PROJECT REPORT

ON EFFECTIVENESS OF TRAINING AND DEVELOPMENT IN ONGC KDMIPE DEHRADUN

SUBMITTED IN PARTIAL FULFILLMENT OF THE REQUIREMENT OF THE DEGREE OF BACHELORS OF BUSINESS ADMINISTRATION

H.N.B.GARHWAL UNIVERSITY
SRINAGAR, GARHWAL

SUBMITTED BY: NAZIA SHAGUFTA BBA V SEMESTER

SUBMITTED TO: MRS. RICHA SINHA

INSTITUTE OF MANAGEMENT STUDIES, DEHRADUN

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.

CONTENTS
Chapter 1 Chapter2 Chapter3 About the topic

Introduction Objective Of The Study Review Of Literature

5-6 8

10-16
18-20 20-21 22 23 24 25 26-30 31-34 35 36 3857-66 68-78 80-81 83-97 99

Training & Education Training & Development Need for Training Objective of Training Benefits Of Training Elements Of training Training Techniques Instructional System Design Evaluation of Training Programme Need for Evaluation Profile of ONGC 55 Training and Development in ONGC Management Development Programmes

Chapter 4 Research Methodology

Graphical Representation

Chapter 5

Findings and Analysis

104 106 108-109
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Chapter 6 Recommendations Chapter 7 Conclusion Chapter 8 Bibliography

Annexure

101-102

INTRODUCTION
Training as a part of staffing is done to acid employees in improving performance. According to flippo training is the act of increasing the knowledge and skills of an employee for doing a particular job. 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 a higher level job. Training thus, may be defined as a planned programme designed to improve performance and bring about measurable changes in knowledge, skills, attitude and social behaviour of employees. Basically, it is a learning experience that is planned and carried out by the organization to enable more skilled task behaviour by the trainee. Training imparts the ability to detect and correct error. Furthermore, it provides sills and abilities that may be called on in the future to satisfy the organizations human resources needs. Training may be carried out on the job or in the classroom and in the letter case, it may be on site of off site perhaps in a motel or a training centre- or it may be in a simulated environment that is thought to be similar to the work environment in important respects. In any case, trainees are expected to acquire abilities and knowledge that will enable them to perform their jobs more effectively. Training often has been referred to as teaching specific skills and behaviour. Examples of training are learning to fire a rifle, to shoot foul shots in basketball and to type. It is usually

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.

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 11

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 CDROM 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. 19

It is much wide in scope and more general in purpose than training.

TRAINING VS. EDUCATION

The term education is much wider in scope and more general in purpose when compared to training. Training is the act of increasing the knowledge and skills of an employee while doing a job. It is a job-oriented process. Education on the other hand, is the process of increasing the general knowledge and understanding of employees. It is a person-oriented, theory-based knowledge whose main purpose is to Improve the understanding of a particular subject of theme. Its primary focus is not the job of an operative. Education is imparted through schools and colleges and the contents of such a programme generally aim at improving the talents of a person. Training is practice-based and company specific.

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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 Who What Why When

Training Non-managers Technical-mechanical operations Specific job related information Short-term

Development Managers The oretical-conceptual ideas General Knowledge 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 performanceActual 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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BENEFITS OF TRAINING TO EMPLOYEES

Training is useful to employee in the following ways: Self-confidence: Training helps to improve self-confidence of an employee. It enables him to approach and perform his job with enthusiasm. Higher earning: Trained employee can perform better and there by earn more. Safety: training helps an employee to use various safety devices. He can handle the machine safely and became less prone to accident. Adaptability: Training enables the employee to adapt to changes in work procedure and methods. Promotion: training employee can develop him and earn quick promotions. New skills: training develops new skill and knowledge among employees. The new skills are valuable assets of an employee and remain permanently with him.

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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. 2. 3. 4. 5. Provide motivation to trainer to improve performance. Develop a willingness to change. Provide feedback regularly. Permit practice where appropriate. 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. 2. 3. 4. ASSESS NEEDS Assess training Needs: Organizati onal Analysis Job and Task Analysis Person analysis Needs assessment Design and development of training Delivery of training Evaluation of training DESIGN Design and Develop Principles: Select Training Methods Develop Detailed Content Develop Training Materials Pilot test Training Train trainers training applying knowledge DELIVER Deliver Training EEVALUATE Evaluate Training Were met? Reaction Learning Behavior Results objectives

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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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3.

ESTABLISHMENT OF TRAINING GOALS

Once the training needs are assessed, T&D goals must be established without clearly set goals it is not possible to design a T&D programme and after it Has been implemented, there will be no way of measuring its eddectiveness. Goals must be tangible, verifiable, and measurable.

4.

DESIGNING TRAINING AND DEVELOPMENT PROGRAMME:

Every training programme must address certain vital issues- 1. who Participates in the programme? 2. who are the trainers? 3. what methods and Techniques to be used for training ? 4. What should be the legal of learning? 5. What learning principles are needed? 6. Where is the programme conducted?

5.

IMPLEMENTATION OF TRAINING PROGRAMME:

Once the training programme has been designed, it needs to be implemented. Implementation is beset with certain problems. In the first place, most managers are action oriented and frequently say they are too busy to engage in training efforts. Secondly availability of trainers is a problem. Trainers must know the companys philosophy, its objectives, its formal and informal Organizations, and goals of the training programme Scheduling training around the present work is another problem. There is also problem of record keeping about the performance of a trainee

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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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ONGC Today
Is the Best Oil & Gas Company in Asia, as per a recent survey conducted by USbased magazine Global Finance. Highest Wealth Creator distinction amongst all the listed Companies in India for having created highest shareholder wealth during 1999-2004 in excess of Rupees One Trillion. Ranks as the second biggest E & P company (& 1st in terms of Profit), as per the Platts Energy Business technology (EBT) survey 2004. Golden Peacock Award for Corporate Governance from the World Council of Corporate Governance UK. Is placed at the top of all Indian Corporate Listed in Forbes 400 Global Corporate (rank 133rd ) and Financial Times Global 500 (rank 326th), by market capitalization. Reached 99% level of accreditation for its installations with quality, health, safety and environment certification. Is recognized as the most valuable Indian Corporate by market capitalization, Net Worth & Net Profits, in current listings of Economics Times 500, Business Today 500 and Business Week.

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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 of Exploration & Production which broadly means Establishing commercial accumulation of crude oil and natural gas in Subsurface 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)

46

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.

47

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.

48

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

49

ONGC OFFICES IN INDIA

Head Quarters Registered Office Regional Offices

DehraDun New Delhi 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

50

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.

51

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.

52

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.

53

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.

54

HR VISION, MISSION & OBJECTIVES

HR VISION To attain organizational excellence by developing and inspiring the true potential of companys human capital and providing opportunities for growth, well being and enrichment.

HR MISSION To create a value and knowledge based organization by inculcating a culture of learning, innovation & team working and aligning business priorities with aspiration of employees leading to development of an empowered, responsive and competent human capital.

55

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.

56

Core Values
A Task Force was constituted to identify 5 crore values in ONGC along with their attributes and desired behavior associated with them.

S.No. 1.

Core Values Sense of Belonging

Attributes and Desired Behavior on the job Commitment, loyalty, sense of ownership of the job and company properties, improvements in personal work area as a self starter, ensuring quality in individual work and value

2.

Integrity

addition. Personal/Professional integrity by strictly abiding by rules & regulations, processing/deciding cases in an

3.

Team Spirit

unbiased/dispassionate way, sense of ethics in behavior. Working in groups, trust & openness, cooperation, communication, sharing knowledge and information,

collective learning, target consciousness, cost and quality 4. 5. Discipline Social Responsibility consciousness. Punctuality, work ethics, dress code, self discipline as model to others, enforcing discipline in a fair and firm manner. Caring of society and environment, projecting a lofty image of ONGC to society.

57

TRAINING SYSTEM IN ONGC

58

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

59

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 nonexecutives 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.

60

1.

Orientation and Multi Disciplinary Theoretical Training (OMDTT) 6

Weeks:It Includes introduction to ONGC, mission, objectives, corporate planning ONGC past, present & future, welfare schemes in ONGC, International Petro economic scenario, creativity and innovative, Discipline and code of conduct, communication skill, personality development, social graces, presentation skills, media management, safety and environment management. II. Multi Disciplinary Fields Familiarization Training (MDFF) 5 Weeks:This module covers exposure of the newly inducted trainees to the various field operations of ONGC. They are provided both of the sight and field job related theoretical inputs on the following areas: Introduction to Exploration management Exploitation of Hydrocarbon Introduction to drilling technology Introduction to production technology Introduction to technical services General Management Financial Management Material Management Information Technology

61

E-0 level Graduate Trainees E2-E3 Level E4-E5 Level E6-E7 Level E7 & Above Levels

supervisory Development Program Graduate Training Program Jr. Management Training Program Middle Management Training Program Sr. Management Training Program Adv. Management Training Program

1 Week 52 Weeks 2 Week 2 Weeks 2 Weeks 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.

62

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

63

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. e) 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.

64

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.

65

OBJECTIVES OF HRD Prepare employees to take up challenges in respect of upstream sector. 1. To contribute for improvement in managerial effectiveness and leadership development. 2. To carry out management development studies, to help in upgrading systems and procedures. 3. To cater to special needs in regard to managing and transfer and development of technologies for ensuring an organization culture, responsive to the environment. 4. The selection and training of personnel, manpower forecasting, succession planning and career development needs to be carefully studied.

66

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.

67

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.

68

MANAGEMENT DEVELOPMENT PROGRAMS CONDUCTED BY ONGC IN RECENT PAST

69

MANAGMEMENT PROGRAMMES TEAM BUILDING AND CONFLICT MANAGEMENT

WHO MAY ATTEND:E2 to E5 FACULTY: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 century Effectiveness 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

70

PERFORMANCE ENCHANCEMENT
WHO MAY ATTEND: E-2 to E-4 FACULTY: 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.

71

TRANSFORMATIONAL LEADERSHIP AND ORGANIZATION BUILDING

WHO MAY ATTEND: E3 to E5 FACULTY: 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.

72

HIGH PERFORMANCE SKILLS

WHO MAY ATTEND:E-1 to E-4 FACULTY: Total Management, Dehra Dun DATES: Dec.11-15, 2006, Feb 19-23, 2007 (5 days_2 Programmes) SEATS:25 VENUE: 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 of cross 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

73

GLOBAL MANAGERS
WHO MAY ATTEND :E4 & above FACULTY: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 in todays 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

74

HR FOR MANAGERS
WHO MAY ATTEND:E4 TO E6 FACULTY:IIM, Lucknow DATES: 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 transformational leader. 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.

75

VALUE CREATION THROUGH FINANCIAL DECISION MAKING

WHO MAY ATTEND: E-6 & Above. FACULTY: NIM, Nirma University, Ahmedabad DATES: Feb 19-21, 2007 (3 days_1 Programmed) SEATS:25 VEUE: 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 achieve competitive 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

76

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 expecially following 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 aimed to: Provide an understanding of Corporate Governance principles and practices applicable internationally and in India, to appreciate the roll of the corporate board in ensuring satisfactory 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 77

SENIOR MANAGEMENT PROGRAMME (SMP)

WHO MAY ATTEND: E-5 level executives. FACULTY: MDI Gurgaon DATES: 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 ONGC executives 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 level executives 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 78

ADVANCED MANAGEMENT PROGRAMME (AMP)

WHO MAY ATTEND:E-6 & above level executives FACULTY:IIM, Lucknow /OLC DATES: Aug 28-Sep 29, 2006 (33 days_1 Programme) SEATS:25 VENUE:IIML Campus / Abroad DELIVERABLES An Executive Development Programme, which has been designed for senior executives of ONGC to achieve the following objectives: Develop awareness and appreciation of the emerging business environment and its implications for the future of ONGC. Help the participants to recognize the requisite mind-set to make ONGC, a world-class organization. Develop insights into organizational processes that drive excellence. Expose the participants to the best in business practices PROGRAMME PROFILE A. Domestic Learning session: Economic reforms- Impact on Indian Business Energy economics WTO-Challenges for Indian Industry Basic of Stock Market Managing Price Risks Value chain analysis Strategic Management Corporate Governance Oil and Gas Business deregulation Pricing Trading & Marketing issues Geopolitics of Oil-Retail Marketing Leadership Motivation & Team Building Conflict Resolution and Negotiations Building Customers centric Organization Building Competitive edge through IT Operations Management Oversees Learning Session: Visit to E&P industries U executives meet in European / Western countries for exposure to best in business practices.

79

LABOUR LAWS/RELATIONS
WHO MAY ATTEND:E2 to E5 FACULTY: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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81

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

82

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 Sample unit Sample area 100 Executives E1-E6 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.

83

84

Question 1

Do you think that training and development programs are necessary in an organization?

Response Yes No

No. of Response 87 13

% of Response 87 13

13%

Yes No

87%

85

Question 2

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

Response Yes No

No. of Response 71 29

% of Response 71 29

29% Yes No 71%

86

Question 3

Training programs are evaluated and improved upon every year.

Response Yes No

No. of Response 84 16

% of Response 84 16

16%

Yes No

84%

87

Question 4

Employees are encouraged and rewarded for acquitting relevant higher Qualifications.

Response Yes No

No. of Response 78 22

% of Response 78 22

22%

Yes No

78%

88

Question 5

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

Response Yes No

No. of Response 66 34

% of Response 66 34

34% Yes No 66%

89

Question 6

Employees are involved in identifying their training needs.

Response Yes No

No. of Response 58 42

% of Response 58 42

42% 58%

Yes No

90

Question 7

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

Response Yes No

No. of Response 71 29

% of Response 71 29

29% Yes No 71%

91

Question 8

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

Response Yes No

No. of Response 68 32

% of Response 68 32

32% Yes No 68%

92

Question 9 . The training programs are designed keeping Organizational Objectives in mind.

Response Yes No

No. of Response 72 28

% of Response 72 28

28% Yes No 72%

93

Question 10

Knowledge & Skills imparted during Training is useful for performing present assignment.

Response Yes No

No. of Response 89 11

% of Response 89 11

11%

Yes No

89%

94

Question 11

Are you satisfied with the Training Programs conducted in ONGC.

Response Yes No

No. of Response 92 08

% of Response 92 08

8%

Yes No

92%

95

Question 12

Training imparted helps in increasing job satisfaction and recognition.

Response Yes No

No. of Response 84 16

% of Response 84 16

16%

Yes No

84%

96

Question 13

Training improved the climate for learning between groups and individuals.

Response Yes No

No. of Response 86 14

% of Response 86 14

14%

Yes No

86%

97

Question 14

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

Response Yes No

No. of Response 93 07

% of Response 93 07

7%

Yes No

93%

98

Question 15 Do you think a module on stress management should be incorporated in every Training Program.

Response Yes No

No. of Response 85 15

% of Response 85 15

15%

Yes No

85%

99

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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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CONCLUSION
After my study in ONGC on Training and development, I would like to conclude that today ONGC is poised to emerge as a complete energy company and making this possible is a dedicated team of nearly 38000 professionals who toil round the clock. It is this toil, which amply reflects in the performance figures and aspirations of ONGC.

ONGCs training institutes act as an interface and stimulant between the company as a whole and work force to keep them abreast with the latest technology. ONGC conduct training programs for different levels of executives in technology. The technological needs and improvisation, the present and future objectives and strategies as well as individual aspirations for achieving professional and managerial excellence are identified and a fruitful extensive interaction is made with the R & D Institutes and operating regions of the organization. Also services of the widely experienced retired personal are utilized to execute the in-house programs.

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BIBLIOGRAPHY
BOOKS REFFERED
1. Management Text & cases 2. Human Resource Management V.S.P.Rao. V.Hari Krishna 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 Are you aware of various training programs (& their dates) available to you? (A) (B) 3. (A) Training programmes are evaluated and improved upon every year. (B)

2.

4.

Employees are encouraged and rewarded for acquitting relevant higher qualifications. (A) (B) 5. 6. Employees are nominated for training programs on the basis of their training needs. (A) (B) Employees are involved in identifying their training needs. (A) (B) Knowledge, Skills and Attitude survey is periodically conducted to design Training Programs. (A) (B) Experience sharing, Games, Role-playing and Case Studies are included in training programmes. 110

7.

8.

(A) 9.

(B)

The training programs are designed keeping Organizational Objectives in mind. (A) (B)

10.

Knowledge & Skills imparted during Training is useful for performing present assignment. (A) (B) Are you satisfied with the Training Programs conducted in ONGC. (A) (B) Training imparted helps in increasing job satisfaction and recognition. (A) (B) Training improved the climate for learning between groups and individuals. (A) (B) Do you Think Training given to you, has helped in making better decisions an effective problem solving. (A) (B) Do you think a module on stress management should be incorporated in every Training Programs? (A) (B)

11. 12. 13. 14.

15.

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