nazia shagufta bba v
TRANSCRIPT
-
8/3/2019 Nazia Shagufta BBA V
1/111
-
8/3/2019 Nazia Shagufta BBA V
2/111
ACKNOWLEDGEMENT
It is a pleasant duty to acknowledge the valuable help I received from my quarters in the
completion of my project.
At the very outset I would like to express my deep sense of gratitude to Mr. Aditya Kumar
(Support Manager HR) and Mr. R.P.Uniyal (P&A Officer) KDMIPE ONGC DehraDun who
provided me all the guidance, support & cooperation that was required for the completion of this
project successfully.
I would also like to thank to Mrs.Richa Sinha for the valuable help she gave me in completing
my project.
2
-
8/3/2019 Nazia Shagufta BBA V
3/111
CONTENTS
Chapter 1 Introduction 5-6
Chapter2 Objective Of The Study 8
Chapter3 Review Of Literature 10-16
About the topic
Training & Education 18-20
Training & Development 20-21
Need for Training 22
Objective of Training 23
Benefits Of Training 24
Elements Of training 25
Training Techniques 26-30
Instructional System Design 31-34
Evaluation of Training Programme 35
Need for Evaluation 36
Profile of ONGC 38-55
Training and Development in ONGC 57-66
Management Development Programmes 68-78
Chapter 4 Research Methodology 80-81
Graphical Representation 83-97
Chapter 5 Findings and Analysis 99
Chapter 6 Recommendations 101-102
Chapter 7 Conclusion 104
Chapter 8 Bibliography 106
Annexure 108-109
3
-
8/3/2019 Nazia Shagufta BBA V
4/111
4
-
8/3/2019 Nazia Shagufta BBA V
5/111
-
8/3/2019 Nazia Shagufta BBA V
6/111
reserved for people who have to be brought up to a performing level in some specific skills. The
skills are almost always behavioural as distinct from conceptual or intellectual.
Development, in contrast, is considered to be more general than training and more oriented to
individual needs in addition to organizational needs and it is most often aimed toward executives.
There is more theory involved with such education and hence, less concern with specific
behaviour than is the case with training. Usually, the intent of development is to provide
knowledge and understanding that will enable people to carry out non-technical organizational
functions more effectively, such as problem solving, decision-making and relating to people.
6
-
8/3/2019 Nazia Shagufta BBA V
7/111
7
-
8/3/2019 Nazia Shagufta BBA V
8/111
8
-
8/3/2019 Nazia Shagufta BBA V
9/111
OBJECTIVE OF THE STUDY
Human resource is the only active factor of production and efficient & effective utilization of all
other factors depends on capabilities of work force. In present scenario the conditions are
changing at a fast pace and all organization are working on the principle of 'Innovate or perish'.
The change is not only limited to product or process development but the work culture is also
changing at a rapid pace. With change in technology it become necessary for an organization to
provide 'Training & Development' to its employees on a continuous basis.
The work of Human Resource manager is not merely Recruitment, Selection & Placement of
employees but to provide them a career succession plan & a learning environment where they
can groom their attitude, knowledge & skills. It help not only the employees to increase their
efficiency & effectiveness but also help the organization to retain their best employees by
providing something new all the time.
ONGC is the biggest corporate organization of our county & is one of the Nav-Ratnas
organization. Through this dissertation report I try to find out the Training & Development
programs undertaken by the organization to enhance the skills of their employees & increase
their competitive strength.
9
-
8/3/2019 Nazia Shagufta BBA V
10/111
10
-
8/3/2019 Nazia Shagufta BBA V
11/111
NEW PERSPECTIVES ON TRAINING
As we enter the twenty-first century, the use of e-learning is revolutionizing how people obtain
training. Multimedia training programs are now available on CD-ROMs or through the
Internet of Intranets. A major advantage information and communications technology is the
ability to provide training faster, at all places at the same time, and potentially at a lower costs
compared to class-room based instruction. Of course, the value of e-learning basically provides
an active learning experience.
As opposed to the computer-based training of the 1990s, the term e-learning is used to
refer to training imparted through computers involving technologies that support interactivity
beyond the scope of a single computer. E-learning is a method of learning through the use of
devices based on computer and communication technology. Such devices include personal
computers, CD-ROMs, digital television, and mobile phones. Communications technology
enables the use of Internet, e-mail, virtual discussion forums, collaborative software, and team
learning systems. E-learning may also be used to support distance learning through the use of
wide area networks (WAN).
E-learning provides an excellent platform for organizations to maximize their
productivity and human resource potential. It provides good opportunities for content and course
providers. The process has an embedded learning management system that enables learners to
perform a variety of activities including content creation, tracking, reporting, and management of
the learning function. The system is designed for every learners learning ability by refreshing
their memories with summary and points to remember. E-learning derives its value
also from the fact that certain skills, such as IT skills, product knowledge, Knowledge of
company processes, etc., can be though in an automated way. Thus knowledge can be
11
-
8/3/2019 Nazia Shagufta BBA V
12/111
disseminated and all employees can benefit from it at the same time. E-learning can be combined
with any training process. The archives of the training processes may be put on line to avail them
to the employees any time. E-training has a definite advantage over real-time training. It is
possible to reach out at the same time to many people who are geographically dispersed.
One major reason for companies to adopt e-learning is the savings on costs and traveling
time. The course content used once can always be saved and retrieved. And also the material
used in one part of the world can also be used on other parts.
There are four type of e-learning:
Informal learning: In this type, a learner accesses a website or focused online community
and finds pertinent information. This type of e-learning is not training because it does not
include a formal instructional strategy consisting a presentation of material, application
exercises, and feedback.
Self-paced learning: It refers to the process whereby learners access computer-based
training(CBT) or web-based training(WBT) materials at their own pace, normally on a CD-
ROM for CBT of over a network or the Internet for WBT, Learners select what they wish to
learn, decide when they will learn it, and set the pace of their learning.
Leader-led learning: Unlike self-paced learning, this type of e-learning always involves an
instructor, coach, or facilitator. There are two basic forms: (a) learners access real-time
(synchronous) materials via videoconferencing or an audio or text messaging service, such as
Internet chat, or (b) learners access delayed materials (asynchronous) thogh threaded
discussions or streamed audio or video.
12
-
8/3/2019 Nazia Shagufta BBA V
13/111
Performance support tools: This is an umbrella term for online materials that learners access
for help in performing a task, especially related to software. Performance support tools
normally lead the user through the steps required to perform a task.
According to Brooke Broadbent, the benefits of e-learning for learners are as follows:
Creates interactions that stimulate understanding and the recall of information when
learners exchange questions during online discussions
Accommodates different types of learners and fosters learning through a variety of
activities that apply different learning styles
Fosters self-paced learning so learners can learn at the rate they prefer
Provides convenient access to learning material anytime, any place
Reduces travel time and travel costs
Encourages learners to browse for information through hyperlinks to sites on the
World Wide Web
Allows learners to select targeted and appropriate material on the Web
Provides context-sensitive help through performance support tools
Develops technical abilities required to use the internet
Encourages learners to take responsibility for their learning and builds self-
confidence
According to Brooke Broadbent, the benefits of e-learning for instructors are as follows:
Provides convenient access for instructors any time, any place
Allows pre-packaging of essential information for all students to access and frees instructors
to concentrate on high-level activities in the delivery phase
13
-
8/3/2019 Nazia Shagufta BBA V
14/111
Retains records of discussion and allows for later reference through the use of a threaded
discussion of streaming video
Generates more personal gratification for instructors through quality e-learner participation
Reduces travel and accommodation costs associated with training programs
Encourages instructors to access up-to-date resources on the Web
Allows instructors to communicate information in a more engaging fashion than possible in
text-based distance education programs
According to Brooke Broadbent, the benefits of e-learning for managers are as follows:
Provides automated, continuous assessment and reporting of employee participation and
progress
Reduces capital costs associated with traditional bricks-and-mortar schools and training
facilities
Reduces costs of learning materials, mailing, and telephones associated with distance
learning programs
Allow access to the same materials through a variety of platforms such as Windows, UNIX,
and Mac through the use of html files in a browser
Creates more consistency n the training program through a template approach
Creates a one-stop shopping center through training coordination software to offer courses
from across the organization
Provides access to leading instructors worldwide
Not every e-learning process, usage, or method is necessarily exclusively e- learning.
Sometimes a hybrid learning system is also used, either combining remote e-learning with
14
-
8/3/2019 Nazia Shagufta BBA V
15/111
direct contact through close-at-hand human intervention (whether remote of local, computer
mediated, such as through e-mail or chat, or non-computer mediated, such as face-to-face or
telephone, of combining software=driven resources with any other educational resource, such
as television, radio, books, tap, etc. Advances in technology have allowed for the growth of
collaborative Web-based learning opportunities.
Asynchronous activities us technologies such as blogs, wikis, and discussion boards, and
allow participants to contribute when time allows. Synchronous activities occur with all
participants joining in at once, as with a changed session or a virtual classroom or meeting
such as those offered by Web EX, etc.
Debate is still ongoing as to the effectiveness of educational technology in general and the
internet in particular. Many authors have stressed that education at all levels will increasingly
employ the Internet (Peha 1995, Owens 1999), Increasing connectivity and capabilities
through broadband technology coupled with continued resources funneled into the
educational system from various governmental and corporate agencies promise to further this
trend.
However, research results regarding its benefits are are mixed. Fleming and Raptis (2000)
conducted a topographical analysis of the literature concerning educational technology and
found that the effectiveness is largely unproven. Fabos and Young(1999) conquer labeling
much of the literature contradictory, inconclusive, and possibly misleading. Lawson and
Comber (2000) note that researchers are divided into two schools of thought as to the role
that technology will have in education: an increment list role and a transformation role. Their
own research was somewhat mixed, with technology and Internet connectivity transforming
certain aspects of education but merely increasing efficiency of other aspects.
15
-
8/3/2019 Nazia Shagufta BBA V
16/111
Golian (2000) summarizes the strengths and weaknesses of the Internet as an educational
tool. The benefits of the learning through the Internet are (a) learning at ones own pace, (b)
accessibility, (c) active learning , (d) cost-effectiveness for certain activities , (e)
collaborative, (f) personalized learning environment, and (g) non-linear learning. The
weaknesses include (a) shift of the searching responsibility to the learner, (b) data overload,
(c) data unreliability, (d) network/ hardware unreliability, (e) access control, and (f) teaching
of application rather than theory.
Barriers to utilizing networked e-learning technology have been categorized into four areas:
institutional, instructional, technical, and personal (Piotrowski and Vodanovich 2000).
Institutional constraints include such issues as financial support and incentive systems.
Instructional issues involve time commitments and interpersonal interaction. Equipment
reliability and software adequacy fall into the realm of technical barriers. Finaly, personal
barriers include technological competence and attitudes toward acceptance of the learner and
the instructor. However, Piotrowski and vodanovich (2000) found research results in these
areas to be equivocal. Several studies have attempted to gauge educator attitudes regarding
the use of technology and the Internet. Teachers have typically expressed a conservative view
of the effectiveness of computers in education (Vermette, et al. 1986). Research has indicated
that utilization of the internet by teachers is related to personal experience with the internet in
particular and computers in general, and institutional support and training (Honey and Mc
Millen 1996; Pugalee and Robinson 1998; Takacs, et al 1999, Becker and Ravitz 1999).
EMERGING ISSUES IN TRAINING
Some of the emerging issues in the field of employee training are listed below.
16
-
8/3/2019 Nazia Shagufta BBA V
17/111
There is a lack of corporate commitment as usually only the managers are nominated for
training Programmes and the non-executive staff are by and large ignored.
The aggregate organizational expenditure on training is inadequate.
There is a growing concern in the corporate world that the training provided by the
universities and business schools does not exactly match the business requirements.
Training has to be perceived as an investment for the betterment of the employees in an
organization. On the contrary, it is perceived as an expense as the outcomes are not
highlighted or there are no immediate benefits for the organization.
In todays economy, organizations are unable to allocate enough resources to reemploy
the laid-off employees
17
-
8/3/2019 Nazia Shagufta BBA V
18/111
18
-
8/3/2019 Nazia Shagufta BBA V
19/111
TRANING AND EDUCATION
Training is a process by which the aptitudes, skills and abilities of employees to
perform a specific job are increased.
The major outcome of training is learning. A trainee learns new habits; refined skills and useful
knowledge during the training that helps him improve performance. Training enables an
employee to do his present job more efficiently and prepare himself for higher-level job. Thus,
Training may be defined as a planned programme designed to improve performance and
bring out measurable changes in knowledge, skills, attitude and social behavior of
employees.
Training imparts the ability to detect and correct error.
It provides skills and abilities that may be called on in the future to satisfy the organizations
human resources needs.
Education is a process of increasing the general knowledge and understanding of employees.
Education is conceptual learning that improves understanding of a theme/subject.
19
-
8/3/2019 Nazia Shagufta BBA V
20/111
-
8/3/2019 Nazia Shagufta BBA V
21/111
21
-
8/3/2019 Nazia Shagufta BBA V
22/111
TRAINING AND DEVELOPMENT
EMPLOYEE TRANING AND DEVELOPMENT IS NOT ONLY
AN ACTIVETY THAT IS DESIRABLE BUT ALSO AN ACTIVITY
THAT AN ORGANIZATION MUST COMMIT TO IN ORDER TO MAINTAIN
VIABLE AND KNOWLEDGEABLE WORK FORCE..
Contemporary organization have realized the importance of human capital and are
increasingly finding it necessary to continuously train and develop human resources. The quality
of leadership determines the quality of the organization and it is this context that training of the
management consisting of the top, middle and junior levels Become imperative. The managers
form the core and the fulcrum which catalyses the pace of activities in the organizations.
Training and development constitute an ongoing process in any organization. Employees like
workers, Supervisors and executives need to be trained and developed in order to enable them to
grow and acquire maturity in thought and action.
In simple terms, training and development refers to the imparting of specific skills,
abilities and knowledge to an employee.
Development is any attempt to improve current of future employee performance by
increasing n employees ability to perform through learning, usually by changing the
employees attitude of increasing his or her skills and knowledge
22
-
8/3/2019 Nazia Shagufta BBA V
23/111
TRAINING VS. DEVELOPMENT
Training often has been referred to as teaching specific skills and behavior. It is usually
reserved for people who have to be brought up to a performing level in some specific skills. The
skills are almost development, in contrast, is considered to be more general than training and
more oriented to individual needs in addition to organizational needs and it is often aimed
towards executives. Usually, the intent of development is to provide knowledge and
understanding that will enable people to carry out non-technical organizational functions more
effectively, such as problem solving decision making relating to people.
Learning Dimension Training Development
Who Non-managers Managers
What Technical-mechanical
operations
The oretical-conceptual ideas
Why Specific job related
information
General Knowledge
When Short-term Long-term
23
-
8/3/2019 Nazia Shagufta BBA V
24/111
NEED FOR TRAINING
The need for training and development is determined by the employees performance deficiency
computed as follows:
Training and development need= standard performance-
Actual performance
Training is the act of increasing the knowledge and skills of an employee for performing a
particular job. It is concerned with important specific skills for a particular purpose. Training is
mainly job-oriented; it aims at maintaining and improving current job performance. Training is
needed to achieve the following purposes:
Newly recruited employees require training so as to perform their tasks effectively.
Instructions, guidance, coaching help them handle jobs competently, without any
wastage.
Training is necessary to prepare existing employees for higher-level jobs (promotion).
Existing employees require refresher training so as to keep abreast of the latest
developments in job operations. In the phase of rapid technological changes, this is an
absolute necessity.
Training is necessary when a person moves from one job to another (transfer).
Training is necessary to make employees mobile and versatile. They can be placed on
various jobs depending on organizational needs (job rotation).
24
-
8/3/2019 Nazia Shagufta BBA V
25/111
OBJECTIVES OF TRAINING
Every organization needs to have well-trained and experienced People to perform the required
activities. If the current or potential Job occupant can meet tis requirement, training is not
important. But if this is not the case, it is necessary to raisse the skill levels and versatility and
adaptability of employees.Inadequate job performance of a decline in productivity or changes
resulting out of Job redesigning or a technological break through requires some typeOf training
and development efforts. As the job becomes more Complex, the importance of employee
training also increases. Human resource development in recent years has become the focus Of
attention of planners, policy makers and sdministrators. The training objectives are laid down
keeping in view the companys goals and objectives. But, the general objectives of any training
programme are:
To impart the basic knowledge and skill to new entrants and enable them to perform their
jobs well.
To equip the employee to meet the changing requirements of
The job and the organization.
To teach the employees new techniques and ways of performing the job or operations.
To prepare the employees for higher level tasks and build up a second line of competent
managers.
25
-
8/3/2019 Nazia Shagufta BBA V
26/111
-
8/3/2019 Nazia Shagufta BBA V
27/111
ELEMENTS OF TRAINING
Trainee:
The proper selection of trainers is of a major importance if permanent and gainful results are to
be obtained. A trainee should be trained for the king of job he likes and is suitable to perform. In
respect of this, the training is closely related with the selection of personnel.
Trainer:
The trainer is the key figure in an effective training program. The trainer needs professional
expertise in order to fulfill his responsibilities.
Training Period:
The length of training period depends upon the skill to be acquired by the trainers learning
capacity and the training media to be used. The use of effective visual material helps to reduce
the training time.
27
-
8/3/2019 Nazia Shagufta BBA V
28/111
TRAINING TECHNIQUES
There are many methods and techniques for imparting training among trainers.
The choice of any method will depend upon
- Cost
- Time available.
- Number of trainees.
- Depth of knowledge required.
- Background of trainers.
The five types of employer training are interrelated. Each method is multifaceted in scope and
dimension and each is suitable for a particular situation. Care has been taken in adopting the
technique to fulfiil these objectives:
1. Provide motivation to trainer to improve performance.
2. Develop a willingness to change.
3. Provide feedback regularly.
4. Permit practice where appropriate.
5. Provide for trainers active participation in the learning processes.
28
-
8/3/2019 Nazia Shagufta BBA V
29/111
Various Training Techniques are:
a) On the Job Training (OJT):
Under this method, Skilled co-workers or supervisors instruct employees and they learn the job
by personal observation and practice. Sometimes they even handle the job by themselves and
thus this method is also known as learning by doing. Coaching, apprenticeship, job rotation
and special assignments are some of the type of on-job training.
b) Job Instruction Training (JIT):
This is very popular for preparing supervisors to train operatives. The JIT method requires
skilled trainers, extensive job analysis, training schedules and prior assignment of trainees job
knowledge. This method is also known as training through step-by-step learning. It involves
listing all necessary steps in the job, this shows what is to be done, alongside is listed the
corresponding key point which how and why is done.
c) Vestibule Training:
In this method, the trainee is exposed to an artificial working environment wherein on-the-job
situations are duplicated in a company classroom. Equipment and machines, which are identical
with those in use in the place of work, are utilized to impart the training.
d) Demonstration:
As the name implies, in this method the trainer used several example and demonstrates the job
to the trainee by performing it himself These are often used with lectures, pictures, text
29
-
8/3/2019 Nazia Shagufta BBA V
30/111
materials, discussions etc. However, their usefulness is limited when it comes to training
management personnel.
e) Simulation:
It is the technique wherein the actual conditions are duplicated which is normally in a specific
job. The vestibule training method is a good example of simulation. This type of training is
mostly used in the aeronautical industry.
f) Apprenticeship:
For training in a crafts, trades and technical areas, this is the oldest and most commonly used
method especially when proficiency in a job is a result of a relatively long period of 2-3 years. A
major part of training time is spent of-the-job productive work. Each practice is given a
programme of assignments according to a pre-determined schedule, which provides for efficient
training in trade skills.
a) Lecture or Classroom instructions:
This is one of the methods of off-the-job training which means training is not part of everyday
job activity.
Lectures are regarded as one of the simplest ways of imparting knowledge of the trainee,
expecially when facts, concepts of principles, attitudes, theories and problem solving are to be
taught. Lectures are formal organized talks by
Training specialists. The lecture method can be used for very large group, which are to trained
within a short time, thus reducing the cost per trainee.
30
-
8/3/2019 Nazia Shagufta BBA V
31/111
b) Conference Method:
In this method the participating individuals confer to discuss points of common interest to each
other. It is a formal meeting conducted in accordance with an organized plan in which the leader
seeks to develop knowledge and understanding by obtaining a considerable amount of oral
participation from the trainees. It lays stress on small group discussions, on organized subject
matter and on active participation of members involved. Building upon ideas contributed by the
conferences facilitates learning.
c) Seminar of Team Discussions:
It is considered as an established method of training and is conducted in many ways. The trainees
may prepare a paper on a selected subject after
Consulting the person in charge of the seminar, the person in charge may distribute the material
to be analyzed in advance of sometimes valuable working material from actual files may be
provided to the trainees for discussion.
d) Case Studies:
This method was first developed in the 1880s Christopher Lang dell. The objective of this is to
help students learn by themselves by independent thinking and by discovering principles and
ideas, which have lasting validity and general applicability. The object is to help them, develop
skills in using their knowledge.The case study is based on the belief that management
competence can best be attained through the study, contemplation and discussion of concrete
cases. The case study is primarily useful as training technique for supervisors and is especially
31
-
8/3/2019 Nazia Shagufta BBA V
32/111
valuable as a technique of developing decision-making and for broadcasting the perspective of
the trainee.
e) Role Playing:
The method also called Role reversal. Socio-drama emphasizes on learning human relation
skills through practice and insights into ones own behavior and its effect on others. It has been
defined as a method of human interactions, which involves realistic behavior in imaginary
situations. A role-playing experience demonstrates the gap between thinking and doing. The idea
of role playing involves action, doing and practice.
32
-
8/3/2019 Nazia Shagufta BBA V
33/111
INSTRUCTIONAL SYSTEMS DESIGN
An Instructional systems design (ISD) model has 4 phases:
1. Needs assessment
2. Design and development of training
3. Delivery of training
4. Evaluation of training
ASSESS
NEEDS
DESIGN DELIVER EEVALUATE
Assess trainingNeeds:
Organizati
onal
Analysis
Job and
Task
Analysis
Person
analysis
Design andDevelop training
applying knowledge
Principles:
Select
Training
Methods
Develop
Detailed
Content
Develop
Training
Materials
Pilot test
Training
Train
trainers
DeliverTraining
EvaluateTraining
Were objectives
met?
Reaction
Learning
Behavior
Results
33
-
8/3/2019 Nazia Shagufta BBA V
34/111
1. ORGANISATIONAL OBJECTIVES AND STRACEGIES
The first step in the training process in an organization is the assessment of
Its objectives and strategies. What business we are in? At what level of quality do we wish to
provide this product of service? Where do we want ot be in future? It is only after answering these
other related questions that the organization must assess its strengths and weaknesses of its human
resources.
2. ASSESSMENT OF TRAINING NEEDS:
Needs assessment diagnoses present problems and future challenges to be
Met through training and development. Organizations spend vast sums of money on T&D
Activities, before committing such huge investments organizations would do well to assess training
needs of the employees.
Needs assessment occurs at two levels- group and individual. An individual needs training when
there is performance deficiency. Inadequacy in performance may be due to lack of knowledge of
skills which can be remedied by training. Transfer, job redesign, improving quality of supervision
or discharge will solve the problem. Assessment of training needs must focus on the anticipated
skills of employees technology changes also demands new skills. At group level too any change in
the organizations strategy necessitates training of groups of employees.
34
-
8/3/2019 Nazia Shagufta BBA V
35/111
-
8/3/2019 Nazia Shagufta BBA V
36/111
during his or her training period. This information may be useful to evaluate the progress of the
trainee in the company.
6. EVALUATION OF RESULTS:
The last stage of the T&D process is the evaluation results. Evaluation helps in determining the
results of the T&D Programmes if they are accomplishing
Specific training objectives i.e correcting performance deficiencies. Training
Programmes should be evaluated to determine their cost effectiveness and the organization should
be benefited tangibly from it.
36
-
8/3/2019 Nazia Shagufta BBA V
37/111
EVALUATION OF TRAINING
PROGRAM
Organizations consider their training expenditure as investments on human assets when there is
investment, one wise question would b: What is the return on investment (Philips, 1997). Though
using financial parameters has its own difficulties, the organization would be interested in finding
out the benefits they get out of their investment. Hence, evaluating the training programs becomes
necessary.
Evaluations the process of determining the merit, worth and value of things and evaluations are the
products of that process (Screven, 1991). Evaluating training programs are done in terms of various
outcomes namely, satisfaction level; reaction and feedback of participants, change in behavior as
perceived by participant or their superior.
37
-
8/3/2019 Nazia Shagufta BBA V
38/111
NEED FOR EVALUATION
Evaluation is an important and essential process that establishes the credibility and the value of
training programs. It serves as a feedback to the trainers. To prove that the program so designed has
met the objective, and to justify investment on training.
Following are the uses of evaluation:
Determining the cost/benefit ratio.
Decide who should participate in future programs.
Identify which participants benefited the most or the least from the program.
Reinforce major points made to the participant.
Establish a database, which can assist management in making decisions.
Determine whether a program is accomplishing its objectives.
Identify the strengths and weakness in the HRD process.
38
-
8/3/2019 Nazia Shagufta BBA V
39/111
39
-
8/3/2019 Nazia Shagufta BBA V
40/111
PROFILE OF O.N.G.C
SECURING SUSTAINED GROWTH
Oil and Natural Gas Corporation Limited (ONGC) born as a medium entity, was set up as
a Commission on August 14, 1956. The company became a Corporate on June 23, 1993,
which has now grown into a full fledged horizontally integrated petroleum company.
Today, ONGC is a Flagship public sector enterprise and Indias highest profit making
corporate, achieving the record of being the first Indian corporate to register a five digit
profit figure of Rs. 12983 Crores in the year 2004-05.
Today, ONGC is the most valuable company in India, contributing 77 percent of Indias
crude oil production and 81 percent of Indias natural gas production. To sustain this
growth ONGC has drawn up ambitious strategic objectives. They are:-
Having accreted six billion tones oil and oil equivalent reserves in its first 45
years of operation, ONGC now aims to doubts these reserves by 2020.
The second strategic objective is to augment the global recovery factor from the
existing 28 percent to the global norm of 40 percent in next 20 years.
40
-
8/3/2019 Nazia Shagufta BBA V
41/111
HISTORY OF ONGC
In 1955, Government of India decided to develop the oil and natural gas resources in the
various regions of the country as part of the Public Sector development. With this
objective, an Oil and Natural Gas Directorate was formed. In 1956 directorate raised to
the status of commission with enhanced powers. The directorate was converted in
statutory body by an act of parliament. So ONGC was setup to explore oil and natural gas
resources in the country.
Since its inception, ONGC has been important in transforming the countrys limited
upstream sector into a large viable playing field, with its activities spread throughout
India and significantly in overseas territories. ONGC went offshore in early 70s and
discovered a giant oil field in the form of Bombay High, now known as Mumbai High.
With the liberalized economy policy, adopted by the government of India in July 1991,
ONGC was re-organized as a limited Company under the Companys Act 1956 in
February 1994.
41
-
8/3/2019 Nazia Shagufta BBA V
42/111
-
8/3/2019 Nazia Shagufta BBA V
43/111
VISION AND MISSION
ONGC VISION
TO BE A WORLD CLASS OIL AND GAS COMPANY, INTEGRATED IN ENERGY
BUSINESS WITH DOMINANT INDIAN LEADERSHIP AND GLOBAL PRESENCE.
ONGC MISSION
TO STIMULATE, CONTINUE, AND ACCELERATE EXPLORATORY EFFORTS
TO DEVELOP AND MAXIMISE THE CONTRIBUTION OF HYDROCARBONS TO
THE ECONOMY OF THE COUNTRY.
WORLD CLASS
To be a world-class oil and gas company, ONGC is dedicated to excellence by leveraging
competitive advantages in R & D and technology with involved people and Imbibe high
standards of business ethics and organizational values, ONGC also Fosters a culture of
trust, openness and mutual concern to make working a stimulating and challenging
experience for our people and also strive for customer delight through quality products
and services.
43
-
8/3/2019 Nazia Shagufta BBA V
44/111
Integrated in Energy Business
The company strives to be integrated in energy business. This implies that the company
focuses on domestic and international oil and gas exploration and production business
opportunities and also creates growth opportunity and maximizes shareholder value.
Dominant Indian Leadership
ONGC has retained dominant position in Indian petroleum sector and enhances Indias
energy availability.
44
-
8/3/2019 Nazia Shagufta BBA V
45/111
CORE ACTIVITIES OF ONGC
ONGC is mainly involved in the process ofExploration & Production which broadly
means
Establishing commercial accumulation of crude oil and natural gas in Sub-
surface at depth and at a given cost.
Introducing the established oil and gas reserve optimally as a economic viable.
EXPLORATION
It is the study of surface and sub surface parameters with aim to asses whether iol
reserves are available in commercially exploitable quantities; it includes services of
various discipline persons like
Geologists
Geophysicist
Reservoir engineer
Survey people
Chemistry people
Paleontology
Programming people to internet
Map and drawing people
45
-
8/3/2019 Nazia Shagufta BBA V
46/111
PRODUCTION
This is the exploitation of the oil reserves, which leads to actual production of oil. Its
primary function is to process and supply the produced oil to the refineries. As in the case
of gas it is also directly supplied to the customer. This function is supported by
Production people
Chemistry people
Instrumentation
Cementation
Construction and maintenance (C & M)
46
-
8/3/2019 Nazia Shagufta BBA V
47/111
SUPPORT FUNCTIONS FOR CORE ACTIVITIES
Apart from the Core activities described above, there are a number of Institutes set up in
ONGC which are dedicated to Research & Development as their primary function
coupled with imparting training and skill enhancement.
ONGC ACADEMY
ONGC Academy at Dehradun accredited with ISO9001 Quality Certification, has been
developed as a centre of Excellence for imparting training and for enhancing overall
managerial capabilities of the work force. It is functionally under the control of Director
(HR) and is the nodal agency for formulating guidelines relating to Human Resource
development and its execution.
In addition to ONGC Academy, ONGCs set-up also controls Regional Training
Institutes (RTIs) at Baroda, Panvel, Chennai and Sivasagar. At these institutes the total
number of programmes conducted was 331 during 2000-01, which were attended by over
8000 employees of the regions. It is expected that project SHRAMIK which is based on
SAP R/3 software platform will make training and development even more effective in
ONGC in future.
47
-
8/3/2019 Nazia Shagufta BBA V
48/111
ONGC TRAINING INSTITUTES
Training & Development in the companys imparted through the following institutes:-
Institute Of Management Development (IMD), Dehra Dun.
Regional Training Institute, Makarpura Road, Vadodara
Regional Training Institute, Chennai
Regional Training Institute, Panvel, Mumbai.
Regional Training Institute, Sibsagar, Assam.
Regional Training Institute, Rajahmundry.
48
-
8/3/2019 Nazia Shagufta BBA V
49/111
ORGANIZATIONAL SET UP
Organizational set up under business group concept.
ONGC is working all over India. It has its headquarters at Dehradun and registered office at
Delhi. . Prior to August 2001 ONGC was organized on the concept of business group based on
activities and divided into four groups namely:
Exploration Business Group (EBG)
Drilling Business Group (DBG)
Technical Business Group (TBG)
Operational Business Group (OBG)
These business groups were supported by the services consisting of personnel and
administration, finance and accounts. Six regions covered these activities. Each region operated
as a business center. These were
Northern Regional Business Center (NRBC) Jammu
Western Regional Business Centre (WRBC) Baroda
Mumbai Regional Business Centre (MRBC) Mumbai
Southern Regional Business Centre (SRBC) Chennai
Eastern Regional Business Centre (ERBC) Nazira
Central Regional Business Centre (CRBC) Calcutta
49
-
8/3/2019 Nazia Shagufta BBA V
50/111
ONGC OFFICES IN INDIA
Head Quarters DehraDun
Registered Office New Delhi
Regional Offices Baroda, Kolkata, Nazira, Mumbai, Chennai
BASIN
Dehradun (Frontier Basin)
Baroda (Western Onshore Basin)
Mumbai (Western Off Shore Basin)
KG Basin
Kauveri Basin
ASSETS
Mehsana
Ahemdabad Ankleshwar
Mumbai
Karalkal
Rajahmundry
Tripura
Assam
50
-
8/3/2019 Nazia Shagufta BBA V
51/111
SWOT ANALYSIS
STRENGTHS
The company is highly cost competitive.
The company has an established network in India.
ONGC is one of the few companies in the world, which owns and operates a large
number of oil field services such as drilling, production testing, geophysical and
logistic services.
It has rich experience over the last 25 years in its execution and possesses
abundant data associated with these projects.
ONGC contributes 90% of Indian crude oil production.
The organizational possesses highly skilled manpower at a low cost.
Another area of strength of ONGC is its commitment and quality of maintenance
management.
51
-
8/3/2019 Nazia Shagufta BBA V
52/111
WEAKNESSES
The purchase procedure of ONGC does not lead to feasible and past purchase
decisions.
The government therefore the functioning of the organization still to a great
degree regulates it, as a commercial organization is restricted.
Behaviors of the certain reservoirs in Mumbai have not been in line with the
expectation, which would enroll investment in the future.
There has been no major discovery in the past.
There is lower realization per barren as compared to international prices.
52
-
8/3/2019 Nazia Shagufta BBA V
53/111
OPPORTUNITIES
ONGC has an opportunity for growth in overseas market through the subsidiary
ONGC Videsh Ltd. (OVL.).
The company has entered into strategic alliance with IOC to form a national oil
entity for domestic and global operations.
ONGC has been receiving adjusted prices for crude oil and once the government
removes the APM, the earnings are expected to increase.
THREATS
ONGC has a lot of exposure to the group companies in the form of cross
holdings. This is hampering the financial soundness of the company. The
company paid Rs.1700 Crores to the government for a 10% stake in IOC and 5%
stake in GAIL.
The company is a favored company by the GOI and in the decontrolled scenario;
it could face greater challenges from private players.
53
-
8/3/2019 Nazia Shagufta BBA V
54/111
HUMAN RESOURCE (HR) IN ONGC
Not only had India set up her own machinery for oil exploration an efficient oil
commission had been built where a large number of bright young men and women
had been trained and they were doing good work.
- Pandit Jawaharlal Lal Nehru, Indias first Prime Minister to Lord Mountbatten, on ONGC (1959).
Today, ONGC is the flagship company of India; and making this possible is a dedicated
team of nearly 35,000 professionals who toil round the clock. It is this toil, which amply
reflects in the performance figures and aspirations of ONGC. The company has adapted
progressive policies in scientific planning, acquisition, utilization, training and motivation
of the team. At ONGC everybody matters, every soul counts.
ONGC has a unique distinction of being a company with in-house service capabilities in
all the activity areas of exploration and production of oil and gas and related oil field
services.
Needless to emphasize, this was made possible by the men and women behind the
machine. Over 24,000 experienced and technically competent executives mostly
scientists and engineers from distinguished Universities / Institutions of India and abroad
form the core of ONGC manpower. They include geologists, geophysicists, geochemists,
drilling engineers, reservoir engineers, petroleum engineers, production engineers,
engineering and technical service providers, financial and human resource experts, IT
professionals and so on.
54
-
8/3/2019 Nazia Shagufta BBA V
55/111
-
8/3/2019 Nazia Shagufta BBA V
56/111
HR OBJECTIVES
To develop and sustain core values.
To provides job contentment through empowerment, accountability and responsibility.
To develop business leaders for tomorrow.
To build and upgrade competencies through virtual learning, opportunities for growth
and providing challenges in the job.
To fosters a climate of creativity, innovation and enthusiasm.
To enhance the quality of life of employees and their family.
To inculcate high understanding of Service to a greater cause.
56
-
8/3/2019 Nazia Shagufta BBA V
57/111
-
8/3/2019 Nazia Shagufta BBA V
58/111
TRAINING SYSTEM IN ONGC
58
-
8/3/2019 Nazia Shagufta BBA V
59/111
ONGC is a highly capital and technology intensive organization. It is on the cross roads of
transformation from a fully protected administrative price mechanism, monopoly economy to a
market driven liberalized and competitive economy with the advent of New exploration
Licensing Policy. The petroleum sector has been open for the private and multi national
petroleum companies.
Now ONGC has to compete with other private operators and maintain its leading position. This
requires it to adopt very progressive and forward HRD Policies to sustain and survive in the new
economic scenario Only the competent motivated people can make things happen in desired way
and enable an organization to achieve its business goals. The human resource development is a
continuous process and to ensure such development the HRD philosophy of ONGC has been
based on the following important axiom of Human Resource:
1. Human Resource has boundless potential.
2. An individual who ceases to learn to grow.
3. The organizational excellence is achievable through the excellence of Human Resource.
Keeping this in view the HRD policies and strategies have been designed and
implemented throughout the organization to harness the boundless potential human
capital and make the organization a vibrant and learning organization.
TRAINING STRATEGIES
59
-
8/3/2019 Nazia Shagufta BBA V
60/111
In ONGC, the planned development of Human Resource is given top priority. The
training has to be organized for entire human resource covering all levels from the lowest
class IV to the highest board level. Special attention is to be paid to the lower and middle
level executives , who are at the cutting edge of operations. By nature of their job
responsibilities & their positioning the organization, the executives and non-executives
have to discharge different types of jobs, which demand different sets of knowledge and
skills. Hence, separate training intervention strategies for the executives and non-
executives have been designed.
Training Strategies for the Executives:
Training & Development activities are seen in relation with career progression of the
employees in the organization. Therefore, the following training interventions at various
levels of the career path of the executives are proposed:
Mandatory Training for executives
Mandatory Training program is essential to enable an employee to discharge his
responsibility efficiently and effectively. These are knowledge, skills and attitude
programs, which will be organized at various level of the career span of the executives.
60
-
8/3/2019 Nazia Shagufta BBA V
61/111
-
8/3/2019 Nazia Shagufta BBA V
62/111
E-0 level supervisory Development Program 1 Week
Graduate Trainees Graduate Training Program 52 Weeks
E2-E3 Level Jr. Management Training Program 2 Week
E4-E5 Level Middle Management Training Program 2 Weeks
E6-E7 Level Sr. Management Training Program 2 Weeks
E7 & Above Levels Adv. Management Training Program 4-5 Weeks
These Training programs are mandatory in nature & efforts will be made to impart these training
to each individual throughout their career progression in the organization. The training in
institutes in these programs will make the nomination and the Line managers will ensure
participation of each employee by designing & conducting sufficient number of training
programs. The appropriate system is being designed as part of project SHRAMIK to identify and
nominate individual for mandatory training to ensure participation as development of individual
in mandatory training effective monitoring will be done through this system.
Induction Training
The institute has comprehensive training module of 52 weeks for the newly recruited graduate
trainees. The efforts have been made to design this training module.
62
-
8/3/2019 Nazia Shagufta BBA V
63/111
III. Specialization Training (ST) 6 Weeks:-
After the above two training , the trainees are regrouped discipline wise for the training in
their disciplines for an in-depth understanding of the core subject.
IV. On-Job Training (OJT) 33 Weeks:-
In this module the trainees are put at field installations for hands on experience and
implement what they have learned during various modules of training. They are rotated in
planned manner to various Jobs.
V. Final Evaluation (FE) 2 Weeks:-
Evaluation of graduate trainees is an essential and important part of entire induction
program. The trainees are evaluated on weekly bases throughout the training process for
each module, sub-module through objective and descriptive tests.
a) Exploration Training:-
IMD plans and conducts training programs on all aspects of exploration technology
covering programs on Geology, Geochemistry, geophysics, Well Logging and Reservoir
Engineering etc.
b) Production Technology Training:-
The instituted designs and organizes training programs on all aspects of Petroleum
Technology to meet the skill and knowledge requirement of the petroleum engineers of
the organization.
c) Engineering and Information Technology Training:-
The institute designs and conducts training programs in all branches of engineering
relevant to the petroleum industry and information technology. The training program in
63
-
8/3/2019 Nazia Shagufta BBA V
64/111
Information Technology covers both computer hardware and software and electronics
and telecommunication.
d) Management training:-
IMD plans and conducts training programs in all streams of management, Financial
Management and Material Management.
) Integrated Professional Training:-
The institute plans and conducts training program on professional areas, which involve
holistic approach of management in effective accomplishment of various integrated tasks.
f) Emerging Technology Training:-
Exploration and Exploitation of Petroleum is a very technological intensive area. The rate
of obsolescence is very fast in this sector of petroleum industry to keep pace with fast
changing global scenario and keep knowledge and skills of ONGC executives updated.
g) Sponsored Training:-
The efforts are needed to design and conducts the training program to meet the
knowledge and skill requirements of the fast human resource of ONGC in all areas of
Petroleum Technology and Management but to meet some specific requirements in
various disciplines, the instate sponsors the employees of ONGC in the program of
external training agencies both India and abroad. The philosophy behind sponsoring the
executives and non-executives on the programs of external agencies is to bring new and
innovative ideas in the organization from outside world and minimize the cost of
organizing training for very limited number of participant to meet this requirement.
64
-
8/3/2019 Nazia Shagufta BBA V
65/111
HUMAN RESOURCE DEVELOPMENT
Human Resource Development is the basis of success of any organization. HRD helps to
enhance employees effectiveness and helps to achieve organizational goals. Now with the
emergence of so called New Economy, the increasing role of knowledge in industry is
becoming obvious. In the emerging knowledge age, incessant learning by employees through
effective training and development is training and development no enterprise can claim to be
giving due importance to HRD. In the unfolding economic scenario it is increasingly being
realized that employees are the most precious assets of any company. Any investment in T&D is
basically an investment which can enhance the value of this asset. HRD may be broadly taken to
include management education. Leadership, Training, Management Development and problems
of analyzing grass roots, the lay workers for meeting the challenges of change and innovation.
The distinction between education and training is that while education provides breath and is
more general, training will provide depth and will be more specific and problem oriented.
HRD aims at formulation of personnel policies from time to time in order to achieve its
goals and objectives. The personnel policies seek to follow a participative style of management
and cultivate an environment of mutual love and respect among employees, by providing job
satisfaction ensuring continuous development and career progression and providing better living,
and friendly and firm towards all employee and ensuring disciplines at all levels.
65
-
8/3/2019 Nazia Shagufta BBA V
66/111
-
8/3/2019 Nazia Shagufta BBA V
67/111
HRD INSTRUMENTS
A Number of HRD instruments may need to be used to meet the challenges of liberalization:
1.Training
2. Quality up gradation programmes
3. Consultants
4. Mechanisms to tap ideas at top and lower level
5. Corporate planning exercise
6. Foreign collaboration
7. Environmental scanning
8. Participative management
9. Programmes and actions to generate consciousness.
10. Job rotation
11. Career planning
12. Restructuring of organization.
67
-
8/3/2019 Nazia Shagufta BBA V
68/111
HUMAN RESOURCE DEVELOPMENT IN ONGC
Inspired, motivated and result driven workforce is the ONGCs biggest Asset. Today, ONGC is
poised to emerge as a complete energy company; and making this possible I a dedicated team of
nearly 38,000 professionals, who toil round the clock. It is this toil which amply reflects in the
performance figures and aspirations of ONGC. The company has adopted progressive policies in
scientific planning, acquisition, utilization, training and motivation of the team. At ONGC
everybody matters, every soul counts.
ONGC has a unique distinction of being a Company with in-house service capabilities in
all the activity areas of exploration and production of oil & gas and related oil field services.
Needless to emphasize, this was made possible by the men & women behind the machine. Over
18,000 experienced and technically competent executives mostly scientists and engineers from
distinguished Universities/ Institutions of India and abroad form the core of their manpower.
They include geologists, geophysicists, geochemists, drilling engineers, reservoir engineers,
petroleum engineers, production engineers, Engineering & Technical services providers,
financial and human resource experts, IT professionals and so on.
68
-
8/3/2019 Nazia Shagufta BBA V
69/111
MANAGEMENT DEVELOPMENT PROGRAMS
CONDUCTED BY ONGC IN RECENT PAST
69
-
8/3/2019 Nazia Shagufta BBA V
70/111
MANAGMEMENT PROGRAMMES
TEAM BUILDING AND CONFLICT MANAGEMENT
WHO MAY ATTEND:E2 to E5FACULTY:NIM, Nirma University, Ahmedabad.DATES: Sep 18-23, 2006, Nov 20-25, (6days_2Programmes)SEATS: 25
VENUE: Nirma University Campus, Ahmedabad (Residential)
DELIVERABLES
Teams are the key to smart, flexible and cost effective Organizations for the 21st centuryEffectiveness of Organization therefore, depends on teamwork at different levels of
organizational hierarchy. The programme Would be primarily focused on sensitizing the
Participants to:
Establish Work culture essential for successful work teams.
Understand the dynamics of working together
Develop an Approach to manage Conflicts
Emphasis on inter-team relationships and resolving inter team conflict.
PROGRAMME PROFILE
Micro Lab
Organizational Challenges
Leadership and Team Building
Self Development for Leadership
Team Building: values-ethics& skills
Conflict management and Negotiations
Evaluating & Rewarding Team performance
TQM through Team Work
Creating Effective Project Team
Decision Making & Problem solving in Teams
Developing High Performance Culture
Empowerment and Delegation
Project work
70
-
8/3/2019 Nazia Shagufta BBA V
71/111
PERFORMANCE ENCHANCEMENT
WHO MAY ATTEND: E-2 to E-4FACULTY: Nov 20-25, 2006 (6 days_1 Programme)SEATS::25
VENUE: MDI, Gurgaon (residential)
DELIVERABLES
The Programme aims at:
Enabling participants to understand their role, responsibilities and culture for evolving
performing organizations.
Understanding of Core activities and costs in decision-making and translate the entire
process of cost management into owned measures of performance at the individual,group and unit levels.
Evolving an action plan to improve productivity and achieve corporate objectives by
creating high performance teams.
PROGRAMME PROFILE
Identification of issues in ONGC.
Self Management & Motivation
Planning & Goal setting for performance.
Interpersonal Relations.
Communication & Presentation skills.
Team Building & conflict Management
Group dynamics & Interpersonal Relations Values and skill for Performance
Creativity and Innovation
Subordinate development
Business Negotiations
Performance Appraisal
Building Organizational Pride
Inculcating Positive Work Culture
HRD Role in performance enhancement
Effective Personal Productivity
Productivity of team
Understanding & Analyzing of financial statement of ONGC.
Operational Performance and cost Effectiveness in ONGC.
71
-
8/3/2019 Nazia Shagufta BBA V
72/111
TRANSFORMATIONAL LEADERSHIP AND ORGANIZATION
BUILDING
WHO MAY ATTEND: E3 to E5FACULTY: MDI, Gurgaon
DETES: Mar 5-10,2007 (6day_1Programme)SEATS:25
VENUE:MDI Campus, Gurgaon (Residential)
DELIVERABLES
This programme aims to help the participants to:
Manage the organizational Change and Growth
Lead Multidisciplinary Teams, Manage Conflicts through Role Efficacy
Develop and Counsel subordinates Facilitate Participants to be Visionary & Transformational in their roles for
Organizational Excellence.
PROGRAMME PROFILE
Domestic & Global Business Scenario
Organization vision, Mission and Core Values
Management change-change of priorities
Changing Mind Set for organization Building
Creating Positive Work Culture
Empowerment, Team Building & Conflict Management.
Leadership: Change paradigms.
Strategic Leadership for change.
Leadership for transforming the Organization
Managing quality through Collaboration
Cross Cultural collaboration
Organization Building through Effective Growth Strategies.
Building Relationship and People Competencies.
Building Organization Pride to the subordinates
Project work for Organization Building Experience in Organization.
72
-
8/3/2019 Nazia Shagufta BBA V
73/111
HIGH PERFORMANCE SKILLS
WHO MAY ATTEND:E-1 to E-4FACULTY: Total Management, Dehra Dun
DATES: Dec.11-15, 2006, Feb 19-23, 2007 (5 days_2 Programmes)
SEATS:25VENUE: ONGC Academy, Dehra Dun
DELIVERABLES
Enhancing Managerial effectiveness is a vital issue in Organizations for achieving excellence in
the present competitive environment. The programme aims at:
Building the requisite competence and skills for achieving organizational goals
Developing a healthy organizational culture
Providing a holistic vision for managerial strategies and inculcating appreciation ofcross functional areas of Management.
Developing managers into successful leaders
Stimulating innovative work culture
PROGRAMME PROFILE
Listening skills
Articulation, Non-verbal communication and Body language
Emotional Intelligence
Interpersonal skills Creating positive work culture
Team work-conflicts
Negotiating skills
Empowering the Team
Leadership Changing paradigms
Delegation and Developing people
Problem solving and Decision making skills
Communication and Presentation Skill
Changing mind set for global management practices
Managing stress without Yoga
Thoughtful Management
73
-
8/3/2019 Nazia Shagufta BBA V
74/111
GLOBAL MANAGERS
WHO MAY ATTEND :E4 & aboveFACULTY:IIM, Bangalore
DATES: Jul 31-Aug4, 2006, Oct 30- Nov 3, 2006 (5 days_2 Programmes)SEATS:25
VENUE: IIMB Campus (Residential)
DELIVERABLES
Todays business environment has created many challenges where managers need to think
globally as the world is transforming into a Global Village. The programme is designed:
To provide professionals with a proactive approach to deal with cultural diversity intodays multi-cultural environment.
To understand the domestic business ethics, values & practices and as well as global best
practices.
To prepare the participants for the challenges ahead in the highly competitive global
environment.
PROGRAMME PROFILE
Understanding global business environment
Cultural sensitivity & adoptability in the global context
Socio-cultural Environment
Business Etiquette
Leadership styles-decision making Stress & Time management
Cross cultural Communication, Collaboration & Negotiations
Realistic Expectations
Managing global teams
Business ethics & Corporate Governance
Global best practices
74
-
8/3/2019 Nazia Shagufta BBA V
75/111
HR FOR MANAGERS
WHO MAY ATTEND:E4 TO E6FACULTY:IIM, LucknowDATES: Oct 9-14, 2006 (6days_1 Programme)SEATS:25
VENUE:IIML campus,(Residential)
DELIVERABLES
This programme aims to help the participants:
To be aware of the importance of human resources, the fundamental driving force behind
All visions and strategies
To impart a strategic perspective through appropriate cases
PROGRAMME PROFILE
Understanding your own psychological / managerial / negotiation profile / style and
utilizing it for personal/ professional effectiveness.
Learning the latest on values based leadership and how to become a transformationalleader.
Team architecture and team development.
Human resource information system for promoting data based management.
IT and knowledge management and how it adds value to the organization.
Strategic business negotiation
Manager to Leader
Assessment centers for powerful recruitment.
Strategic HRM and its alignment with corporate plans for competitive advantages.
Culture as strategic tool.
HR Audit
Post-modern structures for learning/ biological organization, and its lessons for Indian
industries.
Indian ethos of management for improving corporate/ personal effectiveness.
75
-
8/3/2019 Nazia Shagufta BBA V
76/111
VALUE CREATION THROUGHFINANCIAL DECISION MAKING
WHO MAY ATTEND: E-6 & Above.FACULTY: NIM, Nirma University, Ahmedabad
DATES: Feb 19-21, 2007 (3 days_1 Programmed)
SEATS:25VEUE: Nirma University Campus, Ahmedabad (Residential)
DELIVERABLES
The programme aims at delivering a clear understanding of what determines the value of a
company, financial and corporate strategies towards value maximization. It also helps to achievecompetitive advantage through reduced costs and enhanced customer value.
PROGRAMME PROFILE
Value Based Management and Economic value added
Financial Decisions and value of the company
Advancements in Investment Decision Analysis
Value creation through Risk Management
Issues in designing Management Control System
Value of diversity in corporate decision making
76
-
8/3/2019 Nazia Shagufta BBA V
77/111
CORPORATE COVERNACVE
LEADERSHIP PROGRAMME (CGLP)
WHO MAY ATTEND:E6-& Above.FACULTY:IIM, Bangalore
DATES: Nov 27-29, 2006 (3 days_1 Programme)SEATS:25
VENUE:IIMB Campus (Residential)
DELIVERABLES
Corporate Governance is assuming increasing significance around the world expeciallyfollowing instances of corporate misdemeanors. India too has had in the recent past her share of
such examples and considerable legislative, regulatory attention has been given in recent years to
this important aspect of successful and transparent business operations. The programme is aimedto:
Provide an understanding of Corporate Governance principles and practices applicable
internationally and in India, to appreciate the roll of the corporate board in ensuringsatisfactory discharge of their fiduciary and other responsibilities to shareholders and to
other appropriate stakeholders.
Facilitate enhancement of the participants self development and personal contribution to
improved effectiveness and performance of their boards and
Gain insights into the emerging context of successfully operating business organizations
in a globally competitive environment and within a framework of good corporate
citizenry.
PROGRAMME PROFILE
Corporation and its role in Society
Board and the Executive
Top Management Development and Compensation
Strategy Performance
Group Negotiations dynamics
Audit committees
Internal Control and Assurance
Risk Management Internal Communications
Corporate Social Responsibilities
Accounting standards
Financial Communications
Handling of Conflicts of Interest
Financial Reporting
Public Sector Governance Unique Issues
77
-
8/3/2019 Nazia Shagufta BBA V
78/111
SENIOR MANAGEMENT
PROGRAMME (SMP)
WHO MAY ATTEND: E-5 level executives.
FACULTY: MDI GurgaonDATES: October, 2006 & /March, 2007 (28 days_ 2 Programmes)SEATS:25
VENUE:MDI campus, Gurgaon / abroad
DELEVERABLES
Since ONGC is extending its operations to various parts of the world, it is imperative that ONGCexecutives are exposed to International perspective and develop a mind set of global managers.
Keeping this in view a comprehensive programme has been specially designed for E-5 levelexecutives of ONGC. The programme aims at:
Understanding global perspective and developing a mind set of managing at International
level
Building Customer Centric Work Culture
Inculcating a mind set of Transformational Leadership
Evolving a culture of innovation and creativity
PROGRAMME PROFILE
A. Domestic Learning session:
Micro Lab and Emerging Corporate Landscape
Agenda for future Indian Economy
Emerging Energy Economics
Outbound Exercises
Strategic Management
Mergers and Acquisitions Emerging aspects
Corporate Governance
Understanding of Financial statements
Project Formulation and appraisal
Working Capital Management in Oil Sector
Drivers for Excellence Building Customer Centric Work Culture
Transformation Leadership
Building Holistic Mind Set
B. Oversees Learning Session:
Visit to E&P industries & Executives meet in European / Western countries for exposure
to best in business practices
78
-
8/3/2019 Nazia Shagufta BBA V
79/111
-
8/3/2019 Nazia Shagufta BBA V
80/111
LABOUR LAWS/RELATIONS
WHO MAY ATTEND:E2 to E5FACULTY:XLRI Jamshedpur
DATES: Oct 30-3 Nov, 2006 (5 days_1 Programme)SEATS:25
VENUE: ONGC Academy, DehraDun
DELIVERABLES
The programme aims
To Create awareness of various statutory provisions relating to ONGC.
To understand the changes in the changes in the economic and Labour policies in the
light of globalization liberalization and privatization
To develop an understanding the laws relating to Secondary workforce
To Create awareness amongst the managers in maintenance of harmonious industrial
relations.
PROGRAMME PROFILE
Industrial relations an overview IR Scenario in PSUs/ONGC
Legislations on Industrial Relations
Industrial Discipline
Organized Labour Policy Perspective
Important provisions of wages and wage polices Relevant provisions of Labour Welfare and social security
Management of contingent employees
Management of Contract Labour in ONGC / India
Labour laws relating to secondary work force-Role of Judiciary
Who is appropriate Government?
Registration of Principal Employer and License by Contractor
Principal Employers obligations, responsibilities and safe practices
Options available to Employers for safe engagement of Contract Labour
Emerging Labour issues in Post Globalize era
Labour reforms entry & exit barriers
Case studies- various judgments of Law of the Land
80
-
8/3/2019 Nazia Shagufta BBA V
81/111
-
8/3/2019 Nazia Shagufta BBA V
82/111
RESEARCH METHODOLOGY
Research methodology is the philosophy or the general principle , which guides our research. It
is the overall approach of studying our topic.
Type of Research
Descriptive research was carried out. It includes survey and fact enquiries of different
kinds. The survey method include questionnaire.
Data resources
There are two kinds of data that can be collected. One is primary, which is original in
character , as it has been collected for the first time. The other one is secondary, which has
already been collected and needs only to be compiled.
For my research, I choose the primary source as well as secondary sources of data collection.
Primary source of data collection
Questionnaire
The questionnaire was divided into following parts.
Training nomination
Training system Evaluation
Programme evaluation
Improvements / up gradation
82
-
8/3/2019 Nazia Shagufta BBA V
83/111
Organizational needs
Training system effectiveness
Training Programmes Quality
Secondary source of data
Secondary data was also needed to collect relevant literature related to the topic .
To asses secondary data ONGC HR manual , magazines , reference books and internet were
useful sources
Sampling
Sample size - 100
Sample unit - Executives E1-E6
Sample area - KDMIPE ONGC DEHRADUN
Limitations
1. One of the limitations while collecting data through questionnaires was that due to the
busy schedule of the respondents frequent visit were required
2. Due to some non- respondents the sample selected were reduced.
83
-
8/3/2019 Nazia Shagufta BBA V
84/111
84
-
8/3/2019 Nazia Shagufta BBA V
85/111
Question 1
Do you think that training and development programs are necessary in
an organization?
Response No. of Response % of Response
Yes 87 87
No 13 13
87%
13%
Yes
No
85
-
8/3/2019 Nazia Shagufta BBA V
86/111
Question 2
Are you aware of various training programs (& their dates) available to you?
Response No. of Response % of Response
Yes 71 71
No 29 29
71%
29%
Yes
No
86
-
8/3/2019 Nazia Shagufta BBA V
87/111
Question 3
Training programs are evaluated and improved upon every year.
Response No. of Response % of Response
Yes 84 84
No 16 16
84%
16%
Yes
No
87
-
8/3/2019 Nazia Shagufta BBA V
88/111
Question 4
Employees are encouraged and rewarded for acquitting relevant higher
Qualifications.
Response No. of Response % of Response
Yes 78 78
No 22 22
78%
22%
Yes
No
88
-
8/3/2019 Nazia Shagufta BBA V
89/111
Question 5
Employees are nominated for training programs on the basis of their training needs.
Response No. of Response % of Response
Yes 66 66
No 34 34
66%
34%
Yes
No
89
-
8/3/2019 Nazia Shagufta BBA V
90/111
Question 6
Employees are involved in identifying their training needs.
Response No. of Response % of Response
Yes 58 58
No 42 42
58%
42%Yes
No
90
-
8/3/2019 Nazia Shagufta BBA V
91/111
Question 7
Knowledge, Skills and Attitude survey is periodically conducted to design Training
Programs.
Response No. of Response % of Response
Yes 71 71
No 29 29
71%
29%
Yes
No
91
-
8/3/2019 Nazia Shagufta BBA V
92/111
Question 8
Experience sharing, Games, Role-playing and Case Studies are included in training
programs.
Response No. of Response % of Response
Yes 68 68
No 32 32
68%
32%
Yes
No
92
-
8/3/2019 Nazia Shagufta BBA V
93/111
Question 9
.
The training programs are designed keeping Organizational Objectives in mind.
Response No. of Response % of Response
Yes 72 72
No 28 28
72%
28%
Yes
No
93
-
8/3/2019 Nazia Shagufta BBA V
94/111
Question 10
Knowledge & Skills imparted during Training is useful for performing present
assignment.
Response No. of Response % of Response
Yes 89 89
No 11 11
89%
11%
Yes
No
94
-
8/3/2019 Nazia Shagufta BBA V
95/111
Question 11
Are you satisfied with the Training Programs conducted in ONGC.
Response No. of Response % of Response
Yes 92 92
No 08 08
92%
8%
Yes
No
95
-
8/3/2019 Nazia Shagufta BBA V
96/111
Question 12
Training imparted helps in increasing job satisfaction and recognition.
Response No. of Response % of Response
Yes 84 84
No 16 16
84%
16%
Yes
No
96
-
8/3/2019 Nazia Shagufta BBA V
97/111
Question 13
Training improved the climate for learning between groups and individuals.
Response No. of Response % of Response
Yes 86 86
No 14 14
86%
14%
Yes
No
97
-
8/3/2019 Nazia Shagufta BBA V
98/111
Question 14
Do you Think Training given to you, has helped in making better decisions an effective
problem solving.
Response No. of Response % of Response
Yes 93 93
No 07 07
93%
7%
Yes
No
98
-
8/3/2019 Nazia Shagufta BBA V
99/111
Question 15
Do you think a module on stress management should be incorporated in every Training
Program.
Response No. of Response % of Response
Yes 85 85
No 15 15
85%
15%
Yes
No
99
-
8/3/2019 Nazia Shagufta BBA V
100/111
100
-
8/3/2019 Nazia Shagufta BBA V
101/111
FINDINGS & ANALYSIS
The above findings reflect the trainee nomination system in ONGC. Majority of the
executives i.e. 38% totally disagree and only 7% are in favour of the trainee nomination
aspect.
The above findings reveal the training programme evaluation aspect i.e. whether the
training programmes are improved on a continuous basis. Only 8% of the executives
strongly agree while 26% disagree with the above aspect. The situation is not satisfactory
and a lot needs to be done.
The above findings reveal the aspect of improvements required in the training
programme. Majority of the executives i.e. 44% of the executives strongly agree and 7%
disagree with the above aspect i.e. improvements are required in the training programs.
The above parameter indicates whether training system gives priority to organizational
objectives and needs. Majority of the executives i.e. 50% of the executives agree with the
above fact while 8% disagree.
The above chart depicts the effectiveness of the training system in ONGC. 15% of the
executives strongly agree while 14% disagree thus, a mixed view is reflected about the
system.
The above findings reflect the quality aspects of the training programs in ONGC. 43% of
the executives agree while only 7% disagree with above fact.
101
-
8/3/2019 Nazia Shagufta BBA V
102/111
102
-
8/3/2019 Nazia Shagufta BBA V
103/111
RECOMMENDATIONS
In regard to the nomination aspect I would like to suggest that the training needs of the
employees should be carefully identified well in advance. Focus should be given on the
type of training employee requires to excel in his work and to increase his productivity.
Employees should also be involved in identifying their needs.
In regard to the programme evaluation aspect I would like to suggest that training
programmes should be evaluated and improved upon on a continuous basis. Knowledge,
skill and attitude survey should be periodically conducted to design the training
programmes to make them effective.
In regard to the up gradation or improvements required I would like to recommend that a
module on Stress Management should be included in every training program as
employees require training on how to minimize stress in their work schedule.
Programs should also be offered through internet as now companies are offering their
programmes through e-learning which Is a cost saving effective technique. Thus, ONGC
should offer its training programs through e-learning.
The above findings shows that The organizational needs are satisfied according to the
above finding and the training system is effective in terms of satisfying organizational
needs. I would like to suggest that in order to make the training system effective in
ONGC awareness should be brought about the various training programs. Training
imparted should help in their career growth and they should be made generalists plus
103
-
8/3/2019 Nazia Shagufta BBA V
104/111
specialists. Training imparted to the employees should lead to learning and job
satisfaction. The KSA should be focused in the training programs.
The ONGC Academy provides World-Class training to its employees in context of
faculty, course material and methods, as indicated above therefore, no such improvement
is suggested.
104
-
8/3/2019 Nazia Shagufta BBA V
105/111
105
-
8/3/2019 Nazia Shagufta BBA V
106/111
-
8/3/2019 Nazia Shagufta BBA V
107/111
107
-
8/3/2019 Nazia Shagufta BBA V
108/111
BIBLIOGRAPHY
BOOKS REFFERED
1. Management Text & cases - V.S.P.Rao.
- V.Hari Krishna
2. Human Resource Management - Ashwathappa
JOURNAL REFFERED
HRM The New Frontiers ONGC
HRM Mannual ONGC
WEBSITES
www.ongcreports.org
www.hr.com
www.hrtools.com
www.google.com
108
http://www.hr.com/http://www.hrtools.com/http://www.google.com/http://www.hr.com/http://www.hrtools.com/http://www.google.com/ -
8/3/2019 Nazia Shagufta BBA V
109/111
109
-
8/3/2019 Nazia Shagufta BBA V
110/111
QUESTIONNAIRE
Name of Section: ________________________________________
Discipline: ________________________________________
Level: _________________________________________
No. of years in ONGC: _________________________________________
These questions are to be answered on the following parameters.
(A) Yes
(B) No
1. Do you think that training and development programs are necessary in
an organization?(A) (B
2. Are you aware of various training programs (& their dates) available to you?
(A) (B)
3. Training programmes are evaluated and improved upon every year.(A) (B)
4. Employees are encouraged and rewarded for acquitting relevant higher
qualifications.(A) (B)
5. Employees are nominated for training programs on the basis of their training needs.(A) (B)
6. Employees are involved in identifying their training needs.
(A) (B)
7. Knowledge, Skills and Attitude survey is periodically conducted to design TrainingPrograms.
(A) (B)
8. Experience sharing, Games, Role-playing and Case Studies are included in training
programmes.
110
-
8/3/2019 Nazia Shagufta BBA V
111/111