![I N D U S T R Y P R O F I L E
POWER SECTOR REFORMS IN INDIA
Introduction:
The power sector has transited to an era or controlled competition giving a meaningful role for the
private sector and the market to play in the nation’s infrastructure building. Reform in the power sector was
officially kicked off in September 1991 with the passing of the electricity laws (amendment) act, allowing the
private sector in power generation. This was followed by the center’s resolution in October 1991 that
opened up electricity generation, supply and distribution to the private sector. These came soon after the
assumption of office by the Narasimha Rao Government.
REFORMS IN THE STATE ELECTRICITY BOARD
The reforms process turned active only in late 1996 with the adoption of the “common minimum
nation action plan for power” at the Chief Minister’s conference.The action plan, which laid the foundation
for reforms, is the state electricity boards [SEB’s] have the following salient features.
• Formulation of national energy policy.
• Setting up of the central and state electricity regulatory commissions.
• Rationalization of retail tariffs.
• Private sector participation in private distribution.
• Streaming the role of central agencies concerned with project approvals.
• Autonomy and improvement in the management and physical parameters of SEB’s.
It took another 18 months before the reforms process got into implementation mode with the
promulgation of the electricity regulatory commissions ordinance by the precedence of India April 25, 1998.
This ordinance primarily gave legal shape to the two cardinal features of the common minimum action plan
establishment of regulatory commission and rationalization of retail tariff.This provision invited considerable
flak from the prefer power lobby and was unceremoniously shelved when the ordinance was passed in to, an
I act of parliament of July 2, 1998, reducing SERCs to toothless tigers as far as rationalization of retail tariff
was concerned. However, the clause requiring the State Government to compensate the person affected by
the grant of subsidy in the manner state commission may direct was retained, there by giving some vestige
of authority to the regulators.
Andhra Pradesh Power Generation Corporation Limited is one of the pivotal organizations of Andhra
Pradesh, engaged in the business of Power generation. Apart from operation & Maintenance of the power
11](https://image.slidesharecdn.com/tr1-150514110714-lva1-app6892/85/Tr-1-11-320.jpg)
![Models and techniques
As with definitions and purposes, there is great variety in the evaluation models and techniques proposed. In
some cases it is very difficult to separate the techniques from the 'model' - the writers are actually
presenting an evaluation approach using a specific technique rather than a model.
Nearly 50% of the literature discusses case study or anecdotal material in which models and techniques are
referred to, but seldom provides detail useful to the reader wishing to implement these. More than 80% of
these articles lacked evidence of background research and many failed to offer practical applications.
If the literature reviewed is a reliable guide, Kirkpatrick's four stage model of evaluation is the one most
widely known and used by trainees. Perhaps this is because it is one of the few training-specific models, and
is also easily understood. Nearly one third of the journal articles from all three countries made reference to
his model, and of the eleven writers actually presenting a specific model of evaluation (as opposed to the
development of an evaluation strategy), five have drawn inspiration from Kirkpatrick's work.
The objectives-driven model also surfaces in various forms in the literature, although Tyler's name with
which it is associated is rarely mentioned. This model of evaluation focuses on the extent to which training
objectives have been met, and the common method of evaluating transfer of learning is by control groups.
The desirability of setting measurable objectives, following a cost-effective plan to meet them, and
evaluating to determine the degree to which they are met is a recurring theme in the HRD literature (Elkins,
1977; Freeman, 1978; Keenan, 1983; Del Gaizo, 1984; Larson, 1985).
The literature is cluttered with suggested evaluation techniques ranging from simple questionnaires to
complex statistical procedures. Often the one technique is presented under several different names, such as
pre & post testing which is variously referred to as pre-then-post testing (Mezoff, 1981), the 3-Test Approach
(Rae, 1983), and Time Series Analysis (Bakken and Bernstein,1982). Similarly, Protocol Analysis (Mmobuosi,
1985) and the journal method of Caliguri (1984) are basically one and the same technique.
Much of the literature reviewed could be regarded as presenting "general techniques" and as such much of
it is superficial. For example, in addressing the problem of evaluating the degree to which participants after
training use the skills learned back on the job, one reads such statements as "Be sure the instrument [you
design] is reliable and delivers consistent results", and "Measure only what is actually taught and measure all
the skills taught". Sadly, such broad brush advice is all too common. Even some of the case study articles
gave no insight into their methodology or techniques.
There are three categories of evaluation techniques covered in the literature. The first is the interview. This
can be of the trainer, trainee or trainee's superior. It may be pre, during or post training; structured or
unstructured. Questionnaires can be used to evaluate at several levels, either qualitatively or quantitatively;
as self assessment or objective measures. Finally, there are quantitative and statistical measures including
control groups, experimental and quasi-experimental designs. These are far less likely to be used.
There appears to be no mid-point between reasonably subjective measures and scientifically controlled
measurement available to the HRD evaluator. Evaluation linked to performance indicators is not common
and as Goldstein observes,"The field is in danger of being swamped by questionnaire type items.The failure
to develop methodologies for systematic observation of behaviour is a serious fault" (1980,240).
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Tr 1
- 1. ANDHRA PRADESH POWER GENERRATION CORPORATION LIMITED VIDYUTH SOUDHA,HYDERABAD. CERTIFICATE This is certified that Mr ADITHYA MARNENI, studying MBA in VARDHAMAN COLLEGE OF ENGINEERING,Hyderabad has successfully completed his from project from 26/01/2015 to 17/04/2015 on TRAINING AND DEVELOPMENT in ANDHRA PRADESH POWER GENERATION CORPORATION LIMITED,vidyuth soudha, khairatabad, Hyderabad under my guidance. Place: Date: SRI.K.CHANDRA SHEKAR RAO (Divisional Engineer of Man Power and Planning) 1
- 2. INDEX S.NO : CHAPTER PAGE NO: 1. CHAPTER-I INTRODUCTION Need of the study Scope of the study Objectives of the study Methodology of the study Limitations of the study 2. CHAPTER-II Industry profile Company profile 3. CHAPTER-III Review of literature 4. CHAPTER-IV Data analysis & interpretation 5. CHAPTER-V Findings Suggestions Conclusion Bibliography 2
- 3. INTRODUCTION An individual is considered as basic unit of society who cannot satisfy all the desire by himself.In order to accomplish the goals that are too large and complex, an individual works in an organized group.Organizations are social and technological devices that enable and accomplishment of goals to be executed by a single person as a unit. These units can be viewed as the units that process certain inputs from the event for the purpose of creating certain specified outputs valued by society like products and services.Human beings are of central importance with the processing of transforming unit i.e.,the organization, and also consume their outputs. It’s the task of Human Resource Management to study and develop ways in which human beings can be effectively and efficiently integrated into various organizations needed by our society. Placing employees in the jobs does not ensure their success.New employees are uncertain about their roles, functions and responsibilities.Job demands and employee capabilities must be balanced through orientation and training programmes.Once the employees have been trained and have mastered their jobs.And with ongoing trends with toward greater workforce diversity,flatter organizations and increased global competition,training and development efforts enable employees to assume expanded duties and greater responsibilities. Definition: “ Training and Development concerns the means by which a person cultivates those skills application will improve the efficiency and effectiveness with which the anticipated results of a particular organization segment was achieved. Learning about the skills takes place in training situations, whether in the classroom, in a conference or in a managing experience”. As stated by Harold Knootz & O. Donnel. Training may be defined as “A process by which a person knows about learning,understanding, physical capacities or mental outlook or attitude of employees are so increased as to bring about their better adjustment with their environment.According to Dunn and Stephens training refers to the organization’s effort to improve an individual’s ability to perform a job or organization role, where as development refers to enhance an individual’s ability to advance his organization to perform additional job duties.Thus training 3
- 4. provides knowledge and skills required to perform the job. Training can be viewed as job oriented as leading to an observable change in the behaviour of the trainee in the form of increased ability to perform a job.On the other hand, development is still job related, it is much broad in scope.This is implied in management development programmes purporting to prepare managers for higher level positions.It enhances general knowledge related to a job as well as the ability to adapt to change. According to Bernad M. Bass & A. Vanghan, Development broadly implies “the nature and direction of change induced among employees through process of education and training”. As observed by T.P. Campbell, “Training courses are typically designed for a short term set purpose such as the operation of some piece of machinery, while development involves a broader education for long term purposes. Dale Yoder put this way “Training is a means of preparing rank and file workers for promotion to supervisory positions and for improving their competence and capacity while they hold leadership assignments professions, middle managers, top managers and executives need continued opportunities for self improvement to avoid otherwise relentless pressures towards personal obsolescence.Humans at all levels need frequent refresher training. NEED OF THE STUDY Training has become an integral component of individual professional evolution by: • Updating knowledge to avoid obsolescence. • Enhancing professional creativity. • Enabling employees to shoulder higher responsibility. • To learn new technologies and innovations. • Improving skills and capabilities of the individuals. • To create a business bias and strategic thinking to take up new business challenges SCOPE OF STUDY The study was intended to obtain information and draw conclusions about: • The study is about the employees opinion on the “Training and Development” Administration in APGENCO.It includes various aspects of Training and Development. • The study is made in the organization of APGENCO. • The feedback of the employees, trainer & trainees. • The process of training in APGENCO. 4
- 5. IMPORTANCE OF TRAINING In every organization the Technical & Management people give so much importance to Training and Development,as it improves the performance,knowledge and skills of employees. • Makes learning of the fundamental values of the organization easier. • Helps in maximum utilization of the available resources with minimum cost. • Bridges the gap between external world. • It is the developmental tool for every individuals as well as organisation. • It is used to link organizational, operational and individual needs. Training is a learning experience,in that it seeks a relatively permanent change in an individual that will improve his ability to perform on the job. There are two factors,which help to explain the importance of the Training and Development area. o The rapid rate of technological change that has created many new jobs and had rendered many old ones obsolete.New jobs often create a need for acquisition of new knowledge and skills.Training can meet the changing job requirements of an organization. o The attitude of employees who expect something more than a well playing secure job. Today employees expect a challenging job with opportunities for upward mobility and growth. For many jobs, training activities are essential to keep abreast of current developments and to raise the performance capabilities of employees beyond nearly acceptable levels. Further, the training and development programmes can play a major role in organization development by changing employee attitudes and behavior. It is important that the training programmes should enable employees to gain an organizations perspective and make them function as one team.Training leads an important role in identifying and solving problems which occurs in the organization. Training is concerned with the acquisition or development of knowledge, skills, Techniques, attitudes and experience which enable an employee to make his most effective contribution to the goal of the organization. Its objective is to prepare him for a greater responsibility. Training is a widely accepted problem solving device, Its also increases the moral in the employees and reduces the grievances. Training and Development are necessary in organization for improving the quality of work of the employees at all levels of organization,in a world of fact changing technology,values & environment,which necessitates every employee to update his knowledge and skills. 5
- 6. Training and Development programmes enable personal growth of the individual employees resulting from “their exposure to educational experiences”. Training and Development programmes helps in fulfill its future personnel requirements. 6
- 7. OBJECTIVES OF THE STUDY: The main objectives underlying the study are: • To understand the concept of Training and Development. • To compare the actual Training and Development practice with the theoretical one. • To analyze the Training & Development in APGENCO. • To know the merits and demerits of the system,so that suitable suggestions could be delivered which would help the organization to make the process more effective and useful. • To analyse the importance of Training and Development in day to day activities. • To find out the extent to which the training programmes are helpful in enhancing the employee skills thus helping in their career development. • To avail the opportunity of experiencing the real work atmosphere in the organization, study its functional departments, nature of jobs associated with each functional department. 7
- 8. RESEARCH METHODOLOGY OF PROJECT Type of Research: Descriptive & Analytical Research The methodology adopted is as follows • A detailed study of various books on “Training & Development” was undertaken to design the questionnaire for evaluating the methods of training and employee response. • The study on Training and Development was intimated with the help of one type of questionnaire schedule. • The questionnaire schedule consists of 20 questions. This questionnaire is prepared on the basis of entire report as it provides the complete overview of the process using the random sampling techniques. • The sample size taken is 100 and the sample respondents constitute all Technical and Managerial staff who had undergone job related training in APGENCO. • Open-ended questions and questions with rating scale are used to frame the questions of the questionnaire. SOURCE OF DATA: The whole analysis is based on both primary and secondary data.The secondary data has been collected from the records and annual reports of the organization.Relevant information has been collected from periodicals and website. The information relating to the project and profile of the organization has been collected through personal interaction with the officials of the organization. a) Primary Data, b) Secondary Data. SCOPE OF STUDY The study was intended to obtain information and draw conclusions about: • The study is about the employees opinion on the “Training and Development” Administration in APGENCO.It includes various aspects of Training and Development. • The study is made in the organization of APGENCO. • The feedback of the employees, trainer & trainees. • The process of training in APGENCO. 8
- 9. IMPORTANCE OF TRAINING In every organization the Technical and Management people give so much importance to Training and Development as it improves the performance, knowledge and skills of employees. • Makes learning of the fundamental values of the organization easier. • Helps in maximum utilization of the available resources with minimum cost. • Bridges the gap between external world. • It is the developmental tool for every individuals as well as organisation. • It is used to link organizational,operational and individual needs. Training is a learning experience, in that it seeks a relatively permanent change in an individual that will improve his ability to perform on the job. There are two factors,which help to explain the importance of the Training and Development area. o The rapid rate of technological change that has created many new jobs and had rendered many old ones obsolete.New jobs often create a need for acquisition of new knowledge and skills. Training can meet the changing job requirements of an organization. o The attitude of employees who expect something more than a well playing secure job. Today employees expect a challenging job with opportunities for upward mobility and growth. For many jobs, training activities are essential to keep abreast of current developments and to raise the performance capabilities of employees beyond nearly acceptable levels.Further, the training and development programmes can play a major role in organisation development by changing employee attitudes and behavior. It is important that the training programmes should enable employees to gain an organizations perspective and make them function as one team.Training leads an important role in identifying and solving problems which occurs in the organization. Training is concerned with the acquisition or development of knowledge, skills, Techniques,attitudes and experience which enable an employee to make his most effective contribution to the goal of the organization.Its objective is to prepare him for a greater responsibility. Training is a widely accepted problem solving device, Its also increases the moral in the employees and reduces the grievances. Training and Development are necessary in organization for improving the quality of work of the employees at all levels of organization, in a world of fact changing technology, values and environment, which necessitates every employee to update his knowledge and skills. Training and Development programmes enables personal growth of the individual employees resulting from “their exposure to educational experiences”. Training and Development programmes helps in fulfill its future personnel requirements. 9
- 10. PURPOSE OF TRAINING: Every organization,irrespective of its size and nature of operations, needs to provide training to its employees, no matter what the employee’s qualifications, skill or suitability for the job is.The major purposes of training are discussed below: IMPROVE PERFORMANCE: Unsatisfactory performance of employees, owing to some skill deficiencies, can be improved through the right kind of training.Though all the problems of ineffective performance cannot be solved through training,a sound training programme is to a great extent instrumental in reducing those problems.Sometimes,newly promoted or newly recruited employees may not have adequate skills to effectively perform their jobs.There are various reasons for this. 1. No selection device is fool proof in predicting success or failure at all times,in such situations,training is necessary to bridge gap between the employees predicted and actual performance. 2. Training helps employees to perform at standard levels. 3. Management employs such individuals who have the aptitude to learned gives them training to perform specific tasks. UPDATE EMPLOYEES SKILLS: It is important to the Management to consider the technological advances that helps the organizations to function more effectively.Technological changes may bring about job changes.Training enables updating of employees skills to integrate the technological changes successfully into the organization. AVOID MANAGERIAL OBSOLESCENE: Managerial obsolescence is the failure to adopt new methods and process that make employees more effective.Fast changing technical, legal and social environments have an impact on the way managers perform their jobs, and those employees who do not adopt to these change become obsolete and ineffective. PREPARE FOR PROMOTION AND MANAGERIAL SUCESSION: One way to motivate and retain employees in through a systematic program of career development.Training helps employees to acquire the skills required for a promotion and it makes easy the transition from the employee’s present job to the one with greater responsibilities.Organizations should, therefore,provide such training that helps to retain promising employees. 10
- 11. I N D U S T R Y P R O F I L E POWER SECTOR REFORMS IN INDIA Introduction: The power sector has transited to an era or controlled competition giving a meaningful role for the private sector and the market to play in the nation’s infrastructure building. Reform in the power sector was officially kicked off in September 1991 with the passing of the electricity laws (amendment) act, allowing the private sector in power generation. This was followed by the center’s resolution in October 1991 that opened up electricity generation, supply and distribution to the private sector. These came soon after the assumption of office by the Narasimha Rao Government. REFORMS IN THE STATE ELECTRICITY BOARD The reforms process turned active only in late 1996 with the adoption of the “common minimum nation action plan for power” at the Chief Minister’s conference.The action plan, which laid the foundation for reforms, is the state electricity boards [SEB’s] have the following salient features. • Formulation of national energy policy. • Setting up of the central and state electricity regulatory commissions. • Rationalization of retail tariffs. • Private sector participation in private distribution. • Streaming the role of central agencies concerned with project approvals. • Autonomy and improvement in the management and physical parameters of SEB’s. It took another 18 months before the reforms process got into implementation mode with the promulgation of the electricity regulatory commissions ordinance by the precedence of India April 25, 1998. This ordinance primarily gave legal shape to the two cardinal features of the common minimum action plan establishment of regulatory commission and rationalization of retail tariff.This provision invited considerable flak from the prefer power lobby and was unceremoniously shelved when the ordinance was passed in to, an I act of parliament of July 2, 1998, reducing SERCs to toothless tigers as far as rationalization of retail tariff was concerned. However, the clause requiring the State Government to compensate the person affected by the grant of subsidy in the manner state commission may direct was retained, there by giving some vestige of authority to the regulators. Andhra Pradesh Power Generation Corporation Limited is one of the pivotal organizations of Andhra Pradesh, engaged in the business of Power generation. Apart from operation & Maintenance of the power 11
- 12. plants it has undertaken the execution of the ongoing & new power projects scheduled under capacity addition programmed and is taking up renovation & modernization works of the old power stations. When APSEB came into existence in 1959, APSEB started functioning with the objectives of maintaining the power sector efficiently and economically simultaneously ensuring demand meets the supply. During the last decade inadequate capacity addition and low system frequency operation of less than 48.5 Hz for more than half a decade considerably reduced the power supply reliability. The consumer have grown up from two and half lakhs to over one crore, the energy handled per annum from 686 MV to over 40,000 MV.The annual revenue has increased from mere Rs.65 crore to Rs.48000 crore. In the after reforms process is taken up in a big way and APGENCO could complete 2X250MU KTPS V – stage and Srisailam left bank Power House. International agencies have are now interested in taking part in VTPS stage – IV. HISTROY OF APGENCO APGENCO came into existence on 28.12.1998 and commenced operations from 01.02.1999. This was a sequel to Government’s reforms in Power Sector to unbundle the activities relating to Generation, Transmission and Distribution of Power.All the Generating Stations owned by erstwhile APSEB were transferred to the control of APGENCO. The installed capacity of APGENCO as on 31.03.2007 is 6760.9 MW comprising 3172.50 MW Thermal, 3586.4 MW Hydro and 2 MW Wing power stations, and contributes about half the total Energy Requirement of Andhra Pradesh. APGENCO is third largest power generating utility in the Country next NTPC and Maharashtra. Its installed Hydro capacity of 3586.4 MW is the highest among the Country. APGENCO has an equity base of Rs.2107 crore with 10804 dedicated employees as on 31.12.2006. The company has an asset base of approximately Rs. 12000 crores. Power Sector Status in India: • Generation during 2007-08 (April). • Daily reservoir levels. • Daily generation report. • Generation during 2006-07 (April – March).. APGENCO has also under taken Operation and Maintenance of Gas Power Plant at Vijjeswaram owned by APGPCL. 1) Thermal Plants. 12
- 13. 2) Hydel Plants. 3) Wind Plants 13
- 14. ORGANISATION STRUCTURE 14 Sri.A.K.Go yal I.A.S Chairman Sri.A.K.Go yal I.A.S Chairman Sri Ajay Jain I.A.S Managing Director Sri Ajay Jain I.A.S Managing Director Sri C. Radhakris hna Adl.Charge - Director (Thermal) Sri C. Radhakris hna Adl.Charge - Director (Thermal) Sri.G .Adis hesh u Direc tor (Hyd el) Sri.G .Adis hesh u Direc tor (Hyd el) Sri.U.G. Krishna Murthy Director (Techni cal) Sri.U.G. Krishna Murthy Director (Techni cal) Sri. C. Radha Krishn a Directo r (Projec ts) Sri. C. Radha Krishn a Directo r (Projec ts) Sri.D.P rabhak ar Rao Directo r (Finan ce) Sri.D.P rabhak ar Rao Directo r (Finan ce) G.V ama n Rao Dire ctor (HR) G.V ama n Rao Dire ctor (HR) Sri A. Rama Rao E.D (Information Systems) Sri A. Rama Rao E.D (Information Systems) Sri A.Sunder Kumar Das,IPS Chief of Vigilance & Security Sri A.Sunder Kumar Das,IPS Chief of Vigilance & Security C.E (Civil / Environment) C.E (Civil / Environment) G.M (Training) G.M (Training) C.E (O & M / Srisailam) C.E (O & M / Srisailam) C.E Training Inst (VTPS) C.E Training Inst (VTPS) C.E (TPC)C.E (TPC) S.E (O & M / NSHES) S.E (O & M / NSHES) C.E (Projects) C.E (Projects) C.E (O & M / Sileru Complex) C.E (O & M / Sileru Complex) C.E (Generation) C.E (Generation) C.E (O & M / RTPP) C.E (O & M / RTPP) C.E (O & M / KTPS) C.E (O & M / KTPS) C.E (R & M / KTPS) C.E (R & M / KTPS) S.E (O & M / RTS-B) S.E (O & M / RTS-B) FA & CCA (Accounts) FA & CCA (Accounts) FA & CCA (Resources) FA & CCA (Resources) C.E (O & M / KTPS- V) C.E (O & M / KTPS- V) Chief Engineer (Commercia l) Chief Engineer (Commercia l) Dy.CCA (Audit) Dy.CCA (Audit) C.E (Civil / Hydro) C.E (Civil / Hydro)
- 15. The electric power industry in India is both a supplier and a consumer of primary energy, depending on the kind of energy used to turn the generators. Hydroelectric and nuclear power plants add to the country's supply of primary energy. The total installed electricity capacity in public utilities in 1992 was 69,100 megawatts, of which 70 percent was thermal, 27 percent hydropower, and 3 percent nuclear. The total installed capacity was programmed to reach around 100,000 megawatts by FY 1996 through a package of government-supported incentives to the private sector. Because they cannot always depend on public utilities, many larger industrial enterprises have developed their own power generation systems. In 1992 there was a capacity of 9,000 megawatts outside the public utility system. Overall, the generation and transmission of power in India--with an average 57 percent plant load factor in FY 1992 in thermal plants and transmission losses of 22 percent--were inefficient. About 322 billion kilowatt- hours of power were generated by utilities in FY 1992, approximately 8.5 percent shy of demand. The resulting deficit led to acute shortages in some states. This trend continued the next year when 315 billion kilowatt-hours were produced. Many factors contributed to the shortfall of electric power in India, including slow completion of new installations, low use of installed capacity because of insufficient maintenance and coal, and poor management. In FY 1990, industry accounted for 45 percent of electricity consumed, agriculture 26 percent, and domestic use 16.5 percent. Other sectors, including commerce and railroads, accounted for the remaining 12.5 percent. Rural electrification in India made great progress in the 1980s; more than 200,000 villages received electricity for the first time. In 1990 around 84 percent of India's villages had access to electricity. Most of the villages without electricity were in Bihar, Orissa, Rajasthan, Uttar Pradesh, and West Bengal. Villagers complain that government figures on electrification of villages are artificially inflated. Actually, although lines have been run to most villages, electricity is provided only sporadically (for example, only nine to twelve hours per day), and villagers feel they cannot depend on electricity to operate pumps and other equipment. 15
- 16. Electricity to cities also is sporadic; blackouts occur every day in most cities.India's first hydroelectric station was constructed in 1897 in Darjeeling (then Darjeeling). In FY 1990, installed capacity for hydroelectric power was 18,000 megawatts. POWER SECTOR REFORMS IN INDIA: The power sector has transited to an era of controlled competition giving a meaningful role for the private sector and the market to play in the nation’s infrastructure building. Reforms in the power sector were officially kicked off in September 1991 with the passing of the electricity laws (amendment) act, allowing the private sector in power generation. This was followed by the center’s resolution in October 1991 that opened up electricity generation, supply and distribution to the private sector. REFORMS IN STATE ELECTRICITY BOARD The Electricity Supply Industry in India is presently governed by three enactments namely, the Indian Electricity Act, 1910, the Electricity (Supply) Act, 1948, the Electricity Regulatory Commssions Act, 1998. At present, Electricity Act, 2003 is in vogue POWER SECTOR REFORMS IN ANDHRA PRADESH Andhra Pradesh became third state to initiate power sector reforms and restructuring. Andhra Pradesh State Electricity Board (APSEB) has been split into two entities. APGENCO, the generation arm, and APTRANSCO, the transmissions company with effect from February 1999. In these 40 years the installed capacity has been increased from 200 MW to 6817.26 MW. The consumers have grown up from two and half lakhs to over one crore, the energy handled per annum from 686 MU to over 57,464 MU. The annual revenues have increased from mere Rs. 6.5 crores to Rs.13946.67 crores in the after Reforms process taken up, the national and international funding agencies have come up in a big way. The Electricity Act, 2003 has come into force with effect from 10th June, 2003 replacing three legislations namely, The Indian Electricity Act, 1910, The Electricity (Supply) Act, 1948 and Electricity Regulatory Commissions Act, 1998. Lot of thrust is being given by the government for development of power sector in order to achieve the ultimate objective of “Power for all “ 16
- 17. COMPANY PROFILE BOARD OF DIRECTORS SRI S.V.PRASAD IAS Chairman SRI AJAY JAIN I.A.S Managing Director SRI G.ADISHESHU SRI KRISHNA MURTHY SRI PRABHAKAR RAO SRI.C.RADHA KRISHNA SRI.G.VAMAN RAO Director/Hydel Director/Technical Director/Finance Director/Projects Director/HR Power is the basic necessity and most important infrastructure for economic development of a country and the industrial development and per capita electricity production are the measures of country’s economic conditions. In India, the Government of India during all the Annual Plans made heavy investment in building of Power Sector infrastructure nation-wide with planned targets of large scale capacity expansion by installation of huge Thermal and Hydro Power Plants through establishment of State Electricity Boards at State Level and NTPC and NHPC at Central Level. 17
- 18. CONSTITUTION Andhra Pradesh Power Generation Corporation Ltd. was incorporated as a Company under the provisions of the Companies Act, on 29.12.1998 and obtained certificate of Commencement of Business on 05.01.1999. However, with the Government of Andhra Pradesh notifying the Andhra Pradesh Electricity Reforms Act, 1998, APGENCO commenced its business operations effective from 01.02.1999. The main objective that is to be pursued in accordance with the Memorandum of Association is to acquire, establish, construct and operate Electric Generating Stations. VISION To be the best Power utility in the country and one of the best in the world. MISSSION To generate adequate and reliable power most economically, efficiently and eco-friendly. To spearhead accelerated power development by planning and implementing new power projects. To implement Renovation and Modernization of all existing plants and enhance their performance VALUES Excellence in all aspects of the Company Respect for all individual and personal growth Tackling challenges and solving problems Honesty, integrity and ethical business People as the source of strength Continued self improvement, never being satisfied. ORGANISATION The Board, consisting of Chairman, Managing Director, Director (Thermal), Director (Hydel), Director (Technical), Director (Projects), Director (Human Resources) and Director (Finance), is managing the business of the Company. The Director Thermal, Hydel, Technical and Projects are well experienced in the business of Electricity as former executives of the erstwhile APSEB. The Director (Finance) is a former Director of APTRANSCO.The Director (Human Resource) has a relevant experience of HR in the organization and former Chief General Manager.The Chairman is the Chief Secretary to Department of Energy to Government of Andhra Pradesh.The MD is an senior IAS officer with engineering back ground and has very rich and long experience in the administration. The organization is reinforced with induction of two more professional Executive Directors each for Information System, and Coal and a Chief of Vigilance & Security who is a IPS on deputation. 18
- 19. INTRODUCTION TO HUMAN RESOURCE MANAGEMENT Human Resource Management is the process of managing people of an organization with humane approach,as the most important resource of an organization with a stress on the human performance on the contrary,individual human beings are enabled to enjoy the human dignity of being associated with their organizations. HRM approach provides superior quality of work life which gives a sense of belonging and a higher job satisfaction to an organizations own people. HRM is defined as managing the functions of employing, developing and compensating human resources resulting in the creating and developments of human relations with a view to contribute to the organizational goals, individual goals and social goals. H.R.M is involved in providing human dignity to the employees taking into account their capability,potential, talents,motivation, achievements,skills and creative abilities etc.HRM is involved in every business,manageri- al activity or function.It reduces the problems of workers in the organization. The Human Resource Management has some important functions: • Planning • Organizing • Staffing • Directing • Coordinating • Controlling One of the HRM function is Staffing.This function is related with Training and Development i.e,, the Training and Development is one of the function of the Human Resource Management. TRAINING AND DEVELOPMENT – AN OVERVIEW Every organization needs to have well trained and experienced people to perform the activities that have to be done. If the current or potential job occupant can meet all these requirements, training is not important.But when this is not the case, it is necessary to update the skill and improve versatility and knowledge of the employees.Inadequate job performance or a decline in productivity or changes resulting out of job redesigning or technological break through require some type of training and development efforts to meet the requirements.As the jobs become more complex,the importance of employee development also increases.In a rapidly changing world, employee training and development is not only an activity that is desirable, but also an activity that an organization must commit to, if it is to maintain a viable and knowledgeable work force. Training is a process of learning sequence of programmed behavior.It is applicable of knowledge. It gives people an awareness of the rules and procedure to guide their behavior, it attempts to improve their performance on the current job or prepare them for the intended job. Development is a related process, it covers not only those activities which improve job performance, but also those which bring about growth of the personality; help individuals in the progress towards maturity and actualization towards their potential capacities so that they become not only good employees, but also better human being.In organizational terms, it is intended to equip persons to earn promotion and hold greater responsibility. 19
- 20. PRINCIPLES OF TRAINING AND DEVELOPMENT • Training is not a short affair.It consumes time and entails much expenditure.Every organization must prepare and training programme or policy very carefully. • The individual who perceives training as the solution to the problem will be more willing to enter into a training programme, than will the individual who is satisfied with his present performance abilities. • Individual do things which gives pleasure and avoid those things who give them pain.Awards tend to be more effective for changing behavior and increasing one’s learning than punishment. • The Trainee must be encouraged to participate,discuss and discover new desirable behavior norms. • Miller states that “If a person with one required ability is to improve his performance, he must: i. Know the aspect of his performance up to par. ii. Know about precisely what corrective actions, he must take to improve his performance. • The feedback should be fast and frequent, as it gives the right direction to both trainee and the trainer.Skills that are practiced often are better learned and not to be easily forgotten. • The training material should be made as meaningful as possible.If the trainee understands general principals underlying what is being taught, he will understand if better than, if he were just ask to memorize a series of isolated steps. • The techniques and process of training program should be related directly to the needs and objective of the organization. • Argyris advances the concept of training which includes the recognition of authentic interpersonal relationships,individual responsibility for self development and emotional as well as intellectual learning, self awareness and changes in attitude and behavior. TRAINING PROCEDURE Preparing the Instructor: The instructor must know both the job and how to teach it.The job must be divided into logical parts,so that each can be taught at a proper time without the trainee-losing plan.For each part one should have in mind desired technique of instruction that is whether a particular point is best taught byillustration,demonstration or explanation at the same time it should clearly understand by the trainee. A serious and committed instructor must: a) Know the job or subject fully, he is attempting to teach. b) Have the aptitude and abilities to teach. c) Have willingness towards the profession. d) Have pleasing personality and capacity for leadership. e) Have the knowledge of teaching principles and methods. f) Be a permanent student,in the sense that he should equip himself with the least concepts and knowledge. 20
- 21. Preparing the trainee: As in interviewing, the first step in training is to attempt to place the trainee at ease. Most of the people are nervous when approaching an unfamiliar task.Though the instructor may have executed this training procedure, many times he or she never forgets its newness to the trainee.The quality of empathy is a mark of the good instructor. Getting Ready to Teach: This stage of the programme is class hour teaching involving the following activities: a) Planning the programme effectively. b) Preparing the instructor’s outline. c) Do not try to cover too much material. d) Keep the session moving along logically and live. e) Discuss each item in depth. f) Repeat, but in different works with examples. g) Take the material from standardized text. h) Remember your standard, before you teach. i) Take periodical progress and feedback of the trainees and application into account. Presenting the Operation: There are various alternative ways of presenting the operation, viz.,explanation ,demonstration etc.An instructor mostly uses these methods of explanation.In addition one may illustrate various points through use of multimedia, and other training aids.Demonstration is an excellent device when the job is essentially physically in nature.The following sequence is most often used by the instructors: a) Explain the sequence of the entire job. b) Do the job step-by-step according to the procedure. c) Explain the step that he is to be performed. Try out the Trainee’s performance: As a continuation of the presentation sequence given above, the trainee should be asked to start the job or operative procedure.Some instructors prefer that the trainee explain such step before doing it, particularly if the operation involves any danger.The trainee, through repetitive practice, will acquire more skills. Follow up: The final step in most training procedure is that of follow-up.When people are involved in any problem or procedure, it is unwise to assume that things are always constant.The follow-up system should provide feed- back on training effectiveness and on total value of training system. 21
- 22. HISTORICAL BACKGROUND OF RTPP, KADAPA (Dist), A.P A BEGINNING Almost a century after the invention of electricity it was introduced in India for commercial use in a humble way. Fr the first time in the year 1889 a mini hydroelectric power house with a capacity of 15KW was constructed on a small rivulet in Darjeeling district and electric power was supplied n its vicinity. Within, two decades, in 1909 a 10KW diesel set was installed in Hyderabad for supply of electricity to the king’s palaces. This was the first step in the development of electric power in Andhra Pradesh (HYDERABAD). GENERAL Rayalaseema Thermal Power Project is one of the major Powers generating facilities in Andhra Pradesh to meet the growing demand for power in the Southern part of the state. The Project envisaged the installation of 2X210 MW of Thermal Generation units under Stage – 1. LOCATION The Project Is located at a distance of 8 KM from Muddanur Railway station of South Central Railway on the Chennai – Mumbai Railway line. The site selected is at an adequate distance from populous Town and land belonged to the government and was not in use. It is quiet near to the existing Railway line and Transmission lines of AP TRANSCO. The water requirement for the Project from Mylavaram Reservoir, which is at 20 KM from the Project through two dedicated pipelines. COAL LINKAGE The main Coal Linkage to RTPP is M/s SCCL and is transported through rail. Occasionally RTPP gets the coal requirements from M/s MCL, Orissa and this is transported through ‘Rail-Sea-Rail’ Method. OBJECTIVE OF THE PROJECT The Rayalaseema region is in the Southern part of the state and most of the generation facilities are in the Northern part of the state, except for two major Hydel stations in the Central part of the state. The Rayalaseema region thus used to get power through long EHT line and frequently it is used to face the low voltage problem particularly during the summer when the Hydel stations generations goes down. The region is a drought prone area and has to depend on Industrial growth for its economic development power bring basic need, RTPP has ensured the proper and quality supply the objective also improved the base load Thermal generating capacity of the AP Grid. PROJECT COST The original cost of the Project as approved by the Planning Commissioner is Rs. 503.71 crores and the revised cost of the Project based on actual expenditure is Rs. 860.30 crores and the increase over general cost is 70%. 22
- 23. About APGENCO LANDMARKS $ Achievements Unit 3 (210 MW) of Vijayawada Thermal Power Station has established a National Record of continuous service for 441 days from 14.12.2004 to 28.02.2006. APGENCO is the third Largest Power utility in the country in terms of Installed Capacity - 7587.9 MW. Our Hydro Installed Capacity 3703.4 MW is highest in the country. Thermal plants are consistently winning the Gold and silver medals for Meritorious Productivity Award. Availability of thermal plants has been (over a decade) well above the national average. Recently Srisailam Left Bank Power House, a unique complete under ground powerhouse is successfully commissioned and being operated. This is the first such one in southern region. Thermal generation during 2004-05 - 23360 MU - is highest ever achieved by APGENCO. AMRP LIFT IRRIGATION Scheme is taken up and completed well below the stipulated time & budget .In that, the pumping station commissioned (18 MW) is first such one in India where water is lifted to an height of 100Mts. Srisailam complex is the largest hydro power station with installed capacity 1670 MW in the country. Nagarjuna Sagar Left canal Power House is the first hydro station in the country to use SCDCA for operation of the units from control room besides enhancing the Excitation and Governor systems with microprocessor controls. 23
- 24. Pochampad Hydro electric Scheme is the first hydro power station to use microprocessor controls in the powerhouse. Thermal generation during 2004-05 - 23360 MU - is highest ever achieved by APGENCO. 24
- 25. APGENCO – RTPP ITS VISION, MISSION AND CORE VALUES OUR VISION: • To be the best power utility in the country and one of the best in the world. • OUR MISSION: • To generate adequate and reliable power most economically, efficiently and eco-friendly. • To spearhead accelerated power development by planning and implementing new power projects. • To implement Renovation and Modernization of all existing units and enhance their performance. • CORE VALUES: • To proactively manage change to the liberalized environment and global trends. • To build leadership through professional excellence and quality. • To build a team based organization by sharing knowledge and empowering employees. • To treat everyone with personal attention, openness, honesty and respect they deserve. • To break down all departmental barriers for working together. • To have concern for ecology and environment. • CORPORATE OBJECTIVES: • To operate and maintain Power Stations availability ensuring minimum cost of generation. • To add generating capacity with in prescribed time and cost. • To maintain the financial soundness of the Company by managing financial operations. • In accordance with good commercial utility practices. • To adopt appropriate Human Resources development policy leading to creation of team of motivated and competent power professional. • Quotations Regarding Power • “Save Energy Today Avoid Crisis Tomorrow”. • “A Thing Which Burns Never Returns”. • “Save One Unit A Day Keep Power WT A Way”. • “When it is Bright Switch of the Light”. 25
- 26. ESSENTIAL INPUTS TO PROJECTS LAND: An extent of 2621.587 acres of government land has been acquired for the main plant, colony, and ash pond and marshalling yard areas. In addition to that 52.59 acres of patta land was also acquired. WATER SUPPLY: The water required for running of the power station is being drawn from the Mylavaram reservoir through a 21Mm long steel pipeline. The water flows from Myalavaram to RTPP through gravity. Government of A.P irrigation department has allocated 20 cusecs of water per day and 1.3 TMC per year from the reservoir for the project. COAL SUPPLY: The power station requires about 2.5 million tones of coal every year, which is being supplied from SINGARENI COLLIRIES under long-term coal linkage arrangements. The coal is being transported to powerhouse site by rail over a distance of about 800Km by one of the routes, Vijayawada-Guntur- Reniguntla. An approach railway line is formed from Muddanur Railway Station to the project site as a part of the project. EVACUATION OF POWER: The power generated at the project is evacuated through six number 220KV transmission lines to Yerraguntla, Kadapa, and Anantapur. STATE OF CLEARENCE: All the clearances required for the construction of the project like “NO OBJECTION” from Airports Authority, “NO OBJECTION” from state Pollution control Board and clearance of India wide letter dated 09- 03-1998 accorded investment approval for the project at an estimated cost of Rs.503.71 crores for the power station based on 1987 prices. ELECTRICITY PROGRESS IN A.P (1911-1922) The electricity department was established in 1911 under the Government Mint. Later Hussain Sugar Bund was electrified on Saturday 25th October, 1913 A.D and street electrification work was started within and outside the Municipal limits of Hyderabad and electricity was provided on the residency roads. In Hederabad 10 substations were erected for the distribution of power in the city. The tariff was 6 annas (Osmania sikka) per unit with a minimum of Rs.5/- O.S. per month. Programmes of expansion to cover other town if the Nizams State was take up. Under this programme steps were taken to generate electric power at Aurangabad, Raichur, Warangal and Gulbarga etc. 26
- 27. The Government of India Framed Electricity rules in 1910 so as to ensure fair distribution and supply of power as well as take all necessary precaution for the use of power by the consumers and concerned departments. POWER DEVELOPMENT IN A.P AN OPPORTUNITY KNOWING We are standing at the entrance of 21st century and opportunity is knocking at its door. The end of the century offers us the opportunity to assure India’s and in particular out state’s electricity needs for decades to come. Electricity demand in A.P is estimated to grow at an annual compound growth rate of around 10% as against the National growth rage of 6.8%. The installed capacity of A.P state Electricity Board has grown from 213 MW in 1960-61 to 6124 MW at present (Excluding central share). The available capacity in A.P is 6135.5 MW, which includes 897 MW from central generating stations. As the capacity addition could not keep pace with the growth in demand, a shortage of 2000MW in the installed capacity exists now. The growth in demand has been mainly due to extensive Rural Electrification Programme and energisation of agricultural pump sets at one – lakhs pump sets per year since 1985-86 besides increase in domestic loads. A.P.S.E.B has long been a trendsetter in breaking new paths and adopting the STATE-OF-THEATRE technology in its power plants. The technology adopted in the power station has been continuously upgraded both in the Hydro and Thermal station and also in transmission distribution and general management to enhance the productivity and improve the operations. RAYALASEEMA THERMAL POWER PROJECT STAGE – I Rayalaseema comprises of four districts Kadapa, Kurnool, Anantapur and Chittoor which are considered to be in backward region and the area lags behind in all respects such as Agriculture, Industry and education prior to the Industrial development, Agriculture is purely dependent on rainfall. People used to live on Agriculture sector owing to the advancement of Science and Technology some of barites and Mine Industries were started subsequently and more industries were established in this region. Added to this, the region is considered to be hottest region and temperature often goes up to 50 degrees centigrade in summer. Therefore the need for Electricity to meet the necessity of the inhabitants and the Industrial belt of this region was felt, as the supply that was generated by the Agencies was found insufficient. Hence the Government established Rayalaseema Thermal Power Project in 1994. Rayalaseema Thermal Power Project is one of the major power generation facilities began developed in Andhra Pradesh to meet the growing demand for power. The project envisages the installation of 210 MW power generation units under Stages - I. 27
- 28. The first 210 MW under commissioned on 31-3-1994 and second unit on 25-2-1995. Rayalaseema region is in the Southern part of the state and most of generating facilities are in the Northern part of the state except two major Hydel stations in the Central part. The Rayalaseema region therefore gets in power, therefore gets power during summer when the Hydo stations generations goes down. Priority is therefore given for Industrial development and power being the basic infrastructure; it is necessary to ensure proper power supplies. In this context the RTPP is taken up not only to improve the base load capacity of the Grid but also to ensure proper voltage profile in the area under all condition RAYALASEEMA THERMAL POWER PROJECT STAGE – II Salient Features: STATUS AS ON 04.06.2007 • All Statutory Clearances/Approvals obtained. • Total Project cost including IDC is about Rs. 1640 Crores (Rs. 3.90 Cr per MW). • Contract of Main Plant and balance of plant except coal & ash plants and civil works was awarded to BHEL on 27.12.2003 at Rs. 1125 Cr. • Contract for major civil works like Foundations, Structures, Cooling Towers, Chimney, • C.W. Pump House and Railway siding were also awarded and civil works are under brisk progress. • Financial Closure achieved through PFC, REC, Central Bank and Indian Overseas Bank SALIENT FEATURES OF THE PROJECT Single tower type boilers on concrete pylons with a capacity of 690 T/HR at a pressure of 155Kg/cm2 and at 540oc for each unit are installed. MILLING PLANT: 28 Installed Capacity 420 MW (2 X 210 MW) Estimated Cost Rs. 1640 Cr Location V V Reddy Nagar-516 312, Kadapa (Dt) Coal Source Singareni Coal Collieries Limited Water Source Mailavaram Dam Units Commissioning Unit-III : January, 2007 Schedule Unit-IV : July, 2007 Financial Assistance Power Finance Corporation, Rural Electrification Corporation, Central Bank & Indian Overseas Bank.
- 29. Three horizontal tube mills each having capacity of 105 T/HR are provided for each of the boilers. ELECTROSTATIC PRECIPITATORS: In order to achieve total pollution control 6 field electrostatic precipitators having capacity of 13, 82,000 M/s and 99.89% efficiency are installed. CHIMNEY: A 220mts tall chimney with two flues conforming to the latest requirement of “Emission Regulators” is installed. TURBO GENERATORS: German designed steam turbines with lowest heat rate with 3 cylinders reaction type were commissioned. Microprocessors based automatic Turbine runs up systems are installed. 29
- 30. PERFORMANCE SINCE INSPECTION YEAR ACHIEVED PLANT LOAD FACTOR (%) AWARDS WON RANK 1995-1996 70.9 --- --- 1996-1997 66.2 --- --- 1997-1998 81.1 Silver Medal 1998-1999 91.5 Gold Medal First in Country 1999-2000 94.9 Gold Medal Second in Country 2001-2002 92.4 Gold Medal Second in Country 2002-2003 94.8 Gold Medal First in Country 2003-2004 92.2 Second in APGENCO 2004-2005 91.16 Bronze Medal Third in Country 2005-2006 64.44 --- --- 2006-2007 89.52 --- --- 2007-08 85.62 --- --- 2008-09 91.99 Energy conservation --- 2009-2010 84.44 --- Fourth in Country 30
- 31. TRAINING PROCEDURE 31 EVALUATE THE TRAINEE JOB AND ORGANIZATIONS ANALYSIS IDENTIFYING THE TRAINING NEEDS DESIGNING THE TRAINING NEEDS PREPARE COST BUDGET OF TRAINING DESIGN CONTENTS (Teaching, Methods, Media) PREPARE THE INSTRUCTOR UPDATE THE PROGRAMME PREPARE THE TRAINEE GET READY TO TEACH PRESENT THE OPERATION IMPLEMENT THE TRAINING PROGRAMME GAINT THE ACCEPTANCE OF THE PROGRAMME TAKE FEED BACK FROM THE TRAINEES EXTRACT THE RESULTS
- 32. STEPS TO BE FOLLOWED IN TRAINING AND DEVELOPMENT ACTIVITIES The following steps have to be carefully planned in any organization before conducting a Training program. IDENTIFICATION OF TRAINING NEEDS:Before conducting of training program, it is necessary to identity the training needs i.e.,what inputs are required to be given and to whom.If the training and development policy is to be applied in an organization in an efficient and effective manner, it must be directed into areas where clearly identified training needs exist. Priorities among needs have to be determined and resources should be allocated among competing needs very carefully and wisely. FORMULATION OF TRAINING OBJECTIVES:For a successful training,objectives and scope of the course must be clearly defined.This will provide a basis for further development. AREAS OF TRAINING PROGRAMME:There are four basic areas of training programme, each represents a type of behavior or material to be learned.They are Information,Acquisition skills,Attitudinal change,Decision making & Problem solving skills.One of the most common training need is to provide employee with the information relevant to their jobs.Such information frequently relates to new company policies, programmes or benefits, new laws and regulations affecting jobs, or new job performance standards. RELATE THE INDIVIDUAL AND ORGANISATIONAL NEEDS: The Training and Development needs will be successful when both the individual as well as the organizational needs are met with. SELECTION OF TRAINEES: Selection of the employees who need to be trained is very significant, since an injudicious or improper selection may neither benefit the employees nor the organization concerned.The assessment of an individual employee’s potential for providing him opportunities for self advancement through training is not an easy task. It requires sufficient capacity for correct judgment and adequate experience in addition to an awareness of the organization’s future manpower requirements and needs. PREPARATION OF LEARNER: The learner must be prepared for the training and development programmes.A desire to learn must be created by familiarizing him with the equipments, materials, tools, trade, rules & regulations etc. SELECTION OF TRAINERS: The successful implementation of the training policy requires efficient education /trainers who are equipped with proper competence and thorough knowledge of the processes involved, capabilities of clear expression and proved qualities of patience as well as tact in their dealings with slow learner. 32
- 33. TRAINING METHODS Training is not a choice but a key to survival.The different methods that are adopted in training and development programmes are: I) ON THE JOB TRAINING II) OFF THE JOB TRAINING ON THE JOB TRAINING METHODS: 1. Apprenticeship 2. Coaching 3. Job Instruction 4. Job rotation 5. Training through step by step 6. Committee assignments OFF THE JOB TRAINING METHODS: 1. Vestibule Training 2. Role Playing 3. Case study 4. Lecture methods 5. Simulation 6. Conference or discussion 7. Programmed instructions 33
- 34. ON THE JOB TRAINING METHODS: This type of training is also know as job instruction training.It is the most commonly used method. Under this method the individual is placed on regular job and taught the skills necessary to perform the job, give its overview, purpose and outcome.The trainee learns under the supervision and guidance of a qualified worker or instructor.On the job training has the advantage of giving first hand knowledge and experience under the actual working conditions.While the trainees learn how to perform a job,he is also a regular worker rendering the service for which he is paid.The problem of transfer of trainee is also minimized as the person learns on the job.The emphasis is placed on rendering services in the most effective manner rather than the learning how to perform the job.On the job training methods includes apprenticeship, coaching, job rotation, job instruction,training through step by step and committee assignments. APPRENTICESHIP: The trainee learns from the more experienced employee or employees, though it may be supplemented with the off the job classroom training.Most craft workers, plumbers, carpenters are trained through formal apprenticeship programs. A major part of the training is spent on the job productive work. COACHING: The trainee is placed under a particular supervisor who functions as a coach in training the individual.The supervisor provides feedback to the trainee on his performance and offers him some suggestions for improvements.Often the trainee shares some of the duties and responsibilities of the coach and relieves him of the burden.A limitation of this method of training is that the trainee may be have the freedom or opportunity to express his own ideas. JOB INSTRUCTIONS: Job Instructions are also known as training through step by step.Under this method, the trainer will provide detailed information about the way of the doing the job, through the knowledge about the job, skills and techniques used in performing the job and will ask him to perform the job.The trainer appraises the performances of the trainee, provides feedback and also corrects the trainee if he is wrong. JOB ROTATION: This type of training involves the movement of the trainee from one job to another.The trainee received job knowledge and gains experience from his supervisor or trainer in each of the different job assignments.Through this method of training is common in training Managers for general management positions.Trainees can also be rotated from job to job work shop.This method gives an opportunity to the trainee to understand the problems of employees on other jobs and respect them.This is the most common method used in most of the organizations, which increases the in depth job knowledge and problems associated with the job.This method provides a broader perspective, often developing these employees for potential career advancement. COMMITTEE ASSIGNMENTS Under the Committee Assignments, a group of trainees are given a problem situation and asked to solve an actual organizational problem.The trainees solve the problem jointly.It develops team work. 34
- 35. OFF THE JOB TRAINING METHODS Under this method of training, the trainee is separated from the job situation and his attention is focused upon the learning the material related to his future job performance. Since, the trainee is not distracted by job requirements, he can place his entire concentration on learning the job rather than spending his time in performing it.There is an opportunity for freedom of expressions for the trainees.Companies have started using multimedia technology and information technology in training like video presentations, graphic presentations etc. VESTIBULE TRAINING: In this type of training, actual work conditions, equipments, materials, files etc are simulated in a classroom which are used in actual job performance.This type of training is commonly used of training personnel for clerical and semi-skilled jobs.The duration of this training ranges from days to few weeks.Theory can be related to practice in this method. ROLE PLAYING: It is defined as a method of human interaction that involves realistic behavior in imaginary situations.This method of training involves action i.e.,doing in practice.The participants play the certain characters such as Production Manager,Mechanical Engineer,Superintendents,Maintenance Engineers,Quality Control Inspecto -rs,Foreman,Workers etc.This method is wide used in developing inter personnel interaction and human relations. CASE STUDY: In this method,the real cases or hypothetical business situations which had occur and need for decision or course of action in provided to the trainees in detailed.The trainee should read carefully and understand the situation and have to take a decision based on the facts given.This method develops decision making skills. LECTURE METHODS: The lecture method is a traditional and direct method of instruction, it heavily relies on communication.The instructor organizes the material and gives it to a group of trainees in the form of a talk, to be the effective, the lecture must motive and create interest among the trainees.Thus, costs and time involved are reduced.It improves attitudes, but fails to develop the skill.The major limitation of the lecture method is that it does not provide for transfer of training effectively. 35
- 36. CONFERENCE OR DISCUSSION It is a method in training the clerical, professional and supervisory personnel.This method involves a group of people who pose ideas, examine and shares facts, ideas and data, test assumptions and draw conclusions, which contribute to the improvement of job performance.Discussions as the distinct advantage over the lecture method.In this discussion involves two-way communications and hence feed back is provided.The participants feel free to speak in small groups.The success of this method depends on the leadership qualities of the person who leads the organization. IDENTIFICATION OF TRAINING NEEDS: 1.List out the duties and responsibilities or tasks of the job under consideration using job description as a guide. 2.List the standards of work performance. 3.Compare the actual performance against the standards of performance. 4.Determine what part of the job is giving employee trouble.In which part the employees are going to fail. 5.Determine what kind of training is needed to overcome the specific difficulties. DESIGNING AND CONDUCTING TRAINING PROGRAMMES: A circumspect procedure is required for starting the design process. It is similar to that required for overall. Five steps in training programme design: • The first step is to use the training strategy (or usually a combination of strategies) that the organization and system have settled together for overall design of training programme. • The second step is to break the general training objectives into constitutional parts. • Component knowledge. • Understanding and Skill. • The first objective, understanding general management functions relies heavily on knowledge.The second objective is better staff management relies on skill. • The third step is to use the specifications of different training methods in order to arrive at the total time and facilities required for meeting an objective. • The fourth step is to decide on the different packages in which this program could be offered and to ask the organization to select one. • Designing of training programme is to dovetail detailed training events into training sequences and finally into the shape of the total program package. 36
- 37. EVALUATION OF TRAINING PROGRAMME: The specification of the value forms a basis for evaluation.The basis of evaluation and the mode of collection of information necessary for the evaluation should be determined at the planning stage.The process of training evaluation has been defined as “any attempts to obtained information on the effects of training performance and to assess the value of training in the light of that information”.Evaluation leads to controlling and correcting the training programme. Hamblin suggested five levels at which evaluation of training programme can take place.They are: REACTION:Training programme is evaluated on the basis of the trainees reactions to the usefulness of courage of the matter, depth of the course contents, method of presentation, teaching methods etc. LEARNING:Training programmed, trainers ability and trainee ability are evaluated on the basis of quantity of the content learned and time in which it is learned and the learners ability to use or apply the content be learned. JOB BEHAVIOR:The evaluation includes the manner and extent to which the trainee has applied to his job. ORGANIZATION:This evaluation measures the use of training, learning and change on the job behavior of the department or organization in the form of increased productivity, quality, morale, sales turnover etc., ULTIMATE VALUE:It is the measurement of the ultimate result of the contributions of the training programme to the company goals like survival, growth, profitability etc.,and the individual goals like development of personality and social goals like maximizing social benefits. STEPS INVOLVED IN EVALUATION OF TRAINING: • Immediate assessment of trainees reaction on the programme. • Trainee’s observation during the training programme. • Knowing trainees expectations before the training programme and collecting their use regarding the attainment of expectation after training. • Seeking opinion of the trainees superiors under whom they are working regarding his/her job performance and behavior before and after training. • Evaluation of the trainees skills level before and after training programme • Measurement of improvement in the trainees on the job behavior. • Examination of the testing system before and after some sessions of the training programme. • Measurement of the trainee’s attitudes after the training programme. • Cost-benefits analysis of the training. • Seeking opinion of the trainees colleagues regarding his/her job performance and behavior. • Measurement of levels in absenteeism, turnover, wastage/scraps, accidents, breakage of the machinery during pre and post period of training. • Seeking opinion of the trainees sub-ordinate regarding his/her job performance and behavior. 37
- 38. EVALUATION OF TRAINING EFFECTIVENESS: There are two types of evaluation of training. 1) Participant Evaluation 2) Performance Based Evaluations. 1) PARTICIPANT EVALUATION Internal Programmes:After completion of the programme, the organizing manager asks for feedback regarding programmes to the participants this also includes the effectiveness of the faculty physically arrangement,content of material and course design and the extent of fulfillment of objectives in the evaluation form. External Programmes:After completion of the programme, the organizing manager asks for feedback regarding programmes to the participants this also includes the effectiveness of the faculty physically arrangement,content of material and course design and the extent of fulfillment of objectives in the evaluation form.This evaluation helps person to rate the institution that organizes the programme and selection of faculty for internal programmes. 2) PERFORMANCE BASED EVALUATION: Post Training Performance:The performance of the trainees is measured after attending the training programme to determine the behaviora3l changes have been made. Pre-post Training Performance:In this method, each participant’s performance is measured before training and after completion of training and rated on his actual job performance and record the job improvements recorded. Pre-post Training Performance with Control Group:This is the most sophisticated evaluative approach, under this method, two groups are established and evaluated on the actual job performance.Member of the control group work on the job, but do not undergo instruction. The other group i.e., experimental group is given instruction.The two groups performance is re-evaluated.If the training is really, effective, the experimental groups performance will have to be improved. EFFECTIVENESS OF TRAINING: Analysis of the completed post programme evaluation that whether, further training is required or whether there exists a need to review the same programme is carried out in order to determine whether training inputs are required the department manager reveals the performance of the executives after the training programmes.The training department will collect the details of effectiveness of the training after six month from the date of imparting the training this is also done by department head and he analyses and gives the percentage of effectiveness of trainee and requirements of further training on the same subject.Training department will follow the advices of the concerned department head recommendation. 38
- 39. FEEDBACK: Training evaluation information should be provided to the trainer and instructors,trainees and all other parties concerned for control, correction and improvement of trainees activities.Further,the training evaluator should follow it up to ensure implementation of the evaluation report at every stage of the training.Feedback information can be collected on the basis of questionnaire or through interview. ORGANIZATION CHART CAPITAL STRUCTURE The authorized share capital of the Company is Rs.2500 crores divided into 25 crores Equity shares of Rs.100 each. The entire issued and subscribed capital of Rs.2107.8 crores is owned by Government of Andhra Pradesh and by virtue of this, APGENCO is a Government Undertaking U/s 619 of the Companies Act. In terms of the Andhra Pradesh Electricity Reforms (Transfer Scheme) Rules, 1999, APGENCO was vested with assets over Rs.10000 crores out of which the total Fixed Assets are Rs.9751 crores. APGENCO is one of the pivotal organizations of Andhra Pradesh with an asset base of Rs. 17,344 Cr. and equity base of Rs. 2,117 Cr it is having the annual turnover is Rs. 4,600 Cr. INSTALLED CAPACITY As at 31st March 2008 the installed capacity of the APGENCO is 7010.90 MW comprising of 3382.50 MW Thermal,3626.50 MW Hydel and 2 MW of Wind.APGENCO is the 3rd largest State owned Power Utility in the Country in Thermal installed Capacity, after National Thermal Power Corporation Limited (28,224 MW), Maharashtra Generation Corporation (10,317 MW). APGENCO’s installed Hydro capacity 3626.50 MW is the highest among all power utilities in the country.APGENCO constitutes 56.6% of total Andhra Pradesh state installed capacity (12381.5 MW) and it is contributing about 50% of energy to the AP State grid requirement. 39
- 40. APGENCO POWER STATIONS S.No Name of the Station No. of units X Capacity(MW) Total Installed Capacity (MW) Thermal Stations 1 Vijayawada Thermal Power Station 6 x 120 1260 2. Rayalaseema Thermal Power Project 4X210 840 3. Kothagudem Thermal Power Station 4X60 + 4X120 720 4. Kothagudem Thermal Power Station Stg V 2X250 500 5. Ramagundem Thermal Power Station 1X62.5 62.5 Total Thermal 3382.5 Hydel Stations 1. Machkund Inter State Project 3X17+ 3X23= 120 (70% A.P Share) 84 2. Tungabadra Inter State Project 8X9 = 72 (80% A.P Share) 58 3. Upper Sileru hydro Electric Scheme 4X60 240 4. Donkarayi Canal Power House 1X25 25 5. Lower Sileru Hydro Electric Scheme 4X115 460 6. Srisailam Right Bank 7X110 770 7. Srisailam Left Bank 6X150 900 8. Nagarjuna Sagar Hydro Electric Scheme 1X110 + 7X100.8 815.6 9. Nagarjuna Sagar Right Canal Power House 3X30 90 10. Nagarjuna Sagar Left Canal Power House 2X30 60 Priyadarshini Jurala Hydro Electric Project 1X39.2 39.2 11. Pochampadu Hydro Electric Scheme 3X9 27 12. Nizam Sagar Hydro Electric Scheme 2X5 10 13. Penna Ahobilam Hydro Electric Scheme 2X10 20 14. Singur Hydro Electric Scheme 2X7.5 15 15. Peddapalli Mini Hydro Scheme 1X9.16 9.16 16. Palair Mini Hydro Scheme 1X2 2 17. Chettipeta Mini Hydro Scheme 1X1 1 Total Hydro 3625.46 Wind Wind Mills at Ramagiri 1X2 2 Total Installed Capacity of APGENCO 7009.9 40
- 41. PROJECTS UNDER EXECUTION Name of the Project Capacity (MW) Commissioning Programme Vijayawada Thermal Power Station Stage-IV 500 August 2008 Kakatiya Thermal Power Project, Warangal 500 February 2009 Kakatiya Thermal Power Project Stage-II 500 December 2010 Krishnapatnam Thermal Power Station, Nellore 1600 ( 800 x 2) November 2012 Kothagudem Thermal Power Station Stg-VI 500 December 2009 Rayalseema Thermal Power Project Stage-III 710 2009-2010 Rayalseema Thermal Power Project Stage-IV 600 June 2011 Priyadarshini Jurala Hydro Electric Scheme, 234 (39 x 6) Unit-I - Started Balance – After July 2008 Nagarjuna Sagar Tail Pond Dam Power House 50 (25 x 2) Unit-I July 2008 Unit-II Nov 2008 Pochampad H.E.S Unit-IV 9 September 2008 KTPS Stage-VI 500 December 2009 Gas Based Power Station at Karimnagar 2100 (700 x 3) Unit-I Sep – 2009 Unit-II Dec – 2009 Unit-III March 2010 Pulichintala Hydro Electric Project 120 (30 x 4) Unit-I Sep – 2009 Balance – 2010 Lower Jurala Project 240 November 2007 Polavaram Hydro Electric Project 960 Under Development Stage Dummugudem Hydro Electric Project 312 Singareddypalli Hydro Electric Project 200 TOTAL 9155 MW Almost the capacity of present is going to be more than double in the year 2010 i.e., 15,000 MW after commencing of these projects. PHYSICAL PERFORMANCE APGENCO is having six coal based thermal power plants of various capacities at five locations.The performance of thermal power plants is measured by the Plant Load Factors (PLF) achieved during a year.The overall performance of APGENCO’s Thermal plants compared to few other well known State Electricity Generating Corporations in India over the last five years is as below: 41
- 42. PLANT LOAD FACTOR (PLF %) Year Generation (MU) Plant Load Factor (%) Rank among SEBsAPGENCO All India Avg 2000-01 29163 85.1 68.7 I 2001-02 28003 86.3 70.0 I 2002-03 26370 88.9 72.3 II 2003-04 25420 86.0 73.0 III 2004-05 28717 89.7 74.8 I 2005-06 28751 79.9 73.6 III 2006-07 28557 85.0 76.8 IV 2007-08 23686 85.7 78.6 IV With the above mentioned outstanding performance, APGENCO has been winning Productivity awards instituted by Govt of India It is pertinent to mention that VTPS was awarded Meritorious Productivity Award for the 21st time in succession and qualified for incentive for the 12th time in succession for the economic operation of the Plant. Similarly RTPP was awarded the meritorious Productivity Award for the 7th year in succession and qualified for incentive for the 8th time in succession for operating this plant economically. It is pride to state that this plant is at “TOP SPOT” at the National level twice during the last six years winning five Gold Medals in a row. KTPS-V also won the Meritorious Productivity Award for the 5th year in succession and the Gold Medal for the 5th time in succession. It is a pride to the State that this Plant is performing exceedingly well registering average PLF of 91.90% in the first half of FY 2006. GENERATION PARTICULARS FOR THE PERIOD 2001-2008 YEAR THERMAL (MU) HYDEL (MU) APGENCO (MU) PLF% 2001-02 22245 5757 28002 86.3 2002-03 23032 3336 26368 86.3 2003-04 22455 3210 25665 86.0 2004-05 23360 5814.5 29174.5 89.7 2005-06 28750.9 6451 35201.9 79.9 2006-07 22066 9335 31401 85 2007-08 23685.8 9587.5 33273.3 85.7 MU = Million Units 42
- 43. FINANCIAL STATUS From the period 01-02-1999 to 31-04-2004, APGENCO generated and sold 1,30,763.92 MU of energy to APTRANSCO under the Power Purchase Agreement (PPA) signed with them on 07.05.2000. The income from sale of this energy aggregated to Rs.20541.43 crores, which means an aggregate Monthly income of Rs.340 crores.Though APGENCO was entitled for 16% Return On Equity and Incentives for its outstanding performance levels, in terms of the PPA and the GOI guidelines, keeping in view the progress of Reforms being implemented in the AP Power Sector and the transition period difficulties being faced by the new entities, APGENCO has not been receiving ROE and Incentives for the FY 2001. Accordingly the Power generated is being sold at Rs.1.44 /Kwh being the cost of generation, as against IPPs selling price of over Rs.2/Kwh. Thus, APGENCO was mandated to operate at break even for the Financial Year 2003. In the Financial year 2003-04 the company made turn around with a profit of Rs.10.46 crores, 2004-05, Rs.51.63 Crores and in 2005-06 it earns a profit of Rs. 63.03 crores. In 2006-07 it earns a profit of Rs 151.00 Crores and this years i.e, 2007-2008 it earns Rs. 191 crores which is the highest from its formation. HUMAN RESOURCES As on 31.03.2008, APGENCO is having a dedicated Human Resource base of 3012 Executives (2701 Engineering Executives,88 Chemical Executives,177 Non-Technical Executives,19 Medical Executives and 27 Security Executives) and 9294 Workmen. Out of this,361 Engineering Non-Executives,1090 Non-Technical Non-Executives and 7843 Operation and the Maintenance employees are the main contributors for the outstanding performance of the Plants.Infact this technical expertise and the dynamic leadership at Board level are the strengths of APGENCO. QUALITY MANAGEMENT ISO 14001 certification has given to the Vijayawada Thermal Power Station and Kothagudem Thermal Power Station Stage-V.The other stations like Rayalaseema Thermal Power Station, Ramagundam Thermal Power Station and some of other Hydel Power stations are under process for the certification. 43
- 44. WELFARE MEASURES The APGENCO is maintaining good welfare activities for its employees as well as society. • Providing 90% accommodation to its employees who are working on Power Stations in a residential quarters located at each Generating Stations with free power and water facilities. • Established Schools in collaboration with D.A.V Schools at some of the Power Stations and which are functioning to its full swing. • Providing Recreation Clubs, Games, Gym and other entertainment. • It is Providing 8 hospitals at various locations with 10 to 50 bedded inpatient facility and a dedicated medical staff. • Conducting 16 events of Games & cultural activities in Inter Project tournaments with the Generating Stations and also participate in various events of All India Tournaments to develop better human relations with other state’s Electricity Departments.It provides rewards to those employees who are performing well in the games • It also gives the Performance based incentives to the Generating Station which stands first in the performance for encouragement. • Provides free bus services to the employees and their dependents up to the town and important places. • It is also providing a Momento and shall to the employees who are retiring from service on superannuation. 44
- 45. ACHIEVEMENTS & LAND MARKS • APGENCO is the third largest power utility in the county. • Hydel power installed capacity is the highest in the country i.e, 3586.4 MU • Srisailam complex is the largest hydro power station with installed capacity 1670 MW in the country. • The Ministry of Power has awarded for the meritorious performance of power utilities w.e.f 2006- 2007 to VTPS & RTPP on 20.03.2008. • The Ministry of Power has awarded for the meritorious performance of power utilities w.e.f 2004- 2005 to Upper Sileru, KTPS-V, RTPP & VTPS on 21.03.2007. • Unit 3 (210 MW) of Vijayawada Thermal Power Station has established a National Record of continuous service for 441 days from 14.12.2004 to 28.02.2006. • Thermal plants are consistently winning the Gold and silver medals for Meritorious Productivity Award • Recently Srisailam Left Bank Power House,a unique complete under ground powerhouse is successfully commissioned and being operated. This is the first such one in southern region. • AMRP LIFT IRRIGATION Scheme is taken up and completed well below the stipulated time & budget .In that, the pumping station commissioned (18 MW) is first such one in India where water is lifted to an height of 100Mts. • Thermal generation during 2004-05 - 23360 MU - is highest ever achieved by APGENCO • The average PLF of 89.7 % during 2004-05 is the highest ever achieved and highest in the country when compared with the utilities having comparable installed capacity and vintage. • VTPS has been receiving Meritorious Productivity Award for last twenty consecutive years and bagged Gold Medal 9 times in a row since 1994-95. 45
- 46. TRAINING & DEVELOPMENT IN ANDHRA PRADESH POWER GENERATION CORPORATION LIMITED HUMAN RESOURCE DEPARTMENT: The Human Resource Department in APGENCO is headed by Director (Human Resources) who is not only responsible for Human Resource Planning,but also for Administration of Technical & Non-Technical Executives, Legal, Training, Development and motivation of employees.The H.R Department is located at Head Quarters of APGENCO, Hyderabad. HUMAN RESOURCE DEVELOPMENT IN APGENCO: Planning and Human Resource Development has great significance industry like Power Generation. The said industry is showing great deal of interests in planning and utilizing Human Resource development effort to develop factor to ensure flowering of potential of its staff and workers through innovations.To achieve the said objective the APGENCO has introduced Project Level Management and Division Level Management co- ordination committees as a ground for developing analytical and decision making skills for all levels of personnel.Power generation is serving continuous emphasis to skills development through counselling sessions, staff meetings, effective job rotations by daily and formal planning. As per the Factory Act and Factory Rules,Welfare Officers were appointed at Project level to look into aspects relating to employee grievance.Special attention on performance appraisal system for development of every employee/worker and improving the quality of work life too, ultimately vesuets in achieving organizational effectiveness and organizational goals.Daily planning meeting are being conducted with workers as well as with staff members of the every project, skilled training and further developments of HRD in APGENCO. • The HRD has introduced various new schemes such as incentives for commissioning power generation without interruption and other several allowances to the individuals working in every project. • About 50 Engineers at different levels and 100 Operation & Maintenance staff are rewarded in every projects of APGENCO every year. • The Generating Stations which has secured top generation of power in the country is being rewarded by the Central Government level.That reward amount is being distributed to the respective project employees with special gifts for their encouragement. • Special training programmes were been developed in the areas of Thermal, Hydel, Gas based and Super critical Thermal Power Generating Stations.The new development areas and its evolution are being published in the monthly magazine of APGENCO and it will be circulated to all its staff members at Projects and Corporate Office level. • Special training programmes are being organized by the HRD wing at every Generating Stations and at Corporate Office to exchange their views and development activities.The Corporate Office will conduct two day Management Committee Meeting at Head Quarters office with all the Project Heads and Divisional Heads to redress their grievances through a special machinery in work as well as welfare. 46
- 47. TRAINING POLICY OF APGENCO 47 ANDHRA PRADESH POWER GENERATION CORPORATION LIMITED TRAINING POLICY “WE AT APGENCO COMMIT OURSELVES TO CONTINUAL IMPROVEMENT OF OUR HUMAN POTENTIAL THROUGH EDUCATION TRAINING & IMBIBING A CULTURE OF LEARNING. EACH EMPLOYEE WILL RECEIVE ADEQUATE & APPROPRIATE TRAINING EVERY YEAR IN ACCORDANCE WITH THE SKILL & COMPETENCE NEEDS RELATING TO HIS PRESENT & FUTURE FUNCTIONS & RESPONSIBILITIES”. ***
- 48. TRAINING & DEVELOPMENT IN APGENCO – AN OVERVIEW In the fast changing environment both globally as well as in the domestic sector, organizations have to continuously learn and adopt the technologies and management practices.Training and Development programmes is playing an important role in contribution of outstanding performance of the organization.The Organisation is mainly depending on their Technical executives, as the organization is Technical base, they are the backbone of the organization, but simultaneously it also gives the equal importance to the Non- Technical Executives for the smooth functioning of the organization.The APGENCO conducts training programme to its employees on a regular basis, i.e.,there is a continuous process of training programmes in different modules and subjects. There are two major in-house & one out-house Training Centres in APGENCO which are giving training to its employees in a continuous batches working effectively and efficiently in-house and out-house training programmes. • Training Institute at Vijayawada. • Computer Training Centre at Hyderabad. • Corporate Training Institute, Hyderabad. TRAINING INSTITUTE: Vijayawada Thermal Power Station Training Institute was started in the year 1986 with 10 Nos staff with the motive to train Engineers specially newly recruited Engineers (Technical Employees) to meet the tomorrow’s demand of power in the state by increasing the productivity of APGENCO.By growing the leaps and bounds,the Training Institute has become the Central Training centre for entire APGENCO by conducting training to all branches including Information Technology Training to meet the needs of all cadres of APGENCO. VTPS Training Institute has honored as one of the reputed Power Training Institute in the category-I in All India Ranking for the year 2003-04 by Central Electricity Authority, Govt of India, New Delhi. COMPUTER TRAINING CENTRE: Computer Training Centre in APGENCO was started in the year 2003 after declaring the year 2002 as the year of computerization by the State Govt to train the employees and to maintain the computerized departments in a decentralized Computer Training which means training is to be given within the office premises. The basic courses and some of the advance courses in computer is offered at the concerned work place in the part-time basis at the respective working station for the sake of the employees. There are 3,546 employees who reap the benefit by taking the advantage of training and performing better in their jobs. 48
- 49. CORPORATE TRAINING CENTRE: A Corporate Training Centre is functioning at Head Quarters, Hyderabad with the motive to provide external training i.e, Out-house Training Programmes to the Technical and Non-Technical exectuvies of APGENCO to learn the latest technologies and innovations made in the Power Sector and the training provided by other Power Sector agencies and Trg Institutes i.e, NPTI, NTPC, PMI, BHEL, Institute of Engineers, ICWAI etc. APGENCO is sending a minimum of six to eight executives monthly for outside Training Programmes to the above Power Sector Institutes who are conducting the training programme and send their invitation to the APGENCO for the Refresher Course, Workships and Short duration Training Programmes.As the organization believes that the development of an individual is development of the organisation. TOOLS FOR IDENTIFICATION OF TRAINING PROGRAMME: They are various tools for identification of the need of the training to the employees of APGENCO. • Annual Appraisal Report (AAR). • Recommendation of the controlling officer for training to the individual. • Implementing new methods and machineries to the Power Station. TRAINING PROGRAMMES: In the fast changing environment both globally as well as in the domestic sector,APGENCO continuously learn and adopt the technologies and management practices.Recognizing the need, the APGENCO’s Training Institute and Training Centre is offering various training programmes covering Management Development, Construction, Operation & Maintenance of Power Plants (Thermal, Hydel & Gas) and Information Technology covering all employees of APGENCO in long duration and short duration programmes. •Induction Training Programmes for Asst. Engineers & Sub-Engineers • Refresher course on Operation & Maintenance of Thermal Power Station. • Management Training programmes to the Engineers & Executives. • Technical Seminars and work shops on different modules of Technical and Managerial subjects. • Computers Courses like Basics, MS-Office, Oracle 9i, DBA,Visual Basic, Oracle, SQL Server, Auto CAD, Intelli CAD. • Software Accounting Packages like Tally, Wings, & Pay Roll system. 49
- 50. TRAINING SCHEDULE: The Training Institute, VTPS prepared a training calendar for every year duly enquiring the requirement of training needs from every Division of APGENCO from every Thermal, Hydel, Gas & Wind stations.As the Thermal and Hydel stations are very big and there are very huge machineries,the designing of the technical training is with the help of each division and recommendation of the each division at each stations, there are various division in Thermal & Hydel Power Generating Stations like, Generators,Boilers,Coal Handling Plant,Plant & Erection, Fuels & Oils, PSB, Electrical Maintenance, Mechanical Maintenance, Sub-Stations, MCR, Water Cooling Towers, Ash Pond, Chemical Treatment Plants, Civil Construction, Civil Maintenance, Stores.The Incharge of the Training Institute send the requirement of training needs to each division at the time of September of every year and they will send back in October, after examination of all the requirements of the stations, they prepare the schedule of training programme for Engineers which covers all the subjects which should help the individuals to perform his functions. The Computers Centre at Hyderabad prepares its schedule according to the need and recommendations of the Officials to train up the employees for the basic and advance courses like,Basics,MS-Office,Oracle 9i, DBA,Visual Basic,SQL Server,Auto CAD,Intelli CAD which is helpful in computerization process of APGENCO.All these courses are designed on part time basis without interrupting the regular work. EXTERNAL TRAINING (Including Abroad) After globalisation, the power sector is also measuring the technologies with the other countries power sector to have a global mark. In the meanwhile, the APGENCO is having good relations with the power sectors of China, Germany, Russia etc. In the month of December 2006, APGENCO has sent 19 Engineers including senior & junior Engineers to undergo training at China by M/s. China National Machinery and Equipments Import & Exports Corporation Litd, China and a study tour by four senior Engineers at various Power Generating Stations which is going to be continued on a regular basis. Turbine & Generator Training at M/s. Harbin Electric Co., works,Harbin, China.Governor at M/s. Wuhan San Lian Co, Ltd, Wuhan, China Excitation System, Guang Zhou Electric Apparatus Research Institute,China Contr- ol&Protection System at M/s. Guodian Nanjing Automation Co, Ltd, Nagjing, China.Power Line Carrier Communication at M/s. Yangzhou Heiua Co Ltd, China Ventilation & Air Conditioning at M/s. Dezhou Yatai Froup Co., Ltd, Dezhou China.D.G. Sets at M/s. Shagani Dingxing Generating Equipment Group, Shaghai. Study Tour of Sr. Engineers at Bulb Type Hydro Generating Units in three power plants of China. Even though, the other country officials of the Power Industry rapidly visited the APGENCO on study tour and also sent some Engineers to undergo training on Hydel Power Generation. The training programmes offered by the National Power Training Institute (NPTI), BHEL Training Institute,Power Management Institute, NTPC, NHPC and some other agencies are considering for betterment of the Executives and APGENCO is regularly sending training to their executives at these Institutes. 50
- 51. INFRASTRUCTURE & ENVIRONMENT A learning community requires a learning ambience with an impressive infrastructure. Training Institute:The infrastructure available in the Training Institute is fully satisfied in a full of greenery environment. AUDIO/VISUAL AIDS: The Training Institute, VTPS is equipped with modernized and good infrastructure with latest equipments of model designs and the lecture rooms & conference hall equipped with large number of state of art teaching aids (Audio & Visual)which is useful to the trainees during their programmes. LIBRARY:The Training Institute,VTPS is equipped with a centralized air conditioned spacious Library with various kinds of magazines, journals &, periodicals, manuals and books related to the various subjects,Operation & Maintenance Manuals of the different power stations and books of reputed authors. COMPUTER LAB:The centralized computer lab is equipped with 18 systems and have the capacity to train about 17 participants simultaneously, catering to both high end and low end user needs interconnected with Local Area Network and Internet. ENVIRONMENT:The training Institute is located in a greenery premises and the surrounding alike fruity and flowery gardens. RESDIENTIAL FACILTIY: It is also providing boarding and lodging facility for at-least 80- 90 trainees and faculties and a mini bus to meet the transport facility. It is also having centralized computer lab with 20 latest equipped systems to train at least 18 trainees in each batch. TRAINING CENTRE:Computer Training Centre is well equipped with modern infrastructure, the art of audio & visual teaching aids and latest systems with a good seating arrangements to meet the computer training needs comfortably at the Corporate Office with 1:1 system. MANAGEMENT/STAFF: The staff of the Training Institute is well experienced and dedicated towards their work and having a rich experience.It is headed by the Chief Engineer and duly assisted by the Superintending Engineers/Divisional Engineers/ ADEs/AEs and other staff members for the smooth functioning of the Training Institute. The Computer Training Centre is headed by the Executive Director (IS) who is also incharge of the computer administration of APGENCO and the incharge of the centre if Divisional Engineer (Computers) assisted by the supported staff members for the smooth functioning of the Training Institute. 51
- 52. SELECTION OF TRAINEES: • It is very important to select the right candidate for training.In APGENCO, the three months Induction Training to the Engineers are mandatory, they will be train in a batch wise containing a batch of 40 Nos in each batch. Selection of the trainees to the training programme is depend on the programme. • For the programmes like, Induction Training to Engineers,selection is done randomly i.e.,throughout APGENCO Power Stations choosing a minimum number from each Power Generating Station. • For the programmes like Refresher course & Seminars, it is depending on the recommendation of the controlling officers and the willingness of the candidate and also on the capacity of the batch. • For the Computer related training programmes, most of the programmes will be conducted on the recommendation of the controlling officers and requirement/need of the wing. FACULTY: Facilitating the learning experience,APGENCO deals with a wide spectrum of participants ranging from Executive trainees to key decision makers in organization.Faculty members work closely with the participants to enable them to transfer what has been learnt to the work place. The dedicated pool of faculty consists in house expertise of APGENCO, as they are having good knowledge and rich experience in the related field, besides enriched resource of academicians from other power sector professionals i.e.,from NTPC,NHPC,BHEL etc and academic faculties from National Institute of Technology, Indian Institute of Technology,Madras and some of the Private Agencies/Consultants who are offering the services. For the Computer related training,APGENCO hired the Institutes like,SISI/CMTES,CMC,Trichom Computers Pvt Ltd, etc for purpose of giving training to its employees. COURSE MATERIAL: Handout on the various topics covered during the training programmes is prepared by the respective Training Institute/faculty except computer training and distributed to the participants of each training programme.In addition to the handouts copies of important circular, guidelines, reference material is also provided for ready reference.For the Computer training, the material will be given by the respective computer institutes who are hired to conduct the training programmes. 52
- 53. EVALUATION & FEED BACK: Evaluation and feedback of the training programme is one of the important areas of operation at both TI & TC.The timetable of the training programme is given to the participants on the first day itself which also contains topics covered and concerned faculty. On completion of every session of the class, a feed is taken with the trainees on trainer/session conducted.After completion of the training programme,a consolidated feed back is also taken on overall programme.Based on the feed back given by participants, various steps would be taken for improvement of the training programme and faculty. REWARDS: Rewards will be given to the outbounding trainees/trainer whose performance plays well in the training an they will be rewarded with cash awards, mementos etc along with the certificate to encourage the other participants to perform well and make good utilization of the programme. EXPENDITURE: As per the National Training Policy and Central Electricity Authority, Govt of India, the organization has to spend 1.5% of the total salary budget on training of executives of the organization.The expenditure is calculated on the yearly basis for the all the programmes conducted in a particular year i.e, from April to March including all the expenditures like Faculty stipend, stationary, tour, lunch & refreshment arrangements etc concerned Training Institute/Centre. The expenditure incurred on last year training programmes for the calendar year 2006-2007 of Training Institute/VTPS is Rs. 55,71,600-00 (fifty five lakhs seventy one thousand and six hundred only) for all the training programmes. The expenditure incurred on last year computer training programmes for the calendar year 2006-2007 of Training Centre, Hyderabad is Rs. 5,00,000-00 (Rupees five lacsonly). 53
- 54. REVIEW OF LITERATURE As part of a larger research project on evaluation, I reviewed the relevant Australian, British and American journals for the period 1970-1986. My intention was to identify themes or trends in the evaluation of T&D programs, and ultimately to extract from the literature some practical guidelines, techniques or models useful to T&D/HRD professionals, particularly in the area of management development and Human Resource programs. I was initially surprised by the relatively small number of articles on the subject of evaluation. A total of six articles in Australian journals was found (five by Australian practitioners), and the Australian National Library has no record of any publication dealing with HRD evaluation for the period 1980-86. In British and American journals, some eighty articles were located, the most prolific period being 1982-84. The other impression one gains is of the uneven quality of this material. Much of it is rather superficial and general; some on the other hand is so academic in style it would be difficult for many practitioners to understand or apply. The lack of extensive bibliographies and literature reviews was also a surprise finding. As a result, one of the products of this research project was the development of an annotated bibliography of more than eighty articles. This is included at the end of this article. In reviewing the literature I undertook a content analysis of the articles. In this article I will relate my findings in relation to the definition of evaluation, the purpose of evaluation as expressed by the author, and the models or techniques proposed. 54
- 55. Current evaluation practice There is ample evidence that evaluation continues to be one of the most vexing problems facing the training fraternity.Catanello and Kirkpatrick's 1968 survey of 110 industrial organisations evaluating training (Burgoyne and Cooper, 1975, 60) revealed that very few were assessing anything other than trainee reactions. Looking at similar data and the emphasis in much of the literature, one wonders if there has been much change in 20 years (see, for example, Brown, 1980, 11). Galagan (1983,48) and Del Gaizo (1984, 30) both refer to a survey of Training and Development Journal readers in which 30% of the respondents identified evaluation of training as the most difficult part of their job. Easterby-Smith and Tanton (1985, 25) report on their British survey involving HRD practitioners in fifteen organisations. In virtually every case the only form of evaluation being done was end-of-course trainee reactions, and the data so obtained seldom used. Such findings are similar to my own 1985 survey of a sample of Public Service and private company trainers in Sydney to determine both their attitude to evaluation and what was being carried out by them in practice. All expressed a firm belief in the principle of evaluation, and all administered end of-course forms of varying degrees of complexity to gauge trainee reactions to the instructors, content, and facilities. But 75% admitted that was as far as their evaluation went, mainly because they did not know what else to do. As Easterby- Smith and Tanton (1985) observe, much current practice is only a ritual, and in many cases the evaluation that counts is done before the course is ever given; post-course data merely confirm prior judgements that the training is satisfactory. In the minds of many practitioners evaluation is viewed as a problem rather than a solution, and an end rather than a means. Where evaluation of programs is being undertaken it is often a 'seat of the pants' approach and very limited in its scope. Overawed by quantitative measurement techniques, and lacking both the budget and the time as well as the required expertise for comprehensive evaluations, trainers often revert to checking in the only way they know - post-course reactions - to reassure themselves the training is satisfactory. If the literature is a reflection of general practice, it can be assumed that many practitioners do not understand what the term evaluation encompasses, what its essential features are, and what purpose it should serve. Consequently the use of training courses far outstrips what is known of their usefulness. When such programs are evaluated, the common sources of data (other than trainee reactions) are numbers of participants, decreased absenteeism at work, high rating of instructors, etc. Many trainers are therefore making judgements on the basis of activities ("employee days of training") and not on relevant results. Many practitioners regard the development and delivery of training courses as their primary concern, and evaluation something of an afterthought. On the other hand, adopting the premise that no news is good news, many practitioners still avoid the evaluation issue. Preferring to "remain in the dark", and worried that evaluation will only confirm their worst fears (since they have no other alternative to offer management if the current program is shown to be educationally ineffective), they choose to settle for a non-threatening survey of trainee reactions. 55
- 56. Towards a definition Providing a sound definition is more than a lexicographic exercise; it can clarify and refine concepts, generating a framework within which to develop a pragmatic approach to the subject. Evaluation is no exception, and the apparent confusion in the minds of many as to the purposes and functions of evaluation corresponds to the ignorance or misunderstanding of what is meant by this and related terms such as research,validation, and assessment. A variety of definitions can be found in the literature, many of them stipulative, and the inconsistencies in the use of the terminology has "muddied the waters'' of training evaluation a great deal, affecting the success of evaluation efforts (Wittingslow, 1986, 8). Bramley & Newby (1984a) summarise the diversity of terminology used over the past decade, and offer a most helpful comprehensive table showing the interrelationships between various concepts of evaluation. Rackham (1974, 454) offers perhaps the most amusing and least academic definition of evaluation, referring to it as a form of training archaeology where one is obsessively digging up the past in a manner unrelated to the future! In the literature reviewed, where a definition of evaluation is given, the majority of writers tend to view it as the gathering of information in order to make a value judgement about the program, such as necessary changes or the possible cessation of the program. Williams (1976, 12) defines evaluation as the assessment of value or worth. Harper & Bell (1982, 24) refer to the planned collection, collation and analysis of information to enable judgements about value and worth. However, as Williams (1976, 12) observes, value is a rather vague concept, and this has contributed to the different interpretations of the term evaluation. Some definitions (Goldstein, 1978; Siedman, 1979; Snyder et al, 1980) focus on the determination of program effectiveness. Several definitions emphasise evaluation as a basis on which to determine program improvements (Rackham, 1973; Smith, 1980; Brady, 1983; Morris, 1984; Foxon, 1986; Tyson & Birnbrauer, 1985). The distinction between formative and summative evaluation is not mentioned by most of these writers, but is implicit in their definitions. Many writers not only differ in their definition of evaluation - they also use evaluation terminology interchangeably and in some cases quite confusedly. Burgoyne & Cooper (1975) for example, use the term evaluation research as synonymous with evaluation. While evaluation and research may appear at first sight to be similar, there are clear differences. Research is aimed at the advancement of scientific knowledge - it is not a given that it should be immediately useful or practical. Control groups, experimental designs, and total objectivity characterise research projects. Unlike research, it is the context of the evaluation which defines the problem, and the evaluator's task is to test generalisations rather than hypotheses. The evaluator may not be able to avoid making value judgements at every stage whereas the researcher must avoid any subjectivity. Evaluation is also confused by some with the terms measurement and assessment. Evaluation involves description and judgement; measurement and/or assessment provides the data on which to base the evaluation. This confusion of terms is most obvious when considering the use of "evaluation" and "validation". While most American writers do not see validation as separate from evaluation, there are still British writers who appear to draw the distinction (Hawes & Bailey, 1985; Rae, 1985). Rae regards assessment as the measuring of the practical results of the training in the work environment; this, with validation of the training and training method, comprises evaluation). It must therefore be borne in mind that the terms "validation" and "evaluation", often used in HRD literature, do not always mean one and the same thing. 56
- 57. The literature reveals a broad range of definitions and considerable confusion in the use of associated terms, and it would seem that HRD practitioners have yet to give serious consideration to what the term evaluation actually means. Purpose of evaluation As well as the lack of agreed-on definition of evaluation, there is an equally broad range of opinions as to the purpose of evaluation. More than 20% of the writers neither describe nor imply a purpose for the evaluation. Where purposes are outlined, they provide some telling insights. For example, 15% see the purpose of evaluation as justifying the training department's existence and providing evidence of cost benefit to the organisation. The majority of these articles surfaced in the period 1980-83, and clearly reflect the preoccupation of many practitioners with keeping their jobs during an economic downturn and resultant HRD budget cuts! While a mere 2% consider assessing trainee reactions to be the purpose of evaluation, and 50% see the purpose as judging the quality and worth of the program in order to effect improvements and/or identify the benefits of the training it should be remembered that studies already referred to provide evidence that many trainers are not evaluating beyond the level of trainee reactions. What trainers believe should be done, and what they do in practice seem to differ markedly. Despite the regular reference in the literature to Kirkpatrick's (1983) four stage model, only a small percentage consider the purpose of evaluation specifically in these terms. Several writers resist stating a purpose for evaluation, adopting the view that the purpose depends on various factors (Thompson, 1978; Brinkerhoff, 1981; Salinger and Deming, 1982). Evaluation, according to Salinger and Deming (1982,20) is the response to the question "What do you want to know about training?" Nor should its purpose "self-serving" but designed in terms of someone doing something with the information (Brinkerhoff, 1981, 67). Bramley and Newby (1984a) identify five main purposes of evaluation: feedback (linking learning outcomes to objectives, and providing a form of quality control), control (using evaluation to make links from training to organizational activities, and to consider cost effectiveness), research (determining relationships between learning, training, transfer to the job), intervention (in which the results of the evaluation influence the context in which it is occurring), and power games (manipulating evaluative data for organisational politics). Burgoyne and Cooper (1975) and Snyder et al. (1980) discuss evaluation in terms of feedback and the resultant issue of control. A decision must be made about how and to whom evaluation feedback will be given. Evaluators are usually conversant with the purpose of the evaluation once they commence it, but this may be because they have a generalized view that the purpose of evaluation is to produce a certain set of data,or because they have determined what purpose the client wishes the evaluation to have. It is possible however that an evaluator may have no specific purpose. The identification of unanticipated side effects of the program may be an important evaluative purpose. Lange (1974) suggests it is often difficult to determine the purpose - there may be several; furthermore, the evaluator may not discover the real purpose until the end of the exercise. 57
- 58. Models and techniques As with definitions and purposes, there is great variety in the evaluation models and techniques proposed. In some cases it is very difficult to separate the techniques from the 'model' - the writers are actually presenting an evaluation approach using a specific technique rather than a model. Nearly 50% of the literature discusses case study or anecdotal material in which models and techniques are referred to, but seldom provides detail useful to the reader wishing to implement these. More than 80% of these articles lacked evidence of background research and many failed to offer practical applications. If the literature reviewed is a reliable guide, Kirkpatrick's four stage model of evaluation is the one most widely known and used by trainees. Perhaps this is because it is one of the few training-specific models, and is also easily understood. Nearly one third of the journal articles from all three countries made reference to his model, and of the eleven writers actually presenting a specific model of evaluation (as opposed to the development of an evaluation strategy), five have drawn inspiration from Kirkpatrick's work. The objectives-driven model also surfaces in various forms in the literature, although Tyler's name with which it is associated is rarely mentioned. This model of evaluation focuses on the extent to which training objectives have been met, and the common method of evaluating transfer of learning is by control groups. The desirability of setting measurable objectives, following a cost-effective plan to meet them, and evaluating to determine the degree to which they are met is a recurring theme in the HRD literature (Elkins, 1977; Freeman, 1978; Keenan, 1983; Del Gaizo, 1984; Larson, 1985). The literature is cluttered with suggested evaluation techniques ranging from simple questionnaires to complex statistical procedures. Often the one technique is presented under several different names, such as pre & post testing which is variously referred to as pre-then-post testing (Mezoff, 1981), the 3-Test Approach (Rae, 1983), and Time Series Analysis (Bakken and Bernstein,1982). Similarly, Protocol Analysis (Mmobuosi, 1985) and the journal method of Caliguri (1984) are basically one and the same technique. Much of the literature reviewed could be regarded as presenting "general techniques" and as such much of it is superficial. For example, in addressing the problem of evaluating the degree to which participants after training use the skills learned back on the job, one reads such statements as "Be sure the instrument [you design] is reliable and delivers consistent results", and "Measure only what is actually taught and measure all the skills taught". Sadly, such broad brush advice is all too common. Even some of the case study articles gave no insight into their methodology or techniques. There are three categories of evaluation techniques covered in the literature. The first is the interview. This can be of the trainer, trainee or trainee's superior. It may be pre, during or post training; structured or unstructured. Questionnaires can be used to evaluate at several levels, either qualitatively or quantitatively; as self assessment or objective measures. Finally, there are quantitative and statistical measures including control groups, experimental and quasi-experimental designs. These are far less likely to be used. There appears to be no mid-point between reasonably subjective measures and scientifically controlled measurement available to the HRD evaluator. Evaluation linked to performance indicators is not common and as Goldstein observes,"The field is in danger of being swamped by questionnaire type items.The failure to develop methodologies for systematic observation of behaviour is a serious fault" (1980,240). 58
- 59. DATA ANALYSIS & INTERPRETATION 1).Did you think the trainers were good communicators?. a) extremely good b) good c) better d) not so good INTERPRETATION: According to the observation of 100 samples, 45 employees goes with ‘extremely good’option, that means the organization is providing training for new recruitees and entrants and 35 employees agrees the ‘good’option,as all the entrants cannot be trained at a time.22 of them goes with ‘better’option and rest of them are with ‘not so good’option.The majority of employees agreed that the trainers were good communicator. OPINION RESPONDENTS PERCENTAGES Extremely good 45 45% Good 22 22% Better 35 35% Not so good 8 8% 59
- 60. 1. How would you rate the time management skills? a) extremely good b) good c) better d) not so good INTERPRETATION: According to the observation of 100 samples,55 employees goes with ‘extremely good’option, that means the organization is providing training for new recruitees/entrants and 30 employees agrees the ‘good’ option ,as all the entrants cannot be trained at a time.5 of them goes with ‘better’ option and rest of them are with ‘not so good’ option. 60 OPINION RESPONDENTS PERCENTAGES Extremely good 55 55% Good 30 30% Better 5 5% Not so good 10 10%
- 61. 3). Are you satisfied with the training provided? a) extremely good b) good c) better d) not so good 61 OPINION RESPONDENTS PERCENTAGES Extremely good 45 45% Good 20 20% Better 35 35% Not so good 5 5%
- 62. INTERPRETATION: According to the observation of 100 samples,55 employees goes with ‘extremely good’ option, that means the organization is providing training for new recruitees/entrants and 30 employees agrees the ‘good’ option ,as all the entrants cannot be trained at a time.5 of them goes with ‘better’ option and rest of them are with ‘not so good’ option. 4). Do you feel you are being rewarded for your efforts at work place? a) extremely good b) good c) better d) not so good OPINION RESPONDENTS PERCENTAGES Extremely good 65 55% Good 30 30% Better 5 5% Not so good nil nil 62
- 63. INTERPRETATION: According to observation of 100 samples,65 employees goes with ‘extremely good’option,that means organization is providing training for new recruiteesentrants and 30 employees agrees the ‘good’option ,as all the entrants cannot be trained at a time.5 of them goes with ‘better’option. 5).Do you feel there should be hands on practical training related to various equipment and other tools in the mechanical profession? a) extremely good b) good c) better d) not so good OPINION RESPONDENTS PERCENTAGES Extremely good 35 55%t Good 30 30% Better 10 5% Not so good 25 25% 63
- 64. INTERPRETATION: According to the observation of 100 samples, 35 employees goes with ‘extremely good’option,that means the organization is providing training for new recruitees/entrants and 30 employees agrees the ‘good’ option ,as all the entrants cannot be trained at a time.10 of them goes with ‘better’ option and 25 choosed the option as ‘not so good’. 6).Do you think that your current job has explored your potential to the full extent? a) extremely good b) good c) better d) not so good 64
- 65. INTERPRETATION: According to the observation of 100 samples,65 employees goes with ‘extremely good’option,that means organization is providing training for new recruitees/entrants and 10 employees agrees the ‘good’ option , as all the entrants cannot be trained at a time.10 of them goes with ‘better’ option and 15 choosed the option as ‘not so good’. OPINION RESPONDENTS PERCENTAGES Extremely good 65 65% Good 10 10% Better 10 10% Not so good 15 15% 65
- 66. 7).Whether induction training is well-planned exercise in your organization? a) extremely good b) good c) better d) not so good INTERPRETATION: According to the observation of 100 samples, 35 employees goes with ‘extremely good’option, that means the organization is providing training for new recruitees and entrants and 25 employees agrees the ‘good’ OPINION RESPONDENTS PERCENTAGES Extremely good 35 35% Good 25 25% Better 25 25% Not so good 15 15% 66
- 67. option , as all the entrants cannot be trained at a time.25 of them goes with ‘better’ option and 15 choosed the option as ‘not so good’. 8).How often are the training programmes conducted in your organization? a) monthly b) quarterly c) half yearly d) yearly OPINION RESPONDENTS PERCENTAGES Monthly 45 45% Quarterly 35 35% Half Yearly 15 15% Yearly 5 5% 67
- 68. INTERPRETATION: According to the observation of 100 samples, 45 employees goes with ‘extremely good option, that means the organization is providing training for new recruitees/entrants and 35 employees agrees the ‘good’ option,as all the entrants cannot be trained at a time.15 of them goes with ‘better’ option and 5 choosed the option as ‘not so good’. 9).On what basis selection of the training programme is done? a) Performance b) Seniority c) Random d) All the above 68
- 69. INTERPRETATION: According to the observation of 100 samples, 45 employees goes with ‘extremely good’option, that means the organization is providing training for new recruitees/entrants and 35 employees agrees the ‘good’ option , as all the entrants cannot be trained at a time.15 of them goes with ‘better’ option and 5 choosed the option as ‘not so good’. OPINION RESPONDENTS PERCENTAGES Performance 45 45% Seniority 35 35% Random 15 15% All the above 5 5% 69
- 70. 10).What is your opinionon training environment and infrastructure available at training centre? a) extreme good b) good c) better d) not so good INTERPRETATION: According to observation of 100 samples, 35 employees goes with ‘extremely good’option,that means organization is providing training for new recruitees/entrants and 25 employees agrees the ‘good’ option,as all the entrants cannot be trained at a time.25 of them goes with ‘better’ option and 15 choosed the option as ‘not so good’. OPINION RESPONDENTS PERCENTAGES Extremely good 35 35% Good 25 25% Better 25 25% Not so good 15 15% 70
- 71. 71
- 72. 11).Do you find training material is useful to your job situation? a) extremely good b) good c) better d) not so good INTERPRETATION: According to the observation of 100 samples, 58 employees goes with ‘extremely good’ option, that means the organization is providing training for new recruitees and entrants and 25 employees agrees the ‘good’ option , as all the entrants cannot be trained at a time.10 of them goes with ‘better’ option and 7 choosed the option as ‘not so good’. OPINION RESPONDENTS PERCENTAGES Extremely good 58 58% Good 25 25% Better 10 10% Not so good 7 7% 72
- 73. 73
- 74. 12).The trainers are usually from? a) Inside the organization b) Outside the organization c) Both INTERPRETATION: According to observation of 100 samples, 45 employees goes with ‘inside the organization’ option,that means organization is providing training for new recruitees/entrants and 35 employees agrees the ‘outside the organization’option,as all the entrants cannot be trained at a time.25 of them goes with ‘both’ option. OPINION RESPONDENTS PERCENTAGES Inside the organization 45 45% Outside the organization 35 35% Both 25 25% 74
- 75. 13).How will rate the overall performance of training programme as a learning experience? a) extremely good b) good c) better d) not so good OPINION RESPONDANTS PERCENTAGES Extremely good 35 35% Good 25 25% Better 12 12% Not so better 18 18% INTERPRETATION: According to observation of 100 samples,35 employees goes with ‘extremely good’ option, that means the organization is providing training for new recruitees/entrants and 25 employees agrees the ‘good’ option ,as all the entrants cannot be trained at a time.12of them goes with ‘better’ option and 18 choosed the option as ‘not so good’. 75
- 76. 14).Training improves your capability and skills? a) extremely good b) good c) better d) not so good OPINION RESPODENTS PERCENTAGES Extremely good 37 37% Good 23 23% Better 17 17% Not so good 23 23% INTERPRETATION: From the 100 samples,37 respondents agrees with ‘extremely good’option that the training programme improves skills and capability of trainees and 23 respondents agrees with the option ‘good’, and also 17 respondents are decided to say that ‘better’option.Atlast 23 respondents specifies the ‘not so good’. 76
- 77. 15).Does training programme reduce errors and wastage at workplace? a) yes b) no OPINION RESPONDENTS PERCENTAGE Yes 88 88% No 12 12% INTERPRETATION: From the 100 samples,88 respondents agrees with ‘yes’option that the training programme improves skills and capability of trainees and 12 respondents agrees with the option ‘no’, option. 77
- 78. 16).Does training programme meet pre-specified objectives? a) extremely good b) good c) better d) not so good OPINION RESPODENTS PERCENTAGES Extremely good 37 37% Good 23 23% Better 17 17% Not so good 23 23% INTERPRETATION: According to observation of 100 samples,37 employees goes with ‘extremely good’ option, that means the organization is providing training for new recruitees/entrants and 23 employees agrees the ‘good’ option ,as all the entrants cannot be trained at a time.17of them goes with ‘better’ option and 23 choosed the option as ‘not so good’. 78
- 79. 17).Do you feel training is essential for development of yourself&development of organization? a) extremely good b) good c) better d) not so good OPINION RESPODENTS PERCENTAGES Extremely good 67 67% Good 23 23% Better 5 5% Not so good 5 5% INTERPRETATION: According to observation of 100 samples,67 employees goes with ‘extremely good’ option, that means the organization is providing training for new recruitees/entrants and 23 employees agrees the ‘good’ option ,as all the entrants cannot be trained at a time.5 of them goes with ‘better’ option and 5 choosed the option as ‘not so good’. 79
- 80. 18).Does your organization respond promptly to the new innovations and technologies? a) extremely good b) good c) better d) not so good OPINION RESPONDENTS PERCENTAGES Extremely good 40 40% Good 20 20% Better 20 20% Not so good 20 20% INTERPRETATION: According to observation of 100 samples,40 employees goes with ‘extremely good’ option, that means the organization is providing training for new recruitees/entrants and 20 employees agrees the ‘good’ option ,as all the entrants cannot be trained at a time.20 of them goes with ‘better’ option and 20 choosed the option as ‘not so good’. 80
- 81. 19).Why do you feel the need for a training and development programme is necessary? a) For better prospectus b) To evaluate other streams in which you can test your skill c) For more challenging office duties d) All the above OPINION RESPONDENTS PERCENTAGES For better prospectus 65 65% To evaluate other streams in which you can to test your skills 25 25% For more better challenging office duties 10 10% All the above 0 0% 81
- 82. 20).How do identify the training needs? a) Only after identifying the objectives b) Only when it felt that it would assist in solution of a specific problem c) All the above OPINION RESPONDENTS PERCENTAGES Only after identifying the objectives 60 60% Only when it felt that it would assist in solution of a specific problem 20 20% All the above 20 20% INTERPRETATION: According to observation of 100 samples, 60 employees goes with ‘Only after identifying the objectives ’option,that means organization is providing training for new recruitees/entrants and 20 employees agrees the ‘Only when it felt that it would assist in solution of a specific problem’option,as all the entrants cannot be trained at a time.20 of them goes with ‘All the above’ option. 82
- 83. FINDINGS The present report has made a sincere effort to understand and analyze the various “Training & Development” procedures is being followed by one of the premier power sector of our country viz.,APGENCO.In the present globalization environment, each right step becomes the stepping stone or the growth of excellence of the organisation.It would be absolutely essential that the management as well as the personnel unit together formulate clear policies, train necessary and efficient candidate for the job and enthuse professionalism in them. The following findings have been concluded from the analysis of the data collected through the questionnaire and personal contacts. • It is clear from the analysis of the data collected, the Management of the organization gives sample of importance to impart training and the programmes are well organized. • It is also clear that the organization gives much importance to train the technical executives to non- technical executives for better performance of the organization, as the organization is technical base. • Many of the employees are fully aware of the training programme including new entrants • The most important training programme to the newly recruited Engineers is three months Induction Training Programme which is mandatory to every engineer after joining the organization. • The capacity of the Training Institute to conduct such of type of Training programme for Engineers per batch is 40 participants,but the employees recruited at a time is more than 100 and above. • Only 60% of the participants are happy with the such long duration training programmes. • Materials and infrastructure provided by the Training Institute/Training Centre during the training programmes is satisfactory to most of the employees, while some needs improvement. • The present level of competency is satisfied by many of the participants while around 32% of the participants are with the opinion at their competency has to be increased. • As per the National Training Policy and Central Electricity Authority, Govt of India, New Delhi, every organization has to expend 1.5% of the total salary budget on training programmes. But APGENCO is not expending that much of percentage i.e., 1.5% of the overall salary budget on training. • The training programmes needs more practical training than the theory classes and classroom sessions. • The feed back of the Training Institute is not covering all the aspects of the training. 83
- 84. • The Plants tour of APGENCO to the newly recruited Engineers during their training programme is two or three Stations. • The effectives of the training taken is not been measured after back to work. • Maximum number of participants are satisfied with the faculty of the Training Institute and Training Centre. • Participants of the computer training programmes are not participating much seriously, as there are only 20% of the computer users available in the organization. • Computer training for the basic courses like Basics, Windows, Internet Concepts are not mandatory to every employee. • Advances courses in Computer training is provided with respect to the cadre. • There are number of employees working in the organization who are not aware of the using the computer due to various reasons, the common factor is age. • The capacity of the Computer Institute at Hyderabad is less. • The external Training programmes under which the executives of APGENCO and sending outside the organization is very less i.e., only 6 to 8 members every month. • The training programmes offered by the other Training Centres & Agencies are considering very less by the Management. • It was observed that there are no qualified Coordinators with M.B.A (HR) qualification who are having a specialization in the area of Training to coordinate and lead the training programmes in the professional way. • There is a average level of job satisfaction among the seniors of the organization, where as the juniors and new comers are not satisfied. • Job rotation in the organization not much effective, some executives are working in the same place since very long. 84
- 85. SUGGESTIONS & RECOMMENDATIONS Trainees undergoing/undergone training at Training Institute, VTPS & Computer Training Centre, Hyderabad are much satisfied about the different training programmes organized by APGENCO. But to improve the effectiveness of the training programmes, following measures can be implemented. • As we are living in a dynamic global business environment where power sector is undergoing radical transformation, and much needed infrastructure of the country, there is need of offering training programmes for every employee twice in a year to abreast himself with the changes in the power sector. • The Management has to take necessary steps and measures to improve the quality of the Training programmes. • The training programmes should be scheduled in such a way that they contribute substantially towards up gradation of the skills of the trainees, required for performance at present and future jobs. • Computer Training should be made mandatory to every employee of the organization irrespective of the cadre/job. • After completion of training programme, the trainees should be rewarded with incentives based on their performance in the training programme, which motivate them to participate more. • The capacity of the Training Institute & Computer Training Centre should be increased to be held no.of training programmes at the same time. • The Management has to consider more number of participants for external training programmes in different areas undertaken by other Power Management Institutes and other agencies etc. • The APGENCO has to take necessary steps to follow the National Training Policy and Guidelines of the Central Electricity Authority, Govt of India on Training Programes i.e., it has to allocate the 1.5% of the total salary budget on training programmes. • The Management of APGENCO is suggested to placement atleast one or two Executives who are holding M.B.A (HR) qualification and specialized in the area of Training as a Coordinators or Training Officers each at its Training Centres and Training Institute for smooth functioning of the training programmes. • After employees have been trained, they shall provided with enough resources to practice the learning and to implement them. • The Training Institute has to develop in every aspect on par with the other power sectors Training Centres likes Power Management Institute, National Power Training Institute, BHEL etc., 85
- 86. • The Management has to try to give increments and etc., than the existing rewards, because of these employees may show more interest on participating in the training programs. • Management should encourage the employees in decision making process, it may perceive to achieve the goals of the organization. • The Management should introduce more number of short term training programs on the technical matters, managerial, leadership skills and computer programs. • There should be periodical survey of other Power Training Centres and review of the training programmes in the organization. • Job rotation should make effectively, as it is also one form of training. 86
- 87. ANNEXURE APGENCO THERMAL POWER STATIONS KOTHAGUDEM THERMAL POWER STATION Located at Kothagudem, Khammam Dist. Compromising of 4 x 60 + 4 x 120 = 720 MW Dr. NARLA TATA RAO THERMAL POWER STATION (Formerly VTPS) Located at Ibrahimpatnam, Vijayawada compromising of 6 x 210 = 1260 MW RAYALASEEMA THERMAL POWER STATION Loacted at Kadapa compromising of 5 x 210 = 1050 MW 87
- 88. KOTHAGUDEM THERMAL POWER STATION STAGE-V Located at Kothagudem, Khammam Dist compromising of 2 x 250 = 500 MW RAMAGUNDAM THERMAL STATION, Located at Karimnagar Dist. Comprising of 1 x 62.5 = 62.5 MW GAS TURBO POWER STATION located at Vijjeswaram, 88
- 89. HEAD QUARTERS OFFICE OF APGENCO AT HYDERABAD. 89
- 90. SRISAILAM POWER HOUSE (SRBHES 7 x 110 = 770 & SLBHES 6 x 150 = 900 MW & SRBHES) APGENCO HYDEL POWER STATIONS NAGARJUNA SAGAR HYDRO ELECTRIC SCHEME Comprising of 960 MW LOWER SILERU HYDRO ELECTRIC SCHEME Comprimising of 4 x 115 = 460 MW 90
- 91. UPPER SILERU HYDRO ELECTRIC SCHEME Comprising of 4 x 60 = 240 MW. MACHKUND HYDRO ELECTRIC SCHEME (Sharing of 70% i.e, 84 MW) TUNGABHADRA DAM HYDRO ELECTRIC SCHEME (Joint venture with Orissa) Sharing of 80% i.e, 58 MW 91
- 92. BIBILOGRAPHY Essentials of Human Resource Management & Industrial Relations by P. Subba Rao (Himalaya Publications 2000 Edition) Personnel Management by C.B. Mammoria (Himalaya Publications 2000 Edition) Human Resource Management by C.B. Mammoria & S.V. Sankar (Himalaya Publications 5th Edition 2006) Personnel Management by Edwin B. Flippo (Mc-Graw Hill publishing Co., Ltd., 1995 Edition) Research Methodology by C.R. Kothari (Wishwa Prakasham 5th Edition) Employee Training and Motivation by Narender Ahuja (Proman Publications) Human Resource and Personnel Management by Werther and Davis (Mc Graw Hill 5th Edition) www.apgenco.gov.in http://eric.ed.gov www.wikipedia.com www.hrworld.com TRAINING AND DEVELOPMENT IN APGENCO QUESTIONNAIRE 92
- 93. Dear sir/Madam, I ADITHYA MARNENI M.B.A student of Vardhaman College of Engineering,R.RDist.Iam conducting this survey for my project work as the “Training & Development” to study training programme in APGENCO in partial fulfillment of M.B.A. programme.I request you to extend your co-operation by filling up the following questionnaire giving your valuable free and frank opinion.The given information will kept confidential and used for academic purpose only.I will be thank full for your positive response. Name: Age: Designation: Office: Nature of duties: Experience in the Organization: 93
- 94. 1. Did you think the trainers were good communicators? a) extremely good b) good c) better d) not so good 2. How would you rate the time management skills? a) extremely good b) good c) better d) not so good 3). Are you satisfied with the training provided? a) extremely good b) good c) better d) not so good 4). Do you feel you are being rewarded for your efforts at work place? a) extremely good b) good c) better d) not so good 5).Do you feel there should be hands on practical training related to various equipment and other tools in th mechanical profession? a) extremely good b) good c) better d) not so good 6).Do you think that your current job has explored your potential to the full extent? a) extremely good b) good c) better d) not so good 94
- 95. 7).Whether induction training is well-planned exercise in your organisation? a) extremely good b) good c) better d) not so good 8).How often are the training programmes conducted in your organization? a) Monthly b) quarterly c) half yearly d) yearly 9).On what basis selection of the training programme is done? a) Performance b) Seniority c) Random d) All the above 10).What is your opinionon training environment and infrastructure available at training centre? a) etremely good b) good c) better d) not so good 11).Do you find training material is useful to your job situation? a) extremely good b) good c) better d) not so good 12).The trainers are usually from? a) Inside the organization b) Outside the organization c) Both 13).How will rate the overall performance of training programme as a learning experience? a) extremely good 95
- 96. b) good c) better d) not so good 14).Training improves your capability and skills? a) extremely good b) good c) better d) not so good 15).Does training programme reduce errors and wastage at workplace? a) yes b) no THANK YOU FOR YOUR KIND CO-OPERATION 96