JAIPUR NATIONAL

UNIVERSITY

Summer Training Project Report

On
“Training & Development at Hindustan
Aeronautics Limited-Lucknow”

Submitted to:- Submitted by:-

Prof.RAJESH MEHROTRA DEEPIKA GUPTA

DIRECTOR SCHOOL OF
BUSINESS & MANAGEMENT
 I Deepika Gupta Jaipur” hereby declare that the summer
training project report on “Training and Development at HAL” is
my original work and the same has not been submitted for the
award of any other diploma or degree.

Place: DEEPIKA GUPTA

Date:
 Practical and Theory are the two aspects of Management
education. The practical training in the domain of management
courses has received vital importance. It exposes to the potential
manager towards the actual work situation and gives a student rich
insight into what practically is going on inside the industries, infect
it is the implementation of theory into practices which is the life
force of management.
FOURTY FIVE DAYS practical training is an obligatory
requirement for the PGDM. It was of great advantage to receive
practical training in Training and Development at HAL-
Lucknow at Divisional office. The management of the company
offered an excellent learning situation.

There have been considerable changes in the technology, operation

and structure of the industry due to globalization, mergers,
environmental issues and new challenges being posed by the
changing customer satisfaction levels and multiple market
requirements are forcing industry to adapt to new solutions.
The objective of summer training is to provide us with as
opportunity to experience the practical aspects of management in
an organization.

The ultimate realization of work presented in this project was

made possible through the enthusiastic, optimistic and dedicated
guidance; support and motivation of my honourable guide
Mr.C.Bhama & Mr. Saadat Ali (Senior Manager, TM-Trg.).I
express my deep sense regard for his kind supervision, inspiring
guidance, friendliness and consistent encouragement throughout
my project work.
PART (A): Introduction
Evaluation and Growth of the Company
Mission and Values
HAL Management Academy
Our Products
HAL Lucknow Division Management

PART (B): Human Resource Management.

Human Resource Development
Training and Development
Types of Training Programmes
Training and Development Methods
Need and Importance of Management
Development

PART(C): Research Methodology

Objectives of the study
Research Design
Questionnaires
Data Collection Method
Findings
Conclusion
Suggestions
Limitations, Bibliography
 Hindustan Aeronautics Limited (HAL) came into
existence on 1st October 1964. The Company was formed by
the merger of Hindustan Aircraft Limited with Aeronautics
India Limited and Aircraft Manufacturing Depot, Kanpur.

The Company traces its roots to the pioneering efforts of

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

Today, HAL has 19 Production Units and 9 Research and

Design Centers in 7 locations in India. The Company has an
impressive product track record - 12 types of aircraft manufactured
with in-house R & D and 14 types produced under license. HAL
has manufactured over 3550 aircraft, 3600 Engines and overhauled
over 8150 aircraft and 27300 Engines.

HAL has been successful in numerous R & D programs

developed for both Defence and Civil Aviation sectors. HAL has
made substantial progress in its current projects:

• Dhruv, which is Advanced Light Helicopter (ALH)

• Tejas - Light Combat Aircraft (LCA)
• Intermediate Jet Trainer (IJT)
• Various military and civil upgrades.
 HAL has played a significant role for India's space programs
by participating in the manufacture of structures for Satellite
Launch Vehicles like

• PSLV (Polar Satellite Launch Vehicle)

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

Apart from these seven, other major diversification projects

are Industrial Marine Gas Turbine and Airport Services. Several
Co-production and Joint Ventures with international participation
are under consideration.

• HAL was awarded the “INTERNATIONAL GOLD

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

• HAL was presented the International - “ARCH OF

EUROPE” Award in Gold Category in recognition for its
commitment to Quality, Leadership, Technology and
Innovation

• At the National level, HAL won the "GOLD TROPHY" for

excellence in Public Sector Management, instituted by the
Standing Conference of Public Enterprises (SCOPE).

The Company scaled new heights in the financial year 2006-07

with a turnover of Rs.7, 783.61 Crores.
 The Company's steady organizational growth over the years
with consolidation and enlargement of its operational base by
creating sophisticated facilities for manufacture of aircraft /
helicopters, aero Engines, accessories and avionics is illustrated
below:-
1940: This was setup Bangalore in Karnataka by late Shri
Walchand Hirachand in the month of December in association with
the Government of Mysore as a private limited company.

1942-45: In the month of June Government of India purchased the

interests of this company and took over its management, the first
two aircrafts produced by Hindustan Aircraft Limited. The Harlow
trainer and Curtiss Hawk Fighter were successfully test flown:

During the period of world war II over 1000 aircrafts such as-

 Fortress
 Liberator
 Mitcell bombers
 Dekota
 Command transport aircraft

Cataline amphibious and piston fitted to these aircrafts were

overhauled by H.A.L.

1945: Government of India took over management of H.A.L. again

after world war.

1948: Prime Minister of the India Shri Jawahar Lal Nehru, has
given the impetus the policy for manufacture as well as design and
development of aircraft was received by the Govt. of India.

1953: (Hindustan Trainee) The HT-2 aircraft was successfully

developed and was type certified in the month of January.

1960: A jet engine factory was set up on Bangalore in 1960 for

manufacturing ORPHEUS ENGINES used as MARUT and GHAT
AIRCRAFT.
An aircraft manufacturing depot (AMD) was established at Kanpur
in U.P. in the month of January as an air force unit for manufacture
of HAWKER SIDDLEY 748 twin turbo prop transport aircraft.

1962: In the month of August, Govt. of India entered into a

collaboration agreement with the Soviet Union for the manufacture
of MIG-21 FL aircraft including its engine and avionics.

1964: Hindustan Aircraft Limited and Aeronautics India Limited

were merged in the month of October to from the present
HINDUSTAN AERONAUTICS LIMITED.

1970: In the month of July, a Helicopter division was established

as a part of Bangalore complex for manufacture of Alovette III
(later designated of as CHETAK) and LAMA (later designated as
CHEETAH) helicopter.

Other Milestones:

1976: An agreement with USSR for license of MIG-21 and BIS

aircraft.

1979: An agreement with the British Aerospace for manufacturing

JAGUAR AIRCRAFT.

1982: An agreement with USSR for license production if MIG-27

aircraft.

1983: Korwa division of H.A.L. formed.

1990: Design and Division of Light Combat Aircraft (LCA).

1991: Development of Advanced Light Helicopter (ACH).

 1992: Certificate of ISO-9001.

1998: IMGT, a new division at Bangalore was formed.

Mission and Values

OUR MISSION:

“To become a globally competitive aerospace industry while

working as an instrument for achieving self-reliance in design,
manufacture and maintenance of aerospace defence equipment
and diversifying to related areas, managing the business on
commercial lines in a climate of growing professional
competence".

OUR VALUES:

 Customer Satisfaction:

We are dedicated to building a relationship with our

customers where we become partners in fulfilling their mission.
We strive to understand our customers ' needs and to deliver
products and services that fulfill and exceed all their requirements.

 Commitment to Total Quality:

We are committed to continuous improvement of all our

activities. We will supply products and services that conform to
highest standards of design, manufacture, reliability,
maintainability and fitness for use as desired by our customers.

 Cost and Time Consciousness:

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

 Innovation and Creativity:

We believe in striving for improvement in every activity

involved in our business by pursuing and encouraging risk-taking,
experimentation and learning at all levels within the company with
a view to achieving excellence and competitiveness.

 Trust and Team Spirit:

We believe in achieving harmony in work life through

mutual trust, transparency, co-operation, and a sense of belonging.
We will strive for building empowered teams to work towards
achieving organizational goals.

 Respect for the Individuals:

We value our people. We will treat each other with dignity

and respect and strive for individual growth and realization of
everyone's full potential.

 Integrity:

We believe in a commitment to be honest, trustworthy, and

fair in all our dealings. We commit to be loyal and devoted to our
organization. We will practice self discipline and own
responsibility for our actions. We will comply with all
requirements so as to ensure that our organization is always worthy
of trust.
Our People
 Our Customers

International Customers

We shall-

• Keep our complaint and grievance redressal Machinery

open and receptive to you.
• Acknowledge your complaints and commit ourselves to
redress them within a period of thirty working days on
receipt of the complaints.
• Should you still have any complaint or grievance you may
also take up the matter with the designated officer heading
the public grievance committee at our corporate and
divisional offices.
• Acknowledgment of grievances and disposal thereof
within 30 days. In case of any complaint or grievance,
please take up the matter with the officer nominated by the
division for redressal of public grievance in the division
which is headed by an officer of the grade of a DGM
• Promptly take action against the complaints by going into
the genuineness and roots of the complaints and within a
time frame attend to the grievances.
HELP LINE:

• All our Divisions, Service Stations and Corporate office

are ever willing to provide you the help and assistance
required in the selection, design, manufacture and
maintenance of any of our products and services.
• We shall equip our public relations department suitably to
render you all general information, which is of common
interest.
• You are also welcome to visit us at our website: www.hal-
india.com for immediate help and assistance to meet your
product and services requirement.
• A network of help line personnel will be identified in each
division/complex, which will provide immediate
assistance in various matters.
 HAL Management Academy (HMA) was established by the
corporate management of Hindustan Aeronautics Limited, way
back in August 1969, under the then name of HAL Staff College. It
was re-named HAL Management Academy in June 2001 to reflect
its focus on management development, consultancy and research.
HMA has now competed 35 years of fruitful contribution to the
cause of management education.

These programs provide exposure to the latest development

in managerial practice at a global as well as local level.

MANAGEMENT DEVELOPMENT PROGRAMS:

The Programs conducted at HMA are broadly categorized into:

 • Individual Development
• General Management
• Functional/ Technical Programs
• Leadership Programs

Certain programs provide opportunity for experiential

learning inside and outside the classroom. Action oriented learning
is imparted through outbound training in serene settings away from
the hustle bustle of the city.

FACULTY:

HAL Management Academy has qualified and experienced

full time faculty who have worked for several years in production
divisions. In addition, senior executives from different divisions
are also invited as guest faculty. Apart from this, expert faculty
from reputed institutions like the Indian Institute of Management,
the Indian Statistical Institute, the Administrative Staff College of
India, the Indian Institutes of Technology, the Indian Institute of
Science and other well known trainers, consultants are also invited
to handle sessions on specialized topics.

METHODOLOGY:

HMA continuously reviews and modernizes its knowledge

delivery systems to add value to the services offered by it. A
balanced mix of training methods is used in the Programs.
Interactive learning is supplemented with case studies, syndicate
work, role plays, management games, computer simulated business
experiences, outbound training, book reviews, panel discussions
and project work. All participants are assigned project work. The
knowledge thus gained can be used in their respective work areas.
Outbound training provides them with opportunities for
transformation to become effective leaders and team players.

SOME PROGRAM THEMES:

• LEAN Management
• Visionary Thinking through Strategic
Management
• Human Resource Management for Competitive
Advantage in the dynamic environment
• Personality Development for Corporate
Excellence
• Integrated Material Management & Supply Chain
Management for Value Addition
• Quality Management
• Finance Management
• Induction and Basic Management Program for
new entrants

TOOLS FOR TRAINING:

Diagnostics, experience-sharing, action-planning and

learning diary help in enhancing the effectiveness of learning.
Diagnostics exercise enables participants to identify difficulties
faced in their work-place, helps them in analyzing the situation and
arriving at remedial solutions. The Learning Diary helps
participants identify key learning points. Individual and group
action plans are the means for transferring learning from the
classroom to the work-place.

AMBIENCE:
 A sprawling building amidst thick foliage, lush lawns,
pathways and flower beds provide a serene retreat from the
distractions of the bustling metropolis. This ambience has a
soothing effect on the minds of the participants and takes them
away from the hectic business scenes to an idyllic location where
they can review their contribution from more creative perspectives.

INFRASTRUCTURE:

Training Halls:

HMA has five air-conditioned and acoustically-treated

training halls with seating capacity varying from 15 to 50, with
flexible seating arrangements. Each classroom is equipped with an
Overhead projector, writing board, Public Address System, Digital
Light Processing Projector (DLP), computer with the necessary
state-of-the-art software to make presentations.

Library:

A good library with over 12000 books mainly on

management topics, a number of professional journals and an
impressive collection of audio-visual aids supplement classroom
learning and assignments.

Auditorium:
 An auditorium air-conditioned and acoustically designed
with 180 seats is also available for viewing films / videos and
conducting seminars. A well-lit dais is also suitable for cultural
Programs by participants.

Accommodation:

Forty fully furnished twin occupancy rooms and five

dormitories provide accommodation for a hundred participants. A
neat and tidy cafeteria within the campus provides nutritious food
and caters to the palate of the participants from all over the
country.

Recreation Centre:

The recreation centre is equipped with a home-gym, facilities

for indoor and outdoor sports and also a television set, which
provide the participants the much needed relaxation during the off-
hours and holidays. A lot of newspapers and magazines are also
available.

Personal and Administrative Department

HAL, Lucknow division has eight sections in its Personal and
Administrative Department. They are:

1. Recruitment and Policy Section

2. HRD Cell
3. Establishment
4. Industrial Relations
5. Legal Cell
6. General Administration
7. Rajbhasha
8. Public Relations
9. Sports

1) Recruitment and Policy Section:

This section deals with recruitment, performance

appraisal reports, salaries and wages anomalies maintenance
of roster as per Presidential Directives on reservation of SC,
ST, and OBC etc. The sources of recruitment may be external
or internal. Internally the vacancies are filled through
transfers and promotions while External sources include
advertisement in press, notification to the employment
exchange/directorate, deputation or contract, trainees’ campus
interviews etc. Recruitment for executive post is done by the
corporate office while for supervisors and worker cadre the
unit itself holds the responsibility. Due to ban on direct
recruitment by the corporate office since 1987, not much is
being done presently.

The most important function of this section is to deal

with promotion of the employees. It aims to provide all
employees with equal opportunities of growth and career
prospects and to ensure fairness, equitability, consistency and
uniformity in matters of promotion.

There are three types of promotions:

• Time Scale Promotion (TSP) for employees up to scale

10.
• Internal Merit Selection (IMS) and Career Planning
Promotion (CPP) for employees from Grade I to IV.
• Promotions from Grade V and above are dealt by
Corporate Office at Bangalore.
 Transfers are done at two levels:

• Inter Departmental Transfer (Job Rotation).

• Inter Divisional Transfers.

Transfers can be initiated on need basis, medical basis,

promotion basis; subsequent increments are added on each
year.

2) Human Resource Development Cell:

As a major strategy for giving a filling to HRD

performance cell have been created at divisional levels to
ensure effective implementation of HRD plans with special
emphasis on identification of development needs and
preparing the manpower for advanced future technologies.
The HRD cell was informally started in the division in
October 1989. On the analysis of Strengths and Weaknesses
of the division, the role of HRD cell was primarily conceived
as a change agent. It carries out following activities:

• Training: HAL has a training centre which is fully

equipped with modern audio-visual facilities various
pertinent trainings are organized to develop the officers
workmen. Educative workshops on shop floor management,
leadership and motivation, compute materials management,
special literacy classes, TQM awareness programmes,
training programmes for officers association and the
recognized union, studies on absentism counseling grievance
handling etc.

Other than Training Activities:

• Creating database for employees and strengthening the

existing MIS system.
 • Bringing in computer awareness amongst the staff of
P&A department.
• Introduction of the concept of quality circle and
emphasis on more participative interaction in problem
solving.
• Reactivation of suggestion scheme.
• Shop floor grievances handling.
• Brain storming and feedback sessions etc.

3) Establishment Section:

This section maintains a detailed record of each regular

employee of the company relating to personal qualification,
job performance, rewards, promotion level etc. other
functions of this section are as follows:

• Job Confirmation
• Transfer
• Resignation
• Superannuation
• Voluntary Retirement of Employees
• Dealing with advances in cars, scooter, cycles, house
loans, subsidy etc.
• LIC Encashment of Employees
• Family Planning Incentives
• Reimbursement of School Fee
• Presentation of service certificate on completion of 10,
15, 25 years of service
• NOC for passport and contesting election of local
bodies
• Change of hometown etc.

4) Industrial Relation Section:

 This company has set up healthy traditions in
encouraging and fostering cordial and harmonious Industrial
Relation in its dealings with the employees. The main
functions of Industrial Relations are:

• Compliance of Statutory Provisions

• Dealing with Union
• Casual/Contract labor in canteen and sanitation
• Welfare facilities and committees
• Participative Management

In HAL there are 6 registered unions. They are:

• HAEA (HAL Employees Association)

Recognized by management majority union

• HALEU (HAL Employee Union)

• HARSS (HAL Rashtriya Shram Sangthan)

• HADEA (HAL Diploma Engineers Association)

• HAPKS (HAL Prashikshit Karmchari Sangh)

• HAKS (HAL Karmchari Sangh)

Under the scheme of workers participation in
management, HAL has set up with shop level committees
and one plant level committee comprising comprising of time
representatives each of workmen and management. The
purpose of these committees is to achieve better efficiency
and increases productivity by active labor participation.

5) Legal Section:
 The legal section manages the cases pertaining to:
• Disciplinary Action
• Industrial Dispute

Disciplinary Action: Any employer who commits

misconduct as per the standing order (for workmen) or
conduct rules (for officers) is issued a charge sheet on the
request of departmental head. The charge sheet contains all
the details of the misconduct i.e. the time, place and the
nature of incident. The employees then submit and explain
with in stipulated time. If the department is not satisfied with
the explanation, he may ask for domestic enquiry to the held.
The enquiry is generally chaired by a senior officer who
presents the case on behalf of management. The accused
employee can either present the case himself or get coworker
to present. The case for him, the chairman decides whether
the employee is guilty or not. After listening to both the sides
and witness, punishment is awarded to guilty employee by
his departmental head.

Industrial Disputes: Legal section acts as an intermediary

between HAL and Lawyers of the HAL. They worked with
the Lawyers and collect facts & data required for a particular
case. They also coordinate and monitor court proceedings.
This section deals all the cases whether they are in the
conciliation stage or with the labor court, industrial tribunal
or the national tribunal.

6) General Administration Section:

Main activities of this section are:

• Allotment of type A, B, C, D quarters in the township

as per various quotas.
 • Issuance of Passport, Visa clearance, Rail Booking, Air
ticketing booking.
• Organize VIP visits hotel and guest house
accommodation for them.
• Correspondence with LDA, Nagar Nigam and other
Government agencies.
• Arrangement of night duties of officers.
• Correspondence with schools, banks, post office and
kendriya bhandar.
•

7) Rajbhasha Section:

Rajbhasha section (Hindi Cell) has a significant role to

play in the promotion of Hindi as an official language. The
cell has distributed charts, posters & stickers amongst various
departments to motivate workers use Hindi in their duly
working. Every year six Hindi workshops are held by the
name of “Hindi Karyashala” on the occasion of Hindi Diwas/
Pakhwara in the month of September. About 200 workers are
trained in this programme and they also receive rewards for
various competitions such as essay writing, Hindi typing,
Elocution etc. HAL Lucknow Division has also been
awarded by State/Central bodies for maximum use of
Rajbhasha in daily working and implementation of Rajbhasha
policies.

8) Public Relations Section:

The role of public relation is to project a positive and

favourable image of the company in the mind of employees
and public through the effective use of media such as press,
inhouse magazines, circulars, journals etc. The press
 activities include highlighting of sports, cultural events, new
and advanced developments at HAL, achievement of
financial targets, indigenous research and marketing etc.
Veque and Udaan,in the house magazines familiarize the
employees with the company’s progress in terms of
productivity, training programmes, cultural and sports events
and future prospects.

9) Sports Section:

This section is responsible for organizing tournaments

such as cricket, soft ball, volley ball, foot ball, hockey,
basket ball, kabaddi, badminton, shooting and chess
room are formed and mate

Our Products

Aircraft of Russian Origin:

Su 30 MKI-

Twin-seater, Multi-role, Long range

Fighter / Bomber / Air Superiority
Aircraft
 MiG-27 M-

Single-seater Tactical Fighter / Bomber

with variable sweep wings.

MiG-21 VARIANTS

Single-seater Front line Tactical

Interceptor / Fighter Aircraft

METALLIC DROP TANKS

The Division manufactures different

types of metallic drop (Jettisonable)
tanks with capacity of 490 and 800 liters.

UNDERCARRIAGE

The Division has facilities and expertise

in the manufacture and overhaul of
Undercarriages of both MiG-27M and
MiG-21 variants. The landing gears are
of a conventional tricycle type and consist of one steerable Nose
wheel leg and two Main wheel legs to roll the aircraft in motion,
on the ground, during take-off run and landing run. The Landing
Gear legs have Pneumatic shock absorbers.

EJECTION SEAT

The Ejection Seat is installed to

provide safe escape to the Pilot from
the Aircraft while catapulting is
affected with the help of a combined
Ejection Gun. The Division has the facilities and expertise in the
manufacture and overhaul of ejection seats for both MiG-27M and
MiG-21 variants.

CANOPY

The Division manufactures and

overhauls canopies of MiG-21 variants
and MiG-27M Aircraft.

FLEXIBLE RUBBER FUEL

TANKS
The Division manufactures and supplies all types of Rubber Fuel
Tanks required for MiG-21 Variants. The Rubber Fuel Tanks are
provided with special protection coating against Ozone/heat and
adverse climatic conditions. The Division has exported a large
number of Rubber Fuel Tanks.

Aerospace Equipment:

Aerospace Division is engaged in the manufacture of

Aluminum alloy riveted structures and welded tankages of conical,
cylindrical and other shapes with different types of detailed parts
such as sheets, rings, brackets, stiffeners, bulkheads, panel bolts,
nuts, rivets etc. Some of the important structures manufactured are
Heat Shield Assembly, Nose Cone Assembly and Tank and
Shrouds used in Satellites.

Accessories:

• INSTRUMENTS, SENSORS, GYROS

Flight instruments, Electrical Indicators, Fuel Gauging

Probes, Gyros, Sensors and Switches

• ELECTRICAL POWER GENERATION AND

CONTROL

AC/DC Generator, Control and Protection Units, Inverters,

Transformer Rectifier Unit, AC/DC Electrical Systems,
Actuators

• LAND NAVIGATION SYSTEM

• MICROPROCESSOR CONTROLLER

• UNDERCARRIAGE, WHEELS AND BRAKES

• HYDRAULIC SYSTEM AND POWER CONTROL

Pumps, Accumulators, Actuators, Electro-selectors,

Bootstrap Reservoirs and various types of valves

• ENVIRONMENTAL CONTROL SYSTEM

Pneumatics and Oxygen System, Cold Air Unit, Water

Extractors, Valve - various types

• EJECTION SYSTEM

Ejection Seats, Release Units etc.

• ENGINE FUEL CONTROL SYSTEM

Booster Pumps, Main and Reheat Fuel Systems, Nozzle Actuators
 1.

Accessories Division, Lucknow:

Accessories Division of HAL was established in 1970 with

the primary objective of manufacturing systems and accessories for
various aircraft and Engines and attains self sufficiency in this
area. Its facilities are spread over 94,000 sqm of built area set in
sylvan surroundings. At present it is turning out over 1100
different types of accessories. The Division started with
manufacturing various Systems and Accessories viz, Hydraulics,
Engine Fuel System, Air-conditioning and Pressurization, Gyro &
Barometric Instruments, Electrical System items, Undercarriages,
Electronic items all under one roof to meet the requirements of the
aircraft, helicopters and Engines being produced by HAL. This
was followed up with manufacturing the same range of accessories
for MiG series of aircraft, International Jaguar and repair /
overhaul of Mirage-2000 & Sea-Harrier accessories. In addition
the Division manufactures systems for Civil Aircraft i.e. Avro,
Dornier and AN-32 & cheetah, chetak & Advanced Light
Helicopters.

The Division today has a prime name in the Aviation market

and various international companies are interested to join hands
with it for future projects.

The Division has also made steady progress in the area of Export.

VALUES OF HAL (Lko, Division)

• Customer satisfaction

• Commitment to total quality

• Cost and time consciousness

• Innovation and creativity

• Trust and team spirit

• Respect of the individual

• Integrity

Awards:
 The Accessories Division Certifications are:

• The ISO 9001 Certification for entire range of products and

services.
• ISO 14001 Certification for Environmental Management
System

The Accessories Division Approvals are:

• Approval from DGCA, Govt. of India for design and

development, manufacturing and repair.
• Approval for Research & Design Centre by Department of
Science and Technology, Govt. of India.

Approval of Director General Aeronautical Quality Assurance for

Military Aviation products and services.

2. Aerospace Division, Bangalore:

India's growing involvement in space exploration is reflected

in the establishment of a world class manufacturing base for space
worthy hardware. The Aerospace Division of HAL so established
is today dedicated to the manufacture of hardware for India's
growing space programs. Hindustan Aeronautics Ltd's
participation in space programs started as early as 1972 and formed
into a full fledged dedicated facility thereafter.

The Division has the technical expertise to fabricate large

size Aluminum Alloy riveted structures, welded propellant tanks
and water tanks. Currently under production are the Light Alloy
Structures for the Polar Satellite Launch Vehicle (PSLV), Geo-
stationary Launch Vehicle (GSLV MkII), and Indian Remote
Sensing Satellite (IRS), Indian National Satellite (INSAT) and
the structures & welded tanks for the Cryogenic upper stage of
GSLV MkII. The Division has taken up full equipping &
integration of the strapon L – 40 stage for GSLV MkII and also
manufacture of all rivetted structures & welded tankages for a
larger GSLV MK III vehicle with .

Awards:

The Division has been awarded ' Defence Technology

Absorption Award' constituted for the best industries (Public /
Private) for taking active part in productionising the system
developed by DRDO.

3. Aircraft Division, Nasik:

Aircraft Division, Nasik, established in the year 1964 for

licence manufacture of miG-21FL aircraft & K-13 Missiles, is
located at Ojhar, 24 kilometers from Nasik and approximately 200
kilometers from Mumbai in the state of Maharashtra. The division
since then manufactured other MiG variants; viz MiG-21M, MiG-
21 BIS AND MiG-27 M aircraft. Along with manufacturing, the
division also carries out overhaul of the MiG series aircraft.

The Division is well laid out on a sprawling complex of 1,

48, 20,000 Sq.meters with a built-up area of, 1,73,900 sq.meters
having state-of-the-art plant/machinery/equipment and
infrastructure. It has well qualified and trained manpower in
Different areas of aviation technology, viz design and
development, manufacture and overhaul of aircraft, accessories
and related products.

The Division is an independent profit-centre and is currently

engaged in the following activities:

So far the Division has manufactured more than 700 aircraft

and overhaul more than 1300 aircraft. With the expertise gained
over the last 3 decades, the division has already made its presence
felt in the global market and is fully geared up for meeting any
challenging task in the domestic and the international market.

Awards:

The Aircraft Division has been accredited with ISO-9001

QUALITY SYSTEM CERTIFICATION and is in pursuit of
TOTAL QUALITY MANAGEMENT.

The Quality System prevailing in the company ensures

quality of products and processes right from receipt of raw
materials upto the delivery of finished product. More than 500
qualified and approved inspection staff ensures that quality of
products/services is of the highest standard. The quality system
works on a three tier system of Inspection by shop, Quality control
Department and Customer Inspection.

4. Aircraft Division, Bangalore:

Aircraft Division was established in the year 1940. Since

inception, the Division has manufactured a variety of Aircraft both
under license as well as indigenously designed and developed.
 Currently, the Division is manufacturing the Jaguar
International twin Seater Aircraft under license from British
Aerospace, UK.

The Division is equipped with modern infrastructure in Plant

and Equipment like CAD- CAM Manufacturing Engineering,
Quality Assurance and Customer support System with 2121 highly
skilled personnel including more than 350 Engineers working in a
covered area of 2,25,000 sq.m.

In a major diversification initiative, the division is now

manufacturing and exporting high precision Aircraft Components
and sub-assemblies for commercial aircraft.

The Division has so far manufactured over 1,500 aircraft of

various types. With experience and capabilities built over the past
six decades, the Aircraft Division is bidding for substantial share in
the International Aeronautical market.

Awards:

The Aircraft Division, Bangalore is an ISO 9002 company.

The Division also has Quality System and authorization to perform
special processes from International Aerospace Companies such as
Aerospatiale, Dassault Aviation, Boeing, and British Aerospace for
export of precision aircraft components and assemblies. The
division has also been approved to D1-9000 Advance quality
system by Boeing Company, U.S.A.

The division holds the following approvals:

A. National

• Director General of Aeronautical Quality Assurance

(DGAQA), India.
• Director General of Civil Aviation (DGCA), India.
 •

B. International

• Aerospatiale and DGAC, France.

• Boeing Airplane Company, USA.
• British Aerospace Defence ltd., UK.
• Dassault Aviation, France.
• Dornier Luffahrt & LBA, Germany.
• Federal Aviation Administration, U.S.A.

5. Avionics Division, Hyderabad:

In early sixties, it was strongly felt that our defence services

should be more self reliant in defence related equipment,
electronics in particular. This resulted in HAL setting up a full -
fledged unit to cater to the aviation electronics (AVIONICS). Thus
Avionics Division, Hyderabad was born in the year 1965.

To begin with, the Division's dedicated design team took up

the task of indigenising, the following critical avionics.

• Identification of Friend or Foe

• UHF Communication set
• V/UHF Communication System
• Automatic Direction Finder (ADF)
• Radio Alimeter

Awards:
 The Avionics Division, Hyderabad has been accredited with
ISO-9001 CERTIFICATION and accomplished the following
milestone:

• First prize in the field of Strategic Electronics during 1991

from Department of Electronics, Govt. of India.
• National Award for R&D in Electronics from DSIR, Ministry
of Science and Technology.
• ISO 9001 Certification for design, development, production
and servicing.
• Qualification approval for Printed Circuit Boards from
LCSO.

6. Avionics Division, Korwa:

Avionics Division Korwa was established in the year 1982,

to take up the production of Display Attack Ranging and Innertial
Navigation (DARIN) system for Jaguar International aircraft for
Indian Air Force. Since, 1987 Korwa Division has also been
manufacturing and supplying similar avionic systems for MiG-27
aircraft to IAF. All the facilities required for manufacture of such
advanced airborne avionic systems are available under one roof.

7. Engine Division, Bangalore:

The Engine Division, which is ISO-9002 certified, was set up

in 1957 to manufacture Orpheus turbo jet Engines under license
from Rolls Royce. In 1959, another license agreement was signed
with Rolls Royce to manufacture Dart Engines to power HS-748
passenger aircraft and overhaul Avon Engines fitted on Canberra
& Hunter aircraft. Since then, the division has grown from strength
to strength. It is now engaged in the manufacture of Artouste
Engines for Chetak/Cheetah helicopters, Adour Engines for Jaguar
aircraft and Garrett Engines for Dornier aircraft. Engine division
also undertakes repair and overhaul of various aero Engines
operated by Indian Airforce, Indian Navy, Indian Army, Coast
Guard, Border Security Force, Corporate sector, State Government
and other civil customers. The division has manufactured more
than 2,100 aero Engines and overhauled & repaired 11,000
Engines.

Awards:

• The Engine Division has been credited with ISO 9002

Certificate from December 1995 onwards
• Laboratory is approved by Honeywell, USA as authorised
'SOAP' (Spectrometric Oil analysis Programme) facility for
Garett Engine.
• Laboratory and Quality organisation are approved by civil
and Military Air-Worthiness Authorities, DGCA and
DGAQA.

8. Engine Division, Koraput:

Engine Division - Koraput, a unit of HAL's vast network,

was set up in April 1964 to manufacture R11-f2 turbo jet Engine of
MiG-21 FL aircraft under license from the erstwhile USSR.
Subsequently, the division took up, under various license
agreements, manufacture of R-11 series Engines of MIG-21 FL
and MiG-21M aircraft, R-25 series Engines of MiG-21 BIS aircraft
and R-29B Engines for Mig-27M aircraft. Simultaneously,
facilities were set up for overhaul of R-11 and R-25 series Engines,
which started in 1971 and 1983 respectively. Starting from 1997 -
98 we have also undertaken overhaul of RD - 33 Engines of MiG-
29 aircraft.

The Division has a long term plan to undertake manufacture

of AL-31FP Engines for SU-30MKl aircraft under license.

9. Foundry and Forge Division, Bangalore:

The Foundry & Forge Division was established in 1953. The

Division's facility, set up on a lush expanse of 32 acres,
manufactures castings, forgings, rolled rings, brake pads and
rubber products for critical applications for the Aeronautics, Space,
Defence, Locomotive, Earthmover and other industries. Advanced
Technology, Quality and Reliability and a highly skilled
workforce have enabled the Division to turn out failsafe
components for vital applications in war and peace, meeting
the exacting needs of every customer. The Division is one of the
few units in the world to be acknowledged for its diverse and wide
range of products, manufacturing processes, complemented by its
state-of-the-art and comprehensive infrastructure. Advanced Light
Helicopter, Jaguar and Main Battle Tank. The Division also caters
to the commercial market.

Awards:

• ISO-9002 Certification
• Director General of Aeronautical Quality Assurance
• Director General of Civil Aviation
• Ministry of Science & Technology, government of India.

10. Helicopter Division, Bangalore:

 HAL'S involvement with rotary-winged aircraft dates back to
June 1962 when, to meet the Indian Air Force's requirement for
light helicopters, the Government of India signed a licence
agreement with M/s SUD-AVIATION (Presently M/s
EUROCOPTER, France).

The first helicopter type to be built at HAL Bangalore was

the Alouette ill, later named Chetak with firm orders having been
placed in January 1965, the "raw material" production phase
beginning in 1969-70. The Alouette II, with the dynamics
including powerplant of the Alouette ill was specifically developed
to meet the Indian Army's stringent requirement and was
christened Lama by the French (and Cheetah by the Indians). The
SA-315B licence-agreement was signed in September 1970. First
Cheetah manufactured from raw materials was delivered in 1976-
77.

Established in July 1970 and the new buildings of the

Helicopter Division inaugurated by the then President of India,
V.V.Giri on 17 July 1974.

Licence agreement for the manufacture of CHEETAH (SA-

315- LAMA) was signed with M/s SNIAS, France (Presently M/s
EUROCOPTER, France) in September 1970 and the first Cheetah
helicopter manufactured from raw

The Helicopter Division, to which is adjoined the Helicopter

Design Bureau (now Rotary Wing R&D Centre) and Advanced
Light Helicopter (ALH) prototype hangers, has 42,000 sq.metres
of factory buildings in which the manufacturing, assembly and
testing facilities are established. The Division employs 1100
persons, including Engineers, and is set to expand with the
envisaged series production of the ALH.
11. Industrial and Marine Gas Turbine Division Bangalore:

IMGT Division, HAL, Bangalore, India provides the most

comprehensive service by offering support in areas of Inspection,
Spare Parts, Maintenance, Equipment Overhauls & Assembly for
Industrial & Marine Gas Turbines under license from reputed
manufacturers.

IMGT activities which were earlier part of HAL Engine

Division became an independent entity from 1st April 1998 to
manufacture and support on Industrial & Marine Gas Turbine
under license from reputable manufacturers as given below:

12. Overhaul Division, Bangalore:

The origin of the Overhaul Division can be traced back to the

erstwhile Hindustan Aircraft Limited established at Bangalore on
23rd December 1940 by a far sighted industrialist, the late Seth
Walchand Hirachand in association with the Government of the
then Princely State of Mysore with the object of establishing an
aviation industry that can take up assembly and overhaul of aircraft
under license.

Spread over an area of more than 10 hectares of land,

Overhaul Division is empowered by a highly skilled workforce of
1200 supported by 215 well qualified and experienced executives.

Awards:

Overhaul Division has been accredited with ISO 9001:2000

Quality Management Systems certificate by BIS.

• The Division is honoured with a special award from the

Chief of Air Staff, IAF in Nov 2002 in recognition of its
yeoman services.
 • The Division bagged the “Best Customer Services Award”
for the year 2002-2003.
• Overhaul Division has been certified with ISO 14001:1996
Environmental Management Systems by BIS.

13. Transport Aircraft Division, Kanpur:

Transport Aircraft Division of HAL was set up in 1960 to

manufacture the HS-748, a medium haul turbo-prop passenger
transport aircraft. Over the years, it has vastly developed its
infrastructure and capabilities and undertaken the manufacture of
15-19 seater multi role utility aircraft (Dornier DO - 228),
agriculture aircraft (HA-31), basic trainer aircraft (HPT - 32) and
variety of aerospace structural assemblies and components for both
domestic and International market. Production of DO-228 is
expected to continue for another 8-10 years. The total number of
aircraft delivered are as follows:

Product Period Qty

HS-748 Aircraft 1960-83 89
Gliders 1963-86 164
Basant Aircraft (HA-31) 1975-78 19
HPT-32 Aircraft 1983-98 142
Dornier-228 Aircraft 1985 onwards 83
ATP Tail plane (for1987-95 24
Export)

Awards:
The Transport Aircraft Division Certification is:

• ISO 9001-2000 quality system approval

• ISO 14001 Environment Management System
• Approval by the following Govt. of India agencies:
o Directorate General of Civil Aviation (DGCA)
o Directorate General of Aeronautical Quality Assurance
(DGAQA)
o Centre for Military Airworthiness Certification
(Cemilac)
• Approval by the following foreign agencies

.Civil Aviation Department, Maldives.

 Advanced Light Helicopter

 Dhruv (Advanced Light Helicopter)

 SU-30MKI

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

 Chetak
 Cheetah
 Lancer
 Engines:

 Adour MK 811
 Garrett 331 – 5
 Artouste III B
Potential for Overhaul and Repair:

 DART 533 - 2 AND 536 - 2T

 Rolls Royce Allison 501 K – Industrial Marine Gas Turbine

Avionics:

 JAGUAR AVIONICS
 Inertial Navigation System
 Head-Up Display & Weapon Aiming
Computer (HUDWAC)
 Combined Map and Electronic Display
(COMED)
 Flight Data Recorder (FDR)
 Laser Ranger and Market Target
Seeker (LRMTS)
Spares and Services:
 HAL provides Spares, Repair & Overhaul services for
the following aircraft and Engines:

 Aircraft

 Jaguar
 MiG-21 series aircraft
 DO-228
 Mirage 2000
 HS-748
 Cheetah (LAMA SA315 Helicopters)
 Chetak ( Alouette III)


 Engines

 Garrett
 Dart
 Artouste IIIB
 R-11/ R-25
 Human Resource Management is defined as the people who
staff and manage organization. It comprises of the functions and
principles that are applied to retaining, training, developing, and
compensating the employees in organization. It is also applicable
to non-business organizations, such as education, healthcare, etc
Human Resource Management is defined as the set of activities,
programs, and functions that are designed to maximize both
organizational as well as employee effectiveness.

Human Resources are the primary resource of any

organization without which all other resources like money,
materials, machinery etc can not be put to use.
 Human resource is a term with which many organizations
describe the combination of traditionally administrative personnel
functions with performance management, Employee Relations and
resource planning.

The objective of Human Resource Department is to arrange

the right person, at right job, at right time with right qualifications
and to provide better working conditions to its employees for
efficient working.

Modern concept of Human Resources:

Though human resources have been part of business and

organizations since the first days of agriculture, the modern
concept of human resources began in reaction to the efficiency
focus of Taylorism in the early 1900s. By 1920, psychologists and
employment experts in the United States started the human
relations movement, which viewed workers in terms of their
psychology and fit with companies, rather than as interchangeable
parts. This movement grew throughout the middle of the 20th
century,placing emphasis on how leadership, cohesion, and loyalty
played important roles in organizational success. Although this
view was increasingly challenged by more quantitatively rigorous
and less "soft" management techniques in the 1960s and beyond,
human resources had gained a permanent role within an
organization.
Human Resource Wheel:

1) Training and Development

Focus: Identifying, assessing and through planned learning,

helping develop the key competencies which enable
individuals to perform current or future jobs.

2) Organization Development

Focus: Assuring healthy inter and intra-unit relationships and

helping groups initiate and manage chance.

3) Organization/Job Design

Focus: Defining how tasks, authority and system will be

organized and integrated across organization units and in
individual jobs.

4) Human Resource Planning

Focus: Determining the organization’s major Human

Resource needs, strategies and philosophies.

5) Selection and Staffing

Focus: Matching people and their career needs and

capabilities with jobs and career paths.

6) System Personnel Research and Information

Focus: Assuring a personal information base.

 7) Compensation/Benefits

Focus: Assuring compensation and benefits, fairness and

consistency.

8) Employee Assistance

Focus: Providing personal problem solving, counselling to

individual employees.

9) Union Labour Relation

Focus: Assuring healthy union/organization relationships.

Human Resource Management Performs:

 Human Resource Planning

 Job Analysis and Design
 Recruitment and Selection
 Training and Development
 Performance Appraisal
 Job Evaluation
 Post Appraisal Analysis
 Human Resource Policies/Legal Section
 Compensation Management
 Industrial Relation
 HR Information System
 Motivation
 Job Enrichment
 Job Specifications
 Social Security and Legislation
  Morale and Productivity
 Participative Management
 Promotion
 Transfer and Demotion
 Organizational Development
 Meetings
 Organizational Behavior
 Organizational Commitment
 Employee Research
 Human Relation Movement
 Fraud Deterrence
 Time Management
 Organizational Learning
 Quality
 Skills Management
 Successive Planning

Emanating from the Company's Mission Statement, the

strategic Human Resource Development (HRD) goal of HAL is to
create an atmosphere of technological and managerial excellence
to become a globally competitive Aerospace Industry. With the
changing environment, rapid technological changes characterized
by a paradigm shift from licensed production to R&D based
production duly balanced with co-development / co-production,
technological upgradation etc., greater customer demand, focused
diversification to civilian and export markets, the overall objective
of the Human Resource Development plan is to build a vibrant and
learning organization, so as to meet the challenges of quality and
excellence, recruitment and retention of competent human
resources and develop high commitment and a sense of belongings
to the Company. Accordingly, the Company's HR Vision, Mission,
Objectives, Strategies and Policies have been identified and
indicated as follows:-

VISION:

"To make HAL a dynamic, vibrant, value-based learning

organisation with human resources exceptionally skilled, highly
motivated and committed to meet the current and future
challenges. This will be driven by core values of the Company
fully embedded in the culture of the Organisation"

MISSION:

Enable all those working for HAL to give their best to ensure
their all-round growth as well as that of the Organization

OBJECTIVES:

• To ensure availability of Total Quality People to meet the

Organizational Goals and Objectives

• To have a continuous improvement in Knowledge, Skill and

Competence (Managerial, Behavioral and Technical)
 • To promote a Culture of Achievement and Excellence with
emphasis on Integrity, Credibility and Quality

• To maintain a motivated workforce through empowerment of

Individual and Team- building

• To enhance Organizational Learning

• To play a pivotal role directly and significantly to enhance

Productivity, Profitability and improve the Quality of Work
Life.

STRATEGY:

• To be in total alignment with Corporate Strategy

• Maintain Human Resource at optimum level to meet the

objectives and goals of the Company

• Be competent in Mapping, Analysis and Upgradation of

Knowledge and Skills including Training, Re-training, Multi-
skilling etc

• Cultivate Leadership with Shared Vision at various levels in

the Organization
 • Focus on Development of Core Competence in High-Tech
areas

• Build Cross-functional Teams

• Create awareness of Mission, Values and Organizational

Goals through out the Company

• Introduce / Implement personnel policies based on

performance that would ensure growth, Rewards,
Recognition, and Motivation.
•

FOCUS OF HUMAN RESOURCE POLICY:

• Competence Building
• Commitment
• Motivation
• Employee Relations

In the backdrop of the above, the focus of Human Resource

Development initiatives at HAL emphasizes the following:

I) Man Power Planning:

• Out sourcing of low tech and medium tech jobs

• Fresh induction only in critical / highly specialized areas
based on requirements due to increase in work load and super
annuation profile (Annexure-II). In the Workmen Cadre,
induction will be restricted to Direct Workmen only
• Improving the existing qualification profile by focusing on
induction of professionally qualified personnel and diploma
holders

Hence focus of recruitment would be to recruit people with a

combination of knowledge, skill, experience and attitude in line
with the organizational requirement through appropriate manpower
plan both short term (contract appointments) and long term
recruitment programme.

II) Training and Development:

Training is one of the most important tools for developing

human resource. Hence, identification of training competency
profile in terms of Vision, Mission of the Company would be the
strategic point of the training and development strategy of the
Company. The following objectives have been set in this regard:-

• To provide training to all employees at regular intervals in a

plan period of 5 years
• Training to become an integral component of individual
professional evolution by:
o updating knowledge to avoid obsolescence
o enhancing professional creativity
o enabling employees to shoulder higher
responsibility
o creating a business trend and strategic
thinking to take up new business challenges
(creation of Centre of Excellence, etc)

The goals of training will be to progressively achieve 7 days

training per employee per year with a budget of 2% of annual
Wage Bill.

III) Performance Appraisal:

Appraising people for meeting the Company's goal would be

the prime focus of performance management. The new
Performance Appraisal System based on work planning and
commitment (mutually agreed tasks) , self-review and performance
analysis, performance review and feedback would ensure that the
focus would be on value adding activities rather than on routine
activities which bear no relationship with the Organisation's goals
and objectives.

Identification of low performers and resultant corrective

action through out the Company would be given priority.
Similarly, faster career growth opportunity would be provided to
high performers.

IV) Reward System:

The focus of the reward system in the Company is to promote

team work and cultivate a sense of achievement and excellence in
the Organisation. This is in addition to the existing scheme of
reward for an individual who innovatively and creatively makes
exemplary contributions in the key thrust areas of the Company
that would lead to its achieving overall excellence. Coupled with
the above, schemes like "Inter Divisional Competition" and "Profit
Sharing Scheme" have been institutionalized in the Company for
team reward.

V) Scheme for Learning and Certification for Executives:

A "Learning Organisation" is essential for survival in the

present era of Liberalization, Privatization and Globalization.
Therefore, "Knowledge" is the only core competence of
Organizations for coping with changes. Since individual
knowledge is the starting point for organizational knowledge, it is
only the employees who can convert knowledge into efficient
actions.
 In line with the above philosophy, among other initiatives
like institutionalizing Learning Centres in Divisions etc., HAL has
also introduced the scheme for Learning and Certification for
executives as a starting point for building individual knowledge.
The scheme inter-alia provides an opportunity for the Junior and
Middle Management Cadre Executives to broaden their
perspective by not only learning about all functions and procedures
in their respective disciplines but also in related areas and overall
knowledge about the Organization and its environment. So far,
approximately, 45% (both for "O" & "A" level) of executives have
been certified (Annexure IV). It is proposed to expand the
coverage of this scheme further, if required, by linking the scheme
to some kind of reward mechanism.

Lastly, the HRD Plan will also include time-to-time OD

Interventions to address specific requirement of the Company.

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.

In Organizational Development, the related field of

Training and Development (T & D) deals with the design and
delivery of learning to improve performance, skills, or knowledge
within organizations.
 In some organizations the term Learning and Development is
used instead of Training and Development in order to emphasize
the importance of learning for the individual and the organization.
In other organizations, the term Human Resource Development is
used.

Distinction between Training and Development:

Training is short term process utilizing a systematic and
organized procedure by which non-managerial personnel learn
technical skills for a definite purpose. Training refers only to
instruction in technical and mechanical operations.

Development is a long term educational process utilizing a

systematic and organized procedure by which managerial
personnel learn conceptual and theoretical knowledge for general
purpose. Development refers to philosophical and theoretical
educational concepts. Training is designed for non-managers while
development is designed for non-managerial personnel.

Traditional and Modern Approach of Training

and Development:

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.

Modern Approach of training and development is that

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

Training and Development Objectives:

The principal objective of training and development division
is to make sure the availability of a skilled and willing workforce
to an organization. In addition to that, there are four other
objectives: Individual, Organizational, Functional, and Societal.

Individual Objectives – help employees in achieving their

personal goals, which in turn, enhances the individual contribution
to an organization.

Organizational Objectives – assist the organization with its

primary objective by bringing individual effectiveness.

Functional Objectives – maintain the department’s contribution at

a level suitable to the organization’s needs.

Societal Objectives – ensure that an organization is ethically and

socially responsible to the needs and challenges of the society.

Steps in Training Programme:

Training programme is a costly and time-consuming process.

The training procedure is essentially an adoption of the job
instruction training course. The following steps are considered as
necessary:

1. Discovering or Identifying Training needs: A training

programme should be established only when it is felt that it
 would assist I the solution of specific problems. Identification
of training needs must contains three types of analysis:

a) Organizational analysis: Determine the organization’s

goals, its resources and the allocation of the resources as
they relate to the organizational goals.

b) Operations analysis: Focuses on the task or job

regardless of the employee doing the job.

c) Man analysis: Reviews the knowledge, attitudes and

skills a person must acquire to contribute satisfactorily to
the attainment of organizational objectives.

Armed with the knowledge of each trainee’s specific training

needs, programmes of improvement can be developed that is
tailored to these needs. The training programme then follows
a general sequence aimed at supplying the trainee with the
opportunity to develop his/her skills and abilities.

2. Preparing the instruction or getting ready for the job: The

instructor is the key figure in the entire programme. He must
know both job to be taught and how to teach it. The job must
be divided into logical parts so that each can be taught at a
proper time without the trainee losing perspective of the
whole. This becomes a lesson plan. For each part one should
have in mind the desired technique of instruction, i.e.,
whether a particular point is best taught by illustration,
demonstration or explanation.

3. Preparing the trainee: This step consist of-

 In putting the learner at ease.
 In stating the importance and ingredients of the job and
its relationship to work flow.
  In explaining why he/she is being fought.
 In creating interest and encouraging questions, finding
out what the learner already knows about the job.
 In explaining the ‘why’ of the whole job and relating it
to some job the worker already knows.
 In placing the learner as close to his normal position as
possible and
 In familiarizing him with the equipment, materials,
tools and trade terms.

4. Presenting the operation: This is the most important step in

a training programme. The trainer should clearly tell, show,
illustrate and question in order to put over the new
knowledge and operations. There are various alternatives
ways of presenting the operation namely, explanation,
demonstration etc. an instructor mostly uses the method of
explanation. In addition one may illustrate various points
through the use of pictures, charts, diagrams and other
training aids. Demonstration is an excellent device when the
job is essentially physical in nature. The following sequence
is followed:
 Explain in the sequence of the entire job.
 Do the job step by step according to the procedure.
 Explain each step that he/she is performing.
 Have the trainee explain the entire job.

Instructions should be given clearly, completely and

patiently; there should be an emphasis on key points and one
point should be explained at a time. The trainee should also
be encouraged to ask question in order to indicate that he/she
really knows and understands the job.

5. Try out the trainees’ performance: Under this, the trainee is

asked to go through the job several items slowly, explaining
 him each step. Mistakes are corrected, and if necessary, some
complicated steps are done for the trainee the first time. Then
the trainee is asked to do the job, gradually building up skills
and speed. As soon as the trainee demonstrates that he can do
the job in the right way, he is put on his own. The trainee,
through repetitive practice, will acquire more skills.

6. Follow-up or Rewards and feedback: The final step in most

training procedure is that of follow up. This step is
undertaken with a view to testing the effectiveness of training
efforts. The follow up system should provide feedback on
training effectiveness and on total valve of training system. It
is worth remembering that if the learner hasn’t learnt, the
teacher hasn’t taught.

Selection of a Training Method:

The selection of an appropriate method depends upon the

following six factors:

1. Nature of Problem area: The choice of training method

depends upon the task to be done or the manner in which
people interact with each other i.e., the problem may be
either an operational problem or a human relations problem.

2. Level of Trainees in the organization’s hierarchy: The

choice of a training method also depends upon the level of
the participants.

3. Method’s ability to hold and arouse the interest of trainees

during the training period: A trainer has to consider
 alternative methods of presenting training material to
participants also from the point of view of their ability to
stimulate interest and facilitate retention of the matter.

4. Availability of Competent Trainers: A training method is as

effective as the ability of the trainer. He is most important
figure in the entire training programme. Therefore before
venturing into a training programme we have to first find a
good trainer.

5. Availability of Finance: Availability of finance is crucial for

any training programme. To make a training programme
effective adequate finance is necessary.

6. Availability of Time: Training can not be done in a hurry.

Adequate time is necessary to make a training programme a
success.

Topics under Training and Development:

 Coaching:

Coaching is a method of directing, instructing and training a

person or group of people, with the aim to achieve some goal or
develop specific skills. There are many ways to coach, types of
coaching and methods to coaching. Direction may include
motivational speaking. Training may include seminars, workshops,
and supervised practice.

Coaching Types:

Life Coaching

Life coaching is a practice with the aim of helping clients

determine and achieve personal goals. Life coaches use multiple
methods that will help clients with the process of setting and
reaching goals. Coaching is not targeted at psychological illness,
and coaches are neither therapists nor consultants.

Personal Coaching

Personal Coaching is a relationship which is designed and

defined in a relationship agreement between a client and a coach.
It is based on the client's expressed interests, goals, and objectives.

Personal Coaching is a learning process. A Personal Coach may

use inquiry, reflection, requests and discussion to help clients
identify personal and/or business and/or relationship goals, develop
strategies, relationships and action plans intended to achieve those
goals. A coach provides a place for clients to be held accountable
to themselves by monitoring the clients' progress towards
implementation of their action plans. Together they evolve and
modify the plan to best suit the client's needs and environmental
relationships. A Personal Coach acts as a human mirror for clients
by sharing an outside and unbiased perspective on what they are
observing about their clients. A Personal Coach may teach specific
insights and skills to empower the client toward their goals.
Finally, a Personal Coach encourages the client to celebrate the
achievement of milestones and goals.

Business Coaching

Business coaching is the practice of providing support and

occasional advice to an individual or group in order to help them
recognize ways in which they can improve the effectiveness of
their business. It can be provided in a number of ways, including
one-on-one tuition, group coaching sessions and large scale
seminars. Business coaches are often called in when a business is
perceived to be performing badly, however many businesses
recognize the benefits of business coaching even when the
organization is successful. Business coaches often specialize in
different practice areas such as Executive Coaching, Corporate
Coaching, and Leadership Coaching.

Conflict Coaching

Conflict coaching is a specialized niche in both the fields of

coaching and conflict management. Conflict coaching may be
used in an organizational context, for matrimonial and other
relationship matters and is one of many conflict management tools
for helping people improve their conflict management skills and
abilities. Like many other techniques of this nature, it is premised
on the view that conflict provides an opportunity to improve
relationships, to create mutually satisfactory solutions and attain
other positive outcomes when differences arise between and
among people.

 Continuing Professional Development:

CPD is the means by which members of professional

associations maintain, improve and broaden their knowledge and
skills and develop the personal qualities required in their
professional lives.

CPD is defined as the holistic commitment to structured

skills enhancement and personal or professional competence.

CPD can also be defined as the conscious updating of

professional knowledge and the improvement of professional
competence throughout a person's working life. It is a commitment
to being professional, keeping up to date and continuously seeking
to improve. It is the key to optimizing a person's career
opportunities, both today and for the future (The Chartered
Institute of Professional Development (2000)).
  E-Learning, On-line Learning, Distance Learning, Web-
based Learning:

Electronic learning (or e-Learning or eLearning) is a type

of education where the medium of instruction is computer
technology. No in-person interaction may take place in some
instances. E-learning is used interchangeably in a wide variety of
contexts. In companies it is referred to the strategies that use the
company network to deliver training courses to employees. In the
USA, it is defined as a planned teaching/learning experience that
uses a wide spectrum of technologies mainly Internet to reach
learners at a distance. Lately in most Universities, e-learning is
used to define a specific mode to attend a course or programmes of
study where the students rarely, if ever, attend face-to-face or for
on-campus access to educational facilities, because they study on-
line.
 Executive Education:

Executive Education is the term used for programs at

graduate-level business schools that aim to give classes for Chief
Executives and other top managers or entrepreneurs.

 Executive Development:
Executive development is the whole of activities aimed at
developing the skills and competencies of those that (will) have
executive positions in organizations. While "executive" and
"manager" and "leader" are often used interchangeably,
"executive" is commonly used to signify the top 5% to 10% of the
organization. Similarly, "development" and "training" and
"education" are often used as synonyms, however "development"
is generally seen as the most encompassing of the three in terms of
activities that build skills and competencies.

In contrast to other corporate training & development

activities, which have as their core purpose to build tactical skills
for employees, executive development plays a different role for the
organization. In the best of cases, executive development not only
helps an organization execute its key strategies, it can also help
provide input to the strategy creation process. In this way,
executive development is much more strategic than typical
corporate training & development which is used for most
employees of an organization.

 Leadership Development:

Leadership development refers to any activity that enhances

the quality of leadership within an individual or organization

 Instructional Animation:

Instructional Animations are animations that are used either

to provide instructions for immediate performance of a task or to
support more permanent learning of subject matter. While both of
these uses can be described as instructional animations, when the
goal is to support learning, the term educational animation may be
preferred.

 Instructional Design:

Instructional Design is the practice of arranging media

(communication technology) and content to help learners and
teachers transfer knowledge most effectively. The process consists
broadly of determining the current state of learner understanding,
defining the end goal of instruction, and creating some media-
based "intervention" to assist in the transition. Ideally the process
is informed by pedagogically tested theories of learning and may
take place in student-only, teacher-led or community-based
settings. The outcome of this instruction may be directly
observable and scientifically measured or completely hidden and
assumed.

Perhaps the most common model used for creating

instructional materials is the ADDIE Model. This acronym stands
for the 5 phases contained in the model:

Analyze - analyze learner characteristics, task to be learned, etc.

Design - develop learning objectives, choose an instructional
approach.
Develop - create instructional or training materials.
Implement - deliver or distribute the instructional materials.
Evaluate - make sure the materials achieved the desired goals.

 Knowledge Management:

Knowledge Management programs are typically tied to

organizational objectives such as improved performance,
competitive advantage, innovation, developmental processes,
lessons learnt transfer (for example between projects) and the
general development of collaborative practices. Knowledge
Management is frequently linked and related to what has become
known as the learning organization, lifelong learning and
continuous improvement. Knowledge Management may be
distinguished from Organizational Learning by a greater focus on
the management of knowledge as an asset and the development
and cultivation of the channels through which knowledge,
information and signal flow.

There is a broad range of thought on Knowledge

Management with no unanimous definition. The approaches vary
by author and school. Knowledge Management may be viewed
from each of the following perspectives:

 Techno-centric: A focus on technology, ideally those that
enhance knowledge sharing/growth.
 Organizational: How does the organization need to be
designed to facilitate knowledge processes? Which
organizations work best with what processes?
 Ecological: Seeing the interaction of people, identity,
knowledge and environmental factors as a complex adaptive
system

 Mentoring:

Mentorship refers to a developmental relationship between a

more experienced mentor and a less experienced partner referred
to as a protégé—a person guided and protected by a more
prominent person.

Organizational Learning:

Organizational learning is an area of knowledge within

organizational theory that studies models and theories about the
way an organization learns and adapts.
 In Organizational development (OD), learning is a
characteristic of an adaptive organization, i.e., an organization that
is able to sense changes in signals from its environment (both
internal and external) and adapt accordingly. (See adaptive
system). OD specialists endeavor to assist their clients to learn
from experience and incorporate the learning as feedback into the
planning process.

 Teaching Method:

Learning by teaching is a widespread method in Germany

(Jean-Pol Martin). The students take the teacher's role and teach
their peers.

For effective teaching to take place a good method must be

adopted by a teacher. A teacher has many options when choosing a
style to teach by. The teacher may write lesson plans of their own,
borrow plans from other teachers, or search online or within books
for lesson plans. When deciding what teaching method to use, a
teacher will need to consider students' background knowledge,
environment, and learning goals. Teachers know that students learn
in different ways but almost all children will respond well to
praise. Students have different ways of absorbing information and
of demonstrating their knowledge. Teachers often use techniques
which cater to multiple learning styles to help students retain
information and strengthen understanding. A variety of strategies
and methods are used to ensure that all students have equal
opportunities to learn. A lesson plan may be carried out in several
ways: Questioning, Explaining, Modeling, Collaborating, and
Demonstrating.

Questioning
 A teaching method that includes questioning is similar to
testing. A teacher may ask a series of questions to collect
information of what students have learned and what needs to be
taught. Testing is another method of questioning. A teacher tests
the student on what was previously taught in order to identify if a
student has learned the material. Standardized testing is in about
every Middle School and High School. (I.e. Ohio Graduation Test
(OGT), Proficiency Test, College entrance Tests (ACT and
SAT)).Before that we have to teach how to make questiner. If the
question perfect then this method will effective.

Explaining
Another teaching method is explanation. This form is similar
to lecturing. Lecturing is teaching, giving a speech, by giving a
discourse on a specific subject that is open to the public, usually
given in the classroom. This can also be associated with
demonstrating and modeling. A teacher may use experimentation
to demonstrate in a science class. A demonstration is the
circumstance of proving conclusively, as by reasoning or showing
evidence. Modeling is used as a visual aid to learning. Students can
visualize an object or problem, then use reasoning and
hypothesizing to determine an answer.

Demonstrating
Demonstrations are done to provide an opportunity in
learning new exploration and visual learning tasks from a different
perspective. Demonstrations can be exercised in several ways.

Collaborating:
Students' working in groups is another way a teacher can
enforce a lesson plan. Collaborating allows students to talk among
each other and listen to all view points of discussion or assignment.
It helps students think in an unbiased way. When this lesson plan is
carried out, the teacher may be trying to assess the lesson of
working as a team, leadership skills, or presenting with roles

 Teletraining:

Teletraining is training that-

(a) In which usually live instruction is conveyed in real time via

telecommunications facilities,

(b) That may be accomplished on a point-to-point basis or on a

point-to-multipoint basis, and

(c) May assume many forms, such as teleseminars, a

teleconference, or an electronic classroom, usually including both
audio and video.

 Training within Industry:

The four training programs developed by TWI were

developed in an emergency situation by experts on loan from
private industry. Because of the intensity of the situation, a large
number of experimental methods were tried and discarded. This
resulted in a distilled, concentrated set of programs.

The TWI trainers had to be invited to a factory in order to

present their material. In order to market the service, they
developed the Five Needs of the Supervisor: every supervisor
needs to have Knowledge of the Work, Knowledge of
Responsibility, and Skill in Instructing, Skill in Improving
Methods, and Skill in Leading. Each program was based on
Charles Allen's 4-point method of Preparation, Presentation,
Application, and Testing.
The four programs were:

Job Instruction (JI) - A course that taught trainers

(supervisors and experienced workers) to train inexperienced
workers and get them "up to speed" faster. The instructors were
taught to break down jobs into closely defined steps, show the
procedures while explaining the Key Points and the reasons for the
Key Points, then watch the student attempt under close coaching,
and finally to gradually wean the student from the coaching. The
course emphasized the credo, "If the worker hasn't learned, the
instructor hasn't taught".

Job Methods (JM) - A course that taught workers to

objectively evaluate the efficiency of their jobs and to
methodically evaluate and suggest improvements. The course also
worked with a job breakdown, but students were taught to analyze
each step and determine if there were sufficient reasons to continue
to do it in that way by asking a series of pointed questions. If they
determined some step could be done better by Eliminating,
Combining, Rearranging, or Simplifying, they were to develop and
apply the new method by selling it to the "boss" and co-workers,
obtaining approval based on Safety, Quality, Quantity, and Cost,
standardizing the new method, and giving "credit where credit is
due."

Job Relations (JR) - A course that taught supervisors to deal

with workers effectively and fairly. It emphasized the lesson,
"People Must Be Treated as Individuals".

Program Development (PD) - The meta-course that taught

management how to develop a training and improvement
programme.
There was also a short-lived course that taught union personnel to
work effectively with management.

 Outbound Management Development Programmes:

Outbound Management Programmes are a training

method for enhancing organizational performance through
experiential learning. Such programs are often also referred to as
corporate adventure training and outdoor management
development.

 Blended Learning:

Blended Learning is the combination of multiple approaches

to learning. Blended learning can be accomplished through the use
of 'blended' virtual and physical resources. A typical example of
this would be a combination of technology-based materials and
face-to-face sessions used together to deliver instruction.

 Performance Management:

Performance management is the process of assessing

progress toward achieving predetermined goals. Performance
management is building on that process, adding the relevant
communication and action on the progress achieved against these
predetermined goals.

In Organizational Development (OD), performance can be

thought of as Actual Results vs. Desired Results. Any discrepancy,
where Actual is less than Desired, could constitute the performance
improvement zone. Performance management and improvement
can be thought of as a cycle:
1. Performance Planning where goals and objectives are
established.

2. Performance Coaching where a manager intervenes to

give feedback and adjust performance.

3. Performance Appraisal where individual performance

is formally documented and feedback delivered.

4. A Performance Problem is any gap between Desired

Results and Actual Results.

5. Performance Improvement is any effort targeted at

closing the gap between Actual Results and Desired Results.

6. Application Performance Management (APM) refers

to the discipline within systems management that focuses on
monitoring and managing the performance and availability
of software applications. APM can be defined as workflow
and related IT tools deployed to detect, diagnose, remedy
and report on application performance issues to ensure that
application performance meets or exceeds end-users’ and
businesses’ expectations.

7. Business performance management (BPM) is a set of

processes that help businesses discover efficient use of their
business units, financial, human and material resources.

8. Operational Performance Management (OPM) focus

is on creating methodical and predictable ways to improve
business results, or performance, across organizations.

9. Integrated Business Planning (IBP) refers to the

technologies, applications and processes of connecting the
 planning function across the enterprise to improve
organizational alignment and financial performance.

Training is process of learning a sequence of programmed

behaviour. It is application of knowledge. It gives people an
awareness of rules and procedures to guide their behaviour.

The purpose of training is to achieve a change in the

behaviour of those trained and to enable them to do their jobs
better. In order to achieve this objective, any training programme
should try to bring positive changes in:

 Knowledge- It helps a trainee to know facts, policies,

procedures and rules pertaining to his job.

 Skills- It helps him to increase his technical and manual

efficiency necessary to do the job and

 Attitude- It moulds his behaviour towards his co-workers

and supervisors and creates a sense of responsibility in the
trainee.

Importance of Training:
 The importance of training are-

 Training enables the management to face the pressure of

changing environments.

 Training results in the increase of quantity and quality of

output.

 Training leads to job satisfaction and higher morale of

employee.

 Trained workers need lesser supervision.

 Trained workers enable the enterprise to face competition

from rival organization.

 Training enables employees to develop and rise within the

organization and increase their learning capacity.

 Training moulds the employee’s attitudes and helps them to

achieve better co-operation with the organization.

 Trained employees make better economic use of materials

and equipment resulting in the reduction of wastage and
spoilage.

 Training instructs the workers toward better job adjustment

and reduces the rate of labour turnover and absentism.

Benefits to Organization:

A programme of training becomes essential for the purpose

of meeting the specific problems of a particular organization
arising out of the introduction of new lines of production, changes
in design, the demands of competition etc. The major benefits to an
organization are-

 Higher Productivity

 Better Organizational Climate

 Less Supervision

 Prevents Manpower Obsolescence

 Economical Operations

 Prevents Industrial Accidents

 Improves Quality

 Greater Loyalty

 To fulfill Organizations future Personnel Needs

 Standardization of Procedures
Benefits to Employees:
 Personal Growth

 Development of new Skills

 Higher Earning Capacity

 Helps adjust with changing Technology

  Increased Safety

 Confidence

Types of Training Programmes:

1-Induction or Orientation Training:

It is the method of introducing a new employee into the

organization with a view to gaining his confidence and developing
in him a sense of co-operation. It is a training programme used to
induct a new employee into the new social setting of his/her work.
The new employee is introduced to his/her job situation and to his
co-employees. He/she is also informed about rules, working
conditions, privileges and activities of the company. The induction
training not only helps personal adjustment of the new employee to
his job and work group but also promotes good morale in the
organization.

An induction programme is aimed at achieving the following

objectives:

1. To build up the new employee’s confidence in the

organization so that he/she nay become an efficient
employee.

2. To ensure that the new employee may not form false

impressions regarding their place of work.

3. To promote a feeling of belonging and loyalty.

 4. To give information to the new employee about canteen,
leave rules and other facilities etc.

2-Job Training:

The object of job training is to increase the knowledge of

workers about the job with which they are concerned, so that their
efficiency and skill of performance are improved. In job training,
workers are enabled to learn correct methods of handling machines
and equipment avoiding accidents, minimizing wastages etc.

In job training 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 the skills and habits consistent with the
existing practices of an organization and with orienting him to
his/her immediate problems. The employees learn the job by
personal observation and practice as well as occasionally handling
it. It is learning by doing, and it is most useful for jobs that are
either difficult to stimulate or can be learned quickly by watching
and doing.

The training follows four step process:

1. Preparation of the trainee for instruction.

2. Presentation of instructions in a clear manner.

3. Having the trainee try out the job to show that he/she has
understood the instructions.
 4. Encouraging the question and allowing the trainee to work
along and trainer follow up regularly.

3-Promotional Training:

This policy increases the morale of the workers. When the

existing employees are promoted to the superior positions in the
organization, they are required to shoulder new responsibities. For
this, training has to be given.

4-Refresher Training:

“Refresher training programmes are designed to avoid

personnel obsolescence.”

With the passage of time, employees may forget some of

methods, which were taught them, or they may have become
outdated because of technological development and improved
techniques of management and production. Hence, refresher
training is arranged for existing employees in order to provide
them an opportunity to revive and also improve their knowledge.

Thus refreshment training is essential because:

1. Employees require training to bring them up-to-date with the

knowledge and skills and to relearn what they have forgotten.

2. Rapid technological changes make even the most qualified

workers obsolete in course of time.
 3. Refresher training becomes necessary because many new
jobs are created and are to be manned by the existing
employees.

5-Apprenticeship Training:

Apprenticeship training system is widely in vogue today in

many industries. It is a good source of providing the required
personnel for the industry. Under this method, both knowledge and
skills in doing a job or a series of related jobs are involved. The
apprenticeship programmes combines on-the-job training and
experience with classroom instructions in particular subjects.
Apprenticeship training is desirable in industries which require a
constant flow of new employees expected to become all-round
craftsmen.

6-Internship Training:

Internship training is usually meant for such vocations where

advance theoretical knowledge is to be backed up by practical
experience on the job. Under this method, the professional
institutes enter into arrangement with a big business enterprise for
providing practical knowledge.

Training and Development Methods:

 Broadly the training and development methods can be
classified into the following two broad categories:

1. On-the-job Method

2. Off-the-job Method

1)On-the-job Method:

The most common method used by industry to train

individuals is on-the-job training. Under this method, the employee
is given training at his workplace by his immediate superior who
knows exactly what the trainee should learn to do. To be effective,
training instructions should be helpful, friendly and personal. The
management should also keep a close watch and check up the
training from time to time. On-the-job training may take any one of
the following forms:

A. Coaching: Under Coaching or Understudy method, the

employee is trained on the job by his immediate superior.
The trainee is placed under particular supervisor functions
as a coach in training the individual.

B. Job Rotation: This type of training involves the movement

of the trainee from one job to another. The purpose of
position rotation is to broaden the background of the
employee in various positions. The employee is made to
move from one job to job at certain intervals.

C. Job Instruction: Under this method, trainer explains the

trainee the way of doing jobs, job knowledge and skills
and allows him to do the job. The trainer appraises the
 performance of the trainee, provides feedback information
and corrects the trainee.

D. Committee Assignment: Under this Committee

Assignment group of trainees are given and asked to solve
an actual organizational problem. The trainees solve the
problem jointly. It develops the feeling of team work.

E. Special Assignment: Special Assignments are used to

provide the employees with first hand experience in
working on the actual problems.

2) Off-the-job Method:

Off-the-job method simply means that training is not a part of

everyday job activities. Classroom or off-the-job instructions are
useful when concepts, attitudes, theories and problem solving
abilities are to be taught. It is more associated with knowledge than
skills. Under this method of training, trainee is separated from the
job situation and his/her attention is focused upon learning the
material related to his/her future job performance. Off-the-job
methods are as follows:

A. Vestibule Training: In this method, actual work conditions

are simulated in a classroom. Material files and equipment
those are used in actual job performance are also used in
training. This technique enables the trainee to concentrate
on learning the new skills rather than on performing an
actual job. Vestibule training is suitable where it is not
advisable to put the burden of training on line supervisors
and where a special coaching is required. The duration of
this training ranges from days to a few weeks.
B. Role Playing: This is a method of human interaction that
involves realistic behaviour in imaginary situations. This
method of training involves action, doing and practice.
Role-playing technique is used for human relations and
leadership training. Its purpose is to give trainees an
opportunity to learn human relations skills through
practice and to develop insight into one’s own behaviour
and its effect upon others.

Under this method, a conflict situation is artificially

constructed and two or more trainees are assigned different
parts to play. The trainees cut out a given role as they
would in a stage play. The role players are provided with a
description of a situation and the role they are to play.

Role playing primarily involves employee-employer

relationships- hirining, firing and discussing a grievance
procedure, conducting a post appraisal interview or
representation to a customer. Role playing is especially
useful in providing new insights and in presenting the
trainee with opportunities to develop interfactional skills.

C. Management Games: A management game is a classroom

exercise in which teams of students compete against each
other to achieve common objectives. The game is designed
to be a close representation of real-life conditions.

D. Sensitivity Training: Sensitivity training or T group

training means the development of awareness and
sensitivity to behavioural patterns of oneself and others. In
sensitivity training, the trainees are enabled to see
themselves as other see them and develop an
understanding of other’ views and behaviour. It aims at
increasing tolerance power of the individual and his ability
to understand others. The sensitivity training programmes
 are generally conducted under controlled laboratory
conditions.

E. Case Study Method: Under the case study method, the

trainees may give a problem to discuss which is more or
less related to the principles already taught. This method
gives the trainee an opportunity to apply his knowledge to
the solution of realistic problems. The case study places
heavy demands upon the trainees and requires that they
should have a good deal of maturity and background in the
subject-matter concerned.

Case studies are extensively used in teaching law,

personnel management, human relations and management
etc. the trainees learn that there is no single answer to a
particular problem. The answer to each trainee may differ.
Case discussion helps to appreciate each other’s thinking.
In case study method, the trainee is expected to-
a) Master the facts and content of the case.
b) Define the objectives and issues in the case.
c) Identify the problems in the case.
d) Develop alternative courses of action.
e) Screen the alternatives using the objectives and
issues as the criteria.
f) Suggest the controls needed to make the action
effective.

F. Seminar or Team Discussion: Seminar is based on a

paper prepared by one or more trainees on a subject
selected in consultation with the person in charge of the
seminar. The trainees read their papers and this are
followed by a critical discussion. The chairman of the
seminar summarizes the contents of the papers and the
discussion which follow their reading.
G. The Conference Method: In this method, the participating
individuals ‘confer’ to discuss points of common interest
to each other. It is an effective training device for persons
in the positions of both conference number and conference
leader. As a member a person can learn from others by
comparing his opinions with those of others. As a
conference leader, a person can develop this skill to
motivate people through his direction of discussion.

There are three types of conferences:

a) Direct Discussion: The trainer guides the discussion

in such a way that the facts, principles or concepts
are explained.

b) Training Conference: The instructor gets the group

to pool its knowledge and past experience and brings
different points of view on the problem.

c) Seminar Conference: The instructor defines the

problem, encourages and ensures full participation in
the discussion.

The conference is ideally suited to learning problems

and issues and examining them from different angels. It is
considered to be the best method for reducing dogmatism
employed in supervisory and executive development
programmes.

H. Lecture Method: This most commonly used to speak to

large groups about general topics, the lecturer posses a
considerable depth ok knowledge of the subject at hand.
He seeks to communicate his thoughts in such a manner to
 interest the class and cause them to retain what he has said.
The trainees generally take notes as an aid to learning.

I. Programmed Instruction: The subject matter to be learned

is presented is series of carefully planned sequential units.
These units are arranged from simple to more complex
levels of instruction. The trainee goes through these units
by answering or filling the blanks.

J. Managerial Grid: It is a six phase programme. It starts

with upgrading managerial skills, continues to group
improvement; improves inter-group relations, goes into
corporate planning, develops implementation method and
ends with an evaluation phase. The grid represents several
possible leadership styles. Each style represents a different
combination of the basic orientations- concern for people
and concern for production.

K. Simulation: Under this technique the situation is

duplicated in such a way that it carries a closer
resemblance to the actual job situation. The trainee
experiences a feeling that he is actually encountering all
those conditions. Then he is asked to assume a particular
role in the circumstances and solve the problems by
making a decision. (S)he is immediately given a feedback
of his performance.

Executive or Management Development:

Executive or management development is a long term
educational process utilizing a systematic and organized procedure
by which managerial personnel learn conceptual and theoretical
knowledge. Development is a related process. It covers not only
these activities, which improve the job performance, but also those
which bring about growth of the personality; help individuals in
the progress towards maturity and actualization of their potential
capacities so that they become not only good employees but also
better human beings. Training for a bigger and higher job is
Development.

Management Development should produce change in

behaviour which is more in keeping with the organization goals
than the previous behaviour. The change frequently consists of a
number of small steps resulting from training but the cumulative
effect is considerable. It is also basic that a terminal behaviour is
identified before the development effort starts.

Management Development is a systematic process of growth

and development by which the managers develop these abilities to
manage. It is concerned with improving the performance of the
manager by giving them opportunities for growth and
development.

Need and Importance of Management

Development:
Executive talent is most important asset of an organization.
An institution that can not produce its own managers will die.
From an overall point of view the ability of an institution to
produce managers is more important than its ability to produce
good efficiently and cheaply. The need for executive or
management development is felt because:

1. There is a shortage of trained managers. The organization has

to develop the talented employees and maintain an inventory
of executive skills to meet the future demands.

2. The performance of a company depends upon the quality of

its managers. Executive development, therefore, is of
paramount importance to have effective and desired
managerial talents to meet the organization’s demand.

3. Obsolescence of managerial skill is another factor which

calls for continuous executive development. A manager must
continuously update himself to successfully meet new
challenges as they occur.

Objectives of Executive Development:

1. To ensure a steady source of competent people at all levels to
meet organizational needs at all times.
 2. To prevent managerial obsolescence by exposing the
mangers to new concepts and techniques in their respective
fields of specialization.

3. To overhaul the management machinery.

4. To improve the performance of managers.

5. To develop a second line of competent managers for future

replacements.

6. To prepare the present employees for higher assignments so

that they may be promoted from within.

7. To promote a high morale and good organizational climate.

8. To give the specializes on overall view of the functions of an

organization and equip them to co-ordinate each other’s
efforts effectively.

9. To broaden the outlook of executive regarding his role

position and responsibilities.

10. To understand the conceptual issues relating to

economic, social and technical areas.

Methods of Executive or Management

Development:
Methods of executive development can be classified into two
broad categories:

1. On-the-job Methods and

2. Off-the-job Methods
Research methodology is a way to systematically solve the
research problem. It may be understood as a science of studying
how research is done scientifically. In it we study the various steps
that are generally adopted by a researcher in studying his research
problem along with the logic behind them. It is necessary for the
researcher to know not only the research methods but also the
methodology.
For the researcher to design his methodology for his problem as
the same may differ from problem to problem.
In research methodology we not only discuss the research methods
but also consider the logic behind the methods we use in the
context of our research study , a number of questions are
answered , such as
1- Why a research study has been undertaken,
2- How the research problem has been defined,
3- In what way the hypothesis has been formulated,
4- What data have been collected and what particular
method has been adopted,
5- Why particular technique of analyzing data has been
used?
OBJECTIVES OF THE STUDY

Primary Objective:

 Overall study of Training and Development at HAL.

Secondary Objective:

 Types of methods used for the training of the employees .

 Identification of the training needs.
 Pre-training preparation for the employees.
 Need of motivation for the employees.
RESEARCH METHODOLOGY FOR CONSUMER
SURVEY

RESEARCH PURPOSE

1. To analyze the need of the training and development

for the employees.

2. To identify the method used for the training.

3. To analyze the requirement of motivation and its

level for the employees.

4. To determine pre-training preparation for the

employees.

RESEARCH DESIGN

Sample Survey: Employees.

Area of Survey: Lucknow division of HAL.

Time Period: 45 days

Data Type: Primary Data.

 Sample Selection: Convenience.

This is a survey questionnaire to ‘Training and Development

Activities’ in your prestigious organization. Please give your
precious responses to the following questions by filling the
appropriate choice. This is purely an academic exercise and your
responses will be kept confidential.

PERSONAL PROFILE:

Name (Optional) : .…………………………………………

Grade : ………………………………………….

Department : …………………………………………

Q1. There is a structured widely shared training and development

policy in your organization?

• No Policy [ ]
• Party Policy [ ]
• Excellent Policy [ ]

Q2. In how many years your organizations assess the need of

training and development?

• 1 year [ ]
• 2 year [ ]
• 3 year [ ]
• 4 year [ ]
 • 5 year or more [ ]

Q3. Employees are sponsored for training programmes on the basis

of carefully identified needs?

• No Identification [ ]
• Party Identification [ ]
• Carefully Identification [ ]

Q4. To what extent employees participate in determining their

personal training needs?

• No Participation [ ]
• Party Participation [ ]
• Full Participation [ ]

Q5. Which type of training is beneficial for employees?

• On-the-job training [ ]
• Off-the-job training [ ]
• Mixed of above [ ]

Q6. How would you assess the trainer’s presentation?

• Excellent [ ]
• Very Good [ ]
• Good or Average [ ]
• Poor [ ]
• Very Poor [ ]
Q7. How would you grade the following?

Contents Excellent Very Good/Average Poor Very

Good Poor
Use of
Visual
Support
Course
Material
Training
Facilities

Q8. Training programmes are conducted in your organization for

which motive?

• Leadership Development [ ]
• Latest Management Techniques (TQM, JIS ) [ ]
• Liberalization and Globalization [ ]
• Interpersonal Skills [ ]
• Others [ ]

Q9. Did the content meet your personnel training requirement?

• Excellent [ ]
• Very Good [ ]
• Good or Average [ ]
• Poor [ ]
• Very Poor [ ]
Q10. How would you rate the course content regarding the
following mark the respective cell?

Contents Excellent Very Good/Average Poor Very

Good Poor
Relevance
Informative
Practical

Q11. How do you think you will use these training skills on
returning to work?

• Excellent [ ]
• Very Good [ ]
• Good or Average [ ]
• Poor [ ]
• Very Poor [ ]

Q12. A system of monitoring support and guidance to

employees/subordinate is followed?

• False [ ]
• True [ ]
Q13. After training your seniors continuously evaluate a follow
up?

• Never [ ]
• Once [ ]
• Twice [ ]
• More than twice [ ]
Q14. Are employees on successful completion of their training
presented following?

• Certificates and prizes [ ]

• Monetory benefits [ ]
• Promotions [ ]
• Encouragement and appreciation [ ]

Q15. To what extent according to you the programmes met the

objectives?

• Completely [ ]
• Very Close [ ]
• Average [ ]
• Below Average [ ]
• Very little [ ]

Q16. What is your overall assessment?

• Synergizing [ ]
• Enjoyable [ ]
• OK [ ]
• Waste of time [ ]
• Disgusting [ ]

Q17. What is the form of feedback?

• Action Plan [ ]
• Interviews [ ]
• Presentations [ ]
• Informal talks [ ]
• Written test [ ]
Q18. Are employees provided opportunities and guidance to learn
and implement their creative ideas?

• No [ ]
• At some extent [ ]
• At average extent [ ]
• At great extent [ ]

Q19. How do you rate training and development activities in

relating to other HRD tools like Recruitment, Performance
Appraisal, Counseling, Workers participation in management etc
that are performed here?

• Excellent [ ]
• Average [ ]
• Below Average [ ]
Data Collection Method
The data for the project was collected during summer
training project from the employees as per the
convenience.

A) Identification of Training Needs:

IDENTIFICATION OF TRANING NEEDS

25 LOW

20
AVG HIGH
Data 15
Quastionnaire
from number of
HIGH AVG
10 LOW
5

0
Responses of employees

Identification of training needs is the first step for carry out

training program further; evaluation is data on the basis of some
underlying questions like:

• Is there is a structured widely shared training & development

policy in your organization?
• Is employees are sponsored for training programmes on the
basis of carefully identified needs?
 • Up to what extent employees participate in determining their
personal training needs?
• Is your company’s training programme is evaluated and
improved every year.

B)- Pre-Training Preparation:

PRE TRAINING PREPARATION

25 LOW
AVG
20
HIGH
Data 15
Quastionnaire
from number of
AVG
10 LOW
5 HIGH

0
Responses of employees

Pre training preparation is follow for deciding who is trained- the

newcomer or the older employee, or the supervisory staff, or all of
them selected from different departments, including training
period, training methods.

The graph represents how effectively it is performing in H.A.L. by

responses of employees through 50 questionnaires. From the
responses it is observed that 5% considers it as highly followed,
22% are agreed for average and 25% considering pre training
preparation was at low level.

C) Training Methodology:

TRAINING METHODOLOGY

30 AVG

25
HIGH
20 HIGH
Quastionnaire
Data from number of
15 AVG
LOW
10
5 LOW

0
Responses of employees

Training methodology concerns with what type of training

methods to employ for the considered employees, what type of
training is beneficial for employee like:

• Inhouse training
• Out plant training (at other divisions & corporate offices)
• External training (conducted by other division)

Training programme are conducted for which motive in the

organization like Latest management techniques, Interpersonal
skills etc. The graph represents- 20% considers it as high level,
about 23% considers it as average level and about 3% considers it
at low level.

So it is concluded that this step is effective in this organization.

D) Motivation for Training:

MOTIVATION FOR TRAINING

30
LOW
25 AVG
20 HIGH
Data from number of
Quastionnaire
15 AVG
HIGH LOW
10
5
0
Responses of employees

Motivation is the inner driver in which urge to do some. The

performance results from the interaction of physical, financial and
human resources. The first two are inanimate; they are translated
into “Productivity” only when the human element is introduced. As
motivation is the integral into organization in H.A.L. 5% of the
employee responses are in favour of high motivation in
organization, 23% of the employee’s responses are in the favour
for average and 25% are for low so ever all conclusions is
motivation process is below average.
 E) Follow up and Evaluation System:

FOLLOW UP AND EVALUATION SYSTEM

30
LOW
25 AVG
Data from number of
Quastionnaire

20
HIGH
15 AVG
LOW
10
HIGH
5

0
Responses of employees

This step is undertaken with a view to testing the effectiveness

efforts. This consists in:

1. Putting a trainee “on his own”

2. Checking frequently to be sure that he has followed
instructions and
3. Tapering off extra supervision and close follow up until he is
qualified to work with normal supervision, in the HAL
organization collection information for this process through
questionnaire by the employees of all rank the responses was
concluded as follows:
• 3% for high follow up
• 23% responses for average and
• 25% for low.
 From the graphs, it is evident that most of respondents feel
that the training and development activities being carried out are
just average. Even though all the key elements are found in the
system, their existence is mostly because of their having been
made obligatory by the corporate office.

The policies laid in the manual are very good and un tune
with the changing times & concepts of Human Resource
Development, however they have not been implemented in the true
sense. There have been a good effort to practice it, but many areas
are still in state of neglect.

From the responses and interviews it is clear that not much

importance is presently being given to the identification of training
needs. This is the first step, on the basis of which plan is to be
formulated and finally implemented. But it is seem that most of the
employee feels that their training needs as identified by them in
self appraisal column of their performance appraisal report is not
being given sufficient weightage. Some are even of the view that
training is more or less dependent upon top management whims &
factories and it sends whosoever it wishes to the training regardless
of the need. Almost all the respondents were unaware of the
reasons for being sent to the training programme as they have no
participation in determining their training needs and plans which
satisfy that need even in those cases, where employees are getting
in the area they need, it is more or less because of their immediate
superior’s initiatives. Most of the respondents feel no obligation to
attend the training programme which is not suitable for them
according to their needs.
 Because of this reason, external training programmes are
more or less like a paid vacation for many and even in house
training sessions are not taken seriously as many participants
excuse themselves on one pretext or the other or don’t even bother
to inform the trainers as to why they are absenting themselves. The
training time is just a time for getting together gossiping & having
free tea, snacks i.e. all play and no work.

Respondent also feel that the trainer, which is being provided

in the divisional training center, is not too much use because at
present it is mostly theoretical. They are in the favour of more
practical and useful training, i.e. on the job training especially the
respondents of non-technical fields also want to view the theories
in their day to day work.

None of respondents feel highly motivated to attend training

sessions, as there are no rewards for doing well in the training
program only informal praise is done & that too is in very few
cases where the superiors take interest in the development of sub-
ordinates.

Many respondents feel that only certain people are allowed

for training & all the employees are not considered, hinting that the
politics & interdepartmental rivalries are responsible for this, and
due to this many employees who can do their job better after
training i.e. those who deserve to go to training especially abroad
or even for further studies are left behind.
 Training is corner-stone of sound management. It makes
employees more effective and productive. Training is actively and
intimately connected with all the personnel or managerial
activities. Training is an integral part of the whole management
programme with all its many activities functionally inter-related.

Training is a practical and vital necessity apart from the other

advantages. It enables employees to develop and rise within
organization and increase their market value, earning power and
job security.

In Hindustan Aeronautics Limited, I would like to conclude

that:

1) The Training and Development activities being carried out

are just average, even though all key elements are found in
the system. Their existence is mostly because of their having
been made obligatory by the corporate office.

2) The policies laid down in the manual are very good and
unturned with the changing times and concepts of Human
Resource Development; however they have not been
implemented in the true sense.

It’s to sum up that the Training and Development activities

performed here are just average which has lead to a high level of
dissatisfaction & disasters in employees regarding them. Through
almost all agree that training is important but very little is being
done to relate corporate it with development of employees and
achievement of organizational goals.
I would like to sum up:

• Training should not be an isolated event but has to be

integrated with the work situations, Moreover on kind of
training at a time should be undertaken to ensure constant
monitoring.

• Training has to be in trainee friendly surrounding while at the

same time the perception that training is a paid vacation at an
exotic place has to be removed.

• An attitudinal change regarding training is to be bought

before any mechanism for training desired. The gains to be
accrued through training have to be demonstrated to the
people in order to develop a positive attitude towards it.

• Exposure to alternative, more professional mechanism of

work is required toward off the complacency and create a
feeling of “Lagging Behind” this will create the necessary
quest for learning.

• Compulsion should be made for utilizing the sources of

information especially departmental libraries.

• The higher level of management should be made to

appreciate the role of Training & Development and their
attitude towards the role HRD is crucial. This is all the more
 important since people respond to the also eager about the
issue.

• No one is perfect fit at the time of hiring & some Training &
Development must take place. Planned Training &
Development programmes will return value to the
organization in term of increased productivity; heightened
morals reduced costs and greater organizational stability to
adapt to changing requirements. They will also help to meet
the needs of individual is their search for work assignments
that can add up to life-long earners.

Limitations
Though I was fortunate enough who did not to face too many
limitations during my training period but there were some
limitations as follows:

1. Some of the executives were reluctant in giving any

information as they were not sure that their
identification will be kept confidential.

2. Being a Defence related organization many documents

and information were not made available which caused
a little difficulty in getting a complete picture.

3. A few of the executives could not give enough thought

& attention while filling up the questionnaire due to
time constraints and pressure of production work.

4. There is a large number of employees, who are working

in shifts, who were out of reach to the questionnaire.
Books:

Devis, Keith – Human Behaviour at Works: Organizational

Behaviour (Tata McGraw Hill, New Delhi).

Robbins, S. P. – Organizational Behaviour (Pearson Education,

New Delhi).

Aswathapa – Human Resource Management (Tata McGraw Hill)

HR and PM.

Singh R. P. – Management of Training Programmers (Anmol

Publications, 2000).

Websites:

• www.hal_india.com

• www.google.com