rtu report hr

8/12/2019 rtu report hr

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A

Project Study Report

On

Training Undertaken at

Hindustan Zinc Ltd, Debari

on

Human Resource Development

Submitted in Partial Fulfillment for The

Award of Degree of

a!ter of "u!ine!! Admini!tration

#$%#$%'

Submitted by( Submitted to(

Somya Audichya Dr) *adambari +ain

"A Seme!ter ,,, A!!ociate Profe!!or

AD-./T ,/ST,TUT. OF A/A0. ./T STUD,.S


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Udaipur

A1*/O23.D0. ./T

I express my sincere thanks to Dr) Dipin athur4 Coordinator, Advent Institute of Management

Studies and my project guide Dr) *adambari +ain , Associate Professor, Advent Institute of

Management Studies, for guiding me right from the inception till the successful completion of

the project. I sincerely ackno ledge her for extending their valua!le guidance, support for

literature, critical revie s of project and the report and a!ove all the moral support she had

provided to me ith all stages of this project.

I express my profound gratitude to ards r) Sonal Prabhakar "#uman $esource Manager,

#%& ' ho providing me the opportunity to training in their !ranch and guided me through the

project despite his !usy routine and I also feel inde!ted top all the other staff mem!er of

#industan %inc &td. for their cordial !ehavior ( helping nature.

)inally I adore ith full reverence the consistent encouragement ( co*operation received from

my parents, elder sister ( friends ho also shared great patience hich helped me to accomplish

my higher studies.

"Signature of the student'

Somya Audichya

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1ontent!

3

S)/O 1hapter Page /o)

% ,ntroduction To ,ndu!try '&5

# ,ntroduction To 1ompany 6&7'

7 Re!earch ethodology 78&76

' Fact! And Finding! 79&'$

8 Analy!i! And ,nterpretation '%&8#

: S2OT Analy!i! Of the 1ompany 87&88

5 1onclu!ion And Sugge!tion! 8:&85

6 "ibliography 86&89


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1hapter %

,ntroduction to the ,ndu!try

,ntroduction

+here are many places in our country, here e get different types of

metallic su!stances as ra material for industries. In these su!stances, the metals are

present in compound form. +hese su!stances are called as minerals. Minerals are

mostly present as oxides, sulphides, car!onates, chlorides and silicates. +hose

minerals from hich e can get the metals conveniently and at lo cost are called

ores. &ess reactive metals, as gold, silver, platinum etc. are o!tained in free state in

nature. Copper is !asically o!tained as copper pyrites "Cu)eS '. It is o!tained from

mainly the states $ajasthan, -ihar, Madhya Pradesh, rissa, /arnataka etc. Iron is

o!tained from #ametite ")e 0', from the states Madhya Pradesh, Andhra Pradesh,

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+amil 1adu, /arnataka, 2oa, Maharashtra. %inc is mainly o!tained from its ore %ics

-lende "%nS' availa!le mainly in the states $ajasthan and rissa.

Plenty of minerals are o!tained in $ajasthan. +he 3a ara Mines in 4daipur are famous as a

source of 5inc all over the orld. -hil ara , -ea ar, Ajmer, 6ungarpur, -ans ara, and +onk

are the famous places as a source of mica. +he minerals as o!tained from these mines, after

passing through various physical and chemical processes in the 5inc smelter plant give pure

metal. +he mines that have !een esta!lished for the extraction of these minerals are as follo s7

8. $ajasthan

2. 9ishakapatnam

0. +undu"-ihar'

:. Sargipalli

;. Agnikundala

million s?uare

kilometers, making it the seventh largest country in the orld. +he mining industry is the

!ack!one of Industries in India, since it is the main source of ra material for most of the

industries. India produces as many as @: minerals comprising : fuels, 88 metallic, :> non

metallic and minor minerals.

,ndian ining Sector&;i!tory

IndiaBs mining activities and development dates !ack to early stages of civili5ation. It can !e

traced !ack to nearly < years. +he existence of several old mine orkings are a testimony to

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this fact. Some of these orkings have significant mineral deposits, hich are still active in

present age. )e e.g. of such orkings ould !e lead*5inc deposit at %a ar, copper deposit at

/hetri and gold deposits in /arnataka. 6uring ancient times India as ell advanced in the

process of smelting. +he rust free iron pillar in 1e 6elhi is !elieved to date !ack to the :th

century.

,ndia

India produces as many as @< minerals hich include : fuels, 8 metallic, :< non*metallic, 0

atomic and 0 minor minerals "including !uilding and other materials'=

India ranks nd in !arytes, chromite and talc steatite pyrophillite=

India ranks 0rd in coal ( lignite and !auxite=

India ranks :th in iron ore and kyanite sillimanite=

India ranks ;th in manganese ore and steel "crude'=

India ranks Dth in 5inc= and $anks @th in aluminium

Production Trend!

Minerals -ased on the overall trend so far, the index of mineral production "!ase 8>>0*>:E8 '

for the year @* > is estimated at 4SF 0D.@ million

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or . per cent, gold 4SF < .@0 million or 8.8D per cent, hile the remaining as jointly shared

!y silver and tin concentrates.

2overnment in the Mining Sector

Sur=ey and e>ploration

2eological Survey of India "2SI'

Mineral Gxploration Corporation &td "MGC&'

Regulation and con!er=ation

Indian -ureau of Mines "I-M'

ining and proce!!ing

#industan Copper &imited

1ational Aluminium Company &td

ajor Player! in the ining Sector

+he major players in the mining sector are classified on the !asis of the minerals produced !y

them namely,

Gxploration and production of coal lignite7 Coal India &td, 1eyveli &ignite Corporation,

IISC , etc.

Gxploration of metals "copper, !auxite, iron ore, chromite, lead * 5inc'7 1ational

Aluminium Company &imited "1A&C ', -harat Aluminium Company &imited

"-A&C ', Mineral Gxploration Corporation &td, -harat 2old Mines &td "-2M&', il

and natural gas Corporation " 12C', #industan %inc &td, #industan Copper &td "#C&',

etc.

Iron re Sector7 1ational Mineral 6evelopment Corporation, /udremukh Iron re

company, Steel Authority of India &td, rissa Mining Corporation.

-auxite mining and aluminum production7 1ational Aluminum Company.

Copper*ore mining7 #industan Copper &td.

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$ock*phosphate and !arites mining7 $ajasthan State Mines and Minerals &td,

Andhra Pradesh Mining 6evelopment Corporation.

ining Techni?ue!

Mining +echni?ues is divided into t o types7 surface mining and underground mining . Mining

targets are divided into t o categories of materials7 placer deposits and lode deposits. If a

mineral is sta!le chemically and is resistant physically, it can !e eroded from its primary hard*

rock occurrence and transported to river channels, deltas or other sedimentary environments

here it can !e deposited in a sedimentary !ed. 6iamonds, gold and other gemstones can !e

found in placer deposits. &ode deposits are a very important source of precious metals, although

e also can contain !ase metals. 6eposits like these are found in greenstone !elts, areas of

metamorphosed volcanic or sedimentary rocks. +he deposits themselves can have almost anyhost rock, !ut manic volcanic rocks, falsie intrusive rocks and some sedimentary rocks are the

most common ones. -oth types of deposits are mined !y surface and underground methods.

9
http://www.greatmining.com/Surface-Mining.htmlhttp://www.greatmining.com/Underground-Mining.htmlhttp://www.greatmining.com/Surface-Mining.htmlhttp://www.greatmining.com/Underground-Mining.html


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1hapter #

,ntroduction to 1ompany

Origin and 0rowth

#%& as incorporated on 8 th 3anuary 8>


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#%& has !road !ased operations its spectrum of activities range from exploration, mining and

ore processing to smelting and refining of lead, 5inc, cadmium, co!alt and other precious metals.

It is also an important producer of sulphuric acid and rock phosphate. +he company is looking

for ard to opportunities in gold, other minerals and ne !usiness areas.

-i!ion

Changing environment in India and the rapid development in the orld have profound

implications on #%&Hs operations and further gro th, re?uiring adoption of protecting strategies.

+he corporate planning group "CP2' in the process of formulation of the corporate plan for the

period * ; conducted situation !y scanning social, political, economic and technological

environment and adopted 9ISI 1* Be a major natural resource company with diversified

business leveraging the competitive advent ages offered by its mineral resources portfolio andcompetences, inculcating best management practices based on efficiency, TQM concepts and

trust.

+he name 9edanta meaning* ultimate kno ledge originates from the philosophy taught !y

9edas. +he logo sym!ol is dra n from the nature of our !usiness.

9edanta is a &ondon Stock Gxchange listed and )+SG ; international metals and mining major

ith interest in copper, aluminum, 5inc and lead having operations in India, Australia and Africa.

It holds its interest in these !usinesses through its operating group Sterlite Industries India

&imited "SII&' on copper, -harat Aluminum Company "-A&C ' and Madras Aluminum

Company "MA&C ' and #industan %inc &imited in 5inc and lead.

Purpo!e

#arnessing natural resources in harmony ith nature to enhance economic ell !eing and

?uality of life.

i!!ion

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+o !ecome a significant glo!al producer of 5inc and to remain as the dominant market

leader of %inc and &ead in India.

+o avail opportunities to diversity into !usiness, synergic ith its companies.

+o maximi5e satisfaction ith its stakeholders

O=er=iew

%inc smelter de!ari, a premier of #industan 5inc limited is located 80 kms a ay from 4daipur*

Chittorgarh state high ay. It is a prime producer of 5inc metal and other !y*products= cadmium

and sulphuric acid. 6%S started its activities in 8>


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&urgigm!h,germeny777 roaster and gas cleaning

uto kumpu finland 77 residue treatment plant

Isc alloys, uk 777 5inc dust plant

Austrian Jde*5inc, spain777 capacity enhancement in leaching and 5inc electrolysis

P.RFOR A/1.

#%& has achieved a remarka!le gro th pattern and incessant endeavor are !eing made to

improve production on the top of productivity. Gmphasis is given on energy conservation,

improvement in recovery efficiency and reduction in process chemical consumption hich is a

factor in controlling the cost of production.

In order of a!ove achievements, time tested tools like +KM, +PM and executive participation

through suggestion scheme and ?uality circles are in vogue. %inc smelter de!ari is already an

IS > 8* ?uality management system. #SAS 8@ 8 " CC4PA+I 1A& #GA&+#

A16 SA)G+ MA1A2G1A1+ S S+GM ' and IS 8 8 GMS "G19I$ 1MA1+

MA1A2GMA1+ S S+GM' certified unit from the year dec 0. +he Italian company I$1A

a ards these all certifications.

0./.RA3

%S6 is deeply concerned a!out the environment management system, preservation of ecology

and safe plant operations. In addition to production and productivity, a full fledged affluent

treatment plant has !een installed to maintain clean and healthy environment and ecological

!alance. +he employees at large are fully a are of the effects of any laxity in their efforts that

ould endanger the health and safety of the community. +his philosophy has !een a tradition and

ay of life at %S6 ever since it ent on stream in 8>


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;U A/ R.SOUR1. D.-.3OP ./T

,ntroduction of Study

Le are living in a dynamic age in hich people throughout the orld are constantly striving for

economic and excellent gro th. Mankind is collectively and continuously sharing kno ledge,

experiences, understandings and skills for !etter tomorro . Innovations and researches are

transforming our ork culture, resulting to adopt fresh and pragmatic approach necessitating to

march ith the time and to follo the trend setters. It has impelled us for continuous #uman$esource 6evelopment Process for our o n survival.

#uman resource "la!or' is one of the most important factors of the production "land, la!or,

capital and enterprise'. Kualitative and ?uantitative production depends upon the ?ualitative

#uman $esource. nly those organi5ations ill steal the march ho ill continuously and

regularly update its #uman $esource through self improvement process and training programs. It

is little onder then that the training and development function in an organi5ation plays a vital

role in moving an organi5ation for ard. -ut ho should the training department go a!out its !usiness of providing the !est service possi!le to the rest of the organi5ation Some of the

internal systems on hich the training and development function commonly depend are7

Lorkforce Planning

Performance Management

$e ards and $ecognition

Strategic Planning

So, for example, if the strategic planning system in an organi5ation is eak, the training function

ill find it difficult to identify and deliver training programs of high strategic significance. +he

codependence is illustrated !y the fact that the organi5ationHs a!ility to plan strategically can !e

improved through delivering training in strategic planning to senior managers.

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Gvery organi5ation needs to have ell trained and experienced manpo er to perform the

activities that have to !e carried out. +raining is a process of learning a se?uence of programmed

!ehavior. It is application of kno ledge. It gives people an a areness of the rules and procedures

to guide their !ehavior. It attempts to improve their performance on their existing jo! and

prepare them for an intended jo!. 6evelopment is a related process. It covers not only those

activities hich improve jo! performance, !ut also hich !ring a!out the gro th of personality=help individuals in the progress to ards maturity and actuali5ation of their potential capa!ilities

so that they !ecome not only good employees !ut !etter men and omen. In organi5ational

terms, it is intended to e?uip person to earn promotions and hold greater responsi!ility.

+raining a person for a !igger and higher jo! is development. And this may ell include not only

imparting specific skills and kno ledge !ut also inculcating certain personality and mental

attitudes. As the jo!s !ecome more complex, the importance of employee development also

increases. In a rapidly changing society, employee training and development are not only anactivity that is desira!le !ut also an activity that an organi5ation must commit resources to if it is

to maintain a via!le and kno ledge ork force.

+raining has played a very important role in helping the corporation to reach the commanding

heights of performance. Any training ould !e considered to !e successful only hen the

kno ledge gained !y the participants is transferred to jo! performance.

TRA,/,/0@A/ ,/TRODU1T,O/+raining is the main function of #$. +o enhance the corporationHs gro th and keep the

corporation ready to anticipate all types of competition and face it too, there is a need that

#uman $esource should play more active role for overall progress of the Corporation.

+he impact of training program me is to mould the employeeHs attitude and help them to

synergi5e individual goals ith organi5ational goals. It also helps in reducing the dissatisfaction,

complains a!senteeism and la!or turnover.

Definition

According to )lippo, N+raining is the act of increasing kno ledge and skills of an employee for

doing a particular jo!. N +he major outcome of training is learning. A trainee learns ne ha!its,

refined skills and useful kno ledge during their training programmer, hich helps them to

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improve their performance. +raining can also !e defined as activities designed to change the

!ehavior.

Another ay of defining training ould !e a planned programmed designed to improve

performance and !ring a!out measura!le changes in kno ledge, skills, attitudes and social

!ehavior of employees.

+raining imparts a!ility to detect and correct error. )urthermore it provides skills and a!ilities

that may !e called on in the future to satisfy organi5ations, human resourcesH needs.

TRA,/,/0 P;,3OSOP;

+he term training refers to the ac?uisition of kno ledge, skills, and competencies as a result ofthe teaching of vocational or practical skills and kno ledge that relate to specific useful

competencies. It forms the core of apprenticeships and provides the !ack!one of content at

institutes of technology "also kno n as technical colleges or polytechnics'. In addition to the

!asic training re?uired for a trade, occupation or profession, o!servers of the la!or*market

recogni5e as of 88 the need to continue training !eyond initial ?ualifications7 to maintain,

upgrade and update skills throughout orking life. People ithin many professions and

occupations may refer to this sort of training as professional development.

+raining constitutes an important part of overall human resource management strategy. It is a

part of the #$M efforts of the organi5ation that ena!les the employees of an organi5ation to

continuously update their functional kno ledge and skills in various disciplines

ne of the !asic philosophies of training programmer is to !ring together participants of different

disciplines from different regions so that they can exchange their ork experience and the

pro!lems !eing encountered, ith other participants.

F.ATUR.S OF TRA,/,/0

Increase kno ledge and skills for doing a jo!.

-ridge the gap !et een jo! needs and employee skills

3o! oriented process, vocational in nature

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Short term activity designed especially for operatives

O"+.1T,-.S OF TRA,/,/0

+he overall training o!jective is to develop re?uired kno ledge, skills and attitudes of the

employees so that they can perform more productively and achieve the !usiness goals.

The objecti=e! of formal training effort! are(

+o impart !asic kno ledge and skills to the ne entrants and ena!le them to perform the

jo! ell

+o e?uip employee to meet the changing re?uirement of the jo! and the organi5ation

+o teach the employees the ne techni?ues and ays of performing the jo! or the

operations

+o prepare employees for higher level task and !uild up a second line of competent

managers.

+he training and development programmer help remove performance deficiencies in

employees. +his is particularly true hen7

+he deficiency is caused !y a lack of a!ility rather than a lack of motivation to perform

+he individuals involved have the aptitude and motivation re?uired to learn to do the

jo! !etter

Supervisors and peers are supportive of the desired !ehaviors.

, PORTA/1. OF TRA,/,/0

Producti=ity B +raining and 6evelopment helps in increasing the productivity of the

employees that helps the organi5ation further to achieve its long*term goal.

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Team !pirit B +raining and 6evelopment helps in inculcating the sense of team ork,

team spirit, and inter*team colla!orations. It helps in inculcating the 5eal to learn ithin

the employees.

OrganiCation 1ulture B +raining and 6evelopment helps to develop and improve the

organi5ational health culture and effectiveness. It helps in creating the learning culture

ithin the organi5ation.

OrganiCation 1limate B +raining and 6evelopment helps !uilding the positive

perception and feeling a!out the organi5ation. +he employees get these feelings from

leaders, su!ordinates, and peers.

uality B +raining and 6evelopment helps in improving upon the ?uality of ork and

ork*life.

;ealthy work en=ironment B +raining and 6evelopment helps in creating the healthy

orking environment. It helps to !uild good employee, relationship so that individual

goals aligns ith organi5ational goal.

;ealth and Safety B +raining and 6evelopment helps in improving the health and safety

of the organi5ation thus preventing o!solescence.

orale B +raining and 6evelopment helps in improving the morale of the ork force.

,mage B +raining and 6evelopment helps in creating a !etter corporate image.

Profitability B +raining and 6evelopment leads to improved profita!ility and more

positive attitudes to ards profit orientation.

OrganiCational De=elopment * rgani5ation gets more effective decision making and

pro!lem solving. It helps in understanding and carrying out organi5ational policies.

.T;ODS OF TRA,/,/0

+here are various methods of training, hich can !e divided in to cognitive and !ehavioral

method s. +rainers need to understand the pros and cons of each method, also its impact on

trainees keeping their !ackground and skills in mind !efore giving training.18


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1O0/,T,-. .T;ODS@)

Cognitive methods are more of giving theoretical training to the trainees. +he various

methods under Cognitive approach provide the rules for ho to do something, ritten or

ver!al information, demonstrate relationships among concepts, etc. +hese methods are

associated ith changes in kno ledge and attitude !y stimulating learning.

T;.R. AR. -AR,OUS .T;ODS U/D.R 1O0/,T,-.

APPROA1;(

STRA,0;T 3.1TUR.S(

Straight lecture method consists of presenting information, hich the trainee attempts toa!sor!. In this method, the trainer speaks to a group a!out a topic. #o ever, it does not

involve any kind of interaction !et een the trainer and the trainees. A lecture may also take

the form of printed text, such as !ooks, notes, etc. +he difference !et een the straight lecture

and the printed material is the trainerHs intonation, control of speed, !ody language, and

visual image of the trainer. +he trainer in case of straight lecture can decide to vary from the

training script, !ased on the signals from the trainees, hereas same material in print is

restricted to hat is printed.

A good lecture consists of introduction of the topic, purpose of the lecture, and priorities and

preferences of the order in hich the topic ill !e covered.

Main )eatures of &ecture Method

Some of the main features of lecture method are7

Ina!ility to identify and to correct misunderstandings

&ess expensive

Can !e reached large num!er of people at a time

/no ledge !uilding exercise

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D. O/STRAT,O/S(

+his method is a visual display of ho something orks or ho to do something. +o carry out an

effective demonstration, a trainer first prepares the lesson plan !y !reaking the task to !e performed into smaller modules, easily learned parts. +hen, the trainer se?uentially organi5es

those modules and prepares an explanation for hy that part is re?uired. Lhile performing the

demonstration, trainer7

6emonstrates the task !y descri!ing the process during the jo!

#elps in focusing their attention on critical aspects of the task

Gxplains the trainees the salient features of the presentation

Gxplains the methodology.

,/T.RA1T,-. S.SS,O/S(

+his method uses a lecturer to provide the learners ith context that is supported, ela!orated,

explains or expanded on through interactions among the trainees and !et een the trainer and

the trainees. +he interaction and the communication !et een these t o make it much moreeffective and po erful than the lecture method. If this method is used ith proper se?uence

i.e. lectures, follo ed !y discussion and ?uestioning, can achieve higher level kno ledge

o!jectives, such as pro!lem solving and principle learning.

+his method consists of a two&way flow of communication i.e. kno ledge in the form of

lecture is communicated to trainees, and then understanding is conveyed !ack !y trainees to

trainer.

4nderstanding is conveyed in the form of =erbal and non&=erbal feedback that ena!les thetrainer to determine hether the material is comprehended. If yes, then definitely it ould

help out the trainees to implement it at their orkplaces and if not, the trainer may need to

spend more time on that particular area !y presenting the information again in a different

manner. -esides that, discussions, and interactions allo the trainee to !e actively engaged in

the material of the trainer. +his activity helps in improving recall.

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1O PUT.R "AS.D TRA,/,/0

According to a recent survey, a!out D; O of the organi5ations are providing training to the

employees through intranet or internet. Internet is not the method of training, !ut has !ecome

the techni?ue of delivering training. +he gro th of electronic technology has created

alternative training. C-+ does not re?uire face to face interaction ith human trainer. +his

method is so varied in its applications that it is difficult to descri!e in concise terms.

+he various methods that come under C-+ are7

,/T.33.0./T TUTOR,A3 S ST. E,TS

)eatures of Intelligent +utorial Systems "I+S'

It selects the appropriate level of instructions for the participants

It guides the trainees

It is a text*!ased system

It also evaluates the training program

It also improves the methodology for teaching the trainee !ased on the information

It is an interactive system

It determines the traineeHs level of understanding

Intelligent +utorial System "I+S' comprises of ; components7

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8. A domain expert also called the expert kno ledge !ase

. A trainee model J stores the information on ho the trainee is performing during the

training program

0. A scenario generator

:. A training session manager J interprets trainees responses and responds either ith

tutoring, more content or information

;. A user interface J allo s the trainee to communicate ith the Intelligent tutorial System

PRO0RA .D ,/STRU1T,O/ EP,

+his method allo s the trainees to go through the content according to the individual speed, and

capa!ility. +hose trainees, ho respond !etter, move through the content rapidly.Programmed Instruction also comes in

Printed form i.e. !ooks

+ape

Interactive 9ideo

ther formats

In programmed instruction, trainees receive information in su!stantial amount and then tested

on their retention of information. If the trainees are not a!le to retain the information, they

are referred !ack to the original information. If the trainees retain the information, they are

referred to the next log of information that is to !e learned.

Some of the features of programmed instructions are7

It provides immediate feed!ack to trainee response

It fre?uently revie s the content

It programs small learning steps that results in fe er response errors

It allo s trainees to move through the content at their o n speed, or capa!ility22


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It re?uires fre?uent active responses !y the trainees

-,RTUA3 R.A3,T

9irtual $eality provides trainees ith an understanding of the conse?uences of their actions in

the ork environment !y interpreting and responding to the traineesH actions through its

accessories7

;ead!et B provides audio and visual information

0lo=e! B provides tactile information

Treadmill! B is used for creating the sense of movement

Sen!ory de=ice! B transmits ho the trainees are responding in the virtual orkplace tothe computer

Some of the features of 9irtual $eality System are7

It is poorly understood J re?uires technical understanding

It is expensive

It is time consuming

It is flexi!le in nature

It does not incur traveling, lodging, or food cost

It re?uires excellent infrastructure

".;A-,OURA3 .T;ODS(

-ehavioral methods focus more on giving practical training. )e of the !ehavioral methods

of training are as follo s 7

0A .S A/D S, U3AT,O/S(

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2ames and simulations are structured and sometimes unstructured, that are usually played for

enjoyment and sometimes used for training purposes as an educational tool. +raining games

and simulations are different from ork as they are designed to reproduce or simulate events,

circumstances, processes that take place in traineesH jo!.

A +raining 2ame is defined as spirited activity or exercise in hich trainees compete ith

each other according to the defined set of rules.

Simulation is creating computer versions of real*life games. Simulation is a!out imitating or

making judgment or opining ho events might occur in a real situation.

It can entail intricate numerical modeling, role playing ithout the support of technology, or

com!inations.

+raining games and simulations are no seen as an effective tool for training !ecause its key

components are7

Challenge

$ules

Interactivity

+rainees can therefore experience these events, processes, games in a controlled setting

here they can develop kno ledge, skills, and attitudes or can find out concepts that ill

improve their performance.

".;A-,OUR OD.33,/0(

In this method, some kind of process or !ehavior is videotaped and then is atched !y the

trainees. 2ames and simulation section is also included !ecause once the trainees see the

videotape, they practice the !ehavior through role plays or other kind of simulation techni?ues.

+he trainee first o!serves the !ehavior modeled in the video and then reproduces the !ehavior on

the jo!.

+he skills that are re?uired to !uild up are defined

A !rief overvie of the theory is then provided to the trainers

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+hen, trainees are given instructions that hat specific learning points or critical !ehavior

they have to atch

+hen the expert is used to model the suita!le !ehaviors

+hen, the trainees are encouraged to practice the suita!le !ehavior in a role play or

through any other method of simulation

+rainees are then provided ith some opportunities to give reinforcement for appropriate

imitation of the modelHs !ehavior

In the end, trainer ensures that trainees appropriately reinforces the !ehavior on the ork

place

-ehavior modeling focuses on developing !ehavioral and interpersonal skills. +his type

of method can !e used for training in

Sales training

Intervie ee training

Intervie er training

Safety training

Interpersonal skills training

"US,/.SS 0A .S(

-usiness games are the type of simulators that try to present the ay an industry, company,

organi5ation, consultancy, or su!unit of a company functions. -asically, they are !ased on the set

of rules, procedures, plans, relationships, principles derived from the research. In the !usiness

games, trainees are given some information that descri!es a particular situation and are then

asked to make decisions that ill !est suit in the favor of the company. Again, on the !asis of the

feed!ack they are asked to make the decisions again. +his process continues until some

meaningful results do not came out or some predefined state of the organi5ation exists or a

specified num!er of trails are completed.25


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nce the individuals reach the solution of a pro!lem, they meet in small groups to discuss

the options, solutions generated.

Then, the trainee meets with the trainer, who further discusses the case.

Case Stud method focuses on!

"ui#din$ decision ma%in$ s%i##s

&ssessin$ and de'e#o(in$ )now#ed$e, S%i##s and &ttitudes *)S&s+

e'e#o(in$ communication and inter(ersona# s%i##s

e'e#o(in$ mana$ement s%i##s

e'e#o(in$ (rocedura# and strate$ic %now#ed$e

. U,P A/T ST, U3ATORS(

G?uipment stimulators are the mechanical devices that necessitate trainees to use some actions, plans, measures, movements, or decision processes they use on their respective ork place. It is

imperative that the simulators !e designed to repeat, as closely as possi!le, the physical aspects

of e?uipment and operational surroundings trainees ill find at their ork place. +his is also

called as physical fidelity of the simulation.

-esides that, the mental conditions under hich the e?uipment is operated such as, increasing

demands, pressure of time, and relationship ith colleagues, su!ordinates, etc must also !e

closely matched to hat the trainees experience on the ork place.

+he literature on socio*technical approaches to organi5ational development provides guidelines

for the design or redesign of tools. #uman $esource professionals involved in propose of

simulators and their pre*testing should engage those ho ill !e using the e?uipment and their

supervisors. +heir input can help in reducing the potential resistance, errors in the e?uipment and

more importantly, it also increases the degree of relia!ility !et een the simulation and the ork

setting.

,/ "AS*.T TRA,/,/0(

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In !asket training provides employees ith a log of ritten text or information and re?uests

hich ould !e handled !y the manager, engineer or reporting officer.

A variation on the techni?ue is to run multiple, simultaneous in !askets in hich each trainee

receives a different !ut organi5ed set of information. It is important that trainees must

communicate ith each other to accumulate the entire information re?uired to make a suita!le

decision.

+his techni?ue focuses on7

-uilding decision making skills

Assess and develops /no ledge, Skills and Attitudes "/SAs'

6evelops of communication and interpersonal skills

6evelops procedural kno ledge

6evelops strategic kno ledge

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RO3. P3A S(

$ole play is a simulation in hich each participant is given a role to play. +rainees are given

ith some information related to description of the role, concerns, o!jectives,

responsi!ilities, emotions etc.

+here are various types of role plays, such as7

Multiple ole !lay " In this type of role play, all trainees are in groups, ith each group

acting out the role play simultaneously. After the role play, each group analy5es the

interactions and identifies the learning points.

#ingle ole !lay " ne group of participants plays the role for the rest, providing

demonstrations of situation. ther participants o!serve the role play, analy5e their

interactions ith one another and learn from the play.

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ole otation " It starts as a single role play. After the interaction of participants, the trainer

ill stop the role play and discuss hat happened so far. +hen the participants are asked to

exchange characters. +his method allo s a variety of ays to approach the roles.

#pontaneous ole !lay J In this kind of role play, one of the trainees plays herself hile the

other trainees play people ith hom the first participant interacted !efore.

TRA,/,/0 .-A3UAT,O/

+he process of examining a training program is called training evaluation. !jectives of

training evaluation is to determine the a!ility of the participant in the training program me to

perform jo!s for hich they are trained, the specific nature of the training deficiencies, hether

the trainees re?uired any additional material on the jo! training and the extent of training not

needed !y the participants to meet the jo! re?uirements.

PR,/1,P3.S OF TRA,/,/0 .-A3UAT,O/

Gvaluation of the training program should !e !ased on the follo ing principles

Gvaluation specialist must !e clear a!out the goals and purpose of evaluation

Gvaluation must !e continuous

Gvaluation must provide the means and focus for the trainers to !e a!le to appraise

themselves, their practices and their products.

Gvaluation must !e !ased on the o!jectives methods and standards.

$ealistic target dates must !e set for each phase of the training evaluation process.

PURPOS. OF TRA,/,/0 .-A3UAT,O/

+he purpose of training evaluation is7

)GG6-AC/7 It helps in giving feed!ack to the employees !y defining the o!jectives

and linking it to the learning outcomes.

$GSGA$C#7 It helps in ascertaining the relationship !et een ac?uired kno ledge,

transfer of kno ledge at the orkplace and training.

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C 1+$ &7 It helps in controlling the training program !ecause if the training is not

effective then it can !e dealt ith accordingly.

P LG$7 At times, the top management uses the evaluative data to manipulate it for

their o n !enefits.

I1+G$9G1+I 17 It helps in determining that hether expected outcomes are

aligned ith the actual outcomes.

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PRO1.SS OF TRA,/,/0 .-A3UAT,O/

"efore Training( +he learnerBs skills and kno ledge are assessed !efore the training program .

6uring the start of training, candidates generally perceive it as a aste of resources !ecause at

most of the times candidates are una are of the o!jectives and learning outcomes of the

program. nce a are, they are asked to give their opinions on the methods used and hether

those methods confirm to the candidate preference and learning style

During Training 7 It is the phase at hich instruction is started. +his phase usually consist of

short tests at regular intervals

After Training( It is the phase hen learnerHs !kill! and knowledge are assessed again to

measure the effectiveness of the training. +his phase is designed to determine hether training

has had the desired effect at individual department and organi5ational levels. +here are various

evaluation techni?ues for this phase.

.T;ODS OF TRA,/,/0 .-A3UAT,O/

+he various methods of training evaluation are7

!servation

Kuestionnaire

Intervie

Self diaries

Self recording of specific incidents

"./.F,TS OF TRA,/,/0 .-A3UAT,O/

+he follo ing are clear !enefits of training evaluation7

Improved ?uality of training activities

Improved a!ility of trainers to relate inputs to outputs

-etter discrimination of training activities !et een those that are orthy of support

and those that should !e dropped.

-etter integration of training offered and on the jo! development

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. &eaching and purification

0. Glectrolysis and melting

%inc concentrates received from #%& captive mines, containing ;0*;;O 5inc, 0 O

sulphur, O iron and . *. ;O cadmium, is roasted to convert 5inc sulphide into 5inc

oxide "calcine'. Sulphur gets converted into sulphur di oxide to produce sulphuric acid.

Calcine so produced is leached ith return spent electrolyte resulting in an impure 5inc

sulphate solution hich is se?uentially converted into purified solution su!jected to

electrolysis to produce 5inc cathode sheets. +he 5inc cathode sheets are melted in

furnaces and casted into 5inc ingots of minimum >>.>;O purity.

Departmentation in Ginc Smelter Debari

All the departments of %inc Smelter de!ari are categori5ed under the follo ing heads7

Production 6epartments

Service 6epartments

Production Department

8. $oaster and acid

. &eaching and purification

0. %inc electrolysis

:. Gffluent treatment plants

Ser=ice department!(

8. Personnel and administration department

. Industrial engineering cell

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0. Safety department

:. Stored department

;. Accounts department

;RD 13, AT.

Lhen #$6 as intended to introduce at some point of time after inception, it as logical to find

out hether the appropriate climate as availa!le to support #$6 activities. Considering this,

the follo ing dimensions ere taken into account7

$eactivity

penness

$isk taking

Colla!oration

+rust

Confrontation

#%& !elieves that it is the responsi!ility of the top management to create the climate of

development and make the place of ork enjoya!le. #$6 is the process hich assumes that7

+he organi5ation is a family

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+he !asic needs and higher level needs are to !e fulfilled through elfare measures and

appropriate management styles

Gmployees need opportunities to discover and use common capa!ilities and potential

It is the responsi!ility of the every manager to ensure the development and utili5ation of

the capa!ilities of his juniors and to create a healthy and motivating environment

;RD O"+.1T,-.S

+he corporate plan envisages the follo ing #$6 o!jectives

+o ensure the re?uired ?uality of the people are availa!le at all the times to help #%&

cope ith the challenges of gro th

+o ensure the coherence !et een the needs of #%& and that of its human resources so as

to ena!le their simultaneous fulfillment to the extent possi!le

+o make #%& a cherished place to ork for and gro ith

;RD SU" S ST.

#%& has different su! system in order to achieve its #$6 o!jectives hich are as follo s7

Manpo er planning and forecasting

$ecruitment selection induction

Career planning

3o! rotation and placement

+raining and development

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#uman resources data !ank

A/PO2.R P3A//,/0

It is carried out at #%&, taking into consideration the follo ing factors

4tili5ation of existing manpo er

Plans for expansion and diversification

+rend of separations

Productivity

R.1RU,T ./T4 S.3.1T,O/ A/D ,/DU1T,O/

#%& has specific criteria for recruitment and selection of different induction levels, !oth for

executives and non executives

;O candidates are recruited internally and D;O externally. Induction program for trainees is

orked out in meticulous detail.

1AR..R P3A//,/0

+he company has a system of career planning ith a vie to optimi5ing motivational level

among employees and to have steady availa!ility of skill and competent hands for positions at

different levels in the organi5ations

Induction to the executive cadre, hich is centrali5ed at head office of #%& at 4daipur fallsunder these categories

Management trainees through open competition at all India level

Campus recruitment

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Induction at middle level of the executive structure hen specifically arranted

Training .=aluation

It may !e useful to examine hy programme do not al ays exhi!it the desired end result. A

relevant cause could !e the tendency to lay more emphasis on the form or the method of the

training then on the specific goals, hich are sought to !e accomplished via the training activity.

Gvaluation of training programme is very important not only from the point of improving the

training !ut also to help the participant trainees and trainers to function more effectively.

Gvaluation can !e involving the total programme or it can !e partial aiming at appraisal of some

salient aspects.

Purpo!e

+o find out the extent to hich the o!jectives of the programme have !een achieved or

are !eing achieved.

+o examine if the course content are relevant and fulfilling the o!jectives.

+o assess the efficacy of the training methods and to improve the same.

+o evaluate the general atmosphere in the class, field placement, other physical

arrangements duration of the training etc.

+o study the extent of participation of the trainees.

+o study the entire programme or a part it from the cost effective point of vie .

+o see that the instructions are conducted in a manner consistent ith the system as it is

planned and designed.

Type! of .=aluation

Gvaluation can !e of t o types7

Pre* course evaluation

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Post*course evaluation

Pre cour!e e=aluation J it is conducted at the entry point in the course kno n as pre course

evaluation Kuestions regulating the kno ledge and skills could !e listed and skills they already

possess. +rainees should also list their expectations in the order of priority. Areas in hich the

trainees ould like to learn more or further improve programmer.

Po!t&cour!e e=aluation J after training, the participant goes !ack to his ork situation. #e is

ell e?uipped ith the ne kno ledge, ne aptitude and skills. +he feed!ack may also help in

!ringing a!out necessary improvements. +he post training evaluation is of t o kinds J one

hich takes place immediately on the termination of the course and the other hich is conducted

after the trainees have !een placed in their field situations.

Training Policy of ;G3

ne of the important components of #$6 strategy is to develop the resources !y imparting. +he

main o!jective is to improve the staff is the responsi!ility of the respective department. #$6

philosophy of the organi5ation is to ensure that the re?uired ?uantity or ?uality of people is

availa!le at all times ena!le the organi5ation to cope up ith the vast technological advancement

human resource capa!ilities are re?uired to !e upgraded, to match ith the challenging

competitive !usiness environment. As part of theme !ased training, interventions and the need of

modern technology including emerging information technology, #%& decided human resources

as an 6 intervention in 8>@D.

Training and De=elopment of .>ecuti=e!

#%& recogni5ed training of the executive is an important area and has to !e given ade?uate

attention to sustain attention to sustain and improve corporate performance. +raining of

executive is a continuous performance as a most of learning at the place of ork. #o ever,

inputs on formali5ed !asis reinforce the learning at place of ork. A large num!er of executives

in #%& ere imparted training in productivity, communication, team ork etc. to develop

kno ledge and improve their attitude to ards ork.

.>ecuti=e Training Program!

Management development activities in #%& started during early seventies and ere

strengthened during early eighties ith the esta!lishment of a full fledged management39


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development department. #o ever, executive training efforts ere intensified only after 8>@


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and the persons employed here are ell ac?uainted ith the jo! and his re?uirement so his

attitudinal !ecause they are not devoted to their ork and they remain a!sent for their ork.

1hapter 7

Re!earch ethodology

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,/TRODU1T,O/

A research design is mapping strategy hich is !ased on sampling techni?ues. +hus to start ith,

the present investigator thought to have look on the training need analysis of employees in an

organi5ation, considering the +ime and other pro!lems, only the executive employees of thecompany. So, the present study as designed to find out the training need analysis of the

employees. )or this study, the ?uestionnaire on the training need analysis as used to collect

data. +his ?uestionnaire as constructed !y the investigator ith the help of the mentor for the

purpose of this study. +he study as made to !ring light to the need of employeeHs training.

+he data as collected from the executive staff of #I164S+A1 %I1C &+6. 6e!ari.

7)% Title of the Study

H;U A/ R.SOUR1. D.-.3OP ./T in ;indu!tan Ginc 3imited4 Debari)I

7)# Duration of the project(

Project training period is :; days.

7)7 Objecti=e of the Study

#ave a reasona!le understanding of #uman $esource 6evelopment =

4nderstand hat needs to !e done for its effective implementation

/no the key areas of need for #uman $esource 6evelopment

4nderstand the !enefit of the #$6 system.

7)' Type of Re!earch(&

+he research methodology follo ed for further ork can !e primarily classified into t o stages

namely Gxploratory and 6escriptive. +he step ise details of the research are as follo s7

Stage I

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.>ploratory Study(

Gxplorative study ill !e carried out to identify the pro!lems and priorities of the training needs

of the organi5ation to develop the final design of the study .

Secondary data analysis ill include the study of the e!site .h5l.com of the company the

various articles pu!lished in different sources "maga5ines, !ooks, journals, internet, ne spapersetc.' on +raining and development process.

Stage II

De!cripti=e Study(

After carrying out initial Gxploratory studies to !ring clarity on the su!ject under study,

6escriptive study in form of ?uestionnaire ill !e carried out to kno the actual +raining and

6evelopment method !eing follo ed at #industan %inc &imited, 6e!ari. +he kno ledge ofactual training and development process is needed to document the process and suggest

improvements in the current system to make it more effective.

7)8 Scope of the !tudy (&

Gffectiveness of employees training and development programmes=

+o improve the current process of employees training and development at #industan

%inc &imited, 6e!ari.

+o have field study of the #uman $esource 6evelopment 6epartment*

7 rganisation

7)unctions

7#uman $esource 6evelopment Activities ith

Specific reference to +raining Programmes

7) : 3imitation! Of The Study(&

In vie of the limited time availa!le for the study, only the training and development

process could !e studied.

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6ue to three shifts, there as delay in collection of response of the executives.

+he ans ers given !y the respondents have to !e !elieved and have to !e taken for

granted as truly reflecting their perception

1hapter '

Fact! and Finding!

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Company is maintaining the good #uman $esource 6evelopment System.

Company regulates its #$6 System as per the re?uirement of the industry and !rings

amendments if re?uired.

Company provides the proper #$6 System for the employees hich is necessary to make

company gro and develop the employees as per the organi5ations needs.

Company having good policies for #uman $esource 6evelopment System for the

!etterment of employees in order to maintain the decorum of the company.

)rom the report e found that the employee kno s the importance of the #$6 System and

organi5ational development.

Le come to kno from the study of the reports that, the company is providing almost all

the facilities !ut they need some more modifications and development in their #uman$esource 6evelopment System.

+he companyHs productivity is increasing every financial year from .

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) 8 Lill GmployeeHs expectation for promotion increase after training 1

Analy!i!

ut of 8 executives,


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Sugge!tion

+he o!jectives of the training programmes should !e pre* determined and communicated to the

employeeHs !efore training. +he management should clear that training programmes are to

improve to their performance of the existing jo! and one of the pro!a!le opportunity for the

promotion

)# Are .mployee! !ati!fied from training e=aluation method J/K

Analy!i!

Almost D percent of employees are satisfied ith evaluation method of training. +his

envisages a large part of employees is convinced ith the training evaluation method.

Sugge!tion48


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+he management should explain the o!jectives and methodology of evaluation process

so as to make it o!jective rather than su!jective.

)7 Do you think that 3ate!t Update of technical knowledge i! re?uired for employeeL! job

J/ K

Analy!i!

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D: employees i.e.


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Analy!i!

In 6%S, 0@ percent employees are strongly satisfied from training , :D percent employees

agree that their expectations are fulfilled !y training, 8; percent are neutral a!out it.

Sugge!tion

In the process of +1A, the expectations of employees from the training should also !e

taken into consideration for the designs of the future programs to meet out their

expectations . +he organi5ationHs expectations and employees expectations should !e

settled at such a point so it may reflect in enhancement of training. Specific focus should

!e given to identify the expectations of employees .

)8 2hat will be the application of knowledge of training K51


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): 2hat will be training Objecti=e! are identified K

A BAgree " B /eutral 1 & Di!agree

Analy!i!

In 6%S, ;: percent employees agree that o!jectives of the topics of training are identified and

follo ed, 8; percent are uncertain and 08 percent employees disagree.

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Sugge!tion

+raining o!jectives should !e pragmatic , comprehensive and accepta!le .

)5 2hat content! and aterial will be u!eful K

A* 4sefull -* Partially usefull C* 1eutral 6* 4seless

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Analy!i!

In 6%S, 0@ percent of employees strongly feel that material and content distri!uted in training

ere useful, 0> percent have found it partially useful @ percent are uncertain and 8; percent

employees have considered it useless .

Sugge!tion

+he material and content of training should !e moderated .

)6 Do you think the training i! competent K

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A* Gxtremely competent

-*Moderately competent

C*Incompetent

6*1eutral

Analy!i !

In 6%S, :D percent agree that the trainer as extremely competent, :< percent agree moderately

competent and D percent have no opinion a!out trainer.

Sugge!tion

+here should post evaluation of the trainers !y the trainees and on the !asis of this feed!ack a

panel of trainers should !e prepared for future programs.

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)9 ;ow the participation and interaction encouragedK

A* Strongly agree -* Strongly disagree C* Agree

6* 1eutral G* 6isagree

Analy!i!

&arge part, i.e. percent of employees agree that participation and interaction as encouraged

in the training programmed, 0 percent are neutral a!out it and @ percent of employees strongly

disagree .

Sugge!tion

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)or effective transfer of training, involvement and participation of employees should !e

encouraged. +his gives a feel of !rain*storming here many ne ideas and innovations emerge

hich is !eneficiary to !oth the individual and the organi5ation. +he point of vie of each

employee should !e encouraged.

)%$ Rate the training K

A* Gxcellent -* 2ood C* Average 6* Poor G* 9ery poor

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Analy!i!

According to percent employees rates the training programmer as excellent,


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1hapter :

S2OT Analy!i! of the 1ompany

S2OT A/A3 S,S(&

STR./0T;

8. +hey upgrade our technical concern of plant ith the time like7

. Gnergy Conservation System.

0. Gxchange the technology ith the foreign player.

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:. Gsta!lishing ne plant and machinery and using them ith existing plant for !etter

production.

;. Gxpanding the process and mine production capacity QChanderia and 6ari!a plantR.


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T;R.ATS

8' Conflict ith Co*Lorkers.

' Improper su!stitution in domestic market.

0' Current premium policies.

:' 6omestic demand pattern.

;' Asian lo cost 5inc producers Gx. Chinese ( /orean.


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1hapter 51onclu!ion and Sugge!tion!

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1O/13US,O/

+raining and 6evelopment has transformed from an add*on function to a core function of

companies. It has !ecome more of a science ith systematic rules and formats guiding the

companies on ho to go a!out training and development. Any training ould !e considered to

!e successful only hen the kno ledge gained !y the participants is transferred to the jo!

performance. +he training programmes help employees to improve their skill and efficiency as a

result of hich they are a!le to undertake ne challenges in their ork.

+he training provides an opportunity to explore ne hori5ons in the field of #uman resources.+his training also provides the feed!ack of people involved in the training and development

process. Apart from that it provides a great deal of exposure to interact ith the high profile

managers of the company.

#industan %inc &imited has accepted the #uman $esource 6evelopment of its

organi5ation as a matter of policy.

It has created a cell for training and development of its entire manpo er.

#$ 6epartment orks out training needs ith the help of supporting staff, supervisory

staff and executive staff of each department.

+raining Programs are designed collectively !y the experts, executive officers and

experienced orkers.

+raining Packages are developed !y the experts.

Pre training and post training evaluations carried out to determine the achievements of

the training.

Gmployees at 6e!ari regularly attend the training program as they find it !eneficial.

Gmployees are satisfied ith the duration of the training program.

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Gmployees prefer a mix of theory and practical training as it gives them practical

kno ledge of ork and they !ecome !etter e?uipped to handle several issues.

+here is free and frank exchange of the vie s and suggestion !et een the trainees and

the trainers.

After the training, performance of these participants is atched !y their controlled

officers to assess the impact of the training upon them and to ork out desired

modification of these programs in future.

All the employees are very much positive to ards training and they sincerely feel that

their performance improves and confidence is !oosted after undergoing training.

1hapter 6

"ibliography

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"ibliography

"ook!(

rgani5ational -ehavior !y Stephen p. $o!!ins

-usiness $esearch methods !y Cooper and Schindler

"+ata Mc2ra #ill'

As athappa, /., #uman $esource Personal Management

+raining and 6evelopment7 A !etter ay7 $o!ert #ayden7 9olume ; .

Principles and procedures in evaluating performance7 3ohn C. )langan7 9ol. @

#industan %inc &imited NCertified Standing rders

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2eb Site!(

.citehr.com

. ikipedia.com

.hrmguide.com

.managementhelp.org .traininganddevelopment.naukrihu!.com

.h5lindia.com

67
http://www.citehr.com/http://www.wikipedia.com/http://www.hrmguide.com/http://www.managementhelp.org/http://www.hzlindia.com/http://www.citehr.com/http://www.wikipedia.com/http://www.hrmguide.com/http://www.managementhelp.org/http://www.hzlindia.com/


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1hapter 9& Appendi>

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Appendi>

)% 2ill .mployeeL! e>pectation for promotion increa!e after training J/K

)# Are .mployee! !ati!fied from training e=aluation method J/K

)7 Do you think that 3ate!t Update of technical knowledge i! re?uired for employeeL! job

J/ K

)' Do you think that Training Objecti=e! for each topic wa! identified or not K

A& Strongly agree "& Strongly di!agree 1&Agree D& /eutral .& Di!agree

)8 2hat will be the application of knowledge of training K

A& Totally adopted "& Partially adopted 1& /ot adopted

): 2hat will be training Objecti=e! are identified K

A BAgree " B /eutral 1 & Di!agree

)5 2hat content! and aterial will be u!eful K

A&U!efull "& Partially u!efull 1& /eutral D& U!ele!!

)6 Do you think the training i! competent K

A& .>tremely competent

"& oderately competent

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1&,ncompetent

D&/eutral

)9 ;ow the participation and interaction encouragedK

A& Strongly agree "& Strongly di!agree 1& Agree

D& /eutral .& Di!agree

)%$ Rate the training K

A& .>cellent "& 0ood 1& A=erage D& Poor .& -ery poor

rtu report hr

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