Training and Development in HAL

A PROJECT REPORT

ON

TRAINING AND DEVELOPMENT OF EXECUTIVES OF HAL, AIRCRAFT DIVISION

SUBMITTED IN PARTIAL FULFILLMENT OF THE REQUIREMENT OF BACHELOR OF

BUSINESS MANAGEMENT

SUBMITTED BY

DEEPA.N.

2009-10

KRUPANIDHI INSTITUTE OF MANAGEMENT

ACKNOWLEDGEMENT

It is with profound gratitude that express my sincere thanks to

_________

I extend my heartiest gratitude to my Guide

__________________________, faculty of Krupanidhi Institute of Management,

who help for completing the project successfully. I am highly thankful to

all other faculty member for their active support and direction.

I am very much grateful to Management of HAL and its Officers

who gave me the opportunity to work in the prestigious company.

Above all, the grate of God led me to complete my project

N.DEEPA

DECLARATION

I N.DEEPA hereby declare that this project work entitled “TRAINING

AND DEVELOPMENT OF EXECUTIVES IN HAL, AIRCRAFT DIVISION” in

Partial fulfillment of the requirement for the award of degree of BBM,

Bangalore University

I also declare that this project work has not been submitted by me

fully or partially for the award of any degree, diploma, title or recognition

before.

N.DEEPA

CONTENTS

Theoretical Introduction of Training and Development

Introduction of the Company

Training and Development in HAL

Research Design

Objective of The Study

Research Methodology

Selection of sample size

Sampling techniques

Data collection

Statistical tools used

Limitations of the study

Scope of the study

Data analysis

Conclusions and implications

recommendations

Copy of Questionnaire

Bibliography

THEORITICAL INTRODUCTION

TRAINING

Employee training is a specialized function and is one of the fundamental

operative functions of Human Resource Management.

Acc to FLIPPO,

“Training is the act of increasing the knowledge and skill of an

employee for doing a particular job.”

It is a short-term educational process and utilizing a systematic and organized

procedure by which employees learn technical knowledge and skills for a

definite purpose. Training refers to the organization’s efforts to improve an

individual’s ability to perform a job or organizational role. It can be defined as a

learning experience in which it seeks a relative permanent change in an

individual that would improve his ability to perform the job.

DIFFERENCE BETWEEN TRAINING AND DEVELOPMENT :

Training and development go hand in hand and are often used synonymously

but there is a difference between them. Training is the process of learning a

sequence of programmed behavior. It is an application of knowledge. It gives

people an awareness of the rules and procedures to guide their behavior. It

intends to improve their performance on the current job and prepares them for

an intended job.

Development is a related process. It covers not only those activities, which

improve job performance, but also those, which bring about growth of the

personality. It helps individual in the progress towards maturity and

actualization of potential capabilities so that they can become not only good

employees but better human beings.

PRINCIPLES OF TRAINING

MOTIVATION

Learning is enhanced when the learner is motivated. Learning experience must

be designed so learners can see how it will help in achieving the goals of the

organization. Effectiveness of training depends on motivation.

FEEDBACK

Training requires feedback. It is required so the trainee can correct his

mistakes. Only getting information about how he is doing to achieve goals, he

can correct the deviations.

REINFORCEMENT

The principle of reinforcement tells the behaviors that are positively reinforced

are encouraged and sustained. It increases the likelihood that a learned

behavior well be repeated.

PRACTICE

Practice increases a trainee’s performance. When the trainees practice actually,

they gain confidence and are less likely to make errors or to forget what they

have learned.

INDIVIDUAL DIFFERENCES

Individual training is costly. Group training is advantageous to the organization.

Individuals vary in intelligence and aptitude from person to person. Training

must be geared to the intelligence and aptitude of individual trainee.

OBJECTIVES OF TRAINING

TO INCREASE PRODUCTIVITY

An instructor can help employees increase their level of performance on their

assignment. Increase in human performance leads to increase in the

operational productivity and also the increase in the profit of the company.

TO IMPROVE QUALITY

Better-trained workers are less likely to make operational mistakes. It can be in

relationship to the company or in reference to the intangible organizational

employment atmosphere.

TO HELP A COMPANY FULFILL ITS FUTURE PERSONNEL NEEDS

The organizations having good internal training and development programmes

will have to make less changes and adjustments. When the need arises,

vacancies can be easily staffed.

TO IMPROVE ORGANIZATIONAL CLIMATE

An endless chain of positive reactions result from a well planned training

programme.

TO IMPROVE HEALTH AND SAFETY

Proper training can prevent industrial accidents. A safer atmosphere leads to

more stable attitudes on part of the employees.

PERSONAL GROWTH

Employees on a personal basis gain individually from their exposure to

educational expressions. Training programmes give them wider awareness and

skills.

NEED FOR TRAINING

To impart to the new entrants the basic knowledge and skills they need for

definite tasks.

To assist employees to function more effectively in their present positions by

exposing them to new concepts.

To build a line of competent people and prepare them to occupy more

responsible positions.

To reduce the supervision time, wastage and spoilage of new material.

To reduce the defects and minimize the industrial accidents.

To ensure the economical output of the required quality.

To prevent obsolescence.

To promote individual and collective morale, responsibility and cooperative

attitudes etc.

TYPES OF TRAINING

Training is required for several purposes. Accordingly training programmes may

be of the following types:

Orientation training: Induction or orientation training seeks to adjust

newly appointed employees to the work environment. Every new employee

needs to be made fully familiar with his job, his superiors and subordinates

and with the rules and regulations of the organization. Induction training

creates self-confidence in the employees. It is also knows as pre-job training.

It is brief and informative.

Job training: It refers to the training provided with a view to increase the

knowledge and skills of an employee for performance on the job. Employees

may be taught the correct methods of handling equipment and machines

used in a job. Such training helps to reduce accidents, waste and inefficiency

in the performance of the job.

Safety training: Training provided to minimize accidents and damage to

machinery is known as safety training. It involves instruction in the use of

safety devices and in safety consciousness.

Promotional training: It involves training of existing employees to enable

them to perform higher-level jobs. Employees with potential are selected and

they are given training before their promotion, so that they do not find it

difficult to shoulder the higher responsibilities of the new positions to which

they are promoted.

Refresher training: When existing techniques become obsolete due to the

development of better techniques, employees have to be trained in the use

of new methods and techniques. With the passage of time employee may

forget some of the methods of doing work. Refresher training is designed to

revive and refresh the knowledge and to update the skills of the existing

employees. Short-term refresher courses have become popular on account

of rapid changes in technology and work methods. Refresher or re-training

programmes are conducted to avoid obsolescence of knowledge and skills.

METHODS OF TRAINING

Fig - Methods of Training

ON-THE-JOB TECHNIQUES

On the job techniques enables managers to practice management skills, make

mistakes and learn from their mistakes under the guidance of an experienced,

competent manager. Some of the methods are as:

Job Rotation: It is also referred to as cross straining. It involves placing an

employee on different jobs for periods of time ranging from a few hours to

several weeks. At lower job levels, it normally consumes a short period, such as

few hours or one or two days. At higher job levels, it may consume much larger

periods because staff trainees may be learning complex functions and

responsibilities.

Job rotation for managers usually involves temporary assignments that may

range from several months to one or more years in various departments, plants

and offices. Job rotation for trainees involves several short-term assignments,

that touch a variety of skills and gives the trainees a greater understanding of

how various work areas function.For middle and upper level management, it

serves a slightly different function. At this stage, it involves lateral promotions,

which last for one or more years. It involves a move to different work

environment so that manager may develop competence in general

management decision-making skills.

Enlarged and enriched job responsibilities:

METHODS OF TRAINING

ON- THE- JOB METHODS

OFF- THE- JOB METHODS

By giving an employee added job duties, and increasing the autonomy and

responsibilities associated with the job, the firm allows an employee to learn

a lot about the job, department and organization.

Job instruction training:

It is also known as step-by-step training. Here, the trainer explains the

trainee the way of doing the jobs, job knowledge and skills and allows him to

do the job. The trainer appraises the performance of the trainee, provides

feedback information and corrects the trainee. In simple words, it involves

preparation, presentation, performance, and tryout and follow up.

Coaching:

The trainee is placed under a particular supervisor who functions as a coach

in training the individual. The supervisor provides the feedback to the trainee

on his performance and offers him some suggestions for improvement. Often

the trainee shares some duties and responsibilities of the coach and relives

him of his burden. A drawback is that the trainee may not have the freedom

or opportunity to express his own ideas.

Committee assignments:

Here in, a group of trainees are given and asked to solve an actual

organizational problem. The trainees solve the problem jointly. This develops

team work and group cohesiveness feelings amongst the trainees.

OFF-THE-JOB TRAINING

It includes anything performed away from the employee’s job area or

immediate work area.

Two broad categories of it are:

IN HOUSE PROGRAMMES

These are conducted within the organizations own training facility; either

by training specialists from HR department or by external consultant or a

combination of both.

OFF-SITE PROGRAMMES

It is held elsewhere and sponsored by an educational institution, a

professional association, a government agency or an independent training

and development firm. The various off- the- job-training programmes are as

follows:

Vestibule training: Herein, actual work conditions are simulated in a

classroom. Material, files and equipment those are used in actual job

performance are also used in training. This type of training is commonly used

for training personnel for clerical and semiskilled jobs. The duration of this

training ranges from few days to a few weeks. Theory can be related to

practice in this method.

Role-playing: It is defined as a method of human interaction that involves

realistic behaviour in imaginary situations. This method involves action doing

and practice. The participants play the role of certain characters, such as

production manager, HR manager, foreman, workers etc. This method is

mostly used for developing interpersonal interactions and relations.

Lecture method: The lecture is a traditional and direct method of

instruction. The instruction organizes the material and gives it to the group

of trainees in the form of a talk. To be effective, the lecture must motivate

and create interest among the trainees. An advantage of this method is that

it is direct and can be used for a large group of trainees.

Conference or discussion: It is a method in training the clerical,

professional and supervisory personnel. It involves a group of people who

pose ideas, examine and share facts and data, test assumptions and draw

conclusions, all of which contribute to the improvement of job performance.

It has an advantage that it involves two-way communication and hence

feedback is provided. The participants feel free to speak in small groups.

Success depends upon the leadership qualities of the person who leads the

group.

Programmed instruction: This method has become popular in recent

years. The subject matter to be learned is presented in a series of carefully

planned sequential units. These units are arranged from simple to mere

complex levels of instructions. The trainee goes through these units by

answering questions or filling the blanks. This method is expensive and time

consuming.

EXECUTIVE DEVELOPMENT PROCESS

Executives are the people who shape the policies, make the decisions and see

their implementation in any business organization. They are the president, the

vice-president, the managing director, works manager, plant superintendent,

controller, treasurer, office managers, engineers, directors of functions such as

purchasing, research, personnel, legal, marketing etc.

Executive development may be stated as the application of planned efforts

for raising the performance standards of high level managers, and for improving

the attitudes and activities that enter into or influence their work and their work

relations.

Following are the steps, which are involved in the development process of

executives:

OBJECTIVES

The first and foremost step is to define the long- term objectives of training and

development of executives.

STRENGTH AND WEAKNESS

An inventory of managers is taken with special focus on their strength in terms

of managerial skills and other attributes. Their unique capabilities, specialist

knowledge and achievements are listed down against each. A comparison with

the requirement of the organization will bring the gap in knowledge and skills of

existing executive. This is the weakness.

LONG- RANGE PLANS

Here the management prepares long-term training and development plans for

their executives, which include the annual training targets, the annual budgets

and the specific area of training.

SHORT- TERM PROGRAMME

This programme specify the duration, starting time, ending time, number of

executives being trained, identify the resources etc.

IMPLEMENTATION

The training programme envisaged before is put into operation. The actual

training is initiated by proper timetable and other arrangements.

EVALUATION

In this step, the effectiveness of the executive training programme is evaluated

by measuring the improved performance of executives who underwent the

programme, on their job. There are various criteria of measuring effectiveness

such as validity, reliability etc.

EVALUATING THE EFFECTIVENESS OF TRAINING

An Investor in People evaluates the investment in training and development to

assess achievement and improve future effectiveness. Kearns (1994) suggests

that there are four groups of ‘measures’ of training effectiveness, which are

used by organization.

The groups are as follows:

- No Measurement

- Subjective Measures

- Qualitative Measures

- Objective Measures

The first group, in which no real measurement occurs, includes activities

undertaken as an “Act of Faith”, where no form of measurement is attempted,

such as initiatives to improve communications in organization, which seem to

make people feel good and appear to have worked in some intangible manner.

The second group includes subjective responses from trainees/course

delegates, as exemplified by the “Happy Sheet”. The main question asked is

about how individuals feel after the training. Organizations often make the

assumption that positive responses indicate training success and therefore

value to the organization. However, course delegates may well give strong

positive response scores for a number of reasons, including the presentational

skills of the trainer, the quality of the venue, and the “feel good” factor of

indulging in a creative work group, and so on. Quality measures appear to be

more objective than the previous group, but are often flawed by subjectivity as

well. They are typified by questionnaires asking delegates to “put a value on”

the likely benefits of a training programme.

Objective measures are the only really meaningful ones. However, they

challenge the provider of training to demonstrate how their training activities

feed through to the “bottom line”: in terms of return on investment and return

on the capital employed. There has often been an assumption, in times past,

that training somehow “justifies itself”, because it is all about developing

people. However, it is incumbent on organizations to look critically at the ways

in which they evaluate their training activities, lest they fall prey to the subject

approach and are badly caught out when a rigorous analysis of all the functions

of the organization’s business is called for. A desirable, if not essential,

characteristic of all training programmes is a built-in provision for evaluation.

The four main dimensions of evaluation are:

EVALUATION OF TRAINING INPUTS

This involves the evaluation of the training curriculum and its sequencing.

EVALUATION OF THE TRAINING PROCESS

The climate of the training organization, the relationship between participants

and trainers, the general attitude, and approaches of the trainers, training

methods, etc are some of the important elements of the training process which

also needs to be evaluated.

EVALUATION OF TRAINING OUTCOMES

Measuring the carry-home value of a training programme in terms of what has

been achieved and how much is the main task of evaluation. This, however, is a

complex technical and professional task. Benefits of a training programme are

not obvious and they are not readily measurable. Payoffs from training are

intangible and rather slow to become apparent. A central problem is the

absence of objective criteria and specific definitions of relevant variables by

which to measure the effectiveness either of specific programmes or changes in

employee behaviour. Nevertheless, the good personnel managers do make an

effort to systematically appraise the benefits and results of their programmes.

In job-related training, the objective is to train people for specific job skills so

that their productivity may increase. Evaluation can be done either to the direct

criterion of increase in output or to the indirect criteria of decrease in cost,

breakage or rejects. Even more indirect are measures that point out changes in

absenteeism or turnover.

The most difficult problems of evaluation lie in the area of human relations skill

training, which is given to the supervisors and middle- level managers.

Supervisory and managerial training programmes are, for this reason, less

amenable to objective review procedures. Much subjectivity enters into

evaluations of these programmes, since exact standards and criteria are hard to

devise.

COMPANY PROFILE

MISSION

" 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 "

VALUESCUSTOMER SATISFACTION We are dedicated to building a relationship with our customers where we become partners in fulfilling their mission. We strive to understand our customers ' needs and to deliver products and services that fulfill and exceed all their requirements. COMMITMENT TO TOTAL QUALITY We are committed to continuous improvement of all our activities. We will supply products and services that conform to highest standards of design, manufacture, reliability, maintainability and fitness for use as desired by our customers.

COST AND TIME CONSCIOUSNESS We believe that our success depends on our ability to continually reduce the cost and shorten the delivery period of our products and services. We will achieve this by eliminating waste in all activities and continuously improving

all processes in every area of our work.

INNOVATION AND CREATIVITY We believe in striving for improvement in every activity involved in our business by pursuing and encouraging risk-taking ,experimentation and learning at all levels within the company with a view to achieving excellence and competitiveness.

TRUST AND TEAM SPIRIT We believe in achieving harmony in work life through mutual trust, transparency, co-operation, and a sense of belonging. We will strive for building empowered teams to work towards achieving organizational goals. RESPECT FOR THE INDIVIDUAL We value our people. We will treat each other with dignity and respect and strive for individual growth and realisation of everyone's full potential.INTEGRITY We believe in a commitment to be honest, trustworthy, and fair in all our dealings. We commit to be loyal and devoted to our organization. We will practice self discipline and own responsibility for our actions. We will comply with all requirements so as to ensure that our organization is always worthy of trust.

HAL AN OVER VIEW

Hindustan Aeronautics Limited (HAL) came into existence on 1st October 1964. The Company was formed by the merger of Hindustan Aircraft Limited with Aeronautics India Limited and Aircraft Manufacturing Depot, Kanpur.

The Company traces its roots to the pioneering efforts of an industrialist with extraordinary vision, the late Seth Walchand Hirachand, who set up Hindustan Aircraft Limited at Bangalore in association with the erstwhile princely State of Mysore in December 1940. The Government of India became a shareholder in March 1941 and took over the Management in 1942.

Today, HAL has 19 Production Units and 9 Research and Design Centres in 7 locations in India. The Company has an impressive product track record - 12 types of aircraft manufactured with in-house R & D and 14 types produced under license. HAL has manufactured over 3550 aircraft , 3600 engines and overhauled over 8150 aircraft and 27300 engines.

HAL has been successful in numerous R & D programs developed for both Defence and Civil Aviation sectors. HAL has made substantial progress in its current projects:

Dhruv, which is Advanced Light Helicopter (ALH) Tejas - Light Combat Aircraft (LCA) Intermediate Jet Trainer (IJT) Various military and civil upgrades.

HAL has played a significant role for India's space programs by participating in the manufacture of structures for Satellite Launch Vehicles like

PSLV (Polar Satellite Launch Vehicle) GSLV (Geo-synchronous Satellite Launch Vehicle) IRS (Indian Remote Satellite) INSAT (Indian National Satellite)

HAL has formed the following Joint Ventures (JVs) :

BAeHAL Software Limited Indo-Russian Aviation Limited (IRAL) Snecma HAL Aerospace Pvt Ltd SAMTEL HAL Display System Limited HALBIT Avionics Pvt Ltd HAL-Edgewood Technologies Pvt Ltd INFOTECH HAL Ltd

Apart from these seven, other major diversification projects are Industrial Marine Gas Turbine and Airport Services. Several Co-production and Joint Ventures with international participation are under consideration.

HAL's supplies / services are mainly to Indian Defence Services, Coast Guards and Border Security Forces. Transport Aircraft and Helicopters have also been supplied to Airlines as well as State Governments of India. The Company has also achieved a foothold in export in more than 30 countries, having demonstrated its quality and price competitiveness.

HAL has won several International & National Awards for achievements in R&D, Technology, Managerial Performance, Exports, Energy Conservation, Quality and Fulfillment of Social Responsibilities.

HAL was awarded the “INTERNATIONAL GOLD MEDAL AWARD” for Corporate Achievement in Quality and Efficiency at the International Summit (Global Rating Leaders 2003), London, UK by M/s Global Rating, UK in conjunction with the International Information and Marketing Centre (IIMC).

HAL was presented the International - “ARCH OF EUROPE” Award in Gold Category in recognition for its commitment to Quality, Leadership, Technology and Innovation.

At the National level, HAL won the "GOLD TROPHY" for excellence in Public Sector Management, instituted by the Standing Conference of Public Enterprises (SCOPE).

The Company scaled new heights in the financial year 2006-07 with a turnover of Rs.7,783.61 Crores

HAL PRODUCT PROFILE

Su 30 MKI

Twin-seater, Multi-role, Long range Fighter / Bomber / Air Superiority Aircraft

MiG-27 M

Single-seater Tactical Fighter / Bomber with variable sweep wings

EJECTION SEAT

The Ejection Seat is installed to provide safe escape to the Pilot from the Aircraft while catapuling is effected with the help of a combined Ejection Gun. The Division has the facilities and expertise in the manufacture and overhaul of

ejection seats for both MiG-27M and MiG-21 variants.

Jaguar International

HAL commenced production of Jaguar International - deep penetration strike and battlefield tactical Support Aircraft in 1979

under licence from British Aerospace, including the engine, accessories and avionics.

Jaguar aircraft is designed with 7 hard points ( 4 under wing, 2 over wing and 1 under fuselage) capable of

Dhruv (Advanced Light Helicopter)

With a proven track record and established technology for manufacture of helicopters and its components, the Helicopter Division commenced series production of Dhruv (Advanced Light Helicopter) in 2000 - 2001. The

ALH is a multi-role, multi-mission helicopter in 5.5 ton class, fully designed and developed by HAL. Built to FAR 29 specifications, Dhruv is designed to meet the requirement of both military and civil operators.

Major Features

Designed to perform both utility and attack roles

Twin engine configuration which allows continued flight virtually throughout the flight envelope

Incorporates a number of advanced technologies - Integrated Dynamic System (IDS) , Anti-resonance Vibration Isolation System (ARIS) , Full Authority Digital Electronic Control (FADEC) , Hingeless Main Rotor, Bearingless Tail Rotor and Automatic Flight Control System

7 Dhruv Helicopters were delivered to Indian Defence Forces in 2000-2001

Exports :

Airbus A320 Forward Passenger Doors Boeing 757 Over Wing Exit Doors Boeing 777 Uplock Box Assembly Boeing 767 Bulk Cargo Doors Boeing 737 Freighter Conversion Kits BAE Systems – Tornado Pylons Fokker Aerostructures – F50 Horizontal Stablizers Boeing -3D-Modelling / Digitisation of Drawings

HAL in India

Corporate Office

Bangalore

Liaison Offices

Mumbai

Delhi

Chennai

Vishakapatnam

Manufacturing Units

Bangalore

Hyderabad

Lucknow

Korwa ( UP)

Koraput (Orissa )

Kanpur

Nasik ( Maharashtra)

Design Centers

Bangalore

Hyderabad

Nasik.

Liaison Offices out of India

London

Moscow

FINANCIAL HIGHLIGHTS

Rupees in Crores

Particulars2007-

082008-

09Growth over Previous Year

Sales 8625 10373 20.27%

VOP 8791 11811 34.35%

Profit before tax

2164 2335 7.90%

Profit after tax

1632 1740 6.62%

Gross Block 2255 2638 16.98%

TRAINING PROGRAMMES IN HAL

HAL follows the philosophy to establish and build a strong performance driven

culture with greater accountability and responsibility at all levels. To that extent

the Company views capability as a combination of the right people in the right

jobs, supported by the right processes, systems, structure and metrics. The

Company organizes various training and development programmes, both in-

house and at other places in order to enhance the skills and efficiency of its

employees. These training and development programmes are conducted at

various levels for officers.

TRAINING IN HAL

HAL provides training to all its employees as per the policy of the organization.

PURPOSE OF TRAINING: To ensure availability of trained manpower.

SCOPE: All categories of employees

IDENTIFICATION OF NEEDS

MANAGEMENT STAFF

The Performance Appraisal form of the organization has a section in which the

training and development needs are filled up. The Individual Officer first

identifies the training needs of himself and then it is recommended by the

reporting Officer and then by the Departmental Head.

The Training needs as identified in the PAR are recorded by the HRD

Department and necessary action is taken for imparting the identified training.

Training needs are identified based on:

- Company’s strategy and policy.

- Organizational Thrust Areas.

- New Emerging Areas.

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 training is imparted with the help of in-house and outside agencies. The

selection of these agencies is done on the basis of reputation; programmes

offered by them, past experience and feedback received from the earlier

participants.

Training is also imparted by nominating the concerned employee for an external

training programme. All records of the training are maintained at branch as per

Record of Training in the Personnel folder and the same is intimated to the

Executive Office Personnel through the Monthly Personnel Report.

FEEDBACK

A feedback is taken from the participants through a questionnaire on the

programme and their impressions in order to further improve upon the same.

There are three such questionnaires available and one of these is used

depending upon the nature of the training programme and the level of

participants. Also, a person from the personnel department sits through the

final session of the programme and takes the verbal feedback about the

programme.

INDUCTION TRAINING

This is carried out as the very first step for any new entrant into Company. The

department prepares a schedule for the employee as per which he is required

to spend specific time in each department. During such period, he is reporting

to the respective department head. The objective of the induction programme is

to familiarize the participant to the function of different department. The copies

of the same are sent to the General Manager and all concerned. At the end of

the induction, the trainee has to submit a report to the Personnel Department.

MANAGEMENT TRAINEE’S TRAINING

Management trainees are given a fortnight of induction programme. Corporate

HR advises it as per Management Trainee Training programme designed by

them. Thereafter, a detailed training programme is carried out whereby the

incumbent is to understand in depth of working of each department at various

locations as per the programme given by the Corporate HR. Corporate HR

maintains all relevant records pertaining to Management Trainee’s training at

Bangalore.

A person gets nominated for the training programme in the following two ways:

a) Training programme flowing from the training needs.

b) Training programme for testing out the training/ increased awareness/

general information/ omnibus training types etc.

TRAINING PROGRAMMES FLOWING FROM TRAINING NEEDS:

The programmes are divided into three broad categories:

- Functional

- Behavioral

- General/ Omnibus programmes

1. Functional: The outcome of the training is measured by comparing the data

pre-training and post-training. A scale is developed for measuring the

effectiveness of training based on the % achievement of the objectives.

2. Behavioral: The effectiveness of the training of this nature is measured

annually. This is seen through the training need identification for the coming

year for the employee. If the training need is repeated there, then the

training provided is taken as ineffective. If the training need is repeated but

with focus on a part of the need, then the training is partially effective. If not

repeated, then the training is effective.

3. General: These are the training needs flowing directly from the

organizational needs. Examples of these can be ISO 9000 training, ISO 14000

training and any awareness training. These are omnibus training

programmes, which are run for a large number of employees.

The effectiveness of the training is measured by:

- Achievement of those organizational objectives within the time lines.

- Number of audit issues raised on the areas covered in the training.

- Any other such thing as defined in the training brochure.

The effectiveness of the outside training programme is measured on the

same line as above. However, no detailed brochure is prepared for the same.

The measurement criterion for the programme is defined in the beginning of

the programme and effectiveness measured against the same. A consolidated

effectiveness report of the training programme is prepared at the end of

the year. The programmes that are found to be ineffective are reworked.

Training programme for testing out the training

Also there are training programmes, which are not flowing directly from the

training needs measurement of effectiveness of the training is not needed to be

measured.

RESEARCH OBJECTIVES

OBJECTIVES OF THE STUDY

The first & foremost step in any research work is to identify the problems or

objectives on which the researcher has to work on.

MAJOR OBJECTIVE

To analyze the existing training practices, its effectiveness and

recommend measures to improve the training practices in HAL.

MINOR OBJECTIVES

To study the frequency of training, training methods and their effects on

the trainees and recommend certain measures for improvement.

To understand the present practices enforced in respect of training at the

personnel department and recommend any changes if necessary.

To take feedback and analyze the level of satisfaction amongst the

employees in respect of training activities and suggest alternatives.

RESEARCH METHODOLOGY

Every project work is based on certain methodology, which is a way to

systematically solve the problem or attain its objectives. It is a very important

guideline and lead to completion of any project work through observation, data

collection and data analysis .

According to Clifford Woody, “Research Methodology comprises of defining &

redefining problems, collecting, organizing &evaluating data, making

deductions &researching to conclusions.”

Accordingly, the methodology used in the project is as follows: -

Defining the objectives of the study

Framing of questionnaire keeping objectives in mind (considering the

objectives)

Feedback from the employees

Analysis of feedback

Conclusion, findings and suggestions.

SELECTION OF SAMPLE SIZE

In order to take a reasonable sample size and not to disturb the functioning of

the organization, a sample size of reasonable strength of the Company has

been taken in order to arrive at the present practices of training in the

Company.

Accordingly, 50 officers have been selected at random from all the departments

of the organization and feedback forms (questionnaire) have been obtained.

The data has been analyzed in order to arrive at present training practices in

the organization.

SAMPLING TECHNIQUE USED

The technique of Random Sampling has been used in the analysis of the data.

Random sampling from a finite population refers to that method of sample

selection, which gives each possible sample combination an equal probability of

being picked up and each item in the entire population to have an equal chance

of being included in the sample. This sampling is without replacement, i.e. once

an item is selected for the sample, it cannot appear in the sample again.

DATA COLLECTION

To determine the appropriate data for research mainly two kinds of data was

collected namely primary & secondary data as explained below:

PRIMARY DATA

Primary data are those, which were collected afresh & for the first time and thus

happen to be original in character. However, there are many methods of

collecting the primary data; all have not been used for the purpose of this

project. The ones that have been used are:

Questionnaire

Informal Interviews

Observation

SECONDARY DATA

Secondary data is collected from previous researches and literature to fill in the

respective project. The secondary data was collected through:

Text Books

Articles

Journals

Websites

STATISTICAL TOOLS USED

The main statistical tools used for the collection and analyses of data in this

project are:

Pie Charts

Tables

LIMITATIONS OF THE STUDY

The following are the limitations of the study:

The sample size was small and hence the results can have a degree of

variation.

The response of the employees in giving information was lukewarm.

SCOPE OF THE STUDY

Training Effectiveness is the process wherein the management finds out how

effective it has been at training and developing the employees in an

organization.

This study gives some suggestions for making the present training and

development system more effective.

It gives organization the direction, how to deal differently with different

employees.

It identifies the training & development needs present among the

employees.

DATA ANALYSIS

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

No. of

Programmes

No. of Respondents % of Responses

0-5 20 40%

6-10 12 26%

10-15 10 20%

More than 15 8 15%

Total 50 100%

INTERPRETATION

45% of the officers have attended 6-15 training programmes in the last 5 years,

which is an indication of an effective training policy of the organization.

However, 40% of the officers have attended only 0-5 training programmes,

which needs to be evenly monitored by the organization.

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

Options No. of Respondents % of Responses

Strongly agree 12 25%

Moderately agree 20 35%

Can’t Say 6 15%

Moderately Disagree 2 5%

Strongly Disagree 10 20%

Total 50 100%

INTERPRETATION

35% of the respondents moderately agree to the fact of knowing the training

objectives beforehand, in addition to 25% who strongly agree. But a small

population disagrees as 20% strongly disagree to this notion. Training

objectives should therefore be made known compulsorily before imparting

training in the organization.

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




Can’t Say 7 15%



Total 50 100%

INTERPRETATION

70% of the respondents feel that the training programmes were in accordance

to their developmental needs. 15% respondents could not comment on the

question and 15% think that the programmes are irrelevant to their

developmental needs and the organization must ensure programmes that

satisfy the developmental needs of the officers.

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




Can’t Say 10 21%



Total 50 100%

INTERPRETATION

52% respondents feel that the time limit of the training programme was

adequate but 25% feel that it was insufficient. Also, 21% could not comment on

the question. All the respondents though felt that increase in time limit of the

programmes would certainly be beneficial and the organization should plan for

this to be implemented in the near future.

5) The training methods used during the training were effective for

understanding the subject.




Can’t Say 8 15%



Total 50 100%

INTERPRETATION

40% of the respondents believe that the training methods used during the

programmes were helpful in understanding the subject, yet 25% disagree to

this notion. The organization should use better, hi-tech methods to enhance the

effectiveness of the methods being used during the training programmes.

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




Can’t Say 5 10%



Total 50 100%

INTERPRETATION

65% respondents believe that the training sessions were exciting and a good

learning experience. 10% respondents could not comment on this while 25%

differ in opinion. They feel that the training sessions could have been more

exciting if the sessions had been more interactive and in line with the current

practices in the market.

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




Can’t Say 18 35%



Total 50 100%

INTERPRETATION

40% of the respondents believe that the training aids used were helpful in

improving the overall effectiveness, yet 20% disagree to this notion. 35%

respondents did not comment on the issue. Yet the total mindset of the

respondents was that the organization should use better scientific aids to

enhance the presentation and acceptance value of the training programme.

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




Can’t Say 10 20%



Total 50 100%

INTERPRETATION

45% respondents believe that the training programmes increase their job

efficiency but 35% disagree to this. The view of the respondents were towards

having more technological and current topics for the training programmes

which could help them satisfy their creative urge and simultaneously increase

their on-the-job efficiency.

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

during the year were sufficient for officers of HAL.




Can’t Say 13 25%



Total 50 100%

INTERPRETATION

25% respondents have the opinion that the frequency of the training

programmes is sufficient but 50% of the respondents differ to this. They believe

that the number of training programmes organized in a year should be

increased and some in house training programmes should also be organized by

the organization regularly.

10) Please suggest any changes you would like to have in the existing

training programmes.

The major suggestions for changes in the existing training programmes are as

follows:-

The frequency of the training programmes organized in a year should be

increased.

The duration of the training sessions should be amplified.

New programmes for personal as well as professional development of the

officers should be developed.

Officers should be referred for the training programmes as per their

developmental needs.

The training programmes should be organized outside the office in order

to avoid disturbance in the work.

Some training sessions should also be organized in house for the officers

who find it difficult to attend them if held outside the office premises.

Better presentation technologies should be used in order to increase the

effectiveness of the programmes.

The course curriculum for the training programmes should be current in

terms of the new developments in the world.

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

year?

No. of

Programmes

No. of Respondents % of Responses

Upto 2 31 62%

3-5 12 25%

6-8 6 10%

More than 8 1 3%

Total 50 100%

INTERPRETATION

35% of the workers have attended 3-8 training programmes in the last year,

which is the clue of a useful training policy of the organization. However, 62% of

the workers have attended only 0-2 training programmes, which should be

effectively seen by the organization. Also, every worker should be given

chances to attend as many training programmes as possible.

11) The training given is useful to you.




Can’t Say 6 13%



Total 50 100%

INTERPRETATION

71% of the respondents feel that the training programmes were useful. 13%

respondents could not comment on the question and 16% think that the

programmes were irrelevant to their objective of being useful. The organization

must ensure programmes that are useful and prove to cater to the

developmental needs of the workers.

12) The time limit of the training programme was sufficient.




Can’t Say 6 13%



Total 50 100%

INTERPRETATION

42% respondents feel that the time limit of the training programme was

adequate but 35% feel that it was insufficient. Also, 13% could not comment on

the question. All the respondents though felt that increase in time limit of the

programmes would certainly be advantageous and the organization should take

some steps in this direction.

13) The time limit of the training programme, if increased would make

it more effective.




Can’t Say 5 10%



Total 50 100%

INTERPRETATION

65% respondents feel that the increase in the duration of the training

programmes would be beneficial but 25% differ to this opinion. Going by the

majority, the organization should make required changes to increase the

duration of the programmes and also take the opinion of the workers to have an

effective training session.

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




Can’t Say 6 13%

Moderately

Disagree

7 15%


Total 50 100%

INTERPRETATION

62% respondents believe that the training programmes increase their job

efficiency but 25% disagree to this. The respondents were of the opinion that

having current topics for the training programmes and also some sessions by an

external faculty would help them increase their on the job efficiency.

15) The training aids used were effective in improving the overall

effectiveness of the programme.




Can’t Say 15 30%

Moderately

Disagree

10 20%


Total 50 100%

INTERPRETATION

35% respondents believe that the training aids were effective in improving the

overall efficiency of the programme. Contrary to this, 35% disagree and 30%

could not comment on the issue. The organization should ensure positive

awareness about the training aids used. Also, the use of better presentation

aids should be facilitated.

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




Can’t Say 6 10%

Moderately

Disagree

19 37%


Total 50 100%

INTERPRETATION

33% respondents believe that the numbers of training programmes organized in

a year are sufficient, but a majority of 57% disagrees to this. The organization

should ensure multiple programmes for the workers and hence enable them in

improving their skills and knowledge.

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

effectiveness.




Can’t Say 6 13%

Moderately

Disagree

5 10%


Total 50 100%

INTERPRETATION

72% respondents feel that participative and interactive training session could

provide more awareness and knowledge in a small span of time as compared to

classroom teaching. 13% respondents could not comment on this and 15%

disagree to it.

18) Please suggest any changes you would like to have in the

existing training programmes.

The major suggestions for changes in the existing training programmes are as

follows:-

The workers were of the opinion that external faculty should be appointed

for the training programmes.

The period of the training sessions should be augmented.

The rate of the training programmes organized in a year should be

increased.

Every one should get a chance to attend the training programmes.

Documentaries and other films relating to issues of motivation, team

building should be screened.

Practical examples should be used to make things easy to understand

during the training sessions.

Better technological aids and methods should be used to make the

training sessions exciting.

CONCLUSIONS & IMPLICATIONS

The major findings of the project are enumerated as follows:

Training is considered as a positive step towards augmentation of the

knowledge base by the respondents.

The objectives of the training programmes were broadly known to the

respondents prior to attending them.

The training programmes were adequately designed to cater to the

developmental needs of the respondents.

Some of the respondents suggested that the time period of the training

programmes were less and thus need to be increased.

Some of the respondents also suggested that use of latest training methods

will enhance the effectiveness of the training programmes.

Some respondents believe that the training sessions could be made more

exciting if the sessions had been more interactive and in line with the current

practices in the market.

The training aids used were helpful in improving the overall effectiveness of

the training programmes.

The training programmes were able to improve on-the-job efficiency.

Some respondents also recommended that the number of training

programmes be increased.

RECOMMENDATIONS

Based on the data collected through the questionnaire and interactions with the

Officers of HAL the following recommendations are made for consideration:

The organization may utilize both subjective and objective approach for the

training programmes.

The organization may consider deputing each employee to attend at least

one training programmes each year.

The In-house training programmes will be beneficial to the organization as

well as employees since it will help employees to attend their official work

while undergoing the training.

The organization can also arrange part time training programmes in the

office premises for short durations, spanning over a few days, in order to

avoid any interruption in the routine work.

The organization can arrange the training programmes department wise in

order to give focused attention towards the departmental requirements.

BIBLIOGRAPHY

Effective Planning in Training and Development Leslie Rae

World Class Training Kaye Thorne

Training in Practice Blackwell

Human Resource Management C.B.Gupta

Human Resource Management T.N.Chabra

Human Capital Journal

QUESTIONNAIRRE

Dear Sir / Madam

I am a student of Krupanidhi Institute of Management. I am doing my

IIIrd year BBM degree. As part of my curriculam I have selected the

subject

“Executive Training and Development at Aircraft Division” as my

project work. Thus, I am submitting my questionnairre to your kind

opinon. This questionnairre is only for the study purpose.

Thanking you

Yours Faithfully

N.Deepa

PERSONAL DATA ( OPTIONAL)

NAME :

DESIGNATION :

QUALIFICATION :

EXPERIENCE :

QUESTIONNAIRRE ON EXECUTIVE TRAINING AND DEVELOPMENT IN HAL, AIRCRAFT DIVISION

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

0-5

6-10

10-15

More than 15

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

Strongly agree

Moderately agree

Can’t Say

Moderately Disagree

Strongly Disagree

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

Strongly agree

Moderately agree

Can’t Say

Moderately Disagree

Strongly Disagree

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

Strongly agree

Moderately agree

Can’t Say

Moderately Disagree

Strongly Disagree

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

subject.

Strongly agree

Moderately agree

Can’t Say

Moderately Disagree

Strongly Disagree

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

Strongly agree

Moderately agree

Can’t Say

Moderately Disagree

Strongly Disagree

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

programme.

Strongly agree

Moderately agree

Can’t Say

Moderately Disagree

Strongly Disagree

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

Strongly agree

Moderately agree

Can’t Say

Moderately Disagree

Strongly Disagree

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

were sufficient for officers of HAL.

Strongly agree

Moderately agree

Can’t Say

Moderately Disagree

Strongly Disagree

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

Upto 2

3-5

6-8

More than 8

11) The training given is useful to you.

Strongly agree

Moderately agree

Can’t Say

Moderately Disagree

Strongly Disagree

12) The time limit of the training programme was sufficient

Strongly agree

Moderately agree

Can’t Say

Moderately Disagree

Strongly Disagree

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

effective.

Strongly agree

Moderately agree

Can’t Say

Moderately Disagree

Strongly Disagree

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

Strongly agree

Moderately agree

Can’t Say

Moderately Disagree

Strongly Disagree

15) The training aids used were effective in improving the overall effectiveness of

the programme.

Strongly agree

Moderately agree

Can’t Say

Moderately Disagree

Strongly Disagree

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

Strongly agree

Moderately agree

Can’t Say

Moderately Disagree

Strongly Disagree

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

effectiveness.

Strongly agree

Moderately agree

Can’t Say

Moderately Disagree

Strongly Disagree

Documents

Training and Development in HAL