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 ANKITA SINGH

Faculty Guide PGDM (6th trimester)

LBS, Greater Noida Roll No. 0911008

DECLARATION

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I Ankita Singh, student of PGDM (6 th trimester), LLOYD BUSINESS SCHOOL, Greater Noida,
hereby solemnly declare that the research report titled "TRAINING AND DEVELOPMENT IN
HAL" is the result of my work, and this final research report is being submitted to LBS for the
partial fulfillment of the degree of PGDM. It is further endorsed here that this research report has
not been submitted to any other university or institute for the award of any degree or diploma.

ANKITA SINGH
PGDM (6thTrimester)
Roll No. 0911008

Date: ________________________

Place: ________________________

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 ACKNOWLEDGEMENT

This is a platform for me convey my sincere regards for all those people who enabled me to accomplish

my project work successfully.

It is my privilege to express my sincere gratitude to Dr. Shruti Gaur, Faculty Guide, LBS,

Greater Noida, for his real guidance, encouragement and valuable advice. It is his confidence imbibing

attitude and splendid discussions and endless endeavors through which I have gained significant

experience.

I would like to thank the entire unit of working people at Hindustan Aeronautics limited for their

immense concern throughout the project work, valuable guidance and patient attitude. making my

survey successful.

At the end, I am thankful to the Almighty for blessing me to complete this work Successfully.

ANKITA SINGH

PREFACE
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The global economy of the day has endangered the survival of every organization and in particular those

who want to have a competitive edge over the others. The competitive edge may be a distant dream in the

absence of Superior Quality Products which otherwise is the function of well-trained employees. Today

resources are scarce and have to be used carefully and trainers of all kinds are required to justify their

position and account for their activities. Training activities, which are ill, directed and inadequately focused,

do not serve the purpose of the trainers. The trainees or the organization hence identification of training

needs becomes the top priority of every progressive organization. Identification of training needs, if done

properly, provides the basis on which all other training activities can be considered and will lead to

multiskilling, fitting people to take extra responsibilities increasing all round competence and preparing

people to take on higher level responsibility in future.

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 CONTENTS

TOPIC PAGE NO.

 CHAPTER-1 6-8
Introduction

 CHAPTER-2 9-16
HAL An overview

 CHAPTER-3 17-27
Training & Development

 CHAPTER-4 28-43
Learning & Training

 CHAPTER-5 44-47
Training program in HAL

 CHAPTER-6 48-60
Research Objectives

 CHAPTER-7 61-66
Questionnaire

 CHAPTER-8 67
Conclusion

 CHAPTER-9 68
Recommendation

 CHAPTER-10 69
Bibliography

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6
CHAPTER-1

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 EXECUTIVE SUMMARY

TRAINING AND DEVELOPMENT

Today, in every organisation personnel planning as an activity is necessary. It is an important part of an

organisation. Human Resource Planning is a vital ingredient for the success of the organisation in the
long run. There are certain ways that are to be followed by every organisation, which ensures that it has
right number and kind of people, at the right place and right time, so that organisation can achieve its
planned objective.

 The objectives of Human Resource Department are Human Resource Planning, Recruitment and
Selection, Training and Development, Career planning, Transfer and Promotion, Risk Management,
Performance Appraisal and so on. Each objective needs special attention and proper planning and
implementation.

Every organization needs to have well trained and experienced people to perform the activities that
have to be done. If current or potential job occupants can meet this requirement, training is not
important. When this not the case, it is necessary to raise the skill levels and increase the versatility and
adaptability of employees. It is being increasing common for individual to change careers several times
during their working lives. The probability of any young person learning a job today and having those
skills go basically unchanged during the forty or so years if his career is extremely unlikely, may be
even impossible. In a rapid changing society employee training is not only an activity that is desirable
but also an activity that an organization must commit resources to if it is to maintain a viable and
knowledgeable work force.

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The entire project talks about the training and development in theoretical as well as new concepts,
which are in trend now. Here we have discussed what would be the input of training if we ever go for
and how can it be good to any organization in reaping the benefits from the money invested in terms
like (ROI) i.e. return on investment. What are the ways we can identify the training need of any
employee and how to know what kind of training he can go for? Training being covered in different
aspect likes integrating it with organizational culture. The best and latest available trends in training
method, the benefits which we can derive out of it. How the evaluation should be done and how
effective is the training all together. Some of the companies practicing training in unique manner a
lesson for other to follow as to how to train and retain the best resource in the world to reap the best out
of it.

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 INTRODUCTION

Employee training tries to improve skills, or add to the existing level of knowledge so that employee is
better equipped to do his present job, or to prepare him for a higher position with increased
responsibilities. However individual growth is not and ends in itself. Organizational growth need to be
measured along with individual growth.

Training refers to the teaching or learning activities done for the primary purpose of helping members
of an organization to acquire and apply the knowledge skills, abilities, and attitude needed by that
organization to acquire and apply the same. Broadly speaking training is the act of increasing the
knowledge and skill of an employee for doing a particular job.

In today’s scenario change is the order of the day and the only way to deal with it is to learn and grow.
Employees have become central to success or failure of an organization they are the cornucopia of
ideas. So it high time the organization realize that “train and retain is the mantra of new millennium.”

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 SCOPE OF THE STUDY

The scope of the study covers in depth, the various training practices, modules, formats being followed
and is limited to the company HAL and its employees. The different training programmes
incorporated/facilitated in HAL through its faculties, outside agencies or professional groups. It also
judges the enhancement of the knowledge & skills of employees and feedback on its effectiveness.

OBJECTIVE OF THE STUDY

The broad objective of the study of training policies in HAL is to study the impact of training on the
overall skill development of workers. The specific objectives of the study are:

1. To examine the effectiveness of training in overall development of skills of

workforce.
2. To examine the impact of training on the workers.
3. To study the changes in behavioral pattern due to training.
4. To measure the differential change in output due to training
5. To compare the cost effectiveness in implanting training programmes.

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CHAPTER - 2

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 HAL AN OVER VIEW

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 "

VALUES

 CUSTOMER 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.

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  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

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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.

ORIGIN OF HAL

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 Centers 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 Defense 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)

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 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 Defense 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.

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 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.

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 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.

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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

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 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.

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Liaison Offices out of India

· London

· Moscow

FINANCIAL HIGHLIGHTS

Rupees in Crores

Particulars 2007-08 2008-09 Growth 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%

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 AN OVERVIEW TO TRAINING AND DEVELOPMENT

It is a subsystem of an organization. It ensures that randomness is reduced and learning or behavioral

change takes place in structured format.

TRADITIONAL AND MODERN APPROACH OF TRAINING AND DEVLOPMENT

Traditional Approach

Most of the organizations before never used to believe in training. They were holding the traditional
view that managers are born and not made. There were also some views that training is a very costly
affair and not worth. Organizations used to believe more in executive pinching. But now the scenario
seems to be changing.

The modern approach

of training and development is that Indian Organizations have realized the importance of corporate
training. Training is now considered as more of retention tool than a cost. The training system in Indian
Industry has been changed to create a smarter workforce and yield the best results.

TRAINING DEFINED

It is a learning process that involves the acquisition of knowledge, sharpening of skills, concepts, rules,
or changing of attitudes and behaviours to enhance the performance of employees. Training is activity
leading to skilled behavior

 It’s not what you want in life, but it’s knowing how to reach it

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  It’s not where you want to go, but it’s knowing how to get there

 It’s not how high you want to rise, but it’s knowing how to take off

 It may not be quite the outcome you were aiming for, but it will be an outcome

 It’s not what you dream of doing, but it’s having the knowledge to do it

 It's not a set of goals, but it’s more like a vision

 It’s not the goal you set, but it’s what you need to achieve it

 Training is about knowing where you stand (no matter how good or bad the current

situation looks) at present, and where you will be after some point of time. Training is

about the acquisition of knowledge, skills, and abilities (KSA) through professional

development.

Importance of Training and Development

 Optimum Utilization of Human Resources

Training and Development helps in optimizing the utilization of human resource that further helps the

employee to achieve the organizational goals as well as their individual goals.

 Development of Human Resources

Training and Development helps to provide an opportunity and broad structure for the development of

human resources’ technical and behavioral skills in an organization. It also helps the employees in

attaining personal growth.

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  Development of skills of employees

Training and Development helps in increasing the job knowledge and skills of employees at each level.

It helps to expand the horizons of human intellect and an overall personality of the employees

 productivity

Training and Development helps in increasing the productivity of the employees that helps the

organization further to achieve its long-term goal

 Team spirit

Training and Development helps in inculcating the sense of team work, team spirit, and inter-team

collaborations. It helps in inculcating the zeal to learn within the employees

 Organization Culture

Training and Development helps to develop and improve the organizational health culture and

effectiveness. It helps in creating the learning culture within the organization.

 Organization Climate

Training and Development helps building the positive perception and feeling about the organization.

The employees get these feelings from leaders, subordinates, and peers.

 Quality

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Training and Development helps in improving upon the quality of work and work-life.

 Healthy work-environment

Training and Development helps in creating the healthy working environment. It helps to build good

employee, relationship so that individual goals aligns with organizational goal.

 Health and Safety

Training and Development helps in improving the health and safety of the organization thus preventing

obsolescence.

 Morale

Training and Development helps in improving the morale of the work force.

 Image

Training and Development helps in creating a better corporate image.

 Profitability

Training and Development leads to improved profitability and more positive attitudes towards profit

orientation.

 Training and Development aids in organizational development

i.e. Organization gets more effective decision making and problem solving. It helps in understanding

and carrying out organizational policies.

 Training and Development helps in developing leadership skills, motivation, loyalty,

better attitudes, and other aspects that successful workers and managers usually display.

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TRAINING AND DEVELOPMENT OBJECTIVES

The principal objective of training and development division is to make sure the availability of a skilled
and willing workforce to an organization. In addition to that, there are four other objectives: Individual,
Organizational, Functional, and Societal.
 Individual Objectives
help employees in achieving their personal goals, which in turn, enhances the individual
contribution to an organization.

 Organizational Objectives
assist the organization with its primary objective by bringing individual effectiveness.

 Functional Objectives
maintain the department’s contribution at a level suitable to the organization’s needs.

 Societal Objectives
ensure that an organization is ethically and socially responsible to the needs and challenges of
the society.

Importance of Training Objectives

Training objective is one of the most important parts of training program. While some people think of
training objective as a waste of valuable time. The counterargument here is that resources are always
limited and the training objectives actually lead the design of training. It provides the clear guidelines
and develops the training program in less time because objectives focus specifically on needs. It helps
in adhering to a plan. Training objectives tell the trainee that what is expected out of him at the end of

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the training program. Training objectives are of great significance from a number of stakeholder
perspectives.

1. Trainer
2. Trainee
3. Designer
4. Evaluator

 Trainer
The training objective is also beneficial to trainer because it helps the trainer to measure the
progress of trainees and make the required adjustments. Also, trainer comes in a position to
establish a relationship between objectives and particular segments of training.

 Trainee
The training objective is beneficial to the trainee because it helps in reducing the anxiety of the
trainee up to some extent. Not knowing anything or going to a place which is unknown creates
anxiety that can negatively affect learning. Therefore, it is important to keep the participants
aware of the happenings, rather than keeping it surprise.
Secondly, it helps in increase in concentration, which is the crucial factor to
make the training successful. The objectives create an image of the training program in trainee’s
mind that actually helps in gaining attention. Thirdly, if the goal is set to be challenging and
motivating, then the likelihood of achieving those goals is much higher than the situation in
which no goal is Set. Therefore, training objectives helps in increasing the probability that the
participants will be successful in training.

 Designer
The training objective is beneficial to the training designer because if the designer is aware
what is to be achieved in the end then he’ll buy the training package according to that only. The
training designer would then look for the training methods, training equipments, and training
content accordingly to achieve those objectives. Furthermore, planning always helps in dealing

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 effectively in an unexpected situation. Consider an example; the objective of one training
program is to deal effectively with customers to increase the sales. Since the objective is known,
the designer will design a training program that will include ways to improve the interpersonal
skills, such as verbal and non verbal language, dealing in unexpected situation i.e. when there is
a defect in a product or when a customer is angry. Therefore, without any guidance, the training
may not be designed appropriately.

 Evaluator
It becomes easy for the training evaluator to measure the progress of the trainees because the
objectives define the expected performance of trainees. Training objective is an important to
tool to judge the performance of participants.

Training and Human Resource Management

The HR functioning is changing with time and with this change, the relationship between the training
function and other management activity is also changing. The training and development activities are
now equally important with that of other HR functions. Gone are the days, when training was
considered to be futile, waste of time, resources, and money. Now-a-days, training is an investment
because the departments such as, marketing & sales, HR, production, finance, etc depends on training
for its survival. If training is not considered as a priority or not seen as a vital part in the organization,
then it is difficult to accept that such a company has effectively carried out HRM. Training actually
provides the opportunity to raise the profile development activities in the organization. To increase the
commitment level of employees and growth in quality movement (concepts of HRM), senior
management team is now increasing the role of training. Such concepts of HRM require careful
planning as well as greater emphasis on employee development and long term education.
Training is now the important tool of Human Resource Management to control the attrition rate because
it helps in motivating employees, achieving their professional and personal goals, increasing the level
of job satisfaction, etc. As a result training is given on a variety of skill development and covers a
multitude of courses.

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Role of HRD Professionals in Training

This is the era of cut-throat competition and with this changing scenario of business; the role of HR
professionals in training has been widened. HR role now is:

1. Active involvement in employee education

2. Rewards for improvement in performance

3. Rewards to be associated with self esteem and self worth

4. Providing pre-employment market oriented skill development education and post employment
support for advanced education and training

5. Flexible access i.e. anytime, anywhere training.

Models of Training

Training is a sub-system of the organization because the departments such as, marketing & sales, HR,
production, finance, etc depends on training for its survival. Training is a transforming process that
requires some input and in turn it produces output in the form of knowledge, skills, and attitudes
(KSAs).

THE TRAINING SYSTEM

A System is a combination of things or parts that must work together to perform a particular function.
An organization is a system and training is a sub system of the organization. The System Approach

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views training as a sub system of an organization. System Approach can be used to examine broad
issues like objectives, functions, and aim. It establishes a logical relationship between the sequential
stages in the process of training need analysis (TNA), formulating, delivering, and evaluating. There
are 4 necessary inputs i.e. technology, man, material, time required in every system to produce
products or services. And every system must have some output from these inputs in order to survive.
The output can be tangible or intangible depending upon the organization’s requirement. A system
approach to training is planned creation of training program. This approach uses step-by-step
procedures to solve the problems. Under systematic approach, training is undertaken on planned basis.
Out of this planned effort,
one such basic model of five steps is system model that is explained below. Organization are working
in open environment i.e. there are some internal and external forces, that poses threats and
opportunities, therefore, trainers need to be aware of these forces which may impact on the content,
form, and conduct of the training efforts. The internal forces are the various demands of the
organization for a better learning environment; need to be up to date with the latest technologies.
The three model of training are:

1. System Model

2. Instructional System Development Model

3. Transitional model

System Model Training

The system model consists of five phases and should be repeated on a regular basis to make further
improvements. The training should achieve the purpose of helping employee to perform their work to
required standards.

Model of training are as follows:

1. Analyze and identify the training needs i.e. to analyze the department, job, employees requirement,
who needs training, what do they need to learn, estimating training cost, etc.

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2. The next step is to develop a performance measure on the basis of which actual performance would
be evaluated.
3. Design and provide training to meet identified needs. This step requires developing objectives of
training, identifying the learning steps, sequencing and structuring the contents.

4. Develop- This phase requires listing the activities in the training program that will assist the
participants to learn, selecting delivery method, examining the training material, validating information
to be imparted to make sure it accomplishes all the goals & objectives.

5. Implementing is the hardest part of the system because one wrong step can lead to the failure of
whole training program.

6. Evaluating each phase so as to make sure it has achieved its aim in terms of subsequent work
performance. Making necessary amendments to any of the previous stage in order to remedy or
improve failure practices Instructional System Development Model(ISD)Model Instructional System
Development model was made to answer the training problems. This model is widely used now-a-days
in the organization because it is concerned with the training need on the job performance. Training
objectives are defined on the basis of job responsibilities and job description and on the basis of the
defined objectives individual progress is measured. This model also helps in determining and
developing the favorable strategies, sequencing the content, and delivering media for the types of
training objectives to be achieved.

The Instructional System Development model comprises of five stages:

1. ANALYSIS
This phase consist of training need assessment, job analysis, and target audience analysis.

2. PLANNING
This phase consist of setting goal of the learning outcome, instructional objectives that measures
behavior of a participant after the training, types of training material, media selection, methods

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 of evaluating the trainee, trainer and the training program, strategies to impart knowledge i.e.
selection of content, sequencing of content, etc.

3. DEVELOPMENT
This phase translates design decisions into training material. It consists of developing course
material for the trainer including handouts, workbooks, visual aids, demonstration props, etc,
course material for the trainee including handouts of summary.

4. EXECUTION
This phase focuses on logistical arrangements, such as arranging speakers, equipments, benches,
podium, food facilities, cooling, lighting, parking, and other training accessories.

5. EVALUATION
The purpose of this phase is to make sure that the training program has achieved its aim in
terms of subsequent work performance. This phase consists of identifying strengths and
weaknesses and making necessary amendments to any of the previous stage in order to remedy
or improve failure practices.

The ISD model is a continuous process that lasts throughout the training program. It
also highlights that feedback is an important phase throughout the entire training program. In this
model, the output of one phase is an input to the next phase. Transitional model focuses on the
organization as a whole. The outer loop describes the vision, mission and values of the organization on
the basis of which training model i.e. inner loop is executed.

Vision
focuses on the milestones that the organization would like to achieve after the
defined point of time. A vision statement tells that where the organization sees itself few
years down the line. A vision may include setting a role mode, or bringing some internal
transformation, or may be promising to meet some other deadlines

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Mission
explain the reason of organizational existence. It identifies the position in the
community. The reason of developing a mission statement is to motivate, inspire, and inform the
employees regarding the organization. The mission statement tells about the identity that how the
organization would like to be viewed by the customers, employees, and all other stakeholders.

Values
is the translation of vision and mission into communicable ideals. It reflects the deeply held values of
the organization and is independent of current industry environment. For example, values may include
social responsibility, excellent customer service, etc.
The mission, vision, and values precede the objective in the inner loop. This model considers the
organization as a whole. The objective is formulated keeping these three things in mind and then the
training model is further

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

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progress towards maturity and actualization of potential capabilities so that they can become not only

good employees but better human beings.

LEARNING AND TRAINING

Irrespective of the type or method of training, a trainer has to keep in mind some of the principles of
learning or motivation, which would enhance internationalization of what is taught.

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

34
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

35
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.

TRAINING INPUTS

There are three basic types of inputs;

(i)Skills

(ii)Attitude

(iii)Knowledge.

36
The primary purpose of training is to establishing a sound relationship is at its best when the workers

attitude to the job is right, when the workers knowledge of the job is adequate, and he has developed

the necessary skills. Training activities in an industrial organization are aimed at making desired

modifications in skills, attitudes and knowledge of employee so that they perform their jobs most

efficiently and effectively

.BEST TIME TO IMPART TRAINING TO EMPLOYEE

1. NEW RECRUITS TO THE COMPANY

These have a requirement for induction into the company as a whole in terms of its business activities

and personnel policies and provisions, the terms, conditions and benefits appropriate to the particular

employee, and the career and advancement opportunities available.

2. TRANSFEREES WITHIN THE COMPANY

These are people who are moved from one job to another, either within the same work area, i.e. the

same department or function, or to dissimilar work under a different management. Under this heading

we are excluding promotions, which take people into entirely new levels of responsibility.

3. PROMOTIONS

Although similar to the transferee in that there is a new job to be learned in new surroundings, he is

dissimilar in that the promotion has brought him to a new level of supervisory or management

responsibility. The change is usually too important and difficult to make successfully to permit one to

assume that the promotes will pick it up as he goes along and attention has to be paid to training in the

tasks and the responsibilities and personal skills necessary for effective performance.

37
4. NEW PLANT OR EQUIPMENT

Even the most experienced operator has everything to learn when a computer and electronic controls

replace the previous manual and electro-mechanical system on the process plant on which he works.

There is no less a training requirement for the supervisors and process management, as well as for

technical service production control and others.

5. NEW PROCEDURES

Mainly for those who work in offices in commercial and administrative functions but also for those

who we workplace is on the shop floor or on process plant on any occasion on which there

is a modification to existing paperwork or procedure for, say the withdrawal of materials from stores,

the control of customer credit the approval of expense claims, there needs to be instruction on the

change in the way of working in many instances, a note bringing the attention of all concerned the

change is assume to be sufficient, but there are cases, such as when total new systems in corporating IT

up dates are installed, when more thorough training is needed.

6. NEW STANDARDS, RULES AND PRACTICES

Changes in any one these are likely to be conveyed by printed note or by word of mouth by the

manager to his subordinates, and this can be the most satisfaction way of dealing with the change from

the point of view of getting those affected to understand their new responsibility. However not all

changes under this heading can be left to this sort of handling. Even the simplest looking instruction

may be regarded as undesirable or impracticable by whoever has to perform it he may not understand

the purpose behind the change and lose confidence in a management which he now believes to be

38
‘messing about’, or he may understand the purpose and have a better alternative to offer if it is not too

late.

7. NEW RELATIONSHIP AND AUTHORITIES

These can arise, as a result of management decisions, in a number of ways. In examples, the recognition

of the accounts department can result in a realization of responsibilities between the section leaders of

credit control, invoicing and customer records, although there is no movement of staff between the

sections (i.e. no transfers). Although the change in work content for each clerk and supervisor is

defined clearly for each person in the new procedures, there is nevertheless a need for each person to

know where he stands in the new set up, which is responsible for what, and where to direct problems

and enquiries as they arise in the future.

8. MAINTENANCE OF STANDARDS

We are here concerned with maintenance of standards through training, for it must be remembered that

supervision and inspection and qualify control are continuously responsible for standards and exercise

their own authorities to this end. Although it is generally agreed that some retraining from time to time,

taking varied forms even for the on group of employees, does act as both a reminder and a stimulus,

there is not much agreement on the next frequency and form that such retraining should take, of there is

as yet little scientific knowledge on this subject which is of much use in industrial situations.

9. THE MAINTENANCE OF ADAPTABILITY

39
Again, whilst there is little scientific study of the loss of ability to learn new skills in those cases where

people spend a long time without change, and without the need to learn, there is increasing evidence in

current experience to suggest that this is the case in industrial employment. Add, of course, there is the

inference arising from the laboratory experiments of psychologists.

10. THE MAINTENANCE OF MANAGEMENT SKILLS &

STANDARDS

Skills in supervising, employee appraisal, communications, leadership etc are important in all

companies. Some of these skills are seen to be critical to major developments in company organisation,

culture, employee empowerment and so on. Initial training in these skills is not uncommon in the

largest companies on appointment into management and supervision. But continuous training and

performance monitoring is rare, despite the common knowledge that standards are as varied as human

nature.

11. RETIREMENT AND REDUNDANCY

Employees of any position in the company who are heading towards retirement will benefit from

learning about health, social life, work opportunities money management etc. Internal or external

courses are best attended a year or two before retirement date, in a few companies a member of

Personnel will act as a counselor as required.

40
 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.

41
 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

 ON-THE-JOB TECHNIQUES

42
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.

METHODS OF TRAINING

1. ON- THE- JOB METHODS

2. 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:

43
 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.

44
 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

o 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:

45
 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.

46
 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

47
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

48
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

49
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

50
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.

51
 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 inhouse 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

52
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

53
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.

54
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.

55
- 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.

56
CHAPTER - 3

57
 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.

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.

58
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.

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.

59
 TOOLS AND METHODS OF 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 DATASecondary 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

60
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.

61
CHAPTER - 4

62
 DATA ANALYSIS

In the study as said overly 40 respondents were interviewed and analysis were drawn on the basis of
their opinions.

TABLE 1: EMPLOYEES INTEREST IN TYPE OF TRAINING

PARTICULARS NO. OF RESPONDENTS PERCENTAGE

ON THE JOB 34 85%

OFF THE JOB 6 15%

TOTAL 40 100%

15%

ON THE
JOB
OFF THE
85% JOB

From the Table1 and graph, it reveals that 85% of employees are interested in on-the-job and only 15%
of the employees are interested in off-the-job.

TABLE 2: METHODS OF TRAINING ADOPTED IN THE ORGANISATION

PARTICULARS NO. OF PERCENTAGE

63
 RESPONDENTS

REFRESHER 4 10%

SENSITIVITY 1 2.5%

CONVERGENT 4 10%
LATEST
TECHNOLOGY 8 20%

CEP 23 57.5%

TOTAL 40 100%

REFRESHER
10%
10% SENSITIVITY
3%

CONVERGENT
57%
LATEST
20%
TECHNOLOGY

CEP

The above stated training are the main training programmes conducted in the organization, from the
above Table2 and graph 57% of the employees have attended CEP i.e. continuous education
propgramme, 20% of them have attended latest technology, 10% for both convergent and refresher
training and Refresher training and only 2.5% have attended Sensitivity training.

TABLE 3: OPININON OF EMPLOYEES IN CONTEXT TO TRAINING PROGRAMME

PARTICULARS NO. OF RESPONDENTS PERCENTAGE

INTRAPERSONAL 1 5%

64
 INTERPERSONAL 12 30%

TECHNICAL 26 65%

TOTAL 40 100%

From the above Table3 and graph, it is highlight

4% INTRAPERSONAL

INTERPERSONAL

TECHNICAL

ed that

65% of the employees opine training is helpful for their technical activities, 30% of the employees
opine training is helpful for interpersonal activities and only 2.5% said training is helpful for
intrapersonal activities.
Hence, the organization should also give priority for conducting training programmes which can
enhance the intrapersonal activities.

TABLE 4: SATISFACTION OF ENVIRONMENT DURING THE TRAINING PERIOD

NO. OF
PARTICULARS RESPONDENTS PERCENTAGE

YES 38 95%

65
 NO 12 5%

TOTAL 40 100%

5%

YES NO

95%

From the above Table4 and graph, it can be viewed that 95% of the employees are comfortable during
the training programme, and only 5% are not comfortable during the training period.
Thus most of the employees are comfortable during the training programme.

TABLE 5: SATISFACTION ABOUT YHE TRAINING PROGRAMME

PARTICULARS NO. OF RESPONDENTS PERCENTAGE

66
 YES 36 90%

NO 4 10%

TOTAL 40 100%

10%

YES
NO

90%

From the above Table5 and graph, it is analysed that 90% of the employees are satisfied with the
training programme they had and only 10% are not satisfied with the training programme.
Thus it can be concluded that most of the employees are fully satisfied with the training programme
conducted by the organization.

TABLE 6: PLACE OF THE EMPLOYEES GETTING TRAINED

NO. OF
PARTICULARS RESPONDENTS PERCENTAGE

WORK SHOP 2 5%

CLASS ROOMS 16 39%

CONFERENCE HALL 9 23%

67
 OUTSIDE THE
ESTABLISHMENT 13 33%

TOTAL 40 100%

WORK SHOP 33%

5%
CLASS ROOMS
40%
CONFERENCE
23%
HALL

OUTSIDE THE
ESTABLISHMENT

The above are the places were the training are held, from the graph it is viewed that 5% of them were
trained in work shops, 39% in class rooms, 23% in conference hall, 33% of them outside the
establishment.

TABLE 7: OPININON OF EMPLOYEES ABOUT TRAINERS

NO. OF
PARTICULARS RESPONDENTS PERCENTAGE
1. QUALIFIED &
EXPERIENCED 20 50%
2. SKILLFUL &
KNOWLEDGEABLE 5 11%
3. ENCOURAGED
CLASS PARTICIPATION 1 3%

ALL(1+2+3) 14 36%

TOTAL 40 100%
68
 QUALIFIED &
EXPERIENCED

SKILLFUL &
KNOWLEDGEABLE

ENCOURAGED CLASS
PARTICIPATION

ALL

From the Table7, it is analysed that 50% of the employees view their trainers as qualified and
experienced, 12.5% of them are skillful and knowledgeable, 3% of them encourage class participation
and other 36% said trainers are qualified & experienced, skillful & knowledgeable, and also
encouraged class participation.

TABLE 8: BEHAVIOURAL ASPECTS OF THE TRAINERS

PARTICULARS NO. OF RESPONDENTS PERCENTAGE

IMPARTIAL 4 10%

RUDE 0 0%

FRIENDLY 28 28%

EASY GOING 8 20%

TOTAL 40 100%

69
 34% 17% IMPARTIAL

RUDE

FRIENDLY

48% EASY GOING

From the above graph and Table8 it reveals that 10% of the employees feel that trainers were impartial,
70% feel that trainers were friendly, 20% feel they were easy going and finally employees feel none of
the trainers were rude that is 0%.

TABLE 9: TRAINING CONDUCTED IN PCS

PARTICULARS NO. OF RESPONDENTS PERCENTAGE
FORTNIGHTLY 0 0%
MONTHLY 16 40%

QUARTERLY 4 10%

HALF YEARLY 1 3%

ANNUALLY 19 47%

70
 TOTAL 40 100%

MONTHLY

QUARTERLY

HALF YEARLY

10% ANNUALLY
3%

From the

above Table9 it reveals that, when all training courses are held, 40% of them said the fact that courses
are conducted monthly, 2.5% for half yearly, 10% for quarterly, 47.5% for annually.
The table clearly indicates that most of the training programme were conducted monthly(40%) some of
the training programs are conducted even once in a year(47.5). The table further reveals that no training
programms is been conducted with a period duration of a fortnight.

TABLE 10: DURATION OF THE TRAINING PROGRAMME

NO. OF
PARTICULARS RESPONDENTS PERCENTAGE

ONE DAY 1 3%

71
 2-3 DAYS 4 10%

ONE WEEK 22 55%

FORTNIGHT 13 33%

TOTAL 40 100%

33%
3% 10% ONE DAY

2-3 DAYS

ONE WEEK
55%
FORTNIGHT

As regards the duration of the training programme, 2.5% of the employees said it was held for one day,
10% said for 2-3 days, 55% said training takes place for a week,

TABLE 11: EMPLOYEE OPINION ABOUT THE TYPE OF TRAINING

NO. OF
PARTICULARS RESPONDENTS PERCENTAGE

WORK SCHEDULE 6 15%

PERFORMANCE 2 5%

72
 APPRAISAL

CONTINOUS LEARNING 18 45%

ALL 14 35%

TOTAL 40 100%

WORK
SCHEDULE
35% 15% 5%
PERFORMANCE
APPRAISAL

CONTINOUS
45% LEARNING

ALL

From the Table11, it is highlighted, 15% of the employees said training as a part of their work
schedule, 5% of them for performance appraisal, 45% of them for continuous learning and 35% of them
vote for all.

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

PARTICULARS NO. OF RESPONDENTS PERCENTAGE

YES 4 10%

NO 36 90%

TOTAL 40 100%

73
 10%

YES

90% NO

From the Table12, it is analysed that the organization is not conducting regularly the pre-test and the
post-test.
It is most surprising fact inspite of its existence in the field for more than 3-4 decades it is not taking
interest in the pre-test and pro-test because out of 40 respondents 36 respondents i.e. 90% of
respondents opine that the pre and pro-test are not conducted.

TABLE 13: FEEDBACK OF THE TRAINING

NO. OF
PARTICULARS RESPONDENTS PERCENTAGE

YES 38 92%

NO 2 8%

TOTAL 40 100%

74
 18%

YES
NO
83%

From the above Table13 it is analysed that 92% of the employees expressed that their performance are
evaluated and the feed back is given, the remaining 8% expressed a negative answer. It is one of the
important aspects of HRD is that identification of the type of the training requirements of the
employees and also to evaluate their performance of the trained workers during their post period .
It can be emphasized that the training component of the organization gives importance for getting the
feedback about the impact of the training programme on the employees.

TABLE 14: SELF EFFICACY INCREASED BY THE TRAINING PROGRAMME

NO. OF
PARTICULARS RESPONDENTS PERCENTAGE
YES 35 87%

NO 5 13%

TOTAL 40 100

75
 YES NO

88%

From the above table 87% of the employees opine is that there is an increase in their self improvement
and the remaining 13% have not noticed any improvement.

TABLE 15: EMPLOYEES CONCERN TOWARDS TRAINING ENCHANCMENT IN THE

FOLLOWING AREA

PARTICULARS NO. OF RESPONDENTS PERCENTAGE

1. OPERATIONAL
SKILLS 5 13%
2. EFFICIENCY 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 40 100%

76
 OPERATIONAL
SKILLS

43% 13% EFFICIENCY

25% BEHAVIOUR

COMMUNICATION
SKILLS
10% 5% 5% TEAM BUILDING

ALL

It is seen from the graph that ,training has enhanced in the following areas like 12.5% in operational
skills for few employees, 25% in efficiency for others, 5% in Behaviour for others, 5% in
communication, 10% in team building for few employees and other 43% feel that training has
enhanced them for all the areas stated.

77
CHAPTER-5

78
 FINDING AND INTERPRETATION

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.

79
CHAPTER - 6

80
 SUGGESTIONS

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

81
CHAPTER-7

82
 REFERENCES

1. K Ashwathappa, (1997) Human Resource and Personnel Management, Tata

McGraw- Hill 131-176

2. Chris Dukes, (2001) Recruiting the Right Staff

3. John M. Ivancevich, Human Resource Management, Tata McGraw- Hill, 2004

4. Steve Kneeland, (1999) Hiring People, discover an effective interviewing

system; avoid hiring the wrong person, recruit outstanding performers

5. Stone, Harold C and Kendell, W.E Effective Personnel Selection Procedures,

1956

83
 BIBLIOGRAPHY

NEWS PAPERS:

TIMES OF INDIA

THE ECONOMIC TIMES

MAGAZINES:

BUSINESS WORLD

BUSINESS TODAY

INDIA TODAY

PERIODICALS AND REPORTS:

BUSINESS INDIA

INDIA TODAY

WEB:

www.google.com

www.hal-india.com

www.slideshare.com

www.scribd.com

84
 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. More than 15

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

1. Strongly agree

2. Moderately agree

3. Can’t Say

4. Moderately Disagree

5. Strongly Disagree

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

1. Strongly agree

2. Moderately agree

3. Can’t Say

4. Moderately Disagree

5. Strongly Disagree

85
4) The period of training session was sufficient for the learning.

1. Strongly agree

2. Moderately agree

3. Can’t Say

4. Moderately Disagree

5. Strongly Disagree

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

1. Strongly agree

2. Moderately agree

3. Can’t Say

4. Moderately Disagree

5. Strongly Disagree

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

1. Strongly agree

2. Moderately agree

3. Can’t Say

4. Moderately Disagree

5. Strongly Disagree

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

1. Strongly agree

86
 2. Moderately agree

3. Can’t Say

4. Moderately Disagree

5. Strongly Disagree

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

1. Strongly agree

2. Moderately agree

3. Can’t Say

4. Moderately Disagree

5. Strongly Disagree

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

sufficient for officers of HAL.

1. Strongly agree

2. Moderately agree

3. Can’t Say

4. Moderately Disagree

5. Strongly Disagree

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

1. Upto 2

2. 3-5

87
 3. 6-8

4. More than 8

11) The training given is useful to you.

1. Strongly agree

2. Moderately agree

3. Can’t Say

4. Moderately Disagree

5. Strongly Disagree

12) The time limit of the training programme was sufficient

1. Strongly agree

2. Moderately agree

3. Can’t Say

4. Moderately Disagree

5. Strongly Disagree

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

1. Strongly agree

2. Moderately agree

3. Can’t Say

4. Moderately Disagree

5. Strongly Disagree

88
14) The training was effective in improving your on-the-job efficiency.

1. Strongly agree

2. Moderately agree

3. Can’t Say

4. Moderately Disagree

5. Strongly Disagree

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

1. Strongly agree

2. Moderately agree

3. Can’t Say

4. Moderately Disagree

5. Strongly Disagree

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

1. Strongly agree

2. Moderately agree

3. Can’t Say

4. Moderately Disagree

5. Strongly Disagree

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

89
1. Strongly agree

2. Moderately agree

3. Can’t Say

4. Moderately Disagree

5. Strongly Disagree

90