PROJECT ON

CURREENT TRAINING AND DEVELOPMENT PRACTICES IN INDIGO AIRLINES

APPENDIX-1

CERTIFICATE FROM THE GUIDE

This is to certify that the Project work titled Current Training And Development Practices is a bonafide work carried out by Ms. Tejashree Namdeo Borji

Admission no: LPGD/JA10/0870

A candidate for the Post Graduate Diploma examination of the Welingkar Institute of Management under my guidance and direction.

SIGNATURE OF GUIDE: NAME: Mrs.Rani Gupta DESIGNATION: Recruitment Officer ADDRESS: INDIGO AIRLINES17, 1ST FLOOR, JOLLYMAKER, CHAMBER II, 225 NARIMAN POINT, MUMBAI,-400021 MAHARASHTRA

DATE:

PLACE:

CURREENT TRAINING AND DEVELOPMENT PRACTICES

NAME: Tejashree N.Borji

ADMISSION NO: LPGD/JA10/0870

POST GRATUATION IN BUSINESS MANAGEMENT

NAME OF THE INSTITUTE: WELINGKAR INSTITUTE OF MANAGEMENT

SR. NO. 1 INTRODUCTION DEVLOPMENT 2 3 4 5 6 7 8 9 10 11

TOPIC TRAINING AND DEVELOPMENT DEFINED TRADITIONAL AND MODERN APPROACH OF TRAINING AND THE TRAINING PROCESS THE TRAINING SYSTEM

PAGE 5--8

IMPORTANCE OF TRAINING AND DEVELOPMENT TRAINING AND DEVELOPMENT OBJECTIVES ROLE OF HRD PROFESSIONAL IN TRAINING THE TRAINING SYSTEM METHODS OF TRAINING BASIC TYPES OF INPUTS IN TRANING PROCESS OF TRAINING MANAGEMENT DEVELOPMENT PROGRAM (MDP)

8--16 17-41

REASON FOR CHOOSING THIS TOPIC OBJECTIVE OF THE STUDY BRIEF HISTORY OF THE ORGANIZATION ORGANIZATIONAL STRUCTURE PRODUCTS\ SERVICES FINANCIAL PERFORMANCE RESERCH STUDY OF MAIN TOPIC TRAINING PROGRAMME FOR TESTING OUT THE TRAINING PREPARATION OF TRAINING PLAN: IMPARTING OF TRAINING MANAGEMENT TRAINEES TRAINING PILOT TRAINING CABIN CREW

42 43 44-45 46-47 48-49 50-53 54-60

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EMPLOYEE OVERALL DEVELPOMENT FINDINGS SUGGESTIONS LIMITATION CONCLUSION BIBLIOGRAPHY TRAINING EVALUATION FORM QUESTIONNAIRE TRAINING IN INDIGO AIRLINES CROSS-CULTURAL TRAINING PROGRAMS AND SERVICES CARREER DEVELOPMENT DATA ANALYSIS & INTERPRETATION

61-83

13 14 15 16 17 18 19

84-85 86 87 88 89 89-90 91-93

1 INTRODUCTION

CURRENT TRAINING & DEVELOPMENT PRACTICES

TRAINING AND DEVELOPMENT is a subsystem of an organization. It ensures that randomness is reduced and learning or behavioral change takes place in structured format. TRAINING AND DEVELOPMENT DEFINED It is concerned with the structure and delivery of acquisition of knowledge to improve the efficiency and effectiveness of organization. It is concerned with improving the existing skills and exploring the potential skills of the individual i.e. upgrading the employees skills and extending their knowledge. Therefore, training is a key to optimizing utilization human intellectual technological and entrepreneurial skills.

Training and Development referred to as: Acquisition and sharpening of employees capabilities that is required to perform various obligations, tasks and functions. Developing the employees capabilities so that they may be able to discover their potential and exploit them to full their own and organizational development purpose. Developing an organizational culture where superior-subordinate relationship, teamwork, and collaboration among different sub units are strong and contribute to organizational wealth, dynamism and pride to the employees.

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

What is Training/Learning Needs Analysis A training/learning needs analysis (TNA) is a review of learning and development needs for staff, volunteers and trustees within in your organization. It considers the skills, knowledge and behaviors that your people need, and how to develop them effectively. Organizational TNA should ideally be undertaken at 3 levels: Organizational level Team/departmental level Individual level

These three levels are inter-linked, and using this structure will help ensure a balanced analysis that takes into account the big picture as well as the specific needs of individuals. Methods that can be used to identify learning needs include:

 Analysis of existing strategies and plan to identify what skills are needed for delivery Questionnaires paper based or online One-to-one interviews Focus groups - facilitated small group discussions with a representative sample of people

The outcome of your TNA should be a robust learning and development plan, based on research and linked to organizational, team and individual objectives. Some of the questions that you might like to ask before undertaking an analysis of learning needs are: 1. Do we have a strategic and organizational plan? 2. Do we have an appraisal system in place? 3. Do all staff have an up to date job description? 4. Do all staff have written objectives? 5. Do we have a competency framework in place? 6. Do we have a training strategy and/or a stated commitment to the value of learning and development for our staff/volunteers and trustees? 7. Do we have processes (formal and informal) in place for effective consultation across the organization?

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 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 organizations 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.

INPUTS IN TRAINING AND DEVELOPMENT

Any training and development programme must contain inputs which enable the participants to gain skills, learn theoretical concepts and help acquire vision to look into the distant future. Skills: Training is imparting skills to employees. A worker needs skills to operate machines, and use other equipments with least damage and scrap. This is a basic skill without which the operator will not be able to function. Employees, particularly supervisors and executives, need interpersonal skills. Education: The purpose of education is to teach theoretical concepts and develop a sense of reasoning and judgment.

Development: It is less skill-oriented but stresses on knowledge. Knowledge about business environment, management principles and techniques, human relations, specific industry analysis is useful for better management of a company. Ethics: There is need for imparting greater ethical orientation to a training and development programme. Ethical attitude help managements make better decisions which are in the interests of the public, the employees and in the long term-the company itself. Attitudinal Changes: Attitude represents feelings and beliefs of individuals towards others. Attitude affects motivation, satisfaction and job commitment. Negative attitude need to be converting into positive attitude. Attitude must be changed so that employees feel committed to the organization, are motivated for better performance, and derive satisfaction from their jobs and the work environment. Decision making and problem solving skills: It focus on methods and techniques for making organization decision-making and solving work related problems.

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2 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.

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

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 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.

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 departments contribution at a level suitable to the organizations needs.

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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 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.

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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 trainees 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 hell 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 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

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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

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

Its not what you want in life, but its knowing how to reach it Its not where you want to go, but its knowing how to get there Its not how high you want to rise, but it knows how to take off

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ROLE OF TRAINING

It may not be quite the outcome you were aiming for, but it will be an outcome Its not what you dream of doing, but its having the knowledge to do it It's not a set of goals, but its more like a vision Its not the goal you set, but its 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. 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).

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3 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

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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 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 organizations requirement.

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 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. The steps involved in System 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 The next step is to develop a performance measure on the basis of which actual performance would be evaluated.

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2. Design and provide training to meet identified needs. This step requires developing objectives of training, identifying the learning steps, sequencing and structuring the contents.

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

5. 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.

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Instructional System Development 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 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.

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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 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

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 implemented.

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METHODS OF TRAINING There are various methods of training, which can be divided in to cognitive and behavioral methods. Trainers need to understand the pros and cons of each method, also its impact on trainees keeping their background and skills in mind before giving training.

Cognitive methods Is more of giving theoretical training to the trainees? The various methods under Cognitive approach provide the rules for how to do something, written or verbal information, demonstrate relationships among concepts, etc. These methods are associated with changes in knowledge and attitude by stimulating learning. The various methods that come under Cognitive approach are: LECTURES DEMONSTRATIONS DISCUSSIONS COMPUTER BASED TRAINING (CBT)
o o o

INTELLIGENT TUTORIAL SYSTEM(ITS) PROGRAMMED INSTRUCTION (PI) VIRTUAL REALITY

Behavioral methods are more of giving practical training to the trainees. The various methods under Behavioral approach allow the trainee to behavior in a real fashion. These methods are best used for skill development.

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The various methods that come under Behavioral approach are: GAMES AND SIMULATIONS
o o o o o o

BEHAVIOR-MODELING BUSINESS GAMES CASE STUDIES EQUIPMENT STIMULATORS IN-BASKET TECHNIQUE ROLE PLAYS Both the methods can be used effectively to change attitudes, but through different means.

Other training methods On the Job Training Off the Job Training

ON THE JOB TRAINING The most frequently used method in smaller organizations that is on-the-job training. This method of training uses more knowledgeable, experienced and skilled employees, such as mangers, supervisors to give training to less knowledgeable, skilled, and experienced employees. OJT can be delivered in classrooms as well. This type of training often takes place at the work place in informal manner. The four techniques for on-the job development are:

COACHING MENTORING JOB ROTATION JOB INSTRUCTION TECHNIQUE (JIT)

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Coaching Coaching is one of the training methods, which is considered as a corrective method for inadequate performance. According to a survey conducted by International Coach Federation (ICF), more than 4,000 companies are using coach for their executives. These coaches are experts most of the time outside consultants. It can be done on phone, meetings, through e-mails, chat It provides an opportunity to receive feedback from an expert It helps in identifying weaknesses and focus on the area that needs improvement This method best suits for the people at the top because if we see on emotional front, when a person reaches the top, he gets lonely and it becomes difficult to find someone to talk to. It helps in finding out the executives specific developmental needs. The needs can be identified through 60 degree performance reviews. Mentoring Mentoring is an ongoing relationship that is developed between a senior and junior employee. Mentoring provides guidance and clear understanding of how the organization goes to achieve its vision and mission to the junior employee.

Mentoring focus on attitude development Conducted for management-level employees Mentoring is done by someone inside the company It is one-to-one interaction It helps in identifying weaknesses and focus on the area that needs improvement

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Job Rotation For the executive, job rotation takes on different perspectives. The executive is usually not simply going to another department. In some vertically integrated organizations, for example, where the supplier is actually part of same organization or subsidiary, job rotation might be to the supplier to see how the business operates from the supplier point of view. Learning how the organization is perceived from the outside broadens the executives outlook on the process of the organization. Or the rotation might be to a foreign office to provide a global perspective. For managers being developed for executive roles, rotation to different functions in the company is regular carried out. This approach allows the manger to operate in diverse roles and understand the different issues that crop up. If someone is to be a corporate leader, they must have this type of training. A recent study indicated that the single most significant factor that leads to leaders achievement was the variety of experiences in different departments, business units, cities, and countries. Job Instruction Technique Job Instruction Technique (JIT) uses a strategy with focus on knowledge (factual and procedural), skills and attitudes development. Procedure of Job Instruction Technique (JIT) JIT consists of four steps: Plan This step includes a written breakdown of the work to be done because the trainer and the trainee must understand that documentation is must and important for the familiarity of work. A trainer who is aware of the work well is likely to do many things and in the process might miss few things. Therefore, a structured analysis and proper documentation ensures that all the points are covered in the training program. The second step is to find out what the trainee knows and what training should focus on. Then, the next step is to create a comfortable atmosphere for the trainees i.e. proper orientation program, availing the resources, familiarizing trainees with the training program, etc. Present In this step, trainer provides the synopsis of the job while presenting the participants the different aspects of the work. When the trainer finished, the trainee demonstrates how to do
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the job and why is that done in that specific manner. Trainee actually demonstrates the procedure while emphasizing the key points and safety instructions.

Trial This step actually a kind of rehearsal step, in which trainee tries to perform the work and the trainer is able to provide instant feedback. In this step, the focus is on improving the method of instruction because a trainer considers that any error if occurring may be a function of training not the trainee. This step allows the trainee to see the after effects of using an incorrect method. The trainer then helps the trainee by questioning and guiding to identify the correct procedure. Follow-up In this step, the trainer checks the trainees job frequently after the training program is over to prevent bad work habits from developing.

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OFF THE JOB TRAINING There are many management development techniques that an employee can take in off the job. The few popular methods are: SENSITIVITY TRAINING TRANSACTIONAL ANALYSIS STRAIGHT LECTURES/ LECTURES SIMULATION EXERCISES

Sensitivity Training Sensitivity training is about making people understand about themselves and others reasonably, which is done by developing in them social sensitivity and behavioral flexibility. Social sensitivity in one word is empathy. It is ability of an individual to sense what others feel and think from their own point of view. Behavioral flexibility is ability to behave suitably in light of understanding.

Procedure of Sensitivity Training Sensitivity Training Program requires three steps: Unfreezing the old values It requires that the trainees become aware of the inadequacy of the old values. This can be done when the trainee faces dilemma in which his old values is not able to provide proper guidance. The first step consists of a small procedure:

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Procedure of Sensitivity Training

Development of new values With the trainers support, trainees begin to examine their interpersonal behavior and giving each other feedback. The reasoning of the feedbacks are discussed which motivates trainees to experiment with range of new behaviors and values. This process constitutes the second step in the change process of the development of these values. Refreezing the new ones This step depends upon how much opportunity the trainees get to practice their new behaviors and values at their work place.

TRANSACTIONAL ANALYSIS Transactional Analysis provides trainees with a realistic and useful method for analyzing and understanding the behavior of others. In every social interaction, there is a motivation provided by one person and a reaction to that motivation given by another person. This motivation-reaction relationship between two persons is a transaction. Transactional analysis can be done by the ego states of an individual. An ego state is a system of feelings accompanied by a related set of behaviors. There are basically three ego states:

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. Lectures It is one of the oldest methods of training. This method is used to create understanding of a topic or to influence behavior, attitudes through lecture. A lecture can be in printed or oral form. Lecture is telling someone about something. Lecture is given to enhance the knowledge of listener or to give him the theoretical aspect of a topic. Training is basically incomplete without lecture. When the trainer begins the training session by telling the aim, goal, agenda, processes, or methods that will be used in training that means the trainer is using the lecture method. It is difficult to imagine training without lecture format. There are some variations in Lecture method. The variation here means that some forms of lectures are interactive while some are not. Straight Lecture: Straight lecture method consists of presenting information, which the trainee attempts to absorb. In this method, the trainer speaks to a group about a topic. However, it does not involve any kind of interaction between the trainer and the trainees. A lecture may also take the form of printed text, such as books, notes, etc. The difference between the straight lecture and the printed material is the trainers intonation, control of speed, body language, and visual image of the trainer. The trainer in case of straight lecture can decide to vary from the training script, based on the signals from the trainees, whereas same material in print is restricted to what is printed. A good lecture consists of introduction of the topic, purpose of the lecture, and priorities and preferences of the order in which the topic will be covered.

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GAMES AND SIMULATIONS Games and Simulations are structured and sometimes unstructured, that are usually played for enjoyment sometimes are used for training purposes as an educational tool. Training games and simulations are different from work as they are designed to reproduce or simulate events, circumstances, processes that take place in trainees job. A Training Game is defined as spirited activity or exercise in which trainees compete with each other according to the defined set of rules. Simulation is creating computer versions of real-life games. Simulation is about imitating or making judgment or opining how events might occur in a real situation. It can entail intricate numerical modeling, role playing without the support of technology, or combinations. Training games and simulations are now seen as an effective tool for training because its key components are:

Challenge Rules Interactivity These three components are quite essential when it comes to learning.Some of the examples of this technique are:

Trainees can therefore experience these events, processes, games in a controlled setting where they can develop knowledge, skills, and attitudes or can find out concepts that will improve their performance.

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BASIC TYPES OF INPUTS IN TRANING There are three basic types of inputs; (i)Skills (ii)Attitude iii)Knowledge. 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 PROCESS OF TRAINING :

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TRAINING NEEDS ANALYSIS TRAINING DESIGN- The design of the training program can be undertaken only when a clear training objective has been produced. The training objective clears what goal has to be achieved by the end of training program i.e. what the trainees are expected to be able to do at the end of their training. Training objectives assist trainers to design the training program. The trainer Before starting a training program, a trainer analyzes his technical, interpersonal, judgmental skills in order to deliver quality content to trainers. The trainees A good training design requires close scrutiny of the trainees and their profiles. Age, experience, needs and expectations of the trainees are some of the important factors that affect training design. Training climate A good training climate comprises of ambience, tone, feelings, positive perception for training program, etc. Therefore, when the climate is favorable nothing goes wrong but when the climate is unfavorable, almost everything goes wrong. Trainees learning style the learning style, age, experience, educational background of trainees must be kept in mind in order to get the right pitch to the design of the program. Training strategies Once the training objective has been identified, the trainer translates it into specific training areas and modules. The trainer prepares the priority list of about what must be included, what could be included. Training topics After formulating a strategy, trainer decides upon the content to be delivered. Trainers break the content into headings, topics, ad modules. These topics and modules are then classified into information, knowledge, skills, and attitudes.

Sequence the contents Contents are then sequenced in a following manner:

 From simple to complex Topics are arranged in terms of their relative importance From known to unknown From specific to general Dependent relationship

Training tactics Once the objectives and the strategy of the training program becomes clear, trainer comes in the position to select most appropriate tactics or methods or techniques. The method selection depends on the following factors: Trainees background Time allocated Style preference of trainer Level of competence of trainer Availability of facilities and resources, etc

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TRAINING-DESIGN

Support facilities It can be segregated into printed and audio visual. The various requirements in a training program are white boards, flip charts, markers, etc.

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Constraints The various constraints that lay in the trainers mind are: Time Accommodation, facilities and their availability Furnishings and equipments Budget Design of the training, etc

TRAINING IMPLEMENTATION To put training program into effect according to definite plan or procedure is called training implementation. Training implementation is the hardest part of the system because one wrong step can lead to the failure of whole training program. Even the best training program will fail due to one wrong action.

Training implementation can be segregated into: Practical administrative arrangements Carrying out of the training

Implementing Training Once the staff, course, content, equipments, topics are ready, the training is implemented. Completing training design does not mean that the work is done because implementation phase requires continual adjusting, redesigning, and refining. Preparation is the most important factor to taste the success. Therefore, following are the factors that are kept in mind while implementing training program:

The trainer The trainer need to be prepared mentally before the delivery of content. Trainer prepares materials and activities well in advance. The trainer also set grounds before meeting with participants by making sure that he is comfortable with course content and is flexible in his approach.

Physical set-up Good physical set up is pre-requisite for effective and successful training
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program because it makes the first impression on participants. Classrooms should not be very small or big but as nearly square as possible. This will bring people together both physically and psychologically. Also, right amount of space should be allocated to every participant.

Establishing rapport with participants There are various ways by which a trainer can establish good rapport with trainees by: Greeting participants simple way to ease those initial tense moments Encouraging informal conversation Remembering their first name Pairing up the learners and have they familiarized with one another Listening carefully to trainees comments and opinions Telling the learners by what name the trainer wants to be addressed Getting to class before the arrival of learners Starting the class promptly at the scheduled time Using familiar examples Varying his instructional techniques Using the alternate approach if one seems to bog down

Reviewing the agenda At the beginning of the training program it is very important to review the program objective. The trainer must tell the participants the goal of the program, what is expected out of trainers to do at the end of the program, and how the program will run. The following information needs to be included: Kinds of training activities Schedule Setting group norms Housekeeping arrangements Flow of the program Handling problematic situations

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TRAINING EVALUATION The process of examining a training program is called training evaluation. Training evaluation checks whether training has had the desired effect. Training evaluation ensures that whether candidates are able to implement their learning in their respective workplaces, or to the regular work routines.

Purposes of Training Evaluation The five main purposes of training evaluation are: Feedback: It helps in giving feedback to the candidates by defining the objectives and linking it to learning outcomes. Research: It helps in ascertaining the relationship between acquired knowledge, transfer of knowledge at the work place, and training.

Control: It helps in controlling the training program because if the training is not effective, then it can be dealt with accordingly.

Power games: At times, the top management (higher authoritative employee) uses the evaluative data to manipulate it for their own benefits.
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Intervention: It helps in determining that whether the actual outcomes are aligned with the expected outcomes.

Process of Training Evaluation

Before Training: The learners skills and knowledge are assessed before the training program. During the start of training, candidates generally perceive it as a waste of resources because at most of the times candidates are unaware of the objectives and learning outcomes of the program. Once aware, they are asked to give their opinions on the methods used and whether those methods confirm to the candidates preferences and learning style.

During Training: It is the phase at which instruction is started. This phase usually consist of short tests at regular intervals

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After Training: It is the phase when learners skills and knowledge are assessed again to measure the effectiveness of the training. This phase is designed to determine whether training has had the desired effect at individual department and organizational levels. There are various evaluation techniques for this phase. Techniques of Evaluation The various methods of training evaluation are: Observation Questionnaire Interview Self diaries Self recording of specific incidents

Management Development Program (MDP) Management Development has become very important in todays competitive environment. According to a survey, those companies that align their management development with tactical planning are more competitive than the companies who are not. It has also been indicated that 80% of the companies report MDP, compared with 90% that provide executive leadership training. For most of the companies 37% of the training budgets go to management development and learning programs.

Some of the reasons behind the management development programs are:

It is managements responsibility of ensuring the success of the organization It is the management who deal with people of different background, culture, language, etc Mergers and acquisitions, downsizing, etc are all under managements control It is managements responsibility to ensure that the employees obtain the required KSAs to perform the tasks

It is managements responsibility to ensure that right people is hired for the right job, at the right time for the right place
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Managers job is complex i.e. for the managers understanding the training need is not easy because his training need is determined by how well his department is meeting its objective and goal.

It is the management who makes decisions on the basis of judgment and intuition It is the manager who performs several routine duties as well as handling the exceptions in their own as well as subordinates routine

Managers are engaged in varied, discontinues, and brief activities It is the management that understand the organization, its vision, mission, ethics, values, strategies, capabilities, and how his organization fits into the industry, and how his behavior will influence people outside the organization

Therefore, managers must be able to get the required knowledge, skills, and attitudes (KSAs) to meet the challenges as soon as they arise.

Approaches to MDPS MENTORING COACHING JOB ROTATION PROFESSIONAL DEVELOPMENT BUSINESS WORKFLOW ANALYSIS UPWARD FEEDBACK EXECUTIVE EDUCATION SUPERVISORY TRAINING

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4 REASON FOR CHOOSING THIS TOPIC

Data - for example as part of a process improvement or similar project Data collection usually takes place early on in an improvement project, and is often formalized through a REASON FOR CHOOSING THIS TOPIC

It is needed to fill the gap between employees present specifications and the job requirements and organizational needs by developing and molding the employees skill , knowledge , attitude , behavior , etc. This problem can only be sorted out through proper and specific training of employees . The organization requires to train the employees to enrich them in the areas of changing technical skills and knowledge in terms of mechanization and computerization from time to time . The organization has to equip the old employees with the advanced disciplines, techniques or technology, this purpose is solved through training and development of personnels. The gap between actual and expected performance, behavior and attitude leads to emergence of training. But the main purpose of training is to attain that level of performance, behavior and attitude in employees, which leads to fulfillment of the objectives of any organization. Any succession planning initiative becomes ineffective without management development, which is a scientific training process for managers and executives to enrich their knowledge and skills, so as to make them competent to manage their organizations effectively. Unlike general purpose training, management development programmes aim at developing conceptual and human skills of managers and executives through organized and systematic procedures. These programmes offer an opportunity to hone the skills of the practicing managers so that they can face the emerging challenges of the industry with confidence and push their organization for achieving higher growth. Thus, by pursuing the relevant

management development programmes, one can also climb the career ladder faster. In this study, I am going to review the process of training and development in indigo airlines and evaluate the effectiveness & relevance of training and development procedures by the companys own feedback forms filled by the employees of indigo airlines.

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5 OBJECTIVES OF THE STUDY

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. 6. To find out new methods of training and development in INDIGO AIRLINES. 7. To study the relevance of the post training evaluation/feedback for the employee as well as for an organization. 8. To know the challenges in training and development faced by organization

THE ORGANIZATION

BRIEF HISTORY OF THE ORGANIZATION ORGANIZATIONAL STRUCTURE PRODUCTS\ SERVICES FINANCIAL PERFORMANCE PROBLEMS FACED

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6 COMPANY PROFILE INTRODUCTION InterGlobe Enterprises is an integrated travel corporation spanning various domains: aviation management, domestic low cost airline, travel technology, travel distribution services, hotel development and management services and general aviation.

Established in 1989 and headquartered in Gurgaon, India, InterGlobe Enterprises has been adjudged as one of the Best Companies to Work for in India, for 2008 and 2009 by the Great Place to Work Institute, in partnership with The Economic Times.

InterGlobe has a network of 56 offices across 27 cities in India and strategic overseas locations in SriLanka, USA, UK, Malaysia, Singapore, Philippines and Australia. The enterprise employs close to 7000 professionals across its businesses, which include IndiGo Indias fastest growing low-cost airline; Airline Management for 14 international airlines; Distribution of GDS; Travel Technology; Development of Hotels in partnership with Accor of France - owner of brands such as ibis, Sofitel, Novotel, Mercure and Pullman; and InterGlobe General Aviation, which represents and services the entire line of HawkerBeechcraft and Sikorsky products. The enterprise is committed to delivering outstanding value to its stakeholders through its passion for quality and innovation.

HISTORICAL BACKGROUND With a clear vision, conviction and complete faith in its people, Interglobe Enterprises continues to constantly change the landscape of travel, technology, aviation and hospitality, with a dynamism that seems to grow only with passing time.

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In 1989 Interglobe Enterprises ( IGE) set up Interglobe Air transport (IGAT). Later it becomes the National Distribution Company for Galileo International & Global Distribution System distribution. Later it expand its business activities in the field of aviation, technology and hospitality sector. Established in 1989, InterGlobe Enterprises is a travel corporation with a vision to deliver value to its stakeholders, clients and customers through dedicated business units that perform specialist roles. The organization has been serving the travel industry for the past four decades and has become a diversified international corporation in the areas of Aviation Management (InterGlobe Air Transport), Domestic Airline (IndiGo), Travel Technology (InterGlobe Technologies), Travel Distribution Services (InterGlobe Technology Quotient), Hotel Development & Management Services (InterGlobe Hotels) and InterGlobe General Aviation. Headquartered in Gurgaon, India, InterGlobe Enterprises comprises of around 7500 professionals. IGT has six state-of-the-art facilities:

INTERGLOBE AVIATION PRIVATE LIMITED InterGlobe operates IndiGo, Indias leading domestic low cost airline. IndiGo is the youngest fleet of aircraft in the country. It offers a uniquely smooth, seamless, precise and gimmick-free customer experience at fares that are extremely affordable. Indigo is built for the people with things to do, place to be people to see-who dont want to waste time, money or energy in the process. By minimizing time/cost/tension of air travel, Indigo opens up a country full of opportunities. One of the prominent offerings of our aviation portfolio is IndiGo airlines. A low-cost domestic carrier, IndiGo has a fleet of brand new Airbus-A320 aircrafts and currently operates daily flights connecting all major destinations in India. IndiGo stands for three things: Affordable Fares, On-Time performance and a Hassle-Free flying experience. 7 INDIGO AIRLINES India is one of the fastest growing aviation industries in the world. Because of the introduction of liberalization policy in the Indian aviation sector, the industry has witnessed a vast difference with the entry of the privately owned full service airlines and low cost carriers. In 2006, the private carriers accounted for around 75% share of the domestic aviation market. Besides, there was significant increase in the number of domestic air travel passengers. Some of the factors that have resulted in higher demand for air transport in India include the growing purchasing power
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of middle class, low airfares offered by low cost carriers and the growth of the tourism industry in India. In addition to the liberalization policy, the deregulation policy has also played a major role to encourage private players in the aviation industry. Below graph shows the gradual growth in the domestic air traffic: The growth in the aviation industry looked promising and hence attracted many low cost carriers like SpiceJet, GoAir and IndiGo after the success of Air Deccan in 2003 [Exhibit 1]. On one hand, the booming opportunities incited players to expand capacity but on the other hand, rising fuel costs and taxation rates, increased the operational costs. Thus the low-cost players found it difficult to maintain their commitment. In their urge to survive, they were compelled to increase prices, add free refreshments and beverages on-board, etc. Some players sought refuge in mergers, whereas some survived by modifying their business model. However, amidst this aviation turmoil, IndiGo continued to fly high. In its endeavour to consistently maintain low costs, IndiGo resorted to measures like outsourcing and having a homogeneous fleet. These efforts helped IndiGo to offer its passengers low air fares. INDIGO STANDS FOR THREE THINGS:-

a) Affordable rates b) Timeliness c) Hassle free

HR VISION To attain organizational excellence by developing and inspiring the true potential of companys human capital and providing opportunities for growth, well being and enrichment HR MISSION To create a value and knowledge based organization by inculcating a culture of learning, innovation & team working and aligning business priorities with aspiration of employees leading to development of an empowered, responsive and competent human capital

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HR OBJECTIVES

To develop and sustain core values To develop business leaders for tomorrow. To provide job contentment through empowerment, accountability and responsibility. To build and upgrade competencies through virtual learning, opportunities for growth and providing challenges in the job. To foster a climate of creativity, innovation and enthusiasm To enhance the quality of life of employees and their family To inculcate high understanding of 'Service' to a greater cause.

Sales Hawker Beechcraft Corporation At the Paris Airshow, June 2007, InterGlobe Enterprises signed a long term sales and servicing agreement with Hawker Beechcraft to sell and maintain its products within SAARC.

Sikorsky Helicopters Most recently we have signed a long term exclusive sales agreement with renowned Helicopter manufacturer, Sikorsky. We will now be responsible for commercial sales in India.

Dornier Seaplane Company IGGA are proud to announce that we have added yet another company to our growing portfolio by signing an exclusive agreement with Dornier Seaplane

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Company. The expansive territory covered by IGGA will include India, Sri Lanka, Maldives and Mauritius.

Pacific Aerospace Located at Hamilton International Airport in New Zealand's North Island, Pacific Aerospace has over 50 years of experience designing and manufacturing rugged and reliable aircraft that perform where others can't. InterGlobe General Aviation is now responsible for the sales of their P750 XSTOL aircraft in India, Sri Lanka, Maldives and Bangladesh.

Atlanta Jet We also have an exclusive distributorship agreement with US based Atlanta Jet, which allows us to offer our customers any pre-owned aircraft type of their choice.

Aircraft Services Group Our exclusive agreement with Aircraft Services Group (ASR) further complements our growing portfolio. With this arrangement, we have become the exclusive distributor for ASG offering pre-owned Sikorsky Helicopters.

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Services We continuously aim to achieve the highest standards of service. Our impressive 1,700 square meter facility offers world class amenities such as a plush VIP lounge, pilot offices, a crew lounge, maintenance support offices and a large hangar, capable of maintenance of up to 4 aircraft at a time.

We specialize in minimizing the aircrafts downtime by maximizing opportunities for our customers while they are grounded. Not only can we complete scheduled and line maintenance of both airframes and engines, we also get the aircrafts interiors cleaned or refurbished while in our facility. Maintenance Team Our Maintenance and Engineering Department consists of a team with vast experience in aircraft maintenance and repair, specific to general aviation. Maintenance planning The planning function is the main interface with our customers and any third parties involved in operating aircraft. Planning acts as a central point of communication, liaising with all parties before, during and after maintenance in order to ensure the project runs smoothly from beginning to end. Warranty and Service + Plus Administration Our Warranty Administration function provides our customers with a personal service without the worry of processing paperwork and paying multiple invoices. We take the headache out of seeking warranty claims from various OEMs by dealing with them directly.

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market share
AIR INDIA INDIGO 18.7 GO AIR SPICE JET KINGFISHER JET LITE

CAPACITY VS DEMAND Analysis of Capacity (ASKM) and Demand (RPKM) data on Year-to-Year basis indicates that trend of increase in both the capacity and demand continued in the month of Feb 2011 also.

SEAT FACTORS OFSCHEDULED DOMESTIC AIRLINES

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The month of Feb 2011 witnessed marginal decrease in seat factor as compared to previous month primarily due to end of peak season.

Management Bios Mr.Aditya Ghosh, President Mr. Ghosh sits on the Board of IndiGo and was key to its launch. As the President of IndiGo, He has the overall managerial and operational responsibility of IndiGo. Mr. Ghosh is a member of the Executive Council of the Federation of Indian Airlines. Mr. Riyaz Peermohammed, Chief Financial Officer Mr. Peermohammed joined IndiGo in March 2006 and is responsible for finance. He holds a Bachelor of Science from Bombay University, is a Chartered Accountant and a Chartered Financial Analyst. Mr. Sanjay Kumar, Chief Commercial Officer

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Mr. Sanjay Kumar joined IndiGo in January 2007 and is responsible for commercial. He holds a Masters degree in Economics, a Post Graduate diploma in Business Administration and Bachelor of Law from Meerut University. Captain K P S Nair, Chief of Flight Safety Capt. Nair joined IndiGo in October 2005 and is responsible for safety and compliance. Capt. Nair holds a Bachelor of Arts from Osminia University, is a qualified Flight Navigator Examiner and commercial pilot, and is a member of the Aeronautical Society of India. Mr. Sanjeev Ramdas, Vice President: Customer Services & Airport Operations Mr. Ramdas joined IndiGo in October 2005 and is responsible for customer services and airport operations. Mr. Ramdas holds a Bachelor of Commerce degree (with Honours) from Delhi University and a Post Graduate diploma in Personnel Management and Industrial Relations.

Mr.S.C.Gupta, Vice President:Engineering Mr. Gupta joined IndiGo in September 2005 and is responsible for maintenance and engineering. Mr. Gupta holds a Bachelor of Technology degree in Mechanical Engineering from the Indian Institute Of Technology, a Master of Business Administration from the Faculty of Management Studies, University Of Delhi and is a licensed aircraft engineer. Mr. K.S. Bakshi, Vice President: Human Resources Mr. Bakshi joined IndiGo in December 2006 and is responsible for human resources. Mr Bakshi holds a Post Graduate Diploma in PM & IR from XLRI, Jamshedpur. Mr. Vineet Mittal, Vice President: Financial Planning & Analysis Mr. Mittal joined IndiGo in October 2005 and is responsible for financial planning, taxation, accounting and purchasing.
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Mr. Mittal holds a Bachelor of Commerce from Hansraj College, Delhi University and is a Chartered Accountant from the Institute of chartered accountants of India. Mr. Mittal is also a graduate of cost accountancy from the Institute of cost and work accountants of India. Captain Saleem Zaheer, Vice President: Flight Operations Capt. Zaheer joined IndiGo in December 2009 and is responsible for flight operations. A graduate of the National Defense Academy and the Air Force Academy, Capt. Zaheer was a fighter and transport pilot, and a Qualified Flight Instructor in the Indian Air Force. Capt. Zaheer has flown over 14,400 hours in his 36 year aviation career. He is an Airbus qualified Type Rating Instructor (TRI ) with over 4000 hours in command of the Airbus 320. Mrs. Suman Chopra, Vice President: Inflight Services Mrs. Chopra joined IndiGo in April 2006 and is responsible for inflight services and cabin-crew management. Mrs. Chopra holds an Honours Degree in Food and Nutrition from Delhi University and has over 23 years experience in domestic and international inflight services. Namrata Singh, Associate General Counsel Namrata is the Associate General Counsel of IndiGo and heads its legal and corporate affairs. She holds a Bachelors degree in Law from Symbiosis Societys Law College, Pune.

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10 RESEARCH STURDY OF MAIN TOPIC

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.

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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.

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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.

TRAINING MODEL Steps in systematic training approach Assessment what is needed where when and by whom? Training activity- help attain the objective of that would satisfy the airlines goals Evaluation process measuring the outcome of various training activity. SYSTEMATIC TRAINING IS FURTHER BROKEN DOWN IN TO : ON JOB EXPERIENCEThe most frequently used method in smaller organizations that is on-the-job training. This method of training uses more knowledgeable, experienced and skilled employees, such as mangers, supervisors to give training to less knowledgeable, skilled, and experienced employees. OJT can be delivered in classrooms as well. This type of training often takes place at the work place in informal manner. ACTION LEARNING /OFF THE JOB TRAINING There are many management development techniques that an employee can take in off the job. The few popular methods are: SENSITIVITY TRAINING TRANSACTIONAL ANALYSIS STRAIGHT LECTURES/ LECTURES SIMULATION EXERCISES
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IT TRAINING- Games and Simulations Games and Simulations are structured and sometimes unstructured, that are usually played for enjoyment sometimes are used for training purposes as an educational tool. Training games and simulations are different from work as they are designed to reproduce or simulate events, circumstances, processes that take place in trainees job. A Training Game is defined as spirited activity or exercise in which trainees compete with each other according to the defined set of rules. Simulation is creating computer versions of real-life games. Simulation is about imitating or making judgment or opining how events might occur in a real situation. It can entail intricate numerical modeling, role playing without the support of technology, or combinations

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.

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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: - Companys strategy and policy. - Organizational Thrust Areas. - New Emerging Areas. PREPARATION OF TRAINING PLAN: 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

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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 TRAINEES 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 Trainees 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.

PILOT TRAINING Captains training Qualified and Experienced Senior Co-pilots are taken through a rigorous selection Process for command upgrade. Thereafter they undergo 8 SIM sessions + 2 Skill test for evaluation + AWO training followed by 50 sectors of IOE, 10 line checks and after DGCA endorsement one final Release check. Co-pilots training - Endorsement + 02 route checks + 10 sectors of IOE with TRE + .40 sectors of IOE Followed by 2 sectors release check with TRE. IndiGo simulator and line training is done by the Airbus

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Instructors for standardization along with a SLF of 50 sectors Expat pilots - At IndiGo expats undergo 4 familiarization flights + a minimum of 05 sectors of IOE

Covering critical and short fields + one line checks with TRI/TRE.ENGINEERING AACT training - employed by IndiGo. First time carried outside of Europe IndiGo training department imparts recurring training (required under CAR145)

CABIN CREW Ab Initio Training: 45 Days Greater training duration than regulatory mandate Pass Score % mandated by DGCA is 80% vs. IndiGo standard of 90% 3 strike policy (3 failures resulting in termination)

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11 EMPLOYEE OVERALL DEVELPOMENT Learning & Development Joining InterGlobe translates into continuous learning opportunities to expand on what you can do. We are deeply committed to investing in the development of employees who wish to work at levels consistent with their highest potential.

Learning & Development Philosophy: To build a culture of continuous learning by empowering employees with enhanced skills, helping them improve their performance and productivity and enhance their leadership potential.

Integrated Leadership Development (ILD): The ILD refers to an enterprise-wide leadership development & career planning initiative with focus on key transition points in the employees career ranging from:

New hires Young leaders First Time Managers Supervisors Leadership team

InterGlobe has a defined Leadership Competency Framework that forms the base of all development initiatives. Performance diagnostics are also used as inputs for functional as well as behavioral learning interventions. This approach serves the larger organization, imperative of growing our own talent within the organization, thus providing long term career opportunities to high performers.

InterGlobe Learning Academy (ILA): The ILA is an in-house competency building initiative with emphasis on mastering functional expertise

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and aimed at creating a Learning Organization for its employees. The Academy has a credit system wherein credit points are awarded to the participant on the completion of every milestone achieved during the Academy.

Participants, who successfully complete the learning cycle under ILA, are awarded a Champion certificate and become eligible for the next level in the learning pyramid, titled the Expert level.

Knowledge Sharing Forums: Provide opportunities to employees with similar learning inclinations to share their experiences and add value to them as professionals.

The IPAD Journey Management Trainees selected as part of IPAD undergo a one-year rigorous training period that includes cross functional & functional projects and on the job training. These trainings provide Management Trainees an opportunity to not only learn functional skills but also mesh with the culture and people of the organization. The IPAD journey is interspersed with periodic reviews, leadership interaction sessions and training programs. The program aims to nurture these fresh aspirants to become thoroughbred professionals and take up responsible positions in the organization at a relatively faster pace.

IPAD Program Overview Stages in the 12 month journey:

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Training in indigo airlines: 1. pilots training program 2. one month technical training 3. exam on aircraft performance 4. training on specific instrument that one flies.

5. Exam on aviation security after training 6. Course on flight safety and safety instrument 7. Course on crew resource management 8. Added course include Extended twin operation(flight over the sea without using the shore line) Course on low visibility flying procedure 9. observational flying for 50 hours, learn the sops of flying (take off to landing) 10. virtual flying in 6 axis flying simulator. 11. learning to fly in various situations and handling emergency scenarios 12. live flight training on familiarization flight under a flight instructor and a safety first officer

Cross-Cultural Training Programs and Services

Effective Teambuilding for Diverse Teams Specialized Teambuilding Programs for Law Firms and Other Service Companies Working Across Cultures - Global Business Skills

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Culture-Specific Cross-Cultural Training: Working and Communicating Effectively with Germany, Belgium, etc.

Effective Long Distance Communication Across Cultures Global Presentations Skills Pre-Departure and Post-Arrival Cross-Cultural Training Repatriation Training Executive Coaching

Effective Teambuilding for Diverse Teams This program provides essential information on the building blocks of highly effective diverse teams. It helps team members to clarify roles and responsibilities and to agree on processes and principles in order to reach mutually established goals and objectives. Format: 1 to 2 days kickoff meeting, plus on-going regular team meetings, as needed.

Specialized Teambuilding Program for Law Firms and other Service Companies This program discusses building blocks for effective teambuilding for non-legal and legal staffs at law firms and other service companies. It helps existing teams, such as law firm practice groups, optimize their performance and reach their business goals Format: 1/2 to 2 days.

Working Across Cultures: Global Business Skills The program analyzes the impact of culture and cultural differences when communicating with counterparts from other cultures. It discusses topics such as managing across cultures, creating globally inclusive work environments, business values differences and global business etiquette. It also provides strategies for communicating across cultures more effectively. Format: 1 to 2 days

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Culture-Specific Cross-Cultural Training: Working and Communicating Effectively with Germany, Belgium, etc. This program provides an overview of cross-cultural business practices and issues such as work ethics, management styles, negotiations, presentations, meeting styles, gender roles and business etiquette for a specific geographic region or country including but not limited to Germany, Belgium, the Netherlands, France, the U.K., Italy, Japan, China, Taiwan, India and Mexico. It suggests strategies for working and communicating effectively with colleagues, clients and business partners from these and other cultures. Format: 1 to 2 days

Effective Long Distance Communication Across Cultures This program provides strategies for dealing effectively with the challenges of long-distance communication via telephone, e-mail, video conferencing, or web-based technology. It improves long-distance communication between colleagues and/or clients from other cultures. Format: 1/2 to 1 day

Global Presentation Skills The program provides information on the steps necessary for creating and delivering effective presentations for global audiences. It offers an opportunity for participants to give practice presentations and receive detailed feedback on their presentation style and content. Format: 1 to 2 days.

Pre-Departure and Post-Arrival Cross-Cultural Training The program helps individuals and their families handle the impact of culture shock related to moving to another culture. It provides information on housing, education, shopping, local services, and resources in the new culture as well as an overview of cultural values and attitudes in the new country. Format: 1 to 2 days.

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Repatriation Training This program helps individuals and families handle the impact of "reverse culture shock" when returning to their home countries after an international assignment. It focuses on the challenges of re-entry into the work and home environments as well as on successful re-entry strategies. Format: 1 to 2 days.

Executive Coaching This program helps executives clarify their short- and medium-term personal and business goals and create a long-term vision for their lives. It helps them design strategies to reach these goals and align their lives with their vision. Format: on-going coaching sessions (30-60 mins).

Carreer development First officer= he / she is a co-pilot After 1000hrs of flying, eligible for change of equipment to wide body aircrafts After 3000hrs of flight time and above 25 yrs of age, eligible for airline transport pilot license and for post of captain Then promotion to check pilot, examiner and instructor. Management pilot and chief pilots, the operational manager at locations

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Topmost post chief of training and standards. Job rotation Job engagement _

DATA ANALYSIS & INTERPRETATION 1. What do you understand by training? learning Enhancement of knowledge, skill and attitude Sharing of information All of the above 0 4 0 16

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Interpretation: The above result shows that most of the employees of corporate HR are well aware of the definition, inputs and purpose of the training program. They are self motivated to attend such training program as it will result in their skill enhancement & improving their interpersonal skill. 2. Training is must for enhancing productivity and performance.

Completely agree Partially agree Dis agree unsure

17 3 0 0

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Interpretation THE above result shows that mostly all the employees of corporate HR are well aware of the role and importance of the training. It means somewhere their productivity and performance has been improved after the training program attended by them and it helped them to achieve their goal.

3 (i). Have you attended any training program in the last 01 year? yes no 20 0

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Interpretation: 100% respondents had attended training program in the last 01 year. It means in corporate HR, indigo airlines time to time training is provided to all the employees and it is continuous process. (ii). If yes, which module of soft skill development training? Personality and positive attitude Business communication Team building and leadership Stress management and worklife balance Business etiquette and corporate grooming All of the above If any other 3 2 0 2 0 13 0

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Interpretation

65% respondents had attended all the five modules of soft skill development training. But besides soft skill development training, Corporate HR indigo airlines should also provide product/process or skill based training to enhance the employability.

4.(i). After the training, have you given feedback of it? yes no 20 0

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Interpretation: 100% respondent had given feedback after attending the training. It means each and every respondent are well aware of the importance of giving feedback. They know that their feedback is very important to identify the effectiveness and valuation of training program.

(ii). If yes, through which method? questionnaire interview Supplement test Any other 16 1 1 0

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Interpretation:

The above result shows that the questionnaire is the most popular method of evaluating the training program and other methods are not very much in practice in corporate HR, indigo airlines. But since there are various other methods of evaluation of training program like interviews, supplement test, self diaries& observation so it should also implement the other methods also to identify the ROI (return on investment) & effectiveness and valuation of the training program. 5. Which method of post training feedback according to you is more appropriate? observation questionaire interviews Self diaries Supplement test 5 3 8 3 1

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Interpretation I. Corporate HR, indigo airlines mostly use the questionnaire to get the feedback of trainees but only 15% respondents are in favor of questionnaire because in it there is a possibility of getting inaccurate data and in this responding conditions are also not controlled. II. On the other side 40% respondents feel that interview is the most appropriate method of evaluating the training program because it is more flexible method, and in this they can get the opportunity for clarification and the most important thing is that in the interview, personal interaction is also possible. III. 25% are in favor of observation because this is non-threatening and is excellent way to measure the behavioral changes. IV. Beside this, 15% are in favor of self diaries and 5% are in the favor of supplement test. It means that Corporate HR, indigo airlines should also try to use other method of evaluation of training program. 6. (i). Do you think that the feedback can evaluate the training effectiveness?

YES NO

20 0

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Interpretation:

100% respondents think that the feedback can evaluate the training effectiveness. It means that kartavyayogis in the Corporate HR indigo airlines are well aware of the importance of taking feedback after the training.

(ii).If yes, how can the post training feedbacks can help the participants improve job performance an aid to future planning Motivate to do better All of the above none 1 3 2 14 0

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Interpretation 70% respondent feel that the post training feedback can help the participants to improve their job performance, is an aid to future planning and can motivate to do better. It means that they are benefited by giving feedback of the training, attended by them.

7. Post training evaluation focus on result rather than on the effort expended in conducting training.

Completely agree Partially agree disagree unsure

14 6 0 0

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Interpretation 70% respondents are completely agree and 30% respondents are partially agree with the statement that post training evaluation focus on result rather than on the effort expended in conducting training program. It means that the entire respondent is well aware of the purpose and objective of the post training evaluation.

8. What should be the approach of post training evaluation?

Trainer centered Trainee centered Subject centered All of the above

2 2 8 8

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Interpretation I. 40% respondents feel that the approach of post training evaluation should be subject centered and 40% respondent also feel that it should be trainer, trainee and subject centered. II. 10% respondents are in favor of trainee centered approach and 10% respondents are in favor of trainer centered approach. It means that the evaluation procedure should be implemented concerning trainer, trainee and subject.

9. What should be the ideal time to evaluate the training?

Immediate after training After 15 days After 1 month cant say

6 7 4 3

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Interpretation 35% respondent feel that training should be evaluate after 15 days.30% feel that it should be immediate after training. 20% feel that ideal time to evaluate the training is after 1 month and 15% are unsure. Since each respondent had attended different training program. So the ideal time of evaluation of training depends on types of training. It could be vary for different training

10. Should the post training evaluation procedure reviewed and revised periodically? yes no cant say 16 2 2

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Interpretation: 80% respondents feel that the post training evaluation procedure should be reviewed and revised periodically. It means that it has to be a continuous process and be taken regularly by the line manager/Reporting manager of the participants. It could also be taken by peer group. Still 10% feel that the post training evaluation procedure should not be reviewed and revised periodically. It means they are satisfied with the post training evaluation procedure, followed by Corporate HR, indigo airlines.

11. Is the whole feedback exercise after the training worth the time, money and effort? yes 18 no 2 Cant say 0

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Interpretation: 90% respondents feel that the whole feedback exercise worth the time, money and effort and 10% respondent are not agree with this. It means that feedback exercise is valuable and wrathful for the participant to achieve their personal goal as well as for the organization. Still 10% are unsure about it. So there is a need to create awareness among them that how much the feedback exercise is important to identify the effectiveness and valuation of the training program, to identify the ROI(return on investment),to identify the need of retraining and identify the points to improve the training. 12. The post training feedback can be used:

To identify the effectiveness and valuation of training program To identify the roi To identify the need of retraining To provide the points to improve the training All of the above

3 2 0 0 15

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Interpretation 75% respondents feels that post training feedback can be used to identify the effectiveness and valuation of training program, to identify the ROI, to identify the need of retraining and to provide the points to improve the training. And others are also aware of the importance of post training feedback.

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FINDINGS

SUGGESTIONS

LIMITATION

CONCLUSION 13 FINDINGS:

Mostly all the employees of corporate HR are well aware of the role and importance of the training They are self motivated to attend such training program as it will result in their skill enhancement & improving their interpersonal skill. Corporate HR, indigo airlines time to time training is provided to all the Employees and it is continuous process. Questionnaire is the most popular mean of evaluating the training program in Indigo airlines Most of the employees feel that interview is the most appropriate method of evaluating the training program. Post training evaluation focus on result rather than on the effort expended in conducting the training and it worth the time, money and effort.

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Most of the participants are benefitted by giving feedback after attended the training. It motivated them to do better, helped them to increase their job performance and is an aid to future planning.

In indigo airlines post training evaluation is used to identify the effectiveness and valuation of training program, to identify the ROI(return of investment), to identify the need of retraining and to provide the points to improve the training.

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14 SUGGESTIONS AND RECOMMENDATIONS 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 The management must commit itself to allocate major resources and adequate time to training. Ensure that training contribute to competitive strategies of the firm. Different strategies need different HR skill for implementation. Let training help employees at all levels acquire the needed skill. Ensure that a comprehensive and systematic approach to training exists, and training and retraining are done at all levels on a continuous and ongoing basis.

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Ensure that there is proper linkage among organizational, operational and individual training needs. Skill based training (product/process training) should also be provided. Besides questionnaire other methods of post training evaluation should also be used like interviews, self diaries, observation and supplement test. The evaluation procedure must be implemented concerning trainer, trainee and subject. Post training feedback has to be continuous and should also be taken from line manager/superior & from peers to find out the effectiveness and valuation of training.

15 LIMITATIONS OF THE STUDY : 1.100% Response Rate was not found from the respondents 2. The level of knowledge of each respondent was different 3. The time period of the study was only two six weeks which may provide a deceptive picture in comparison of the study based on long run. 4. The study is based only on secondary & primary data so lack of keen observations and interactions were also the limiting factors in the proper conclusion of the study. So, the responses given by the respondents could vary a lot depending on the perception of each respondent for a given question.

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16 CONCLUSIONS 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.

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17 Bibliography : Websites www.google.com www.wikipedia.com www..interglobe.com www.GOindiGO.COM www.civilaviation.com http://www.managementhelp.org/search/management_help_search.html?zoom_query =training + and +development http://www.inc.com/magazine/19930201/3393_pagen_7.html http://humanresources.about.com/od/trainingtrends/Future_Education_and_Training_ Trends.htm http://humanresources.about.com/od/training/Training_Development_and_Education _for_Employees.htm http://traininganddevelopment.naukrihub.com/ Books Kothari, C. R. (2006), Research Methodology Methods & Techniques, New Age International Publishers. Human Resource Management by L. M. Prasad Human Resource Management by Dipak. k. Bhattacharya Human Resource Management by K. Ashwathapa

JOURNALS COMPANY JOURNALS ANNUAL REPORT

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SAMPLE Training Evaluation Form

To help us improve the quality of our training, we would appreciate your feedback! Please circle the response option that best reflects your evaluation of the training provided: 1. The trainers knowledge of [x] was: 2. The exercises to practice using [x] were: 3. The pacing of the trainers delivery was: 4. The amount of material covered was: 5. The amount of interaction encouraged was: 6. Was your interest held? 7. Was your time well spent in this training? 8. Would you recommend this training to others? 8. Would you recommend this trainer to others? 9. What was particularly helpful about the training? 11. What would you recommend changing about the training? 12. Now that you have completed this training, what additional training (if any) would be helpful? 13. Other comments or feedback: Excellent / OK / Poor Excellent /OK /Poor Excellent /Too fast / Too slow Just right / Too much / Too little Just right /Too much/ Too little Definitely/Sometimes/ Not really Definitely /Probably /Not really Definitely/ Probably /Not really Definitely /Probably /Not really

Thank you for your feedback! [instructions on what to do with the form

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9 QUESTIONNAIRE

1) What do you understand by training? a) Learning b) Enhancement of knowledge, skill and aptitude c) Sharing information d) All of above 2) Training is must for enhancing productivity and performance. a) Completely agree b) Partially agree c) Disagree d) Unsure 3) (i) Have you attended any training programme in the last 01 year? a) Yes b) No (ii) If yes ,which module of soft skill development training? a) Personality and positive attitude b) Business communication c) Team building and leadership d) Stress management and work-life balance e) Business etiquettes and corporate grooming f) All of above g) If any other please specify ___________________________

4) (i) After the training ,have you given feedback of it? a) Yes b) No

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(ii) If yes, through which method?(can select more than one) a) Questionnaire b) Interview c) Supplement test d) If any other please specify _______________ 5) Which method of post training feedback according to you is more appropriate? a) Observation b) Questionnaire c) Interviews d) Self diaries e) Supplement test 6) (i) Do you think that the feedback can evaluate the training effectiveness? a) Yes b) No (ii) If yes, how can the post training feedbacks can help the participants?(can select more than one) a) Improve job performance b) An aid to future planning c) Motivate to do better d) All of the above e) None 7) Post training evaluation focus on result rather than on the effort expended in conducting training. a) Completely agree b) Partially agree Page 76 c) Disagree d) Unsure

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8) What should be the approach of the post training evaluation? (can select morethan one) a) Trainer centered b) Trainee centered c) Subject Centered d) All of the above 9) What should be the ideal time to evaluate the training? a) Immediate after training b) After 15 days c) After 1 month d) Cant say 10) Should the post training evaluation procedure reviewed and revised periodically? a) Yes b) No c) Cant say 11) Is the whole feedback exercise after the training worth the time, money and effort? a) Yes b) No c) Cant say 12) The post training feedbacks can be used : a) To identify the effectiveness and valuation of the training programme b) To identify the ROI( return on investment) c) To identify the need of retraining d) To provide the points to improve the training e) All of above

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