and relating to people.

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    OBJECTIVE OF THE STUDY

    Human resource is the only active factor of production and efficient & effective utilization of all

    other factors depends on capabilities of work force. In present scenario the conditions are

    changing at a fast pace and all organization are working on the principle of 'Innovate or perish'.

    The change is not only limited to product or process development but the work culture is also

    changing at a rapid pace. With change in technology it become necessary for an organization to

    provide 'Training & Development' to its employees on a continuous basis.

    The work of Human Resource manager is not merely Recruitment, Selection & Placement of

    employees but to provide them a career succession plan & a learning environment where they

    can groom their attitude, knowledge & skills. It help not only the employees to increase their

    efficiency & effectiveness but also help the organization to retain their best employees by

    providing something new all the time.

    ONGC is the biggest corporate organization of our county & is one of the Nav-Ratnas

    organization. Through this dissertation report I try to find out the Training & Development

    programs undertaken by the organization to enhance the skills of their employees & increase

    their competitive strength.

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    NEW PERSPECTIVES ON TRAINING

    As we enter the twenty-first century, the use of e-learning is revolutionizing how people obtain

    training. Multimedia training programs are now available on CD-ROMs or through the

    Internet of Intranets. A major advantage information and communications technology is the

    ability to provide training faster, at all places at the same time, and potentially at a lower costs

    compared to class-room based instruction. Of course, the value of e-learning basically provides

    an active learning experience.

    As opposed to the computer-based training of the 1990s, the term e-learning is used to

    refer to training imparted through computers involving technologies that support interactivity

    beyond the scope of a single computer. E-learning is a method of learning through the use of

    devices based on computer and communication technology. Such devices include personal

    computers, CD-ROMs, digital television, and mobile phones. Communications technology

    enables the use of Internet, e-mail, virtual discussion forums, collaborative software, and team

    learning systems. E-learning may also be used to support distance learning through the use of

    wide area networks (WAN).

    E-learning provides an excellent platform for organizations to maximize their

    productivity and human resource potential. It provides good opportunities for content and course

    providers. The process has an embedded learning management system that enables learners to

    perform a variety of activities including content creation, tracking, reporting, and management of

    the learning function. The system is designed for every learners learning ability by refreshing

    their memories with summary and points to remember. E-learning derives its value

    also from the fact that certain skills, such as IT skills, product knowledge, Knowledge of

    company processes, etc., can be though in an automated way. Thus knowledge can be

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    disseminated and all employees can benefit from it at the same time. E-learning can be combined

    with any training process. The archives of the training processes may be put on line to avail them

    to the employees any time. E-training has a definite advantage over real-time training. It is

    possible to reach out at the same time to many people who are geographically dispersed.

    One major reason for companies to adopt e-learning is the savings on costs and traveling

    time. The course content used once can always be saved and retrieved. And also the material

    used in one part of the world can also be used on other parts.

    There are four type of e-learning:

    Informal learning: In this type, a learner accesses a website or focused online community

    and finds pertinent information. This type of e-learning is not training because it does not

    include a formal instructional strategy consisting a presentation of material, application

    exercises, and feedback.

    Self-paced learning: It refers to the process whereby learners access computer-based

    training(CBT) or web-based training(WBT) materials at their own pace, normally on a CD-

    ROM for CBT of over a network or the Internet for WBT, Learners select what they wish to

    learn, decide when they will learn it, and set the pace of their learning.

    Leader-led learning: Unlike self-paced learning, this type of e-learning always involves an

    instructor, coach, or facilitator. There are two basic forms: (a) learners access real-time

    (synchronous) materials via videoconferencing or an audio or text messaging service, such as

    Internet chat, or (b) learners access delayed materials (asynchronous) thogh threaded

    discussions or streamed audio or video.

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    Performance support tools: This is an umbrella term for online materials that learners access

    for help in performing a task, especially related to software. Performance support tools

    normally lead the user through the steps required to perform a task.

    According to Brooke Broadbent, the benefits of e-learning for learners are as follows:

    Creates interactions that stimulate understanding and the recall of information when

    learners exchange questions during online discussions

    Accommodates different types of learners and fosters learning through a variety of

    activities that apply different learning styles

    Fosters self-paced learning so learners can learn at the rate they prefer

    Provides convenient access to learning material anytime, any place

    Reduces travel time and travel costs

    Encourages learners to browse for information through hyperlinks to sites on the

    World Wide Web

    Allows learners to select targeted and appropriate material on the Web

    Provides context-sensitive help through performance support tools

    Develops technical abilities required to use the internet

    Encourages learners to take responsibility for their learning and builds self-

    confidence

    According to Brooke Broadbent, the benefits of e-learning for instructors are as follows:

    Provides convenient access for instructors any time, any place

    Allows pre-packaging of essential information for all students to access and frees instructors

    to concentrate on high-level activities in the delivery phase

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    Retains records of discussion and allows for later reference through the use of a threaded

    discussion of streaming video

    Generates more personal gratification for instructors through quality e-learner participation

    Reduces travel and accommodation costs associated with training programs

    Encourages instructors to access up-to-date resources on the Web

    Allows instructors to communicate information in a more engaging fashion than possible in

    text-based distance education programs

    According to Brooke Broadbent, the benefits of e-learning for managers are as follows:

    Provides automated, continuous assessment and reporting of employee participation and

    progress

    Reduces capital costs associated with traditional bricks-and-mortar schools and training

    facilities

    Reduces costs of learning materials, mailing, and telephones associated with distance

    learning programs

    Allow access to the same materials through a variety of platforms such as Windows, UNIX,

    and Mac through the use of html files in a browser

    Creates more consistency n the training program through a template approach

    Creates a one-stop shopping center through training coordination software to offer courses

    from across the organization

    Provides access to leading instructors worldwide

    Not every e-learning process, usage, or method is necessarily exclusively e- learning.

    Sometimes a hybrid learning system is also used, either combining remote e-learning with

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    direct contact through close-at-hand human intervention (whether remote of local, computer

    mediated, such as through e-mail or chat, or non-computer mediated, such as face-to-face or

    telephone, of combining software=driven resources with any other educational resource, such

    as television, radio, books, tap, etc. Advances in technology have allowed for the growth of

    collaborative Web-based learning opportunities.

    Asynchronous activities us technologies such as blogs, wikis, and discussion boards, and

    allow participants to contribute when time allows. Synchronous activities occur with all

    participants joining in at once, as with a changed session or a virtual classroom or meeting

    such as those offered by Web EX, etc.

    Debate is still ongoing as to the effectiveness of educational technology in general and the

    internet in particular. Many authors have stressed that education at all levels will increasingly

    employ the Internet (Peha 1995, Owens 1999), Increasing connectivity and capabilities

    through broadband technology coupled with continued resources funneled into the

    educational system from various governmental and corporate agencies promise to further this

    trend.

    However, research results regarding its benefits are are mixed. Fleming and Raptis (2000)

    conducted a topographical analysis of the literature concerning educational technology and

    found that the effectiveness is largely unproven. Fabos and Young(1999) conquer labeling

    much of the literature contradictory, inconclusive, and possibly misleading. Lawson and

    Comber (2000) note that researchers are divided into two schools of thought as to the role

    that technology will have in education: an increment list role and a transformation role. Their

    own research was somewhat mixed, with technology and Internet connectivity transforming

    certain aspects of education but merely increasing efficiency of other aspects.

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    Golian (2000) summarizes the strengths and weaknesses of the Internet as an educational

    tool. The benefits of the learning through the Internet are (a) learning at ones own pace, (b)

    accessibility, (c) active learning , (d) cost-effectiveness for certain activities , (e)

    collaborative, (f) personalized learning environment, and (g) non-linear learning. The

    weaknesses include (a) shift of the searching responsibility to the learner, (b) data overload,

    (c) data unreliability, (d) network/ hardware unreliability, (e) access control, and (f) teaching

    of application rather than theory.

    Barriers to utilizing networked e-learning technology have been categorized into four areas:

    institutional, instructional, technical, and personal (Piotrowski and Vodanovich 2000).

    Institutional constraints include such issues as financial support and incentive systems.

    Instructional issues involve time commitments and interpersonal interaction. Equipment

    reliability and software adequacy fall into the realm of technical barriers. Finaly, personal

    barriers include technological competence and attitudes toward acceptance of the learner and

    the instructor. However, Piotrowski and vodanovich (2000) found research results in these

    areas to be equivocal. Several studies have attempted to gauge educator attitudes regarding

    the use of technology and the Internet. Teachers have typically expressed a conservative view

    of the effectiveness of computers in education (Vermette, et al. 1986). Research has indicated

    that utilization of the internet by teachers is related to personal experience with the internet in

    particular and computers in general, and institutional support and training (Honey and Mc

    Millen 1996; Pugalee and Robinson 1998; Takacs, et al 1999, Becker and Ravitz 1999).

    EMERGING ISSUES IN TRAINING

    Some of the emerging issues in the field of employee training are listed below.

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    There is a lack of corporate commitment as usually only the managers are nominated for

    training Programmes and the non-executive staff are by and large ignored.

    The aggregate organizational expenditure on training is inadequate.

    There is a growing concern in the corporate world that the training provided by the

    universities and business schools does not exactly match the business requirements.

    Training has to be perceived as an investment for the betterment of the employees in an

    organization. On the contrary, it is perceived as an expense as the outcomes are not

    highlighted or there are no immediate benefits for the organization.

    In todays economy, organizations are unable to allocate enough resources to reemploy

    the laid-off employees

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    TRANING AND EDUCATION

    Training is a process by which the aptitudes, skills and abilities of employees to

    perform a specific job are increased.

    The major outcome of training is learning. A trainee learns new habits; refined skills and useful

    knowledge during the training that helps him improve performance. Training enables an

    employee to do his present job more efficiently and prepare himself for higher-level job. Thus,

    Training may be defined as a planned programme designed to improve performance and

    bring out measurable changes in knowledge, skills, attitude and social behavior of

    employees.

    Training imparts the ability to detect and correct error.

    It provides skills and abilities that may be called on in the future to satisfy the organizations

    human resources needs.

    Education is a process of increasing the general knowledge and understanding of employees.

    Education is conceptual learning that improves understanding of a theme/subject.

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    TRAINING AND DEVELOPMENT

    EMPLOYEE TRANING AND DEVELOPMENT IS NOT ONLY

    AN ACTIVETY THAT IS DESIRABLE BUT ALSO AN ACTIVITY

    THAT AN ORGANIZATION MUST COMMIT TO IN ORDER TO MAINTAIN

    VIABLE AND KNOWLEDGEABLE WORK FORCE..

    Contemporary organization have realized the importance of human capital and are

    increasingly finding it necessary to continuously train and develop human resources. The quality

    of leadership determines the quality of the organization and it is this context that training of the

    management consisting of the top, middle and junior levels Become imperative. The managers

    form the core and the fulcrum which catalyses the pace of activities in the organizations.

    Training and development constitute an ongoing process in any organization. Employees like

    workers, Supervisors and executives need to be trained and developed in order to enable them to

    grow and acquire maturity in thought and action.

    In simple terms, training and development refers to the imparting of specific skills,

    abilities and knowledge to an employee.

    Development is any attempt to improve current of future employee performance by

    increasing n employees ability to perform through learning, usually by changing the

    employees attitude of increasing his or her skills and knowledge

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    TRAINING VS. DEVELOPMENT

    Training often has been referred to as teaching specific skills and behavior. It is usually

    reserved for people who have to be brought up to a performing level in some specific skills. The

    skills are almost development, in contrast, is considered to be more general than training and

    more oriented to individual needs in addition to organizational needs and it is often aimed

    towards executives. Usually, the intent of development is to provide knowledge and

    understanding that will enable people to carry out non-technical organizational functions more

    effectively, such as problem solving decision making relating to people.

    Learning Dimension Training Development

    Who Non-managers Managers

    What Technical-mechanical

    operations

    The oretical-conceptual ideas

    Why Specific job related

    information

    General Knowledge

    When Short-term Long-term

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    NEED FOR TRAINING

    The need for training and development is determined by the employees performance deficiency

    computed as follows:

    Training and development need= standard performance-

    Actual performance

    Training is the act of increasing the knowledge and skills of an employee for performing a

    particular job. It is concerned with important specific skills for a particular purpose. Training is

    mainly job-oriented; it aims at maintaining and improving current job performance. Training is

    needed to achieve the following purposes:

    Newly recruited employees require training so as to perform their tasks effectively.

    Instructions, guidance, coaching help them handle jobs competently, without any

    wastage.

    Training is necessary to prepare existing employees for higher-level jobs (promotion).

    Existing employees require refresher training so as to keep abreast of the latest

    developments in job operations. In the phase of rapid technological changes, this is an

    absolute necessity.

    Training is necessary when a person moves from one job to another (transfer).

    Training is necessary to make employees mobile and versatile. They can be placed on

    various jobs depending on organizational needs (job rotation).

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    OBJECTIVES OF TRAINING

    Every organization needs to have well-trained and experienced People to perform the required

    activities. If the current or potential Job occupant can meet tis requirement, training is not

    important. But if this is not the case, it is necessary to raisse the skill levels and versatility and

    adaptability of employees.Inadequate job performance of a decline in productivity or changes

    resulting out of Job redesigning or a technological break through requires some typeOf training

    and development efforts. As the job becomes more Complex, the importance of employee

    training also increases. Human resource development in recent years has become the focus Of

    attention of planners, policy makers and sdministrators. The training objectives are laid down

    keeping in view the companys goals and objectives. But, the general objectives of any training

    programme are:

    To impart the basic knowledge and skill to new entrants and enable them to perform their

    jobs well.

    To equip the employee to meet the changing requirements of

    The job and the organization.

    To teach the employees new techniques and ways of performing the job or operations.

    To prepare the employees for higher level tasks and build up a second line of competent

    managers.

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    ELEMENTS OF TRAINING

    Trainee:

    The proper selection of trainers is of a major importance if permanent and gainful results are to

    be obtained. A trainee should be trained for the king of job he likes and is suitable to perform. In

    respect of this, the training is closely related with the selection of personnel.

    Trainer:

    The trainer is the key figure in an effective training program. The trainer needs professional

    expertise in order to fulfill his responsibilities.

    Training Period:

    The length of training period depends upon the skill to be acquired by the trainers learning

    capacity and the training media to be used. The use of effective visual material helps to reduce

    the training time.

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    TRAINING TECHNIQUES

    There are many methods and techniques for imparting training among trainers.

    The choice of any method will depend upon

    - Cost

    - Time available.

    - Number of trainees.

    - Depth of knowledge required.

    - Background of trainers.

    The five types of employer training are interrelated. Each method is multifaceted in scope and

    dimension and each is suitable for a particular situation. Care has been taken in adopting the

    technique to fulfiil these objectives:

    1. Provide motivation to trainer to improve performance.

    2. Develop a willingness to change.

    3. Provide feedback regularly.

    4. Permit practice where appropriate.

    5. Provide for trainers active participation in the learning processes.

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    Various Training Techniques are:

    a) On the Job Training (OJT):

    Under this method, Skilled co-workers or supervisors instruct employees and they learn the job

    by personal observation and practice. Sometimes they even handle the job by themselves and

    thus this method is also known as learning by doing. Coaching, apprenticeship, job rotation

    and special assignments are some of the type of on-job training.

    b) Job Instruction Training (JIT):

    This is very popular for preparing supervisors to train operatives. The JIT method requires

    skilled trainers, extensive job analysis, training schedules and prior assignment of trainees job

    knowledge. This method is also known as training through step-by-step learning. It involves

    listing all necessary steps in the job, this shows what is to be done, alongside is listed the

    corresponding key point which how and why is done.

    c) Vestibule Training:

    In this method, the trainee is exposed to an artificial working environment wherein on-the-job

    situations are duplicated in a company classroom. Equipment and machines, which are identical

    with those in use in the place of work, are utilized to impart the training.

    d) Demonstration:

    As the name implies, in this method the trainer used several example and demonstrates the job

    to the trainee by performing it himself These are often used with lectures, pictures, text

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    materials, discussions etc. However, their usefulness is limited when it comes to training

    management personnel.

    e) Simulation:

    It is the technique wherein the actual conditions are duplicated which is normally in a specific

    job. The vestibule training method is a good example of simulation. This type of training is

    mostly used in the aeronautical industry.

    f) Apprenticeship:

    For training in a crafts, trades and technical areas, this is the oldest and most commonly used

    method especially when proficiency in a job is a result of a relatively long period of 2-3 years. A

    major part of training time is spent of-the-job productive work. Each practice is given a

    programme of assignments according to a pre-determined schedule, which provides for efficient

    training in trade skills.

    a) Lecture or Classroom instructions:

    This is one of the methods of off-the-job training which means training is not part of everyday

    job activity.

    Lectures are regarded as one of the simplest ways of imparting knowledge of the trainee,

    expecially when facts, concepts of principles, attitudes, theories and problem solving are to be

    taught. Lectures are formal organized talks by

    Training specialists. The lecture method can be used for very large group, which are to trained

    within a short time, thus reducing the cost per trainee.

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    b) Conference Method:

    In this method the participating individuals confer to discuss points of common interest to each

    other. It is a formal meeting conducted in accordance with an organized plan in which the leader

    seeks to develop knowledge and understanding by obtaining a considerable amount of oral

    participation from the trainees. It lays stress on small group discussions, on organized subject

    matter and on active participation of members involved. Building upon ideas contributed by the

    conferences facilitates learning.

    c) Seminar of Team Discussions:

    It is considered as an established method of training and is conducted in many ways. The trainees

    may prepare a paper on a selected subject after

    Consulting the person in charge of the seminar, the person in charge may distribute the material

    to be analyzed in advance of sometimes valuable working material from actual files may be

    provided to the trainees for discussion.

    d) Case Studies:

    This method was first developed in the 1880s Christopher Lang dell. The objective of this is to

    help students learn by themselves by independent thinking and by discovering principles and

    ideas, which have lasting validity and general applicability. The object is to help them, develop

    skills in using their knowledge.The case study is based on the belief that management

    competence can best be attained through the study, contemplation and discussion of concrete

    cases. The case study is primarily useful as training technique for supervisors and is especially

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    valuable as a technique of developing decision-making and for broadcasting the perspective of

    the trainee.

    e) Role Playing:

    The method also called Role reversal. Socio-drama emphasizes on learning human relation

    skills through practice and insights into ones own behavior and its effect on others. It has been

    defined as a method of human interactions, which involves realistic behavior in imaginary

    situations. A role-playing experience demonstrates the gap between thinking and doing. The idea

    of role playing involves action, doing and practice.

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    INSTRUCTIONAL SYSTEMS DESIGN

    An Instructional systems design (ISD) model has 4 phases:

    1. Needs assessment

    2. Design and development of training

    3. Delivery of training

    4. Evaluation of training

    ASSESS

    NEEDS

    DESIGN DELIVER EEVALUATE

    Assess trainingNeeds:

    Organizati

    onal

    Analysis

    Job and

    Task

    Analysis

    Person

    analysis

    Design andDevelop training

    applying knowledge

    Principles:

    Select

    Training

    Methods

    Develop

    Detailed

    Content

    Develop

    Training

    Materials

    Pilot test

    Training

    Train

    trainers

    DeliverTraining

    EvaluateTraining

    Were objectives

    met?

    Reaction

    Learning

    Behavior

    Results

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    1. ORGANISATIONAL OBJECTIVES AND STRACEGIES

    The first step in the training process in an organization is the assessment of

    Its objectives and strategies. What business we are in? At what level of quality do we wish to

    provide this product of service? Where do we want ot be in future? It is only after answering these

    other related questions that the organization must assess its strengths and weaknesses of its human

    resources.

    2. ASSESSMENT OF TRAINING NEEDS:

    Needs assessment diagnoses present problems and future challenges to be

    Met through training and development. Organizations spend vast sums of money on T&D

    Activities, before committing such huge investments organizations would do well to assess training

    needs of the employees.

    Needs assessment occurs at two levels- group and individual. An individual needs training when

    there is performance deficiency. Inadequacy in performance may be due to lack of knowledge of

    skills which can be remedied by training. Transfer, job redesign, improving quality of supervision

    or discharge will solve the problem. Assessment of training needs must focus on the anticipated

    skills of employees technology changes also demands new skills. At group level too any change in

    the organizations strategy necessitates training of groups of employees.

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    during his or her training period. This information may be useful to evaluate the progress of the

    trainee in the company.

    6. EVALUATION OF RESULTS:

    The last stage of the T&D process is the evaluation results. Evaluation helps in determining the

    results of the T&D Programmes if they are accomplishing

    Specific training objectives i.e correcting performance deficiencies. Training

    Programmes should be evaluated to determine their cost effectiveness and the organization should

    be benefited tangibly from it.

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    EVALUATION OF TRAINING

    PROGRAM

    Organizations consider their training expenditure as investments on human assets when there is

    investment, one wise question would b: What is the return on investment (Philips, 1997). Though

    using financial parameters has its own difficulties, the organization would be interested in finding

    out the benefits they get out of their investment. Hence, evaluating the training programs becomes

    necessary.

    Evaluations the process of determining the merit, worth and value of things and evaluations are the

    products of that process (Screven, 1991). Evaluating training programs are done in terms of various

    outcomes namely, satisfaction level; reaction and feedback of participants, change in behavior as

    perceived by participant or their superior.

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    NEED FOR EVALUATION

    Evaluation is an important and essential process that establishes the credibility and the value of

    training programs. It serves as a feedback to the trainers. To prove that the program so designed has

    met the objective, and to justify investment on training.

    Following are the uses of evaluation:

    Determining the cost/benefit ratio.

    Decide who should participate in future programs.

    Identify which participants benefited the most or the least from the program.

    Reinforce major points made to the participant.

    Establish a database, which can assist management in making decisions.

    Determine whether a program is accomplishing its objectives.

    Identify the strengths and weakness in the HRD process.

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    PROFILE OF O.N.G.C

    SECURING SUSTAINED GROWTH

    Oil and Natural Gas Corporation Limited (ONGC) born as a medium entity, was set up as

    a Commission on August 14, 1956. The company became a Corporate on June 23, 1993,

    which has now grown into a full fledged horizontally integrated petroleum company.

    Today, ONGC is a Flagship public sector enterprise and Indias highest profit making

    corporate, achieving the record of being the first Indian corporate to register a five digit

    profit figure of Rs. 12983 Crores in the year 2004-05.

    Today, ONGC is the most valuable company in India, contributing 77 percent of Indias

    crude oil production and 81 percent of Indias natural gas production. To sustain this

    growth ONGC has drawn up ambitious strategic objectives. They are:-

    Having accreted six billion tones oil and oil equivalent reserves in its first 45

    years of operation, ONGC now aims to doubts these reserves by 2020.

    The second strategic objective is to augment the global recovery factor from the

    existing 28 percent to the global norm of 40 percent in next 20 years.

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    HISTORY OF ONGC

    In 1955, Government of India decided to develop the oil and natural gas resources in the

    various regions of the country as part of the Public Sector development. With this

    objective, an Oil and Natural Gas Directorate was formed. In 1956 directorate raised to

    the status of commission with enhanced powers. The directorate was converted in

    statutory body by an act of parliament. So ONGC was setup to explore oil and natural gas

    resources in the country.

    Since its inception, ONGC has been important in transforming the countrys limited

    upstream sector into a large viable playing field, with its activities spread throughout

    India and significantly in overseas territories. ONGC went offshore in early 70s and

    discovered a giant oil field in the form of Bombay High, now known as Mumbai High.

    With the liberalized economy policy, adopted by the government of India in July 1991,

    ONGC was re-organized as a limited Company under the Companys Act 1956 in

    February 1994.

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    VISION AND MISSION

    ONGC VISION

    TO BE A WORLD CLASS OIL AND GAS COMPANY, INTEGRATED IN ENERGY

    BUSINESS WITH DOMINANT INDIAN LEADERSHIP AND GLOBAL PRESENCE.

    ONGC MISSION

    TO STIMULATE, CONTINUE, AND ACCELERATE EXPLORATORY EFFORTS

    TO DEVELOP AND MAXIMISE THE CONTRIBUTION OF HYDROCARBONS TO

    THE ECONOMY OF THE COUNTRY.

    WORLD CLASS

    To be a world-class oil and gas company, ONGC is dedicated to excellence by leveraging

    competitive advantages in R & D and technology with involved people and Imbibe high

    standards of business ethics and organizational values, ONGC also Fosters a culture of

    trust, openness and mutual concern to make working a stimulating and challenging

    experience for our people and also strive for customer delight through quality products

    and services.

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    Integrated in Energy Business

    The company strives to be integrated in energy business. This implies that the company

    focuses on domestic and international oil and gas exploration and production business

    opportunities and also creates growth opportunity and maximizes shareholder value.

    Dominant Indian Leadership

    ONGC has retained dominant position in Indian petroleum sector and enhances Indias

    energy availability.

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    CORE ACTIVITIES OF ONGC

    ONGC is mainly involved in the process ofExploration & Production which broadly

    means

    Establishing commercial accumulation of crude oil and natural gas in Sub-

    surface at depth and at a given cost.

    Introducing the established oil and gas reserve optimally as a economic viable.

    EXPLORATION

    It is the study of surface and sub surface parameters with aim to asses whether iol

    reserves are available in commercially exploitable quantities; it includes services of

    various discipline persons like

    Geologists

    Geophysicist

    Reservoir engineer

    Survey people

    Chemistry people

    Paleontology

    Programming people to internet

    Map and drawing people

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    PRODUCTION

    This is the exploitation of the oil reserves, which leads to actual production of oil. Its

    primary function is to process and supply the produced oil to the refineries. As in the case

    of gas it is also directly supplied to the customer. This function is supported by

    Production people

    Chemistry people

    Instrumentation

    Cementation

    Construction and maintenance (C & M)

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    SUPPORT FUNCTIONS FOR CORE ACTIVITIES

    Apart from the Core activities described above, there are a number of Institutes set up in

    ONGC which are dedicated to Research & Development as their primary function

    coupled with imparting training and skill enhancement.

    ONGC ACADEMY

    ONGC Academy at Dehradun accredited with ISO9001 Quality Certification, has been

    developed as a centre of Excellence for imparting training and for enhancing overall

    managerial capabilities of the work force. It is functionally under the control of Director

    (HR) and is the nodal agency for formulating guidelines relating to Human Resource

    development and its execution.

    In addition to ONGC Academy, ONGCs set-up also controls Regional Training

    Institutes (RTIs) at Baroda, Panvel, Chennai and Sivasagar. At these institutes the total

    number of programmes conducted was 331 during 2000-01, which were attended by over

    8000 employees of the regions. It is expected that project SHRAMIK which is based on

    SAP R/3 software platform will make training and development even more effective in

    ONGC in future.

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    ONGC TRAINING INSTITUTES

    Training & Development in the companys imparted through the following institutes:-

    Institute Of Management Development (IMD), Dehra Dun.

    Regional Training Institute, Makarpura Road, Vadodara

    Regional Training Institute, Chennai

    Regional Training Institute, Panvel, Mumbai.

    Regional Training Institute, Sibsagar, Assam.

    Regional Training Institute, Rajahmundry.

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    ORGANIZATIONAL SET UP

    Organizational set up under business group concept.

    ONGC is working all over India. It has its headquarters at Dehradun and registered office at

    Delhi. . Prior to August 2001 ONGC was organized on the concept of business group based on

    activities and divided into four groups namely:

    Exploration Business Group (EBG)

    Drilling Business Group (DBG)

    Technical Business Group (TBG)

    Operational Business Group (OBG)

    These business groups were supported by the services consisting of personnel and

    administration, finance and accounts. Six regions covered these activities. Each region operated

    as a business center. These were

    Northern Regional Business Center (NRBC) Jammu

    Western Regional Business Centre (WRBC) Baroda

    Mumbai Regional Business Centre (MRBC) Mumbai

    Southern Regional Business Centre (SRBC) Chennai

    Eastern Regional Business Centre (ERBC) Nazira

    Central Regional Business Centre (CRBC) Calcutta

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    ONGC OFFICES IN INDIA

    Head Quarters DehraDun

    Registered Office New Delhi

    Regional Offices Baroda, Kolkata, Nazira, Mumbai, Chennai

    BASIN

    Dehradun (Frontier Basin)

    Baroda (Western Onshore Basin)

    Mumbai (Western Off Shore Basin)

    KG Basin

    Kauveri Basin

    ASSETS

    Mehsana

    Ahemdabad Ankleshwar

    Mumbai

    Karalkal

    Rajahmundry

    Tripura

    Assam

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    SWOT ANALYSIS

    STRENGTHS

    The company is highly cost competitive.

    The company has an established network in India.

    ONGC is one of the few companies in the world, which owns and operates a large

    number of oil field services such as drilling, production testing, geophysical and

    logistic services.

    It has rich experience over the last 25 years in its execution and possesses

    abundant data associated with these projects.

    ONGC contributes 90% of Indian crude oil production.

    The organizational possesses highly skilled manpower at a low cost.

    Another area of strength of ONGC is its commitment and quality of maintenance

    management.

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    WEAKNESSES

    The purchase procedure of ONGC does not lead to feasible and past purchase

    decisions.

    The government therefore the functioning of the organization still to a great

    degree regulates it, as a commercial organization is restricted.

    Behaviors of the certain reservoirs in Mumbai have not been in line with the

    expectation, which would enroll investment in the future.

    There has been no major discovery in the past.

    There is lower realization per barren as compared to international prices.

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    OPPORTUNITIES

    ONGC has an opportunity for growth in overseas market through the subsidiary

    ONGC Videsh Ltd. (OVL.).

    The company has entered into strategic alliance with IOC to form a national oil

    entity for domestic and global operations.

    ONGC has been receiving adjusted prices for crude oil and once the government

    removes the APM, the earnings are expected to increase.

    THREATS

    ONGC has a lot of exposure to the group companies in the form of cross

    holdings. This is hampering the financial soundness of the company. The

    company paid Rs.1700 Crores to the government for a 10% stake in IOC and 5%

    stake in GAIL.

    The company is a favored company by the GOI and in the decontrolled scenario;

    it could face greater challenges from private players.

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    HUMAN RESOURCE (HR) IN ONGC

    Not only had India set up her own machinery for oil exploration an efficient oil

    commission had been built where a large number of bright young men and women

    had been trained and they were doing good work.

    - Pandit Jawaharlal Lal Nehru, Indias first Prime Minister to Lord Mountbatten, on ONGC (1959).

    Today, ONGC is the flagship company of India; and making this possible is a dedicated

    team of nearly 35,000 professionals who toil round the clock. It is this toil, which amply

    reflects in the performance figures and aspirations of ONGC. The company has adapted

    progressive policies in scientific planning, acquisition, utilization, training and motivation

    of the team. At ONGC everybody matters, every soul counts.

    ONGC has a unique distinction of being a company with in-house service capabilities in

    all the activity areas of exploration and production of oil and gas and related oil field

    services.

    Needless to emphasize, this was made possible by the men and women behind the

    machine. Over 24,000 experienced and technically competent executives mostly

    scientists and engineers from distinguished Universities / Institutions of India and abroad

    form the core of ONGC manpower. They include geologists, geophysicists, geochemists,

    drilling engineers, reservoir engineers, petroleum engineers, production engineers,

    engineering and technical service providers, financial and human resource experts, IT

    professionals and so on.

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    HR OBJECTIVES

    To develop and sustain core values.

    To provides job contentment through empowerment, accountability and responsibility.

    To develop business leaders for tomorrow.

    To build and upgrade competencies through virtual learning, opportunities for growth

    and providing challenges in the job.

    To fosters a climate of creativity, innovation and enthusiasm.

    To enhance the quality of life of employees and their family.

    To inculcate high understanding of Service to a greater cause.

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    TRAINING SYSTEM IN ONGC

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    ONGC is a highly capital and technology intensive organization. It is on the cross roads of

    transformation from a fully protected administrative price mechanism, monopoly economy to a

    market driven liberalized and competitive economy with the advent of New exploration

    Licensing Policy. The petroleum sector has been open for the private and multi national

    petroleum companies.

    Now ONGC has to compete with other private operators and maintain its leading position. This

    requires it to adopt very progressive and forward HRD Policies to sustain and survive in the new

    economic scenario Only the competent motivated people can make things happen in desired way

    and enable an organization to achieve its business goals. The human resource development is a

    continuous process and to ensure such development the HRD philosophy of ONGC has been

    based on the following important axiom of Human Resource:

    1. Human Resource has boundless potential.

    2. An individual who ceases to learn to grow.

    3. The organizational excellence is achievable through the excellence of Human Resource.

    Keeping this in view the HRD policies and strategies have been designed and

    implemented throughout the organization to harness the boundless potential human

    capital and make the organization a vibrant and learning organization.

    TRAINING STRATEGIES

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    In ONGC, the planned development of Human Resource is given top priority. The

    training has to be organized for entire human resource covering all levels from the lowest

    class IV to the highest board level. Special attention is to be paid to the lower and middle

    level executives , who are at the cutting edge of operations. By nature of their job

    responsibilities & their positioning the organization, the executives and non-executives

    have to discharge different types of jobs, which demand different sets of knowledge and

    skills. Hence, separate training intervention strategies for the executives and non-

    executives have been designed.

    Training Strategies for the Executives:

    Training & Development activities are seen in relation with career progression of the

    employees in the organization. Therefore, the following training interventions at various

    levels of the career path of the executives are proposed:

    Mandatory Training for executives

    Mandatory Training program is essential to enable an employee to discharge his

    responsibility efficiently and effectively. These are knowledge, skills and attitude

    programs, which will be organized at various level of the career span of the executives.

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    E-0 level supervisory Development Program 1 Week

    Graduate Trainees Graduate Training Program 52 Weeks

    E2-E3 Level Jr. Management Training Program 2 Week

    E4-E5 Level Middle Management Training Program 2 Weeks

    E6-E7 Level Sr. Management Training Program 2 Weeks

    E7 & Above Levels Adv. Management Training Program 4-5 Weeks

    These Training programs are mandatory in nature & efforts will be made to impart these training

    to each individual throughout their career progression in the organization. The training in

    institutes in these programs will make the nomination and the Line managers will ensure

    participation of each employee by designing & conducting sufficient number of training

    programs. The appropriate system is being designed as part of project SHRAMIK to identify and

    nominate individual for mandatory training to ensure participation as development of individual

    in mandatory training effective monitoring will be done through this system.

    Induction Training

    The institute has comprehensive training module of 52 weeks for the newly recruited graduate

    trainees. The efforts have been made to design this training module.

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    III. Specialization Training (ST) 6 Weeks:-

    After the above two training , the trainees are regrouped discipline wise for the training in

    their disciplines for an in-depth understanding of the core subject.

    IV. On-Job Training (OJT) 33 Weeks:-

    In this module the trainees are put at field installations for hands on experience and

    implement what they have learned during various modules of training. They are rotated in

    planned manner to various Jobs.

    V. Final Evaluation (FE) 2 Weeks:-

    Evaluation of graduate trainees is an essential and important part of entire induction

    program. The trainees are evaluated on weekly bases throughout the training process for

    each module, sub-module through objective and descriptive tests.

    a) Exploration Training:-

    IMD plans and conducts training programs on all aspects of exploration technology

    covering programs on Geology, Geochemistry, geophysics, Well Logging and Reservoir

    Engineering etc.

    b) Production Technology Training:-

    The instituted designs and organizes training programs on all aspects of Petroleum

    Technology to meet the skill and knowledge requirement of the petroleum engineers of

    the organization.

    c) Engineering and Information Technology Training:-

    The institute designs and conducts training programs in all branches of engineering

    relevant to the petroleum industry and information technology. The training program in

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    Information Technology covers both computer hardware and software and electronics

    and telecommunication.

    d) Management training:-

    IMD plans and conducts training programs in all streams of management, Financial

    Management and Material Management.

    ) Integrated Professional Training:-

    The institute plans and conducts training program on professional areas, which involve

    holistic approach of management in effective accomplishment of various integrated tasks.

    f) Emerging Technology Training:-

    Exploration and Exploitation of Petroleum is a very technological intensive area. The rate

    of obsolescence is very fast in this sector of petroleum industry to keep pace with fast

    changing global scenario and keep knowledge and skills of ONGC executives updated.

    g) Sponsored Training:-

    The efforts are needed to design and conducts the training program to meet the

    knowledge and skill requirements of the fast human resource of ONGC in all areas of

    Petroleum Technology and Management but to meet some specific requirements in

    various disciplines, the instate sponsors the employees of ONGC in the program of

    external training agencies both India and abroad. The philosophy behind sponsoring the

    executives and non-executives on the programs of external agencies is to bring new and

    innovative ideas in the organization from outside world and minimize the cost of

    organizing training for very limited number of participant to meet this requirement.

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    HUMAN RESOURCE DEVELOPMENT

    Human Resource Development is the basis of success of any organization. HRD helps to

    enhance employees effectiveness and helps to achieve organizational goals. Now with the

    emergence of so called New Economy, the increasing role of knowledge in industry is

    becoming obvious. In the emerging knowledge age, incessant learning by employees through

    effective training and development is training and development no enterprise can claim to be

    giving due importance to HRD. In the unfolding economic scenario it is increasingly being

    realized that employees are the most precious assets of any company. Any investment in T&D is

    basically an investment which can enhance the value of this asset. HRD may be broadly taken to

    include management education. Leadership, Training, Management Development and problems

    of analyzing grass roots, the lay workers for meeting the challenges of change and innovation.

    The distinction between education and training is that while education provides breath and is

    more general, training will provide depth and will be more specific and problem oriented.

    HRD aims at formulation of personnel policies from time to time in order to achieve its

    goals and objectives. The personnel policies seek to follow a participative style of management

    and cultivate an environment of mutual love and respect among employees, by providing job

    satisfaction ensuring continuous development and career progression and providing better living,

    and friendly and firm towards all employee and ensuring disciplines at all levels.

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    HRD INSTRUMENTS

    A Number of HRD instruments may need to be used to meet the challenges of liberalization:

    1.Training

    2. Quality up gradation programmes

    3. Consultants

    4. Mechanisms to tap ideas at top and lower level

    5. Corporate planning exercise

    6. Foreign collaboration

    7. Environmental scanning

    8. Participative management

    9. Programmes and actions to generate consciousness.

    10. Job rotation

    11. Career planning

    12. Restructuring of organization.

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    HUMAN RESOURCE DEVELOPMENT IN ONGC

    Inspired, motivated and result driven workforce is the ONGCs biggest Asset. Today, ONGC is

    poised to emerge as a complete energy company; and making this possible I a dedicated team of

    nearly 38,000 professionals, who toil round the clock. It is this toil which amply reflects in the

    performance figures and aspirations of ONGC. The company has adopted progressive policies in

    scientific planning, acquisition, utilization, training and motivation of the team. At ONGC

    everybody matters, every soul counts.

    ONGC has a unique distinction of being a Company with in-house service capabilities in

    all the activity areas of exploration and production of oil & gas and related oil field services.

    Needless to emphasize, this was made possible by the men & women behind the machine. Over

    18,000 experienced and technically competent executives mostly scientists and engineers from

    distinguished Universities/ Institutions of India and abroad form the core of their manpower.

    They include geologists, geophysicists, geochemists, drilling engineers, reservoir engineers,

    petroleum engineers, production engineers, Engineering & Technical services providers,

    financial and human resource experts, IT professionals and so on.

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    MANAGEMENT DEVELOPMENT PROGRAMS

    CONDUCTED BY ONGC IN RECENT PAST

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    MANAGMEMENT PROGRAMMES

    TEAM BUILDING AND CONFLICT MANAGEMENT

    WHO MAY ATTEND:E2 to E5FACULTY:NIM, Nirma University, Ahmedabad.DATES: Sep 18-23, 2006, Nov 20-25, (6days_2Programmes)SEATS: 25

    VENUE: Nirma University Campus, Ahmedabad (Residential)

    DELIVERABLES

    Teams are the key to smart, flexible and cost effective Organizations for the 21st centuryEffectiveness of Organization therefore, depends on teamwork at different levels of

    organizational hierarchy. The programme Would be primarily focused on sensitizing the

    Participants to:

    Establish Work culture essential for successful work teams.

    Understand the dynamics of working together

    Develop an Approach to manage Conflicts

    Emphasis on inter-team relationships and resolving inter team conflict.

    PROGRAMME PROFILE

    Micro Lab

    Organizational Challenges

    Leadership and Team Building

    Self Development for Leadership

    Team Building: values-ethics& skills

    Conflict management and Negotiations

    Evaluating & Rewarding Team performance

    TQM through Team Work

    Creating Effective Project Team

    Decision Making & Problem solving in Teams

    Developing High Performance Culture

    Empowerment and Delegation

    Project work

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    PERFORMANCE ENCHANCEMENT

    WHO MAY ATTEND: E-2 to E-4FACULTY: Nov 20-25, 2006 (6 days_1 Programme)SEATS::25

    VENUE: MDI, Gurgaon (residential)

    DELIVERABLES

    The Programme aims at:

    Enabling participants to understand their role, responsibilities and culture for evolving

    performing organizations.

    Understanding of Core activities and costs in decision-making and translate the entire

    process of cost management into owned measures of performance at the individual,group and unit levels.

    Evolving an action plan to improve productivity and achieve corporate objectives by

    creating high performance teams.

    PROGRAMME PROFILE

    Identification of issues in ONGC.

    Self Management & Motivation

    Planning & Goal setting for performance.

    Interpersonal Relations.

    Communication & Presentation skills.

    Team Building & conflict Management

    Group dynamics & Interpersonal Relations Values and skill for Performance

    Creativity and Innovation

    Subordinate development

    Business Negotiations

    Performance Appraisal

    Building Organizational Pride

    Inculcating Positive Work Culture

    HRD Role in performance enhancement

    Effective Personal Productivity

    Productivity of team

    Understanding & Analyzing of financial statement of ONGC.

    Operational Performance and cost Effectiveness in ONGC.

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    TRANSFORMATIONAL LEADERSHIP AND ORGANIZATION

    BUILDING

    WHO MAY ATTEND: E3 to E5FACULTY: MDI, Gurgaon

    DETES: Mar 5-10,2007 (6day_1Programme)SEATS:25

    VENUE:MDI Campus, Gurgaon (Residential)

    DELIVERABLES

    This programme aims to help the participants to:

    Manage the organizational Change and Growth

    Lead Multidisciplinary Teams, Manage Conflicts through Role Efficacy

    Develop and Counsel subordinates Facilitate Participants to be Visionary & Transformational in their roles for

    Organizational Excellence.

    PROGRAMME PROFILE

    Domestic & Global Business Scenario

    Organization vision, Mission and Core Values

    Management change-change of priorities

    Changing Mind Set for organization Building

    Creating Positive Work Culture

    Empowerment, Team Building & Conflict Management.

    Leadership: Change paradigms.

    Strategic Leadership for change.

    Leadership for transforming the Organization

    Managing quality through Collaboration

    Cross Cultural collaboration

    Organization Building through Effective Growth Strategies.

    Building Relationship and People Competencies.

    Building Organization Pride to the subordinates

    Project work for Organization Building Experience in Organization.

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    HIGH PERFORMANCE SKILLS

    WHO MAY ATTEND:E-1 to E-4FACULTY: Total Management, Dehra Dun

    DATES: Dec.11-15, 2006, Feb 19-23, 2007 (5 days_2 Programmes)

    SEATS:25VENUE: ONGC Academy, Dehra Dun

    DELIVERABLES

    Enhancing Managerial effectiveness is a vital issue in Organizations for achieving excellence in

    the present competitive environment. The programme aims at:

    Building the requisite competence and skills for achieving organizational goals

    Developing a healthy organizational culture

    Providing a holistic vision for managerial strategies and inculcating appreciation ofcross functional areas of Management.

    Developing managers into successful leaders

    Stimulating innovative work culture

    PROGRAMME PROFILE

    Listening skills

    Articulation, Non-verbal communication and Body language

    Emotional Intelligence

    Interpersonal skills Creating positive work culture

    Team work-conflicts

    Negotiating skills

    Empowering the Team

    Leadership Changing paradigms

    Delegation and Developing people

    Problem solving and Decision making skills

    Communication and Presentation Skill

    Changing mind set for global management practices

    Managing stress without Yoga

    Thoughtful Management

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    GLOBAL MANAGERS

    WHO MAY ATTEND :E4 & aboveFACULTY:IIM, Bangalore

    DATES: Jul 31-Aug4, 2006, Oct 30- Nov 3, 2006 (5 days_2 Programmes)SEATS:25

    VENUE: IIMB Campus (Residential)

    DELIVERABLES

    Todays business environment has created many challenges where managers need to think

    globally as the world is transforming into a Global Village. The programme is designed:

    To provide professionals with a proactive approach to deal with cultural diversity intodays multi-cultural environment.

    To understand the domestic business ethics, values & practices and as well as global best

    practices.

    To prepare the participants for the challenges ahead in the highly competitive global

    environment.

    PROGRAMME PROFILE

    Understanding global business environment

    Cultural sensitivity & adoptability in the global context

    Socio-cultural Environment

    Business Etiquette

    Leadership styles-decision making Stress & Time management

    Cross cultural Communication, Collaboration & Negotiations

    Realistic Expectations

    Managing global teams

    Business ethics & Corporate Governance

    Global best practices

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    HR FOR MANAGERS

    WHO MAY ATTEND:E4 TO E6FACULTY:IIM, LucknowDATES: Oct 9-14, 2006 (6days_1 Programme)SEATS:25

    VENUE:IIML campus,(Residential)

    DELIVERABLES

    This programme aims to help the participants:

    To be aware of the importance of human resources, the fundamental driving force behind

    All visions and strategies

    To impart a strategic perspective through appropriate cases

    PROGRAMME PROFILE

    Understanding your own psychological / managerial / negotiation profile / style and

    utilizing it for personal/ professional effectiveness.

    Learning the latest on values based leadership and how to become a transformationalleader.

    Team architecture and team development.

    Human resource information system for promoting data based management.

    IT and knowledge management and how it adds value to the organization.

    Strategic business negotiation

    Manager to Leader

    Assessment centers for powerful recruitment.

    Strategic HRM and its alignment with corporate plans for competitive advantages.

    Culture as strategic tool.

    HR Audit

    Post-modern structures for learning/ biological organization, and its lessons for Indian

    industries.

    Indian ethos of management for improving corporate/ personal effectiveness.

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    VALUE CREATION THROUGHFINANCIAL DECISION MAKING

    WHO MAY ATTEND: E-6 & Above.FACULTY: NIM, Nirma University, Ahmedabad

    DATES: Feb 19-21, 2007 (3 days_1 Programmed)

    SEATS:25VEUE: Nirma University Campus, Ahmedabad (Residential)

    DELIVERABLES

    The programme aims at delivering a clear understanding of what determines the value of a

    company, financial and corporate strategies towards value maximization. It also helps to achievecompetitive advantage through reduced costs and enhanced customer value.

    PROGRAMME PROFILE

    Value Based Management and Economic value added

    Financial Decisions and value of the company

    Advancements in Investment Decision Analysis

    Value creation through Risk Management

    Issues in designing Management Control System

    Value of diversity in corporate decision making

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    CORPORATE COVERNACVE

    LEADERSHIP PROGRAMME (CGLP)

    WHO MAY ATTEND:E6-& Above.FACULTY:IIM, Bangalore

    DATES: Nov 27-29, 2006 (3 days_1 Programme)SEATS:25

    VENUE:IIMB Campus (Residential)

    DELIVERABLES

    Corporate Governance is assuming increasing significance around the world expeciallyfollowing instances of corporate misdemeanors. India too has had in the recent past her share of

    such examples and considerable legislative, regulatory attention has been given in recent years to

    this important aspect of successful and transparent business operations. The programme is aimedto:

    Provide an understanding of Corporate Governance principles and practices applicable

    internationally and in India, to appreciate the roll of the corporate board in ensuringsatisfactory discharge of their fiduciary and other responsibilities to shareholders and to

    other appropriate stakeholders.

    Facilitate enhancement of the participants self development and personal contribution to

    improved effectiveness and performance of their boards and

    Gain insights into the emerging context of successfully operating business organizations

    in a globally competitive environment and within a framework of good corporate

    citizenry.

    PROGRAMME PROFILE

    Corporation and its role in Society

    Board and the Executive

    Top Management Development and Compensation

    Strategy Performance

    Group Negotiations dynamics

    Audit committees

    Internal Control and Assurance

    Risk Management Internal Communications

    Corporate Social Responsibilities

    Accounting standards

    Financial Communications

    Handling of Conflicts of Interest

    Financial Reporting

    Public Sector Governance Unique Issues

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    SENIOR MANAGEMENT

    PROGRAMME (SMP)

    WHO MAY ATTEND: E-5 level executives.

    FACULTY: MDI GurgaonDATES: October, 2006 & /March, 2007 (28 days_ 2 Programmes)SEATS:25

    VENUE:MDI campus, Gurgaon / abroad

    DELEVERABLES

    Since ONGC is extending its operations to various parts of the world, it is imperative that ONGCexecutives are exposed to International perspective and develop a mind set of global managers.

    Keeping this in view a comprehensive programme has been specially designed for E-5 levelexecutives of ONGC. The programme aims at:

    Understanding global perspective and developing a mind set of managing at International

    level

    Building Customer Centric Work Culture

    Inculcating a mind set of Transformational Leadership

    Evolving a culture of innovation and creativity

    PROGRAMME PROFILE

    A. Domestic Learning session:

    Micro Lab and Emerging Corporate Landscape

    Agenda for future Indian Economy

    Emerging Energy Economics

    Outbound Exercises

    Strategic Management

    Mergers and Acquisitions Emerging aspects

    Corporate Governance

    Understanding of Financial statements

    Project Formulation and appraisal

    Working Capital Management in Oil Sector

    Drivers for Excellence Building Customer Centric Work Culture

    Transformation Leadership

    Building Holistic Mind Set

    B. Oversees Learning Session:

    Visit to E&P industries & Executives meet in European / Western countries for exposure

    to best in business practices

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    LABOUR LAWS/RELATIONS

    WHO MAY ATTEND:E2 to E5FACULTY:XLRI Jamshedpur

    DATES: Oct 30-3 Nov, 2006 (5 days_1 Programme)SEATS:25

    VENUE: ONGC Academy, DehraDun

    DELIVERABLES

    The programme aims

    To Create awareness of various statutory provisions relating to ONGC.

    To understand the changes in the changes in the economic and Labour policies in the

    light of globalization liberalization and privatization

    To develop an understanding the laws relating to Secondary workforce

    To Create awareness amongst the managers in maintenance of harmonious industrial

    relations.

    PROGRAMME PROFILE

    Industrial relations an overview IR Scenario in PSUs/ONGC

    Legislations on Industrial Relations

    Industrial Discipline

    Organized Labour Policy Perspective

    Important provisions of wages and wage polices Relevant provisions of Labour Welfare and social security

    Management of contingent employees

    Management of Contract Labour in ONGC / India

    Labour laws relating to secondary work force-Role of Judiciary

    Who is appropriate Government?

    Registration of Principal Employer and License by Contractor

    Principal Employers obligations, responsibilities and safe practices

    Options available to Employers for safe engagement of Contract Labour

    Emerging Labour issues in Post Globalize era

    Labour reforms entry & exit barriers

    Case studies- various judgments of Law of the Land

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    RESEARCH METHODOLOGY

    Research methodology is the philosophy or the general principle , which guides our research. It

    is the overall approach of studying our topic.

    Type of Research

    Descriptive research was carried out. It includes survey and fact enquiries of different

    kinds. The survey method include questionnaire.

    Data resources

    There are two kinds of data that can be collected. One is primary, which is original in

    character , as it has been collected for the first time. The other one is secondary, which has

    already been collected and needs only to be compiled.

    For my research, I choose the primary source as well as secondary sources of data collection.

    Primary source of data collection

    Questionnaire

    The questionnaire was divided into following parts.

    Training nomination

    Training system Evaluation

    Programme evaluation

    Improvements / up gradation

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    Organizational needs

    Training system effectiveness

    Training Programmes Quality

    Secondary source of data

    Secondary data was also needed to collect relevant literature related to the topic .

    To asses secondary data ONGC HR manual , magazines , reference books and internet were

    useful sources

    Sampling

    Sample size - 100

    Sample unit - Executives E1-E6

    Sample area - KDMIPE ONGC DEHRADUN

    Limitations

    1. One of the limitations while collecting data through questionnaires was that due to the

    busy schedule of the respondents frequent visit were required

    2. Due to some non- respondents the sample selected were reduced.

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    Question 1

    Do you think that training and development programs are necessary in

    an organization?

    Response No. of Response % of Response

    Yes 87 87

    No 13 13

    87%

    13%

    Yes

    No

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    Question 2

    Are you aware of various training programs (& their dates) available to you?

    Response No. of Response % of Response

    Yes 71 71

    No 29 29

    71%

    29%

    Yes

    No

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    Question 3

    Training programs are evaluated and improved upon every year.

    Response No. of Response % of Response

    Yes 84 84

    No 16 16

    84%

    16%

    Yes

    No

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    Question 4

    Employees are encouraged and rewarded for acquitting relevant higher

    Qualifications.

    Response No. of Response % of Response

    Yes 78 78

    No 22 22

    78%

    22%

    Yes

    No

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    Question 5

    Employees are nominated for training programs on the basis of their training needs.

    Response No. of Response % of Response

    Yes 66 66

    No 34 34

    66%

    34%

    Yes

    No

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    Question 6

    Employees are involved in identifying their training needs.

    Response No. of Response % of Response

    Yes 58 58

    No 42 42

    58%

    42%Yes

    No

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    Question 7

    Knowledge, Skills and Attitude survey is periodically conducted to design Training

    Programs.

    Response No. of Response % of Response

    Yes 71 71

    No 29 29

    71%

    29%

    Yes

    No

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    Question 8

    Experience sharing, Games, Role-playing and Case Studies are included in training

    programs.

    Response No. of Response % of Response

    Yes 68 68

    No 32 32

    68%

    32%

    Yes

    No

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    Question 9

    .

    The training programs are designed keeping Organizational Objectives in mind.

    Response No. of Response % of Response

    Yes 72 72

    No 28 28

    72%

    28%

    Yes

    No

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    Question 10

    Knowledge & Skills imparted during Training is useful for performing present

    assignment.

    Response No. of Response % of Response

    Yes 89 89

    No 11 11

    89%

    11%

    Yes

    No

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    Question 11

    Are you satisfied with the Training Programs conducted in ONGC.

    Response No. of Response % of Response

    Yes 92 92

    No 08 08

    92%

    8%

    Yes

    No

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    Question 12

    Training imparted helps in increasing job satisfaction and recognition.

    Response No. of Response % of Response

    Yes 84 84

    No 16 16

    84%

    16%

    Yes

    No

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    Question 13

    Training improved the climate for learning between groups and individuals.

    Response No. of Response % of Response

    Yes 86 86

    No 14 14

    86%

    14%

    Yes

    No

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    Question 14

    Do you Think Training given to you, has helped in making better decisions an effective

    problem solving.

    Response No. of Response % of Response

    Yes 93 93

    No 07 07

    93%

    7%

    Yes

    No

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    Question 15

    Do you think a module on stress management should be incorporated in every Training

    Program.

    Response No. of Response % of Response

    Yes 85 85

    No 15 15

    85%

    15%

    Yes

    No

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    FINDINGS & ANALYSIS

    The above findings reflect the trainee nomination system in ONGC. Majority of the

    executives i.e. 38% totally disagree and only 7% are in favour of the trainee nomination

    aspect.

    The above findings reveal the training programme evaluation aspect i.e. whether the

    training programmes are improved on a continuous basis. Only 8% of the executives

    strongly agree while 26% disagree with the above aspect. The situation is not satisfactory

    and a lot needs to be done.

    The above findings reveal the aspect of improvements required in the training

    programme. Majority of the executives i.e. 44% of the executives strongly agree and 7%

    disagree with the above aspect i.e. improvements are required in the training programs.

    The above parameter indicates whether training system gives priority to organizational

    objectives and needs. Majority of the executives i.e. 50% of the executives agree with the

    above fact while 8% disagree.

    The above chart depicts the effectiveness of the training system in ONGC. 15% of the

    executives strongly agree while 14% disagree thus, a mixed view is reflected about the

    system.

    The above findings reflect the quality aspects of the training programs in ONGC. 43% of

    the executives agree while only 7% disagree with above fact.

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    RECOMMENDATIONS

    In regard to the nomination aspect I would like to suggest that the training needs of the

    employees should be carefully identified well in advance. Focus should be given on the

    type of training employee requires to excel in his work and to increase his productivity.

    Employees should also be involved in identifying their needs.

    In regard to the programme evaluation aspect I would like to suggest that training

    programmes should be evaluated and improved upon on a continuous basis. Knowledge,

    skill and attitude survey should be periodically conducted to design the training

    programmes to make them effective.

    In regard to the up gradation or improvements required I would like to recommend that a

    module on Stress Management should be included in every training program as

    employees require training on how to minimize stress in their work schedule.

    Programs should also be offered through internet as now companies are offering their

    programmes through e-learning which Is a cost saving effective technique. Thus, ONGC

    should offer its training programs through e-learning.

    The above findings shows that The organizational needs are satisfied according to the

    above finding and the training system is effective in terms of satisfying organizational

    needs. I would like to suggest that in order to make the training system effective in

    ONGC awareness should be brought about the various training programs. Training

    imparted should help in their career growth and they should be made generalists plus

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    specialists. Training imparted to the employees should lead to learning and job

    satisfaction. The KSA should be focused in the training programs.

    The ONGC Academy provides World-Class training to its employees in context of

    faculty, course material and methods, as indicated above therefore, no such improvement

    is suggested.

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    BIBLIOGRAPHY

    BOOKS REFFERED

    1. Management Text & cases - V.S.P.Rao.

    - V.Hari Krishna

    2. Human Resource Management - Ashwathappa

    JOURNAL REFFERED

    HRM The New Frontiers ONGC

    HRM Mannual ONGC

    WEBSITES

    www.ongcreports.org

    www.hr.com

    www.hrtools.com

    www.google.com

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    QUESTIONNAIRE

    Name of Section: ________________________________________

    Discipline: ________________________________________

    Level: _________________________________________

    No. of years in ONGC: _________________________________________

    These questions are to be answered on the following parameters.

    (A) Yes

    (B) No

    1. Do you think that training and development programs are necessary in

    an organization?(A) (B

    2. Are you aware of various training programs (& their dates) available to you?

    (A) (B)

    3. Training programmes are evaluated and improved upon every year.(A) (B)

    4. Employees are encouraged and rewarded for acquitting relevant higher

    qualifications.(A) (B)

    5. Employees are nominated for training programs on the basis of their training needs.(A) (B)

    6. Employees are involved in identifying their training needs.

    (A) (B)

    7. Knowledge, Skills and Attitude survey is periodically conducted to design TrainingPrograms.

    (A) (B)

    8. Experience sharing, Games, Role-playing and Case Studies are included in training

    programmes.

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