A Study of Employees Training Programmes and Practices of Power Generation Companies in India with special reference to NTPC Ltd.

Student Name: Mohak Sachdev

Student ID: w1914829
Word Count: 8272 (excluding References and Appendices)
Module: Business Research Methods
 Table of Contents

1. Introduction…………………………………………………………………….…………….…1

1.1. Statement of Problem………………………… ………………………………….……….….3

1.2. Employees Training Programmes and Practices ………….……………………….…….…...3

1.3. Objective of the Study.…………………………………………………….…………….…...4

1.3.1. General Objective………………………………………………………………….…….....4

1.3.2. Specific Objective…………………………………………………………………………..4

1.4. Research Question……………………………………………………………………………4

1.5. Proposed Research Hypothesis of the Study…………………………………………………5

2.1. Literature Review…………………………………………………………….………………5

2.2. Significance of the Study………..…………………………………………………………..13

3. Research Design……………………………………………………………………....………14

3.1. Research Philosophy………………………………………………………………...………14

3.2. Research Approach and Method………………………………………………...……...…...14

3.3. Research Framework ………………………………………………………….……….…....16

3.4. About Variables…………………………………………………….………….……….…....17

3.5. Research Ethics……………………………………………………………………..…......…17

3.6. Research Methodology………………………………………………………….…..….……18

3.6.1. Population………………………………………………………………………….…...….18

3.6.2. Sample…………………………………………………………………………….….…....19

3.6.3. Survey Instrument………………………………………………………………….…..…..20

3.6.4. Questionnaire Design and Development………………………………………….……….20

3.6.5. Data Collection………………………………………………………………………….....21

4. Data Analysis…………………………………………………………………………….……21

5. Organization of the Study………………………………………………………………..……22

6. Limitation of the Study…………………………………………….………………….….…...22

7. Resource Requirements…………………………………………………….……………..…..22

8. Conclusion……………………………………………………………….…………….…..….23

9. References…………………………………………………….………………………….……24

Appendix-1 (Gantt Chart) ………………………………………………………………...…...31

 A Study of Employees Training Programmes and Practices of Power Generation Companies in India with special reference to NTPC Ltd.

1. Introduction

Environmental changes that result from the global domain and technological changes, illustrates the new epoch of knowledge, skill and attitude, where innovation and

application of new concept has become the only way to sustain competitive advantage (Pereira, 2004). (Yadapadithaya, 2001) in his study stated that the Indian

corporate sector did not demonstrate much interest in employees training up to 1991. Government of India introduced its New Industrial Policy (NIP) resolution on 24,

July, 1991 liberalizing, privatizing, and globalizing the Indian corporate sector because of the compulsive forces of a newly emerged market oriented economy, the

Human Resource Development (HRD) function began receiving greater recognition and importance in the Indian private, public, and multinational enterprises in terms

of percentage payroll spent on training, money spent per employees on training, percentage of employees trained per year, and HRD or training staff per 1000

employees.

NTPC is India’s largest power utility with an installed capacity of 72,304 MW (including JVs), plans to become a 130 GW company by 2032. Established in 1975,

NTPC aims to be the world’s largest and best power major.

NTPC is India’s largest energy conglomerate with roots planted way back in 1975 to accelerate power development in India. Since then, it has established itself as the

dominant power major with presence in the entire value chain of the power generation business. From fossil fuels it has forayed into generating electricity via hydro,

nuclear and renewable energy sources. This foray will play a major role in lowering its carbon footprint by reducing greenhouse gas emissions. To strengthen its core

business, the corporation has diversified into the fields of consultancy, power trading, training of power professionals, rural electrification, ash utilization and coal

mining as well.

NTPC became a Maharatna company in May 2010. As of January 2020, there are 10 Maharatnas CPSEs in India. NTPC is ranked No. 2 Independent Power Producer

(IPP) in Platts Top 250 Global Energy Company rankings.

The total installed capacity of the company is 72,304 MW (including JVs) own stations include 23 coal based, 7 gas based, 1 Hydro 1 Wind 18 Solar and 1 Small hydro

plant. Under JV, NTPC has 9 coal based, 4 gas based, 8 hydro based and 5 renewable energy projects. The capacity will have a diversified fuel mix and by 2032, non-

fossil fuel-based generation capacity shall make up nearly 30% of NTPC’s portfolio.

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NTPC has been operating its plants at high efficiency levels. As on 31 March 2020 the company had 16.78% of the total national capacity and, it contributes 20.96%

of total power generation due to its focus on high efficiency.

In October 2004, NTPC launched its Initial Public Offering (IPO) consisting of 5.25% as fresh issue and 5.25% as offer for sale by the Government of India. NTPC

thus became a listed company in November 2004 with the Government holding 89.5% of the equity share capital. In February 2010, the Shareholding of Government

of India was reduced from 89.5% to 84.5% through a further public offer. Government of India has further divested 9.5% shares through OFS route in February 2013.

With this, GOI's holding in NTPC has reduced from 84.5% to 75%. The rest is held by Institutional Investors, banks and Public. Presently, GOI holding in NTPC is

51.10%.

NTPC is not only the foremost power generator; it is also among the great places to work. The company is guided by the “People before Plant Load Factor” mantra

which is the template for all its human resource related policies. In 2019, NTPC is recognized as “Laureate” for consistently ranking among “Top 50 Best Companies

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to Work for in India” for last 11 years in the Great Place to Work and Economic Times survey. Besides, NTPC was also recognized as the best among PSUs and in

Manufacturing.

NTPC has comprehensive Rehabilitation & Resettlement and CSR policies well integrated with its core business of setting up power projects and generating electricity.

The company is committed to generating reliable power at competitive prices in a sustainable manner by optimizing the use of multiple energy sources with innovative

eco-friendly technologies thereby NTPC is contributing to the economic development of the nation and upliftment of the society.

The reason behind the selection of NTPC as Case Study Company is that it believes in achieving organizational excellence through Human Resources (HR) and follows

“people first” approach to leverage the potential of its 23,500 employees to fulfill its business plan. All the HR initiatives are undertaken to actualize the vision of

NTPC i.e., “enabling the employees to be a family of committed world class professional making NTPC a learning organization”. NTPC has set up 15 Employees

Development Centre (EDC), 2 simulator training centre and an apex training institute namely ‘Power Management Institute’ (PMI). While the E.D.C has specialized in

imparting technical skills and knowledge, P.M.I places emphasis on management development.

1.1. Statement of the Problem

Extensive research has been conducted on the training needs assessment practices, evaluation of transfer of training and training evaluation practices. Very little

research has been conducted on training practices, evaluation and assessment of training programmes of Indian Power generation sector. However, no research has

been found so far, which describe the training practices and evaluation of any Indian public sector Navratnas and hence assess the effectiveness of its training

programmes as suggested by the four level criteria i.e., reaction, learning, behavior and results of Kirkpatrick. The reason behind the selection of NTPC as Case Study

Company lies in its comprehensive nature of training programmes and practices for all the categories of employees and as mentioned above, that very little research has

been done on training practices, evaluation and assessment in NTPC. In this context this study describes the currently active training practices and programmes of

NTPC and further assess the effectiveness of currently active training programmes at the Kirkpatrick model. The present study is an endeavor in this direction.

1.2. Employees Training Programmes and Practices

It has been long and widely asserted that employees are the pre-eminent resources of any organization and key to achieving outstanding performance (Peters &

Waterman, 1982; Pfeffer, 1994; Bassil & Mcmurrer, 1998). They perform various significant roles in different capacities according to their knowledge, skills and

experience (Farooquie, 2006). Employees training in organization are one of the most important strategic elements for human resource development and it has become

a factor of excellence, and a key to business success in this changing competitive business environment (Pineda, 2000). (Virmani & Seth, 1985) pointed out that

imparting training to the employees is important to organizational development. Employees training leads to increased employees’ satisfaction, facilitates the updating

of skills, an increasing sense of belonging and benefits, and increased employee’s commitment to the organization (Bushardt&Frewell, 1994) and strengthens the

organizational competitiveness (Hughey &Mussnug, 1997; Burden & Proctor, 2000).

Employees’ training is a process of updating the knowledge, developing skills, bringing about attitudinal and behavioral changes and improving the ability of

employees to perform his/her task efficiently and effectively (Palo & Padhi, 2003). (Tyson and Fahey, 2006) stated that training is essentially a learning process, in

which learning opportunities are purposefully structured by managerial, H.R. and training staff working in collaboration, or by external agents acting on their behalf.

The main propose of this process is to develop the knowledge, skills and attitude of employees that has been defined as necessary for their effective performances and

hence for the achievement of organizational goals and objectives by the most cost effective means available.

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1.3. Objectives of the Study

The core objective of this study is to assess and evaluate training effectiveness by two significant aspect of Kirkpatrick model (i.e., reaction and learning), further the

study intents to measure the training effectiveness in through Reaction (Satisfaction) and Learning (Change in Knowledge).

1.3.1. General Objective

The general objective is to undertake and investigate the effectiveness of a managerial training in NTPC with the help of Kirkpatrick framework. It evaluates training at

two levels of Kirkpatrick framework; reaction and learning among trainees through a use of cross-sectional data.

1.3.2. Specific Objectives

(a) To analyse the application of Kirkpatrick’s (Kirkpatrick, D. L. 1979)(Smidt, et.al., 2009) first level – “reaction criteria” i.e., examining the overall

satisfaction of trainees and their perception about training program would serve as level 1 (reaction) of training evaluation. Five factors had been identified for this

purpose namely, Training Environment, Training Component, Training Usefulness, Practical Orientation, Role of Trainer.

(b) To analyse the second level of Kirkpatrick’s model (Kirkpatrick, D. L. 1979)(Smidt, et.al., 2009) i.e., learning criteria, as learning represents up to what

extent, knowledge of trainees has been increased because of their participation.

(c) To measure training effectiveness through the two applications of Kirkpatrick Model i.e.,

Reaction (Satisfaction) and Learning (Change in knowledge) and to come out with the conclusions and recommendations, whether assessing these factors is considered

as elementary to evaluate training effectiveness in NTPC.

1.4. Research Question

(a) Do the immediate reaction of trainees (based on five factors in the present study) is the indicator of actual learning of the trainees in NTPC which impacts

Training Effectiveness?

(b) Do the two-fold aspects of Kirkpatrick model (i.e., Reaction and Learning) measure the effectiveness of currently active training programmes in NTPC?

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1.5. Proposed Research Hypothesis of the Study

In order to achieve the above stated objectives, the following proposed null hypothesis has been formulated.

Hypothesis-1: There is no significant difference between Training Environment and Training Effectiveness.

Hypothesis-2: There is no significant difference between Training Components and Training Effectiveness.

Hypothesis-3: There is no significant difference between Training Usefulness and Training Effectiveness.

Hypothesis-4: There is no significant difference between Practical Orientation and Training Effectiveness.

Hypothesis-5: There is no significant difference between Role of a Trainer and Training Effectiveness.

Hypothesis-6: There is no significant difference between Effectiveness of Training Programme and Knowledge of the Trainees.

2.1. Literature Review

The study of training practices and programmes has been examined and evaluated by many prominent scholars and management personnels from time to time. (Mann

and Robertson.,1996) in their paper “What Should Training Evaluation Evaluates” evaluated a three-day training seminar and investigated the utility of various

evaluation methods. They found that trainees did learn from training sessions, although they did not retain all they learned, but after one month of training they did

know more than they did before training. Like knowledge self-efficacy did not decrease over the month, nor did it increase with the extra experience that a month’s

practice might have given. There was a significant correlation between how much is learned during the training and improvement in self-efficacy immediately after

training. However, this correlation could not be maintained after one month. Attitudes (reaction) showed no relationship with self-efficacy changes or with knowledge

changes. They have suggested that trainee’s reaction and altitudes should not be linked to later performance. To ensure more realistic evaluation at learning level, a

measure of amount learned one month after training should be taken. (Seyler, et al., 1998) in their paper “Factor Affecting Motivation to Transfer Training”

examined empirically a Computer-Based Training (CBT) programme in a field setting to determine the influence of selected variables that are believed to affect

trainee’s motivation to transfer of training. They found that opportunity to use, peer support, supervisor sanctions and supervisor support were the environmental

factors which explained a large amount of variance in motivation to transfer. They concluded that environmental variables have a broader influence affecting not only

post training behavior, but motivation to transfer as well. They have suggested that before designing the training programme, needs assessment should be conducted

that incorporate measure of variables that may influence motivation to learn and motivation to transfer training such as organizational commitment, trainee’s attitudes

and perception of the transfer environment. (Fernald, et al., 1999) in their paper “Small Business Training Needs and Development in the United States” conducted

a study in the United States small business to understand better areas in which small business owner managers feel employees need the most training to remain

competitive, what methods used their organization to train them and what problems are most often encountered in the training process. They found that owner-

manager’s felt that employees need the training in the area of how to increase sales, how to effectively promote small business and how to research the market.

Additional training in the areas of time management and basic functional skills to help the business compete better in the market place were also needed. The majority

of the surveyed business used on the job training to increase the productivity. Videotapes were cited as popular and effective training aids. Training was usually

delivered on a one-to-one basis or through mentioning and coaching. Managers increase their productivity by attending seminars and executive development

programmes. Communication was the most prevalent problem in the training process of business surveyed. (Orpen., 1999) in his paper “The Influence of The

Training Environment on Trainee’s Motivation and Perceived Training Quality” examined the relationship between training environment and managers response to

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training provided by the 12 Australian Organizations. He hypothesized the five organizational aspects of training environment which affect trainee’s motivation and

perception of training quality namely (i) social support - at work, (ii) social support – outside work, (iii) training incentives, (iv) training resources, and (v) training

needs. He found that training incentives, training resources and training needs were significantly correlated with trainee’s motivation and perceived training quality. He

has suggested that necessary time, money, equipment, facilities and opportunities should be provided to manager to ensure that employees concerned believe the

resources provided are enough, or at least adequate for the particular purpose. (Blanchard, et al., 2000) in their paper “Training Evaluation Perspectives and

Evidence from Canada” conducted a study to examine the issue of training evaluation in the Canadian organizations in terms of difference between what academics

have suggested should be done, and what practioners are actually doing at management and non-management level employees. They found that more than half of the

Canadian organizations were not evaluating their training programs at the learning, behavior and result level. Both trainers and trainees were interested in first three

levels evaluations. However, training managers were interested in all four levels. Trainee’s supervisor and upper management were interested in last two levels. They

have suggested that greater interaction between academicians and practioners could lead to more effective and meaningful research and practice in training evaluation.

(Kontoghiorghes., 2001) in his paper “Factor Affecting Training Effectiveness in the Context of Introduction of New Technology: A U S Case Study” conducted an

exploratory study to identify the key factors within and outside the training context that could affect transfer of training after the introduction of new technologies in the

United States (US) organization. He found that measurement of trainees knowledge before and immediately after training, supervisory support, encouragement for

application of new knowledge and skills, intrinsic rewards for applying learned knowledge and skills, participative/socio-technical organization i.e. characterized by a

high degree of employee involvement and continuous learning environment that encourages frequent participation in multi-skill training and retraining programmes

were the most important variables that could affect transfer of learning positively. He has concluded that effectiveness of training was not dependent only on the

soundness of training programme and prevailing training transfer climate, but on the entire organization as a whole. (Punia, 2002) in his paper “Training Needs

Identification in Indian Organization: A Study” has conducted a study at DCM textiles, Hisar India, on the different aspects of identification of training needs. He

found that staff people were much considered for training as compared to supervisors and executives. Small number of employees has shown slight job dissatisfaction.

Organizational climate was reasonably good, yet there was room for improvement. Most of the employees were satisfied with their empowerment however very few

felt that their supervisors do not help always for their subordinate growth. Executive were most dissatisfied with prevailing communication system, situation of

leadership and team building. He has suggested that if the organization wishes to have the real fruits of training; it should be imparted only after appropriate exercise of

identification of training needs. (Singh and Benerjee., 2002) in their paper “Trainers Perception Towards Cement Industry Based Training Courses – An Analytical

study” conducted a survey at a training centre in Ballabgarh, Haryana to describe the trainer’s perception towards various aspects of cement industry training practices.

They found that most of the trainers used survey to assess the training needs, whereas observations and interviews were used occasionally. Trainees were selected on

first come first served basis and they are frequently sponsored by cement industry, however, rigorous selection procedure like written test etc. were done occasionally.

Case study, group discussion and laboratory demonstrating methods were used frequently while role play and business games were rarely used. Black board, technical

film, LCD projector, computer-based training package were occasionally used. Regarding the evaluation of training is a serious concern for organization, some trainers

agreed and some disagreed. They have suggested that training should be imparted to cement industry personnel by trainers who are professionally qualified and

committed to their job. (Chopra., 2002) in her paper “A Study of Training System at GHCL” conducted a study on training needs assessment practices, methods of

training, and evaluation of training programmes at GHCL. She found that GHCL has adopted an assessment centre technology to assess the training needs of

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employees across all the level and plans to extend it to other areas like career enhancement, potential development and executive development plan. Role play, case

studies and business simulations methods were frequently used to maximize the transfer of learning. Effectiveness of training programmes evaluated through formal

and informal methods. (Phillips., 2003) in his doctoral dissertation “Training Evaluation in the Public Sector” conducted a study on current training evaluation

practices of the United States (US) public sector organization including federal, state, and local agencies. He found that training evaluation in public sector is evaluated

predominantly at level 1 and level 2. However, progress is being made at level 3 (application), level 4 (impact) and level 5 (ROI). Level 1 evaluation is typically

conducted through an end of course questionnaire. The most frequently cited method for level 2 evaluation was facilitator / instructor assessment. More than half of the

organizations indicated that they use performance appraisal followed by observation and supervisor assessment to evaluate at level 3. Employee’s satisfaction and

customer satisfaction, improved productivity, improved quality and improved efficiency were the main criteria to evaluate organizational outcomes at level 4. Very few

respondents evaluated training programmes at level 5 with a method of cost benefit analysis. The most significant barriers to training evaluation in the public sector

were evaluation cost, lack of training or experience, and the organizational perspective that evaluation is not required. He has suggested that incorporating utility

measures into level 1 evaluation, developing an evaluation policy, taking cost saving approaches, participating in learning forums, building competencies in ROI, and

using evaluation data could improve the evaluation practices of the U S public sector. (Coverstone., 2003) in his paper “IT Training Assessment and Evaluation: A

Case Study” examined the current status of IT employees skills training at a large pseudo-government utility organization. He found that IT staff training needs were

not integrated with overall organizational strategies and objectives. Training was not planned and unit coordinators expressed frustration over the lack of

communication about the training. Training manager clearly stated that no formal and informal method exist to evaluate the outcomes of training. He has suggested that

IT staff training needs and overall business plan must be integrated. A well-designed systematic evaluation system must be implemented, various learning theories

should be incorporated with training strategies in a way that support real world workplace experience, and the instructional design should combine exercise and group

activities that create social environment and encourage team building. (Acton and Golden, 2003) in their paper “Training the Knowledge Worker: A Descriptive

Study of Training Practices in Irish Software Companies” conducted a study across 39 software companies in Ireland to assess the impact of training practices on

employee’s retention. In addition, they also examined the significant difference between organization that were committed to training versus those that were not, and if

employees who were gaining significant benefits from training, differed from those who did not receive such benefits. They found that provision of training did not

have any impact on staff retention rates and there was no significant difference between the two types of organizations on either of these factors. (Palo and Padhi.,

2003) in their paper “Measuring Effectiveness of Total TQM Training: An Indian Experience” examined the role of training and measure its effectiveness in

successful implementation of Total Quality Management in RashtriyaIspat Nigam Limited (RINL), a leading public sector enterprises in India. They found that training

creates awareness, builds employees commitment to quality policy and strategy, facilitates teamwork, enhance performance standard, and bolster the skills and abilities

of employees for effective TQM implementation. They have suggested that successful TQM training in the organization needs more budgetary allocation and

commitments, support and enthusiasm of the top management. (Marouf and Rehman, 2004) in their paper “Human Resource Development Policies and Practices

for the IT and Information Workforce in Kuwait Companies” analyzed the policies of 30 Kuwaiti corporate companies for training and continuous development of

their IT and information professionals. They found that almost all the companies had intensive training programmes for providing systematic induction to their new

employees. Majority of companies had in – house resources and facilities for training. Most of the companies considered outside option for training and had developed

policies for this purpose. Almost all the companies send their employees for outside training, both in the home country and overseas. These companies were not

6
satisfied with the role of higher education institutions in providing useful training to their employees. They have suggested that the culture of a learning organization

needs to be developed as part of core policies of Kuwaiti companies. (Yuvraj., 2005) in his paper “Factor Affecting Training Programmes Outcomes” has analyzed

the various reasons for success and failure of training programmes and find out reasons for not taken up training programmes seriously in some of the Indian

organizations. For this purpose, discussions with trainers and management consultant were made. He found that need based design, better inputs, suitable training

methodology and effective communication were the factors which play an important role in the success of a training programme. On the other hand, too much

individual differences among trainees, lack of motivation of trainees after the training and inadequate opportunity to apply learned knowledge, skill, and attitude were

some factors of failure of a training programme. Basic doubt about the utility of training programmes, lack of willing worker, cost of training overweigh benefits and

training is not important function of organization were the same factors for not taking up training programmes seriously. (Raju., 2005) in his paper “Training as an

Effective HRD Technique in Banking Sector – An Opinion Services” examined the opinion of employees on the various aspects of training like management attitude,

selection process, quality of training, impact of training on individual and productivity and post-training assessment in different categories of banks in Coimbatore. He

found that majority of the employees in different categories of banks were almost satisfied with all of the above aspect of training programmes. However, opinions of

the employees were different i.e. based on gender, position, age, educational background and experience. (Farooquie., 2006) in his paper “Productivity Oriented

Development of Employees” has conducted a study on the current scenario of employees training and orientation programmes in the manufacturing sector of United

Arab Emirates (UAE) and assessed its impact if any on the performance of employees as well as on the companies. He found that employees were satisfactorily aware

with company policies, structure, culture and function, and do not necessarily need any orientation programme. On-the-job training has been a popular choice of most

of the companies. Training programmes, in general, focus more on technical aspect followed by teamwork behavior and communication. Majority of companies

indicated that employees training and orientation programme were useful for both employees and companies. He has suggested that employees at all level should be

given orientation and training at appropriate time in accordance with specific need of both employees and company as well. (Velado et al., 2007) in their paper “The

Effects of Training Design, Individual Characteristics and Work Environment on Transfer of Training” examined the relationship between three types of predictors

of transfer of training including training design, individual characteristics, and work environment. They found that transfer design, performance self-efficacy, training

retention and performance feedbacks after training were significantly related to transfer of training. However, supervisor support was not significantly related to

transfer of training. They have suggested that training programmes should be design in such a way that maximize the trainee’s ability of transfer of learning, reinforcing

the trainee’s beliefs in their ability to transfer, ensuring retention of training contents and providing appropriate feedback regarding employee’s job performance could

enhance the transfer of training. (Lien etal., 2007) in their paper “Training Evaluation based on Cases of Taiwanese Benchmarked High-Tech Companies”

conducted a study to explore and understand the methods of training evaluation used by seven Taiwanese Benchmarked companies for their excellence and compare

such practices from Kirkpatrick and Swanson’s training evaluation model from a cross cultural perspective. They found that training evaluation strategies of all

companies were focused at least on the both satisfaction and learning levels. Training evaluation strategies vary among the seven benchmarked companies, except for

the use of a training satisfaction survey. Specifically these companies focused more on organizational training goals rather than on measurable results from training.

(Zheng etal., 2007) in their paper “Training Practices of Multinational companies in Asia” conducted a study to investigate the level of training expenditure nature,

training programs offered and concerns about the training in Multinational Companies (MNCs) operating in six Asian Countries. They found that MNCs invested

considerable amount on training. Training was found to be more widespread in-service organization than manufacturing organization operating in Asia. The majority of

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training emphasized managerial and professionals staff development and was generally conducted externally. Companies were concerned mainly with the quality and

relevance of training program offered externally. They have suggested that HR professionals and practioners need to develop effective and relevant training

programmes to assist their companies to compete in the dynamic Asian business environment. (Subedi., 2007) in their paper “Factor Influencing Transfer of

Learning from Training to Workplace” conducted a study to identify and analyze the factors and conditions that influence the extent of transfer of learning in the civil

and corporate organization of Nepal. He found that clear expectation from organization for using learned skills and knowledge, supervisor’s support, right selection of

employees for training, distinction between good and bad performance, confidence and willingness to change after training, job related training course, quality of

training, personal ability, self-efficacy, pre-training motivation, post training commitment and willingness to seek opportunity to perform better were the most

important factors that enhance transfer of learning. On the other hand, lack of involvement of employees and supervisors in planning their own training programmes,

poor quality of training, no promotion or reward for applying new learning, performance assessment not based on effort to apply new knowledge and skills from

training to job were the factors that prevent transfer of learning. Besides this he also found that trainees related factors were the most significant factors among all the

factors that influence transfer of learning. He has suggested that an annual event should be organized like conference that could focus on the purposes, expected

learning outcomes, contents and objectives of training activities foreseen for the whole years. Managers, supervisors and employees should be invited to share their

expectation and organizational needs for training and development. (Kundu and Handa., 2008) in their paper “Identification of Training and Development Needs: A

Study of Indian and Multinational Companies” conducted a study to identify the training and development needs of Indian and Multinational Companies (MNCs)

operating in India. They found that both Indian and Multinational enterprises give emphasis on knowledge, skill and attitude for identification of training needs.

Productivity emerged as number one variable as need identification objective followed by personality development and high motivation. However, least rank was given

to industrial relation, reducing ineffective time, internal coordination, promotion and regular mobilization. MNCs executives seemed to have comparatively higher

satisfaction from training and development needs identification than National enterprises executives. However, the satisfaction level of executives from both sectors

was very low. They have suggested that training and development programme must be conducted in the true spirit after designing on the basis of the prevailing training

needs.

2.2. Significance of the Study

Review of empirical research work reveals that few studies have been conducted on the training practices like (Fernald, et al., 1999; Elbadri, 2001; Marouf &

Rehman, 2004; Singh, 2006; Zheng et al., 2007). Whereas one study (Palo & Padhi, 2003) was found, highlighted the TQM training programmes of an Indian public

sector and hence, measure its effectiveness. Some studies were based on Training evaluation (Kundu and Handa., 2008; Subedi., 2007; Lien, etal., 2007;

Coverstone., 2003; Kontoghiorghes., 2001). Training evaluation is a process of examining the training to demonstrate whether the objectives were met in an efficient

way. A body of literature on training evaluation indicates a robust relation among training variables established through various training evaluation models. Evaluation

can be done with qualitative and quantitative methods, to compare the primary objectives with the real program outcomes (Phillips., 2003).

Therefore, this study contributes to the body of knowledge concerning training programmes and practices of an Indian public sector undertaking Navratnas namely

NTPC. A variety of models for training evaluation are found in the literature and the most extensively used framework for evaluation is the Kirkpatrick framework

(Kirkpatrick., 1959) The results, conclusions and recommendations drawn from this study may be generalized for NTPC in order to enhance the effectiveness of its

training evaluation and assessment.

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3. Research Design

3.1. Research Philosophy

A number of research on training effectiveness has been conducted with a focus on Kirkpatrick’s levels, one (reaction) and level two (learning) because of the difficulty

of obtaining relevant information on further levels while much training in most of the public sector enterprises ignores behaviour (level three) and results (level four).

On the same grounds, in this study also researcher will continue to make decisions based on reaction and learning level only.

Thus, in this study the researcher will examine and evaluate training effectiveness using Kirkpatrick’s model. The role of social and organizational characteristics

influences the training effectiveness, moreover it is impossible to completely understand why training is or is not effective without these variables. Kirkpatrick’s model

doesn’t explicitly incorporate these factors and, so the study incorporates moderator variables to achieve the final results. Moreover, Quantitative research will be

proposed by the researcher in this study. It seeks to quantify the data and undertake statistical analysis. The aim is to classify the features, count them and also construct

statistical models in attempt to explain what is observed. The objective is to seek accurate measurement and analysis of target concepts such as surveys, questionnaire

and so on. Quantitative data is more efficient and able to test the hypotheses, thus, it can be effective tools in this research to measure training effectiveness.

3.2. Research Approach and Method

The evaluations can be useful to improve the program and suggest the appropriate HRD policies and practices for organizations in the industry.

In training evaluation, the reaction and satisfaction of trainees is certainly one of the vital factors in finding about the future extension of training programmes.

However, some researchers opined that, “initial accessibility provides a good measure for learning the material in the training program that does not necessarily cause

high levels of learning” (Goldstein & Ford, 1993).

Assessing the overall satisfaction of trainees and their opinion about a training program would serve as level 1 (Reaction) of training evaluation. Various items were

adapted to measure the

Trainees’ satisfaction and their attitude towards training and how much they liked it. Moreover, with respect to satisfaction, the study also assessed Training

Environment, Training Component, Training Usefulness, Practical Orientation and Role of Trainer, in increasing the satisfaction level and thereby enhancing

training effectiveness.

Further, Learning represents up to what extent the knowledge of trainees has been increased because of their participation in the training. This measure serves as level 2

(Learning) of the evaluation process. “The basic of evaluation is whether trainees have learned the material covered in training” (Campbell, 1988) Learning measures

were assessed two times for every participant: before training (pre-test) and after training on the last day at the end of the program (post-test). The positive difference

between pre-test and post-tests were taken as indication of an increase in knowledge. This study assesses the paradigm changes from before to after a program as a

measure of learning. Furthermore, this study can provide useful knowledge of training effectiveness and the important criteria for training evaluation to researchers and

implementers.

3.3. Research Framework

The conceptual framework was constructed by the researcher and used as the study guideline. The framework is below as figure below

9
Based on the literature review, the present study tries to develop more integrated framework and with that framework to analyze comprehensively the relationship

among training outcomes and moderators. All the relationships identified in the framework have been proved in the previous studies somehow but not in the

comprehensive manner. For this purpose, well recognized “four levels” for training evaluation (Kaufman and Keller, 1994) in the study is utilized as the basic

components of the model. Only two levels Reaction and Learning will be taken into consideration.

Training Environment

Training Component

Change in Learning Training Effectiveness

Reaction Satisfaction Training Usefulness
(Level 1) (Level 2)
Knowledge
Practical Orientation

Role of Trainer

Proposed Model of the Study

The Key areas of consideration in the Kirkpatrick’s model is its emphasis on the progressive causal relationship from reaction (L1), learning (L2), as mentioned in the

above figure. Recent studies imply that the structural procedure of all four levels should start from reaction and progress step by step ( Kirkpatrick and Kirkpatrick,

2006) while empirically this point has not been well proved. The present study attempts to cover only two levels, from Reaction to Learning by statistical analysis. This

study aims to measure the training effectiveness in the form of Satisfaction (Reaction) and Learning (Change in knowledge).

3.4. About Variables

Based on (Kirkpatrick., 1976) (Kirkpatrick and Davis., 1994) model this study defines key terms for analysis on training effectiveness as follows.

3.4.1. Reaction: Reaction refers to the assessment of trainees’ feelings for a training program. (Giangreco, Sebastiano & Peccei, R., 2009)

3.4.2. Learning: Learning refers to the knowledge, skills, and attitude acquired by trainees. Evaluation on learning aims at understanding trainees’ comprehension of

instruction, principles, ideas, knowledge and skills from training. (Homklin, Takahashi &Techakanont., 2013).

3.4.3. Training Environment: A training environment is a workplace setting designed to assist individuals in gaining work-related skills or competencies. When an

employee is placed in a training environment, they are provided with instruction and guidance toward learning how to perform specific tasks. Instructors have an

opportunity to identify gaps in an individual's skill set and make adjustments. A proper training environment will include clearly defined goals, instruction, and

appropriate feedback.

3.4.4. Training Component: The training component should include training in scientific dissemination, theory of science and ethics, as well as training in topics

relevant to the candidate’s project. The training component should, in combination with the research, contribute to achieving the learning outcomes as described in the

Programme Description.

10
3.4.5. Training Usefulness: Employee training and development programs are essential to the success of businesses worldwide. Not only do these programs offer

opportunities for staff to improve their skills, but also for employers to enhance employee productivity and improve company culture. They also can reduce employee

turnover.

3.4.6. Practical Orientation: Orientation training is a training program organized for a newly hired employee to get used to work and adapt to the company.

Orientation training, which has a critical place in the recruitment processes of companies, is of great importance in terms of ensuring the rapid adaptation of employees

to work and their colleagues. With practical orientation training, employees begin to get to know the corporate culture closely. Workers who have the opportunity to

meet and blend with their managers and colleagues during this training process also gain a lot of information about the workplace in this process.

3.4.7. Role of Trainer: The role of a trainer is to develop a competency and skill sets in an individual to perform his/her effectively and efficiently in the work place.

The trainer should communicate to the trainees about what is expected out of training in a simple and professional way.

3.4.8. Training Effectiveness: Training effectiveness refers to the impact that a training intervention has as measured by the achievement of the goals set before the

training intervention. To enable the assessment of whether the training was effective or not the goals for the training intervention must be agreed upon upfront.

Training effectiveness largely depends on how the training is designed, delivered and implemented.

3.5. Research Ethics

The term ‘research ethics’ may be used to describe a broad range of principles and practices regarding the ethical conduct of research. Researchers are ethically

obligated to design protection strategies so that the population/sample, regardless of literacy level or physical or cognitive capacity, can engage in the research process

in a fully informed and ethical way. Before engaging in research activity, researcher submit a proposal to the NTPC for review and approval. If a written consent is

provided, it must contain critical elements describing study procedures, voluntary capacity, risk-to-benefit ratio, and confidentiality procedures. An authorized consent

precedes the enrollment or recruitment of study participants more viably. The process of obtaining consent is an essential aspect of researcher’s study, this will ensure

ethical research behavior on the part of the researcher.

3.6. Research Methodology

This study is based on primary data as well as secondary data. The primary data will be collected through the self-distributed questionnaires and discussions. On the

other hand, secondary data were collected through the journals and books of National as well as International repute, and NTPC files and documents. However, the

methods conducting for secondary data research consistently involve finding basic study about the relevant topic or particular case study. In relation to this case study,

the following research has been observed throughout the employment opportunities that are conducted within the operational services of the Indian industrial sector.

In order to find the secondary data, there are several ways to find the source of accumulated subjects that tallied with the study of respective research. Whilst, a

researcher must have a curiosity to know the questions that can deliver positive outcomes of the research. The desire for secondary data research only gets fulfilled if

the researcher gets the knowledge about the questions presented to the academic related studies (Ruggiano. and Perry, 2019). Also, the knowledge that a researcher

pursues through secondary data analysis must have a correct order of the answer to a problematic analysis. The center of attention to the knowledge is a first criteria to

the researcher that may help to allocate the secondary data research towards the respective study. Similarly, the usefulness of the secondary research method would be a

perfect criterion to the researchers for implementing correct order of the answers to the respective questions.

11
On obtaining the valid tests result in answering the below formulation, the research has focused on the implementation of empirical study and other mathematical

calculations. Also, the empirical method below is deliberately used under the secondary data method collection which is quite different from that of social qualitative

research. As opined by Budianto (2020), a secondary data approach is an attempt for the researchers to find the solutions against the problem-related questions. Whilst,

the following approach does enable intuition and common sense towards the associated research objectives. In order to get the right knowledge, the research can be

done in various ways to implement the idea about people’s practical mannerism. Out of the situational analysis, the secondary data is the only constituent research that

people may be able to understand the facts and figures about the respective study.

In addition, the research methodology adopted for this study includes the following

3.6.1. Population

The population for this study consists of all the employees working in the National Capital Region (NCR), specifically working in Dadri thermal power station

Ghaziabad, Engineering Office centre (EOC) Noida, Badarpur Thermal Power Station New Delhi, Power Management Institute (PMI) Noida. Employees who will

come to attend the training programmes at PMI from various units of NTPC were also included as target population. The total number of category of employees will be

400, the researcher centered on the target population.

3.6.2. Sample

The sampling frame of this study consists of employees working in NTPC. In actual practice, the sample drawn from a list of population elements that is often

somewhat different from the target population that has been defined. In this research, a total of 200 questionnaires will be used by the researcher to those employees

who will come to attend the training programmes. The categories of employees were Workers, Supervisors, Officers and Managers.

The ever-increasing demand for research has created a need for an efficient method of determining the sample size needed to be representative of a given population. In

the article ‘Small Sample Techniques’, the research division of the (National Education Association, 1960)(Krejcie& Morgan., 1970) has published a formula for

determining sample size.

s = X² NP (1 P) ÷ d² (N 1) + X² P (1 P)

s = required sample size.

X² = the table value of chi-square for 1 degree of freedom at the desired confidence level

(1.96 X 1.96 = 3.8416)

N = the population size.

P = the population proportion (assumed to be 0.50 since this would provide the maximum

sample size).

d = the degree of accuracy expressed as a proportion (0.05).

Table 1.1: Calculation of Sample Size

Sample Size of Employees

s = 3.8416*400*0.50 (1 – 0.50)
(0.05)²* (400 – 1) + 3.8416 * 0.50 * (1 – 0.50)

12
s = 3.8416 * 400 * 0.50 * 0.50
0.0025 * 399 + 0.9604
s= 384.16
1.9579
Sample size of Workers = 196.2102 or 200 (approx.)

Source: Author Calculated based on NEA

One of the most important tasks for the researcher is to select organizational settings and negotiating access to the participants or respondents. The study will be based

on a sample frame of National Capital Region (NCR), specifically category of employees working in Dadri thermal power station Ghaziabad, Engineering Office centre

(EOC) Noida, Badarpur Thermal Power Station New Delhi and Power Management Institute (PMI) Noida.

According to the data, the population of the study will be large which accounts for around 400 categories of employees. Based on the formula of the research division

of the National Education Association, the appropriate sample size for the population should be 200, the researcher keeps the sample of employees as it was derived by

the formula and also shown in the table while the sample size of workers which was derived by the formula i.e., 200. It is planned by the researcher to distribute 40 set

of the survey questionnaire for the purpose of pilot test so as to the reliability and validity would be ensured, so as to run the actual survey by distributing 200 sets of

survey questionnaire category of employees working in NTPC

Sample Size = 200

Population Size = 400

Assume Standard Error = 0.05

3.6.3. Survey Instrument

The survey instrument used for this study consisted of self-distributed questionnaires, which was custom designed (through Pilot Survey) for the purpose of this study.

The Research Instrument will consist of a total of 28 constructs divided into 7 sections; Section A, Section B, Section C, Section D, Section E, Section F and Section G.

Section ‘A’ is designed to gather the demographic and personal information from the respondents (employees) in NTPC. This section consists of 4 items. Section B

consist of 4 items related to Training Effectiveness, Section C 3 items will be of Training Environment, Section D consists of 5 items related to Training Components,

Section E consists of 4 items related to Training Usefulness, Section F consists of 4 items related to Practical Orientation and Section G consists of 4 items related to

Role of a Trainer

3.6.4. Questionnaire Design and Development

The questionnaire for this study will be constructed through an exhaustive literature review of empirical research work as well as theoretical literature review.

Questionnaire will be designed specifically to describe the currently active training practices of NTPC in terms of training needs assessment and evaluation of training

programmes. All the questions of this questionnaire were based on five-point likert scale. While exploring the methods of training questions listed on tick ( ) box

bases. Questionnaire will be medium for data collection as it enabled to reach out the element of transparency. Questionnaire will be divide d into two languages i.e.,

English and Hindi.

13
3.6.5. Data Collection

The sample size shall be 200 and all these participants shall be gathered over from the organisation of NTPC Ltd. Communication shall be done over emails to invite

intersted participants after they are given information about the research aim and objectives. Emails shall be sent to the interested participants where the consent and

participant form will help them understand the significance of this research in the present era. A questionnaire was given to each respondent (category of employees)

personally by the researcher on a particular, and will be collected approximately after the end of the day. Google form will be used to prepare and sed the questionnaire

to the respondents. They will be asked to fill out the questionnaire as honestly and accordingly as possible, and will assure that the designation would be kept

completely private and confidential. The filled questionnaire can be accessed online over Google Forms which will help in evaluating the graphs that are automatically

prepared in Google Forms. The subsequent discussion will also conduct at the same time while collecting the questionnaire. Accesses to case study company

employees will be made appropriately through an authority letter of institution which was already taken from HR.

4. Data Analysis

All the data gathered from the questionnaires will be entered into an excel spreadsheet. Then data in excel will be imported into statistical package for social sciences

(SPSS. v. 20) programmes. Frequencies, percentages, descriptive statistics comprising of means and standard deviation will be calculated to analyze the data. Besides

these one-way-ANOVA will also be applied to know the significance differences among the views of workers, supervisors, officers, and managers. In this study

researcher will investigate the progressive causal relationship of Kirkpatrick’s model i.e., reaction and learning. Moreover, it also analyses the impact of moderator

variables between reaction and learning i.e., Training Environment, Training Component, Training Usefulness, Practical Orientation and Role of Trainer. Further

various measurement models and tests will be performed to prove the effectiveness of the training program. To understand the impact of the various levels on

effectiveness, it is proposed to first performs the frequency measures, which determines the percentage of opinion for each item. Data analysis was performed using

SPSS v 20. and AMOS 25.0. Confirmatory factor analysis was applied to check the validity of constructs. Further, correlation and regression analysis are applied to test

the hypotheses. This study also determines the Reliability of the constructs and comparison with calculated figures with the standards of Cronbach alpha (Sharma,

2016) (i.e., accepted level of 0.7) The researcher will also propose to calculate the correlation coefficients among constructs and ensures its significant. Hence, the

items in the questionnaire can be considered well designed and trust worthy.

5. Organization of the Study

This study is basically divided into five chapters. Chapter first describes the introduction of the study, statement of problem, reviews of empirical research work,

objectives and significance of the study, hypothesis of the study and the research methodology. The second chapter deals with the theoretical review of employees

training programmes and practices. The third chapter based on survey, describes the currently active employees training programmes and practices of NTPC and six

hypotheses subsequently. The fourth chapter based on survey, assess the effectiveness of currently active training programmes of NTPC at Kirkpatrick two level model

and test the six hypotheses subsequently. The last and final chapter provides a summary of findings, conclusions and recommendations for enhancing the effectiveness

of employees training programmes and practices of NTPC and further identifies the areas for further research.

6. Limitation of the Study

The major limitations of the study are discussed under the following:

14
(i) This investigation is limited to the category of employees training programmes and practices of NTPC and no comparison has been done with the training

programmes and practices of other public sector undertaking Navratnas, due to restrictive policy of the Indian public sector undertaking Navratnas.

(ii) Questions on design and development of training programmes were avoided due to lack of availability of literature and unfamiliarity of respondents with

this aspect. Most of the construct are based on pilot survey.

(iii) Currently active training programmes are described through the review of company files and documents and discussions with HRD personnel, due to

company’s comprehensive nature of training programmes for all the categories of employees.

(iv) Effectiveness of training programmes are evaluated at Kirkpatrick four level model, but it was done in limited scope due to restrictive policy of NTPC.

(v) Sample size was small and survey was conducted only at National Capital Region (NCR) of India.

(vi) Travelling to India will be strictly restricted as it will need a significant budget for the research and the time required to physically meet the participants

will be longer than expected for this research to be completed.

7. Resource Requirements

In order to formulate the research in an organized manner, researchers will use Gantt Chart for the present study. Gantt Chart was firstly devised by Karol Adamiecki, a

Polish engineer, in the 1890s. He created it for his steelwork’s unit, later Henry Gantt customized it for his clients in the year 1901. A Gantt chart is a project

management tool that helps in planning, scheduling and monitoring a dissertation. Using a Gantt chart can improve planning and scheduling, remote work

collaboration, resource allocation and task delegation. As outlined in the Gantt chart (Appendix 1), time scales are defined into five phases, over the course of 11

months, beginning with the details of the Proposal, followed by Data Collection (quantitative), Data Analysis, and Dissertation. Quantitative data collection will be

done with the help of a survey where a questionnaire will be sent to the respondents over email. The data collection will be done in online mode to save time and

expense of conducting this research. A Gantt chart is a project management tool that helps in planning, scheduling and monitoring a project. Using a Gantt chart can

improve your planning and scheduling, remote work collaboration, resource allocation and task delegation. A Gantt chart represents all information visually through a

horizontal bar graph. Project managers and team members can view the task schedules, dependencies and progress by just glancing at the chart. Planning for all tasks in

advance and making them visible in one place empowers teams to deliver on time. A further breakdown of the Gantt chart, consisting of twenty-two tasks and ten

deliverables, are illustrated on a weekly basis, all culminating with the deliverable of the dissertation in August 2023.

8. Conclusion

The proposed study is to evaluate the training effectiveness in NTPC using methods of training programmes and practices. The literature review will be helpful in

identification of the proposed model – Kirkpatrick’s Evaluation Model.

After selecting the framework, an attempt will be made to identify, evaluate and assess the significance of Training Environment, Training Component, Training

Usefulness, Practical Orientation and Role of Trainer as a moderator variable between reaction and learningfor the framework. The variables will be chosen based on

their relevance to the research. After identifying the variables of the study, the search for their conceptual and operational definition will be conducted and finalized

these definitions which are appropriate to the research. A pilot study will be conducted to test the hypothesized model in the commencement of research. It is proposed

that Data will be collected from 40 respondents of NTPC situated in NCR by convenience sampling method. The missing data will be analysed and imputed using

various statistical procedures.

15
16
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 Appendix – 1 (Gantt Chart)

nd th TH TH TH TH TH th
Tasks 2 10th August 27 August 2023- 5 7 September 2023-15 17 September 2023-28 29 September 2023-

th rd
August 2023-25 September 2023 September 2023 September 2023 3 October 2023

2023- August 2023

th
05

August

2023

Phase 1-Topic selection, ethics form

submission, research training, creating

questionnaire along with proposal submission

20
Phase 2- Data collection through survey.

Distribution of pilot questionnaire and

collection of responses. Entering data into

SPSS 21 to analyse reliability and validity of

data.

Phase 3- Data analysis. Run chi square test and

PLS using SPSS 21, performing scale

reliability and calculate overall score

21
Phase 4- Dissertation.

Documentation of data. Adding references and

compiing the chapters

22
23