CONTENTS

CHAPTER-I CHAPTER-II INTRODUCTION TRAINING AT DRDL A Case Study Of Senior Technical Asst. 1) 2) CHAPTER-III 1) 2) CHAPTER-IV CHAPTER-V About DRDL Introduction Senior Technical Asst. Training Procedure at D.R.D.L Types of Training Selection process of Training DATA COLLECTION DATA REPRESENTATION 1. Tabular Representation 2. Graphical Representation CHAPTER-VI CHAPTER-VII CHAPTER-VIII DATA ANALYSIS FINDINGS CONCLUSIONS &

RECOMMENDATIONS CHAPTER-IX REFERENCES BIBLIOGRAPHY ANNEXURE

ACKNOWLEDGEMENT

I acknowledge the support extended by our principal Sri G.Ravindranath (MBA) and the college management for providing an opportunity and facility in successful completion of my project. My graceful thanks to Sri G.Ravindranath (MBA) . Faculty for his constant guidance and valuable advice. I express my heartful thanks to him. I am extremely thankful to Shri K.Rajendar Rao, Scientist E, HRDD, DRDL, for his excellent and extensive guidance through this work. I express my sincere thanks to Shri Ram Mohan Rao, Technical Assistant C, D.R.D.L for providing me the necessary material to carry out the project work.

S.Rahamtulla
MBA

DECLARATION
I do here by declare that this project work titled THE STUDY OF TRAINING PROGRAMMES FOR SENIOR TECHNICAL ASSISTANTS AT DRDL, is the bonafied work which I have executed for the award of degree of master of Business administration. I also declare that this work is my own and this thesis has not been submitted for the award of any degree or diploma to any university or Institute.

PLACE: DATE:

S.Rahmtulla MBA.

CHAPTER-I

1.

INTRODUCTION
Every organization need to have well trained and

experienced people to perform the activities that have to be done. It is necessary to raise the skill levels and increase the versatility and adaptability of employees. Inadequate job performance or a decline in productivity or changes resulting or a development efforts. As the importance of the jobs out of job redesigning technological breakthrough rehires some type of training and become more complex, the In a and development employee development also increases.

rapidly changing society, employee training maintain a viable and knowledgeable work force. Training is a process of learning

are not only organization must commit resources to if it is to

a to

sequence guide

of

programmed behavior. It is application of knowledge. It gives people an awareness of the rules and procedures their behavior. It attempts to improve their performance on the current job or prepare them for an intended job. Training enables an employee to do his present job more efficiently and prepare himself for a higher level job. Training imparts the ability to detect and correct error. In any case, trainees are expected to acquire abilities and knowledge that will enable them too performs their jobs more effectively.

1.1

Definitions
Training is the act of increasing the knowledge and skills of an

employee for doing a particular job. The major outcome of training is learning.
Edwin Flippo

You can change the behavior in an entire organization, provided you treat training as a process rather than an event.
Warren G. Bennis

Training is all encompassing and should be related to every thing a unit does, or can have happened to it.
Arthur Collins

Training, thus, may be defined as a planned programme designed to improve performance and bring about measurable changes in knowledge, skills, attitude and social behaviour of employees.

1.2

Importance
Training is the corner stone of sound management, for it makes

employees more effective and production. It is actively and intimately connected with all the personnel of managerial activities. Training is a practical and vital necessity because, it enables employees to develop and rise within the organization and increase their market value , earning power and job security. It moulds the employees attitudes and helps them to achieve a better cooperation with the company and a greater loyalty to it.

Training, moreover, heightens the morale of the employees, for it helps in reducing dissatisfaction, complaints, grievance and absenteeism, reduces the rate of turnover.

1.3

Necessity of Training
Newly recruited employees require so as to perform their task effectively. Instruction, guidance, coaching help them to handle jobs competently, without any wastage. Training is necessary to prepare existing employees for higher level jobs (promotion). Existing employees require refresher training so as to keep abreast of the latest development in job operation. In the face of rapid technological changes, this is an absolute necessity. Training is necessary when a person moves from one job to another (Transfer). Training is needed to bridge the gap between what the job demands. Training is needed to make employees more productive and useful in the long-run. To improve the performance and productivity To improve quality in relation to a company product or service, or in reference to the intangible organized employment atmosphere To bridge the gap necessary to reducing grievances help to prevent industrial accidents

Need for reducing grievances and minimum accident rates Need for maintaining the validity of an organisation as a whole and raising the morale of its employee

1.4

Scope & Objectives

Training is mostly the result of initiatives taken by management.

Scope Training seeks to meet the current requirements of the job and individual. Training focusing on the personal growth of the employee. Areas of training in which training is given: Knowledge, Technical Skill, Social Skills and Techniques. Training needs can be identified through the following types of analysis:

Organizational analysis:
Analysis of objectives: This is a study of short and long term objectives and the strategies followed at various to meet these objectives. Resource utilisation analysis: The various organizational

resources (human, physical and financial) are put to use in the main focus of this study.

Environmental Scanning: The Economic, Socio - Cultural and Technological Environment of organization is examined. Organizational Climate Analysis: The climate of an organization speaks about the attitudes of members towards work, company policies, supervisors, etc.

Task or role analysis:

The exercise is meant to find out how the various tasks have to be performed and what kind of skills, knowledge, attitudes are needed to meet the jib needs. Questionnaires, Interviews, reports, tests, observation and other methods are generally used to collect job information from time to time.

Manpower Analysis:
The focus is on the individual in a give job. There are three issues to be resolves through manpower analysis. First we try to find one whether performance is satisfactory and training is required. Second, whether the employee is capable of being trained, we need to state whether poor performance (who can improve with requisite training inputs) on the job need to be replaced by those who can do the job. Training is most effective when it is planned, implemented and evaluated in a systematic way.

Objectives:

The training policies are formulated by the HRD manager at the request of line managers. The training objectives are laid down keeping in view the companys goals and objectives. To impart the basic knowledge and skill to the new entrants and enable them to perform their jobs well. To equip employee to meet the changing requirements of the job and the organization. To teach the employees to for higher level tasks and up a second line of competent managers. To prepare employees for higher level tasks and build up a second line of competent managers. The individual should be able to identify all the additional factors which would improve their effectiveness on the field . The individual should be to list out all the additional support and information required for effective operational usage. The individual should be able to understand self concept and find out the ways and means of self development, personal relations. The individual should be to understand the need for the best use of existing resource with himself and people working with him. Individual should be able to identify his management styles in relation to styles in the management of people.

METHODS OF TRAINING 1.4.1 On the Job training (OJT)

Training earn as they learn under the watchful eyes of a master mechanic or craftsman, receive immediate feedback, practice in the actual work environment and associate with the same people they will work with after training. Under this technique an employee is placed in a new job and is told how it may be performed. It is primarily concerned with developing in an employee a repertoire of skill and habits consistent with the existing practices of an organization, and with organizing him to his immediate problems. It is mostly given for unskilled and semi skilled jobs clerical and sales jobs. There are a variety of OJT methods, such as coaching or understudy; job rotation; and special assignments. Under coaching or understudy method (which is also known as internship and apprenticeship method) the employee is trained on the job his immediate superior Internship is usually applied to managerial personnel and provide wide variety of job experiences, often involving job rotation, or an assistant to type of position. Apprenticeship is generally used to impart skill requiring long periods of practice as found in trade, crafts and other technical fields. In job rotation, a management trainee is made to move from job to job at certain intervals.

1.4.2 Vestibule Training

This method attempts to duplicate on-the-job situation in a company classroom. It is a classroom training which is often imparted with the help of the equipment and machines which are identical with those in use in the place of work. This technique enables the trainee to concentrate on learning the new skill rather than on performing an actual job. In other words, it is geared to job duties. Theoretical classroom, while production line. It is a very efficient method of training semi - skilled personnel, particularly when many employees have to be trained for the same kind of work at the same time. It is often used to train clerks, bank tellers, inspectors, machine operators, testers, typists, etc. It is most useful when philosophic concepts, attitudes, theories and problem soling abilities have to be learnt. Training is generally given in the form of lectures, the practical work training is given in the is conducted on the

conferences, case studies, role playing and discussion.

1.4.3 Demonstration and Examples:

In the demonstration method, the trainer describes and displays something, as when he teaches an employee how to do something by actually performing the activity himself and by going through a stepby-step explanation of why and what he is doing.

Demonstrations are used in combination with lectures, pictures, text materials, discussions, etc. in a demonstration, the emphasis is primarily on know-how, the principles and theory of a job.

1.4.4 Simulation
Simulation is a technique which duplicates, as nearly as possible, the actual conditions encountered in job. The vestibule training method or the business game method are examples of business simulations. Simulation techniques have been most widely used in the aeronautical industry. Trainee interest and employee motivation are both high in simulation exercise because the actions of a trainee closely duplicate real job conditions. This training is essential in which actual on-thejob practice might result in a serious inquiry, a costly error, or the destruction of valuable materials or resources.

1.4.5 Apprenticeship
Training in crafts, trades and in technical areas, apprenticeship training is the oldest and most commonly used method, especially when proficiency in a job is the result of a relatively long training period. of 2 to 3 years for persons of superior ability and from 4 to 5 years for others. The field in which apprenticeship training is offered are numerous and range from the job of a draughtsman, a machinist,

a tool maker, a pattern designer, a mechanic, carpenters and etc. A major part of training time is spent on-the job productive work. Each apprentice is given a programme of assignment according to a predetermined schedule, which provides for efficient training in trade skills.

1.4.6 Classroom Methods

Lectures Lectures are regarded as one of most simple ways of imparting knowledge. to the trainees, especially when facts, concepts or principles, attitudes, theories and problem solving abilities are to be taught. Lectures are essential when it is a question of imparting technical or special information of a complex nature. In the hands of able lecturers, and for certain kinds of purposes and participants, it may turn out to be more interesting and effective than any other methods. Introducing a subject and present an overview of its scope. Illustrate the application of rules, principles; reviewing, clarifying and summarizing.

Conference
In this method, the participating individuals 'confer' to discuss points of common interest to each other. A conference is basic to most

participative group centered methods of development. It is a formal meeting, conducted in accordance with an organised plan, in which the leader seeks to develop knowledge and understanding by obtaining a considerable amount of oral participation of the trainees. It lays emphasis on small group discussions, an organised subject matter, and on the active participation of the members involved. Learning is facilitated by building up on the ideas contributed by the conferees. There are three types of conferences. In the directed discussion, the trainer guides the discussion in such a way that the facts, principles or concepts are explained. In the training conference, the instructor gets the group to pool its knowledge and past experience and brings different points of view to bear on the problem. In the seminar conference, answer is bound to a question or a solution to a problem. For this, the instructor defines the problem, encourages and ensures full participation in the discussion.

Seminar or Team Discussion

This is an established method for training. A seminar is conducted in many ways. I) It may be based. on a paper prepared by one or more trainees on a subject selected in consultation with the person in charge of the seminar. It may be a part of a study or related to theoretical studies or practical problems. The trainees read their papers, and this is followed by a critical discussion. The chairman of the seminar

summarises the contents of the papers and the discussions which follow their reading.

Case Study
This method was first developed in the 1800s by Christopher Langdell at the Harvard Law School to help students to learn for themselves by independent thinking and by discovering in the ever tangled skein of human affairs, principles and ideas which have lasting validity and general applicability. The case study is based upon the belief that managerial competence can best be attained through the study, contemplation, and discussion of concrete cases. When the trainees are given cases to analyse, they are asked to identify the problem and recommend tentative solutions for it. This method offers to the trainees matter for reflection and brings home to them a sense of the complexity of life as opposed to theoretical simplifications of, and practices in the decision making process. It diagnoses and deals with real life situations.

Role Playing
This method was developed by Moreno, a Ventian psychiatrist. He coined. the terms "role-playing", "role reversal", "sociodrama", and a wide variety of specialised terms, with emphasis on learning human relation skills through practice and insight into one's own behaviour and its effect upon others. It has been defined as " a method

of human interaction which involves realistic behaviour in the imaginary situations". Role playing primary involves employee-employer relationships - Hiring, firing, discussing a grievance procedure, conducting a post appraisal interview or disciplining a subordinate or a salesman making a representation to a customer.

II. TRAINING AT DRDL - A CASE STUDY OF SENIOR TECHNICAL ASSISTANTS

1. INTRODUCTION TO DRDO The Defence Research and Development Laboratories is one of the biggest laboratories in the country. Like the Indian Space Research Organization, Indian Council of Medical research, Indian Council of Agriculture research, which cater to space research, medical research, and agriculture research respectively. The DRDL looks after the Defence research and development needs. The DRDL is a governmental wing with headquarters at New Delhi. The DRDL is Parental body of all the forty plus Defence specialist disciplines and multi discipline laboratories spread across the country. The DRDL is a multi discipline organization .It is engaged in all types of Engineering, activities, particularly work shops, Aeronautical

engineering, Mechanical engineering, Structural engineering, Physics, Chemistry Electrical and Electronics & Engineering, Ground Instrumentation, Photography, Telemetry etc. Defence Research & Development Organisation (DRDO) had a very modest beginning in 1958. Two small research organisations, Defence Science Organisation and Technical Development Establishment were amalgamated to form DRDO. Today DRDO has 50 laboratories under its ambit, with manpower of about 30,000. R&D activities of DRDO cater to the needs of armed forces, which range from aircrafts, missiles, torpedoes, radars, to battle tanks; and from frozen foods to nuclear medicines. They strive for expertise, specialisation and self-sufficiency in them. The sophisticated weapons being developed by DRDO have to meet the grueling' environments of deserts, high altitudes, very low temperatures, snow and sea. Modelling and simulation studies of operational problems, investigation of psychological needs, physiological phenomenon of high altitudes and high speeds, and vital analyses in a host of other areas are carried out in different laboratories of DRDO for accomplishing its tasks.

ROLE OF DRDL
As a supporting organisation for armed forces the main function of DRDL are as follows:

1. To design, develop systems and equipment based on the operational requirements as defined by services and help in indigenous production. 2. To render scientific advice to service headquarters. 3. To carry out basic and applied research and to solve the problem of the services. 4. To evaluate and conduct the technical trials of new weapons and equipments that are' designed and developed techniques. DRDL plays a vital role in technical development for national security. DRDL is one of the biggest laboratories of DRDO and is engaged in the development of missiles. The infrastructure of DRDL includes large manpower, sophisticated machines and modern computer systems with advanced management systems, State-of-theart technology has been utilised wherever possible for achieving high level of performance. developed by the laboratory. 5. To render technical support to civilian from indigenously

INFRASTRUCTURE BUILDUP PERIOD: 1971-1979

A project for development of Surface to Air Missile (SAM) was sanctioned to DRDL in 1972. The project was titled as Project Devil. Infrastructure build-up in the initial phase gave tremendous strength to DRDL's fabrication facilities and even today DRDL is known in DRDO for its precision fabrication and machining facilities.

IGMDP ERA: 1983

Project Devil demonstrated DRDO's Technological and Managerial capabilities in development of weapon / missile systems from conceptual stage. In order to equip India with the state of art missile technology and to ensure self reliance in defence systems. DRDO has been entrusted with the task of development of various missile systems through Integrated Guided Missile Development Programme (lGMDP). The programme was sanctioned by Govt. of India, Ministry of Defence for design and development leading to production of four types of missile systems (TRISHUL, PRITHVI, AKASH & NAG) and development of a technology demonstrator (AGNI) - re-entry technology. Shri Prahlada took over as Director, DRDL in 1997 from Lt. Gen. VJ Sundaram. Director, DRDL is also Chairman, Programme Management Board (PMB) of IGMDP.

2. Senior Technical Asst.

Senior Technical Asst. grade category is covered under DRTS (Defence Research Technical Service. Most of Senior Technical Asst. are having Diploma in Engineering or Graduation in Sciences. About some of Senior Technical Asst. are Post Graduates in Engineering or Sciences and rest are ITI Certificate Holders. The average experience of any Senior Technical Asst. is more than 20 years varying in qualification and level of entering into this organisation. They have

rich Shop Floor / Work Centre experience in the relevant fields of work. They carry out logistic and some technical work which otherwise to have been done by Scientists, there by saving time for the Scientists to concentrate on high value scientific work. The Senior Technical Asst. are divided into three categories Senior Technical Asst. 'A' 'B' and 'C'. Senior Technical Asst. are not directly recruited. They will be promoted from Senior Technical Assistant 'C' to Senior Technical Asst. 'A'. As such the Senior Technical Asst. forms the core support team for the scientific research at D. R. D. L, these officers have very deep practical experience in the machines and laboratory equipments. They are also experienced in testing facilities that are run through for the testing and qualification of missile system at various stages. As the educational level is generally limited to Diploma in Engineering and other workshop training, D.R.D.L. made openings for the functional training programmes specially focussing the skills required to upgrade their performance and productivity. The training for Senior Technical Asst. is basically to fill up the technology gaps and to upgrade their skill level to meet the technological requirement of various prospects. The Senior Technical Asst. are very essential group of D.R.D.L. who contribute to the functions such as purchases, transport, canteen

services and also as the committee members in cash purchase and stock taking teams. In general the Senior Technical Asst. playa major and important role in activities of various projects. They promote to the organizational excellence by the effective contribution.

There is a very systematic training process at D.R.D.L. consisting of various stages that include the following: a) Identification of training opportunities for the calendar year b) Identification of suitable discipline wise training schemes for various personnel. c) Category wise listing of training courses that are offered by various institutes. d) Chronological classification of training schemes based on their time schedules. e) Institution wise training schemes offered at various places for various categories f) The HRD group prepares various training schemes and programmes that are relevant to Senior Technical Asst. as well as for staff categories of employees from time to time.

This information is presented in the form of training opportunities in every calendar year. Based on this the information is already provided on internal D.R.D.L Network. It is accessible by every employee through D-NET. HRD also coordinates and collects the information regarding long range courses being organized at various institutes and D.R.D.O training centres. In addition there is a scheme offered i.e., Continuous Education Programmes (CEP's) the duration is for 1 to 2 weeks and organized at different regional coordinating laboratories. Based on the suitability and legibility for these CEP's, Director, D.R.D.L nominates suitable number of personnel from different groups. The necessary support for getting their nominations approved and arranging for processing of applications for these CEP's is taken care of by HRD groups. The necessary correspondence and the communication is provided at appropriate time to all the concerned. In this way HRD group is a facilitator for all types of training programmes for Senior Technical Asst., besides there is a system of customized skill improvement schemes from time to time which are tailor made to suit the selected category of Senior Technical Asst.. These courses are offered at Hyderabad or sometimes in-house and outstations. Based on the nature, strength and coverage of the course sometimes Senior Technical Asst. are also nominated for specified training courses offered by other organizations at Hyderabad by paying relevant course fee. This type of course form apart of core competency building programme. HRD also evaluates the feed back obtained from various participants in order to have an idea about the suitability and effective administering of" training programmes by various institutes and agencies. This feed back is also

very useful for ascertaining the suitability of training courses for futuristic usage. 1) TYPES OF TRAINING: Generally the Senior Technical Asst. are encouraged to select their necessary and suitable type of training from the available approved list of the course already short listed by HRD groups. These courses include in-house training courses, organized group training system that includes orientation opportunities new facilities and visits to various work centres for getting exposure for updated engineering operations. In addition the system of sending Senior Technical Asst. for specified training course as offered by the various training institutes is also practical. The Senior Technical Asst. are also nominated to CEP programme that are organized at various regional laboratories from time to time. These CEP's are based on specific functions that are generally required for the Senior Technical Asst. and also they include emerging technology and concepts in the relevant fields. Hence the content and course work at CEP's is generally exhaustive and the coverage is to a large extent related to D.R.D.O activities. Senior Technical Asst. are also nominated for customised training courses based on their training needs as accessed by their Technology Directorates as well as by themselves. These customised courses are generally offered for a group task where in a selected

group of Senior Technical Asst. are sent to this specialised courses as planned by D.R.D.L. At the end of the course the feed back is analysed with regard to course content, effective communication and administration of course and also the strength of training institute or agency is evaluated so as to continue the said course for futuristic batches. , Senior Technical Asst. are also encouraged for educational advancement by means of taking up part time engineering courses as well as sponsoring research and technology courses. These are generally long range general engineering oriented areas that lead to award of Diploma, B.E., B.TECH, M.E., M.TECH Degrees by the corresponding institutes. 2) SELECTION PROCESS OF TRAINING: The selection process 'of an employee for specified training course is systematically organised and administered by HRD group. Based on the schedule of the training courses the concerned Senior Technical Asst. having identified in respect to the suitability of the course, shall apply in prescribed form as shown in enclosure with the consent of the immediate supervisory Technology Directorates. After this the application is scrutinized by HRD group based on the legitimate guidelines suitable applications are accepted. After accepting the application it is further processed for obtaining clearance from Human resources council for final approval. After this the correspondence with the concerned institutes is initiated and it is

communicated

back to the concerned individual. The necessary

financial sanction is obtained by HRD in the specified sanction format and the cheque requisition is sent to finance for the release of fees to the concerned institute in the form of cheque and posted to the relevant agency. Whereas the application has been approved the concerned individual is allowed to participate in the training course by means of getting the temporary date approval if the course is at outstation and the period is treated as on duty for all practical purposes. If the course is in-house the concerned work group shall relieve them from operation work for that specified period after getting approval from HRD, if it is locally organised course. The concerned employee's attendance is regularised therefore by a common note from HRD. Whereas the course is attended by Senior Technical Asst. they will come back and joint duty and submit the feed back to H RD for necessary information and decision making. These feed backs are analysed by HRD groups and if required shall be presented to D.R.D.O Council and Management Council from time to time .

The data collection has been done mainly from direct sources of records available from Personnel department as far as personnel details are covered. And the training details over a period of time (3 years) has been collected directly from HRD department of D.R.D.L. Apart from this direct personnel discussions with Senior Technical Asst. on random sampling basis also helped in compilation of data on various aspects of training programmes attended by Senior Technical Asst..

The training study is being carried out by taking three years data Le., 2004; 2005 and 2006 of Senior Technical Asst. as advised by the project guide.

The data has been collected from Human Resource Development Group (HRDG). The data is segregated into Age Wise, Qualification Wise, Experience Wise and Disciplines Wise. The data presented in Tabular form, Graphical representation using Histograms. The Senior Technical Asst. are divided into three categories Senior Technical Asst. 'A' 'B' and 'C'. Age wise split into three groups: 23 - 35 years 36 - 45 years 46 - 60 years

To be designated as Senior Technical Asst. experience is required. So the age group between 46 - 60 will be more. Qualification wise split into six groups: SSC ITI Diploma Bachelor's Degree BE/B.Tech Post Graduation. The minimum qualification to become a Senior Technical Assistants is Diploma. ITI (Indian Technical Institute) holders also are given Senior Technical Assistants Cadre depending upon their experience. The Diploma Holders relating to Senior Technical Asst. will be more compared to other qualifications. Experience wise split into five stages: Up to 10 years 11 - 15 years 16 - 20 years 21 - 25 years and more. Senior Technical Asst. of experience more than 25 years are comparatively more to the other stages. To be designated as Senior Technical Asst., experience is required.

The training study is being carried out by taking three years data i.e., 2004, 2005 & 2006 of Senior Technical Asst.. The total no. of Senior Technical Asst. attended training in the year 2004 is 29, 2005 is 23, 2006 is 20. The Senior Technical Asst. 'A' cadre has attended more. The Senior Technical Asst. attended training in three years is similar except in the 2006, the no. of employees is reduced by 3 numbers. Discipline wise split into six groups: Computers Engineering, Mechanical Engineering, Electrical/Electronics Engineering, Quality Management, Management and Others As officers attending to this disciplines are more compared to others. a) Tabular Representation of data relating to Age Senior Technical Asst. A (TO A) I. AGE WISE 23-45 36-45 46-60 38 04 01 Senior Technical Asst. B (TO B) 03 04 07 Senior Technical Asst. C (TO C) 01 15 18

Total

43 14 Total No. of Senior Technical Asst. - 91

34

b) Graphical Representation - Histograms

23-45 36-45 46-60 TOTAL

STA/A 38 04 01

STA/B 03 04 07

STA/C 01 15 18

TOTAL 42 23 26 91

% 46.15 25.27 28.57

29% 46%

25%
1 2 3

46 % of the employees are between 23-35.

 25 % of the employees are between 36-45. 29 % of the employees are between 46-60.

AGE - WISE DESCRIPTION OF STA/A

40 No.of Employees 35 30 25 20 15 10 5 0 23-35 36-45 AGE(Years) 46-60 STA/A

STA/A

23-45 36-45 46-60 TOTAL

38 04 01 43

88.37 9.30 2.32

9%

2%

89%
1 2 3

89 % of the STA/AS are between 23-35. 9 % of the STA/AS are between 36-45. 2 % of the STA/AS are between 46-60.

AGE - WISE DESCRIPTION OF STA/B

7 No.of Employees 6 5 4 3 2 1 0 23-35 36-45 AGE(Years) 46-60 STA/B

23-45 36-45 46-60 TOTAL

STA/B 03 04 07 14

% 21.43 28.57 50

21%

50% 29%

21 % of the STA/BS are between 23-35. 29 % of the STA/BS are between 36-45. 50 % of the STA/BS are between 46-60.

AGE - WISE DESCRIPTION OF STA/C

18 16 14 12 10 8 6 4 2 0

No.of Employees

STA/C

23-35

36-45 AGE(Years)

46-60

23-45 36-45 46-60 TOTAL

STA/C 01 15 18 34

% 2.94 44.12 52.94

3%

53%

44%

3 % of the STA/CS are between 23-35. 44 % of the STA/CS are between 36-45. 53 % of the STA/CS are between 46-60.

a) Tabular Representation of data relating to Age Senior Technical Asst. A (TO A) II. QUALIFICATION WISE SSC ITI DIPLOMA DEGREE BE/B.TECH P.G. Total 03 33 07 04 02 49 Senior Technical Asst. B (TO B) 01 07 04 01 01 14 Senior Technical Asst. C (TO C) 02 20 07 02 03 34

Total No. of Senior Technical Asst. - 97

b) Graphical Representation - Histograms STA/A SSC ITI DIPLOMA DEGREE BE/B.TEC H P.G. 03 33 07 04 02 STA/B 01 07 04 01 01 STA/C 02 20 07 02 03 06 60 18 07 06 TOTAL % 6.18 61.85 18.56 7.22 6.18

TOTAL

97

7% 19%

6%

6%

62%
1 2 3 4 5

0% of the employees are between SSC 6% of the employees are between ITI 62% of the employees are between DIPLOMA 19% of the employees are between DEGREE 7% of the employees are between BE/B.TECH

 6% of the employees are between P.G

QUALIFICATION - WISE DESCRIPTION OF STA/A

35 30 25 20 15 10 5 0
SSC ITI DEPLOMA DEGREE BE/B.TECH P.G.

STA/A

Qualification

SSC ITI DIPLOMA DEGREE BE/B.Tech P.G. Total

STA/A 03 33 07 04 02 49

% 6.12 67.35 14.28 8.16 4.08

8% 14%

4%

6%

68%
1 2 3 4 5

0 % of the employees are of SSC. 6 % of the employees are of ITI 68 % of the employees are of DIPLOMA 14 % of the employees are of DEGREE 8 % of the employees are of BE/B.Tech 4 % of the employees are of PG

QUALIFICATION - WISE DESCRIPTION OF STA/B

7 6 5 4 3 2 1 0
SSC ITI DEPLOMA DEGREE BE/B.TECH P.G.

STA/B

Qualification
SSC ITI DIPLOMA DEGREE BE/B.Tech P.G. Total

STA/B 01 07 04 01 01 14

% 07.14 50.00 28.57 07.14 07.14

7%

7%

7%

29%

50%

0 % of the employees are of SSC. 7 % of the employees are of ITI 50 % of the employees are of DIPLOMA 29% of the employees are of DEGREE 7 % of the employees are of BE/B.Tech 7 % of the employees are of PG

QUALIFICATION - WISE DESCRIPTION OF STA/C

20 15 10 5 0

STA/C

SSC

ITI

DEPLOMA

DEGREE

BE/B.TECH

P.G.

Qualification

SSC ITI DIPLOMA DEGREE BE/B.Tech P.G. Total

STA/C 02 20 07 02 03 34

% 05.88 58.82 20.59 05.88 08.23

6%

8%

6%

21%

59%

0 % of the employees are of SSC. 6 % of the employees are of ITI 59 % of the employees are of DIPLOMA 21 % of the employees are of DEGREE 6 % of the employees are of BE/B.Tech 8 % of the employees are of PG

a. Analysis of Training attended by Senior Technical Asst. a) Year Wise Senior Technical Asst. Attended Training 2004 Sl.No. 1 2 Particulars Senior Technical Asst. A&B Senior Technical Asst. C TOTAL Nos. 10 19 29

TOTAL NO. OF SENIOR TECHNICAL ASST. 2004 - 43

Senior Technical Asst. Attended Training 2005 Sl.No. 1 2 Particulars Senior Technical Asst. A&B Senior Technical Asst. C TOTAL Nos. 04 19 23

TOTAL NO. OF SENIOR TECHNICAL ASST. 2005 - 51

Senior Technical Asst. Attended Training 2006 Sl.No. 1 2 Particulars Senior Technical Asst. A&B Senior Technical Asst. C TOTAL Nos. 01 19 20

TOTAL NO. OF SENIOR TECHNICAL ASST. 2006 - 75

b) Discipline Wise
Training Attended by Technical Asst. in Different Discipline in the year 2004
Sl. No. Senior Technical Asst.A & B Senior Technical Asst.C

Discipline

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17

Awareness Prog. Fibre-Optics Trg Prog Machine Tool Maintenance Networking Admn International Seminar National Seminar Paints for Corrosion protection Industrial Hydraulics Trg.Prog. On Voltas Diesel/Batteries Calibration of Measurement Introduction to PIc Industrial Radiography Certification Course on C++ Lang. Electro Magnetic Compatibility Vb & Asp Computer Fundamental & MS Office Auto CAD 2001

02 01 -01 02 01 01 01 01

02 04 -01 ---02 01 02 01 01 01 02 02 -

0 Awareness Prog. Fibre-Optics Trg Prog Machine Tool Maintenance Networking Admn International Seminar National Seminar Paints for Corrosion protection Industrial Hydraulics Trg.Prog. On Voltas Diesel/Batteries Calibration of Measurement Introduction to PIc Industrial Radiography Certification Course on C++ Lang. Electro Magnetic Compatibility Vb & Asp Computer Fundamental & MS Office

TOTAL

Graphical Representation Histograms

10 19

Series1

Auto CAD 2001

Series2

Training Attended by Technical Asst. in Different Discipline in the year 2005

Sl. No. Senior Technical Asst.A & B Senior Technical Asst.C

Discipline

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15

Computer Edcn. Prog. II Computer Awareness National Conference Course on ORACLE 8i Oops & C ++ Implementation of Iso 9000 Auto CAD 2000 Mechatronics Seminar on Enterprises Suraksha 2002 S/W Qlty. Boot Camp Deu Real Time S/W S/W Trg. Adobe Photoshop & Macro Media flash Fibre Optic Trg W/S on quality Mgt System Iso 9000 Commutation skills TOTAL

01 01 01 01 04

04 01 02 01 03 01 02 01 01 01 01 01 19

No.of Employees Attended

0 1 2 3 4 5

Computer Edcn. Prog. II Computer Awareness National Conference Course on ORACLE 8i Oops & C ++ Implementation of Iso 9000 Auto CAD 2000 Courses Mechatronics Seminar on Enterprises Suraksha 2002 S/W Qlty. Boot Camp Deu Real Time S/W S/W Trg. Adobe Photoshop & Macro Media flash Fibre Optic Trg W/S on quality Mgt System Iso 9000
Series1

Graphical Representation Histograms

Commutation skills

Series2

Training Attended by Technical Asst. in Different Discipline in the year 2006

Sl. No. Senior Technical Asst.A & B Senior Technical Asst.C

Discipline

1 2 3 4 5 6 7 8 9 10 11 12 13

National Conference Auto CAD 2000 Mechatronics Six Sigma Concepts Seminar on R.F. & Wireless Network Adv.Java Language IT based Mgt. support Systems IT Security & Firewalls Multimedia 3D Animation Course on HTML Geometrical Tolerances Experimental stress Analysis PC H/w N/W & Windows TOTAL

0101

01 03 01 01 02 02 01 01 04 01 01 01 19

No.of Employees Attended

0 1 2 3 4 5

National Conference Auto CAD 2000

Mechatronics Six Sigma Concepts Seminar on R.F. & Wireless Network Adv.Java Language Courses IT based Mgt. support Systems IT Security & Firewalls Multimedia 3D Animation Course on HTML Geometrical Tolerances Experimental stress Analysis
Series1

Graphical Representation Histograms

PC H/w N/W & Windows

Series2

c) Functional Area wise Training Attended by Senior Technical Asst.

Senior Technical Asst. A Particulars Venue COMPUTERS Computers Awareness Programme Software Quality Boot Camp Computer Awareness Computer Course on Oracle 8i Computer Education Programme II Fundamentals & MS Office Foundation Course Micro Controllers Applications OOPS & C++ Computers & Awareness Manual Part Programming Systematic Methodology for software Testing Software Verification Validation Course Multimedia on Emerging Panorama Hyderabad Hyderabad Hyderabad Hyderabad Hyderabad Hyderabad Hyderabad Hyderabad Hyderabad Hyderabad Hyderabad Hyderabad Hyderabad Hyderabad 18 2 1 15 15 5 8 5 5 12 4 1 1 2 750 4500 10000 600 3000 3000 3000 3500 8000 1800 1800 Days Fee

MECHANICAL Advanced Auto CAD II 2nd National Conference on precision Engineering 2002 III SERC Precision Engineering 2002 Advanced Auto CAD 2000 Auto CAD Level I Auto CAD R 2000 ELECTRICAL / ELECTRONICS Electro Magnetic Compatibility QUALITY MANAGEMENT Implementation of ISO 9000 Concepts of ISO 9001: TQM Plg. Implementation & Documentation ISO 9000 : 2000 ISO 2000 implementation MANAGEMENT Quest for quality life style Communication skills One day programme on Executive life places

Hyderabad Coimbatore Kanpur Hyderabad Hyderabad Chennai

5 3 10 5 5 12

7000 1000 7000 5000 1300

Hyderabad

5000

Hyderabad Mumbai Jaipur Jaipur

3 5 4 4

4000 1000 6000 5000

Hyderabad Hyderabad Hyderabad

3 5 1

2000 2550 1000

OTHERS Seminar on Enterprises Suraksha 2005 Course on Instrumentation Seminar on 2005 Marine Hydrodynamics Electrical safety 14 National Convention on Aerospace Engineering 51 IFC, IEEX 2005 Exhibition Organisation & Motivation for Safety National Conference on Instrumentation Seminar on Enterprises Suraksha 2005 Stationary Requirement pertaining to Occupation safety Hazardous Waste Management Hyderabad Mumbai Visakhapatna m Mumbai Hyderabad Jaipur Chandigarh Hyderabad Hyderabad Kochi Mumbai 1 2 2 3 2 3 3 2 1 3 3 1000 1500 5000 1500 1500 5000 750 1000 5000 5500

Training Status on seminar Technical Asst. Status of Senior Technical Asst. in the year 2004 Sl. No. 1 2 Particulars Senior Technical Asst. A&B Senior Technical Asst. C TOTAL Attended 10 19 29 Not Attended 10 04 14

TOTAL NO. OF SENIOR TECHNICAL ASST. 2004 - 43

Status of Senior Technical Asst. in the year 2005 Sl. No. 1 2 Particulars Senior Technical Asst. A&B Senior Technical Asst. C TOTAL Attended 04 19 23 Not Attended 21 07 28

TOTAL NO. OF SENIOR TECHNICAL ASST. 2005 - 51

Status of Senior Technical Asst. in the year 2006 Sl. No. 1 2 Particulars Senior Technical Asst. A&B Senior Technical Asst. C Attended 01 19 Not Attended 43 12

TOTAL

20

55

TOTAL NO. OF SENIOR TECHNICAL ASST. 2006 - 75

a. Senior Technical Asst. Not Attended any Training during 3 years . Senior Technical Asst. Not Attended Training 2004 Sl.No. 1 2 Particulars Senior Technical Asst. A&B Senior Technical Asst. C TOTAL Nos. 10 04 14

TOTAL NO. OF SENIOR TECHNICAL ASST. 2004 - 43

Senior Technical Asst. Not Attended Training 2005 Sl.No. 1 2 Particulars Senior Technical Asst. A&B Senior Technical Asst. C TOTAL Nos. 21 07 28

TOTAL NO. OF SENIOR TECHNICAL ASST. 2005 - 51

Senior Technical Asst. Not Attended Training 2006 Sl.No. 1 Particulars Senior Technical Asst. A&B Nos. 43

Senior Technical Asst. C TOTAL

12 55

TOTAL NO. OF SENIOR TECHNICAL ASST. 2006 - 75

b. Tabulation of Employees attending Selected disciplines :

Training Attended by Senior Technical Asst. in Different Disciplines in the year 2004
Sl. No. Senior Technical Asst.A & B Senior Technical Asst.C

Discipline

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17

Awareness Prog. Fibre-Optics Trg Prog Machine Tool Maintenance Networking Admn International Seminar National Seminar Paints for Corrosion protection Industrial Hydraulics Trg.Prog. On Voltas Diesel/Batteries Calibration of Measurement Introduction to PIc Industrial Radiography Certification Course on C++ Lang. Electro Magnetic Compatibility Vb & Asp Computer Fundamental & MS Office Auto CAD 2001

02 01 -01 02 01 01 01 01

02 04 -01 ---02 01 02 01 01 01 02 02 -

TOTAL

10

19

Training Attended by Senior Technical Asst. in Different Discipline in the year 2005
Sl. No. Senior Technical Asst.A & B Senior Technical Asst.C

Discipline

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15

Computer Edcn. Prog. II Computer Awareness National Conference Course on ORACLE 8i Oops & C ++ Implementation of Iso 9000 Auto CAD 2000 Mechatronics Seminar on Enterprises Suraksha 2002 S/W Qlty. Boot Camp Deu Real Time S/W S/W Trg. Adobe Photoshop & Macro Media flash Fibre Optic Trg W/S on quality Mgt System Iso 9000 Commutation skills TOTAL

01 01 01 01 04

04 01 02 01 03 01 02 01 01 01 01 01 19

Training Attended by Senior Technical Asst. in Different Discipline in the year 2006
Sl. No. Senior Technical Asst.A & B Senior Technical Asst.C

Discipline

1 2 3 4 5 6 7 8 9 10 11 12 13

National Conference Auto CAD 2000 Mechatronics Six Sigma Concepts Seminar on R.F. & Wireless Network Adv.Java Language IT based Mgt. support Systems IT Security & Firewalls Multimedia 3D Animation Course on HTML Geometrical Tolerances Experimental stress Analysis PC H/w N/W & Windows TOTAL

01 01

01 03 01 01 02 02 01 01 04 01 01 01 19

The study related to various training programmes as envisaged by D.R.D.L to benefit the Senior Technical Asst. of the laboratory have been studied in detail taking the .data pertaining to period from years 2004 to 2006. The data on the training programmes has been systematically analysed and various cross-referential findings have been tabulated in the chapter of data presentation and data analysis. The above study on the training programmes reflects the quantum of training that has been administered to the Senior Technical Asst. as well as their utility towards the skill improvement in the related fields. The data has been analysed with respect to age, Qualification, Experience, discipline and other functional areas of working. It has been noticed that the quantum of Senior Technical Asst. undergoing various training programmes has been very encouraging. As represented in the tabular form under the data presentation the various categories of Senior Technical Asst. namely Senior Technical Asst. 'A' '8' and 'C' has been highly participative reflecting that as many as 49 Senior Technical Asst. 'A's, 14 Senior Technical Asst. '8's and 34 Senior Technical Asst. 'C's amounting to 97 Senior Technical Asst. have been utilising these training opportunities.

The age wise classification shows that the Senior Technical Asst. under TO 'C' constitute to major part of the higher age group whereas TO 'A's and TO '8's have an average age between 36 45 years, TO 'A's and TO 'B's are closely related whereas TO 'C's are in the age group of 46 - 60. This calls for more emphasis on training for the TOP'S' as they retire shortly. The analysis of qualification shows that as many as 60 Senior Technical Asst. are holding a Diploma In Engineering out of total '97 it is working around 62 0/0. Senior Technical Asst. holding Degree are 18 in no. which works around only 19 % then there is a sizable quantum whose qualification is ITI or equivalent working around 6%. However very few in number (i.e., Nos. 6 Senior Technical Asst.) have got PG qualification working to 6 % of Senior Technical Asst.. This shows that there is a necessity for enhancing of diploma holders into graduate in Engineering by means of sponsoring them for part time BE, B.TECH courses and also to encourage them to go for AMIE etc. The Senior Technical Asst. with higher qualification such as B.E, B.TECH, and P.G. etc can be utilised to upgraded functions such as conceptual design and participation and the involvement in project management and advanced jobs need to be encouraged to

motivate the morale of higher qualified Senior Technical Asst. And also the discipline wise training course needs to be examined with respect to their immediate utility as well as leading to their qualification improvement in line with growing opportunities in the selected fields. The management should strive to update the skills required of the unattended Senior Technical Asst. by organising customised and focused disciplines in order to enhance the skills related to their own parent discipline as well as to acquire higher skills. In order to get into other areas of work related requirements. Along with the lines of the training programmes attended by Senior Technical Asst. it is also. very important observation that there is sizable number of Senior Technical Asst. who could not attend these courses. The analysis shows that as many as 14 Senior Technical Asst. out of 43 have not attended any training courses during the year 2004 In the year 2005 the number of Senior Technical Asst. not attended the training programmes is 28 out of 51, it is working around 55% reflecting to 45% only attending the training programmes in the year 2004 & 2005. During the year 2006 number of Senior Technical Asst. not attended training programmes is 55 out of 75 it is working around

73% they could not attend at least one of the training programmes in this year. It is noticed that bulk of TO 'B's numbering to 21 out of 51 in the year 2005 could' not attend anyone of training programmes this shows that there is a necessity for objective oriented training programmes to facilitate such TO 'B's as mandatory to attend in their relevant supervisory authority officers need to be coordinated and the grey areas are to be strengthened with the help of corresponding technology directorates. The figures related to 2006 are also very alarming wherein 43 TO 'B's could not attend anyone of the training programmes. This also reveals that there is an immediate necessity for the corresponding technology directorates to chalk out a compulsory suitable training schemes specially customised to attract these Senior Technical Asst. and get exposed for the fruits out of training needs to be emphasised. When the discipline wise training is looked at it shows that majority of the people are getting trained in the areas of Computers related and. Mechanical oriented trainings. This is also in line with their basic work area and their possessed qualification. However the objectivity related to the expected functions needs to be stressed upon for the forthcoming training course.

The informal discussions and the personal interviews held with various Senior Technical Asst. has revealed that in general there is a very good scope and encouragement for the Senior Technical Asst. to be trained. However some of the Senior Technical Asst. have expressed that there is a clash with work schedule and their spar ability. Hence it is very important for the management to note that this spar ability of the employee is to be planned as the training schedules are already announced in the beginning of the year. This particular situation needs to be paid attention by the management in order to optimise the training opportunities and their utilisation by the Senior Technical Asst. This will automatically improve the productivity and the general commitment and morale of the Senior Technical Asst..

BIBLIOGRAPHY
1. Personnel Management - C.B. Mammoria & Gavankar 2. Human Resource Management P. Subba Rao 3. Human Resources Management - Bhaskar Chatterjee 4. Human Resources Management - L.M. Prasad