ANKITA HAL

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A

RESEARCH REPORT

ON

TRAINING AND DEVELOPMENT PROCESS

AT HINDUSTAN AERONAUTICS LIMITED

Report submitted in partial fulfillment of the degree of POST GRADUATE

DIPLOMA IN MANAGEMENT

(Affiliated to AICTE)

(2009-2011)

SUBMITTED TO SUBMITTED BY

DR.SHRUTI GAUR

Faculty Guide

LBS, Gr eate r No ida

ANKITA SINGH

PGDM (6 th tr imeste r)

Roll No. 0911008

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DECLARATION

I Ank ita Singh, stude nt of PGDM (6 t tr imeste r), LLOYD BUSINESS SCHOOL, Gr eate r No ida,

her eby solemnly decla r e that the r esea r ch r epor t titled "TRAINING AND DEVELOPMENT IN

HAL" is the r esult of my work, and this f inal r esea r ch r epor t is being submitted to LBS for the

par tial f ulf illme nt of the degr ee of PGDM. I t is f ur ther endor sed her e that this r esea r ch r epor t has

not been submitted to any other univer sity or institute for the awar d of any degr ee or diploma.

ANKITA SINGHPGDM (6 thTr imeste r)

Roll No. 0911008

Date: ________________________

Place: ________________________

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ACKNOWLEDGEMENT

This is a plat for m for me convey my sincer e r egar ds for all those peo ple who enabled me to accomplish

my project work success f ully .

It is my pr ivile ge to expr ess my sincer e gr atitude to Dr. Shruti Gaur, Faculty Guide, LBS,

Greater Noida, for his r eal guida nce, encour ageme nt and valuable advice . I t is his conf idence imbibi ng

attitude and sple ndid discussi on s and endless endeav or s through which I have gained sign if icant

expe r ience.

I wo uld lik e to tha nk the entir e unit of work ing peo ple at Hindusta n A eron autics limited for their

imme nse concern throughout the project work, valuable guida nce and patie nt attitude . mak ing my

sur vey success f ul.

At the end, I am tha nkf ul to the Almighty for blessing me to complete this work S uccess f ully.

ANKITA SINGH

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PREFACE

The glo bal econo my of the day has endanger ed the sur vival of eve r y org anizati on and in par ticula r those

who w ant to have a competitive edge over the other s. The competitive edge may be a dista nt dr eam in the

abse nce of S upe r ior Q uality Pro ducts which otherw ise is the f unction of w ell-t r ained empl oyees . To day

r esour ces ar e scar ce and have to be used car ef ully and tr ainer s of all k inds ar e r equir ed to justi f y thei r

position and account for their activities . Tr aining activities , w hich ar e ill, dir ected and inadequately focused ,

do no t ser ve the pur pose of the tr ainer s. The tr ainees or the org anizati on hence identif ication of tr aining

needs becomes the to p pr ior ity of eve r y progr essive org anizati on. I dentif icati on of tr aining n eeds , if done

pro per ly, provides the basis on w hich all other tr aining activities can be conside r ed and will lead to

multis k illing, f itting peo ple to tak e ext r a r esponsibilities incr easing all round compete nce and pr epa r ing

peo ple to tak e on higher level r esp onsibility in f utu r e.

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CONTENTS

TOPIC PAGE NO.

CHAPTER-1 6-8Introduction

CHAPTER-2 9-16HAL An overview

CHAPTER-3 17-27Training & Development

CHAPTER-4 28-43Learning & Training

CHAPTER-5 44-47Training program in HAL

CHAPTER-6 48-60Research Objectives

CHAPTER-7 61-66Questionnaire

CHAPTER-8 67Conclusion

CHAPTER-9 68Recommendation

CHAPTER-10 69Bibliography

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CHAPTER-1

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EXECUTIVE SUMMARY

TRAINING AND DEVELOPMENT

To day, in ever y org anisati on per sonn el planning as an activity is necessa r y. I t is an impor tant par t of an

org anisation. H uma n R esour ce Planning is a vital ingr edie nt for the success of the org anisati on in the

long r un. T her e ar e cer tain ways that ar e to be follow ed by eve r y org anisati on, w hich ensur es that it has

r ight numbe r and k ind of peo ple, at the r ight place and r ight time , so that org anisati on can achieve its

planned o b jective .

The o b jectives of H uma n R esour ce Depar tme nt ar e Huma n R esour ce Planning, R ecr uitme nt and

Selecti on, Tr aining and Develo pme nt, Car eer planning, Tr ansf er and Pro motion, R isk M anageme nt,

Perfor mance A ppr aisal and so on. E ach o b jective needs special atte ntion and pro per planning and

impleme ntation.

Ever y org anizati on n eeds to have well tr ained and expe r ienced peo ple to perfor m the activities that

have to be done. If curr ent or potential jo b occupa nts can meet this r equir eme nt, tr aining is not

imp or tant. W hen this not the case , it is necessa r y to r aise the sk ill levels and incr ease the ver satility and

adaptability of employees . I t is being incr easing common for individual to change car eer s seve r al times

dur ing their work ing lives . T he pro bability of any young per son learning a jo b today and havi ng those

sk ills go basically uncha nged dur ing the for ty or so year s if his car eer is ext r emely unlik ely, may be

eve n impossible . In a r apid cha nging society empl oyee tr aining is not only an activity that is desi r able

but also an activity that an org anization must commit r esour ces to if it is to maintain a viable and

know ledgeable work for ce.

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The entir e project talk s about the tr aining and develo pme nt in theor etical as well as new concepts ,

which ar e in tr end now. H er e we have discussed what wo uld be the in put of tr aining if we eve r go for

and how can it be goo d to any org anizati on in r eaping the benef its from the money invested in ter ms

lik e (ROI) i.e. r etu rn on investme nt. What ar e the ways we can identif y the tr aining n eed of any

empl oyee and how to know w hat k ind of tr aining he can go for? Tr aining being cover ed in diff er ent

aspect lik es integr ating it with org anizational cultu r e. The best and latest available tr ends in tr aining

meth od, the benef its which we can der ive out of it. How the evaluati on should be done and how

eff ective is the tr aining all togethe r. So me of the compa nies pr actici ng tr aining in unique manner a

lesson for o ther to fo llow as to how to tr ain and r etain the best r esour ce in the wor ld to r eap the best out

of it.

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INTRODUCTION

Employee tr aining tr ies to imp rove sk ills , or add to the existi ng level of know ledge so that empl oyee is

bette r equipped to do his pr ese nt jo b, or to pr epa r e him for a higher position w ith incr eased

r esponsibilities . How ever individual grow th is not and ends in itsel f. Org anizati onal grow th need to be

measu r ed along w ith individual grow th.

Tr aining r ef er s to the teachi ng or learning activities done for the pr imar y pur pose of helpi ng membe r s

of an org anizati on to acqui r e and apply the know ledge sk ills , abilities , and attitude needed by that

org anization to acqui r e and apply the same . Bro adly spea k ing tr aining is the act of incr easing the

know ledge and sk ill of an employee for doing a par ticula r jo b.

In today¶s scenar io change is the or der of the day and the only way to deal with it is to learn and grow.

Employees have become centr al to success or f ailu r e of an org anizati on they ar e the cornuco pia of

ideas . So it high time the org anization r ealize that ³ tr ain and r etain is the mantr a of new mille nnium.´

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SCOPE OF THE STUDY

The sco pe of the study cover s in depth , the var ious tr aining pr actices , modules , for mats being fo llow ed

and is limited to the compa ny HAL and its empl oyees . T he diff er ent tr aining progr ammes

incor por ated/ f acilitated in HAL through its f aculties , outside agencies or prof ession al gro ups . It also

judges the enhanceme nt of the know ledge & sk ills of empl oyees and f eedbac k on its eff ective ness .

OBJECTIVE OF THE STUDY

The broad o b jective of the study of tr aining policies in HAL is to study the impact of tr aining on the

over all sk ill develo pme nt of work er s. The speci f ic o b jectives of the study ar e:

1. To exami ne the eff ective ness of tr aining in o ver all devel o pme nt of sk ills of

workfor ce.

2. To exami ne the impact of tr aining on the work er s.3. To study the cha nges in behavi or al pattern due to tr aining.

4. To measu r e the diff er ential cha nge in output due to tr aining

5. To compar e the cost eff ective ness in impla nting tr aining progr ammes .

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CHAPTER - 2

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HAL AN OVER VIEW

MISSION

³ To become a globally competitive aerospace industry while working as an instrument for

achieving self-reliance in design, manufacture and maintenance of aerospace defence equipment

and diversifying to related areas, managing the business on commercial lines in a climate of

growing professional competence "

VALUES

y CUSTOMER SATISFACTION

We ar e dedicated to buildi ng a r elati onship with our cust omer s wher e we become par tner s in f ulf illing

their missi on. W e str ive to under stand our cust omer s ' needs and to delive r products and ser vices that

f ulf ill and exceed all their r equir eme nts.

y COMMITMENT TO TOTAL QUALITY

We ar e committed to continuous improveme nt of all our activities . W e will supply products and

ser vices that confor m to highest standar ds of desi gn, manuf actu r e, r eliability , maintainability and

f itness for use as desi r ed by our cust omer s.

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y COST AND TIME CONSCIOUSNESS

We believe that our success depe nds on o ur ability to continually r educe the cost and shor ten the

delive r y per iod of o ur products and ser vices . W e will achieve this by elimi nating w aste in all activities

and continuously imp roving all processes in eve r y ar ea of o ur work.

y INNOVATION AND CREATIVITY

We believe in str iving for improveme nt in eve r y activity involved in our business by pur suing and

encour aging r isk -ta k ing, expe r imentation and learning at all levels within the compa ny with a view to

achievi ng excelle nce and competitive ness .

y TRUST AND TEAM SPIRIT

We believe in achievi ng har mon y in work lif e through mutual tr ust , tr anspar ency, co-o per ation, and a

sense of belong ing. W e will str ive for building emp ower ed teams to work tow ar ds achievi ng

org anizational goals.

y RESPECT FOR THE INDIVIDUAL

We value our peo ple. We will tr eat each other w ith dign ity and r espect and str ive for individual grow th

and r ealisati on of eve r yone's f ull potential.

y INTEGRITY

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We believe in a commitme nt to be honest , tr ustwor thy, and f air in all our deali ngs. We commit to be

loyal and devoted to o ur org anization. W e will pr actice sel f discipli ne and own r esponsibility for o ur

actions. We will comply with all r equir eme nts so as to ensur e that our org anization is always wor thy of

tr ust.

ORIGIN OF HAL

Hindustan Aeronautics Limited (HAL) came into existe nce on 1st October 1964. The

Co mpa ny was for med by the merger of H industa n Air cr af t Limited with Aeronautics India Limited and

Air cr af t Manuf actu r ing D epot, K an pur. T he Compa ny tr aces its roo ts to the pioneer ing effor ts of an

indust r ialist with extr aor dinar y vision, the late Seth Walcha nd Hir acha nd, w ho set up Hindusta n

Air cr af t Limited at Bangalor e in association w ith the er stwhile

pr incely State of M ysor e in Decembe r 19 4 0. T he Government of In dia became a shar eholder in M ar ch

194 1 and took o ver the Manageme nt in 19 42 .

To day, HAL has 19 Pro ducti on Un its and 9 R esea r ch and Design C enter s in 7 locations in In dia . T he

Co mpa ny has an impr essive product tr ack r ecor d ± 12 types of air cr af t manuf actu r ed with in-house R &

D and 14 types produced under lice nse. HAL has manuf actu r ed over 3550 aircraft 3 600 engines and

over hauled over 8150 aircraft and 27300 engines . HAL has been success f ul in nume rous R & D

progr ams develo ped for both Def ense and Civil Aviati on sect or s. HAL has made substa ntial progr ess in

its curr ent projects:

y Dhr uv, w hich is Adva nced Light Helico pter (ALH)

y Te jas - Light Combat Air cr af t (LCA)

y Inter mediate Jet Tr ainer (IJT)

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y ar ious milita r y and civil upgr ades .

y HAL has played a sign if icant role for In dia 's space progr ams by par ticipati ng in the manuf actu r e

of str uctu r es for S atellite Launch Vehicles lik e

y PSLV (Po lar S atellite Launch Vehicle )

y GSLV (G eo-synchrono us Satellite Launch Vehicle )

y IRS (In dian R emote Satellite )

y INSAT (In dian National Satellite )

y HAL has for med the follow ing Jo int Ventur es (JV s):

y BAeHAL Sof twar e Limited

y Indo-R ussia n Aviati on L imited (IRAL)

y Snecma HAL A erospace Pvt Ltd

y SAMTEL HAL D isplay System Limited

y HALBIT A vion ics Pvt Ltd

y HAL -Edgewoo d Technolog ies Pvt Ltd

y INFOTECH HAL L td

y A par t fro m these seve n, o ther ma jor dive r sif icati on projects ar e Indust r ial Mar ine Gas Tur bine

and Air por t Ser vices . S ever al Co-producti on and Joint Ventur es with international par ticipati on

ar e under conside r ation. HAL' s supplies / ser vices ar e mainly to In dian D ef ense Ser vices , Co ast

y Guar ds and Bor der Secur ity For ces . Tr anspor t Air cr af t and Helic o pter s have also been supplied

to A ir lines as well as State Governments of In dia . The Compa ny has also achieved a foothold in

expor t in mor e than 3 0 countr ies, havi ng dem onstr ated its quality and pr ice competitive ness .

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y HAL has won seve r al International & N ational Aw ar ds for achieveme nts in R&D, T echnolog y,

Manager ial Perfor mance, E xpor ts, En ergy Con ser vation, Q uality and Fulf illme nt of So cial

R esponsibilities .

y HAL w as awar ded the ³INTERNATIONAL GOLD MEDAL AWARD´ for Cor por ate

Achieveme nt in Quality and Eff icie ncy at the International Summit (G lo bal R ating L eade r s

2 003 ), Lon don, UK by M/s Glo bal R ating, UK in conjunction w ith the International

Infor mation and Mark eting C entr e (IIMC).

y HAL w as pr esented the International - ³ARCH O F EUROPE´ Aw ar d in Go ld Cate gor y in

r ecogn ition for its commitme nt to Q uality , Leade r ship , T echnolog y and Inno vation.· A t the

National level , HAL won the "GOLD TROPHY" for excelle nce in Public Sector M anageme nt,

instituted by the Standing Conf er ence of P ublic En ter pr ises (SCOPE).

y The Compa ny scaled new heights in the f inancial year 2 006 -07 with a turnover of R s.7 ,7 83 .61

Cror es.

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HAL PRODUCT PROFILE

Su 30 MKI

Tw in-seate r, M ulti- ro le, Long r ange Fighte r / Bomber / Air S upe r ior ity Air cr af t

MiG-27 M

Single-seate r T actical Fighter / Bo mber w ith var iable sweep wings

EJECTION SEAT

The Ejection S eat is installed to provide saf e escape to the Pilot from the Air cr af t while

catapuli ng is eff ected with the help of a combined Ejection G un. T he Division has the f acilities and

expe r tise in the manuf actu r e and over haul of e jection seats for both MiG-27 M and MiG-2 1 var iants.

Jaguar International

HAL comme nced producti on of J aguar In ternational - deep penetr ation str ik e and battle f ield tactical

Supp or t Air cr af t in 19 7 9 under lice nce from Br itish Aerospace , includi ng the engine, access or ies and

avion ics.Jaguar air cr af t is desi gned with 7 har d points ( 4 under w ing, 2 over w ing and 1 under

f usela ge) capable of.

Dhruv (Advanced Light Helicopter)

With a proven tr ack r ecor d and established tech nology for manuf actu r e of helic o pter s and

its components, the Helic o pter Division comme nced ser ies producti on of D hr uv (Adva nced Light

Helic o pter) in 2 000 - 2 001. T he ALH is a multi- ro le, multi-missi on helic o pter in 5 .5 ton class , f ully

desi gned and develo ped by HAL. B uilt to FAR 2 9 speci f icati ons, D hr uv is designed to meet the

r equir eme nt of both milita r y and civil o per ator s.

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Major Features

y Designed to perfor m both utility and attac k ro les

y · Tw in engine conf igur ation w hich allow s continued f light vir tually throughout the f light

envelo pe

y Incor por ates a numbe r of adva nced tech no log ies ± Integr ated Dynamic System (IDS) , An ti-

r esonance Vibr ation I solation S ystem (ARIS) , Full Author ity Digital Elect ron ic Con trol

(FADEC) , H ingeless Main Ro tor, B ear ingless Tail Ro tor and Automatic Flight Con trol

y System

y 7 Dhr uv Helico pter s wer e delive r ed to In dian D ef ence For ces in 2 000 -2 001 E xpor ts :

y Air bus A32 0 Forw ar d Passe nger Door s

y Boeing 757 Over W ing E xit Door s

y Boeing 777 U plock Bo x Assembly

y Boeing 7 67 Bulk C argo Door s

y Boeing 737 Fr eighte r Con ver sion K its

y BAE S ystems ± Torn ado P ylons

y Fokk er Aerostr uctu r es ± F5 0 Hor izontal Stablize r s

y Boeing -3 D-Mo delli ng / Digitisati on of Dr awings

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HAL in India

Corporate Office

· B angalor e

Liaison Offices

· M umbai

· D elhi

· C hennai

· V isha k apat nam

· M anuf actu r ing Un its

· B angalor e

· H yder abad

· Lucknow

· Korw a ( UP)

· Kor aput (Or issa )

· K an pur

· N asik ( M ahar asht r a)

Design Centers

· B angalor e

· H yder abad

· N asik.

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Liaison Offices out of India

· Lon don

· Mo scow

FINANCIAL HIGHLIGHTS

R upees in Cror es

Particulars 2007-08 2008-09 Growth over Previous Year

Sales 8625 10373 2 0.27%

VOP 8 7 91 11811 34 .35%

Prof it befor e tax 2 164 2335 7 .90%

Prof it af ter tax 1632 174 0 6.6 2%

Gro ss Block 2255 2 63 8 16.98 %

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AN OVERVIEW TO TRAINING AND DEVELOPMENT

It is a subsystem of an org anizati on. I t ensur es that r andomness is r educed and learning or behavi or al

cha nge tak es place in str uctu r ed for mat .

TRADITIONAL AND MODERN APPROACH OF TRAINING AND DEVLOPMENT

Traditional Approach

Mo st of the org anizati ons befor e never used to believe in tr aining. T hey wer e holding the tr aditi onal

view that manager s ar e born and not made . Ther e wer e also some views that tr aining is a ver y costly

aff air and not wor th. Org anizati ons used to believe mor e in executive pinching. B ut now the scenar io

seems to be changing.

The modern approach

of tr aining and develo pme nt is that Indian Org anizations have r ealized the impor tance of cor por ate

tr aining. Tr aining is now conside r ed as mor e of r etention too l than a cost. The tr aining system in In dia n

Indust r y has been changed to cr eate a smar ter workfor ce and yield the best r esults .

TRAINING DEFINED

It is a learning process that involves the acquisiti on of know ledge, shar pening of sk ills , concepts , r ules ,

or changing of attitudes and behaviour s to enhance the perfor mance of employees . Tr aining is activity

leadi ng to sk illed behavi or

y It¶s not what you want in lif e, but it¶s know ing how to r each it

y It¶s not wher e you want to go, but it¶s know ing how to g et ther e

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y It¶s not how high you want to r ise, but it¶s know ing how to tak e off

y It may not be quite the outcome you wer e aimi ng for, but it will be an outcome

y It¶s not what you dr eam of doing, but it¶s havi ng the know ledge to do it

y It's not a set of go als, but it¶s mor e lik e a vision

y It¶s not the goal you set , but it¶s what you need to achieve it

y Tr aining is about know ing w her e you stand (no matte r how goo d or bad the curr ent

situati on look s) at pr esent, and wher e you will be af ter some point of time . Tr aining is

about the acquisiti on of know ledge, sk ills , and abilities (KSA) through prof essional

devel o pment.

Importance of Training and Development

y Optimum Utilization of Human Resources

Tr aining and Develo pment helps in o ptimizi ng the utilizati on of huma n r esour ce that f ur ther helps the

empl oyee to achieve the org anizational goals as well as their individual goals.

y Development of Human Resources

Tr aining and Develo pme nt helps to provide an o ppor tunity and broad str uctu r e for the devel o pme nt of

huma n r esour ces¶ tech nical and behavi or al sk ills in an org anization. I t also helps the employees in

attaining per sonal grow th.

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y Development of skills of employees

Tr aining and Develo pme nt helps in incr easing the jo b know ledge and sk ills of employees at each level .

It helps to expa nd the hor izons of huma n intellect and an o ver all per sonality of the empl oyees

y productivity

Tr aining and Develo pme nt helps in incr easing the productivity of the employees that helps the

org anization f ur ther to achieve its long -te r m goal

y Team spirit

Tr aining and Develo pme nt helps in inculcati ng the sense of team work, team spir it, and inter -team

collab or ations. I t helps in inculcati ng the zeal to learn w ithin the empl oyees

y Organization Culture

Tr aining and Develo pme nt helps to devel o p and improve the org anizational health cultu r e and

eff ective ness . I t helps in cr eating the learning cultu r e within the org anization.

y Organization Climate

Tr aining and Develo pme nt helps buildi ng the positive per cepti on and f eeli ng about the org anizati on.

The empl oyees get these f eeli ngs from leade r s, sub or dinates , and peer s.

y Quality

Tr aining and Develo pme nt helps in improving upon the quality of work and work -lif e.

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y Healthy work-environment

Tr aining and Develo pment helps in cr eating the healthy work ing environ ment. It helps to build goo d

empl oyee, r elati onship so that individual goals aligns with org anizational goal.

y Health and Safety

Tr aining and Develo pme nt helps in improving the health and saf ety of the org anization thus pr eve nting

o bsolesce nce.

y Morale

Tr aining and Develo pme nt helps in improving the mor ale of the work for ce.

y Image

Tr aining and Develo pme nt helps in cr eating a bette r cor por ate image.

y Profitability

Tr aining and Develo pme nt leads to improved prof itability and mor e positive attitudes tow ar ds prof it

or ientation.

y Training and Development aids in organizational development

i.e. Org anizati on g ets mor e eff ective decisi on mak ing and pro blem solving. I t helps in under standing

and carr ying o ut org anizational policies .

y Tr aining and Develo pment helps in devel o ping leade r ship sk ills , motivati on, loyalty ,

bette r attitudes , and other aspects that success f ul work er s and manager s usually display .

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TRAINING AND DEVELOPMENT OBJECTIVES

The pr incipal o b jective of tr aining and develo pme nt divisi on is to mak e sur e the availability of a sk illed

and willing workfor ce to an org anizati on. In additi on to that , ther e ar e four o ther o b jectives: Individual ,

Org anizati onal, Functional, and So cietal .

y Individual Objectives

help employees in achievi ng thei r per sonal goals, which in turn, enhances the individual

contr ibution to an org anization.

y Organizational Objectives

assist the org anization w ith its pr imar y o b jective by br ing ing individual eff ective ness .

y Functional Objectives

maintain the depa r tme nt¶s contr ibuti on at a level suitable to the org anization¶s needs .

y Societal Objectives

ensur e that an org anization is ethically and socially r esp onsible to the needs and challe nges of

the society .

Importance of Training Objectives

Tr aining o b jective is one of the most imp or tant par ts of tr aining progr am. While some peo ple think of

tr aining o b jective as a waste of valuable time . The counter argume nt her e is that r esour ces ar e always

limited and the tr aining o b jectives actually lead the design of tr aining. I t provides the clea r guideli nes

and devel o ps the tr aining progr am in less time because o b jectives focus speci f ically on n eeds . I t helps

in adhe r ing to a plan. Tr aining o b jectives tell the tr ainee that what is expected out of him at the end of

the tr aining progr am. Tr aining o b jectives ar e of gr eat sign if icance from a numbe r of stak eholder

per spectives .

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1. Tr ainer

2 . Tr ainee

3 . Designer

4 . E valuat or

y Trainer

The tr aining o b jective is also benef icial to tr ainer because it helps the tr ainer to measu r e the

progr ess of tr ainees and mak e the r equir ed ad justme nts. Also, tr ainer comes in a position to

establish a r elationship between o b jectives and par ticula r segments of tr aining.

y Trainee

The tr aining o b jective is benef icial to the tr ainee because it helps in r educi ng the anxiety of the

tr ainee up to some exte nt. No t know ing anything or go ing to a place which is unknown cr eates

anxiety that can negatively aff ect learning. T her efor e, it is impor tant to k eep the par ticipa nts

awar e of the happe nings, r athe r than k eeping it sur pr ise.

Secondly , it helps in incr ease in concentr ation, w hich is the cr ucial f actor to

mak e the tr aining success f ul. T he o b jectives cr eate an image of the tr aining progr am in tr ainee¶s

mind that actually helps in gaining atte ntion. T hir dly, if the goal is set to be challe nging and

motivati ng, then the lik elihoo d of achievi ng those goals is much higher than the situati on in

which no go al is Set. Ther efor e, tr aining o b jectives helps in incr easing the pro bability that the

par ticipa nts will be success f ul in tr aining.

y Designer

The tr aining o b jective is benef icial to the tr aining desi gner because if the desi gner is awar e

what is to be achieved in the end the n he¶ll buy the tr aining pack age accor ding to that on ly. T he

tr aining designer wo uld the n look for the tr aining meth ods, tr aining equipme nts, and tr aining

content accor dingly to achieve those o b jectives . Fur ther mor e, planning always helps in deali ng

eff ectively in an unexpected situati on. Con side r an example; the o b jective of on e tr aining

progr am is to deal eff ectively with cust omer s to incr ease the sales . S ince the o b jective is known,

the desi gner w ill design a tr aining progr am that will include ways to improve the inter per sonal

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sk ills , such as ver bal and non ver bal language, deali ng in unexpected situati on i.e. w hen ther e is

a def ect in a product or w hen a cust omer is angr y. T her efor e, w ithout any guida nce, the tr aining

may not be designed app ro pr iately .

y Evaluator

It becomes easy for the tr aining evaluat or to measu r e the progr ess of the tr ainees because the

o b jectives def ine the expected perfor mance of tr ainees . Tr aining o b jective is an impor tant to

too l to judge the perfor mance of par ticipa nts.

Training and Human Resource Management

The HR f unction ing is cha nging w ith time and with this cha nge, the r elati onship between the tr aining

f unction and other manageme nt activity is also changing. T he tr aining and develo pme nt activities ar e

now equally impor tant with that of o ther HR f unctions. Gon e ar e the days , when tr aining w as

conside r ed to be f utile , waste of time , r esour ces, and money. Now -a-days , tr aining is an investme nt

because the depa r tme nts such as, mark eting & sales , HR, producti on, f inance, etc depe nds on tr aining

for its sur vival . If tr aining is not conside r ed as a pr ior ity or no t seen as a vital par t in the org anizati on,

then it is diff icult to accept that such a compa ny has eff ectively carr ied out HRM. Tr aining actually

provides the o ppor tunity to r aise the prof ile devel o pment activities in the org anization. To incr ease the

commitme nt level of empl oyees and grow th in quality moveme nt (concepts of HRM), senior

manageme nt team is now incr easing the ro le of tr aining. S uch concepts of HRM r equir e car ef ul

planning as well as gr eate r emphasis on employee devel o pment and long ter m educati on.

Tr aining is now the impor tant too l of H uma n R esour ce Manageme nt to control the att r ition r ate

because it helps in motivati ng empl oyees , achievi ng their prof essional and per sonal goals, incr easi ng

the level of jo b satis f action, etc . As a r esult tr aining is given on a var iety of sk ill develo pme nt and cover s a multitude of cour ses.

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Role of HRD Professionals in Training

This is the er a of cut-th roat competiti on and with this cha nging scenar io of business; the ro le of HR

prof essionals in tr aining has been w idened. HR ro le now is:

1. A ctive involveme nt in employee educati on

2 . R ewar ds for improveme nt in perfor mance

3 . R ewar ds to be associated with sel f esteem and sel f wor th

4 . Pro viding pr e-empl oyme nt mark et or iented sk ill develo pme nt educati on and post empl oyme nt supp or t for adva nced educati on and tr aining

5. Flexible access i.e. anytime , anywher e tr aining.

Models of Training

Tr aining is a sub-system of the org anization because the depa r tme nts such as, mark eting & sales , HR, producti on, f inance, etc depe nds on tr aining for its sur vival . Tr aining is a tr ansfor ming process that

r equir es some in put and in turn it produces output in the for m of know ledge, sk ills , and attitudes

(KSA s).

THE TRAINING SYSTEM

A S ystem is a combination of things or par ts that must work togethe r to perfor m a par ticula r f uncti on.An org anizati on is a system and tr aining is a sub system of the org anizati on. T he System A pproach

views tr aining as a sub system of an org anization. S ystem A pproach can be used to exami ne broad

issues lik e o b jectives , f unctions, and aim. It establishes a log ical r elationship between the seque ntial

stages in the process of tr aining n eed analysis (TNA), for mulati ng, delive r ing, and evaluati ng. T her e

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ar e 4 necessa r y in puts i.e. technology, man, material, time required in every system to produce

products or services. And eve r y system must have some output from these in puts in or der to sur vive .

The output can be tangible or intangible depe nding upon the org anizati on¶s r equir eme nt. A system

app roach to tr aining is planned cr eation of tr aining progr am. This app roach uses step-by-step

procedu r es to solve the pro blems . Un der systematic app roach, tr aining is under tak en on planned basis .

Out of this planned effor t,

one such basic model of f ive steps is system model that is explai ned below. Org anizati on ar e work ing

in o pen environ ment i.e. ther e ar e some internal and exte rnal for ces , that poses thr eats and

o ppor tunities , ther efor e, tr ainer s need to be awar e of these for ces which may impact on the content,

for m, and conduct of the tr aining effor ts. The internal for ces ar e the var ious dema nds of the

org anization for a bette r learning environ ment; need to be up to date with the latest tech nolog ies.

The thr ee model of tr aining ar e:

1. System Mo del

2 . In str uctional System Develo pme nt Mo del

3 . Tr ansitional model

System Model Training

The system model consists of f ive phases and should be r epeated on a r egular basis to mak e f ur ther

imp roveme nts. The tr aining should achieve the pur pose of helpi ng employee to perfor m their work to

r equir ed standar ds.

Mo del of tr aining ar e as follow s:

1. An alyze and identif y the tr aining n eeds i.e. to analyze the depa r tme nt, jo b, empl oyees r equir eme nt,

who needs tr aining, w hat do they need to learn, estimati ng tr aining cost, etc.

2 . T he next step is to devel o p a perfor mance measu r e on the basis of w hich actual perfor mance wo uld

be evaluated .

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3 . Design and provide tr aining to meet identif ied needs . T his step r equir es devel o ping o b jectives of

tr aining, identif ying the learning steps , seque ncing and str uctu r ing the contents.

4 . Develo p- This phase r equir es listing the activities in the tr aining progr am that will assist the

par ticipa nts to learn, selecti ng delive r y meth od, exami ning the tr aining mate r ial, validati ng infor mati on

to be impa r ted to mak e sur e it accomplishes all the goals & o b jectives .

5 . Impleme nting is the har dest par t of the system because one wrong step can lead to the f ailu r e of

whole tr aining progr am.

6. E valuati ng each phase so as to mak e sur e it has achieved its aim in ter ms of subseque nt work

perfor mance. Mak ing n ecessa r y ame ndme nts to any of the pr evious stage in or der to r emedy or imp rove f ailu r e pr actices Instr uctional System Develo pment Mo del(ISD)Mo del Instr uctional System

Develo pme nt model was made to answer the tr aining pro blems . T his model is widely used now -a-days

in the org anization because it is concerned with the tr aining n eed on the jo b perfor mance. Tr aining

o b jectives ar e def ined on the basis of jo b r esponsibilities and jo b desc r iption and on the basis of the

def ined o b jectives individual progr ess is measu r ed. This model also helps in dete r mining and

devel o ping the f avor able str ategies, seque ncing the content, and delive r ing media for the types of

tr aining o b jectives to be achieved .

The Instr uctional System Develo pme nt model compr ises of f ive stages:

1. ANALYSIS

This phase consist of tr aining n eed assessme nt, jo b analysis , and target audie nce analysis .

2.

PLANNING This phase consist of setti ng go al of the learning o utcome, instr uctional o b jectives that measu r es

behavi or of a par ticipa nt af ter the tr aining, types of tr aining mate r ial, media selecti on, meth ods

of evaluati ng the tr ainee, tr ainer and the tr aining progr am, str ategies to impa r t know ledge i.e.

selecti on of content, seque ncing of content, etc .

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3 . DEVELOPMENT

This phase tr anslates desi gn decisi ons into tr aining mate r ial. It consists of devel o ping cour se

mate r ial for the tr ainer includi ng handouts , work book s, visual aids , dem onstr ation pro ps, etc ,

cour se mate r ial for the tr ainee includi ng handouts of summa r y.

4. EXECUTION

This phase focuses on log istical arr angeme nts, such as arr anging spea k er s, equipme nts,

benches , podium , foo d f acilities , cooling, lighting, park ing, and other tr aining access or ies.

5 . EVALUATION

The pur pose of this phase is to mak e sur e that the tr aining progr am has achieved its aim in

ter ms of subseque nt work perfor mance. This phase consists of identif ying str engths and

weaknesses and mak ing n ecessa r y ame ndme nts to any of the pr evious stage in or der to r emedy

or improve f ailu r e pr actices .

The ISD model is a continuous process that lasts throughout the tr aining progr am. It

also highlights that f eedbac k is an impor tant phase throughout the entir e tr aining progr am. In this

model, the output of on e phase is an in put to the next phase . Tr ansitional model focuses on the

org anization as a whole. T he oute r loo p desc r ibes the vision, missi on and values of the org anizati on on

the basis of w hich tr aining model i.e. inner loo p is executed .

Vision

focuses on the milest ones that the org anization wo uld lik e to achieve af ter the

def ined point of time . A vision stateme nt tells that wher e the org anization sees itsel f f ew

year s down the line. A vision may include setti ng a role mode, or br inging some internal tr ansfor mation, or may be promisi ng to meet some other deadli nes

Mission

explai n the r eason of org anizational existe nce. It identif ies the position in the

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commu nity. The r eason of develo ping a missi on stateme nt is to motivate , inspir e, and infor m the

empl oyees r egar ding the org anizati on. T he missi on stateme nt tells about the identity that how the

org anization wo uld lik e to be viewed by the cust omer s, empl oyees , and all other stak eholder s.

Values

is the tr anslation of vision and missi on into commu nicable ideals . I t r ef lects the deeply held values of

the org anization and is indepe ndent of curr ent indust r y environ ment. For example , values may include

social r esponsibility , excelle nt cust omer ser vice , etc .

The missi on, vision, and values pr ecede the o b jective in the inner loo p. This model conside r s the

org anization as a whole. T he o b jective is for mulated k eeping these thr ee things in mind and the n the

tr aining model is f ur ther

DIFFERENCE BETWEEN TRAINING AND DEVELOPMENT:

Tr aining and develo pme nt go hand in hand and ar e of ten used synon ymously but ther e is a diff er ence

between them. Training is the process of learning a seque nce of progr ammed behavi or. I t is an

applicati on of know ledge. I t gives peo ple an awar eness of the r ules and procedu r es to g uide their

behavi or. I t intends to improve thei r perfor mance on the curr ent jo b and pr epa r es them for an intended

jo b.

Development is a r elated process . It cover s not only those activities , w hich improve jo b

perfor mance, but also those, which br ing about grow th of the per sonality . I t helps individual in the

progr ess tow ar ds matu r ity and actualizati on of potential capabilities so that they can become not only

goo d empl oyees but bette r huma n beings.

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LEARNING AND TRAINING Irr espective of the type or meth od of tr aining, a tr ainer has to k eep in mind some of the pr inciples of learning or motivati on, w hich wo uld enhance internationalizati on of w hat is tau ght.

PRINCIPLES OF TRAINING

MOTIVATION

Learning is enhanced when the learner is motivated . L earning expe r ience must be designed so learner s

can see how it will help in achievi ng the goals of the org anizati on. Eff ective ness of tr aining depe nds on

motivati on.

FEEDBACK

Tr aining r equir es f eedbac k. I t is r equi r ed so the tr ainee can corr ect his mista k es. On ly getting

infor mation about how he is doing to achieve goals, he can corr ect the deviati ons.

REINFORCEMENT

The pr inciple of r einfor ceme nt tells the behavi or s that ar e positively r einfor ced ar e encour aged and

sustai ned. I t incr eases the lik elihoo d that a learned behavi or w ell be r epeated .

PRACTICE

Pr actice incr eases a tr ainee¶s perfor mance. When the tr ainees pr actice actually , they gain conf idence

and ar e less lik ely to mak e error s or to forg et what they have learned.

INDIVIDUAL DIFFERENCES

Individual tr aining is costly . Gro up tr aining is adva ntageous to the org anization. In dividuals var y in

intelli gence and aptitude from per son to per son. Tr aining must be gear ed to the intelli gence and

aptitude of individual tr ainee.

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OBJECTIVES OF TRAINING

TO INCREASE PRODUCTIVITY

An instr uctor can help employees incr ease thei r level of perfor mance on their assignment. Incr ease in

huma n perfor mance leads to incr ease in the o per ational productivity and also the incr ease in the prof it

of the compa ny.

TO IMPROVE QUALITY

Bette r -tr ained work er s ar e less lik ely to mak e o per ational mista k es. It can be in r elati onship to the

compa ny or in r ef er ence to the intangible org anizational employme nt atmosphe r e.

TO HELP A COMPANY FULFILL ITS FUTURE PERSONNEL NEEDS

The org anizations havi ng goo d internal tr aining and develo pme nt progr ammes will have to mak e less

cha nges and ad justme nts. When the need ar ises , vaca ncies can be easily sta ff ed.

TO IMPROVE ORGANIZATIONAL CLIMATE

An endless chai n of positive r eactions r esult fro m a well planned tr aining progr amme .

TO IMPROVE HEALTH AND SAFETY

Pro per tr aining can pr eve nt indust r ial accide nts. A saf er atm osphe r e leads to

mor e stable attitudes on par t of the empl oyees .

PERSONAL GROWTH

Employees on a per sonal basis gain individually fro m thei r exposur e to educati onal exp r essions.

Tr aining progr ammes give them wider awar eness and sk ills

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NEED FOR TRAINING

To impa r t to the new entr ants the basic know ledge and sk ills they need for def inite task s.

To assist empl oyees to f unction mor e eff ectively in thei r pr esent positions by exposing them to new

concepts .

To build a line of compete nt peo ple and pr epa r e them to o ccupy mor e r esponsible positions.

To r educe the supe r vision time , wasta ge and spoilage of n ew mate r ial.

To r educe the def ects and minimize the indust r ial accide nts.

To ensur e the econo mical output of the r equir ed quality .

To pr event o bsolesce nce.

To promote individual and collective mor ale, r esponsibility and coo per ative attitudes etc .

TRAINING INPUTS

Ther e ar e thr ee basic types of in puts;

(i)Sk ills

(ii)Attitude

(iii)Know ledge.

The pr imar y pur pose of tr aining is to establishi ng a sound r elationship is at its best when the work er s

attitude to the jo b is r ight, when the work er s know ledge of the jo b is adequate , and he has devel o ped

the necessa r y sk ills . Tr aining activities in an indust r ial org anizati on ar e aimed at mak ing desir ed

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modif icati ons in sk ills , attitudes and know ledge of employee so that they perfor m thei r jo bs most

eff icie ntly and eff ectively

.BEST TIME TO IMPART TRAINING TO EMPLOYEE

1. NEW RECRUITS TO THE COMPANY

These have a r equir eme nt for inducti on into the compa ny as a whole in ter ms of its business activities

and per sonn el policies and provisions, the ter ms, conditions and benef its app ro pr iate to the par ticula r

empl oyee, and the car eer and adva nceme nt o ppor tunities available .

2. TRANSFEREES WITHIN THE COMPANY

These ar e peo ple who ar e moved fro m one jo b to another, eithe r w ithin the same work ar ea, i.e. the

same depa r tme nt or f unction, or to dissimila r work under a diff er ent manageme nt. Un der this headi ng

we ar e excludi ng promotions, w hich tak e peo ple into entir ely new levels of r esponsibility .

3. PROMOTIONS

Although simila r to the tr ansf er ee in that ther e is a new jo b to be learned in new surro undings, he is

dissimila r in that the promotion has brought him to a new level of supe r visor y or manageme nt

r esponsibility . The cha nge is usually too impor tant and diff icult to mak e success f ully to per mit one to

assume that the promotes will pick it up as he goes along and atte ntion has to be paid to tr aining in the

task s and the r esponsibilities and per sonal sk ills necessa r y for eff ective perfor mance.

4. NEW PLANT OR EQUIPMENT

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Even the most expe r ienced o per ator has eve r ythi ng to learn w hen a compute r and elect ron ic controls

r eplace the pr evious manual and elect ro-mecha nical system on the process plant on w hich he work s.

Ther e is no less a tr aining r equi r eme nt for the supe r visor s and process manageme nt, as well as for

technical ser vice production control and other s.

5. NEW PROCEDURES

Mainly for those who work in off ices in comme r cial and admi nistr ative f unctions but also for those

who w e work place is on the sho p f loor or on process plant on any occasi on on w hich ther e

is a modif icati on to existi ng paperwork or procedu r e for, say the withd r awal of mate r ials fro m stor es,the control of cust omer cr edit the app roval of expe nse claims , ther e needs to be instr uction on the

cha nge in the way of work ing in many insta nces , a note br ing ing the attention of all concerned the

cha nge is assume to be suff icie nt, but ther e ar e cases , such as when total new systems in cor por ating IT

up dates ar e installed , w hen mor e thoro ugh tr aining is needed .

6. NEW STANDARDS, RULES AND PRACTICES

Changes in any one these ar e lik ely to be conveyed by pr inted note or by wor d of mouth by the

manager to his subor dinates , and this can be the most satis f action w ay of deali ng w ith the cha nge fro m

the point of view of g etting those aff ected to under stand thei r new r esponsibility . How ever no t all

cha nges under this headi ng can be lef t to this sor t of handling. E ven the simplest look ing instr uction

may be r egar ded as undesir able or impr acticable by whoever has to perfor m it he may not under stand

the pur pose behind the change and lose conf ide nce in a manageme nt which he now believes to be

µmessi ng about¶, or he may under stand the pur pose and have a bette r alte rnative to off er if it is not too

late .

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7. NEW RELATIONSHIP AND AUTHORITIES

These can ar ise, as a r esult of manageme nt decisi ons, in a numbe r of w ays . In examples , the r ecogn ition

of the acc ounts depa r tme nt can r esult in a r ealizati on of r esponsibilities between the section leade r s of

cr edit control, invoicing and cust omer r ecor ds, although ther e is no moveme nt of sta ff between the

sections (i.e. no tr ansf er s). A lthough the cha nge in work content for each clerk and supe r visor is

def ined clea r ly for each per son in the new procedu r es, ther e is neve r theless a need for each per son to

know w her e he stands in the new set up, which is r esponsible for w hat , and wher e to dir ect pro blems and enquir ies as they ar ise in the f utu r e.

8. MAINTENANCE OF STANDARDS

We ar e her e concerned with maintenance of standar ds through tr aining, for it must be r emembe r ed that

supe r vision and inspecti on and quali f y contro l ar e continuously r esponsible for standar ds and exe r cise

their own author ities to this end. A lthough it is gener ally agr eed that some r etr aining fro m time to time ,

tak ing var ied for ms eve n for the on gro up of empl oyees , does act as both a r eminder and a stimulus ,

ther e is not much agr eeme nt on the next fr eque ncy and for m that such r etr aining should tak e, of ther e is

as yet little scie ntif ic know ledge on this sub ject which is of much use in indust r ial situati ons.

9. THE MAINTENANCE OF ADAPTABILITY

Again, w hilst ther e is little scie ntif ic study of the loss of ability to learn n ew sk ills in those cases wher e

peo ple spe nd a long time without change, and without the need to learn, ther e is incr easi ng evide nce in

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curr ent expe r ience to suggest that this is the case in indust r ial employme nt. Add, of cour se, ther e is the

inf er ence ar ising fro m the labor ator y expe r iments of psych olog ists .

10. THE MAINTENANCE OF MANAGEMENT SKILLS &

STANDARDS

Sk ills in supe r visi ng, employee app r aisal , commu nicati ons, leade r ship etc ar e imp or tant in all

compa nies. So me of these sk ills ar e see n to be cr itical to ma jor devel o pments in compa ny org anisati on,

cultu r e, employee emp ower ment and so on. In itial tr aining in these sk ills is not uncommon in the

largest compa nies on appointme nt into manageme nt and supe r vision. B ut continuous tr aining and perfor mance mon itor ing is r ar e, despite the common know ledge that standar ds ar e as var ied as huma n

natu r e.

11. RETIREMENT AND REDUNDANCY

Employees of any position in the compa ny who ar e headi ng towar ds r etir eme nt will benef it fro m

learning about health , social lif e, work o ppor tunities money manageme nt etc . Internal or exte rnal

cour ses ar e best atte nded a year or two befor e r etir eme nt date , in a f ew compa nies a membe r of

Per sonnel will act as a counselor as r equir ed.

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TYPES OF TRAINING

Tr aining is r equi r ed for seve r al pur poses. Accor ding ly tr aining progr ammes may be of the follow ing

types:

Orientation training :

Inducti on or or ientation tr aining seek s to ad just newly appointed empl oyees to the work environ ment.

Ever y new employee needs to be made f ully f amilia r w ith his jo b, his supe r ior s and subor dinates and

with the r ules and r egulati ons of the org anization. In ducti on tr aining cr eates self -conf idence in the

empl oyees . It is also know s as pr e- jo b tr aining.

It is br ief and infor mative .

Job training :

It r ef er s to the tr aining provided with a view to incr ease the know ledge and sk ills of an employee for

perfor mance on the jo b. E mployees may be tau ght the corr ect meth ods of handling equipme nt and

machi nes used in a jo b. Such tr aining helps to r educe accide nts, waste and ineff icie ncy in the

perfor mance of the jo b.

Safety training :

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Tr aining provided to minimize accide nts and dama ge to machi ner y is known as saf ety tr aining. I t

involves instr uction in the use of saf ety devices and in saf ety consciousness .

Promotional training :

It involves tr aining of existi ng employees to enable them to perfor m higher -level jo bs. E mployees with

potential ar e selected and they ar e given tr aining befor e their promotion, so that they do no t f ind it

diff icult to shoulde r the higher r esponsibilities of the new positions to w hich they ar e promoted .

Refresher training :

When existi ng tech niques become o bsolete due to the develo pment of bette r techniques , empl oyees

have to be tr ained in the use of n ew meth ods and techniques . With the passa ge of time employee may

forg et some of the meth ods of doing work. R efr eshe r tr aining is desi gned to r evive and r efr esh the

know ledge and to update the sk ills of the existi ng empl oyees . Shor t-te r m r efr eshe r cour ses have

become po pular on account of r apid cha nges in tech nolog y and work meth ods. R efr eshe r or r e-tr aining

progr ammes ar e conducted to avoid o bsolesce nce of know ledge and sk ills .

METHODS OF TRAINING

ON-THE-JOB TECHNIQUES

On the jo b tech niques enables manager s to pr actice manageme nt sk ills , mak e mista k es and learn fro m

thei r mista k es under the guida nce of an expe r ienced , compete nt manager. So me of the meth ods ar e as:

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· Job Rotation : It is also r ef err ed to as cross str aining. I t involves placi ng an employee on diff er ent

jo bs for per iods of time r anging fro m a f ew hour s to seve r al week s. At lower jo b levels , it nor mally

consumes a shor t per iod, such as f ew hour s or on e or two days . At higher jo b levels , it may consume

much larger per iods because sta ff tr ainees may be learning complex f unctions and r esponsibilities . Jo b

rotation for manager s usually involves temp or ar y assi gnments that may r ange from seve r al mon ths to

one or mor e year s in var ious depa r tme nts, plants and off ices . Jo b rotation for tr ainees involves seve r al

shor t-te r m assignments, that touch a var iety of sk ills and gives the tr ainees a gr eate r under standing of

how var ious work ar eas f unction. For middle and uppe r level manageme nt, it ser ves a slightly diff er ent

f unction. A t this stage, it involves late r al pro motions, which last for on e or mor e year s. I t involves a move to diff er ent work environ ment so that manager may develo p compete nce in g ener al manageme nt

decisi on-mak ing sk ills .

METHODS OF TRAINING

1. ON- THE - JOB METHODS

2 . OFF- THE - JOB METHODS

By giving an employee added jo b duties , and incr easing the autono my and r esponsibilities associated

with the jo b, the f ir m allows an employee to learn a lot about the jo b, depa r tme nt and org anization.

Job instruction training :

It is also known as step-by-step tr aining. H er e, the tr ainer explai ns the tr ainee the way of

doing the jo bs, jo b know ledge and sk ills and allows him to do the jo b. The tr ainer

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app r aises the perfor mance of the tr ainee, provides f eedbac k infor mation and corr ects the

tr ainee. In simple wor ds, it involves pr epa r ation, pr esentation, perfor mance, and tr yout

and follow up.

Coaching :

The tr ainee is placed under a par ticula r supe r visor w ho f unctions as a coach in tr aining

the individual . T he supe r visor provides the f eedbac k to the tr ainee on his perfor mance

and off er s him some suggestions for improveme nt. Of ten the tr ainee shar es some duties

and r esponsibilities of the coach and r elives him of his bur den. A dr aw back is that the

tr ainee may not have the fr eedom or o ppor tunity to expr ess his own ideas .

Committee assignments :

Her e in, a gro up of tr ainees ar e given and ask ed to solve an actual org anizati onal

pro blem. The tr ainees solve the pro blem jointly. This devel o ps team work and gro up

cohesive ness f eelings among st the tr ainees.

OFF-THE-JOB TRAINING

It includes anything perfor med away fro m the employee¶s jo b ar ea or immediate work ar ea.

Two broad cate gor ies of it ar e

IN HOUSE PROGRAMMES

These ar e conducted within the org anizations own tr aining f acility; eithe r by tr aining specialists

from HR depa r tme nt or by exte rnal consulta nt or a combination of both.

OFF-SITE PROGRAMMES

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It is held else wher e and sponsor ed by an educati onal instituti on, a prof essional associati on, a

government agency or an indepe ndent tr aining and devel o pment f ir m. T he var ious off - the- jo b-

tr aining progr ammes ar e as follow s:

Vestibule training:

Her ein, actual work conditions ar e simulated in a class roo m. M ate r ial, f iles and equipme nt those

ar e used in actual jo b perfor mance ar e also used in tr aining. T his type of tr aining is common ly

used for tr aining per sonn el for cler ical and semis k illed jo bs. The dur ation of this tr aining r anges

from f ew days to a f ew w eek s. T heor y can be r elated to pr actice in this meth od.

Role-playing:

It is def ined as a meth od of huma n inter action that involves r ealistic behavi our in imaginar y

situati ons. This meth od involves action doing and pr actice . T he par ticipa nts play the

o ro le of cer tain cha r acte r s, such as production manager, HR manager, for ema n, work er s

etc . This meth od is mostly used for devel o ping inter per sonal inter actions and r elations.

Lecture method:

The lectu r e is a tr aditi onal and dir ect meth od of instr uction. T he instr uction org anizes the

mate r ial and gives it to the gro up of tr ainees in the for m of a talk. To be eff ective , the lectu r e

must motivate and cr eate inter est among the tr ainees. An adva ntage of this meth od is that it is

dir ect and can be used for a large gro up of tr ainees .

Conference or discussion:

It is a meth od in tr aining the cler ical , prof essional and supe r visor y per sonn el. It involves a

gro up of peo ple who pose ideas , exami ne and sha r e f acts and data , test assumpti ons and dr aw

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conclusi ons, all of w hich contr ibute to the improveme nt of jo b perfor mance. I t has an adva ntage

that it involves two w ay commu nicati on and hence f eedbac k is provided . T he par ticipa nts f eel

fr ee to spea k in small gro ups . S uccess depe nds upon the leade r ship qualities of the per son w ho

leads the gro up.

Programmed instruction :

This meth od has become po pula r in r ece nt year s. The sub ject matte r to be learned is pr esented

in a ser ies of car ef ully planned seque ntial units. These units ar e arr anged from simple to mer e

complex levels of instr uctions. The tr ainee goes through these units by answer ing questi ons or

f illing the blank s. This meth od is expe nsive and time consumi ng.

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EXECUTIVE DEVELOPMENT PROCESS

Executives ar e the peo ple who shape the policies , mak e the decisi ons and see thei r impleme ntation in

any business org anization. T hey ar e the pr eside nt, the vice-p r eside nt, the managing dir ect or, work s

manager, plant supe r intende nt, controller, tr easu r er, off ice manager s, engineer s, dir ect or s of f unctions

such as pur chasi ng, r esea r ch, per sonn el, legal, mark eting etc .

Executive development may be stated as the applicati on of planned effor ts for r aising the

perfor mance standar ds of high level manager s, and for improving the attitudes and activities that enter

into or inf luence thei r work and thei r work r elations.

Follow ing ar e the steps , w hich ar e involved in the devel o pme nt process of executives:

OBJECTIVES

The f ir st and for emost step is to def ine the long - ter m o b jectives of tr aining and devel o pme nt of

executives .

STRENGTH AND WEAKNESS

An inventor y of manager s is tak en w ith special focus on thei r str ength in ter ms of manager ial sk ills and

other att r ibutes . Their unique capabilities , specialist know ledge and achieveme nts ar e listed down

against each . A compar ison w ith the r equir eme nt of the org anizati on w ill br ing the gap in know ledge

and sk ills of existi ng executive . This is the weakness .

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LONG- RANGE PLANS

Her e the manageme nt pr epa r es long -te r m tr aining and develo pme nt plans for their executives , which

include the annual tr aining targets , the annual budgets and the speci f ic ar ea of tr aining.

SHORT- TERM PROGRAMME

This progr amme speci f y the dur ation, sta r ting time , ending time , numbe r of executives being tr ained,

identif y the r esour ces etc .

IMPLEMENTATION

The tr aining progr amme envisa ged befor e is put into o per ation. T he actual tr aining is initiated by

pro per timetable and other arr angeme nts.

EVALUATION

In this step , the eff ective ness of the executive tr aining progr amme is evaluated by measu r ing the

imp roved perfor mance of executives who underwent the progr amme , on thei r jo b. T her e ar e var ious

cr iter ia of measu r ing eff ective ness such as validity , r eliability etc .

EVALUATING THE EFFECTIVENESS OF TRAINING

An In vest or in P eo ple evaluates the investme nt in tr aining and develo pme nt to assess achieveme nt and

imp rove f utu r e eff ective ness . Kearns (199 4 ) suggests that ther e ar e four gro ups of µmeasu r es¶ of

tr aining eff ective ness , w hich ar e used by org anization.

The gro ups ar e as follow s:

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- No M easu r eme nt

- Sub jective Measu r es

- Qualitative Measu r es

- O b jective Measu r es

The f ir st gro up, in w hich no r eal measu r eme nt occur s, includes activities under tak en as an ³A ct of

Faith ´, w her e no for m of measu r eme nt is attempted , such as initiatives to improve commu nicati ons in

org anization, w hich seem to mak e peo ple f eel goo d and appea r to have work ed in some intangible

manner.The second gro up includes sub jective r esponses fro m tr ainees/c our se dele gates , as exempli f ied by the

³H appy Sheet ´. T he main questi on ask ed is about how individuals f eel af ter the tr aining. Org anizati ons

of ten mak e the assumpti on that positive r esponses indicate tr aining success and ther efor e value to the

org anization. How ever, cour se dele gates may well give strong positive r esponse scor es for a numbe r of

r easons, includi ng the pr esentational sk ills of the tr ainer, the quality of the venue, and the ³f eel goo d´

f actor of indulging in a cr eative work gro up, and so on. Q uality measu r es appea r to be mor e o b jective

than the pr evious gro up, but ar e of ten f lawed by sub jectivity as well. They ar e typi f ied by

questi onn air es ask ing dele gates to ³ put a value on´ the lik ely benef its of a tr aining progr amme .

O b jective measu r es ar e the only r eally mea ningf ul ones. How ever, they challe nge the provide r of

tr aining to demonstr ate how their tr aining activities f eed through to the ³ bottom line´ : in ter ms of r etu rn

on investme nt and r etu rn on the capital employed . Ther e has of ten been an assumpti on, in times

past ,that tr aining somehow ³j usti f ies itsel f´, because it is all about devel o ping peo ple. How ever, it is

incumbe nt on org anizations to look cr itically at the ways in w hich they evaluate their tr aining activities ,

lest they f all pr ey to the sub ject app roach and ar e badly caught out when a r igoro us analysis of all the

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f unctions of the org anizati on¶s business is called for. A desi r able , if no t esse ntial , cha r acte r istic of all

tr aining progr ammes is a built-i n provision for evaluati on.

The four main dime nsions of evaluati on ar e:

EVALUATION OF TRAINING INPUTS

This involves the evaluati on of the tr aining curr iculum and its seque ncing.

EVALUATION OF THE TRAINING PROCESS

The climate of the tr aining org anizati on, the r elati onship between par ticipa nts and tr ainer s, the gener al

attitude , and app roaches of the tr ainer s, tr aining meth ods, etc ar e some of the impor tant eleme nts of the

tr aining process which also n eeds to be evaluated .

EVALUATION OF TRAINING OUTCOMES

Measu r ing the carr y-home value of a tr aining progr amme in ter ms of w hat has been achieved and how

much is the main task of evaluati on. T his, how ever, is a complex tech nical and prof essional task.

Benef its of a tr aining progr amme ar e not o bvious and they ar e not r eadily measu r able . Payoff s fro m

tr aining ar e intangible and r athe r slow to become appa r ent. A centr al pro blem is the abse nce of

o b jective cr iter ia and speci f ic def inition s of r eleva nt var iables by which to measu r e the eff ective ness

eithe r of speci f ic progr ammes or changes in empl oyee behavi our. N ever theless , the goo d per sonnel

manager s do mak e an effor t to systematically app r aise the benef its and r esults of thei r progr ammes .

In jo b-r elated tr aining, the o b jective is to tr ain peo ple for speci f ic jo b sk ills so that thei r productivity

may incr ease . E valuati on can be done eithe r to the dir ect cr iter ion of incr ease in output or to the indir ect

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cr iter ia of dec r ease in cost, br eak age or r e jects . E ven mor e indir ect ar e measu r es that point out changes

in abse nteeism or turnover. T he most diff icult pro blems of evaluati on lie in the ar ea of huma n r elati ons

sk ill tr aining, w hich is given to the supe r visor s and middle- level manager s. Supe r visor y and

manager ial tr aining progr ammes ar e, for this r eas on, less ame nable to o b jective r evie w procedu r es.

Much sub jectivity enter s into evaluati ons of these progr ammes , since exact standar ds and cr iter ia ar e

har d to devise .

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TRAINING PROGRAMMES IN HAL HAL fo llows the philoso phy to establish and build a strong perfor mance dr iven cultu r e with gr eate r

accountability and r esponsibility at all levels . To that exte nt the Co mpa ny views capability as a

combination of the r ight peo ple in the r ight jo bs, supp or ted by the r ight processes , systems , str uctu r e

and met r ics. T he Co mpa ny org anizes var ious tr aining and devel o pment progr ammes , both inhouse and

at other places in or der to enhance the sk ills and eff icie ncy of its employees . These tr aining and

devel o pme nt progr ammes ar e conducted at var ious levels for off icer s.

TRAINING IN HA L

HAL provides tr aining to all its employees as per the policy of the org anizati on.

PURPOSE OF TRAINING : To ensur e availability of tr ained man pow er.

SCOPE : All cate gor ies of empl oyees

IDENTIFICATION OF NEEDS

MANAGEMENT STAFF

The Perfor mance A ppr aisal for m of the org anizati on has a section in w hich the tr aining and

devel o pme nt needs ar e f illed up. The Individual Off icer f ir st identif ies the tr aining n eeds of himsel f and

then it is r ecomme nded by the r epor ting Off icer and the n by the Depar tme ntal Head .

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The Tr aining n eeds as identif ied in the PAR ar e r ecor ded by the HRD D epa r tme nt and necessa r y acti on

is tak en for impa r ting the identif ied tr aining. Tr aining n eeds ar e identif ied based on:

- Compa ny¶s str ategy and policy.

- Org anizational Thr ust Ar eas.

- New E merg ing Ar eas .

PREPARATION OF TRAINING PLAN :

The training of Executives in HAL is given by :

HAL Management Academy a unique body for imparting training to the Executives of HAL &

Out side agencies.

IMPARTING OF TRAINING

Actual tr aining is impa r ted with the help of in-house and outside agencies . The selecti on of these

agencies is done on the basis of r eputati on ; progr ammes off er ed by them , past expe r ience and f eedbac k

r eceived fro m the ear lier par ticipa nts. Tr aining is also impa r ted by nominating the concerned employee

for an exte rnal tr aining progr amme . All r ecor ds of the tr aining ar e maintained at br anch as per R ecor d

of Tr aining in the Per sonn el folder and the same is intimated to the Executive Off ice Per sonn el through

the Mon thly Per sonn el R epor t.

FEEDBACK

A f eedbac k is tak en fro m the par ticipa nts through a questi onn air e on the progr amme and thei r

imp r essions in or der to f ur ther improve upon the same . Ther e ar e thr ee such questi onn air es available

and one of these is used depe nding upon the natu r e of the tr aining progr amme and the level of

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par ticipa nts. Also, a per son fro m the per sonn el depa r tme nt sits through the f inal sessi on of the

progr amme and tak es the ver bal f eedbac k about the progr amme .

INDUCTION TRAINING

This is carr ied out as the ver y f ir st step for any new entr ant into Co mpa ny. T he depa r tme nt pr epa r es a

schedule for the empl oyee as per which he is r equir ed to spend speci f ic time in each depa r tme nt.

Dur ing such per iod, he is r epor ting to the r espective depa r tme nt head . The o b jective of the inducti on

progr amme is to f amilia r ize the par ticipa nt to the f unction of diff er ent depa r tme nt. The co pies of the

same ar e sent to the Gener al Manager and all concerned. A t the end of the inducti on, the tr ainee has to

submit a r epor t to the Per sonnel Depar tme nt.

MANAGEMENT TRAINEE¶S TRAINING

Manageme nt tr ainees ar e given a for tnight of induction progr amme . Cor por ate HR advises it as per

Manageme nt Tr ainee Tr aining progr amme desi gned by them. T her eaf ter, a detailed tr aining progr amme

is carr ied out wher eby the incumbe nt is to under stand in depth of work ing of each depa r tme nt at

var ious locations as per the progr amme given by the Cor por ate HR. Cor por ate HR

maintains all r eleva nt r ecor ds per taining to M anageme nt Tr ainee¶s tr aining at Bangalor e.

A per son g ets nominated for the tr aining progr amme in the follow ing two w ays:

a) Tr aining progr amme f low ing fro m the tr aining n eeds .

b) Tr aining progr amme for testing o ut the tr aining/ incr eased awar eness/ gener al infor mati on/ omnibus

tr aining types etc .

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TRAINING PROGRAMMES FLOWING FROM TRAINING NEEDS:

The progr ammes ar e divided into thr ee broad cate gor ies:

- Functional

- Behavi or al

- Gener al/ Omnibus progr ammes

1. Functional:

The outcome of the tr aining is measu r ed by compa r ing the data pr e-t r aining and post-t r aining. A scale

is develo ped for measu r ing the eff ective ness of tr aining based on the % achieveme nt of the o b jectives .

2.Behavioral:

The eff ective ness of the tr aining of this natu r e is measu r ed annually . This is seen through the tr aining

need identif ication for the coming year for the employee. If the tr aining n eed is r epeated ther e, then the

tr aining provided is tak en as ineff ective . If the tr aining n eed is r epeated but with focus on a par t of the

need , then the tr aining is par tially eff ective . If no t

r epeated , then the tr aining is eff ective .

3.General:

These ar e the tr aining n eeds f low ing dir ectly from the org anizational needs . Examples of these can be

ISO 9000 tr aining, ISO 1 4 000 tr aining and any awar eness tr aining. T hese ar e omnibus tr aining

progr ammes , w hich ar e r un for a large numbe r of employees .

The eff ective ness of the tr aining is measu r ed by:

- Achieveme nt of those org anizational o b jectives within the time lines.

- Numbe r of audit issues r aised on the ar eas cover ed in the tr aining.

- Any other such thing as def ined in the tr aining brochur e.

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The eff ective ness of the outside tr aining progr amme is measu r ed on the same line as above. How ever,

no detailed brochur e is pr epa r ed for the same . T he measu r eme nt cr iter ion for the progr amme is def ined

in the beginn ing of the progr amme and eff ective ness measu r ed against the same . A consolidated

eff ective ness r epor t of the tr aining progr amme is pr epa r ed at the end of the yea r. T he progr ammes that

ar e found to be ineff ective ar e r ework ed.

Training programme for testing out the training

Also ther e ar e tr aining progr ammes , which ar e not f low ing dir ectly fro m the tr aining n eeds

measu r eme nt of eff ective ness of the tr aining is not needed to be measu r ed.

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CHAPTER - 3

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RESEARCH METHODOLOGY

Ever y project work is based on cer tain meth odolog y, which is a way to systematically solve the

pro blem or attai n its o b jectives . It is a ver y impor tant guideli ne and lead to completi on of any proj ect

work through o bser vation, data collecti on and data analysis .

Accor ding to Cliffor d Woo dy, ³R esea r ch Methodolog y compr ises of def ining & r ede f ining pro blems ,

collecti ng, org anizing & evaluati ng data , mak ing deducti ons &r esea r ching to conclusi ons.´

Accor dingly, the meth odolog y used in the project is as follow s: -

D ef ining the o b jectives of the study

Fr aming of questi onn air e k eeping o b jectives in mind (conside r ing the o b jectives )

Feedbac k fro m the empl oyees

An alysis of f eedbac k

Con clusion, f indings and suggestions.

OBJECTIVES OF THE STUDY

The f ir st & for emost step in any r esea r ch work is to identif y the pro blems or o b jectives on w hich the

r esea r che r has to work on.

MAJOR OBJECTIVE

To analyze the existi ng tr aining pr actices , its eff ective ness and r ecomme nd measu r es to improve the

tr aining pr actices in HAL.

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MINOR OBJECTIVES

To study the fr eque ncy of tr aining, tr aining meth ods and thei r eff ects on the tr ainees and r ecomme nd

cer tain measu r es for improveme nt.

To under stand the pr esent pr actices enfor ced in r espect of tr aining at the per sonn el depa r tme nt and

r ecomme nd any cha nges if necessa r y.

To tak e f eedbac k and analyze the level of satis f action among st the empl oyees in r espect of tr aining

activities and suggest alte rnatives .

SELECTION OF SAMPLE SIZE

In or der to tak e a r easonable sample size and not to distu r b the f unction ing of the org anization, a

sample size of r easonable str ength of the Co mpa ny has been tak en in or der to arr ive at the pr esent

pr actices of tr aining in the Co mpa ny.

Accor dingly, 5 0 off icer s have been selected at r andom from all the depa r tme nts of the org anization and

f eedbac k for ms (questi onn air e) have been o btained. The data has been analyzed in or der to arr ive at

pr esent tr aining pr actices in the org anizati on.

SAMPLING TECHNIQUE USED

The technique of Random Sampling has been used in the analysis of the data/ R andom sampli ng fro m

a f inite po pulation r ef er s to that meth od of sample selecti on, w hich gives each possible sample

combination an equal pro bability of being pick ed up and each item in the entir e po pulati on to have an

equal cha nce of being included in the sample . T his sampli ng is without r eplaceme nt, i.e. on ce an item is

selected for the sample , it canno t appea r in the sample again.

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TOOLS AND METHODS OF DATA COLLECTION

To dete r mine the app ro pr iate data for r esea r ch mainly two k inds of data was collected namely pr imar y

& secondar y data as explai ned below:

PRIMARY DATA

Pr imar y data ar e those, which wer e collected afr esh & for the f ir st time and thus happe n to be or iginal

in cha r acte r. How ever, ther e ar e many meth ods of collecti ng the pr imar y data; all have not been used

for the pur pose of this project . The ones that have been used ar e:

Q uesti onn air e

Infor mal Inter views

O bser vation

SECONDARY DATA Secondar y data is collected fro m pr evious r esea r ches and lite r atu r e to f ill in

the r espective project . The secondar y data was collected through:

T ext Book s

Ar ticles

Jo urnals

W ebsites

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STATISTICAL TOOLS USED

The main statistical too ls used for the collecti on and analyses of data in this project ar e:

P ie Char ts

T ables

LIMITATIONS OF THE STUDY

The follow ing ar e the limitati ons of the study:

T he sample size was small and hence the r esults can have a degr ee of var iation.

T he r esponse of the empl oyees in g iving infor mati on w as luk ewar m.

SCOPE OF THE STUDY

Tr aining Eff ective ness is the process wher ein the manageme nt f inds out how eff ective it has been at

tr aining and develo ping the empl oyees in an org anization.

T his study gives some suggestions for mak ing the pr esent tr aining and devel o pme nt system mor e

eff ective .

I t gives org anization the dir ection, how to deal diff er ently with diff er ent empl oyees .

I t identif ies the tr aining & develo pme nt needs pr esent among the empl oyees .

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CHAPTER - 4

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DATA ANALYSIS

In the study as said over ly 4 0 r espondents wer e inter viewed and analysis wer e dr awn on the basis of

their o pinions.

TABLE 1: EMPLOYEES INTEREST IN TYPE OF TRAINING

PARTICULARS NO. O F RESPONDENTS PERCENTAGE

ON THE JOB 34 85%

OFF THE JOB 6 1 5%

TOTAL 4 0 100 %

From the Table1 and gr aph , it r eveals that 85% of empl oyees ar e inter ested in on -the- jo b and on ly 15%

of the empl oyees ar e inter ested in off -the- jo b.

TABLE 2: METHODS OF TRAINING ADOPTED IN THE ORGANISATION

85%

15%

ON THE JOB

OFF THEJOB

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PARTICULARS

NO. O F

RESPONDENTS PERCENTAGE

REFRESHER 4 10%

SENSITIVITY 1 2 .5%

CONVERGENT 4 10%

LATEST

TECHNOLOGY 8 2 0%

CEP 23 57 .5%

TOTAL 4 0 100 %

The above stated tr aining ar e the main tr aining progr ammes conducted in the org anizati on, fro m the

above Table 2 and gr aph 57% of the empl oyees have atte nded CEP i.e. continuous educati on

pro pgr amme , 2 0% of them have atte nded latest tech nolog y, 10 % for both convergent and r efr eshe r

tr aining and R efr eshe r tr aining and only 2 .5% have atte nded Sensitivity tr aining.

TABLE 3: OPININON OF EMPLOYEES IN CONTEXT TO TRAINING PROGRAMME

10%3%

10%

20%57%

REFRESHER

SENSITIVITY

CONVERGENT

LATEST

TECHNOLOGY

CEP

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INTRAPERSONAL 1 5%

INTERPERSONAL 1 2 3 0%

TECHNICAL 2 6 65%

TOTAL 4 0 100 %

From the above Table 3 and gr aph, it is highlight

ed that

65% of the empl oyees o pine tr aining is help f ul for their technical activities , 3 0% of the employees

o pine tr aining is help f ul for inter per sonal activities and only 2 .5% said tr aining is help f ul for

intr ape r sonal activities .

Hence, the org anization should also g ive pr ior ity for conducti ng tr aining progr ammes which can

enhance the intr ape r sonal activities .

TABLE 4: SATISFACTION OF ENVIRONMENT DURING THE TRAINING PERIOD

PARTICULARS

NO. O F


YES 3 8 95%

NO 12 5%

5%

65%

30% INTRAPERSONAL

INTERPERSONAL

TECHNICAL

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TOTAL 4 0 100 %

From the above Table 4 and gr aph, it can be viewed that 95% of the empl oyees ar e comfor table dur ing

the tr aining progr amme , and only 5% ar e not comfor table dur ing the tr aining per iod.

Thus most of the empl oyees ar e comfor table dur ing the tr aining progr amme .

TABLE 5: SATISFACTION ABOUT YHE TRAINING PROGRAMME


YES 3 6 90 %

NO 4 10%

TOTAL 4 0 100 %

9 5%

5%

YES

NO

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From the above Table 5 and gr aph, it is analysed that 90% of the empl oyees ar e satis f ied with the

tr aining progr amme they had and only 10% ar e not satis f ied with the tr aining progr amme .

Thus it can be concluded that most of the empl oyees ar e f ully satis f ied with the tr aining progr amme

conducted by the org anization.

TABLE 6: PLACE OF THE EMPLOYEES GETTING TRAINED

PARTICULARS

NO. O F


WORK SHOP 2 5%

CLASS ROOMS 16 3 9%

CON FERENCE HALL 9 23%

OUTSIDE THEESTABLISHMENT 1 3 33%

TOTAL 4 0 100 %

90%

10%

YES

NO

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The above ar e the places wer e the tr aining ar e held , fro m the gr aph it is viewed that 5% of them wer e

tr ained in work sho ps, 3 9% in class roo ms, 23% in conf er ence hall , 33% of them outside the

establishme nt.

TABLE 7: OPININON OF EMPLOYEES ABOUT TRAINERS

PARTICULARS

NO. O F


1. QUALI FIED &

EXPERIENCED 2 0 5 0%

2 . SKILL FUL &

KNOWLEDGEABLE 5 11 %

3 . ENCOURAGED

CLASS PARTICIPATION 1 3%

ALL(1+ 2 +3 ) 14 3 6%

TOTAL 4 0 100 %

5%

40%

22%

33%WORK SHOP

CLASS ROOMS

CONFERENCEHALL

OUTSIDE THEESTABLISHMENT

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From the Table 7 , it is analysed that 5 0% of the empl oyees view their tr ainer s as quali f ied and

expe r ienced , 12 .5% of them ar e sk illf ul and know ledgeable , 3% of them encour age class par ticipati on

and other 3 6% said tr ainer s ar e quali f ied & expe r ienced , sk illf ul & know ledgeable , and also

encour aged class par ticipati on.

TABLE 8: BEHAVIOURAL ASPECTS OF THE TRAINERSPARTICULARS NO. O F RESPONDENTS PERCENTAGE

IMPARTIAL 4 10%

RUDE 0 0 %

FRIENDLY 2 8 2 8%

EASY GOING 8 2 0%

TOTAL 4 0 100 %

50%

11%%

6%QUALIFIED &EXPERIENCED

SKILLFUL &KNOWLEDGEABLE

ENCOURAGED CLASSPARTICIPATION

ALL

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From the above gr aph and Table 8 it r eveals that 10% of the empl oyees f eel that tr ainer s wer e impa r tial ,

7 0% f eel that tr ainer s wer e fr iendly , 2 0% f eel they wer e easy going and f inally employees f eel none of

the tr ainer s wer e r ude that is 0% .

TABLE 9: TRAINING CONDUCTED IN PCS


FORTNIGHTLY 0 0 %

MONTHLY 16 4 0%

QUARTERLY 4 10%

HAL F YEARLY 1 3%

ANNUALLY 19 47%

TOTAL 4 0 100 %

17%

0%

48%

35%IMPARTIAL

RUDE

FRIENDLY

EASY GOING

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From the

above Table 9 it r eveals that , when all tr aining cour ses ar e held , 4 0% of them said the f act that cour ses

ar e conducted monthly , 2 .5% for half year ly, 10 % for qua r ter ly, 47 .5% for annually .

The table clea r ly indicates that most of the tr aining progr amme wer e conducted monthly(4 0% ) some of

the tr aining progr ams ar e conducted even on ce in a year(47 .5 ). T he table f ur ther r eveals that no tr aining

progr amms is been conducted with a per iod dur ation of a for tnight.

TABLE 10: DURATION OF THE TRAINING PROGRAMME

PARTICULARS

NO. O F


ONE DAY 1 3%

2 -3 DAYS 4 10%

ONE WEEK 22 55%

FORTNIGHT 1 3 33%

TOTAL 4 0 100 %

40%

10%

3%

47%

MONTHLY

QUARTERLY

HALF YEARLY

ANNUALLY

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From the Table11, it is highlighted , 1 5% of the employees said tr aining as a par t of their work

schedule , 5% of them for perfor mance app r aisal , 45% of them for continuous learning and 35% of them

vote for all.

TABLE 12: IS ORGANIZATION CONDUCTING PRE-TEST & POST-TEST


YES 4 10%

NO 3 6 90 %

TOTAL 4 0 100 %

15% 5%

45%

35%

WORK SCHEDULE

PERFORMANCE APPRAISAL

CONTINOUSLEARNING

ALL

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From the Table12 , it is analysed that the org anizati on is not conducti ng r egular ly the pr e-test and the post-test .

It is most sur pr ising f act inspite of its existe nce in the f ield for mor e than 3 -4 decades it is not tak ing

inter est in the pr e-test and pro-test because out of 4 0 r espondents 3 6 r espondents i.e. 90 % of

r espondents o pine that the pr e and pro-test ar e not conducted .

TABLE 13: FEEDBACK OF THE TRAINING

PARTICULARS

NO. O F


YES 3 8 92%

NO 2 8%

TOTAL 4 0 100 %

10%

9 0%YES

NO

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From the above Table 13 it is analysed that 92% of the empl oyees exp r essed that their perfor mance ar e

evaluated and the f eed back is given, the r emai ning 8 % expr essed a negative answer. I t is one of the

imp or tant aspects of HRD is that identif ication of the type of the tr aining r equir eme nts of the

empl oyees and also to evaluate thei r perfor mance of the tr ained work er s dur ing thei r post per iod .

It can be emphasized that the tr aining component of the org anizati on g ives impor tance for g etting the

f eedbac k about the impact of the tr aining progr amme on the empl oyees .

TABLE 14: SELF EFFICACY INCREASED BY THE TRAINING PROGRAMME

PARTICULARS

NO. O F


YES 35 87%

NO 5 13%

TOTAL 4 0 100

9 2%

8%

YES

NO

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From the above table 87% of the empl oyees o pine is that ther e is an incr ease in their sel f improveme nt

and the r emai ning 1 3% have not noticed any impro veme nt.

TABLE 15: EMPLOYEES CONCERN TOWARDS TRAINING ENCHANCMENT IN THE

FOLLOWING AREA


1. OPERATIONAL

SKILLS 5 13%

2 . E FFICIENCY 10 25%

3 . BEHAVIOUR 2 5%

4 . COMMUNICATION

SKILLS 2 5%

5 . TEAM BUILDING 4 10%

ALL(1+ 2 +3 +4 +5 ) 17 42% TOTAL 4 0 100 %

87%

13%

YES

NO

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It is see n fro m the gr aph that ,tr aining has enhanced in the follow ing ar eas lik e 12 .5% in o per ational

sk ills for f ew empl oyees , 25% in eff icie ncy for o ther s, 5% in Behavi our for o ther s, 5% in

commu nicati on, 10 % in team buildi ng for f ew empl oyees and other 43% f eel that tr aining has

enhanced them for all the ar eas stated .

13%

25%

5%5%10%

43%

OPERATIONALSKILLS

EFFICIENCY

BEHAVIOUR

COMMUNICATIONSKILLS

TEAM BUILDING

ALL

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CHAPTER-5

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FINDING AND INTERPRETATION

The ma jor f indings of the project ar e enume r ated as follow s:

Tr aining is conside r ed as a positive step towar ds augmentation of the know ledge base by the

r espondents.

T he o b jectives of the tr aining progr ammes wer e broadly known to the r espondents pr ior to attending

them .

T he tr aining progr ammes wer e adequately designed to cate r to the devel o pme ntal needs of the

r espondents.

So me of the r espondents suggested that the time per iod of the tr aining progr ammes wer e less and

thus need to be incr eased .

So me of the r espondents also suggested that use of latest tr aining meth ods will enhance the

eff ective ness of the tr aining progr ammes .

So me r espondents believe that the tr aining sessi ons could be made mor e exciti ng if the sessi ons had

been mor e inter active and in line with the curr ent pr actices in the mark et .

T he tr aining aids used wer e help f ul in improving the over all eff ective ness of the tr aining

progr ammes .

T he tr aining progr ammes wer e able to improve on-the- jo b eff icie ncy.

So me r espondents also r ecomme nded that the numbe r of tr aining progr ammes be incr eased .

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CHAPTER - 6

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SUGGESTIONS

Based on the data collected through the questi onn air e and inter actions with the Off icer s of HAL the

follow ing r ecomme ndations ar e made for conside r ation:

T he org anization may utilize both sub jective and o b jective app roach for the tr aining progr ammes .

T he org anization may conside r deputi ng each empl oyee to atte nd at least one tr aining progr ammes

each year.

T he In-house tr aining progr ammes will be benef icial to the org anization as well as employees since

it will help empl oyees to attend their off icial work w hile undergo ing the tr aining.

T he org anizati on can also arr ange par t time tr aining progr ammes in the off ice pr emises for shor t

dur ations, spanning o ver a f ew days , in or der to avoid any interr uption in the routine work.

T he org anizati on can arr ange the tr aining progr ammes depa r tme nt wise in or der to g ive focused

atte ntion tow ar ds the depa r tme ntal

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CHAPTER-7

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REFERENCES

1. K A sh w athappa , (199 7 ) H uma n R es o u r ce and P e r sonn el M anag eme nt , T at a

M cGr aw - H ill 1 3 1 -1 7 6

2 . C hr is D u k es , ( 2 001) R ec r uiti ng the R ig ht S ta ff

3 . Jo hn M. I va ncevich , H uma n R es o ur ce M anag eme nt , T at a M cGr aw - H il l , 2 00 4

4 . Steve Kn eela nd , (1999) H ir ing P eo ple , disc o ve r an e ff ective in te r vie w ing

system; av o id hi r ing the wrong pe r son, r ec r uit o utsta nding perfor me r s

5 . Ston e , H aro ld C a nd K endell , W.E Eff ective P e r sonn el S electi on Pro cedu r es ,

19 5 6

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BIBLIOGRAPHY

NEWS PAPERS:

TIMES O F INDIA

THE ECONOMIC TIMES

MAGAZINES:

BUSINESS WORLD

BUSINESS TODAY

INDIA TODAY

PERIODICALS AND REPORTS:

BUSINESS INDIA

INDIA TODAY

WEB:

www.goog le . c o m

www. hal - i n d ia . c o m

www. s l idesha r e . c o m

www. sc r ibd . c o m

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QUESTIONNAIRE

QUESTIONNAIRRE ON EXECUTIVE TRAINING AND DEVELOPMENT IN

HAL, AIRCRAFT DIVISION :

1) How many training programmes have you attended in last 5 years?

1. 0-5

2 . 6-10

3 . 10-15

4. Mor e than 15

2) The programme objectives were known to you before attending it.

1. Strong ly agr ee

2 . Mo der ately agr ee

3 . Can¶t Say

4 . Mo der ately Disagr ee

5 . Strong ly Disagr ee

3) The training programme was relevant to your developmental needs.

1. Strong ly agr ee


3 . Can¶t Say



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4) The period of training session was sufficient for the learning.

1. Strong ly agr ee


3 . Can¶t Say



5) The training methods used during the training were effective for understanding the subject.

1.

Strong ly agr ee 2 . Mo der ately agr ee

3 . Can¶t Say



6) The training sessions were exciting and a good learning experience.

1. Strong ly agr ee


3 . Can¶t Say



7) The training aids used were helpful in improving the overall effectiveness of the programme.

1. Strong ly agr ee

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3 . Can¶t Say



8) The training was effective in improving on- the- job efficiency.

1. Strong ly agr ee


3.

Can¶t Say 4 . Mo der ately Disagr ee


9) In your opinion, the numbers of training programmes organized during the year were

sufficient for officers of HAL.

1. Strong ly agr ee


3 . Can¶t Say



10) How many training programmes have you attended during the last year?

1. U pto 2

2 . 3 -5

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3 . 6-8

4 . Mor e than 8

11) The training given is useful to you.

1. Strong ly agr ee


3 . Can¶t Say


5.

Strong ly Disagr ee

12) The time limit of the training programme was sufficient

1. Strong ly agr ee


3 . Can¶t Say



13) The time limit of the training programme, if increased would make it more effective.

1. Strong ly agr ee


3 . Can¶t Say



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14) The training was effective in improving your on-the-job efficiency.

1. Strong ly agr ee


3 . Can¶t Say



15) The training aids used were effective in improving the overall effectiveness of the programme.1. Strong ly agr ee


3 . Can¶t Say



16) The number of training programmes organized for workers in a year are sufficient.

1. Strong ly agr ee


3 . Can¶t Say



17) The participation of workers in training programme would help increase its effectiveness.

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1. Strong ly agr ee


3 . Can¶t Say


5. Strong ly Disagr ee

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