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TRAINING & DEVELOPMENT SURVEY AT BSNL
TABLE OF CONTENT
1. Executive summary
2. Introduction to Training and Development
3. Importance of Training and Development
4. Need for the study
Title of the proect
!tatement of the pro"lem
#urpose of the study
!cope of the study
$"ectives of the study
%. &esearch methodology
!ampling plan
'rea covered
(ethodology
). Data collection
#rimary data
!econdary data
*. Data 'nalysis
!tatistical tool
!tatistical pac+age
,. -imitation of the study
.. Theoretical aspects of training and development
1/. Introduction to the company
11. 'nalysis and interpretation
12. 0indings
13. !uggestions
14. 1onclusion
1%. 2i"liography
BABASAB PATIL Page 1
1). 'nnexure
S.N QUESTIONS
Strongly
disagree
Somewhat
disagree
Neither
agree nor
disagree
Some
what
agree
Strongly
agree
1.
Training helps in increasing productivity of
employees to achieve organi!ational goals.
1 " # $ %
". Training programs are well&planned. 1 " # $ %
#. Training programs are of sufficient duration. 1 " # $ %
$.
Training is periodically evaluated and
improved.
1 " # $ %
%.
Training programs emphasis on developing
technical ' managerial capa(ilities of
employees.
1 " # $ %
).
Training of wor*ers is given ade+uate
importance in your organi!ation.
1 " # $ %
,.
Employees are sponsored for training
programs after carefully identified
developmental needs.
1 " # $ %
-.
Those who are sponsored for the training
programs ta*e the training seriously
1 " # $ %
.. Employees in the organi!ation participate in
determining the training they need.
1 " # $ %
1/.
The +uality of training programs in your
organi!ation is e0cellent.
1 " # $ %
11.
E0ternal training programs are carefully
chosen after collecting enough information
a(out their +uality and suita(ility.
1 " # $ %
1.
There is a well&designed and widely shared
training policy in the company.
1 " # $ %
EXECUTIVE SUMMARY
Telecommunication is a technology intensive industry 3ith a high pro"a"ility of
o"solescence. $ur country has 3itnessed a num"er of technologies varying from magneto
exchanges to the modern Ne3 Technology Digital !3itches. 4e have also seen changes
in the transmission technology starting from carrier systems to the D4D( systems
providing long distance circuits across the length and "readth of the country.
Telecommunications today is "oth a pu"lic utility and a vital infra5structure. Therefore an
in house training center is an essential institution for continuous training of the officers
and employees in this +ey technological field.
Training is a process through 3hich a person enhances and develops his efficiency6
capacity and effectiveness at 3or+ "y improving and updating his +no3ledge and
understanding the s+ills relevant to perform his or her o".
Training also helps a person cultivate appropriate and desired "ehavior and attitude
to3ards the 3or+ and people. 7nless training is provided6 the o"s and lives of employees
in organi8ations are at sta+e.
It gives people an a3areness of the &ules 9 #rocedures to guide their "ehavior. It is an
application of +no3ledge to improve the performance on the 1urrent o" or to prepare
one for an intended o".
$rgani8ation 9 individual for their survival 9 attainment of mutual goals should
develop 9 progress simultaneously: this can "e done mainly through training techni;ue
"ecause training is the most important techni;ue 9 it is a value addition to the
organi8ation through <uman &esource Development for the development of the
employee. The employee she=he "een selected6 placed 9 introduced in an organi8ation
should "e provided 3ith training facilities in order to adust 9 ma+e them suita"le for the
>o" as no organi8ation can get a candidate 3ho exactly matches 3ith the o" 9
organi8ational re;uirements.
The trained employees are the valua"le assets to any organi8ation. Training at 2!N- is
given 3hen there is a difference "et3een the o" re;uirements 9 employees present
specifications. Thus employee training is the most important su"5system6 speciali8ed 9
one of the fundamental operative functions of <uman &esource Development.
$rgani8ational efficiency6 productivity6 progress 9 development6 also organi8ation
via"ility6 sta"ility 9 gro3th to greater extent depend on training. If the re;uired training
is not provided it leads to the performance failure of the employees. Training enhances
the 1ompetence6 1ommitment6 and 1reativity 9 1ontri"ution to the organi8ation.
The first step in my study is to find out the effectiveness of training and development in
achieving the goals of the company6 to study the different methods of training follo3ed at
2!N-6 The "asis on 3hich training programmees are planned and scheduled and ho3 the
performance appraisal helps in identifying training needs.
The second step 3as data collection through various sources I used "oth primary and
secondary data for the study as "oth are ;uiet essential in any type of survey.
primary data 3as collected through survey and personal intervie36 3hereas secondary
data made use of certain reports from the <&D department provided the information as to
the total no of employees6 schedule of training programs6 num"er of persons attending it
and other such things.
The secondary data also included text"oo+s6 company data6
internet.
The analysis of the ;uestionnaire 3as carried out through 3hich the purpose of the study
3as served. The analysis 3as done "y using statistical tool in 3hich the study made use
of t3o test that is ? fre;uency test and correlation.
These tests gave the clear idea a"out the most significant factors 3hich are positively
correlated and those factors 3hich are not so significant and are not positively correlated.
<ence it helped the study to identify the important factors 3hich are ;uiet essential for
effective training and development in the organi8ation.
This study gives a detailed idea a"out the employee@s attitude to3ards the training
program and ho3 the employees apply the +no3ledge6 s+ills and attitude in o"
performance.
Therefore through the analysis the study could "e interpreted that the training and
development programs are ;uiet effective "ut still needs to "e improved on some of the
aspects mentioned a"ove.
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INTRODUCTION TO TRAINING AND DEVELOPMENT
<7('N &E!$7&1E ('N'AE(ENT
<uman &esource (anagement is defined as the people 3ho staff and manage
organi8ation. It comprises of the functions and principles that are applied to retaining6
training6 developing6 and compensating the employees in organi8ation. It is also
applica"le to non5"usiness organi8ations6 such as education6 healthcare6 etc <uman
&esource (anagement is defined as the set of activities6 programs6 and functions that are
designed to maximi8e "oth organi8ational as 3ell as employee effectivenessBBBBB
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!cope of <&( 3ithout a dou"t is vast. 'll the activities of employee6 from the time of
his entry into an organi8ation until he leaves6 come under the hori8on of <&(.The
divisions included in <&( are &ecruitment6 #ayroll6 #erformance (anagement6 Training
and Development6 &etention6 Industrial &elation6 etc. $ut of all these divisions6 one such
important division is training and development.
TRAINING AND DEVELOPMENT is a su"system of an organi8ation. It ensures that
randomness is reduced and learning or "ehavioral change ta+es place in structured
format.
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TRADITIONAL AND MODERN APPROACH OF TRAINING AND
DEVLOPMENT
Traditional 'pproach C (ost of the organi8ations "efore never used to "elieve in
training. They 3ere holding the traditional vie3 that managers are "orn and not made.
There 3ere also some vie3s that training is a very costly affair and not 3orth.
$rgani8ations used to "elieve more in executive pinching. 2ut no3 the scenario seems to
"e changing.
The modern approach of training and development is that Indian $rgani8ations have
reali8ed the importance of corporate training. Training is no3 considered as more of
retention tool than a cost. The training system in Indian Industry has "een changed to
create a smarter 3or+force and yield the "est results
TRAINING AND DEVELOPMENT OB1ECTIVES
The principal o"ective of training and development division is to ma+e sure the
availa"ility of a s+illed and 3illing 3or+force to an organi8ation. In addition to that6 there
are four other o"ectives? Individual6 $rgani8ational6 0unctional6 and !ocietal.
Individual $"ectives C help employees in achieving their personal goals6 3hich in turn6
enhances the individual contri"ution to an organi8ation.
$rgani8ational $"ectives C assist the organi8ation 3ith its primary o"ective "y "ringing
individual effectiveness.
0unctional $"ectives C maintain the department@s contri"ution at a level suita"le to the
organi8ation@s needs.
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!ocietal $"ectives C ensure that an organi8ation is ethically and socially responsi"le to
the needs and challenges of the society.
Importance of Training and Development
D $ptimum 7tili8ation of <uman &esources C Training and Development helps in
optimi8ing the utili8ation of human resource that further helps the employee to achieve
the organi8ational goals as 3ell as their individual goals.
D Development of <uman &esources C Training and Development helps to provide an
opportunity and "road structure for the development of human resources@ technical and
"ehavioral s+ills in an organi8ation. It also helps the employees in attaining personal
gro3th.
D Development of s+ills of employees C Training and Development helps in increasing
the o" +no3ledge and s+ills of employees at each level. It helps to expand the hori8ons
of <uman intellect and an overall personality of the employees.
D #roductivity C Training and Development helps in increasing the productivity of the
employees that helps the organi8ation further to achieve its long5term goal.
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D Team spirit C Training and Development helps in inculcating the sense of team 3or+6
team spirit6 and inter5team colla"orations. It helps in inculcating the 8eal to learn 3ithin
the employees.
D $rgani8ation 1ulture C Training and Development helps to develop and improve the
organi8ational health culture and effectiveness. It helps in creating the learning culture
3ithin the organi8ation.
D $rgani8ation 1limate C Training and Development helps "uilding the positive
perception and feeling a"out the organi8ation. The employees get these feelings from
leaders6 su"ordinates6 and peers.
D Euality C Training and Development helps in improving upon the ;uality of 3or+ and
3or+5life.
D <ealthy 3or+5environment C Training and Development helps in creating the healthy
3or+ing environment. It helps to "uild good employee6 relationship so that individual
goals aligns 3ith organi8ational goal.
D <ealth and !afety C Training and Development helps in improving the health and safety
of the organi8ation thus preventing o"solescence.
D (orale C Training and Development helps in improving the morale of the 3or+ force.
D Image C Training and Development helps in creating a "etter corporate image.
D #rofita"ility C Training and Development leads to improved profita"ility and more
positive attitudes to3ards profit orientation.
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D Training and Development aids in organi8ational development i.e. $rgani8ation gets
more effective decision ma+ing and pro"lem solving. It helps in understanding and
carrying out organisational policies
D Training and Development helps in developing leadership s+ills6 motivation6 loyalty6
"etter attitudes6 and other aspects that successful 3or+ers and managers usually display.
Training in Public Sector
Indian #u"lic !ector is passing through massive changes due to advancement in science
and technology and competition from private sector. India has nearly one5sixth of the
3orldFs population. This over a"undant human resource needs to "e converted to asset.
This is possi"le only through proper training and development. The former #rime
(inister &aiv Aandhi rightly sensed this need and had esta"lished a separate (inistry
for <uman &esource Development in 1.,%. <e stressed on the development of human
resources and "ecause of his initiatives6 training had ta+en a front seat in the national
economy. -ater on6 most of the #!Es reali8ed the need and importance of training their
employees for "etter and improved results. The human resource development approach is
essential in order to have the optimum utili8ation of manpo3er for the "enefit of "oth6 the
employees and the organi8ation.
'fter opening up of the economy6 there has "een tremendous amount of pressure on the
#!Es to increase productivity of their employees on one hand and reduce surplus
manpo3er on the other. #!Es have found out the route to reduce their manpo3er strength
BABASAB PATIL Page 1/
"y adopting Goluntary &etirement !cheme HG&!I. The "iggest challenge in G&! is to
safeguard talent drain. Talented employees see this as an opportunity and are moving
a3ay from #!Es in search of high paid o"s in private and multinational companies6
3hich leads to scarcity of trained manpo3er. $n the one side they get lump sum
compensation pac+age "y opting for G&! and on the other side they 3ill "e attracted "y
(N1s and other private sector enterprises HThe Indian Express6 >anuary 2%6 2//1:
2usiness -ine6 >une /,6 2///: 333.syndicate"an+.comI. Nearly 4/J of the employees
in &eliance #etroleum 3ere dra3n from the pu"lic sector HGittal6 2//1I. This again
emphasi8es the need and importance of training and employee retention in #!Es.
&esearch conducted "y TG&-! on G&! also proves that good outside opportunity is one
of the important reasons for employees opting for G&! H333.tvrls.comI.
Aovernment of India promoted #!Es to fulfill the social o"ectives since the time of the
first #rime (inister >a3ahar -al Nehru. 's a result6 reservation for socially and
educationally 3ea+er sections of the society 3as introduced in pu"lic sector o"s. The
government has "anned de5reservation of vacancies meant for the reserved categories
since 1.,. and reservation for other "ac+3ard classes 3ere introduced in 1..3. No3
#!Es are re;uired to recruit up to %/J of their manpo3er from the reserved categories. In
the event of candidates from reserved categories not meeting the re;uired standards6
reserved seats are filled after relaxing the standards HNai+6 1..,I. This is another reason
to concentrate more on training and development activities in #!Es and to provide proper
training and development opportunities to persons recruited on relaxed standards6 so that
they can come up on par 3ith the re;uired standards.
In the year 2///6 11th 0inance 1ommission emphasi8ed that the second phase of
structural reforms should concentrate on the extensive restructuring of #!Es. This
restructuring should not only give #!Es the same "enefits of autonomy and freedom as
the private sector6 "ut also free them from the shac+les of ministries from 3hich they
originally emerged. In one of its recommendations6 this 1ommission said that it a pu"lic
sector enterprise fails to demonstrate its sustaina"ility and cannot come out of the 8one of
chronic losses after five years of structurally reformed existence6 it should "e sold of at
3hatever price it can fetch. This further emphasi8ed the need for training and
development in #!Es to improve their performance. H!udhman6 2///I
IMPORTANCE OF TRAINING AT TELECOM SECTOR
Telecom is one of the fastest gro3ing sectors in India 3ith a gro3th of 21J and revenue
of &s ,)6*2/ crore in the year 2//). The sector is expected to gro3 over 1%/J "y 2/12.
4ith increase in competition "et3een the maor players li+e 2!N-6 (TN-6 <utchison
Essar6 2#-6 Idea6 2harti Tele services6 Tata6 etc6 the re;uirement for mo"ile analysts6
soft3are engineers6 and hard3are engineers for mo"ile handsets has increased. <o3ever6
holding an engineering degree is not enough to survive in the Telecom !ector. There is
constant need of updating of +no3ledge6 s+ills6 and attitudes.

4ith this rapid gro3th in Telecom !ector6 the need for trained professionals in "ound to
rise and so is the training need. The total training mar+et in Telecom !ector is estimated
to &s 4// crore.
(any top players are spending a huge amount on training and development6 for example
2!N- alone spends more than 1// crore on training and development of its employees
through the 'dvanced -evel Telecommunications Training 1entre H'-TT1I and 43
other regional training institutes. &eliance has also esta"lished Dhiru"hai 'm"ani
Institute of Information and 1ommunication Technology. In addition to that6 2harti has
also tied5up 3ith IIT Delhi for the 2harti !chool of Telecommunication Technology and
(anagement.
4ith the increase in competition6 availa"ility of huge amount of information through
internet6 maga8ines6 ne3spapers6 TG6 etc6 and increased a3areness among customers6 the
demand to impart proper training in non5technological areas li+e customer care and
mar+eting has increased too.
&apid technological changes6 net3or+ security threat6 mo"ile application development6
gro3ing I# deployment in the sector have "rought "ac+ the training and development in
the priority catalog.
TRAINING AND DEVELOPMENT AT Bharat Sanchar Nigam Ltd (BSNL)
DoT52!N- (o7? Training of minimum 2/J 2!N- officials5? 2!N- has signed (o7
3ith DoT vide 3hich at least 2/J staff has to imparted training in 2//)5/*. To achieve
this6 all 2!N- units have "een as+ed to fix the target to train 2%J of their staff 9
officers. The training report has to "e compiled under various heads such as indu ction6
seminar6 3or+shop6 "ehavior 9 'ttitudinal etc.
Computerized Training Management System at ALTTC? This system 3ith online
nomination facility has "een made operational after clearance "y IT cell of 2!N-. This
soft3are eases the process of nomination "y !!'s6 1ircles and other 2!N- units6 as it is
a paperless system 3ith capa"ility of online nomination 9 approval. '5circular and
approved nomination list are availa"le online. Through online post training evaluation
module Trainees and their controlling officers can give their feed"ac+ regarding
effectiveness of the training. In the last t3o months many 2!N- units have started
reaping the "enefit of this system.
E-learning implementation? Keeping pace 3ith technological changes6 leveraging the
IT infrastructure6 e5learning methodology is "eing put in place at maor training centers
of 2!N-.
1TO Induction program? 2!N- corporate office has approved the >T$ Induction
Training !tructure 9 !ylla"us vide its letter no 451=/4=Trg dated 23=)=2//).
Field courses? It is al3ays the endeavor of '-TT1 to ta+e all possi"le steps to meet the
training needs of 2!N- family. (any times 2!N- 1ircles have special need for
customi8ed trainings. 'TT1 is al3ays 3illing to conduct customi8ed field
course=programs as per the need of 2!N- field units. 1ircle <E of field units may 3rite
to 1A( '-TT1 for such re;uests. !ummary of field programs conducted "y '-T11 in
the last ;uarter is given for reference.
Training of all BSNL officials in Customer interface on GSM & Broadband? 2!N-
1orporate office has directed '-TT1 to conduct courses on training of trainers for all
&TT1=1TT1 so that training on A!( 9 "road"and is disseminated to all 2!N- officials
3or+ing in positions of customer interface. The feature of this training is not ust
technical inputs "ut also the focus on information from customer@s point of vie3. $ne
"atch of trainers has already "een trained in A!( 9 2road"and. T3o more "atches 3ill
"e trained soon.

Behavior and Attitude revitalization Training? 2!N- corporate office has reiterated
its drive to train all 2!N- executives in this program vide its letter 254=/%5Trg dated
%=1=2//).

#anel of volunteers for posting in '-TT16 Aha8ia"ad6 2&2&'ITT6 >a"alpur and
N'T0(6 <ydera"ad? 2!N- 1orporate office has again sought applications of 3illing
officers having 2.Tech 9 (2' ;ualification for 5>'A= DEs= !DEs =TT! Aroup L2@ 9
Aroup L'@ officers its letter N$.225)=2//% 5 Trg Dated? 21.3.2//)

Training Methods At Bharatiya Sanchar Nigam Ltd (BSNL)
a) Seminars & Workshops
The institute conducts seminars on the latest topics in ne3 telecommunication
technologies. The institute also conducts 3or+shops on important topics concerning DoT.
0or the seminars and 3or+shops luminaries from leading technical organisations and
academic institutions are called.
b ) Induction Training
The induction training is imparted in various disciplines for the ne3ly recruited staff as a
pre5o" training. The cadres for 3hich the training is given in the training centre are
'DET H#ro"ationersI6 'sstt. (anager H#ro"ationersIHTelecom 0actoryI 6 >unior
Engineers HTelecom 0actoriesI and >unior 'ccounts $fficers.

c) Inservice Training
The purpose of inservice training is to give the necessary +no3ledge and +no3 ho3
a"out the ne3 systems=technologies inducted into the net3or+ from time to time. The
institute offers in5service training in latest technologies and techni;ues. >T$
speciali8ation "atches conducted are a part of in5service training. The courses are
monitored continuously and the utility of these in5service courses is assessed from time to
BABASAB PATIL Page 1%
time and courses 3hich are not in demand are 3eeded out and ne3 courses are
introduced.

d) Field Training Programmes
1onsidering the need to update the +no3ledge and s+ills of the technical maintenance
personnel in specific disciplines of technology from time to time6 a system of short5term
practical oriented training programmes has "een developed "y this institute. 0or
conducting these courses the trainers go to the field stations. These programmes called
0ield Training #rogrammes H0T#sI are for a maximum of % days duration and conducted
3ith the help of the e;uipment availa"le in the field. 2esides training the lo3er staff on
o"6 this also helps the trainers getting ac;uainted 3ith the day to day pro"lems in the
field 3hich can later "e ta+en care of in the training modules "eing developed in the
Training 1entre.
Infrastructure
In the main "uilding all the administrative offices6 class rooms and la"oratories etc. are
housed. There are several faculties vi8. Electronic !3itching I H$12 5 2,36 E51/2I6
Electronic !3itching 5II H15D$T6 I-T6 NE'MI6 &adio Transmission6 Transmission lines6
Telecom External #lant6 1omputer6 IT(!. The technical faculties are supported "y the
three sections namely #rogramming6 4or+s and 'dministration.
There are 1% class rooms for lecture sessions fully e;uipped 3ith facilities li+e
overhead=slide proectors.
There are )) la"oratories for practicals. They are e;uipped 3ith a 3ide variety of latest
technology telecommunication e;uipments li+e $1252,36 E51/26 15D$T %12#6 I-T
%12#6 Digital (icro3ave6 $ptical 0i"re6 G5!'T6 Digital 7<06 EK2 9 EK216 !0(!6
-ocal 'rea Net3or+6 #entium=4,) computers6 4indo3 "ased #1 soft3are 6 1ommercial
service and other latest soft3are.
The !upport facilities for teaching=la"s6 availa"le in the 2&2&'ITT are ?

iI ' "ig li"rary having a"out 321,. "oo+s and 23) technical ournals.
BABASAB PATIL Page 1)

iiI ' Gideo la"6 e;uipped 3ith sound proof studio6 editing video and audio chain 9
1omputerised video animation.

iiiI Instructional Technology HI.T.I la" fully e;uipped 3ith micro teaching e;uipment li+e
Gideo 1ameras6 TG monitors6 G1&s etc.

ivI Des+ Top #u"lishing unit fully e;uipped 3ith 1omputers6 -aser #rinters6 !canner6
3here the text processing of course material = handouts is done.

vI ' seminar hall 3ith a capacity of a"out 4/ participants fully e;uipped 3ith #.'.
system6 Gideo and 1omputer proector on a 3ide screen and slide=tape proector.

viI !creening room 3ith facility for proecting 1) mm films and video films 3ith a
capacity of 2% audience.

viiI 'n 'udio Gisual hall for "igger gatherings upto 2// persons for '=G programmes
and cultural functions.
TRAINING FACILITIES
The institute plays a +ey role in human resource development for telecom services. To
ma+e the training effective6 a good infrastructure of 3ell e;uipped la"oratories 3ith
experienced teaching staff has "een provided. The e;uipments are in live condition and
the trainees are free to handle the same to have clear concepts a"out the 3or+ing of the
system. It is al3ays endeavoured that the personnel trained should gain such +no3ledge
and s+ill that they are in a position to install6 operate and maintain the systems 3ithout
any difficulty after completion of the training.
BABASAB PATIL Page 1*
Keeping in vie3 the rapid development in telecom technologies throughout the 3orld6
ne3 la"s are "eing added to the training centre. These are installed and commissioned "y
the faculty mem"ers. Each la" is maintained "y a !.D.E. 3ith the help of >.T.$s.
TRAINING PLANNING

The training opportunities outlined here allo3 you and your su"ordinates to develop
+no3ledge and s+ills 3hich are consistent 3ith departmental goals and career plans. 's
individual training needs are identified6 the su"ordinate should "e an integral part of the
planning process.
's a preliminary step in planning a complete training program6 you should see+ ans3ers
to the follo3ing ;uestions.
4hat are the o" re;uirements N
4hat past training6 o" experience and=or education contri"utes to o" performance N
4hat performance deficiencies or pro"lems could "e attri"uted to a lac+ of +no3ledge
and = or s+ills N
4hat related o" functions 3ould "e useful to +no3 N
In 3hat areas is +no3ledge needed in order to develop potential for future assignments N
BABASAB PATIL Page 1,
'ns3ers to these ;uestions should provide you 3ith sufficient information to identify
training re;uirements. 's part of the planning process6 you should perform the follo3ing
activities ?
!tep 1 ? Identify the areas in 3hich training is needed.
!tep 2 ? Determine 3hich courses address those needs.
!tep 3 ? Determine pre5re;uisites and ensure that they are met.
!tep 4 ? (ap out the appropriate se;uence of courses to "e ta+en.
!tep % ? Document training planned and scheduled.
!tep ) ? !chedule of training.

REGISTRATION PROCEDURE FOR THE COURSES

The 1ourse Directory 1... gives the necessary information a"out the various training
courses planned to "e conducted in the different &TT1s 9 2&2&'ITT >a"alpur.
The <&D officers of the Telecom 1ircles are re;uested to assess the training needs of
their circles and su"mit to this office the consolidated re;uirements of seats for each
course6 for the entire year 1... 3ith specific remar+s that ho3 many candidates can "e
spared at a time for each "atch. The re;uirement of seats from your 1ircle must reach this
office "efore 31.12.., if not su"mitted earlier.
&e;uirements received from su"ordinate 7nits=(inor Telecom District=!!'s of your
1ircle 3ill not "e considered for allotment.
!eats are allotted to your 1ircle for each course through separate allotment orders called
F'F 1ircular 3hich are normally released three months in advance to the actual dates of
commencement of each "atch. Oou may depute the participants for the respective courses
BABASAB PATIL Page 1.
after the fulfillment of various conditions as laid do3n in the allotment orders and
confirmation of the nomination in F2F 1ircular.
0or trainees from other Departments and organisations in non D$T a fee of
&s. 1/6.%/=5 per trainee per 3ee+ excluding "oarding and lodging shall "e charged. The
lodging charges are &s. 1//=5 to 2//=5 per "ed per day 9 are li+ely to "e revised. 0or
foreign trainees a fee of 7.!. Dollar )%/ Hsix hundred fifty 7.!. Dollar onlyI per trainee
per 3ee+ excluding "oarding and lodging shall "e charged. 0or "oarding and lodging
charging 3ill "e done separately. In addition charges for study tours outside >a"alpur are
also paya"le. HThe a"ove rates are under revision and latest rates may "e chec+ed at the
time of nomination of candidatesI.
-$1'TI$N $0 &EAI$N'- TE-E1$( T&'ININA 1ENT&E! $0 2!N-
'hmeda"ad 2hu"anesh3ar 1hennai
Au3ahati <ydera"ad >aipur
Kalyani -uc+no3 (ysore
Nagpur #atna #une
&apura
Thiruvanathapura
m
-$1'TI$N $0 1I&1-E TE-E1$( T&'ININA 1ENT&E! $0 2!N-
'hmeda"ad 2hopal 2hu"anesh3ar
1alcutta 1hennai Au3ahati
>aipur >ammu Ka+inada
Kuru+shetra -uc+no3 (ysore
(eerut Nasi+ #atna
&apura !hillong !under Nagar
Thiruvanantpuram

-$1'TI$N $0 DI!T&I1T TE-E1$( T&'ININA 1ENT&E! $0 2!N-
'hmeda"ad 2angalore 1alcutta
1hhenai <ydera"ad #une
NEED FOR THE STUDY
i. 0or the organi8ational via"ility 9 transformation process the organi8ation has to
train its employees to impart specific s+ills 9 +no3ledge in order to contri"ute to
organi8ational efficiency 9 to cope 3ith the changing environment.
ii. 0or the organi8ational complexity 3hich occurs "ecause of the increased
mechani8ation 9 automation manufacturing the products 9 "y5products or
dealing in services of diversified lines extension of operations to various regions
9 overseas countries. This creates a complex pro"lem 9 this situation calls for
training in the s+ills of coordination6 integration6 9 adapta"ility to the
re;uirement of gro3th6 diversification 9 expansion.
iii. Training is necessary 3hen existing employees are promoted to higher level in the
organi8ation or 3hen there is some ne3 o" due to transfer. It is also necessary to
e;uip the old employees 3ith the ne3 techni;ues or technology 9 advanced
disciplines.
iv. It is necessary for maintaining human relation "esides maintaining sound
industrial relations 9 also to deal 3ith the human pro"lems.
Title of the project? ' study on ~Effectiveness of Training and Development in
#u"lic !ector 5 2!N- 2elgaumP
Statement of the problem? The study is conducted to find out the overall impact of
training and development on the o" performance of employees 3or+ing in different
cadre groups in each department.
Purpose of the study: The main purpose is to +no3 the effectiveness of training in
relation to the o" performance of employees and to reduce the resisting forces in
employees to ne3 technological advancement.
Scope of the study: The scope of the study is restricted to the employees 3or+ing in
different cadre groups in each of the department in the organi8ation 5 2!N- 2elgaum.
Objectives:
1. To find out the relevance of training and development in achieving goals of the
organi8ation.
2. The "asis on 3hich the training is planned and scheduled.
3. To study the different methods of training at 2!N-
4. To find out 3hether the training activities is aligned 3ith overall goals of the
organi8ation
%. To study the relationship "et3een performance and training
Research methodology.
'ccording to this study investigation 3as conducted for some definite purpose 3ith the
help of a structural 9 personal intervie3 to gather primary information as much as
possi"le than the most appropriate research design for the study is descriptive research
design.
The study is an evaluative 9 diagnostic attempt to discover empirically the nature of
relationship "et3een performance appraisal and training and development 3ithin the
extensively dra3 domain of the pro"lem of the ;uestion.
0ollo3ing are the steps in the research design.
Sampling Plan
!ampling frame? the respondents are the employees of the pu"lic
sector C2harat !anchar Nigam -td H2!N-I 2elgaum !!'.
!ampling unit? the sampling unit is an individual employee of all the
departments of the organi8ation C 2harat !anchar Nigam -tdH2!N-I
!ample si8e? sample si8e ta+en for this study is 1// employees
covering all the departments of the organi8ation.
Area covered
0or this survey I have covered all the departments of the organi8ation 5 2!N- 2elgaum.
0ollo3ing are the num"er and name of departments.
!l no Department No. of employees
1 #lanning 2/
2 'dministration 2/
3 $perations 2/
4 'ccounts 2/
% <&D 2/
Total 1//
Methodology:
' list of ;uestions 3as prepared "y me under the guidance of my mentor.
0ollo3ing 3ere the steps in my study.
1. Euestionnaire? a ;uestionnaire 3as served to all the employees as+ing their
opinion a"out the effectives of training and development programs at 2!N-.
2. #ersonal intervie3? a face5to5face tal+ is carried out 3ith the employees 3here I
as+ed several employees a"out their feelings and opinions on various aspects of
their o"s and organi8ation.
3. 1ompany data and reports? certain reports from the <&D department provided the
information as to the total no of employees6 schedule of training programs6
num"er of persons attending it and other such things6 3hich indicated the
employee performance on the o" after attending these training programs.
Data collection:
To produce a relia"le ;uestionnaire "oth primary and secondary information 3as used.
#rimary data is the first hand information: the ;uestionnaire 3as prepared "y me under
the guidance of the mentor 3herein I used li+ert five5point scale and closed ended
;uestions for measuring attitudes of the employees for my study.
The ;uestionnaire comprised 12 ;uestions 3hich covered all the aspects of measuring
Qthe effectiveness of training and developmentP.
PRIMARY DATA
'n instrument is used to collect the re;uired information from the employees and also
interact the employees personally.
#rimary data helps us in ma+ing o"servation of employee@s "ehaviors6 tal+ gestures
3hich helped me in identifying any the attitude of employees to3ards the training
program and the effectiveness of the training program in the organi8ation.
SECONDARY DATA
It 3as collected from the 3e"site of the company6 and the compa"y personnel6 certain
reports from the <& department. The research also too+ the help of the "oo+s and
ournal.
2oth primary and secondary data served the purpose in measuring the effectiveness of
training and development at 2!N-. 2oth are e;ually essential for any type ofsurvey.
DATA ANALYSIS
!tatistical tool?
1orrelation test
0re;uency test
!tatistical pac+age
!#!! soft3are
#rocedure for 'nalysis
'dministering ;uestionnaire to all the employees
'naly8e the rating of employees using the statistical tool Hspss soft3areI
HiI simple fre;uency testHmean 9 standard deviationI
HiiI correlation
Interpretation of analy8ed information
Limitations of the study:
1. Due to restriction to enter into some of the departments at 2!N- I could not cover
some of the aspects re;uired for my study.
2. Interaction 3ith the company executive 3as limited due to their "usy schedule.
3. The information collected is mainly primary data and the accuracy is su"ect to
the responses received.
.
Theoretical aspects of Training and Development
It is a learning process that involves the ac;uisition of +no3ledge6 sharpening of s+ills6
concepts6 rules6 or changing of attitudes and "ehaviours to enhance the performance of
employees.
Training is an organi8ed procedure 3hich "rings a"out semi5permanent changes in
"ehavior6 for a definite purpose. The three main areas involved are s+ills6 +no3ledge and
attitudes Hsometimes called social s+illsI "ut al3ays 3ith a definite purpose in mind.
Training also helps a person cultivate appropriate and desired "ehavior and attitude
to3ards the 3or+ and people.
Training is a process through 3hich a person enhances and develops his efficiency6
capacity and effectiveness at 3or+ "y improving and updating his +no3ledge and
understanding the relevant s+ills relevant to his or her o".
7nless training is provided6 the o"s and lives of employees in organi8ations are at sta+e.
Training is activity leading to s+illed "ehavior.
D It@s not 3hat you 3ant in life6 "ut it@s +no3ing ho3 to reach it
D It@s not 3here you 3ant to go6 "ut it@s +no3ing ho3 to get there
D It@s not ho3 high you 3ant to rise6 "ut it@s +no3ing ho3 to ta+e off
D It may not "e ;uite the outcome you 3ere aiming for6 "ut it 3ill "e an outcome
D It@s not 3hat you dream of doing6 "ut it@s having the +no3ledge to do it
D ItFs not a set of goals6 "ut it@s more li+e a vision
D It@s not the goal you set6 "ut it@s 3hat you need to achieve it
Training is a"out +no3ing 3here you stand Hno matter ho3 good or "ad the current
situation loo+sI at present6 and 3here you 3ill "e after some point of time.
Training is a"out the ac;uisition of +no3ledge6 s+ills6 and a"ilities HK!'I through
professional development.
OB1ECTIVES OF TRAINING:
#reparing "oth the old 9 ne3 employees to meet the present as 3ell
as the changing re;uirements of the o" 9 the organi8ation.
#reventing o"solescence.
#reparing employees for the higher5level tas+s.
Ensuring smooth 9 efficient 3or+ing of the department.
Ensuring economical output of the re;uired ;uality.
Imparting +no3ledge 9 s+ills for ne3 entrants.
Induction
7pdating
#reparing for future assignments
1ompetency development
CLASSIFICATION OF TRAINING:
There are a num"er of training methods availa"le: 7se of a particular method
depends on the type of trainees vi8. 3or+er6 supervisor and manager. 2asically these
methods can "e classified into follo3ing categories?
1.Induction training:
<ere6 training is given to ne3ly oined employees. The main o"ective of this
training is to give an idea to the employee a"out the particular 3or+. It is concerned 3ith
orienting a ne3 employee to a ne3 environment.
2.On-the-job training:
<ere6 the individual is placed on a regular o" and taught the s+ills necessary to
perform that o". The trainee learns under the supervision and guidance of a ;ualified
3or+er or instructor. It gives first hand +no3ledge and experience under the actual
3or+ing conditions.
3.Apprenticeship training:
'pprenticeship training is normally given to artisans6 electricians6 plum"ers and a
li+e. The duration is mainly ) months to 2 years: this is carried out under the guidance
and intimate supervision of master craftsman6 expert 3or+er and supervisor. During
training period the trainee is paid less than that of a ;ualified 3or+er.
4.1ob Rotation:
This involves the movement of the trainee from one o" to another. The trainee
receives o" +no3ledge and gains experience from his supervisor or trainer in each of the
different o" assignments. This method gives an opportunity to the trainee to
understand the pro"lems of employees on other o"s.
5.Coaching:
The trainee is placed under a particular supervisor 3ho functions as a coach in
training the individuals. The supervisor provides feed"ac+ to the trainee on his
performance and offers him some suggestions for improvements. 2ut the trainee may not
have the freedom or opportunity to express his o3n ideas.
6.1ob Instruction:
This method is also +no3n as training through step "y step. The trainer explains
to the trainee the 3ay of doing the o"s6 o" +no3ledge and s+ills and allo3s him to do
the o". The trainer appraises the performance of the trainee6 provides feed"ac+
information and corrects the trainee.
7.Committee Assignments:
' group of trainees are given and as+ed to solve an actual organi8ational pro"lem.
The trainees solve the pro"lem ointly. It develops team3or+.
8.Off the job training:
The trainee is separated from the o" situation and his attention is focused upon
learning the material related to his future o" performance. !ince the trainee is not
distracted "y o" re;uirements6 he can place his entire concentration on learning the o"
rather than spending his time in performing it. There is an opportunity for freedom of
expression for the trainees.
9.Vestibule training:
'ctual 3or+ conditions are simulated in the classroom. (aterial6 files and
e;uipments6 3hich are used in actual o" performance6 are also used in training. This
type of training is commonly used for training personal for clerical and semi5s+illed o"s.
Theory can "e related to practice in this method.
10.Role-playing:
It is a method of human interactions that involves realistic "ehavior in imaginary
situations. This method of training involves certain characters. This method is mostly
used for developing inter5personal interactions and relations.
11.Lecture Method:
The instructor organi8es the material and gives it to a group of trainees in the
form of a tal+. To "e effective6 the lecture must motivate and create interest among the
trainees. This method is direct and can "e used for a large group of trainees. 1osts and
time involved are reduced.
12.Conference or discussion:
This method involves a group of people 3ho pose ideas6 examine and share facts6
ideas and data6 test assumptions and dra3 conclusions6 3hich contri"ute to the
improvement of o" performance.
13.Programmed instruction:
The su"ect matter to "e learned is presented in a series of carefully planned
se;uential units. These units are arranged from simple to more complex levels of
instruction. The trainee goes through these units "y ans3ering ;uestions or filling the
"lan+s.
14.Internship Training:
<ere6 the organi8ation ma+es arrangements 3ith technical institutes to get its
employees duly trained in the latest theoretical +no3ledge and other developments
relating to trade6 this training is provided to the employee in such a 3ay as to "ring
"alance "et3een theory and practice.
15.Professional skill training:
<ere6 training is given to #rofessional staff such as 'ccountants6 !urveyors6
'uditors6 and 'rchitects etc. $rgani8ation provides this training to ne3ly oined
professionals to gain the professional ;ualification and it is also given to the existing
professionals.
HOW TO MAKE TRAINING EFFECTIVE:
Determine the training needs through o" description6 performance appraisal6
potential appraisal and discussion 3ith employees.
#repare a training calendar in discussion 3ith the managers concerned.
Define the training o"ectives specifically.
!elect the efficient faculty
FACTORS INFLUENCING TRAINING AND DEVELOPMENT:
Top management support
1ommitment from specialists and generalists
Technological advances
$rgani8ational complexity
-earning principles
Difference between Training and Development
Training Development
1. Training is often referred to as
importing specific s+ills.
2. The focus is on improvement in
performance after training.
3. The impact of training "e
experienced and assessed "y the
organi8ation.
4. 7sually6 administrative6 supervisory
and technical 3or+force may "e
exposed to training program.
1. Development on the other hand
is often focused at overall
development of personality.
2. 2.They focus on aspects li+e
leadership s+ills6 managing teams6
pro"lem solving6 decision ma+ing 6
people s+ills6 time management6 etc.
Models of Training and Development
Training is a su"5system of the organi8ation "ecause the departments such as6 mar+eting
9 sales6 <&6 production6 finance6 etc depends on training for its survival. Training is a
transforming process that re;uires some input and in turn it produces output in the form
of +no3ledge6 s+ills6 and attitudes HK!'sI.
THE TRAINING SYSTEM
' !ystem is a com"ination of things or parts that must 3or+ together to perform a
particular function. 'n organi8ation is a system and training is a su" system of the
organi8ation. The !ystem 'pproach vie3s training as a su" system of an organi8ation.
!ystem 'pproach can "e used to examine "road issues li+e o"ectives6 functions6 and
aim. It esta"lishes a logical relationship "et3een the se;uential stages in the process of
training need analysis HTN'I6 formulating6 delivering6 and evaluating. There are 4
necessary inputs i.e. technology6 man6 material6 time re;uired in every system to produce
products or services. 'nd every system must have some output from these inputs in order
to survive. The output can "e tangi"le or intangi"le depending upon the organi8ation@s
re;uirement. ' system approach to training is planned creation of training program. This
approach uses step5"y5step procedures to solve the pro"lems. 7nder systematic approach6
training is underta+en on planned "asis. $ut of this planned effort6 one such "asic model
of five steps is system model that is explained "elo3. $rgani8ation are 3or+ing in open
environment i.e. there are some internal and external forces6 that poses threats and
opportunities6 therefore6 trainers need to "e a3are of these forces 3hich may impact on
the content6 form6 and conduct of the training efforts. The internal forces are the various
demands of the organi8ation for a "etter learning environment: need to "e up to date 3ith
the latest technologies.
The three model of training are?
1.!ystem (odel
2.Instructional !ystem Development (odel
3. Transitional model
SYSTEM MODEL
The system model consists of five phases and should "e repeated on a regular "asis to
ma+e further improvements. The training should achieve the purpose of helping
employee to perform their 3or+ to re;uired standards. The steps involved in !ystem
(odel of training are as follo3s?
1. 'naly8e and identify the training needs i.e. to analy8e the department6 o"6 employees
re;uirement6 3ho needs training6 3hat do they need to learn6 estimating training cost6 etc
The next step is to develop a performance measure on the "asis of 3hich actual
performance 3ould "e evaluated.
2. Design and provide training to meet identified needs. This step re;uires developing
o"ectives of training6 identifying the learning steps6 se;uencing and structuring the
contents.
Instructional System Development Model (ISD) Model

Instructional !ystem Development model 3as made to ans3er the training pro"lems.
This model is 3idely used no35a5days in the organi8ation "ecause it is concerned 3ith
the training need on the o" performance. Training o"ectives are defined on the "asis of
o" responsi"ilities and o" description and on the "asis of the defined o"ectives
individual progress is measured. This model also helps in determining and developing the
favora"le strategies6 se;uencing the content6 and delivering media for the types of
training o"ectives to "e achieved.
The Instructional !ystem Development model comprises of five stages?
1. 'N'-O!I! C This phase consist of training need assessment6 o" analysis6 and target
audience analysis.
2. #-'NNINA C This phase consist of setting goal of the learning outcome6 instructional
o"ectives that measures "ehavior of a participant after the training6 types of training
material6 media selection6 methods of evaluating the trainee6 trainer and the training
program6 strategies to impart +no3ledge i.e. selection of content6 se;uencing of content6
etc.
3. DEGE-$#(ENT C This phase translates design decisions into training material. It
consists of developing course material for the trainer including handouts6 3or+"oo+s6
visual aids6 demonstration props6 etc6 course material for the trainee including handouts
of summary.
4. EME17TI$N C This phase focuses on logistical arrangements6 such as arranging
spea+ers6 e;uipments6 "enches6 podium6 food facilities6 cooling6 lighting6 par+ing6 and
other training accessories.
%. EG'-7'TI$N C The purpose of this phase is to ma+e sure that the training program
has achieved its aim in terms of su"se;uent 3or+ performance. This phase consists of
identifying strengths and 3ea+nesses and ma+ing necessary amendments to any of the
previous stage in order to remedy or improve failure practices.
The I!D model is a continuous process that lasts throughout the training program. It also
highlights that feed"ac+ is an important phase throughout the entire training program. In
this model6 the output of one phase is an input to the next phase.
Transitional Model
Transitional model focuses on the organi8ation as a 3hole. The outer loop descri"es the
vision6 mission and values of the organi8ation on the "asis of 3hich training model i.e.
inner loop is executed.
Vision - focuses on the milestones that the organi8ation 3ould li+e to achieve after the
defined point of time. ' vision statement tells that 3here the organi8ation sees itself fe3
years do3n the line. ' vision may include setting a role mode6 or "ringing some internal
transformation6 or may "e promising to meet some other deadlines.
Mission C explain the reason of organi8ational existence. It identifies the position in the
community. The reason of developing a mission statement is to motivate6 inspire6 and
inform the employees regarding the organi8ation. The mission statement tells a"out the
identity that ho3 the organi8ation 3ould li+e to "e vie3ed "y the customers6 employees6
and all other sta+eholders.
Values C is the translation of vision and mission into communica"le ideals. It reflects the
deeply held values of the organi8ation and is independent of current industry
environment. 0or example6 values may include social responsi"ility6 excellent customer
service6 etc.
The mission6 vision6 and values precede the o"ective in the inner loop. This model
considers the organi8ation as a 3hole. The o"ective is formulated +eeping these three
things in mind and then the training model is further implemented.
TYPICAL REASONS FOR EMPLOYEE TRAINING AND
DEVELOPMENT
Training and development can "e initiated for a variety of reasons for an employee or
group of employees6 e.g.6?
4hen a performance appraisal indicates performance improvement is needed
To R"enchmar+R the status of improvement so far in a performance improvement
effort
's part of an overall professional development program
's part of succession planning to help an employee "e eligi"le for a planned
change in role in the organi8ation
To RpilotR6 or test6 the operation of a ne3 performance management system
To train a"out a specific topic.
TYPICAL TOPICS OF EMPLOYEE TRAINING
1. Communications: The increasing diversity of todayFs 3or+force "rings a 3ide
variety of languages and customs.
2. Computer skills: 1omputer s+ills are "ecoming a necessity for conducting
administrative and office tas+s.
3. Customer service: Increased competition in todayFs glo"al mar+etplace ma+es it
critical that employees understand and meet the needs of customers.
4. Diversity: Diversity training usually includes explanation a"out ho3 people have
different perspectives and vie3s6 and includes techni;ues to value diversity
%. Ethics: TodayFs society has increasing expectations a"out corporate social
responsi"ility. 'lso6 todayFs diverse 3or+force "rings a 3ide variety of values and
morals to the 3or+place.
). Human relations: The increased stresses of todayFs 3or+place can include
misunderstandings and conflict. Training can people to get along in the
3or+place.
*. Quality initiatives: Initiatives such as Total Euality (anagement6 Euality
1ircles6 "enchmar+ing6 etc.6 re;uire "asic training a"out ;uality concepts6
guidelines and standards for ;uality6 etc.
,. Safety: !afety training is critical 3here 3or+ing 3ith heavy e;uipment 6
ha8ardous chemicals6 repetitive activities6 etc.6 "ut can also "e useful 3ith
practical advice for avoiding assaults6 etc.
.. Sexual harassment: !exual harassment training usually includes careful
description of the organi8ationFs policies a"out sexual harassment6 especially
a"out 3hat are inappropriate "ehaviors.
GENERAL BENEFITS FROM EMPLOYEE TRAINING AND
DEVELOPMENT
There are numerous sources of online information a"out training and development.
!everal of these sites HtheyFre listed later on in this li"raryI suggest reasons for
supervisors to conduct training among employees. These reasons include?
Increased o" satisfaction and morale among employees
Increased employee motivation
Increased efficiencies in processes6 resulting in financial gain
Increased capacity to adopt ne3 technologies and methods
Increased innovation in strategies and products
&educed employee turnover
Enhanced company image6 e.g.6 conducting ethics training Hnot a good reason for
ethics trainingSI
&is+ management6 e.g.6 training a"out sexual harassment6 diversity.
THE PROCESS OF TRAININ AND DEVELOPMENT
INDUSTRY PROFILE
Bharat Sanchar Nigam Limited (BSNL)
Bharat Sanchar Nigam Limited H+no3n as BSNL6 India Communications Corporation
LimitedI is a pu"lic sector communications company in India. It is the largest
telecommunication company in India and the sixth largest in the 3orld
Tcitation neededU
. Its
head;uarters are at 2harat !anchar 2ha3an6 <arish 1handra (athur -ane6 >anpath6 Ne3
Delhi. It has the status of Mini-ratana 5 a status assigned to reputed #u"lic !ector
companies in India.
2!N- is IndiaFs oldest and largest 1ommunication !ervice #rovider H1!#I. 1urrently
2!N- has a customer "ase of )%.3 million H2asic 9 (o"ile telephonyI. It has footprints
throughout India except for the metropolitan cities of (um"ai and Ne3 Delhi 3hich are
managed "y (TN-. 's on >uly 316 2//* 2!N- commanded a customer "ase of 32.*
million 4ireline6 3.* million 1D('54-- and 2,.. million A!( (o"ile su"scri"ers.
2!N-Fs earnings for the 0inancial Oear ending (arch 316 2//* stood at IN& 3.*.1%"
H7!V ..)* "I 3ith net profit of IN& *,./)" H7!V 1../ "illionI. Today6 2!N- is IndiaFs
largest Telco and one of the largest #u"lic !ector 7nderta+ing of the country 3ith
authori8ed share capital of 7!V 4.2) "illion HIN& 1*6%// 1roresI and assets of 7!V 14.*4
"illion.
The foundation of Telecom Net3or+ in India 3as laid "y the 2ritish sometime in 1.th
century. The history of 2!N- is lin+ed 3ith the "eginning of Telecom in India. In 1.th
century and for almost entire 2/th century6 the Telecom in India 3as operated as a
Aovernment of India 3ing. Earlier it 3as part of erst3hile #ost 9 Telegraph Department
H#9TI. In 1.*% the Department of Telecom HDoTI 3as separated from #9T. DoT 3as
responsi"le for running of Telecom services in entire country until 1.,% 3hen (ahanagar
Telephone Nigam -imited H(TN-I 3as carved out of DoT to run the telecom services of
Delhi and (um"ai. It is a 3ell +no3n fact that 2!N- 3as carved out of Department of
Telecom to provide level playing field to private telecoms.!u"se;uently in 1../s the
telecom sector 3as opened up "y the Aovernment for #rivate investment6 therefore it
"ecame necessary to separate the AovernmentFs policy 3ing from $perations 3ing. The
Aovernment of India corporatised the operations 3ing of DoT on $cto"er /16 2/// and
named it as 2harat !anchar Nigam -imited H2!N-I.2!N- operates as a pu"lic sector.
Employment at BSNL
2!N-Fs employee "ase comprises of more than 36%*6/// telecom engineers and
professionals.
BSNL's Work Culture
Team3or+6 leadership6 motivation6 etc. are the management principles follo3ed at
2!N-. The entire staff is divided in four groups.
Board of Directors
2$D of 2!N- consists of ) mem"ers.
Employee distribtio! "t BSNL
Key Players In Indian Telecom Industry?
1I &eliance 1ommunications -imited
2I 2harti 'irtel -imited
3I 2!N-
4I (TN-
%I <utchison Essar
)I Ericsson
*I No+ia
,I !iemens 1ommunications
.I Idea 1ellular -imited
1/I Tata Teleservices
C#ALLENGES
During 0inancial Oear 2//)52//* H0rom 'pril /16 2//) to (arch 316 2//*I 2!N- has
added ..) million ne3 customers in various telephone services ta+ing its customer "ase to
)4., million. 2!N-Fs nearest competitor 2harti 'irtel is standing at a customer "ase of
3. million. <o3ever6 despite impressive gro3th sho3n "y 2!N- in recent times6 the
0ixed line customer "ase of 2!N- is declining. In order to 3oo "ac+ its fixed5line
customers 2!N- has "rought do3n long distance calling rate under $neIndia plan6
ho3ever6 the success of the scheme is not +no3n. <o3ever6 2!N- faces "lea+ fiscal
2//)52//* as users flee6 3hich has "een accepted "y the 1(D 2!N-.
#resently there is an intense competition in Indian Telecom sector and various Telcos are
rolling out attractive schemes and are providing good customer services. <o3ever6 2!N-
"eing legacy operator and its conversion from a Aovernment Department6 earns lot of
criticism for its poor customer service. 'lthough in recent past there have "een
tremendous improvement in 3or+ing of 2!N- "ut still it is much "elo3 the IndustryFs
Expectations. ' large aging Haverage age 4. yearsHappxII 3or+force H3//6/// strongI6
3hich is mostly semi5illetrate or illeterate is the main reason for the poor customer
service. 0urther6 the Top management of 2!N- is still 3or+ing in 2!N- on deputation
"asis holding Aovernment employee status thus having little commitment to the
organisation. 'lthough in coming years the retirement profile of the 3or+force is very
fast and around 2%J of existing 3or+force 3ill retire "y 2/1/6 ho3ever6 still the
3or+force 3ill "e ;uite large "y the industry standards. Euality of the 3or+force 3ill also
remain an issue.
'ccess Deficit 1harges H'D16 a levy "eing paid "y the private operators to 2!N- for
provide service in non5lucarative areas especially rural areasI has "een slashed "y 3*J
"y T&'I6 3.e.f. 'pril /16 2//*.The reduction in 'D1 may hit the "ottomlines of 2!N-.
2!N- is in the process of commissioning of a 3orld class6 multi5giga"it6 multi5protocol6
convergent I# infrastructure through National Internet 2ac+"one5II HNI25III6 that 3ill
provide convergent services through the same "ac+"one and "road"and access net3or+.
The 2road"and service 3ill "e availa"le on D!- technology Hon the same copper ca"le
that is used for connecting telephoneI6 on a country3ide "asis spanning 1., cities.
In terms of infrastructure for "road"and services NI25II 3ould put India at par 3ith more
advanced nations. The services that 3ould "e supported includes al3ays5on "road"and
access to the Internet for residential and "usiness customers6 1ontent "ased services6
Gideo multicasting6 Gideo5on5demand and Interactive gaming6 'udio and Gideo
conferencing6 I# Telephony6 Distance learning6 (essaging? plain and feature rich6 (ulti5
site (#-! G#Ns 3ith Euality of !ervice HEo!I guarantees. The su"scri"e 3ill "e a"le to
access the a"ove services through !u"scri"er !ervice !election !ystem H!!!!I portal.
Key Objectives
To provide high speed Internet connectivity Hupto , ("psI
D To provide Girtual #rivate Net3or+ HG#NI service to the "road"and customers
D To provide dial G#N service to (#-! G#N customers.
D To provide multicast video services6 video5on5demand6 etc. through the
Broadband Remote Access Server (BRASI.
D To provide a means to "ill for the aforesaid services "y either time5"ased or
volume5"ased "illing. It shall provide the customer 3ith the option to select the
services through 3e" server
D To provide "oth pre5paid and post paid "road"and services
Technical Capability of the Backbone
The 2road"and !ervice 3ill "e given through the state of the art (ulti #rotocol
-a"el !3itching H(#-!I "ased I# Infrastructure6 3hich is designed to provide relia"le
routes to cover all possi"le destinations 3ithin and outside the country. -ayer 1 of the
net3or+ 3ill consist of a high speed 2ac+"one comprising of 24 po3erful 1ore &outers
connected 3ith high speed 2.% A"psH!T(51)I lin+s. The routers are located on the
national D4D( net3or+ interfacing at !T(51) optical level to provide for high
transmission speeds.

Advantage of MPLS over other Technologies
(#-! G#N is a technology that allo3s a service provider li+e 2!N- to have
complete control over parameters that are critical to offering its customers service
guarantees 3ith regard to "and3idth throughputs6 latencies and availa"ility.

Services available through Broadband
D <igh speed Internet 'ccess? This is the al3ays5on Internet access service 3ith
speed ranging from 2%) +"ps to , ("ps.
D 2and3idth on Demand? This 3ill facilitate customer to change "and3idth as per
his = her re;uirement. 0or example a customer 3ith 2%) +"ps can change to 1
("ps during the video 1onferencing session.
D (ulticasting? This is to provide video multicast services for application in
distance education6 telemedicine etc
D Dial G#N !ervice? This service allo3s remote users to access their private
net3or+ securely over the NI25II infrastructure.
D Gideo and 'udio 1onferencing?
D 1ontent "ased !ervices? -i+e Gideo on Demand6 Interactive Aaming6 -ive and
time shifted TG
BABASAB PATIL Page %/
Services Provided By Bharat Sanchar Nigam Ltd H2!N-I
BSNL LANDLINE
#<$NE #-7! !E&GI1E
NE4 TE-E#<$NE 1$NNE1TI$N
#E&('NENT 1$NNE1TI$N
1$N1E!!I$N IN &ENT'-!
!<I0T $0 TE-E#<$NE
T&'N!0E& $0 TE-E#<$NE
TE-E#<$NE T'&I00
BSNL MOBILE
#$!T#'ID
#&E#'ID
7NI0IED (E!!'AINA
A#&!=4'#=((!
DE($s
T'&I00
!(! 9 27-K !(!

BABASAB PATIL Page %1
INTERNET SERVICES
NET4$&K
2&$'D2'ND
TO#E! $0 '11E!!
4I50I
1$5-$1'TI$N !E&GI1E
2!N- 4E2 <$!TINA
INTE&NET T'&I00
DI'- 7# INTE&NET
!(!9 27-K !(!
BSNL BROADBAN D
&EAI!TE& $N-INE
T'&I00
0'E
1<E1K 7!'AE
2!N- (#-!5G#N
I!DN
I!DN
T'&I00
ANALYSIS AND INTERPRETATION
Correl"tio!s
1.000 .172 .284** .275* .079 .291* .402** .315* .141 .055 .098 .228
. .088 .004 .028 .537 .020 .001 .011 .268 .663 .443 .070
100 100 100 64 64 64 64 64 64 64 64 64
.172 1.000 .252* .280* -.037 -.141 .209 .044 .077 .129 .164 .002
.088 . .011 .025 .773 .267 .098 .730 .545 .310 .196 .987
100 100 100 64 64 64 64 64 64 64 64 64
.284** .252* 1.000 .365** .434** .512** .427** .378** .357** .456** .293* .490**
.004 .011 . .003 .000 .000 .000 .002 .004 .000 .019 .000
100 100 100 64 64 64 64 64 64 64 64 64
.275* .280* .365** 1.000 .299* .386** .349** .066 .195 .230 -.026 .219
.028 .025 .003 . .017 .002 .005 .606 .122 .067 .841 .083
64 64 64 64 64 64 64 64 64 64 64 64
.079 -.037 .434** .299* 1.000 .300* .227 .441** .137 .344** .215 .369**
.537 .773 .000 .017 . .016 .072 .000 .280 .005 .088 .003
64 64 64 64 64 64 64 64 64 64 64 64
.291* -.141 .512** .386** .300* 1.000 .360** .361** .441** .424** -.050 .535**
.020 .267 .000 .002 .016 . .003 .003 .000 .000 .696 .000
64 64 64 64 64 64 64 64 64 64 64 64
.402** .209 .427** .349** .227 .360** 1.000 .522** .629** .440** .298* .320*
.001 .098 .000 .005 .072 .003 . .000 .000 .000 .017 .010
64 64 64 64 64 64 64 64 64 64 64 64
.315* .044 .378** .066 .441** .361** .522** 1.000 .507** .483** .396** .423**
.011 .730 .002 .606 .000 .003 .000 . .000 .000 .001 .000
64 64 64 64 64 64 64 64 64 64 64 64
.141 .077 .357** .195 .137 .441** .629** .507** 1.000 .640** .125 .350**
.268 .545 .004 .122 .280 .000 .000 .000 . .000 .327 .005
64 64 64 64 64 64 64 64 64 64 64 64
.055 .129 .456** .230 .344** .424** .440** .483** .640** 1.000 .276* .548**
.663 .310 .000 .067 .005 .000 .000 .000 .000 . .027 .000
64 64 64 64 64 64 64 64 64 64 64 64
.098 .164 .293* -.026 .215 -.050 .298* .396** .125 .276* 1.000 .372**
.443 .196 .019 .841 .088 .696 .017 .001 .327 .027 . .002
64 64 64 64 64 64 64 64 64 64 64 64
.228 .002 .490** .219 .369** .535** .320* .423** .350** .548** .372** 1.000
.070 .987 .000 .083 .003 .000 .010 .000 .005 .000 .002 .
64 64 64 64 64 64 64 64 64 64 64 64
Pearson Correlation
Sig. (2-tailed)
N
Pearson Correlation
Sig. (2-tailed)
N
Pearson Correlation
Sig. (2-tailed)
N
Pearson Correlation
Sig. (2-tailed)
N
Pearson Correlation
Sig. (2-tailed)
N
Pearson Correlation
Sig. (2-tailed)
N
Pearson Correlation
Sig. (2-tailed)
N
Pearson Correlation
Sig. (2-tailed)
N
Pearson Correlation
Sig. (2-tailed)
N
Pearson Correlation
Sig. (2-tailed)
N
Pearson Correlation
Sig. (2-tailed)
N
Pearson Correlation
Sig. (2-tailed)
N
raining !el"s to in#rease
"rod$#ti%it& ' a#!ie%e org
goal
raining "rogra(s are
)ell "lanned
raining Progra( are o*
s$**i#ient d$ration
raining is "eriodi#all&
e%al$ated ' i("ro%ed
raining Progra(
e("!asis on (anagerial
' te#!ni#al #a"a+ilities
raining is gi%en
ade,$ate i("ortan#e
-("lo&ees are
s"onsored *or trainig
"rogra(s
S"onsored e("lo&ees
ta.e training serio$sl&
-("lo&ees "arti#i"ation
in deter(ining training
needs
-!e ,$alit& o* training is
e/#ellent
-/ternal training "rogra(
are )ell e/a(ined
raining "rogra( is )ell
designed ' )idel& s!ared
raining
!el"s to
in#rease
"rod$#ti%it& '
a#!ie%e org
goal
raining
"rogra(s are
)ell "lanned
raining
Progra( are
o* s$**i#ient
d$ration
raining is
"eriodi#all&
e%al$ated '
i("ro%ed
raining
Progra(
e("!asis on
(anagerial '
te#!ni#al
#a"a+ilities
raining is
gi%en
ade,$ate
i("ortan#e
-("lo&ees
are
s"onsored
*or trainig
"rogra(s
S"onsored
e("lo&ees
ta.e training
serio$sl&
-("lo&ees
"arti#i"ation
in deter(ining
training needs
-!e ,$alit&
o* training
is e/#ellent
-/ternal
training
"rogra(
are )ell
e/a(ined
raining
"rogra( is
)ell designed
' )idel&
s!ared
Correlation is signi*i#ant at t!e 0.01 le%el (2-tailed).
**.
Correlation is signi*i#ant at t!e 0.05 le%el (2-tailed).
*.

Interpretation? the correlation test is used to lin+ one factor 3ith all the other factors in
order to +no3 3hich the most significant factor and 3hich factor is most positively
BABASAB PATIL Page %%
correlated to each other. and helps us to decide on the factors 3hich are important in
designing the training program
#earson correlation 3as effective for my study as the study made use of the nominal
scale in the ;uestionnaire.
in the a"ove correlation ta"le the point at 3hich the ro3 and column intersects and
there is an star mar+6 that factor is the most significant factor. if there is one star sign that
factor is positively correlated at /./1 level of significance and 3hen there is 2 star mar+s
that factor is positively correlated at /./% level of significance.
This ta"le gives us the clear idea a"out the important factors that are essential for
effective training and development programs. 3hen the ro3s and columns intersect and it
has a negative sign those factors cannot "e correlated at all or those factors are not at all
significant.
Therefore 3e can clearly ma+e out from the a"ove ta"le the significant and not so
significant factors in the correlation ta"le.
BABASAB PATIL Page %)
Tr"i!i!$ %elps to i!&re"se prod&ti'ity ( "&%ie'e or$ $o"l
33 33.0 33.0 33.0
67 67.0 67.0 100.0
100 100.0 100.0
so(e)!at agree
strongl& agree
otal
0alid
1re,$en#& Per#ent 0alid Per#ent
C$($lati%e
Per#ent
raining !el"s to in#rease "rod$#ti%it&
raining !el"s to in#rease "rod$#ti%it& ' a#!ie%e org goal
strongl& agree so(e)!at agree
P
e
r
#
e
n
t
70
60
50
40
30
20
10
0
BABASAB PATIL Page %*
Tr"i!i!$ pro$r"ms "re )ell pl"!!ed
8 8.0 8.0 8.0
3 3.0 3.0 11.0
21 21.0 21.0 32.0
68 68.0 68.0 100.0
100 100.0 100.0
so(e)!at disagree
neit!er agree nor
disagree
so(e)!at agree
strongl& agree
otal
0alid
C$($lati%e
Per#ent
raining "rogra(s are )ell "lanned
raining "rogra(s are )ell "lanned
strongl& agree
so(e)!at agree
neit!er agree nor di
so(e)!at disagree
P
e
r
#
e
n
t
80
60
40
20
0
BABASAB PATIL Page %,
Tr"i!i!$ Pro$r"m "re o* s**i&ie!t dr"tio!
5 5.0 5.0 5.0
6 6.0 6.0 11.0
51 51.0 51.0 62.0
38 38.0 38.0 100.0
100 100.0 100.0
so(e)!at disagree
neit!er agree nor
disagree
so(e)!at agree
strongl& agree
otal
0alid
C$($lati%e
Per#ent
raining Progra( are o* s$**i#ient d$ration
raining Progra( are o* s$**i#ient d$ration
strongl& agree
so(e)!at agree
so(e)!at disagree
P
e
r
#
e
n
t
60
50
40
30
20
10
0
BABASAB PATIL Page %.
Tr"i!i!$ is periodi&"lly e'"l"ted ( impro'ed
8 8.0 12.5 12.5
39 39.0 60.9 73.4
17 17.0 26.6 100.0
64 64.0 100.0
36 36.0
100 100.0
neit!er agree nor
disagree
so(e)!at agree
strongl& agree
otal
0alid
S&ste( 2issing
otal
C$($lati%e
Per#ent
raining is "eriodi#all& e%al$ated ' i("ro%ed
raining is "eriodi#all& e%al$ated ' i("ro%ed
strongl& agree so(e)!at agree neit!er agree nor di
P
e
r
#
e
n
t
70
60
50
40
30
20
10
0
BABASAB PATIL Page )/
Tr"i!i!$ Pro$r"m emp%"sis o! m"!"$eri"l ( te&%!i&"l &"p"bilities
1 1.0 1.6 1.6
2 2.0 3.1 4.7
22 22.0 34.4 39.1
39 39.0 60.9 100.0
64 64.0 100.0
36 36.0
100 100.0
strongl& disagree
neit!er agree nor
disagree
so(e)!at agree
strongl& agree
otal
0alid
S&ste( 2issing
otal
C$($lati%e
Per#ent
e("!asis on te#!ni#al and (anagerial s.ills
raining Progra( e("!asis on (anagerial ' te#!ni#al #a"a+ilities
strongl& agree
so(e)!at agree
strongl& disagree
P
e
r
#
e
n
t
70
60
50
40
30
20
10
0
BABASAB PATIL Page )1
Tr"i!i!$ is $i'e! "de+"te import"!&e
4 4.0 6.3 6.3
5 5.0 7.8 14.1
26 26.0 40.6 54.7
29 29.0 45.3 100.0
64 64.0 100.0
36 36.0
100 100.0
so(e)!at disagree
neit!er agree nor
disagree
so(e)!at agree
strongl& agree
otal
0alid
S&ste( 2issing
otal
C$($lati%e
Per#ent
raining is gi%en ade,$ate i("ortan#e
raining is gi%en ade,$ate i("ortan#e
strongl& agree
so(e)!at agree
so(e)!at disagree
P
e
r
#
e
n
t
50
40
30
20
10
0
Employees "re spo!sored *or tr"i!i$ pro$r"ms
4 4.0 6.3 6.3
5 5.0 7.8 14.1
38 38.0 59.4 73.4
17 17.0 26.6 100.0
64 64.0 100.0
36 36.0
100 100.0
so(e)!at disagree
neit!er agree nor
disagree
so(e)!at agree
strongl& agree
otal
0alid
S&ste( 2issing
otal
C$($lati%e
Per#ent
-("lo&ees are s"onsored *or training "rogra(s
-("lo&ees are s"onsored *or trainig "rogra(s
strongl& agree
so(e)!at agree
so(e)!at disagree
P
e
r
#
e
n
t
70
60
50
40
30
20
10
0
Spo!sored employees t",e tr"i!i!$ seriosly
1 1.0 1.6 1.6
2 2.0 3.1 4.7
8 8.0 12.5 17.2
32 32.0 50.0 67.2
21 21.0 32.8 100.0
64 64.0 100.0
36 36.0
100 100.0
strongl& disagree
so(e)!at disagree
neit!er agree nor
disagree
so(e)!at agree
strongl& agree
otal
0alid
S&ste( 2issing
otal
C$($lati%e
Per#ent
S"onsored e("lo&ees ta.e training serio$sl&
S"onsored e("lo&ees ta.e training serio$sl&
strongl& agree
so(e)!at agree
so(e)!at disagree
strongl& disagree
P
e
r
#
e
n
t
60
50
40
30
20
10
0
Employees p"rti&ip"tio! i! determi!i!$ tr"i!i!$ !eeds
2 2.0 3.1 3.1
7 7.0 10.9 14.1
8 8.0 12.5 26.6
36 36.0 56.3 82.8
11 11.0 17.2 100.0
64 64.0 100.0
36 36.0
100 100.0
strongl& disagree
so(e)!at disagree
neit!er agree nor
disagree
so(e)!at agree
strongl& agree
otal
0alid
S&ste( 2issing
otal
C$($lati%e
Per#ent
-("lo&ees deter(ine training needs
-("lo&ees "arti#i"ation in deter(ining training needs
strongl& agree
so(e)!at agree
so(e)!at disagree
strongl& disagree
P
e
r
#
e
n
t
60
50
40
30
20
10
0
BABASAB PATIL Page )%
T%e +"lity o* tr"i!i!$ is e-&elle!t
5 5.0 7.8 7.8
16 16.0 25.0 32.8
43 43.0 67.2 100.0
64 64.0 100.0
36 36.0
100 100.0
neit!er agree nor
disagree
so(e)!at agree
strongl& agree
otal
0alid
S&ste( 2issing
otal
C$($lati%e
Per#ent
!e ,$alit& o* training is e/#ellent
-!e ,$alit& o* training is e/#ellent
strongl& agree so(e)!at agree neit!er agree nor di
P
e
r
#
e
n
t
80
70
60
50
40
30
20
10
0
BABASAB PATIL Page ))
E-ter!"l tr"i!i!$ pro$r"m "re )ell e-"mi!ed
1 1.0 1.6 1.6
14 14.0 21.9 23.4
20 20.0 31.3 54.7
29 29.0 45.3 100.0
64 64.0 100.0
36 36.0
100 100.0
so(e)!at disagree
neit!er agree nor
disagree
so(e)!at agree
strongl& agree
otal
0alid
S&ste( 2issing
otal
C$($lati%e
Per#ent
-/ternal training "rogra( are )ell e/a(ined
-/ternal training "rogra( are )ell e/a(ined
strongl& agree
so(e)!at agree
so(e)!at disagree
P
e
r
#
e
n
t
50
40
30
20
10
0
BABASAB PATIL Page )*
Tr"i!i!$ pro$r"m is )ell desi$!ed ( )idely s%"red
1 1.0 1.6 1.6
4 4.0 6.3 7.8
16 16.0 25.0 32.8
43 43.0 67.2 100.0
64 64.0 100.0
36 36.0
100 100.0
so(e)!at disagree
neit!er agree nor
disagree
so(e)!at agree
strongl& agree
otal
0alid
S&ste( 2issing
otal
C$($lati%e
Per#ent
raining "rogra( is )ell designed ' )idel& s!ared
raining "rogra( is )ell designed ' )idel& s!ared
strongl& agree
so(e)!at agree
so(e)!at disagree
P
e
r
#
e
n
t
80
60
40
20
0
BABASAB PATIL Page ),
0INDINA!
Training helps to increase productivity and achieve the goals of the
organi8ation
Training programs are 3ell planned in the organi8ation.
The training given in organi8ation is not of sufficient duration.
The training programs are not evaluated periodically.
The training programs strongly focus on technical and managerial
capa"ilities..
The training programs are not given ade;uate importance due to the
3or+ pressure in the organi8ation.
Employees@ attitude to3ards the training programs is casual=informal.
There is no involvement of employees in determining the training need
analysis.
The ;uality of training programs in the organi8ation is excellent..
The training programs are 3ell designed and 3idely shared in the
organi8ation.
BABASAB PATIL Page ).
(ore priority is given for on the o" trainings than the value addition
programs li+e motivation6 stress management6 group dynamics.
SUGGESTION
Employees should decide and determine the training programs that they need so
that they can 3or+ more effectively and efficiently6 employees should decide
some of the training they 3ould li+e to undergo.
The <& department should conduct "riefing and de"riefing sessions for
employees for Training as to give them an idea as to 3hy this training is "een
conducted and 3hat they have to learn in the training program conducted and also
after training completion they should ta+e a feed"ac+ as to ho3 effective 3as the
training so that the necessary improvements in training programs can "e
considered and implemented.
'part from on5o" training programs the <& Department should conduct constant
value addition programs such as Time management6 !tress management trainings6
group dynamics6 grievance redressal6 these 3ill help to add value and is also
essential in today@s "usiness scenario.
#erformance of every employee undergone training should "e evaluated so as to
get Improved ;uality of training activities6 Improve a"ility of the trainers to relate
BABASAB PATIL Page */
inputs to output +no3 their understanding a"out the training programme
conducted
Training program should evaluate the a"ilities6 competencies and potentials of the
trainees for a particular o" or 3or+ s+ills.
It should aim to narro3 do3n the gap "et3een expected level of performance and
the actual level of performance.
It should provide ne3 recruits or trainees a scientific pace for im"i"ing the
+no3ledge and s+ills re;uired to discharge their duties and responsi"ilities
meaningfully and purposefully.
The company should conduct training programs at regular intervals6 3hich helps
the employees to enhance their +no3ledge for their current o"s.
The company should design the training program "ased on the current
re;uirement6 3hich includes development of technical s+ills6 personality
development6 time management6 computer +no3ledge etc.
The training session should "e made more interactive and participative so that
trainees and trainer are in constant interaction
BABASAB PATIL Page *1
CONCLUSION
'ccording to the study conducted 3e can conclude that the overall satisfaction level of
employees in relation to the training programs is moderate.
the employees agree that the training programs helps to increase productivity and achieve
the organi8ational goal.
The employees said that the training programs in the organi8ation are 3ell planned "ut
they are not satisfied 3ith the duration of the training program and the are also not
satisfied 3ith the evaluation process of training program6 they are not evaluated
periodically.
The training programs in the organi8ation strongly focus on the technical and managerial
capa"ilities "ut these programs are not given ade;uate importance sometimes "ecause of
the 3or+ pressure.
The employees do not ta+e the training programs seriously6 as there are no strict rules and
regulations to attend the training programs.
The employees are not involved in determining the training need analysis. The training
programs are fixed "y the top management.
The ;uality of the training programs is excellent "ut the employees are not ma+ing the
"est use of it.
Therefore 3e can conclude that the training programs in the organi8ation are excellent
"ut they have "een not utili8ed properly "y the employees as the training programs are
not mad compulsory to all the departments. There is a "roader scope to develop and
improve its training programs in future in order to meet the re;uirements of the glo"al
mar+et
REFERENCES
Books:
<uman &esources (anagement "y Aary Dessler
#u"lised "y #earson Education .
th
Edition
## 1,4 5 24/
Website:
Bibliography
Reference
a. Books
P L RAO, HRD THROUGH I!HOU"# TRAIIG, $oncep%s of
Training, &e%ho's of Training, #ffec%i(eness of Training
PP!)!*+,
-ebsi%es
http?==333.mc+insey;uarterly.com= Nov 2//4
http?==333.google.com
Reports
'nnual &eport of 2haratiya !anchar Nigam -imited H2!N-I
2//)52//* ##5 151/
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