CHAPTER-I

INTRODUCTION

1.1. Background of the Study

Private enterprises in Nepal are established to meet the various socio-
economic needs of the country in various sectors. They all have got all
economic, socio, political and developmental justification for the national
point of view.

In the macro-perspective management plays important role for overall

socioeconomic development of a country. Most of the poor countries in the
world are regarded also under-managed. The organizational objectives
cannot be fulfilled if the human resources are not managed properly. So the
development of human resources is must. Human resources are not
comparable to other resources such as land, building, and machinery.

The management of human resources in organization requires special

attention more than that required in the management of non-human
resources. For the success of the organization the human resources
development should be given due important. The human resources
management is a very complicated and challenging task. This requires that
human resources must be managed and in terms of the ‘people dimension’
getting them, activating them and keeping them.

Nepal Telecom
Nepal Telecom is the leading and the largest telecommunication
company of Nepal. A former government monopoly, it was converted into a
Public Limited Company on April 14, 2004. However, as of January 2008,
no share has been issued to the public yet but recently NT has started to
issue the share for not only to their employees but also to the public. NT was
the only provider of basic telephony services in Nepal until United Telecom
Limited and Mero Mobile started providing services in 2003 and 2004
respectively.

Nepal Doorsanchar Company limited (Nepal Telecom) was registered

on 2060-10-22 under company act 2053 and the notice to this effect was

1
published in Nepal Gazette dated 26th Chaitra 2060, after dissolving then
Nepal Telecommunications Corporation (NTC). However, the company
name was officially effective from 1st Baishak 2061 (13th April 2004) and
the general public knows it by the name of NEPAL TELECOM as its
registered trademark. The Central Office of Nepal Telecom is located at
Bhadrakali, Kathmandu, capital of Nepal. It has branches, exchanges and
other offices in 184 locations within the country.

Role of NT
In Nepal there are other means of communication; a number of
transportation, postal services etc. but they are slower are expensive and less
convenient. Therefore, telecommunication is one of the quickest, cheapest,
and scientific means of communication. It brings coordination among
different government entities, which ultimately promotes administrative
efficiency. The effects of telecommunications on the rural areas and their
contribution to rural development are potentially extremely important, yet
rather difficult to measure. NT has played a crucial role to promote
agricultural sector, which is a source of national income.
Telecommunication has significant impact on agriculture production by
providing information on prices and market condition.

In developing country like Nepal, the role of importance and

contribution of telecommunication in the developing country cannot be
explained. The international telecommunication system contributes to link
the overseas countries in the field of economy as well as politics. It also
contributes in the development of tourist industry. Thus the
telecommunication system plays vital role to strengthen the national
economy and bring national unity among the national and international
people creating a brotherhood relationship among the people.

The Mission, Vision and Goal of NT

Mission:

“Nepal Telecom, as a progressive, customer spirited and consumer

responsive entity, is committed to provide nation-wide reliable
telecommunication services to serve as an impetus to the social, political and
economic development of the country.”

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Vision

“Vision of the Nepal Telecom is to remain a dominant player in

Telecommunication sector in the country while also extending reliable and
cost effective services to all”.

Goal

“Goal of Nepal Telecom is to provide cost effective

telecommunication services to every nook and corner of the country” (Nepal
Telecom, 2006).

Total working employees in Nepal Telecom are 5701 among which

high level managers (Deputy Managing Directors) are 13 and manager are
35. In fact, in Nepal Telecom 9% of the Managerial levels are the main
drivers of the organization, which plays a primary role in the organizational
success and development. In today's highly competitive environment, total
quality management (TQM) with its commitment to high quality, continuous
improvements and customer focus is very essential. Hence, a rapid change in
the technology and growing business of Nepal Telecom needs to develop
managerial nature of success. Effective manager is one, whose unit team or
group accomplishes high levels of performance that are sustainable over the
long term by enthusiastic workers (Rajbhandari).

Objective and Duties of NT

Since its establishment, NT is dedicated towards providing reliable
and affordable telecommunication services throughout the country as a sole
national telecommunications operator of local, mobile, long distance and
international telecom services. The main objective of Nepal Telecom is to
provide essential national wide low cost, reliable and readily available
telecommunication services to the general public of the overall improvement
of integrity and economic development.

The duty of the corporation will be to provide telecommunication

services through the country that is as far as practicable, very reliable and

3
cost effective. As per the communications corporation Act 2028, Nepal
Telecom shall undertake the following duties:

1. To endeavor to become a self-reliant corporation.

2. To improve the work implementation procedures for maintaining a high
grade of telecommunication services.
3. To promote the business activities of the corporation.
4. To establish necessary telecommunication link with foreign
telecommunications administration.
5. To try to establish necessary telecommunication link with foreign
telecommunications administration.
6. To produce the middle level technical manpower necessary for the
installation, operation and maintenance of the different telecommunication
systems.
7. To provide national wide reliable telecommunication services to serve as
an impetus to the social, political and economic development of the country.

Board of Director in NT
The Board of Director is the main policy making body of NT. The
BOD includes eight members, which are as follows:
i. Secretary, Ministry of Information & Communication: Chairman
ii. Managing Director, Nepal Telecom: Member
iii. Joint Secretary, Ministry of Finance: Member
iv. Joint Secretary, Ministry of Law, Justice & Parliamentary Affairs:
Member
v. Joint Secretary, Ministry of Information & Communication: Member
vi. Executive Director, Citizen Investment Trust: Member
vii. Business Officer, Nepal Telecom: Member
viii. Deputy Managing Director, Nepal Telecom: Secretary

Departments of NT

i. Business Department
ii. Computer Department
iii. Finance Department
iv. Human Resource Management
v. Material Management
vi. Operation & maintenance
vii. Planning Department

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viii. Rural plan Implement
ix. Transmission Department
x. Telecom training Center

Directorates of NT

i. Mobile Service Directorate

ii. Rural Service Directorate
iii. Kathmandu Regional Directorate
iv. Eastern Regional Directorate
v. Central Regional Directorate
vi. Western Regional Directorate
vii. Mid-Western Regional Directorate
viii. Far-western Regional Directorate

HRM Department

Human resource management is a distinctive approach to people

management, which seeks to achieve competitive advantage of organizations
through the strategic deployment of a committed and capable workforce,
using an integrated array of cultural, structural and personnel techniques.

Major jobs of HRM Department:

• Strategic Human Resource Planning

• HR Auditing and Needs Assessments
• Workforce Planning
• Change Management
• Performance Management
• Total Compensation, Benefits & Rewards
• Industrial & employee Relation services

General Information of HRM Department:

Recruitment Secretariat

Concern for overall design and accomplishment of personnel

recruitment policy and criterion.

5
Personnel Administration Section

Concern for personnel selection, retention, promotion, termination and

disciplinary action.

Planning & Record Section:

Concern to upkeep and update personnel record with strict confidence

and manpower planning for forthcoming telecom project

Training & Vehicle Section

Concern for periodic education and training management. It is also

concern for vehicle operation, maintenance and distribution.

Management Development & General Admin Section

Concern to deal staff benefit, trade union activity, building upkeep

and sanitation.

Performance Appraisal Section

Concern for maintaining the record of personnel performance

appraisal

Legal Section

Concern for all legal issues of the company and perform the legal
advisory role and advocacy (Nepal Telecom, 2006).

Human Resource Management

The Human Resources Management (HRM) function includes a
variety of activities, and key among them is deciding what staffing needs we
have and whether to use independent contractors or hire employees to fill
these needs, recruiting and training the best employees, ensuring they are
high performers, dealing with performance issues, and ensuring your
personnel and management practices conform to various regulations.
Activities also include managing your approach to employee benefits and

6
compensation, employee records and personnel policies. Usually small
businesses (for-profit or nonprofit) have to carry out these activities
themselves because they can not yet afford part- or full-time help. However,
they should always ensure that employees have and are aware of personnel
policies, which conform to current regulations.

Note that some people distinguish a difference between HRM (a

major management activity) and HRD (Human Resource Development, a
profession). Those people might include HRM in HRD, explaining that
HRD includes the broader range of activities to develop personnel inside of
organizations, including, e.g., career development, training, management
and executive development, etc.

There is a long-standing argument about where HR related functions

should be organized into large organizations, e.g., "should HR be in the
Organization Development department or the other way around?"

The HRM function and HRD profession have undergone tremendous

change over the past 20-30 years. Many years ago, large organizations
looked to the "Personnel Department," mostly to manage the paperwork
around hiring and paying people. More recently, organizations consider the
"HR Department" as playing a major role in staffing, training and helping to
manage people so that people and the organization are performing at
maximum capability in a highly fulfilling manner.

Human Resource Development

HRD in an organization is a planned effort to facilitate employee's
learning of job-related behavior, skills, knowledge, and attitude in order to
improve employee performance. It is a continuous process basically
designed to enhance employee's performance and satisfaction thereby
improving organizational efficiency and effectiveness. In the present context
of competitive and dynamic business environment, the role of human
resource in overall management of an organization has become increasingly
important than ever before.

HRD is the use of training, organizational development, and career

development efforts to improve individual, group, and organizational
efficiency to mobilize workforce. Human Resource Development helps to:

7
- Develop the key competencies that allow individuals in organizations to
perform current and future jobs, through planned learning activities;
- Groups within organizations initiate and manage change;
- Ensure a match between an individual and organizational needs.

Human resources are to be managed properly by using different

methods and techniques. If the employees are developed properly the
organization activities can be operated effectively and efficiently. The
development policy and procedures should be well planned so that the best
available persons can be trained to develop well- organized teamwork in the
organizations.

Highlighting the importance of people in organization Khera (1999)

opined that today when most business houses are obsessed with Total
Quality Management (TQM) in order to stay ahead of competition, very few
organizations realize that their most precious assets are their employees. It is
Total Quality People (TQP) that holds the key to a successful enterprise.

HRD is a concept associated with human resource management, and,

by this association, one component of the broader concept of management.
Much work has examined management practices from a critical stance.
However, HRD is a more recent concept, still emerging and finding space in
both academic and practitioner spheres.

Training and Development

Performance appraisals not only assist in determining compensation

and benefits, but they are also instrumental in identifying ways to help
individuals improve their current positions and prepare for future
opportunities. As the structure of organizations continues to change through
downsizing or expansion the need for training and development programs
continues to grow. Improving or obtaining new skills is part of another area
of HRM, known as training and development.

"Training focuses on learning the skills, knowledge, and attitudes

required to initially perform a job or task or to improve upon the
performance of a current job or task, while development activities are not
job related, but concentrate on broadening the employee's horizons" (Nadler
and Wiggs, 1986). Education, which focuses on learning new skills,

8
knowledge, and attitudes to be used in future work, also deserves mention
(Nadler and Wiggs, 1986).

Because the focus is on the current job, only training and development
will be discussed. Training can be used in a variety of ways, including (1)
orienting and informing employees, (2) developing desired skills, (3)
preventing accidents through safety training, (4) supplying professional and
technical education, and (5) providing supervisory training and executive
education (Cherrington, 1995).

Each of the training methods mentioned has benefits to the individual

as well as to the organization. Some of the benefits are reducing the learning
time for new hires, teaching employees how to use new or updated
technology, decreasing the number and cost of accidents because employees
know how to operate a machine properly, providing better customer service,
improving quality and quantity of productivity, and obtaining management
involvement in the training process (Cherrington, 1995). When managers go
through the training, they are showing others that they are taking the goals of
training seriously and are committed to the importance of human resource
development.

The type of training depends on the material to be learned, the length

of time learners have, and the financial resources available. One type is
instructor-led training, which generally allows participants to see a
demonstration and to work with the product first-hand. On-the-job training
and apprenticeships let participants acquire new skills as they continue to
perform various aspects of the job. Computer-based training (CBT) provides
learners at various geographic locations access to material to be learned at
convenient times and locations. Simulation exercises give participants a
chance to learn outcomes of choices in a no threatening environment before
applying the concept to real situations.

Training focuses on the current job, while development concentrates

on providing activities to help employees expand their current knowledge
and to allow for growth.
Types of development opportunities include mentoring, career counseling,
management and supervisory development, and job training (Cherrington,
1995).

9
1.2. Focus of the Study
The present day scenario of economic environment is very
competitive and hence large corporations need a massive work force to keep
its cash register ticking. In this global economy; a company can raise
physical resources and financial resources very easily. Even a human capital,
the key factor for any organization can be easily availed.
However, the most important ‘emotional aspect,’ which can be correlated to
the ‘killer instinct’ in the employee to succeed under any given condition,
comes from very few individuals. Hence, organization needs to invest in this
human capital to produce more motivated employee, who can survive any
circumstances.

Realizing the potential of human capital, many organizations have

initiated this to succeed; now an employee is viewed as a key, which unlocks
the organization’s potential. It has been realized that to retain an employee,
he must be treated on a human level, understand him and make him feel
important for the organization. HRD will try to match the right people to the
right jobs. It will create an environment where unlimited potential of
employees can be realized. In this direction, HRD department is constantly
working for system development, such as performance development system,
multi-skills talented pool of employees, Job Rotation and Job Enlargement.
The HRD department of NT will ensure that each employee has been
matched with the right jobs. Employees can have job enlargement or job
enrichment or job rotation in order to ensure the high motivation level of
employees.

Today's modern management regards human resource as the precious

asset of an organization. How this important asset is treated and developed
in the Nepal Telecom is the main concern of this study. The study reveals
that there is a lack of systematic approach towards human resource
development in NT. This is a manifestation of low priority assigned to
human resource in organizations. However, it is a good indication that NT
have started to provide their employee the training though they lack clear
policy framework. So this study is mainly focused on:

- Examine the existing HRD policies and practices of NT.

- Access the scenario about Training and Career Development.
- Examine the employee’s current job satisfaction.
- Provide recommendation on these aspects.

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1.3 Statement of the problem
The success and failure of every modern organization largely depends
upon the facts that how they developed, trained and used human resources.
Human resources are integral part of every organization. Thus without
proper management, organization cannot run smoothly. So every modern
organization should have policy and practices to develop its human
resources systematically and in a planned way. Therefore the following
questions arise:

- How does NT perform the HRD policies and practices?

- Do employees’ enhance their performance when organizations have HRD
policies?
- Can organizations achieve its goals after developing their employees?

As an apex communication services in Nepal, HRD is crucial to

increase employees’ performance to execute its primary and developmental
functions. In depth study of HRD components in NT would be of great help
to understand HRM practices of NT. Moreover, quality of work life of the
employee and quality of services are largely determined by the HRD system
and practices. In many organizations, HRD is ensured by the implementation
of related rules and regulations. NT has rules and regulation relating to
HRD. However, it is not clear about its HRD components and HRD
practices. Realizing these facts this study will try to identify main practices
of NT.

The present research study is intended towards the study of HRD

method of human resources training and management development followed
in Nepal Telecom with the purpose of making those functions more sound
and effective.

1.4. Objectives of the study:

This study aims to examine HRD policies and practices of the Nepal
Telecom. So the specific objectives of the study include:

- To examine the existing HRD policies and practices of the Company;

- To Evaluate Training and Management Development practices of Nepal
Telecom;

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- To assess job satisfaction and career development practices.

1.5. Need for the study:

In a developing country like Nepal, the private sector organization
play vital role towards the development process of the country because every
organization has broad aims and objectives on socio-economic development
of the nation. However, HRD is a total dimension of organizational change
and development. In Nepalese organization, HRD has been just taken as
training and development dimensions. With the increasing role of Human
Resource in business activities, it is important to understand HRD in the
boarder framework. Findings of this study will certainly be helpful for other
organizations to conceptualize HRD in a new perspective in order to achieve
Human Resource and organizational objectives.

Today's modern management regards human resource as the precious

asset of an organization. How this important asset is treated and developed
in the Nepal Telecom is the main concern of this study. The study reveals
that there is a lack of systematic approach towards human resource
development in Nepalese business organizations. Most of the organizations
neither have a personnel manager to look after human affairs nor allocate
budget in their annual program for human resource development. This is a
manifestation of low priority assigned to human resource in organizations.
However, it is a good indication that some of the organizations have started
to provide their employee the training though they lack clear policy
framework.

It is necessary to understand the existing human resources

development program of one of the largest Nepalese communication
organization. How career development and performance evaluation system
has been adopted. What are the conditions of nepotism and favoritism on
Training and career development and total management practices in NT?
Considering these aspects this study has been conducted.

National Telecommunication market as well as demand is so high. It

is the biggest opportunity for NT. NT has some threats to take strategic
decision about competitive advantage. It is only possible through improving
HRD activities more dynamic, transparent, neat and clean. So, the study
about HRD practices in NT is so necessary.

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1.6. Limitation of the study
This is the case study of Nepal Telecom. The study is concentrated on
the HRD dimensions mainly-training and development, performance
evaluation and career development of the company’s employees. Although it
attempts to describe some of the elements of HRD of the company, with the
change in time findings and suggestions of the study may vary. It would
have been better if a comparative study had been undertaken in the area.
Lack of acquiring information in connection with the study focuses only on
single organization. However the study is subjected to the following
limitations.

- This study is only on Nepal Telecom.

- This study is based on Kathmandu (four) offices only.
- Information (questionnaires) has been collected only from above 4th level
employees.
- Information & data have collected between 15th of December 2010 to 15th
January 2011.
- The comprehensibility and accuracy of this study is based on the data
provided by NT management and its employees.

1.7 Organization of the Study

As specified format of the research study, this study also comprises of
five major chapters; they are

Chapter I: Introduction

This chapter contains introduction of the subject matter i.e. General

Background of this study, focus of the study, statement of the problem,
objective the study, need and limitation of the study, and organization of the
study.

Chapter II: Review of Literature

This chapter describe towards the review of literature of related

studies. It contains conceptual review and major studies related with this
research.

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Chapter III: Research Methodology

This chapter acknowledges the research methodology used in this

study. It includes research design, nature and sources of data, the population
and the sample size, data collection procedures and analysis techniques.

Chapter IV: Presentation and Analysis of Data

Various data are gathered from the application of different methods

and presented and decorated as required by the research objectives. In this
chapter data are interpreted and analyzed with the means of collected
questionnaires and interviews.

Chapter V: Summary, Conclusion and Recommendation

This chapter states Summary, Conclusions and Recommendations of

this Study.

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 CHAPTER-II

REVIEW OF LITERATURE

This chapter presents an overview of the literature on Human

Resource Development. The main relevant areas of the study; Human
Resource Development policies and practices, training and development
concept have been studied in this chapter. So, it helps in interpretation and
cover up the exact condition of Human Resource Development of Nepal
Telecom.

2.1 Conceptual Frameworks

Term that is replacing personnel management and implying that
personnel managers should not merely handle recruitment, pay, and
discharging, but should maximize the use of an organization's human
resources. Humans are an organization's greatest assets; without them,
everyday business functions such as managing cash flow, making business
transactions, communicating through all forms of media, and dealing with
customers could not be completed. Humans and the potential they possess
drive an organization. Today's organizations are continuously changing.
Organizational change impacts not only the business but also its employees.
In order to maximize organizational effectiveness, human potential
individuals' capabilities, time, and talents must be managed. Human resource
management works to ensure that employees are able to meet the
organization's goals. "Human Resource Management is responsible for how
people are treated in organizations. It is responsible for bringing people into
the organization, helping them perform their work, compensating them for
their labors, and solving problems that arise" (Cherrington, 1995: 5). There
are seven management functions of a human resources (HR) department that
will be specifically addressed: staffing, performance appraisals,
compensation and benefits, training and development, employee and labor
relations, safety and health, and human resource research.

Generally, in small organizations those with fewer than a hundred

employees there may not be an HR department, and so a line manager will
be responsible for the functions of HRM. In large organizations those with a
hundred employees or more a human resource manager will coordinate the

15
HRM duties and report directly to the chief executive officer (CEO). HRM
staff in larger organizations may include human resource generalists and
human resource specialists. As the name implies, an HR generalist is
routinely involved with all seven HRM functions, while the HR specialist
focuses attention on only one of the seven responsibilities.

Prior to discussing the seven functions, it is necessary to understand

the job analysis. An essential component of any HR unit, no matter the size,
is the job analysis, which is completed to determine activities, skills, and
knowledge required of an employee for a specific job. Job analyses are
"performed on three occasions: (1) when the organization is first started, (2)
when a new job is created, and (3) when a job is changed as a result of new
methods, new procedures, or new technology" (Cherrington, 1995).

Jobs can be analyzed through the use of questionnaires, observations,

interviews, employee recordings, or a combination of any of these methods.
Two important tools used in defining the job are (1) a job description, which
identifies the job, provides a listing of responsibilities and duties unique to
the job, gives performance standards, and specifies necessary machines and
equipment; and (2) the job specification, which states the minimum amount
of education and experience needed for performing the job (Mondy and Noe,
1996).

2.1.1 Staffing

Both the job description and the job specification are useful tools for
the staffing process, the first of the seven HR functions to be discussed.
Someone (e.g., a department manager) or some event (e.g., an employee's
leaving) within the organization usually determines a need to hire a new
employee. In large organizations, an employee requisition must be submitted
to the HR department that specifies the job title, the department, and the date
the employee is needed. From there, the job description can be referenced
for specific job related qualifications to provide more detail when
advertising the position either internally, externally, or both (Mondy and
Noe, 1996).

Not only must the HR department attract qualified applicants through

job postings or other forms of advertising, but it also assists in screening
candidates' resumes and bringing those with the proper qualifications in for
an interview. The final say in selecting the candidate will probably be the

16
line manager's, assuming all Equal Employment Opportunity Commission
(EEOC) requirements are met. Other ongoing staffing responsibilities
involve planning for new or changing positions and reviewing current job
analyses and job descriptions to make sure they accurately reflect the current
position.

2.1.2 Performance Appraisals

Once a talented individual is brought into an organization, another

function of HRM comes into play—creating an environment that will
motivate and reward exemplary performance. One way to assess
performance is through a formal review on a periodic basis, generally
annually, known as a performance appraisal or performance evaluation.
Because line managers are in daily contact with the employees and can best
measure performance, they are usually the ones who conduct the appraisals.
Other evaluators of the employee's performance can include subordinates,
peers, group, and self, or a combination of one or more (Mondy and Noe,
1996).

Just as there can be different performance evaluators, depending on

the job, several appraisal systems can be used. Some of the popular appraisal
methods include (1) ranking of all employees in a group; (2) using rating
scales to define above-average, average, and below-average performance;
(3) recording favorable and unfavorable performance, known as critical
incidents; and (4) managing by objectives, or MBO (Mondy and Noe, 1996).

Cherrington (1995) illustrates how performance appraisals serve

several purposes, including:(1) guiding human resource actions such as
hiring, firing, and promoting; (2) rewarding employees through bonuses,
promotions, and so on;(3) providing feedback and noting areas of
improvement; (4) identifying training and development needs in order to
improve the individual's performance on the job; and (5) providing job
related data useful in human resource planning.

2.1.3 Compensation and Benefits

Compensation (payment in the form of hourly wages or annual

salaries) and benefits (insurance, pensions, vacation, modified workweek,
sick days, stock options, etc.) can be a catch-22 because an employee's
performance can be influenced by compensation and benefits, and vice

17
versa. In the ideal situation, employees feel they are paid what they are
worth, are rewarded with sufficient benefits, and receive some intrinsic
satisfaction (good work environment, interesting work, etc.). Compensation
should be legal and ethical, adequate, motivating, fair and equitable, cost-
effective, and able to provide employment security (Cherrington, 1995).

2.1.4 Training and Development

Performance appraisals not only assist in determining compensation

and benefits, but they are also instrumental in identifying ways to help
individuals improve their current positions and prepare for future
opportunities. As the structure of organizations continues to change through
downsizing or expansion the need for training and development programs
continues to grow. Improving or obtaining new skills is part of another area
of HRM, known as training and development.

"Training focuses on learning the skills, knowledge, and attitudes

required to initially perform a job or task or to improve upon the
performance of a current job or task, while development activities are not
job related, but concentrate on broadening the employee's horizons" (Nadler
and Wiggs, 1986, p. 5). Education, which focuses on learning new skills,
knowledge, and attitudes to be used in future work, also deserves mention
(Nadler and Wiggs, 1986).

Because the focus is on the current job, only training and development
will be discussed. Training can be used in a variety of ways, including (1)
orienting and informing employees, (2) developing desired skills, (3)
preventing accidents through safety training, (4) supplying professional and
technical education, and (5) providing supervisory training and executive
education (Cherrington, 1995).

Each of the training methods mentioned has benefits to the individual

as well as to the organization. Some of the benefits are reducing the learning
time for new hires, teaching employees how to use new or updated
technology, decreasing the number and cost of accidents because employees
know how to operate a machine properly, providing better customer service,
improving quality and quantity of productivity, and obtaining management
involvement in the training process (Cherrington, 1995). When managers go
through the training, they are showing others that they are taking the goals of
training seriously and are committed to the importance of human resource

18
development. The type of training depends on the material to be learned, the
length of time learners have, and the financial resources available. One type
is instructor-led training, which generally allows participants to see a
demonstration and to work with the product first-hand. On-the-job training
and apprenticeships let participants acquire new skills as they continue to
perform various aspects of the job. Computer-based training (CBT) provides
learners at various geographic locations access to material to be learned at
convenient times and locations. Simulation exercises give participants a
chance to learn outcomes of choices in a non threatening environment before
applying the concept to real situations.

Training focuses on the current job, while development concentrates

on providing activities to help employees expand their current knowledge
and to allow for growth. Types of development opportunities include
mentoring, career counseling, management and supervisory development,
and job training (Cherrington, 1995).

2.1.5. Employee and Labor Relations

Just as human resource developers make sure employees have proper

training, there are groups of employees organized as unions to address and
resolve employmentrelated issues. Unions have been around since the time
of the American Revolution (Mondy and Noe, 1996). Those who join unions
usually do so for one or both of two reasons to increase wages and/or to
eliminate unfair conditions. Some of the outcomes of union involvement
include better medical plans, extended vacation time, and increased wages
(Cherrington, 1995).

Today, unions remain a controversial topic. Under the provisions of

the Taft-
Hartley Act, the closed-shop arrangement states employees (outside the
construction industry) are not required to join a union when they are hired.
Union-shop arrangements permit employers to hire non-union workers
contingent upon their joining the union once they are hired. The Taft-Hartley
Act gives employers the right to file unfair labor practice complaints against
the union and to express their views concerning unions (Cherrington, 1995).

Not only do HR managers deal with union organizations, but they are
also responsible for resolving collective bargaining issues namely, the
contract. The contract defines employment related issues such as

19
compensation and benefits, working conditions, job security, discipline
procedures, individuals' rights, management's rights, and contract length.
Collective bargaining involves management and the union trying to resolve
any issues peacefully before the union finds it necessary to strike or picket
and/or management decides to institute a lockout (Cherrington, 1995).

2.1.6 Safety and Health

Not only must an organization see to it that employees' rights are not
violated, but it must also provide a safe and healthy working environment.
Mondy and Noe (1996) define safety as "protecting employees from injuries
caused by work-related accidents" and health as keeping "employees free
from physical or emotional illness" (p.432). In order to prevent injury or
illness, the Occupational Safety and Health Administration (OSHA) was
created in 1970. Through workplace inspections, citations and penalties, and
on-site consultations, OSHA seeks to enhance safety and health and to
decrease accidents, which lead to decreased productivity and increased
operating costs (Cherrington, 1995).

2.1.7 Human Resource Research

In addition to recognizing workplace hazards, organizations are

responsible for tracking safety- and health-related issues and reporting those
statistics to the appropriate sources. The human resources department seems
to be the storehouse for maintaining the history of the organization
everything from studying a department's high turnover or knowing the
number of people presently employed, to generating statistics on the
percentages of women, minorities, and other demographic characteristics.
Data for the research can be gathered from a number of sources, including
surveys/questionnaires, observations, interviews, and case studies
(Cherrington, 1995). This research better enables organizations to predict
cyclical trends and to properly recruit and select employees.

2.2 Concept of Human Resource Development (HRD)

In the modern age, there are many challenges in the human resource
development. Every organization wants to increase the quality and
productivity. So, this challenge can be reduced through development of
Human Resource as per the competitive requirements of the organization.
HRD is an important task to ensure that the organization has an

20
institutionalized way of developing, utilizing and committing human
resources in order to meet organizational challenges in the present and
future. Training and development is a part of human resource development
(Adhikari, 2001).

Human resource development is concerned with providing learning

and development opportunities, making training interventions and planning
conducting training programs. It is essentially a strategic process, which is
concerned with meeting both business and individual needs.

There are several competing definitions for HRD including things

such as unleashing human potential, training and development, career
development, organizational performance, complex systems, organizational
change and development, and other issues.

Some expert’s views:

I. “While humanity shares one planet, it is a planet on which there are

two worlds the world of the rich and world of the poor” (Raanen Weitz,
1986).

II. “More than three-fourth of the world’s people live in developing

countries, but they enjoy only 16% of the world’s income which the richest
20% have 85% of global income” (UNDP, Human Development Report,
1995).

III. “Development is the most important challenges facing the human

race” (World Bank, World Development Report, 1991).

HRD in the organizational context can be defined as ‘a process in

which the employees of an organization are continuously helped in a
planned way to:

i. Acquire or sharper capabilities required to perform various task and

functions associate with their present or future expected roles;
ii. Develop their general enabling capabilities as individuals so that they are
able to discover and exploit their own inner potential for their own and or
organization development purpose; and
iii. “Develop an organizational culture where superior-subordinate
relationships, team works collaboration among different are strong and

21
contribute to the organizational health, dynamism and pride of employees”
(Adhikari, 2001).

Some HRD experts believe that it can be conserved by reducing

conditions that waste and story talent and productivity, which are diseases,
malnutrition, disability (mental and physical) and illiteracy, which lovers
population and poverty.

We can discuss some important definitions of Human Resources

Development:

i. “The process of human resource development starts from the

strategic plans of the enterprises which define where the business is going
and, broadly, the resources required getting there HR planning into mare
specific definitions of how many and what short of people will be needed in
the future translates these strategies. HRD takes these plans and the raw
materials provided by recruitment and basic training, the transform them by
means of development programs to meet the present and future requirements
of the organization” (Armastrong, 1990:193).
ii. According to [Link],"HRD is a continuous planned process by
which employees are helped"
iii. According to W.F. Cascio, "Once employees are ‘on board’, their
personal growth and development over time become a major concern.
Change is a fact of organization life, and to cope with it effectively, planned
programmers and employee orientation, development and career
management are essential” (W.F.
Cascio, 1992: 219).
iv. Human resources development is the process of increasing the
knowledge, the skills, and the capacities of all the people in a society. In
economic terms, it could be described as the accumulation of human capital
and its effective investment in the development of an economy. In political
terms, human resources development prepares people for adult participation
in political processes, particularly as citizens in a democracy. From the
social and cultural points of view, the development of human resources
helps people to lead fuller and richer lives, less bound by tradition. In short,
the processes of human resources development unlock the door to
modernization." (McGraw-Hill, 1964:2).
The above definitions clear that HRD is not training and development.
It is the institutional of all effective components of HRM training and
development, performance evaluation and career development.

22
 The concepts of HRD will be clear if we look at the HRD plan;
(Adhikari, 2001).
They are given as following as:
• Discerns training and development requirements form organization start;
• Analyses training requirements for effective work performance in
organizational functional and Jobs.
• Identifies skill and knowledge requirement and training and development
needs.
• Devise the HRD plan that fills the gap between needs of the organization
and skill and knowledge of employees;
• Decides appropriate and development methods to be used for individuals
and groups;
• Decides responsibility for implementing HRD;
• Monitors and evaluates the progress, and
• Make necessary revision, if needed, in the HRD plan.
“If we don’t change our direction, we might end up where we’re headed”
(Ancient Chinese Proverb).

Traditionally, lower-level employees were “trained” while higher-

level employees were “developed”. This distinction, focusing on the learning
of hands on skills versus interpersonal and decision-making skill has become
too blurry in practice to useful. In the developed country, (Like American,
Japan, Frances etc,) Training and development is big business.

Change, growth and sometimes displacement are facts of modern

organization life. HRD is more future oriented, and more concerned with
education, than is employee training assisting a person to become a better
performer.

By education, we mean that management development activities

attempts to instill sound reasoning process to enhance one’s ability to
understand and interpret knowledge rather than imparting a body of serial
facts or teaching a specify set of motor skills. Development therefore
focuses more on them employee’s personal growth.

2.3 Typical HRD practices

• Executive and supervisory/management development
• Professional skills training

23
• Technical/Job instruction and coaching
• Sales and marketing training
• Customer service training
• New employee orientation
• Health and safety training
• Organizational development consultation
Source: [Link]

2.4 Human Resources Development Policies and Practices

Policy means “A plan of action” or as to say which is fixed by the
management. It is a statement of intension committing management to a
general course of actions when such statements are drafted to cover personal
or human program of the public enterprises or organization it is called
personal policy (Kapoor, 1965:59). The personnel policy lays down the
objectives of personnel administration among the other things, and also
provides a framework within which decisions can take. The need for a sound
personnel policy stems form the fact that tin other to achieve the overall
objectives of the enterprises an atmosphere has to be created in which
optimum and spontaneous cooperation among the employees can be
achieves. The fullest possible development and utilization of their skills can
be possible and their economic needs can be adequately meet (Kapoor,
1965:59).

A definition of HRD is "organized learning activities arranged within

an organization in order to improve performance and/or personal growth for
the purpose of improving the job, the individual, and/or the organization" (1)
HRD includes the areas of training and development, career development,
and organization development. This is related to Human Resource
Management- a field which includes HR research and information systems,
union/labor relations, employee assistance, compensation/benefits, selection
and staffing, performance management systems, HR planning,
organizational job design (McLagan, 1989, 49-59).

The Success of the Nepal Telecom from its very inceptions mostly
attributed to its efficient administrative system and the capable, hard
working and dedicated employed.

24
2.5 The Process of HRD
i. Organization objective and management development: First of all, a
competent manager should know the objective of the organization. The
objectives tell us where are going and provide a framework from which our
managerial needs can be determined.
ii. Current management resources and management development: -
Based on information gathered from our HR planning, we should know the
available an executive inventory.

The development of employee activities necessary to ensure that we

have adequate managerial talent to fulfill future managerial or organizational
needs. We can expect that most of our human resource development work
will concern on the changing of attitude skill and the acquisition managerial
talent to fulfill future managerial of organizational needs. We can expect that
most of our human resource development word will concern on the changing
of attitudes skill and the acquisition of knowledge in specific areas. A
current and potential manages to find out what development activities might
be necessary to improve their performance. We all ways mobilize such
development program, which is necessary in our organization employees. It
fulfills the organization’s development need improperly in time according to
objectives or target.

2.6 Developing Human Resources

Building human resource skills, knowledge and attitudes is becoming
an increasingly important part of the work of an organization. In a period of
rapid change, the staff of an organization needs to adapt to changing
conditions (Bennett, 1993). For example, public servants today need to know
how to work with a wide variety of stakeholders. In the manufacturing
sector, new technologies have revolutionized the production of goods. In
almost every aspect of work today, employees need to adapt, change and
learn. This is the human resource development function of an organization.
Developing human resources in an organization means improving employee
performance by increasing or improving their skills, knowledge and
attitudes. This allows the organization to remove or prevent performance
deficiencies, makes employees more flexible and adaptable, and increases
staff commitment to the organization. Developing human resources can take
several forms, such as job training, training for the role inside the
organization, or training for a career. This can include career development,

25
succession planning, or organizational development activities. Having the
right people skills in place at the right time is an important aspect of the
human resource development system. An effective and popular approach to
develop human capital is staff training and development programs (Harrison,
1997). The basic purpose of such programs is to enable employees to acquire
the requisite knowledge and skills that will upgrade their job performance.
Management training and development programs can facilitate the
development of skills and communication among staff by providing a
common language, building employee networks, and establishing a common
vision for the firm. These programs promote cohesion by helping employees
socialize, instilling in them a common set of core values, and improving
employee skills critical to the organization's key operations and its core and
distinctive competencies (Hagen, Hassan and Amin, 1998). Historically in
development work, there has been a great deal of investment in training. In
many development projects, training as part of technical assistance is
perceived as a panacea for poor individual performance. It is easy to
disburse for training activities and it is also easy to obtain visible outputs. As
such, it is a fairly safe tactic. Unfortunately, training may not be the most
appropriate intervention for improving employee productivity and, hence,
organizational performance. Many observers doubt that training is an
effective way to improve performance in developing countries because it is
often isolated and not linked to infrastructure, job requirements, incentive
structures or evaluation procedures. Furthermore, in many developing
countries, training becomes the means by which staff leaves the civil service.
Care and balance, then, clearly must be exercised.

2.6.1 On-the job development

We will review for popular on the job techniques: coaching,

understudy assignments, job rotation and committee assignments (Decenzo,
A. David &Robbins P. Stephen. ND: 255- 256).

i. Coaching: An active manager takes Coaching. We should have

given the coaching according to job design or post. The effective coach
gives the guidance through direction, advice, criticism, and suggestion in an
attempt to aid the growth of the employee.

ii. Understudy Assignments: It means manger give the opportunity to

relieve an experienced manager of his or her job and act as his or her
substitute during the period. It helps to manager or employee to satisfactorily

26
move into their jobs, managers are motivated to prepare there under studies
of current jobs.

iii. Job Rotation: Job Rotation can be horizontal or vertical. Vertical

rotation is nothing more than promoting a worker into a new position. Here,
we discuss about horizontal dimension of job rotation.

Horizontal job transfers can be instituted.

i. On a planned basis: It means of a development programme where

by the worker spend 2/3 month in an activity and is then moved on.

ii. On a situational basis: when the employee complete the planned

program after then he takes the situational job rotations or by moving person
to another activity when 1st in no longer channeling to meet ht needs of
work scheduling the benefit of job rotation is many. It helps to employee
broader and increases in experience. He reduced is his boredom and
monotony and to perform a task effectively.

iii. Committee assignments: - Can provide an opportunity for the

employee to share in managerial decision making, to learn by watching
others and to investigate specific or organization problem.

2.6.2 Off the Job Developments: Helps to a wealth management

development techniques for personnel. There are four points about it

i. Sensitivity training (group or laboratory training): it “encounter

groups” became quite popular during the 1950’s as a method of changing
behavior through group process. The objectives of sensitivity training are to
provide manager with increased average of their own behavior and how
other perceives them; greater sensitivity to the behaviors of others and
increased understanding of group processes in general meaning, sensitivity
training is that the process does change behavior.

ii. Transactional Analysis (TA): TA is a technique used to help

people better understands there own and other’s behaviors especially in
interpersonal relationships. Dr. Eric is developing this concept and theory.
The primary concepts in TA are ego status; transactions, storks and ways
people spend their time. There are three types of ego status. They are parent,
adult and child. The heart of TA is the study and diagramming of the

27
exchanger between two people. It this study, the learner knows the ago states
that both initiator and respondent exhibition the transaction. Course in TA
have become quite popular and widely used in USA industry. Top,
management hopes their self-understanding, interpersonal effectiveness, and
communication and leadership skills. Thus, TA creates much less tension in
the learner and it is less threatening to him than is sensitivity training.

iii. Lecture Course: it is an opportunity for manager to acquire

knowledge and develop their connectional and analytical abilities. In large
organization, this lecture course may be offered “in-house” by the
organization and itself. And small organizations will utilize course offered in
the development progress at universities and collages through consulting
organization.

iv. Simulation exercise: It is introduce as a training techniques. It is

more popular for management development. It includes case study, decision
games and role-plays. In the case study analysis, training study the case to
determine problems, analysis courses, develop alternatives solution, select
what they believe to be the best solution, and implement it. Decision games
and role-playing exercise put individuals in the role of acting-out managerial
problem. It is considering the implication of a decision on the segments of
the organizations in the role-playing; the participants play to act out
problems and to deal the real people. Participants are assigned roles to react
to one another, as they would have to do in their managerial jobs. The trainer
attempts with the assistance of videotape, to improve their managerial
abilities by initiation models, who have successfully mastered the learning
points (Dessler, Garry (2003).

2.7 HRD Mechanism

Figure: 1

HRD Mechanism

28
From the above figure, it is clear that RHD is itself a complex mechanism of
different HRM activities which if implement properly, can increase
productivity and improve the quality of work life.

2.8. Principle of Designing HRD

Human Resource Development is an important part of HRM which
responsible for performance management career planning and training and
development. So, its principles help to the continuous professional
development of employees at work. Some important HRD principles are as
following:

29
 i. Principle of continuous development: HRD is a continuous
process in the organization. If the any organization runs the HRD in gap,
such organization couldn’t get his goals. So, say. It is continuous process
and helps to achieve individual and organization goals.

ii. Principle of Ownership and Management: Any knowledge and

skills received through HRD process should be owned for every
organization. It develops the felling of ownership its knowledge and its use
in the organization.

iii. Principles of employees learning for development needs: every

organization wants to develop their employees for it. They should be
develop the principles of employee learns process in the organization
employee’s who are working in the organization.

iv. Principles of serving individual as well as organizational goals:

HRD is important both individual and organization for the individual its gain
from of the benefits (salary allowance, bonus) received from performance
management and for organization. It is a useful tool for achieving continues
advantage in the Market.

v. Principle of investment in time as investment in other activities:

Without investment of time, both employees and Organization they should
not be receive their benefit and goals. So, provides sustained and long run
benefits by managing and developing human values in the organization. In
conclusion, it is an important factor for both organization employees to run
smoothly and to receive organizational goal and employee’s benefits.

2.9 What is Training?

Training consists of planned programs designed to improve
performance at the individual, group and or organizational levels improved
performance means implies that there have been measurable changes in
knowledge, skills, attitudes and or social behavior (Cascio, W.F, 263-265).

There are two types of training prospecting. They are given below:

a. Structural level, in this level, consisted of as great level of

expenditure by the various provide of training. (E-9 Federal, State, and local

30
government’s educational institution. Private-sector business). It is called
Macro level training.

b. Micro Level training consists to yield positive outcomes for

organization and trainees (i.e. we hat “wones”). We should identity if
training is needed or not. And we should identity what type of training is
needed to employee. And how to delivery of training programs. And hold to
evaluate the result on training efforts. In conclusion, Training is the act of
increasing the knowledge and skill of an employee for doing a particular job.
A learned skill is an asset that can be taken away only by the better security
and grater opportunity for advancement within or without the present
organization training is one of the areas of management in which employer
and employee have a mutual interest.

2.10 Why Train Human Resources?

Numerous factors drive business success, but many companies are
coming up short in one of the more critical elements-the workforce. The
purpose of human resource training in the work situation is to develop the
abilities of the individual and satisfy the current and future human resources
needs of the organization. Training employees not only creates a more
positive corporate culture by adding value to its key resources. Studies have
shown that Staff Retention can be as high as 94% when an investment is
made in training in our Company’s Human Resources.

We know that a knowledgeable employee is an asset to the company

but employers are left with the problem of finding affordable and relevant
training. Into web provides training by people who are actually in the field.
You do not get lecturers who have only read up on the topic; people who are
actually DOING the work as their core job train you. Source:
[Link] 2004

2.11 Training Need Analysis

There are three types of training need analysis: organizational need
analysis, job need analysis, and person need analysis.

2.11.1 Organizational Needs Analysis

31
 According to many training experts, attaining the objectives of the
business should be the ultimate concern of any training and development
effort. Therefore, conducting an organizational need analysis should be the
first step in effective needs assessment. It begins with an examination of the
short and long-term objectives of the organization and the trends that are
likely to affect these objectives. It can include a human resource analysis,
analysis of efficiency indexes, and an assessment of the organizational
climate.

The organizational needs analysis should translate the organization's

objectives into an accurate estimate of the demand for human resources.
Efficiency indexes including cost of labor, quantity of output (productivity),
quality of output, waste, and equipment use and repairs can provide useful
information. The organization can determine standards for these indexes and
then analyze them to evaluate the general effectiveness of training programs.

Organizational analysis also can address the organization's

performance in the "softer" domains that constitute the corporate culture. For
example, it may reveal a misalignment between the current value system in
the organization and the values espoused by top management. Many
companies today espouse values such as focusing on customers, following
ethical business practices, and supporting diversity, yet behavior within
these companies may fail to reflect those values. In such cases, training for
everyone in the company, regardless of their specific job, may be needed.

2.11.2 Job Needs Analysis

The specific content of present or anticipated jobs is examined

through job analysis. For existing jobs, information on the tasks to be
performed (contained in job descriptions), the skills necessary to perform
those tasks (drawn from job qualifications), and the minimum acceptable
standards (obtained from performance appraisals) are gathered. This
information can then be used to ensure that training programs are job
specific and useful.

The process of collecting information for use in developing training

programs is often referred to, as job needs analysis. In this situation, the
analysis method used should include questions specifically designed to
assess the competencies needed to perform the job.

32
2.11.3 Person Needs Analysis

After information about the job has been collected, the analysis shifts
to the person. A person needs analysis identifies gaps between a person's
current capabilities and those identified as necessary or desirable. Person
needs analysis can be either broad or narrow in scope. The broader approach
compares actual performance with the minimum acceptable standards of
performance. The narrower approach compares an evaluation of employee
proficiency on each required skill dimension with the proficiency level
required for each skill. The first method is based on the actual, current job
performance of an employee; therefore, it can be used to determine training
needs for the current job. The second method, on the other hand, can be used
to identify development needs for future jobs.

Whether the focus is on performance of the job as a whole or on

particular aspects of the job, several approaches can be used to identify the
training needs of individuals:

Output Measures: Performance data (e.g., productivity, accidents,

customer complaints), as well as performance appraisal ratings, can provide
evidence of performance deficiencies. Person needs analysis can also consist
of work sample and job knowledge tests that measure performance
capability and knowledge.

Self-Assessed Training Need: The self-assessment of training needs

is growing in popularity. Here top managers require the employee and his or
her supervisor to identify what the business needs are for the department and
the business, as well as the skill needs and deficiencies of the individual.
Self-assessment is premised on the assumption that employees, more than
anyone else, are aware of their weaknesses and performance deficiencies.
Therefore, they're in the best position to identify their own training needs.

Attitude Survey: Attitude surveys completed by a supervisor's

subordinates or by customers or by both also can provide information on
training needs. For example, when one supervisor receives low scores
regarding her or his fairness in treating subordinates, compared with other
supervisors in the organization, the supervisor may need training in that area.
Similarly, if the customers of a particular unit seem to be particularly
dissatisfied compared with other customers, training may be needed in that
unit. Thus, customer surveys can serve a dual role: providing information to

33
management about service and pinpointing employee deficiencies (www.
[Link]).

2.12 Training Model

2.13 Training Trends

Both economic and demographic trends suggest radical changes in the
composition of the workforce of the 1990s.

The other affecting factors are number, types and requirements of

available job include automation, continuing worker displacement as a
function of acquisitions downsizing and the shift fit from manufacturing to
services jobs. Ion the mid-1990, i.e. 84% of the employees worked in
serviced based industries.

34
 These issues suggest five reasons why the time and money budgeted
for training will increase during the next decade:

a. The number of unskilled and under educated youth who will be

needed for entry-level jobs.

b. Increasingly sophisticated technology system that will impose

training and retraining requirement on the existing work force.

c. The needed to train currently under utilize groups of racial and

ethnic monodies women and older workers.

d. The need, as more firms move to employee involvement and teams

in the workplace, for team members to learn behaviors such as asking for
ideas, offering help without being asked, using listening and feedback skills,
and recognizing and considering the ideas of others.

e. Training needs stimulated by the internationally competitive

environments of many organizations.

Indeed, after second industrial revolution spread, the organization

exposes training and development as well as plants and equipollents in the
developed on USA direct trains outlay more $50 billions per year and they
are rising in the developed country like Germany.

2.14 Effects of Training

2.15 Need of Training

35
a) Increased productivity in terms of both quality and quantity: Greater
skill usually results in an increment in both quantity and quality of output.
The faster producer also produces better quality.

b) Reduced Accident: more accidents are caused by deficiencies in

employees than deficiencies in equipment and working condition. So proper
training with emphasis upon selected safety points should decrease both
types of risk. Experience as the sole teacher is effective but too slow when
human life is involved.

c) Reduced supervision: The trained person is one who can supervise

himself. Trained person helps to produce and quality.

d) Increased organizational stability and flexibility: Stability is the ability

of an organization to lose key personnel and yet continue to operate
effectively. Flexibility is the ability of an organization to adjust to short-run
creation in the amount of work to be done.

36
2.16 Training Cycle

2.17 Contemporary Challenges in Training and Development

There are many contemporary challenges facing HRD in manager,
form main challenges shown in below (Schuler, Randal S.)

37
i. What are the best ways to train employee.
ii. Training and development program, never seem to work for very long.
Soon after a program, people just go about doing what they did before. How
can the effect of training and development program be made to last?
iii. Who should be trained? How can organization determine who should be
trained and what types of training should be offered?
iv. How can the effectiveness of training and development programs be
assessed? If we have these challenges in mind, we can be solved our
organization problems in present or future.

2.18 Training and Development procedures

Training and Development is any attempt to improve current or future
employee performance by increasing, through learning; an employee’s
ability to performance usually by increasing his or her skills and knowledge.

Computed as:

Standard or desired performance

(Present or future) – Actual performance
(Present or future) = Training and development need.
The long-term success of any corporation depends a great deal on its human
resources so we should make a holistic approach to employee training.

38
2.19 Training and Development Process

2.20 Legal Consideration in Training and Developments

Without Law, the words never run smoothly. So we have or in our
country, developed the main constitutional for nation. Like same, the
organization also necessary law to maintain the organization rules and
regulation and to developed the policy and practices.
So, the legal considerations are relevant to several aspects of training
and development. They are following given.

i. The determination of the training and Development needs of an applicant

for a position.

39
ii. Selection of job application of the basic of test scores related to training
program performance preceding actual job placement.
iii. To providing Training and Development opportunities for current
employees.
2.21 Specific Discriminatory in Training Practices

Specific Discriminatory Training Practices can be determined based

upon the responses to the following questions.

- Are minorities and/or women given the same training opportunities as

white males? Be careful! Advertising and recruiting practices come into play
here.
- Are requirements for entry into a training program (i.e. tests, education,
experience etc.) job related, or are they arbitrary?
- Are nearly, all machine functions or other specialized duties that require
training performed by white or male workers?
- Do supervisors know what constitutes training? It could be almost any
learning experience from how to fit a drill bit a two-week seminar on
complex sales procedures.
- Who evaluate the reason of its instruction or training? – Only white males?
- Are all trainees given equal facilities for instruction? Are they segregated
in any way?
- Do a disproportionate no of female and/or minorities fail to pass training
course?
So, find out and add if they are more disqualified or because they receive
inferior instruction. To defend against changes of discrimination,
organization can provide a reasonable defense by showing that training
program were conceived and administered without bias. Thus, they should
follow these guidelines.
- To register positive action training apprenticeship with the department of
labor. To include in this goal, timetable, and criteria of selection and
evaluation of trainees. It proves that there is no discrimination.
- Keep a record of all employees who wish to enroll in your training
programme. Keep carefully, application forms, test questioners, records of
preliminary interviews, and anything else that bears on an employee’s
selection or rejection for at least 2 years or as long as training continue.
- Document all management decisions and actions that relate to the
administrations training policies.

40
- Monitor each trainee’s progress. Provide progress evaluation; continue to
evaluate the results even after completion of training.
- And a final legal consideration in training and development is federal and
state government support. This support can also enable employees to obtain
training and jobs. Currently, the state government should follow the office of
the federal contact compliance program under provision in the job training
partnerships act of 1982 that replace the comprehensive Employment
Training Act of 1974.

2.22 Determining Training and Development Needs

i) Organizational Needs Analysis

Begins with an examination of the short term and long term objectives
of the organization and the trends that are likely to affect their objection.
According to expert “Organization objectives should be the ultimate concern
of any training and development effort.” The organizational needs analysis
also consists of HR analysis, analysis of efficiency index and organization
climate.

Although analysis of the efficiency indexes organizational climate

help to locate training needs, they are primarily useful in the evaluation of
training and development programs. So, training and development programs
play a vital role in matching the supply of HR and skills with the demands.

Organizational climate is used to describe the quality of organization,

how the employee feels about in and how effective they are.
The efficiency index can help to identify where training and development
programs may needed and provide criteria again which to evaluate the
effectiveness of the programs that is implemented. Measures of the quality
of the organizational climate include absenteeism, turnover, grievances,
productivity, suggestion, attitude, surveys and accidents.

So many organizations fail to do this analysis preferring to jump in

and train because everyone else is doing it.

ii) Job Needs analysis

41
 The organizational needs analysis is too broad to spot training and
development needs for specific Jobs. This analysis provides information on
the tasks top be performed on each job (the basic information contained in
job descriptions), the skills necessary to perform those task (from the job
specifications or qualifications), and the minimum acceptable standards
(information that is often not a part of the traditional job analysis).

These three pieces of information may de gathered independently

from current employees, personnel or current supervisors.

iii) Person Needs Analysis

It can explain two ways; one is the actual current job performance of
employees, therefore, it can be used to determine training and development
needs for the current job. The other method can be used to identify training
and development needs for future job.

2.23 Model for an Instructional System

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2.24 Training and Development Issues
Being cautious of your Training & Development assumptions:
- Learning does not assure the skill to perform.
- Skills can be performed with out understanding.
- Understanding does not guarantee the ability train others.
- Consulting requires more than understanding, skills, and teaching ability.

Definitions:
Training, Development and Education are often used interchangeably,
but they are different and meet different needs. Because they are often
linked, overlapping nested,
Assessment Phase
Training and development phase
Evaluation Phase
Assess Instructional need
Derive Objectives
Develop Criteria
Present trainees
Monitor Training
Evaluate Training
Evaluate Transfer
Selecting Media and
Learning Principles
Conduct Training
Establish conditions for maintenance and conducted simultaneously,
agreement on their basic differences is important to training and
development professionals. These basic definitions can help clarify human
resource development tactical and strategic functions. They can be refined or
deepened, but they need to be identified as different processes in the
continuous maximization of human potential.

TRAINING: Attainment of skills necessary to perform tasks.

- Focus: SKILL
- Benchmarks: BEHAVIORAL
- Horizons: SHORT TO MEDIUM TERM
- Duration: CONTINUOUS
- Measures: BOTTOM-LINE

43
DEVELOPMENT: Reaching the maximum personal competency
performing assignments.
- Focus: PROCESS
- Benchmarks: READINESS
- Horizons: MEDIUM TO LONG TERM
- Duration: MILESTONES
- Measures: COMPETENCY

EDUCATION: Completing curriculum-based achievements.

- Focus: CONCEPTUAL
- Benchmarks: CAPACITY, ACHIEVEMENT
- Horizons: CAREER
- Duration: DEGREE, DIPLOMA, CERTIFICATE
- Measures: PROFESSIONALISM
Performance:
There are three basic elements to evaluation of performance that are helpful
in attaining and evaluating human resources development.

CAPACITY
- Personal abilities necessary to perform tasks and assignments.
- (Mental, Physical, Social, Spiritual)

SKILLS
- Behavioral competencies necessary to perform tasks and assignments.
- (Comprehension, Tactical, Verbal, Interpersonal)

MOTIVATION
- Willingness to perform tasks and assignments.
- (Intrinsic, Extrinsic, Life)
Source: [Link] © REAL People Inc.

2.25 Implementing Training and Development Program

Successful implementation of training and development programs
depends on selecting the tight program for the right people under the right
condition. There are several considerations associated with implementing
training and development program. These conditions are following: -

i. Who participates in the program?

44
Generally, training and development programs are designed specifically to
teach particular skills.

ii. Who teaches the program?

- Immediate supervisors
- Co-worker, as in buddy systems
- Members of personnel staff
- Specialists in other parts of the company
- Outside consultants
- Industrial associations
- Faculty members at universities.
Which of these people is selected to teach often depends on where the
program is held and which skill is being taught.

iii. What media are used to teach program?

Some training media or techniques are: -
- Role playing.
- Behavior modeling.
- One-on –one counseling.
- Demonstration.
- Video-tape recording and playback.

iv. What the level of training is to be?

They are:-
- Basic skill
- Basic job skills
- Interpersonal skills
- Broader-based conceptual skills

v. What design principles are needed?

They include:
- Employee motivation
- Recognition of individual differences
- Practices opportunities
- Reinforcements
- Knowledge of results (feedback)
- Goals
- Learning Curves
- Transfer of learns
- Follow up

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Performance= Employee motivation × ability
Training effectiveness= Employee motivation × ability

vi. Where the programme is conducted?

- At-the job itself
- On side but on the job
- In a training room in the company
- Off-the-site. Such as in a university or collage classroom, a hotel
conference centers

2.26 Some Principle of Training and Development Group

i. Principle of commitment
Top level or management group should be committed to provide an
environment of continues learning and growth to their employees.

ii. Principle of Responsibility

All line managers should be responsible for organizing training and
development programs for their subordinates.

iii. Principles of planning

The plan for training must be outline after a detailed examination of
organizational need for training.

iv. Principles of implementation

The training program should be implemented to meet the
organizational knees of objectives.

v. Principles evaluation
These must be a mechanism for periodic evaluation of training
effectiveness with a view to feedback to develop the next training objectives
([Link]. p-137)

2.27 Evaluating Training Process

A training evaluation process includes the following steps:

46
i. Develop evaluation criteria: The effectiveness of a training programs is
evaluated the participant’s reaction, changes in participant’s knowledge/
skills, change in participant’s attitudes, change in job performance and
organizational performance.

i. Pre-test trainees: If we have selected for evaluation pretest, this will be

conducted prior to the training program to find-out the level of knowledge,
abilities and skills of the participants. It helps to identify transfer of
knowledge and skill after training.

ii. Monitor training: When we have started training program, we should

provide the monitoring of the training program. It should be regular during
the training period. The training programs input delivers, schedule, targets
and other required training actions are proceeding according to plan.

iii. Evaluation training: When the training program is completed, it is

important to evaluate participant’s response to its different dimension.
Evaluating training program, we should get to the potential benefits, transfer
of knowledge, quality of resource person or employee, the training value and
other environmental factors are very useful for improving the next training
package.

iv. Evaluate transfer: This includes an evaluation of transfer of knowledge,

skills, abilities and other characteristics among the trainees. This is generally
made as trainees join the organizational after receiving training.

v. Feedback: Finally, based on the assessment of criteria and responses of

training participants, the HR expert can know the overall the overall success,
benefits and limitations of training program. This will be feedback to the
management for the future determination of training and development needs.

2.28 Training and Promotion Policies

We have learned about training and development. We know that what
is training? Why is it necessary to the organization or which is private or
public organization? Say, without skeleton no body, same without policies
and practices no organizations. This means, every organization need proper
pr right or well policy to move the organization and to fulfill its objectives. It
helps to organization to smoothly run and to achieve the maximum benefits.

47
 Here, I have taken some universal training and promotional
policies which helps to organization.

i. Personal policy of any organization whether it is in public or private sector

should aim to bring about HRD in their respective organization. In this
regard, it consists of various activities related to training and development
and also performance appraisal. All aspects of appraisal and training play a
significant role, not only in achieving individual growth and development,
but also in the organization in general.

ii. An attempt in this regard needs an inquiry into the training needs, nature
and direction of training program, training environment, faculty-mix and
such other important aspects, which will provide more comprehensive.

iii. With rapid changes in social-economics conditions of every economy, it

is imperative to build new skills and knowledge between the HR in many
areas. So, Training and Development of employees in an organization has
been an important organizational activity.

iv. An organization, due to its size and capacity to maintain its own training
centre may do like-wise as such training is a continuous process, but for
organization which could not establish its own training centre can identify
such training centre, which will suit their purpose and organize to depute
their employees for the requisite training.

v. Training cannot substitute experience entirely. Training needs a short

period to reach the required level of efficiency unlike the experience. The
cost of training will be relatively lesser than cost of gaining experience. The
training policy of any organization should be embodied with the 5
significant aspects of training functions viz; Training objectives,
identification of training needs training methods, advantages of training
program and training evaluation. The objective of training program is
differing according to the employees belonging to the different levels in an
organization. Whatever the training program that is organized for employees
should ensure to improve the knowledge, skill and attitude of such trainees,
so that not only they are made more effective in the person job, and also
accept future assignments with new responsibilities.

vi. The book on “training in business and industry” have proposed a good
model for identification of training need in which three components have

48
been emphasized viz; organization structure, objectives and culture process
of decision making.

vii. Generally, training methods may be classified into six varieties; they are
(Rathnan. B. Venkat: 98103)
- On the job
- Vestibule
- Demonstration and examples of assimilation,
- Apprenticeship
- Classroom training method:
Generally, in the classroom training method through lectures, conference,
case study, and role-play methods are followed. The training centre like
National productivity Council of New Delhi and Central Labor Institute of
Mumbai and Delhi also follow, classroom method of training for supervisor
carriers.
- Most of manufacturing organization, which do not have its own training
centers, and cannot, bears the cost in deputing employees to other training,
follows on the job training method only. The major part of the training
period is spent on the job i.e. productive work. Finally, cost considerations
influences training method to be adopted by any organization.
- Training programme should be supervised, as to make participants to take
active part in program. The trainees must be provided with regular feedback
on their performance.
- Promotion is generally understood as envisaging higher pay and better
terms and conditions of service with higher status of rank to an employee.
According to Scott and Clothier promotion is being defined as “transfer of
an employee to a job which pays mare money or one that carries some
preferred status. Generally such opportunities will be made available to the
employees who have acquired the required skills and experience to accept
the new responsibilities.
- With a sound promotion policy, an organization can provide initiative and
ambition among the employees, by minimizing discontentment and
maximizing loyalty towards the organization. The sole objectives of HRD or
organization is to ensure job satisfaction and greater opportunity for self-
actualization through new assignments, thus, promotion policy of an
organization has direct impact on employee satisfaction in term of
belongingness, security and advancement. Through, this policy creates many
problems but there are some organizational are able to implement such
policy successfully.

49
2.29 Training in Nepal Telecom
Telecommunication Training Center (TTC)

Brief introduction:

Mission:
The mission of the training center is to develop highly competent
human resource necessary for smooth operation, maintenance and expansion
of telecommunication service networks.

Goals of TTC

i. Develop and conduct training courses to meet the requirement of human

resources for smooth operation and maintenance of telecom-networks and
services of NEPAL TELECOM.

ii. Develop the training center as a continuous learning center through

enhancement of its resources and facilities.

iii. Disseminate new ideas, methodologies and technology in the field of

telecommunication.

iv. Create conducive atmosphere to enhance skills and expertise of the NTC
staff in general.

v. Develop cooperation with national and international human resource

development agencies.

vi. Conduct research and studies improve the quality of telecom services in
the Country (Telecom Training Centre: 2063/2064).

2.30 What is Career Planning?

Career planning consists of activities and actions that you take to
achieve your individual career goals. Career planning is the ongoing process
where you:
- Explore your interests and abilities;
- Strategically plan your career goals; and

50
- Create your future work success by designing learning and action plans to
help you achieve your goals.

2.31 Who is Responsible for Career Planning?

You have the lead responsibility for planning your career.

Supervisors, managers, and your agency can provide you with meaningful
assistance in this process. The following are examples of career planning
actions:

Employees:

- Decide what you want from your career now and in the future.
- Take actions individually or with your supervisor to assess your individual
interests, strengths, and areas for development. (See Steps to Career
Planning).
- Develop a yearly “Employee Development Plan” (See Part III of the
Employee Work Profile) with input from your supervisor, including current
job development and long-term career objectives as part of the performance
management process.
- Work with your supervisor to identify on-the-job learning and training
opportunities, continued education, and/or avenues for professional
development.

Managers:

- Identify the job-related knowledge, skills, abilities, competencies and

experience that employees need to be effective in their positions.
- Help employees define short and long-term development needs that
support agency objectives and employee career goals.
- Support “Employee Development Plans” by indicating specific steps that
need to be taken and by whom to accomplish the learning goals.

Agencies:

- Provide a job and compensation structure that supports the agency's goals
and allows for individual development and growth.
- Provide time and available funding for development activities.

51
- Utilize the knowledge, skills and abilities of each employee to support
agency objectives and meet future staffing needs. Keep in mind that factors
outside of the employee and agency's control may affect the outcome of
career actions. But one thing is true – it is important to perform well in one's
current position. Consistent, high quality performance, along with thoughtful
career planning, will help ensure continued career success. Overall, career
development involves being aware of one's personal goals and values as well
as work goals. It involves continuously learning and applying new
knowledge, taking advantage of opportunities, and taking risks in order to
help the agency be productive and effective while achieving one's career and
personal goals.

2.32 Competency-Based Career Planning

Career pathing involves making a series of job-person matches, based
on the demands of the job system in the organization, that enable the person
to grow into greater levels of responsibility, thus providing the organization
with the talent that it requires to meet goals. This should involve the careful
assignment of an individual to positions that provide her or him with
opportunities for deploying the competencies needed for a more challenging
position.

Best approaches to career pathing combine an analysis of positions in

terms of both the tasks and the organizational behaviors needed for superior
performance. The combined approach is essential for each of the jobs in the
chain, because there may be marked differences between the characteristics
demanded in one job and those needed in another in the same career path.

Steps to Implement the Competency-based Career Path

The major steps in developing a competency-based career pathing

system are:

i. Put together a resource panel of experts on the target and feeder jobs that
will set direction and specify the expected job performance criteria.

ii. Define tasks and characteristics, through the resource panel, and survey
job incumbents to obtain their perceptions of which job tasks and personal
characteristics contribute to success in the target and feeder jobs.

52
iii. Identify top performers in the target and feeder jobs, using performance
criteria specified by the panel.

iv. Conduct in-depth interviews with both superior and average incumbents
in the target and feeder jobs to find out what they do and how they do it.

v. Based on the outcome of stage 4, develop a competency model of people

in the target and feeder jobs by identifying those competencies that make the
biggest contribution to outstanding performance as opposed to the
competencies that all jobholders need.

vi. Analyze career paths by combining the survey (stage 2) and the interview
(stage 3) results for target and feeder jobs.

vii. Implement the career pathing system through a number of options:

- Computer-based tasks and competency inventories
- Performance and potential assessment linked to new job opportunities;
- Systematic counseling
- Career development and related training programs.

Tools of the System

The tools of a competency-based career path system include:

- A description of the tasks required by target and feeder jobs eventually
broken down by job families
- A competency model for the target and feeder job system
- A dictionary of behavioral descriptions of each competency in the model
- Performance indicators that provide the material for a competency-based
evaluation program and a computerized skills bank
- A competency profile grid for either internal or external recruiting or
selection of candidates
- A career map of the organization, identifying which jobs is the key feeders
to higher-level positions
- A competencies' gap analysis showing main differences required to flow
through the job system to reach high-level jobs
- A recommendation for training in or selecting for each competency in the
path.

2.33 Competency-Based Succession Planning

53
 Competency-based succession planning enables an organization to
determine the critical current competencies necessary for success in key jobs
and the strategic competencies necessary for future success. Once this has
determined the 'best fit' people, specific developmental plans can then be
formulated that build upon these competency requirements to allow the
individual's abilities to meet the strategic business needs of the organization.

Steps to implement Competency-based Succession Planning

For the competency-based succession planning to be complete, a

logical process consisting of a certain number of steps must be followed.
These key steps are as follows:
a. Identify critical jobs that the organization needs to fill
b. Develop a competency model from critical jobs, determining the
competencies needed at each step of the job family ladder
c. Develop the most appropriate assessment methods (assessment centre,
screening, interviewing, etc and), assess people against the competency
model of the job
d. Make the decision whether to:
I. promote from inside
II. now or after competencies x, y, z have been developed
III. not promote but consider
IV. possible lateral transfer
V. keeping in current job deselection
VI. recruit from outside if no one in the organization is ready or can be
developed in time
VII. Feed the human resource management information system to track:
VIII. promotable employees, for future competencies monitoring
IX. Competency requirements of target jobs.
Source of Reference: Hay Group, People and Competencies: The Route to Competitive
Advantage, Kogan Page.

2.34 Performance Appraisal

Basic Purposes

Effective performance appraisal systems contain two basic systems

operating in conjunction: an evaluation system and a feedback system. The
main aim of the evaluation system is to identify the performance gap (if
any). This gap is the shortfall that occurs when performance does not meet

54
the standard set by the organization as acceptable. The main aim of the
feedback system is to inform the employee about the quality of his or her
performance. (However, the information flow is not exclusively one way.
The appraisers also receive feedback from the employee about job problems,
etc.) One of the best ways to appreciate the purposes of performance
appraisal is to look at it from the different viewpoints of the main
stakeholders: the employee and the organization.

Employee Viewpoint

From the employee viewpoint, the purpose of performance appraisal

is four-fold:
1. Tell me what you want me to do
2. Tell me how well I have done it
3. Help me improve my performance
4. Reward me for doing well.
(From Cash, 1993) [Link]

Organizational Viewpoint

From the organization's viewpoint, one of the most important reasons

for having a system of performance appraisal is to establish and uphold the
principle of accountability. For decades it has been known to researchers
that one of the chief causes of organizational failure is "non-alignment of
responsibility and accountability." Nonalignment occurs where employees
are given responsibilities and duties, but are not held accountable for the
way in which those responsibilities and duties are performed. What typically
happens is that several individuals or work units appear to have overlapping
roles.

The overlap allows - indeed actively encourages - each individual or

business unit to "pass the buck" to the others. Ultimately, in the severely
non-aligned system, no one is accountable for anything. In this event, the
principle of accountability breaks down completely. Organizational failure is
the only possible outcome. In cases where the non-alignment is not so
severe, the organization may continue to function, albeit inefficiently. Like a
poorly made or badly tuned engine, the nonaligned organization may run,
but it will be sluggish, costly and unreliable. One of the principal aims of
performance appraisal is to make people accountable. The objective is
to align responsibility and accountability at every organizational level.

55
2.35 Benefits of Appraisal
Perhaps the most significant benefit of appraisal is that, in the rush
and bustle of daily working life, it offers a rare chance for a supervisor and
subordinate to have "time out" for a one-on-one discussion of important
work issues that might not otherwise be addressed.

Almost universally, where performance appraisal is conducted

properly, both supervisors and subordinates have reported the experience as
beneficial and positive. Appraisal offers a valuable opportunity to focus on
work activities and goals, to identify and correct existing problems, and to
encourage better future performance. Thus the performance of the whole
organization is enhanced.

For many employees, an "official" appraisal interview may be the

only time they get to have exclusive, uninterrupted access to their
supervisor. Said one employee of a large organization after his first formal
performance appraisal, "In twenty years of work, that's the first time anyone
has ever bothered to sit down and tell me how I'm doing." The value of this
intense and purposeful interaction between a supervisors and subordinate
should not be underestimated.

Motivation and Satisfaction

Performance appraisal can have a profound effect on levels of

employee motivation and satisfaction - for better as well as for worse.

Performance appraisal provides employees with recognition for their

work efforts. The power of social recognition as an incentive has been long
noted. In fact, there is evidence that human beings will even prefer negative
recognition in preference to no recognition at all.

If nothing else, the existence of an appraisal program indicates to an

employee that the organization is genuinely interested in their individual
performance and development. This alone can have a positive influence on
the individual's sense of worth, commitment and belonging.

The strength and prevalence of this natural human desire for

individual recognition should not be overlooked. Absenteeism and turnover

56
rates in some organizations might be greatly reduced if more attention were
paid to it. Regular performance appraisal, at least, is a good start.

Training and Development

Performance appraisal offers an excellent opportunity - perhaps the

best that will ever occur - for a supervisor and subordinate to recognize and
agree upon individual training and development needs.

During the discussion of an employee's work performance, the

presence or absence of work skills can become very obvious - even to those
who habitually reject the idea of training for them!

Performance appraisal can make the need for training more pressing
and relevant by linking it clearly to performance outcomes and future career
aspirations. From the point of view of the organization as a whole,
consolidated appraisal data can form a picture of the overall demand for
training. This data may be analyzed by variables such as sex, department,
etc. In this respect, performance appraisal can provide a regular and efficient
training needs audit for the entire organization.

Recruitment and Induction

Appraisal data can be used to monitor the success of the organization's

recruitment and induction practices. For example, how well are the
employees performing who were hired in the past two years?

Appraisal data can also be used to monitor the effectiveness of

changes in recruitment strategies. By following the yearly data related to
new hires (and given sufficient numbers on which to base the analysis) it is
possible to assess whether the general quality of the workforce is improving,
staying steady, or declining.

Employee Evaluation

Though often understated or even denied, evaluation is a legitimate

and major objective of performance appraisal.

But the need to evaluate (i.e., to judge) is also an ongoing source of

tension, since evaluative and developmental priorities appear to frequently

57
clash. Yet at its most basic level, performance appraisal is the process of
examining and evaluating the performance of an individual.

Though organizations have a clear right - some would say a duty - to

conduct such evaluations of performance, many still recoil from the idea. To
them, the explicit process of judgment can be dehumanizing and
demoralizing and a source of anxiety and distress to employees.

It is been said by some that appraisal cannot serve the needs of

evaluation and development at the same time; it must be one or the other.

But there may be an acceptable middle ground, where the need to

evaluate employees objectively, and the need to encourage and develop
them, can be balanced. Source: [Link]

2.36 Career Development

Career development is a lifelong process that is unique for every
individual. There are many influences that contribute to your career such as:

Who you are as an individual: This includes your self-concept, interests,

skills, knowledge, personality, ethnicity, age, gender, ability, disability,
health, beliefs and sexual orientation. For example, your choice of hobbies
reflects your interests and abilities.

Your community: The community plays an important role in forming your

identity, beliefs and attitudes. Members of your community can be your
family, peers, friends or colleagues from your school or workplace,
employers, the media, community groups and clubs. They can influence the
lifestyle you want to aspire towards, the work you choose, the life roles you
take on and what you value about yourself.

The environment and wider society: This refers to the opportunities or

constraints caused by factors such as the region or location you live in (i.e.
rural or metropolitan), what is happening in the employment market (e.g. are
there job vacancies in your career field), your socioeconomic status (e.g. do
you have to consider financial commitments such as mortgages or children's
education), historical trends (e.g. changes in women's participation in the
workforce) and political decisions (e.g. government grants available for
enterprise development). Random and unpredictable events may also impact

58
on your career. Different sets of influences will be dominant at different
stages in your life as you grow and develop as a person. For example, in
childhood, ideas about life roles and work are expressed in play and are
based on the adults with whom you identify strongly. In adolescence, career
exploration is based on identifying interests, abilities, capacities and values;
learning about the world of work through observing adults at work;
participating in the workforce; and accessing career resources and programs.
As an adult, your career development becomes more intricate. Choices are
made regarding lifestyle, the life roles you take on, learning pathways,
changing career direction, employment/unemployment, enterprise
opportunities, and many other personal life events. Source: Career: more than
just a job.

The processes in developing your career are represented in My Guide

and involve the following steps.

Preparing or reviewing: You need to begin your career development by

clarifying what your needs are. Do you have any issues or concerns that you
need to deal with before you begin your process of exploration? Are you
satisfied with your current situation or do you feel the need to change
something in your job, lifestyle or relationships? You may be considering
further study or choosing school subjects. Things you will have to think
about include what areas of learning you have done well in, what you will
enjoy learning more about and what type of learning environment suits you.

Identifying: At this stage you need to think about yourself and identify your
preferences and experiences. In this section of My Guide you will be able to
complete activities relating to your interests, work conditions, preferred
study and work location, knowledge areas, education levels and values. The
life balance and aspirations activities help you to think about broader life
needs and lifestyle considerations.

Exploring: My Guide allows you to generate career fields and occupations

for you to explore, based on a selection of the activities completed above.
You may then investigate this data by looking up information in The Facts,
researching further using resources such as libraries, career advisors and
community agencies and approaching employers in person. It is best to think
of as many options as possible at this stage and investigate areas of interest
thoroughly.

59
Deciding: People use different processes to make decisions. Whatever your
decision making style may be, this is the stage at which you begin to
prioritize and narrow down your options, and chooses which possibilities
you will commit to. It is important that you find people that will listen to you
and assist you with this process.

Summarizing: At this stage you have the opportunity to step back and
review the results of the career development process. Allow yourself time to
reflect on the choices you have made and look for connecting themes and
patterns. This can be a transition point as deeper motivations and a sense of
what is unfolding for you may become evident. Through a series of
reflective questions My Guide helps you to express your overall career
direction.

Planning: Having decided on a career direction, you are now ready to set
some goals and describe the steps you need to carry out in order to achieve
those goals. You need to think about what possible constraints or barriers
you may need to deal with, what resources you require and how long it will
take to achieve your goals. With My Guide you can create an action plan for
different areas of your life and monitor your progress.

Doing: Carrying out your plan seems like the final stage of the process.
However, as you act on the various steps towards your goals, you will learn
new information and gain new insights. It is important to stay focused on
your goals, but it is equally important to not be too rigid. Be open to
opportunities and adjust your plan accordingly. Take time to review your
goals and strategies. It's in the 'doing' that your action plan can be monitored,
added to or refined. My Guide has many interesting and informative articles
to help you get started towards achieving your career.

2.37 Career Development and Training

Career Development and Training are two related processes that
increase the capacity of the employees to contribute organization’s mission.
The challenge is to continually find ways to invest in the development of the
employees while balancing the requirements of current work.

Career Development is the process by which employees strategically

explore, plan, and create their future at work by designing a personal
learning plan to achieve their potential and fulfill the organization’s mission

60
requirements. Career Development is also a means to sustain a vital and
effective workforce through strategic succession planning. Career
Development involves continual learning, seeking opportunities, taking
risks, and finding ways to contribute to the organization in a productive and
motivated manner.

Training is planned, organized experiences that assist in the gaining or

expansion of key competencies. These experiences are intended to build
needed competencies in order to achieve mission success and performance
objectives. They also help prepare individuals to take on new or expanded
roles, supporting better succession planning. Goddard offers a full spectrum
of Learning and Competency Development offerings.

2.38 Review of the Thesis

This part is a descriptive presentation of the literature work done by
the various authors and previous researchers. The main objective of this path
is to analyze the previous research study.

Some of the notable literatures relevant to the study are reviewed in

this study to identify the relevance of the present study. Some reviews are as
below:

H. Devi Prasad (2002) has conducted a research on “Profit Planning

in Nepal Telecommunication Corporation”.

The main objectives of his study were:

i. To analyze the various functional budgets those are prepared in NTC.

ii. To analyze the variance between budgeted and actual achievement of the
NTC.
iii. To sketch the trend of profit planning in NTC.
iv. To draw picture of capacity utilization of NTC.
v. To examine the present planning premises adopted by NTC on the basis
of budgeting.
vi. To suggest some remedies for improving profit planning system.

His findings were:

61
a. The sales of NTC are increasing every year, but the increasing rate is not
fixed. Actual sales lines are always below than budgeted sales but actual sale
revenue are always high than budgeted. But in FY 2056/57 actual sales
revenue low than budgeted sales revenue.
b. The balance sheet of NTC show huge amount of cash bank balance
(requiring) lying idle and this indicates some deficiency of the corporation to
utilize its liquid assets.
c. Actual production lines are of the nature of high variability than budgeted
production line.
d. NTC prepares both long-range and short-range sales budget, but these are
not prepares in detail. Also there is a system of keeping management
information system (MIS) report in this corporation.
e. The cost-volume profit analysis in NTC shows that BEP (Break even
point) is satisfactory.
f. Working capital ratios are going in increasing trend and net working
capital ratios are going in increasing trend, which show that NTC has earned
more profit. Also the assets turnover ratios are moving to increasing trend,
which is good sign for NTC.

Lamichhane (2003) has submitted a thesis on the topic of “Budget as

tool of profit planning of public Utility Enterprises (a case study of NTC).

Main objectives of his study were:

a. To examine the practices and effectiveness of profit planning in NTC.

b. To observe the NTC’s profit-planning system on the basis of budgeting
system.
c. To provide suggestions for improvement of efficient planning or
budgeting of NTC in near future based on findings.

His findings were:

i. Achievement of sales is not satisfactory with respect to target sales

because actual sales are more variable than budgeted sales.
ii. Sales budget prepared by NTC, according to the nature of its customers.
iii. Sales plan of NTC is prepared on the basis of field survey and according
to capacity installed.
iv. NTC has prepared short-range sales budget but long range is not prepared
in detail due to lack of effective programme.

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v. Actual production lines in NTC are more fluctuated than budgeted
production line due to government influenced.
vi. There is a problem to analysis and control the cost due to overhead cost
in not classified systematically, etc.

Bhattarai (2004) has conducted a research on the topic “Budgeting in

Public Enterprises: A case Study of Nepal Telecommunication
Corporation”.

Her Findings were:

i. NTC prepares both long term and short-term budgets but the long-term
budget is confined only to the top level.
ii. NTC is not able to maintain proper coordination between various
directorates.
iii. Lacks of skilled planners and budgeting experts, budgets are prepared on
adhoc basis.
So there exists no consistency and actual performance with budget.
iv. Because of the high demand of telephones line there exist just a small gap
between actual production and actual sales.
v. All the expenses are shown under only one name “operating expenses”.
vi. CVP analysis shows the satisfactory results but is not considered while
developing the sales plan and pricing strategy.
vii. Increasing trend of cost needs to be managed.
viii. Management ignores profit planning concept, corporate planning and
participative management.

Sah (2005) has conducted a research on the topic “impact of

Budgeting on Profitability (A case Study of Nepal Telecom Ltd.)”.

Main objectives of his study were:

i. To examine the variance between target and actual sales, production,

overhead and profit.
ii. To highlight the budgeting activities adopted by NT.
iii. To assess the financial performance of NT by using BEP analysis and
ratio analysis.
iv. To forecast future sales and profit trend of NT.
v. To acknowledge about the NT’s present condition, its service to the public
and its contribution to the economic development of Nepal.

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vi. To recommend effective suggestion, based upon the findings, to the
organization.

His findings were:

i. Top-level executive sets up specific goals and strategy for the organization
and management are totally governed by HMG.
ii. Application of profit planning is not realistic o systematic. Plans are
prepared on “adhoc basis”.
iii. NT has the practice of preparing short-range sales budget but long range
sales budget is not prepared in detail.
iv. The actual sales achievement in units is below than budgeted sales an
average it is about 84.18%. but the achievement is Rs. is above than
budgeted sales. On an average it is 104.77%. The correlation between target
and actual sales is positive. It reveals that the corporation is able to meet its
goal as specified in annual program.
v. Although the company has set sales target, it has no practice of preparing
production budget. Sales budget is treated as production budget.
vi. The correlation between target and actual production is positive, that
means the actual production’s relationship with budgeted production is
positive.
vii. The regression equation shows the increasing trend of actual production
and the straight line trend shows the positive figure for future.
viii. The corporation has no proper practice of segregation of cost in to fixed
and variable and controllable and uncontrollable cost. There is no practice of
identifying semi-variable cost. It create problem to analyze its expenses
properly, etc.

Bhatta (2006) has conducted a research on “Revenue Planning and

cash management of Public Utility in Nepal (A case study of Nepal
Telecom)”.

The main objectives of his study were:

i. To analyze the gap between budgeted and actual revenue and its trend.
ii. To examine cash collection and disbursement.
iii. To review cash flow from operating, financial and investing activities.
iv. To have information, control and security over cash balance and payment
system.

64
His findings were:

i. The lack of accurate and proper sales forecast is one of the important
contains that affect the financial performance of the company. In Nepal
Telecom, there is consistency between planned sales line and actual sales.
The analysis of distribution sales line and revenue shows that the
achievement is highly consistent. So, if the company forecasts the expected
sales accurately, it can manage the various activities accordingly.
ii. Sales budget shows ISD sector’s sales revenue is main sources of Nepal
Telecom, which contributes more than 40% in average.
iii. Because of high demand of telephone line there exist small gap between
actual production and actual sales in lines. The local calls are increasing at
this stage but the revenue per line is decreasing. It is due to bad governance
and slow economic growth.
iv. Correlation and coefficient value shows that there are positive
correlations between budgeted and actual sales units and Rs. by the
regression line, it is clear that future revenue will increase with compare to
budgeted if other things remaining same, etc.

Tripathi (2007) has conducted a research on “Effective of Sales

Planning of Nepal Telecom”.

The main objectives of his study were:

i. To analyze the existing sales planning system of Nepal Telecom. With

seasonal demand,
ii. To study the relationship between sales plan with production plan.
iii. To analyze the relation between sales and profit.
iv. To analysis BEP of Nepal Telecom.
v. To provide suitable suggestion and recommendations on the basis of
study.

His findings were:

i. NT has the practice of repairing short-range sales budget but long-range

sales budget is not prepared in details. Also there is a system of keeping
Management Information System (MIS) Report in this company.
ii. The total actual ales units of NT are in increasing trend. It exceeds budget
in F.Y. 2060/061 and 2062/063. Actual sales revenue is always higher than
targets.

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iii. Actual production lines of PSTN telephones service are of the nature of
high variability than budgeted production lines. Actual production in lines
(PSTN Tel.) is also the nature of high variability than actual sales lines
(PSTN Tel.).
iv. The regression equation and straight line of trend shows increasing trend
of overall sales.
v. There is no proper practice of cost segregation into fixed and variable cost
and there is no systematic approach to record manufacturing costs. It creates
problems for analysis.
vi. The cost volume profit analysis of NT shows that BEP (Break Even
Point) is satisfactory.
vii. The installed capacity has not been fully utilized in NT. It the installed
capacity is utilized, the operating expenses will go down.
viii. There is lack of proper coordination between the various responsible
departments and only the top-level executives are invaded in planning and
decision making process.
ix. Internal and external variables providing opportunity, threat, strength and
weakness are not identified clearly, etc.

Pandey (2007) has conducted a research on “A Study on Cost-

Volume-Profit Relationships of Nepal Telecom)”.

The main objectives of his study were:

i. To study Cost-Volume-Profit trend of Nepal Telecom.

ii. To access the impact of CVP analysis on profitability.
iii. To perform the sensitivity analysis of Nepal Telecom.
iv. To provide recommendations and suitable suggestions to the company.

His findings were:

i. Sales plan of NT is not properly developed.

ii. The company’s fixed costs are high proportion than variable cost in total
cost amount, which contributes for higher contribution margin.
iii. High profit volume ratio of the company reduced the break even level of
the company. Thus the company is earning profit.
iv. The trend of the operating income is positive but fluctuating as compared
with the previous year.
v. Dependent variable 100% relies on independent variable.

66
vi. NT does not practice the appropriate scientific cost classification
technique.
vii. The company is in profit but there is no cost control mechanism.
viii. Financial position of the company is good but it should have been better
for the company enjoying almost monopoly.
ix. Cost-volume-profit analysis and its impact on profitability and overall
performance are not practiced in the company.
x. There is not any appropriate and effective action for re-planning in the
company.
xi. The goal and the objectives of the company are not clearly communicated
to the operating level of the company of the management.
xii. Through the company has launched various value added services in
urban areas, it is not able to fulfill even basic communication needs in rural
areas.
xiii. Even in the critical situation prevailing in the country the cooperation
was committed to serve the country, people and consumer with
communication needs. It succeeded to earn Rs. 8584144000 in revenues and
4325100341 in before tax profit in fiscal year
2004/2005 and Rs. 10413655067 in revenues and Rs. 6223426701 in before
tax profit in FY 2005/06

Kadel (2000) has conducted a research on “A Study on Management

Training in Nepal Bank Limited”.

The main objectives of his study were:

i. To identify whether or not the training is required to the branch manager

of NBL to discharge their assigned duties.
ii. To find out selection criteria for adopted by NBL.
iii. To study the utilization of training in respect to present jobs functioning.
iv. To evaluate the effectiveness of Training Department of NBL.
v. To find out the appropriate duration of training.
vi. To evaluate the trainer methods for mangers of NBL.
vii. To suggest and recommended the measures to improve existing policies
and practices of training both with respect to employee’s (manager’s)
satisfaction and efficient job functioning.

His findings were:

67
i. Most of the present branch managers were working with less confidence
and without adequate knowledge. But the positive sign is that they are not in
frustrating stage for the job rather they want to improve performance
involving in proper training activities.
ii. There is no consistency and clear objectives about selecting subject
matters, trainer and trainees as well. Different types of subject with different
types of trainer are not a good indication of sound planning to train the same
level of officers. The worst can be observed in selection of trainees.
iii. Due to the lack of expert’s knowledge in designing the course and
selecting the trainees, training is not worthful to cope with the present job
functioning.
iv. Due to lack of top management’s support or lack of expertise, the
trainers, course and methods are not properly chosen and utilized which
plays minor role in order to train officer level employees.
v. There is no predetermined and well-designed course according to level of

Chaulagain (2003) has conducted a research on “A Study Human

Resource Planning in Agricultural Development Bank of Nepal”.

The main objectives of his study were:

i. To analyze the organization and management strength of ADBN.

ii. To identify the existing system of manpower management in ADBN.
iii. To identify the problems in Manpower planning, and
iv. To recommend measures for human resource management through
manpower planning.

His findings were:

i. For proper human resource planning, there must be proper system of

forecasting to estimate the future manpower needs. The employees rated the
forecasting system very low. In this respect the officers, were the most
dissatisfied.
ii. In totality, the present situation of human resource planning in ADBN has
been viewed not favorably well. This study reflects that ADBN has some
sort of manpower planning its lacks in scientific and systematic manner.

Prasai (2003) has conducted a research on “Human Resource

Development in Nepal: a case study of Nepal Rastra Bank.”

68
The main objectives of his study were:

i. To examine existing HRD policies and practices of Nepal Rastra Bank

ii. To assess performance evaluation and career development
iii. Evaluating training and career development practices of Nepal Rastra
Bank

His findings were:

i. There is provided internal and external training program for officers and
nonofficers to develop the career. But external training program is for officer
level only.
ii. The training is not so practicable to work in the job. It is mainly
theoretical base therefore it is not so helpful for the job performance in
respondents felling.
iii. The impact of the training and development is on job performance,
promotion and career development of the employees. Promotion is one of
the important aspects of HRD. It also plays a vital role on the motivation of
employees. According to employees, present promotion policy is
satisfactory. So far job rotation and transfer concerned job and geographic
based experiences. It also helps for promotion of employees.

Dahal (2003) has conducted a research on “A Study of human

resource acquisition system in Nepal Telecommunications Corporation”.

The main objectives of his study were:

i. To study the human resource acquisition system in public enterprise.

ii. To study the human resource acquisition system in Nepal
telecommunication corporation.
iii. To make recommendation and suggestion on the basis of the study.

His finding was:

The selection procedure includes with the searing information about the
applicant, using different methods for instance, written test, physical test,
interview etc for them who have specified qualifications, experiences,
training and so on.

69
 Baniya, (2004) has conducted a research on “Human Resource
Development Practice in Nepalese Business Organizations: A case study of
Manufacturing, Enterprises in Pokhara”.

Main objective of his study was:

i. To examine existing HRD and practices of Manufacturing, Enterprises in

Pokhara.

His Findings were:

i. Training is the only development opportunity provided for employees to

develop their knowledge, skills, and abilities. Both on-the-job and off-the-
job training are made available to the employees.
ii. On-the-job training is offered to technical staff working in the field of
production or other technical field. Off-the-job training is provided for
employees working in other functional aspects of management-finance,
marketing, administration, and human resource management. Accounting,
productivity improvement, store management, salesmanship, and marketing
management are the most common areas of training offered to the
employees.
iii. Training need is identified by informal inquiry with employees. The
practice of conducting formal need assessment survey is non-existent in the
firms surveyed.
iv. The positive consequences of providing development opportunities to
employee are improved performance, increased productivity, enhanced
loyalty towards organization, and increased motivation among employees
and negative consequences are demand for increment in salary, additional
incentives and facilities, promotion, and demonstration of over confidence in
work, and tendency to leave job.
v. Low productivity, old production techniques, low effort at HRD, poor
quality, weak managerial competency, increasing pressure of trade union,
and weak information system are internal challenges to the Nepalese
business. Of these, low productivity, old production techniques, and low
effort at HRD are the critical one. Taxation system, inadequate and irregular
supply of water and electricity, increasing domestic, international
competition, high inflation, lack of adequate financing, increasing
environmental regulation and lack of skilled manpower are the external
challenges that would pose threats to business organizations in future.

70
vi. Majority of business executives is unaware of the employee
empowerment concept. Those who reported to be aware of too do not have a
clear comprehension of the concept.
vii. Management is suspicious about loyalty and sincerity of the employees.
They have a deep-rooted perception that after training employees asks either
for increment in salary or additional incentives and facilities or leave for
better job without giving prenotice to the management. Despite this
perception, it is worth noting that firms are providing training opportunity to
their staff members.
viii. In view of employees, management is moderately proactive in
developing human resource in their organization.
ix. Employees' satisfaction with the existing training opportunity is low.
Only around one third of employees are satisfied to some extent with the
opportunity made available by the organization.
x. Employees have agreed on these sayings-demands for increment in salary,
demand for additional incentives and facilities, demand for promotion,
demonstration of over confidence in work, and join other organization
without informing existing ones-of management with some reservations.
Putting forward their reservation, employees admitted that some of them
occasionally exhibit such behavior after training.

2.39 Research Gap

According to the above thesis, most of researchers have concentrated
on Financial and Accounting aspects of Nepal Telecom. Two researches
are concentrated on Management Training and Human Resource
Planning of Banking Sector. Similarly one research is on Human Resource
Development in Nepal Rastra Bank. Other one is in study on Human
Resource Acquisition System in NTC. Last one is concentrated on Human
Resource Development Practice in Nepalese Business Organizations: A
case study of Manufacturing, Enterprises in Pokhara”.

The pervious research pertaining to HRD in NT has not been found.

So this study probably, the first one in this area of Nepal Telecommunication
sector.

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 CHAPTER-III

RESEARCH METHODOLOGY
The main objective of this chapter is to present the details of research
design followed during the case study. The chapter mainly includes
description of research design, nature and sources of data, population sample
and technique of analysis.

3.1 Research Design

The main objective of this study is to analyze and evaluate the
existing policies and practices of Human Resource Development in Nepal
Telecom. In order to meet the objectives it adopts the descriptive case study
research design.

3.2 Nature and Sources of Data

In this study, both primary and secondary data have been used. The
primary data have been collected through the distribution of questionnaires
and discussion with HRD staffs working in the Nepal Telecom. Information
has also been collected from Human Record Department of NT.

Secondary data have been collected from annual report of NT, HR

Department, journals, smarika, news, bulletins and published articles and
books.

3.3 Population and Sample

The samples have been taken from the four offices of NT, which are
(i) Nepal Telecom Central Office, Bhadrakli
(ii) Access Network planning Department (ANPD) Chhauni, Kathmandu
(iii) Mobile Service Directorate (MSD), Jawalakhel &
(iv) Telecom Training Centre (TTC), Babarmahal. The four different offices
have been selected from where the major types of works are performed
about HRD to make the study more realistic.

The data have been collected from Technical and Administrative

officer and Assistance level (IV-XI). Number of selected population is 427

72
and the judgmental sample includes 103 employees identical on the basis of
the nature of work, job experience and job performance from four mentioned
offices of NT.

The table presented below shows the number of total employees

working in the four major offices which are (i) Nepal Telecom Central
Office, Bhadrakli (ii) Access Network planning Department (ANPD)
Chhauni, Kathmandu (iii) Mobile Service Directorate (MSD), Jawalakhel &
(iv) Telecom Training Centre (TTC), Babarmahal.

A stratified Judgemental sampling technique has been adopted to

collect information. Accordingly, of the total population of technical and
administrative officer and non-officier, those were selected as sample
populations who have worked for 1-21 years or above. Out of sample
population 28% and 19% administrative officer and non-officer level have
been taken respectively. Similarly 20% and 31% technical officer and
assistance level have taken as sample for this study. In an average 24%
sample has been taken for the study. A field survey has been undertaken to
collect primary data and other information.

73
 3.4 Data Collection Procedure
The questionnaires had been distributed to 103 employees; both
technical and administrative officers and non- officers to collect information.
Among the 103 employees, 57 from Nepal Telecom central office,
Bhadrakali, 20 from Access Network Planning Department (ANPD), 14
from Mobile Service Directorate (MSD), Jawalakhel and 12 from Telecom
Training Center, Babarmahal have responded in the study, following the
proportional rate, The response is relived from officers and non-officers
level, who have been working in the HRD department and other department
like HRM, Finance, computer, planning, transmission, material
management, operation and maintenance, rural plan & implementation, etc.

The primary sources of data have been used to collect the job related
information. It has been collected through questionnaires and interview
undertaking whereas secondary data have been collected from Human
Record Section, books and other documents of NT’s company. The data
collection work has been completed in 30 days, from 15th December 2007 to
15th January 2008.

3.5 Technique of Data Analysis

The collected data are logically and systematically considered and
tabulated in different format. Basically, the percentage is calculated to draw
the inference. The key information is received during the study in whatever
from is also carefully considered and analyzed during interpretation of facts
and figures.

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 CHAPTER -IV

PRESENTATION AND ANALYSIS OF DATA

This chapter presents and interprets the various data gathered from the
application of different methods and presented and decorated as required by
the research objectives. In this chapter, data are interpreted and analyzed
with the means of collected questionnaires and interviews.

4.1 Age Range of Respondents

Every young and energetic employee play vital role in any
organization. So, an age factor is important to know what ages of employees
are working in Nepal Telecom. The research has collected the information
regarding the age of employees.

Above table 4.1 shows the total observation of the employee of the
organization, where in the category of the administrative officer level there
were nil and 13 from the administrative assistance level in the age range 21-
30 years, similarly there were 12 employees in the age range from 31-40
years in the officer level where as there were 8 employees from the
assistance level. There were 8 employees from the officer level and just one
from the assistance level in the age range 31-40 years. Likewise in the same
pattern there were 3 employees from the officer level who were above age
range 51 years and there were non-in this category from non-officer level
from the same category of administrative section.

75
 Similarly in the category of the technical officer level there were 8
number of employees and 7 from the assistance level in the age range 21-30
years, similarly there were 10 employees in the age range from 31-40 years
in the officer level where as there were 19 employees from the assistance
level. There were 7 employees from the officer level and 7 from the non-
officer level in the age range 31-40 years. Likewise in the same pattern there
were 0 employees from the officer level who were above age range 51 years
and there were non-in this category from non-officer level from the same
category of administrative section.

From the above table there are 75 employees aged less than 40 years
and 3 employees are over 50 years. Majority of employees were young,
energetic. So, there is possibility to improve their performance through
training and management development programme.

4.2 Respondents of Male and Female

It is called male and female are the two wheels of a cart, so every
organization has both combinations. If the combination is smooth this
organization can run more effectively. What ever in my study I have found
the following number of respondents of male and female.

Above table 4.2 shows the total observation of the male and female
employee of the organization, where the total number of 103 observations of
both, there were 25 male employees and 3 female employees in the age
range 21-30 years. There were 43 male employees and 6 female employees
in the age range 31-40 years. There were 21 male employees and 2 female
employees in the age range 41-50 years and there were just 3 male

76
employees and none female employees in this age range of above 51 years.
There are 11 female respondents among 103 respondents. The gender
equality is only on paper not in practice in NT.

4.3 Female Respondents

Above table 4.3 shows the total observation of the female employees
of the organization, out of 11 observations, there are 2 numbers of
administrative officer and 1 is non-officer. Similarly there are 6 number of
technical officer and 2 numbers are nonofficer in same category.

Among the total 103 respondents, there were altogether 11 female.

Out of these, 3 female employees were working in administrative and
remaining 8 were in technical side, which seems very less participation of
female in administrative side

4.4 Year of Service Period

Working experience is important learning phases for every employees
of each organization. My study shows employees working in Nepal Telecom
are in the range of 0-21 years.

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 Above table 4.4 shows the observation of the service periods of the
employee in the organization, in the section of administrative employee in
the officer level there was 1 employee in the category of service period from
0-5 years and 10 employees from the non officer level. Again in the same
section of non-technical employee in the officer level there were 3 employee
in the category of service period from 6-10 years and 4 employees from the
non-officer level. In the same section of non-technical employee in the
officer level there were 6 employees in the category of service period from
11-15 years and 6 employees from the non-officer level. In the same section
of non-technical employee in the officer level there were 8 employees in the
category of service period from 16-20 years and 2 employees from the non-
officer level. And In the same section of nontechnical employee in the
officer level there were 5 employees in the category of service period from
21 and above years and 0 employees from the non-officer level. Similarly in
the section of technical employee in the officer level there were 8 employee
in the category of service period from 0-5 years and 3 employees from the
non-officer level. Again in the same section of technical employee in the
officer level there were 2 employees in the category of service period from
6-10 years and 8 employees from the non-officer level. In the same section
of technical employee in the officer level there were 9 employees in the
category of service period from 11-15 years and 8 employees from the non-
officer level. In the same section of technical employee in the officer level
there were 3 employees in the category of service period from 16-20 years

78
and 9 employees from the non-officer level. And In the same section of
technical employee in the officer level there were 3 employees in the
category of service period from 21 and above years and 5 employees from
the non-officer level.

All in all when the total observation among the employee were
observed in case of service period, there were all together 22 employees in
the in the category of service period from 0-5 years, 17 employee in the
category of service period from 6-10 years, 29 employees in the category of
service period from 11-15 years, 22 employee in the category of service
period from 16-20 years and there were 13 employees in the category of
service period 21 and more years.

Majority of respondents are working more than 5 year. Only, the

experienced Human Resources are able to improve the organizational
performance. Well-experienced employees working in the NT is the sign of
success.

4.5 Academic Qualification

Experience and well-qualified employees are the important assets for
every organization. In my study has been found in Nepal Telecom has
competence and qualified employees as their requirements.

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 Above table 4.5 and 4.5 (I) shows about the academic qualification of
the employees of the Nepal Telecom, where there are no employees in SLC
level of both categories in technical and administrative officer. Similarly
there is no employee in SLC level in administrative assistance but 9%
technical assistance level. Again, in certificate level there are 4%, 12%, 9%
and 16% in the category of administrative officer, technical officer and
administrative assistance and technical assistance respectively. Similarly in
bachelor level there are 35%, 72%, 41% and 45% in the category of
administrative officer, technical officer, administrative assistance and
technical assistance respectively. Again in master level there are 61%, 16%,
50% and 30% in the category of administrative officer, technical officer and
administrative assistance and technical assistance respectively.
As academic qualification total percentage in the level of SLC,
Certificate, Bachelor, and Master are 0%, 8%, 54% and 38 % employees in
officer level in both categories respectively. Similarly there are 5%, 13%,
44% and 38% numbers of employees in assistance level in both categories in
SLC, Certificate, Bachelor, and Master Level respectively. Among the Total
numbers of sampled employees 103, there are 3%, 10%, 49% and 38% are
SLC, Certificate, Bachelor, and Master Level respectively.

Altogether 87% of respondents were bachelor and master degree

holder. i.e. most of them are graduates. Well-qualified employees working in
NT is the sign of success.

4.6 Familiarization with HRD Practices

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 HRD is concerned with increasing the competences through
knowledge, skills, attitudes and experiences of the people in the
organization. The achievement of the organizational goals depends upon
largely on the efforts and performance of people working in organization.
Better people achieve better result. HRD excellence is the essence of
organizational excellence. HRD is an integral part of every manager’s job in
organizations.

To know the actual condition about the familiarization of HRD

practices the following condition has been found.

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 As shown in the table 4.6, among 23 numbers of administrative
officers and 22 numbers of assistance level employees are sampled. Among
them 39% are familiar with supervisory management development and 61%
are non-familiar as officers. In the same subject 18% of non- officers are

82
familiar and 82% are not. In professional skill training 65% of them are
familiar and 35% of them are unknown about it. And in assistance 31% is
familiar and 69% are not. In the post of technical/job instruction and
coaching 35% are well known and remaining is not. On the side of non-
officers 14% of them know and rests are out of that. Similarly, on the basic
of sales and marketing training 65% of officer know about it and 35% do
not. On the other hand, 18% of non-officers are familiar and 82% are non-
familiar on it.

In view of customer service training 39% and 61% of officer are

familiar and non familiar respectively. In non-officer, the comparison of
familiar and non-familiar with HRD practices is 45% and 55%. In case of
new employee orientation 35% of officers know and 65% are out of that.
But in non-officer 23% know about it and 77% do not. As we know that
health and training is one of the major part of any jobholders but also only
26% of officer are well known about it and rest of them are not. 14% of non-
officers are familiar with health and safety training as practices and 86% are
not. Also 39% of officer is only practices with organizational development
consultation and 61% are not. But 14% of non- officers answers ‘Yes’ on
this question and 86% ‘No’. In overall, the above table shows that minority
of non-tech officers are familiar HRD practices and majority of them is out
of reach. From the same table, we can say that the condition of non-officers
is same as officers.

Majority of administrative officer and assistance level in same

category, respondents seem not familiar with most of HRD practices. They
need more HRD practices as far as possible.

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 As shown in the table 4.6 (I), among 25 numbers of technical officers
and 33 numbers of non-officers are sampled. Among them 32% are familiar
with supervisory management development and 68% are non-familiar as
Technical officers. In the same subject 24% of non- officers are familiar and
74% are not. In professional skill training 48% of them are familiar and
52% of them are unknown about it. And in non-officer 21% is familiar and
79% are not. In the post of technical/job instruction and coaching 48% are
well known and remaining 52 % is not. On the side of non-officers 58% of
them know and rest of 48 %are out of that.

Similarly, on the basic of sales and marketing training 24% of officer

know about it and 76% do not. On the other hand, 18% of non-officers are
familiar and 82% are non-familiar on it. In the view of customer service
training 20% and 80% of officer are familiar and non-familiar respectively.
In non-officer, the comparison of familiar and non-familiar is 40% and
60%. In case of new employee orientation 32% of officers know and 68%

84
are out of that. But in non-officer 12% know about it and 88% do not. As
we know that health and training is one of the major part of any jobholders
but also only 24% of officer are well known about it and rest of them are
not. 18% of non-officers are familiar with health and safety training as
practices and 82% are not. Also 16% of officer is only familiarizing with
organizational development consultation and 84% are not. But 15% of non-
officers answers ‘Yes’ on this question and 85% ‘No’. In overall, the above
table shows that minority of tech officers is familiar with HRD practices and
majority of them is out of reach. From the same table, we can say that the
condition of non-officers is same as officers.

Majority of technical officer and non-officer level in same category,

respondents seem not familiar with most of HRD practices. They need more
HRD practices as far as possible.

4.7 Participation in Training or Management Development

Programme
Employees become success when they also acquire competencies,
such as knowledge, skills, attitudes, experiences and growth potential.
Human resource development is concerned with developing competencies of
people in organizational settings. It ensures that organizations have adequate
human resources with competencies needed to achieve goals effectively. So
to know the trend of NTC employees whether they were selected in training
or management development programme or not.

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 From above table 4.7 we knew in-group of administrative officer level
employee 83%have been selected in Training or Management Development
programme but 17% weren’t selected in Training or Management
Development programme. However in same administrative but in non-
officer level 64% were been selected in Training or Management
Development programme and 36% were never been selected in Training or
Management Development programme.

And in survey conducted in technical group in officer level employee

68% were been selected in Training or Management Development
programme and 32% were never been selected in Training or Management
Development programme. Similarly in nonofficer level 58% were selected
in Training or Management Development programme and remaining 42%
were never been selected in Training or Management Development
programme.

In view of respondents, majority in both levels and categories had

been selected in training programme, which is valuable in their career
development.

4.8 Need of Training and Management Development

programme

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 Training seeks to improve ability to perform current jobs. It is skills-
oriented. Development seeks to improve potential of managers to handle
present and future challenges and responsibilities. It is education-oriented.
Human resources need to be developed continuously to achieve
organizational goals efficiently and effectively. Human resource
development is concerned with developing competencies of people n
organizational setting.

As shown in the table 4.8 perception of technical and administrative

officers about necessity of training and management development do not
differ significantly. In the view of administrative officer, about 82% of them
are positive i.e. training and management development is extremely
necessary, 9% says that it is moderately necessary and only 9% are there to
whom it is necessary in a little bit amount. Similarly, 77% of non-officer is
fully in the favor of it, 18% are there who answer for moderate necessary
and 5% to support to as little bit necessary. Similarly, in technical side, 92%
of officers’ supports for it and 94% of non-officers words are same. Only

87
8% officer and 6% non-officer are they’re who supports for moderate
necessary. And there is no one to whom training and management
development is not necessary.

The perception about need of training and management development

programme has not significantly differed in both officer and non-officer;
according to them, training and management development programme is
extremely necessary for their jobs.

4.9 Training, Management Development and Career Planning

Career development comprises personal improvements efforts
undertaken by an employee to achieve career plan. HRD facilitates career
development of employees. It matches training and development
opportunities with employee needs.

From the above table 4.9 about cent percent of the employee get
chance from training and management development porgramme for their
career planning. 100% administrative officer and 96% non-officer are able in
planning their career from training and management development
programme. Only 5% are there who are against it. Similarly there is 100%
technical officer and non-officer who speak for it. In view of respondents,

88
they are almost positive about training and management development
programme, which is valuable in their career planning.

4.10 Training Policies and Practices in NT

Policies are guidelines for decision making to achieve objectives and
strategies. They indicate a statement of intention. They commit management
to definite course of action. They are derived from objectives. So to know
the awareness level of training policies and practices NTC employees follow
this as follows.

From above table 4.10 shows that in administrative group in officer

level 83% among the office group were aware on training policy and
practices and 17% were unaware on training policy and practices. However
in same administrative group but in non-officer level 68% were well aware
about the training policy and practices and 32% were unaware about the
training policy and practices.

And in survey conducted on tech group in officer level 68% were

aware about the training policy and practices and 32% weren’t aware on
training policy and practices. Similarly in non-officer level 82% were aware
on training policy and practices and 18% were unaware on training policy
and practices.

In view of respondents, majority of them were aware about training

policies and practices, which in turn is valuable in their career planning.

89
4.11 Participation in International Training Programme
Employees of the organization think about to participation in the
international training programme. They think it as an opportunities and
career development. The NTC has provided opportunities such international
training programme as follows.

From above table 4.11, when question asked “Is there any practice
of assessing training needs?” from employee of administrative category
among the officer level 78% agreed and remaining 22% disagreed. But in
non-officer level 59% agreed and remaining 41% disagreed.

Similarly in technical category among the officer level 48% agreed

and remaining 52% disagreed, however among the non-officer level 70%
agreed and remaining 30% disagreed.

In view of respondents, majority of administrative officer are selected

and majority of other category like administrative assistance, technical
officer and assistance are not selected in International Training programme.

4.12 Types of Training initiating by NT

Training is an integral part of HRD mechanism in organization. There
are various types of training and training methodology. On-the-job training

90
method involves “learning while working” and training takes place in the on
the job. It places the employee in the context of real work situation. Off-the-
job training takes place outside the work situation. It is mostly class room-
based. The trainees focus on learning experiences. Specialized training is
given in specific subject to specifics employees. The objective is to increase
knowledge, skills and attitudes in specialized areas.

From the above table 4.12 on type of training, in the category of

administrative employee in officer level 65% had taken On-the-job training,
13% had taken Off-the-job training, 18% had taken Specialized training and
4%never took any kind of training. However in same category but in non
officer level 77%had taken On-the-job training, 14%had taken Off-the-job
training, 0% had taken that means null employee had taken any Specialized
training and 9%never took any kind of training.

Similarly in same category but in the case of technical employee in

officer level 36% had taken On-the-job training, 8 % had taken Off-the-job
training, 56 % had taken specialized training and 0% never took any kind of
training. However in same category but non officer level 61% had taken On-

91
the-job training, 9% had taken Off-the-job training, 21% had taken
specialized training and 9% never took any kind of training. According to
the view of respondents, majority of administrative officer, nonofficer and
technical assistance had been involved in on-the-job training. In the case of
technical officer majority had been involved in specialized training.

4.13 Assessing Training Need

Training should be given when there is a training need. Training need
exist when job performance problems can be traced to a knowledge or skill
deficiency. This represents a gap between the existing capabilities of
employees of an employee and the requirement of the job.

From above table 4.13 when question asked, “Is there any practice
of assessing training need?” from employee of administrative category
among the officer level 78% agreed and remaining 22% disagreed. But in
non-officer level 59% agreed and remaining 41% disagreed.

Similarly in technical category among the officer level 48% agreed

and remaining 52% disagreed, however among the non-officer level 70%
agreed and remaining 30% disagreed.

According to the perception of respondents, majority of administrative

officer, non-officer and technical non-officer, Nepal Telecom follows,
assessing training needs. In the case of technical non-officer, Nepal Telecom
does not follow the assessing training need.

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4.14 Impact of Training
Training is a learning experience in that it seeks a relatively
permanent change in an individual that will improve the ability to perform
on the job (according to DeCenzo and Robbins). Training help to adapt to
technological changes improve quality and boost performance by improving
knowledge, skills and attitudes. It sustains competitive advantages by
developing competency.

From the above table 4.14 in the category of employee in

administrative group among the officer level 13% agreed in promotion in the
job from the training, 30.5% upon the incensement in their job performance,
13% agreed in improvement in job related knowledge, 13% agreed in carrier

93
development and 9% agreed upon all the possibilities mentioned. And
among the non officer level 30.5% agreed in promotion in the job from the
training, 32% agreed upon the incensement in their job performance, 36%
agreed in improvement in job related knowledge, 14% in carrier
development and 9% agreed upon all the possibilities mentioned.

Similarly in category of employee in technical group among the

officer level 4% agreed in promotion in the job from the training, 40%
agreed upon the incensement in their job performance, 28% agreed in
improvement in job related knowledge, 16% agreed in carrier development
and 12% agreed upon all the possibilities mentioned. And among the non
officer level 6% agreed in promotion in the job from the training, 21%
agreed upon the incensement in their job performance, 37% agreed in
improvement in job related knowledge, 15% agreed in carrier development
and 21% agreed upon all the possibilities mentioned.

In the view of respondents, training help for either promotion in the

job, increase the performance, job related knowledge and skills or total
career development.

4.15 Trade Union

Workers are represented by trade unions. A union is an organization
of workers acting collectively, seeking to promote and protect mutual
interest through collective bargaining. Labor relations are multi-dimensional.
Economic, social, cultural, political, legal, technological and occupational
forces affect them. Managing or harmonizing the divergent and conflicting
interests of the three actors-workers, employers and government is the
essence of labor relations. Harmonious labor relations are the key to
productivity, profit, and quality of work life and change management.

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 From the above 4.15 table in category of administrative officer level
57% were satisfied with Trade union activities in their organization and 43%
were not satisfied with Trade union activities in their organization. However
in same category but of non-officer level 68% were satisfied with Trade
union activities in their organization and remaining 32% were not satisfied
with Trade union activities in their organization.

Similarly in category of technical field of officer level 48% were

satisfied with Trade union activities in their organization and 52% weren’t
satisfied with Trade union activities in their organization. However in same
category but of non-officer level 61% were satisfied with Trade union
activities in their organization and remaining 39% were not satisfied with
Trade union activities in their organization.

Majority of administrative officer, non-officer and technical non-

officers are satisfied with Trade Unions activities. But majorities of technical
officers are not satisfied with Trade Unions activities.

4.16 Trade Union and Career Development

95
 From the above table 4.16 in the category of administrative officer
level 43% agreed the trade union help in attending Training program and
Career Development as well in their organization and 57% disagreed upon
trade union help in attending Training program and Career Development as
well in their organization. However in the same category but of non-officer
level 55% agreed the trade union help in attending Training program and
Career Development as well in their organization and 45% disagreed upon
trade union help in attending Training program and Career Development as
well in their organization.

Similarly in the category of technical group in officer level 48%

agreed the trade union help in attending Training program and Career
Development as well in their organization and 52% disagreed upon trade
union help in attending Training program and Career Development as well
in their organization. However in the same category but of non-officer level
48% agreed the trade union help in attending Training program and Career
Development as well in their organization and 52% disagreed upon trade
union help in attending Training program and Career Development as well
in their organization. In the view of administrative non-officer, trade unions
help their career development. But most of the others respondents viewed,
trade unions activities never help their career development.

4.17 Trade Union Focus

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 The scope of labor relation covers unionism, collective bargaining,
and resolution of industrial disputes, grievance procedure, and discipline and
labor legislation.

Above table 4.17 shows the response of the employee upon the
statement “Mainly Trade Union activities have focused on:” showed the
following findings. In the category of administrative employee in the officer
group, 8% believed upon higher compensation, 26% believed upon Greater
job security, 30% believed upon better working condition, 5% believed upon
Influence work rules, 26% believed upon Obtain political power and
remaining 5% believed upon all above mentioned possibilities. However in
the same category but in non-officer group 13% believed upon higher

97
compensation, 32% believed upon Greater job security, 18% believed upon
better working condition, 14% believed upon Influence work rules, 18%
believed upon Obtain political power and remaining 5% believed upon all
above mentioned possibilities. Similarly in the category of technical group in
the officer level, 8% believed upon higher compensation, 32% believed
upon Greater job security, 16% believed upon better working condition,
12% believed upon Influence work rules, 24% believed upon Obtain
political power and remaining 8% believed upon all above mentioned
possibilities. However in the same category but in non officer group 9%
believed upon higher compensation, 27.5% believed upon Greater job
security, 27.5% believed upon better working condition, 15% believed upon
Influence work rules, 15% believed upon Obtain political power and
remaining 6% believed upon all above mentioned possibilities. Majority of
all category of respondents viewed, trade union activities has been focused
on greater job security, better working condition and influence political
power. However, minorities have been nominal on higher compensation and
influence in work rules.

4.18 HRD Functions in Next Three to Five Years

The primary objective of HRD is the effective use of scarce or
abundant human resources toward achieving both broad and specific
objectives of the nation as well as the industry, business, and the individual
employee. HRD, in its broadest sense, is the development of plans of actions
to meet the manpower requirements in anticipation of the changing
conditions of the social, economic, industrial, and business environments.
Realistic plans for the development and use of manpower resources are
made after considering external and internal factors affecting the manpower
objectives of each industry and organizational unit. Global trends, market
and technological changes, and the time span of the HRD projection are
factors that influence HRD plans. At the same time, national priorities and
organizational objectives are essential ingredients that determine the thrust
and shape of HRD.

Human resources have and will continue to play a significant role in

the socioeconomic development of a country. The developed and the
developing countries emphasize the importance of developing human
resources in their national planning because without it, economic
development not only cannot be accelerated but also in fact it becomes
almost impossibility.

98
 Essentially, HRD means the development of skills and efficiency in
the existing and potential manpower related to education and training, and
efficiency or productivity improvement, which is concerned with value,
added per worker.

Thus, it can be summarized that the quality of manpower in a country

is very much determined by the level of access to education, health care, and
other fundamental needs such as nutrition and welfare, as well as the quality
of education itself.

The following table 4.18 shows about who should own these
mentioned HRD functions in the next three to five years, given conditions
i.e. Human Resource, Training, Shared or none of these departments in
Nepal Telecom. It is the forecasting questionnaire and only asked to non-
technical officer.

99
100
 Above table 4.18 shows the data for the question asked “Who should
own these functions in the next three to five years, given conditions in
your organization or industry?” and the expectation of the employee of
the administrative group in the officer level was, for execution of
Recruitment and selection 87% claimed form human recourse department,
0% claimed from training, 0% claimed form shared combination and 13%
claimed from neither of above mention sections. For the execution of
Training and development 22% claimed form human recourse department,
52% claimed from training, 26% claimed form shared combination and 0%
claimed from neither of above mention sections. For the execution of
Human performance improvement 39% claimed form human recourse
department, 22% claimed from training, 39% claimed form shared
combination and 0% claimed from neither of above mention sections. For
the execution of Executive and leadership development 35% claimed form
human recourse department, 17% claimed from training, 48% claimed form
shared combination and 0% claimed from neither of above mention sections.
For the execution of Performance management 52% claimed form human
recourse department, 13% claimed from training, 26% claimed form shared
combination and 9% claimed from neither of above mention sections.

For the execution of Compensation 65% claimed form human

recourse department, 0% claimed from training, 26% claimed form shared
combination and 9% claimed from neither of above mention sections. For
the execution of Benefits 74% claimed form human recourse department,
0% claimed from training, 13% claimed form shared combination and 13%
claimed from neither of above mention sections. For the execution of
Succession planning 52% form human recourse department, 13% claimed
from training, 35% claimed form shared combination and 0% claimed from
neither of above mention sections. For the execution of Coaching and
feedback 22% claimed form human recourse department, 26% claimed from

101
training, 43% claimed form shared combination and 9% claimed from
neither of above mention sections.

For the execution of Career development 39% claimed form human

recourse department, 22% claimed from training, 39% claimed form shared
combination and 0% claimed from neither of above mention sections. For
the execution of Credentialing (certificating) 52% claimed form human
recourse department, 4% claimed from training, 35% claimed form shared
combination and 9% claimed from neither of above mention sections. For
the execution of Overall talent management 35% claimed form human
recourse department, 4% claimed from training, 52% claimed form shared
combination and 9% claimed from neither of above mention sections.

Administrative officer viewed about the HRD function. HRD function

should be done either by HR department or Training department but
majority accept it should be done in collaboration with one another in the
next three to five years.

The following table 4.18 (I) shows about who should own these
mentioned HRD functions in the next three to five years, given conditions
i.e. Human Resource, Training, Shared or none of these departments in
Nepal Telecom. It is the forecasting questionnaire and only asked to
technical officer.

102
103
 Similarly above Table 4.18 (I) shows in the category of technical
group in the officer level, for execution of Recruitment and selection 92%
claimed form human recourse department, 0% claimed from training, 8%
claimed form shared combination and 0% claimed from neither of above
mention sections. For the execution of Training and development 12%
claimed form human recourse department, 44% claimed from training, 44%
claimed form shared combination and 0% claimed from neither of above
mention sections. For the execution of Human performance improvement
20% claimed form human recourse department, 20% claimed from training,
60% claimed form shared combination and 0% claimed from neither of
above mention sections.

For the execution of Executive and leadership development 8%

claimed form human recourse department, 12% claimed from training, 80%
claimed form shared combination and 0% claimed from neither of above
mention sections. For the execution of Performance management 20%
claimed form human recourse department, 4% claimed from training, 60%
claimed form shared combination and 16% claimed from neither of above
mention sections. For the execution of Compensation 36% claimed form
human recourse department, 0% claimed from training, 48% claimed form
shared combination and 16% claimed from neither of above mention
sections. For the execution of Benefits 40% claimed form human recourse
department, 0%claimed from training, 56% claimed form shared
combination and 4% claimed from neither of above mention sections. For
the execution of Succession planning 36% claimed form human recourse
department, 8% claimed from training, 52% claimed form shared
combination and 4% claimed from neither of above mention sections.

For the execution of Coaching and feedback 12% claimed form

human recourse department, 60% claimed from training, 28% claimed form
shared combination and 0% claimed from neither of above mention sections.
For the execution of Career development 16% claimed form human
recourse department, 8% claimed from training, 64% claimed form shared

104
combination and 12% claimed from neither of above mention sections. For
the execution of Credentialing (certificating) 16% claimed form human
recourse department, 20% claimed from training, 44% claimed form shared
combination and 20% claimed from neither of above mention sections. For
the execution of Overall talent management 20% claimed form human
recourse department, 4% claimed from training, 60% claimed form shared
combination and 16% claimed from neither of above mention sections.

Technical officer viewed about the HRD function. HRD function

should be done either by HR department or Training department but
majority accept it should be done in collaboration with one another in the
next three to five years.

4.19 Nepotism and Favoritism

Most of the Nepalese organizations are suffering from nepotism and

favoritism. It has been established as cultural trend in Nepalese organization.
So, find out the condition about it, my questionnaire is focused about the
perception of the respondents.

105
 From above table 4.19 for the question “How do you feel about
nepotism and favoritism on HRD (Training, promotion, job transfer or
overall management) practices?” employee from the category of
administrative officer level, 70% agreed in favor of the question and
remaining 30% disagreed. However from non-officer category 88% agreed
in favor of the question and remaining 12% disagreed. Similarly form the
category of technical group of officer level, 88% agreed in favor of the
question and remaining 12% disagreed. And from non-officer level 76%
agreed and remaining 24% disagreed.

From the above table 4.19 (I) for the same question when the level of
the impact was measured in the scale of high, medium and low following
were the observation, from the category of administrative officer 44%
perception was for low, 50% perception was for medium and 6% perception
was for high. Similarly form non-officer level, 28.5% perception was for
low, 43% perception was for medium and 28.5% perception was for high.
Like wise in the same pattern form the category of technical officer level,
27.5% perception was for low, 45% perception was for medium and 27.5%
perception was for high. And from the non-officer level 12% perception was
for low, 56% perception was for medium and 32% percent perception was
for high.

106
 Perception of majority of respondents’ about nepotism and favoritism
in Nepal Telecom is medium i.e. they accept neither low nor high level of
nepotism and favoritism in Nepal Telecom.

4.20 Job satisfaction

A job is a set of closely related tasks carried out for pay. It consists of
bundle of tasks. A job is the building block of the organization structure.
Organization structures provide jobs. It is a group of identical positions
within the organization. Jobs are dynamics and change with time, people,
technology, and environment. Proper Jobs had done right increase
organizational effectiveness. Jobs are the foundation of organizational
productivity and employee’s satisfaction.

107
108
 From the above table 4.20 in the category of administrative level 83%
were satisfied with their job, 17% were dissatisfied with their job in the
organization. However in the same category but of non-officer level 64%
were satisfied with their job, 36% were dissatisfied with their job in the
organization.

Similarly in the category technical employee from the officer level,

76% were satisfied with their job, 24% were dissatisfied with their job in the
organization. However in the same category but of non-officer level 64%
were satisfied with their job, 36% were dissatisfied with their job in the
organization.

Again when the reason for their satisfaction were observed the above
table 4.20 (I) shows, in category of non technical officer level, 42% of them
were satisfied with their due to their Personal contribution to the
organization’s performance, 16% were satisfied with their job due to
Assignment of challenging task, 16% were satisfied with their job due to
Working condition, 21% were satisfied with their job due to Job securities
and remaining 5% of them had some other reasons. However in the category
of non officer level 21% of them were satisfied with their due to their
Personal contribution to the organization’s performance, 15% were
satisfied with their job due to Assignment of challenging task, 7% were
satisfied with their job due to Working condition, 36% were satisfied with
their job due to Job securities and remaining 21% of them had some other
reasons.

Similarly when the reason for their satisfaction were observed in

category of technical officer level, 21% of them were satisfied with their due
to their Personal contribution to the organization’s performance, 21%
were satisfied with their job due to Assignment of challenging task, 16%
were satisfied with their job due to Working condition, 32% were satisfied
with their job due to Job securities and remaining 10% of them had some
other reasons. However in the category of non officer level 24% of them
were satisfied with their due to their Personal contribution to the
organization’s performance, 14% were satisfied with their job due to
Assignment of challenging task, 24% were satisfied with their job due to
Working condition, 38% were satisfied with their job due to Job
securities.

109
 Again when the reason for their dissatisfaction were observed the
above table 4.20 (II) shows, in category of administrative level, 25% of them
were dissatisfied with their due to their, Lack of welfare facilities 25% were
dissatisfied with their job due to No opportunity for carrier development,
25% were dissatisfied with their job due to No good promotion policy, 25%
were satisfied with their job due to Reward and punishment system.
However in the category of non officer level none of them were dissatisfied
with their due to their Personal contribution to the organization’s
performance, 25% were dissatisfied with their job due to Assignment of
challenging task, 50% were dissatisfied with their job due to Working
condition, 25% were dissatisfied with their job due to Job securities and
remaining 0% of them had some other reasons.

And in category of technical officer level, 17% of them were

dissatisfied with their due to their, Lack of welfare facilities 33% were
dissatisfied with their job due to No opportunity for carrier development,
33% were dissatisfied with their job due to No good promotion policy, 17%
were satisfied with their job due to Reward and punishment system.
However in the category of non officer level 17% of them were dissatisfied
with their due to their Personal contribution to the organization’s
performance, 25% were dissatisfied with their job due to Assignment of
challenging task, 25% were dissatisfied with their job due to Working
condition, 25% were dissatisfied with their job due to Job securities and
remaining 8% of them had some other reasons.

A majority of the respondent viewed is that they are satisfied with

their job because of the job securities and personal contribution to the
organizations performance. A minority of the viewed is that they are not
satisfied with their job because of no opportunity for carrier development, no
good promotion policy, and no reward and punishment system in the
organization.

4.21 Better job opportunities

Better of life for every one is never end process. So somebody get
opportunity get better opportunity than existing condition, they will
definitely grab the situation. So it is an interesting question has been raised
to employees of NTC. The following result has been picked.

110
 Above table 4.21 shows the data collection from the employee when
the question “Are you seeking for better job opportunities than in
NTC?” then from the category of administrative officer level, 22% in
agreement with the question and remaining 78% were in disagreement with
the question. However in the category of non-officer level in the same
technical group, 59% were in agreement with the question and remaining
41% were in disagreement with the question.

Similarly, from the category of technical officer level, 52% were in

agreement with the question and remaining 48% were in disagreement with
the question. However in the category of non-officer level in the same
technical group, 52% were in agreement with the question and remaining
48% were in disagreement with the question. According to the viewed of the
non-technical officer, majorities are not seeking for better job opportunities
but for others respondents, majority are always seeking for better job
opportunities.

4.22 Immediate Boss (Superior) and Satisfaction

Every employee has immediate boss. For success of every
organization the immediate boss play the vital role for their subordinates.
Every immediate boss is the essence of all organized efforts to achieve goals
and perform the functions of planning, organizing, staffing, leading and
controlling to their subordinates.

111
 Above table 4.22 shows the data collection from the employee when
the question “Are you satisfied of your immediate Boss (superior)?” from
the category of administrative officer level, 22% were Highly Satisfied with
their immediate superior, 60% were Moderately Satisfied with their
immediate superior, 14% were low satisfied with their immediate superior
and remaining 14% had no satisfaction with their immediate superior.
However in the same group but in non-officer level, 36% were Highly
Satisfied with their immediate superior, 36% were Moderately Satisfied
with their immediate superior, 14% were low satisfied with their immediate
superior and remaining 14% had no satisfaction with their immediate
superior.

Similarly in the category of technical officer level, 16% were Highly

Satisfied with their immediate superior, 56% were moderately satisfied
with their immediate superior, 12% were low satisfied with their immediate
superior and remaining 16% had no satisfaction with their immediate
superior. However in the same group but in nonofficer level, 21% were
Highly Satisfied with their immediate superior, 43% were Moderately

112
satisfied with their immediate superior, 27% were low satisfied with their
immediate superior and remaining 9% had no satisfaction with their
immediate superior. Majority of respondents viewed about the satisfaction of
their immediate superior has been found as only medium level.

4.23 Impact of Job Rotation

Employees are allowed to move from job to job. The jobs are not
changed; only the employees are rotated. This approach develops employees
through job variety. Employees can use different skills and abilities.
Monotony of specialized jobs is broken. Employees become competent in
several jobs. But it doesn’t motive employees.

Above table 4.23 shows the data collection from the employee when
the question “are you aware job rotation policy with NTC?” then from the
category of administrative officer level, 43% were in agreement with the
question and remaining 57% were in disagreement with the question.
However in the category of non-officer level in the same technical group,
45% were in agreement with the question and remaining 55% were in
dissatisfaction with the question.

Similarly, from the category of technical officer level, 28% were in

agreement with the question and remaining 72% were in disagreement with
the question. However in the category of non-officer level in the same
technical group, 42% were in agreement with the question and remaining
58% was in dissatisfaction with the question. Most of the respondents in

113
both category and both level they are not aware on job rotation policies of
Nepal Telecom.

4.24 Job Rotation Policies and Practices

Job rotation is improved worker’s self image. It provide for
employee’s personal growth. It improves task significance. Organizations
also get flexibility in scheduling work.

Above table 4.24 shows the data collection from the employee when
the question “Are you satisfied with existing job rotation policies and
practices?” then from the category of administrative officer level, 39% were
in agreement with the question and remaining 61% were in disagreement
with the question. However in the category of non-officer level in the same
technical group, 32% were in agreement with the question and remaining
68% were in disagreement with the question.

Similarly, from the category of technical officer level, 28% were in

agreement with the question and remaining 72% were in disagreement with
the question. However in the category of non-officer level in the same
technical group, 39% were in agreement with the question and remaining
61% were in disagreement with the question. The implementation of job
rotation practices does not seem satisfactory. In the view of respondents,
they have certain about the positive impact of existing job rotation policies
and practices.

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4.25 Transfer Policies and Practices
Transfer helps in widening experience, learning new job and new
place, understanding other employees and departments. But some times, it
may be also boring the personal life of the employees. And job transfer helps
to employees to increase their job performance in new field or area. From it
they feel more satisfaction in job. Although the effectiveness of the job
rotation and transfer policies does not implementation in practicable field,
there are so many corruptions from the top level of management committee.
But the rule is not clear about transfer and job rotation as well. When
transfer? What is its period? Personal interest, political pressure and
employees conflict is the main causes of the transfer. The perception of the
employees in this regard is shown in the following table 4.25.

Above table 4.25 shows the data collection from the employee when
the question, “Are you satisfied with the existing transfer policies and
practices?” then from the category of administrative officer level, 13%
respondents claimed that the job transfer policy is implemented fairly most
of time, where as the majority of them about 78 % viewed the policies is not
implemented fairly. However in the category of non-officer level in the same
technical group, 32% were in agreement with the question and remaining
68% were in disagreement with the question.

Similarly, from the category of technical officer level, 20% were in

agreement with the question and remaining 80% was in disagreement with
the question. However in the category of non-officer level in the same
technical group, 24% were in agreement with the question and remaining
76% were in disagreement with the question.

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Majority of the respondents’ perception was not satisfactory in
implementation of transfer policies in Nepal Telecom.

4.26 Promotion Policy

In the idle life, the promotion helps to employee to increase their
skills, motivation, better job performance and job satisfaction. If it is not
utilized in practical life, it does not help the employee’s behavior or
practices. So this following table clears the impact of promotion in the
respondents view.

Above table 4.26 shows the data collection from the employee when
the question “Are there job promotion policies and practices in NTC?”
all category including technical officer and non-officer to administrative
officer and non-officer were in agreement with the question.

The implementations of promotion policies practices seem cent

percent satisfactory in Nepal Telecom.

4.27 Job Promotion Policy, Practice and Satisfaction

Job promotion policies and practices add new sources of satisfaction
to jobs. Jobs are made challenging and meaningful by increasing
responsibility, autonomy and growth opportunities. More planning and
control responsibilities are added to the job, usually with less supervision
and more self-evaluation. Employees get greater autonomy in planning and
controlling their performance. The main promotion criteria are seniority,

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academic qualifications, job performance and experience of geographical
sector measured by the figure by concerned committee or board approver or
superintendent in NT.

Above table 4.27 shows the data collection from the employee when
the question, “Are you satisfied with the existing promotion policies and
practices?” then from the category of administrative officer level, 30% were
in agreement with the question and remaining 70% were in disagreement
with the question. However in the category of non-officer level in the same
technical group, 36% were in agreement with the question and remaining
64% were in disagreement with the question.

Similarly, from the category of technical officer level, 24% were in

agreement with the question and remaining 76% was in disagreement with
the question. However in the category of non-officer level in the same
technical group, 24% were in agreement with the question and remaining
76% were in disagreement with the question. The practice of job promotion
doesn’t seem satisfactory. In the view of respondents, they have certain
about the negative impact of existing promotion policies and practices in
NT.
4.28 Impact of Nepalese Political Environment in NT
The political environment in a country in which a business
organization operates is a very important force. A hospitable and stable

117
government can encourage business investment and growth in spite of
scarcity of the natural and other resources. The opposite is equally true.
Some countries, although they have plenty of natural resources, are very
little developed mainly because of government instability. In the case of
Nepal we can assume such instability but not for Nepal Telecom. How ever
the respondents percepts as follows.

Above table 4.28 shows the data collection from the employee when
the question, “Has instability in Nepalese political environment been
effecting the present HRD policies & practices in your organization?”
then from the category of administrative officer level, 30% believed it has
Highly effected, 40% believed it has Moderately effected, 14% believed it
has Low effected, and remaining 18% believed it has no effected at all.
However in from the category of non officer level, 50% believed it has
highly effected, 18% believed it has moderately effected, 14% believed it
has Low effected, and remaining 18% believed it has no effected at all.

Similarly from the category of technical officer level, 40% believed it

has Highly effected 44% believed it has Moderately effected, 8% believed
it has Low effected, and remaining 8% believed it has no effected at all.
However in from the category of non officer level, 49% believed it has

118
highly effected, 42% believed it has moderately effected, 3% believed it
has Low effected, and remaining 6% believed it has no effected at all.

According to the majority of respondents viewed, instable Nepalese

political environment affected the HRD policies and practices in the
organization.

4.29 Occupational Safety and Health in NT

Occupational health and safety is a discipline with a broad scope
involving many specialized fields. In its broadest sense, it should aim at:
a. The promotion and maintenance of the highest degree of physical, mental
and social well-being of workers in all occupations;
b. The prevention among workers of adverse effects on health caused by
their working conditions;
c. The protection of workers in their employment from risks resulting from
factors adverse to health;
d. The placing and maintenance of workers in an occupational environment
adapted to physical and mental needs;
e. The adaptation of work to humans.

In other words, occupational health and safety encompasses the

social, mental and physical well being of workers that is the “whole
person”.

Successful occupational health and safety practice requires the

collaboration and participation of both employers and workers in health and
safety programmes, and involves the consideration of issues relating to
occupational medicine, industrial hygiene, toxicology, education,
engineering safety, ergonomics, psychology, etc.

Occupational health issues are often given less attention than

occupational safety issues because the former are generally more difficult to
confront. However, when health is addressed, so is safety, because a healthy
workplace is by definition also a safely workplace. The converse, though,
may not be true also called safe workplace is not necessarily also a healthy
workplace. The important point is that issues of both health and safety
must be addressed in every workplace. By and large, the definition of
occupational health and safety given above encompasses both health and
safety in their broadest contexts ([Link]).

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 Above table 4.29 shows the perception from the employee when the
question “How do you feel, the condition about occupational safety and
health-working environment for you in your organization?” from the
category of administrative officer level, 17% of them were highly satisfied
with the condition about the occupational safety and health-working
environment in their organization, 61% had moderately satisfied with the
condition about the occupational safety and health working environment in
their organization, none of them had low satisfied with the condition about
the occupational safety and health-working environment in their
organization, 22% were not satisfied with the condition about the
occupational safety and health-working environment in their organization.
However from the non-officer level, 32% of them were highly satisfied with
the condition about the occupational safety and health-working environment
in their organization, 41% had moderately satisfied with the condition
about the occupational safety and health-working environment in their
organization, 18% had low satisfied with the condition about the
occupational safety and health-working environment in their organization,
9% were not satisfied with the condition about the occupational safety and
health-working environment in their organization.

Similarly from the category technical officer level, 20% of them were
highly satisfied with the condition about the occupational safety and health-
working environment in their organization, 28% had moderately satisfied
with the condition about the occupational safety and health-working

120
environment in their organization 40% had low satisfaction with the
condition about the occupational safety and health-working environment in
their organization, 12% were not satisfied with the condition about the
occupational safety and health-working environment in their organization.
However from the non-officer level, 12% of them were highly satisfied with
the condition about the occupational safety and health-working environment
in their organization, 43% had moderately satisfied with the condition
about the occupational safety and health-working environment in their
organization, 18% had low satisfaction with the condition about the
occupational safety and health-working environment in their organization,
27% were not satisfied with the condition about the occupational safety and
health-working environment in their organization.

In view of majority employees, moderate level of satisfaction was

found about occupational safety and health working environment. So,
occupational safety and health working environment was not proper in NT.

4.30 Major Findings

The major findings of the study are as follows:

1. Training is means to develop required skill, career, and job performance

and also is helpful for changing attitude in the desire sectors. Generally, it
gives positive result in each field or sectors whether it is technical or
administrative, higher level or lower level employees. So there are no doubt
that the employees at all level of all categories, in all organizations, as well
as all field of NT required.

2. Training and management development are the development opportunities

provided for employees to develop their knowledge, skills, attitudes and
abilities. Both on-the-job and off-the-job training are made available to the
employees.

3. The perception of the officer and non-officer in both category viewed

need of training and management development is extremely necessary for
their jobs. They are almost positive about training and management
development programme. Employees' satisfaction with the existing training
opportunity is low. Only around two third of employees are satisfied to some
extent with the opportunity made available by the organization.

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4. Almost respondents are aware about training policies and practices. They
have been selected in training programme. Out of them, 83% of
administrative officers and 68% of non-officers are selected, 68% technical
officer and 82% non-officer are selected in training programme. But in terms
of participation about international training programme, majority of
administrative officers have been selected and majority of other category
like administrative officers, non-officers, technical officers and non officers
has not been selected in International Training programme.

5. In terms of participation in Training programme, majority of

administrative officers, non-officers and technical non-officer had been
involved in on-the-job training. Majority have been involved in specialized
training in case of technical officer.

6. Need of Training is identified by informal inquiry with employees. The

practice of conducting formal need assessment survey is lacking in the firms
surveyed. Out of them, 78% administrative officers, 59% non-officers, 48%
technical officers and 70% technical non-officer are satisfied with assessing
training needs and remaining are not.

7. Most of administrative non-officer, trade unions help their career

development. But most of the others trade union activities never help their
career development. All of the respondents view that trade union activities
have focused on greater job security, better working condition and
influencing political power. Minorities have viewed on higher compensation
and influence in work rules. Of them, 57% administrative officers, 68% non-
officers and 48% technical officers and 61% non-officers are satisfied with
Trade Unions activities.

8. Human Resource Department is a leading and more functional department

in NT. In view of employees, management is moderately proactive in
developing human resource in their organization, although most of the
administrative or technical officer or non-officer viewed about the HRD
function should be done by either HR department or HR or Training shared
in the next three to five years.

9. Majority of administrative or technical officer or non officer have been

unfamiliar with most of HRD practices like Executive and supervisory/
management development, Professional skill training, Technical/ job
instruction and coaching, Sales and marketing training, Customer service

122
training, New employee orientation, Health and safety training,
Organizational development consultation. In the view of respondents, they
need more HRD practices as far as possible.

10. So far as the training is concerned, it is observed that 83% administrative

officer and 64% non-officer employees are trained, and 68% tech-officer and
58% non-officer are trained in the beginning of past years in the NT
according to the received data. Even though 82% administrative officer and
77% non-officer employees are trained, and 92% tech-officer and 94% non-
officer are extremely in need of further training and management
development programme.

11. This study shows that some trained employees are not utilizing their
skills in the present job. In the view of majority respondents, training help
for either promotion in the job, increase the performance, provide job related
knowledge and skills or career development. Employees say without training
and development program it is not possible to get its objectives in time
properly.

12. The existing selections criterion for training to the employees of NT

seems to be a matter of dissatisfaction among the employees at non-officer
level. But officer level employees are satisfied. The study manifests that
there is a need for new selections criteria for training in the NT. Unlike the
existing criteria, the employees preferred to have job performance as a first
priority, then seniority and recommendation of concerned head and
academic qualification respectively.

13. Majority of respondent view, that they are satisfied with their job
because of the job securities and personal contribution to the organization's
performance. Minority of the view, that they are not satisfied with their job
because of no opportunity for carrier development, no good promotion
policy, and no reward and punishment system in the organization. According
to the view of the administrative officer, majorities are not seeking for better
job opportunities but remaining respondents majority are always seeking for
better job opportunities. Respondents’ view about the satisfaction of their
immediate superior has been found as only medium level. About nepotism
and favoritism in Nepal Telecom is medium i.e. they accept neither low nor
high.

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14. In the study, most of the employees expressed their satisfactions
regarding the training policy and practices, courses and methodology used in
the training programs. Most of the administrative officers and technical non-
officers are satisfied. With the existing training system however, technical
officer and administrative non- officers are less satisfied. They viewed that
training should be designed according to situation and time. The training
system should be modernized according to the change of global
telecommunication environment.

15. The general awareness of employees regarding the job rotation and
transfer seems to be less satisfaction. Promotion practice in the telecom is
not fair. Transfer policy is not fair. It depends on power rather than job
performance, qualification and fair employees. The political parties’
interference is increasing in the promotion. There is no explicit policy and
practice regarding the job rotation and transfer. But they are all aware about
the positive impact of job rotation and transfer. Majority of employees are
not aware about the job rotation and transfer policies and practices.

16. The general awareness of employees regarding promotion policy seems

to be satisfactory. The development of promotions system is also favored by
most of the respondents. But the practice of job promotion doesn’t seem
satisfactory. The perception of officer and non-officer for promotion is not
significantly different. Thus, they have got negative impact of existing
promotion policies and practices in NT.

17. Unstable Nepalese political environment affected the HRD policies and
practices in the organization. According to the perception of respondents,
instable political effect to NT had been neither greater nor lower. It is
moderate. Working condition about occupational safety and health working
environment is neither good nor bad.

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 CHAPTER-V

SUMMARY, CONCLUSION AND

RECOMMENDATION
This chapter presents the state of the whole research process, its
prospect as consequence. As the study is carried out to assess the role of
existing HRD policies and practices of NT, the whole research process is
concentrated particularly on the examination of such HRD polices and
practices of NT. These chapter summaries the study and presents summary,
conclusion and the main recommendation based on the whole study process
and analysis of the data.

5.1 SUMMARY
Nepal Telecom is one of the prominent and most benefited companies
of Nepal in service sector delivery. Nepal Telecom is completely
technological organization. It has techno-earning revenue generating
services. It is very tough task in continuous upgrading of newly modified
technological changes in the country like Nepal. Despite this, Nepal
Telecom is looking forward to change in technical advancement as much as
possible. The main objective of the study is to examine the existing HRD
policies and practices of Nepal Telecom

HRD is one of the key factors of every organization. Particularly, the

training and development system is one of key factors of HRD. Training
enhances skills, job performance and ultimately career development of
employees. NT needs highly competent, efficient and result oriented
employees. It can be achieved only by initiating sound HRD policies and
practices.

This is “A case Study Research” where “Description Method” is

followed. Data are collected from primary as well as secondary resources,
which are taken from the NT. In the first chapter, the background and need
of the study, HRD for organizational development of the company is
presented.

In the second chapter, the review of literature is made. This chapter

briefly deals with conceptual frameworks of the study and review of thesis.

125
 In the third chapter, research design, data collection method, sources
of data, populations and samples, data collection procedures, technique of
data analysis are presented.

The fourth chapter examines the existing HRD policies and practices
and its effectiveness in NT and promotion policies, job satisfaction and job
rotation and transfer policies and practices etc in NT have been identified
and systematically presented. In NT, there are 10 departments and 8-
directorate services to achieve its goals.

Officers have many job responsibilities. They are decision makers and
do work independently. They have many challenging task at present in their
job. But non-officer has not more responsibilities than officer. Top officers
or officer employees give non-officer main task.

The training program provided by Telecom Training Centre (TTC) for

their employees to develop and conduct training courses to meet the
requirement of human resources for smooth operation and maintenance of
telecom - network and services of Nepal Telecom. TTC separate department
in the NT is located in Babarmahal, Kathmandu. It has special task for
training and development, which is managed by top level officers of NT.

The impact of the training and development is on job performance,

promotion and career development of the employees. Promotion is one of
the important aspects of HRD. It also plays a vital role on the motivation of
employees. According to employees, present promotion policy is
satisfactory. So far job rotation and transfer concerned with nature of job and
geographical experiences. It also helps for promotion of employees.

5.2 CONCLUSION
NT is apex Telecommunication service provider of country. It has so
many economic responsibilities for the nation. So it has been making or
developing many economic policies and practices in telecom.

HRD is one of the important factors of NT to run smoothly as well as

effectively. NT has developed HRD policies and practices. Employees are
assets of every organization. Without developing their career, organization
cannot run smoothly and cannot get organizational objectives effectively. To

126
achieve its objectives, Nepal Telecom has HRD department. Nepal Telecom
provides training and career development programs to their employees. NT
has established the Telecom Training Centre (TTC). The Telecom Training
Centre provides internal training for the telecom employees.

The training and management development was not so practicable to

work in the job. It was mainly theoretical base. Therefore it was not so
helpful for the job performance in respondents felling. The quality of
training programs was improved than in the past. But the employees were
moderately satisfied with such trainings. They want scientific, practical (not
theoretical), long duration training in the Telecom. The practice of human
development research is very weak and it should be enhanced for the
achievement of its objective in desired time.

The impact of training and career development program was positive

on the respondents view. They were less satisfied in existing telecom
training program, job rotation and promotion policies and practices of the
telecom. They hope for better in the coming year. The training and
development, job rotation and promotion policies and practices were
extremely necessary for the employees. It helps to employees to develop
their career and to motivate them for their well performance to do jobs
properly. The majority of officers and minority of non-officers are more
satisfied in existing telecom training and development policies and practices,
job rotation policies and practices and promotion policies and practices.
According to respondents view NT has satisfactory training and
management development programme. In the officer viewed that they more
satisfactions telecom training and development but non-officer express that
they are less satisfactions telecom training and development system. They
want to change its training and development system according to change of
world telecom environment. It should be job oriented, equal participation,
regularly training system and increase in training period.

Job rotation and transfer policies, promotion policies are satisfactory

for the entire telecom respondent’s view. They are less satisfied on its
practices. The telecom provided internal and external trainings, it provides
on-the-job, off-the- job training and other different specialized and job
related training. In the conclusion, the NT is not only a top telecom service
provider but also well managed organization of the country. Its personal
HRD policies and practices are better than other organizations. In overall,
the telecom employees are satisfied in existing HRD policies and practices.

127
5.3 RECOMMENDATIONS
The main Recommendations of the study are as follows:

1. One of the key factors of HRD is training and career development for the
employees. The need of the training should be on the basis of nature of
work.

2. Administrative and assistance level were provided lesser opportunity than

technical officers in International training programme. In coming year,
opportunities of International Training programmes should be equally
provided.

3. Training is not based on the scientific needs of the employees. There is

need for training policy review to adapt with changing world telecom
environment.

4. The selections criteria of training should be clear and transparent. There

should not be any interference by Department Chief or Personal
Administrative Department Chief or any other committee. It should be based
on employees’ current job performance, academic and specialized
qualification and interest of employees.

5. NT should provide equal opportunity to all the training and management

development programmes. The training program should be categorized into
short-term and long-term to all staff as per their requirements, interest and
nature of work.

6. HRD function should be done by collaboration of HR department and

training department in next three to five years.

7. Job rotation and transfer practices should be based on job performance

qualification, training and interest of employees. Job rotation and transfer
practices should be based on “Right man in right place at right time” policy.

8. The promotions policy and practices should be systematic, periodical,

scientific, transparent and practicable.

9. NT Should familiarize and provide equal opportunity to all of the

employees according to need, their job performance and knowledge about

128
HRD practices like Executive and supervisory/ management development,
Professional skill training, Technical/ job instruction and coaching, Sales
and marketing training, Customer service training, New employee
orientation, Health and safety training, Organizational development
consultation. They need HRD practices as far as possible. They want
systematic, periodical, scientific, transparent and practicable.

10. Trade union not only focused on employee's rights and in accessing the
given facilities and opportunities but it should focus on improving HRD
practice and improve on quality of work life in the organization.

11. Nepotism and favoritism in Nepal Telecom should be completely

avoided as far as possible.

12. As we know there are both external and internal environment, which
directly affects the function of any organization. So as far as applicable,
external environment like political crisis and other governmental policies
should be determined in early stages through research and development
activities so that their hamper can be minimized.

13. Occupational safety and health should be prioritized top in NT for the
creation of better working condition.

14. There is an urgent need for systematic Human Resource Development

practice substantiated by precise policy framework and objective oriented
programs in order to keep pace with changing environment.

15. The practice of human development research in NT is very weak and it

should be enhanced for the achievement of its objective in desired time.

16. Every HRD activities should not be done on basis of sources and forces.

THE END

129
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Nepal Telecom Ltd.)”. An unpublished Master Degree Thesis, Central
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Telecom Training Centre (2063/2064): Annual Training Program
Kathmandu
Tripathi, Purushottam (2007), “Effective of Sales Planning of Nepal
Telecom”. An unpublished Master Degree Thesis, Shanker Dev Campus,
T.U.
Thorton, Gorge C. and Byham, Uslliam C. (1982) Assessment Centre and
management Perform: New York, Academic, Press
Upadhyay, N.P. (1985) Employees Promotion in Nepalese Public
Enterprises: Nirnaya, No. 1, vol. 2 Kathmandu.
Upadhyay, N.P. (1981) Employees Promotion in Nepalese Public
Enterprises: Kathmandu.
UNDP (2007/2008) Human Development Report: 1 UN Plaza, New York,
New York, 10017, USA
Waston, Charles E. (1980) Management Development of through training,
Reading mass, Addison-Wesly Publishing Co. Inc.
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 APPENDIX

Human Resource Development in Nepal

(A Case Study of Nepal Telecom)

Dear Sir/ Madam/ Miss,

I am conducting a study Title Human Resource Development in Nepal (A

Case Study of Nepal Telecom) as partial fulfillment of the requirement for
the Degree of Master in Business Study (MBS) from T.U. I shall be very
grateful if you could kindly respond to these questionnaires. I can assure you
that information given by you will not be misused and used only in my
thesis. Your kind co-operation in this regard will be highly appreciated.

Thank you.
Yours faithfully

Kamal Nepal
MBS-II Year ( TU Regd: 7-1-309-04-97)
Tribhuvan Multiple Campus
Tansen, Palpa

1. Personal information
a. Name:……………………………(Optional)
b. Sex: Male: [] Female: [ ]
c. Age: [ ] years
d. Working place:
Department:…………………………Section:……………………
e. Qualification:…………. f. Post: …………… g. Level: …………….

2. Your service period:

a. 0-5 years []
b. 6-10 years []
c. 11-15 years []
d. 16-20 years []
e. Above 21 years [ ]

3. Nature of service:

134
a. General: []
b. Administrative: []
c. Technical: []
d. Specific: []
e. Others: []

4. Are you familiar with these typical HRD Practices? (Multiple

Choices).
a) Executive and supervisory/ management development [ ]
b) Professional skill training [ ]
c) Technical/ job instruction and coaching [ ]
d) Sales and marketing training [ ]
e) Customer service training [ ]
f) New employee orientation [ ]
g) Health and safety training [ ]
h) Organizational development consultation [ ]

5. Do you think Training/ Management Development is necessary for

your job/ duty?
a. Extremely necessary [ ]
b. Moderate necessary [ ]
c. A little bit necessary [ ]
d. Not necessary [ ]

6. Does the Training and Management Development programme help

your Career Development?
a. Yes [ ]
b. No [ ]

7. Are you aware about training policy and practices in NTC?

a. Yes [ ]
b. No [ ]

8. Have you been selected in any Training or Management Development

programme?
a. Yes [ ]
b. No [ ]

9. Are you selected International Training programme?

a. Yes [ ]

135
b. No [ ]

10. What type of Training programs did you attend?

a. On-the-job training [ ]
b. Off-the- training [ ]
c. Specialized training [ ]

11. Is there any practice of assessing training needs?

a. Yes [ ]
b. No [ ]
12. How you have been selected for training?
a. Department chief’s recommendation [ ]
b. Department supervisor’s recommendation [ ]
c. Personal approaches [ ]
d. Personal administration departments [ ]
e. Competition [ ]
f. Performance appraisal [ ]
g. Others……………………………………

13. How did Training help you?

a. Promotion in the job [ ]
b. To increase in the performance [ ]
c. Job related knowledge [ ]
d. Carrier development [ ]
e. All above [ ]

14. Are you satisfied with Trade union activities in your organization?
a. Yes [ ]
b. No [ ]

15. Do Trade unions help you to attend Training program and Career
Development as well in your organization?
a. Yes [ ]
b. No [ ]

16. Mainly Trade Union activities have focused on:

a. Higher compensation [ ]
b. Greater job security [ ]
c. Better working condition [ ]
d. Influence work rules [ ]

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e. Obtain political power [ ]

17. Who should own these functions in the next three to five years, given
conditions in your organization or industry?

18. Do you feel about nepotism and favoritism on HRD (Training,

promotion, job transfer or overall management) practices?
a. Yes [ ]
b. No [ ]
If yes
i. Low [ ]
ii. Medium [ ]
iii. High [ ]

19. Are you satisfied with your job?

a. Yes [ ]
b. No [ ]

If yes what are those factors

a. Personal contribution to the organization’s performance [ ]

137
b. Assignment of challenging task [ ]
c. Working condition [ ]
d. Job securities [ ]
e. Others [ ]

If no what are those factors

a. Lack of welfare facilities [ ]
b. No opportunity for carrier development [ ]
c. No good promotion policy [ ]
d. Reward and punishment system [ ]
e. Others [ ]

20. Are you seeking for better job opportunities than in NTC?
a. Yes [ ]
b. No [ ]

21. Are you satisfied of your immediate Boss (superior)?

a. Highly Satisfied [ ]
b. Moderately satisfied [ ]
c. Low satisfied [ ]
d. No satisfied [ ]

22. Is there job rotation policy with NTC?

a. Yes [ ]
b. No [ ]

23. Are you satisfied with existing job rotation policies and practices?
a. Yes [ ]
b. No [ ]

24. Are there promotion policies in NTC?

a. Yes [ ]
b. No [ ]

25. Are you satisfied with the existing transfer policies and practices?
a. Yes [ ]
b. No [ ]

26. Are you satisfied with the existing promotion policies and practices?
a. Yes [ ]

138
b. No [ ]

27. Has instability in Nepalese political environment been affecting the

present HRD policies & practices in your organization?
a. Highly effected [ ]
b. Moderately effected [ ]
c. Low effected [ ]
d. No effected [ ]

28. How do you feel, the condition about occupational safety and health-
working environment for you in your organization?
a. Highly Satisfied [ ]
b. Moderately satisfied [ ]
c. Low satisfied [ ]
d. Not satisfied [ ]

Thanks for your kind attention and providing me of your valuable time.
…………………………..... …………………………

Signature of Respondent Signature of Interviewer

Date: ……

139