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SUMMER TRAINING PROJECT REPORT

(MBA-035)

ON
“Study on Training and Development Program

AT
“ Hindustan Aeronautics Limited(HAL)”
Lucknow

Submitted in Partial fulfillment of


Master Of Business Administration (MBA)
Programme: 2009-11
Of
Uttar Pradesh Technical University, Lucknow

SUBMITTED BY -
Usha verma
MBA-3rd Semester
Roll no. 0901470057

Faculty of Management Science


Sri Ram Murti Smarak College of Engineering & Technology,
Bareilly
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Shri Ram Murti Smarak College of Engineering & Technology, Bareilly
(U.P.)

Faculty of Management Science

Certificate

This is to certify that Ms- Usha verma, a regular student of MBA 2009 Batch has undergone

Summer Training in HINDUSTAN AERONOTICS LIMITED ( HAL) at LUCKNOW on the

topic of “STUDY ON TRAINING AND DEVELOPMENT PROCESS AT HINDUSTAN

AERONOTICS LIMITED” for a period of six weeks commencing from10 june date 24 july.to

date.

This Summer Training Project Report embodies the facts and figures collected and interpreted

by her during the course of Training.

( NIKETA AGRAWAL )

Faculty Guide

(Anant Kumar Srivastava) (Prof. S. P. Gupta)


Head - MBA Director General

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ACKNOWLEDGEMENT
I take the opportunity to express my gratitude to all the concerned people who have directly or

indirectly contributed towards completion of this project. I extend my sincere gratitude towards

HAL for providing the opportunity and resources to work on this project.

I am extremely grateful to Director General Dr. S.P Gupta,Head of Department(HOD) Mr.

Ananat Srivastava and my Project Guiede Ms. Niketa Agarawal faculty of MBA

DEPARTMENT, SRMS CET, Bareilly whose insight encouraged me to go beyond the scope of

the project and this broadened me learning on this project.

I also want to show my gratitude to Mr. Chaturbhuj Bhamal,HR manager of TRAINING

AND DEVELOPMENT SECTION whose insight helped me to complete this project.

Usha verma

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DECLARATION

I Usha verma student of Sri Ram Murti Smarak college of Engineering and Technology ,

Bareilly here by declare that the project titled “study of Training and Development Program

at HAL” is my original as all the information, facts and figure in this report is based on my

own training experience and study during my summer training procedure.

Usha verma

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CONTENTS

TOPIC PAGE NO.

PART 1
 Executive Summary 8-10

 Overview of HAL 11-28

 Organizational structure 29

 Product and services 30-38

PART 2

 Training program in HAL and research problem 40-65

 Research methodology 66-68

 Data analysis and interpretation 69-87

 Findings 88

 Recommendation 89

 Bibliography 90

 Annexure 91-96

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LIST OF TABLES

TABLE NUMBER PAGE NUMBER

I. TABLE:1 69

II. TABLE:2 70

III. TABLE:3 72

IV. TABLE:4 73

V. TABLE:5 75

VI. TABLE:6 76

VII. TABLE:7 78

VIII. TABLE:8 79

IX. TABLE:9 81

X. TABLE:10 82

XI. TABLE:11 83

XII. TABLE:12 85

XIII. TABLE:13 86

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LIST OF FIGURES

FIGURE NUMBER PAGE NUMBER

I. Figure:1 69

II. Figure:2 71

III. Figure:3 72

IV. Figure:4 74

V. Figure:5 75

VI. Figure:6 77

VII. Figure:7 78

VIII. Figure:8 80

IX. Figure:9 81

X. Figure:10 82

XI. Figure:11 84

XII. Figure:12 85

XIII. Figure:13 87

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PART 1

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EXECUTIVE SUMMARY

Every organization needs to have well trained and experienced people to perform the activities

that have to be done. If current or potential job occupants can meet this requirement, training is

not important. When this not the case, it is necessary to raise the skill levels and increase the

versatility and adaptability of employees. It is being increasing common for individual to change

careers several times during their working lives. The probability of any young person learning a

job today and having those skills go basically unchanged during the forty or so years if his

career is extremely unlikely, may be even impossible. In a rapid changing society employee

training is not only an activity that is desirable but also an activity that an organization must

commit resources to if it is to maintain a viable and knowledgeable work force.

The entire project talks about the training and development . Here we have discussed what

would be the input of training if we ever go for and how can it be good to any organization in

reaping the benefits from the money invested in terms like (ROI) i.e. return on investment. What

are the ways we can identify the training need of any employee and how to know what kind of

training he can go for? Training being covered in different aspect likes integrating it with

organizational culture. The best and latest available trends in training method, the benefits

which we can derive out of it. How the evaluation should be done and how effective is the

training all together. Some of the companies practicing training in unique manner a lesson for

other to follow as to how to train and retain the best resource in the world to reap the best out of

it.

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INTRODUCTION

Employee training tries to improve skills, or add to the existing level of knowledge so that

employee is better equipped to do his present job, or to prepare him for a higher position with

increased responsibilities. However individual growth is not an ends in itself. Organizational

growth need to be measured along with individual growth.

Training refers to the teaching or learning activities done for the primary purpose of helping

members of an organization to acquire and apply the knowledge skills, abilities, and attitude

needed by that organization to acquire and apply the same. Broadly speaking training is the act

of increasing the knowledge and skill of an employee for doing a particular job.

In today‟s scenario change is the order of the day and the only way to deal with it is to learn

and grow. Employees have become central to success or failure of an organization. So it high

time the organization realize that “train and retain is the mantra of new millennium.”

SCOPE OF THE STUDY

The scope of the study covers in depth, the various training practices, modules, formats being

followed and is limited to the company HAL (Hindustan aeronautics limited) and its employees.

The different training programmes facilitated in HAL through its faculties, outside agencies or

professional groups. It also judges the enhancement of the knowledge & skills of employees and

feedback on its effectiveness.

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OBJECTIVE OF THE STUDY

The broad objective of the study of training policies in HAL is to study the impact of training on

the overall skill development of workers. The specific objectives of the study are:

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

workforce.

2. To examine the impact of training on the workers.

3. To study the changes in behavioral pattern due to training.

4. To measure the differential change in output due to training.

5. To compare the cost effectiveness in implanting training programmes.

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OVERVIEW OF HINDUSTAN AERONOTICS LIMITED

MISSION

“To become a globally competitive aerospace industry while working as an instrument for

achieving self-reliance in design, manufacture and maintenance of aerospace defence equipment

and diversifying to related areas, managing the business on commercial lines in a climate of

growing professional competence "

VALUES

 CUSTOMER SATISFACTION

We are dedicated to building a relationship with our customers where we become partners in

fulfilling their mission. We strive to understand our customers ' needs and to deliver products

and services that fulfill and exceed all their requirements.

 COMMITMENT TO TOTAL QUALITY

We are committed to continuous improvement of all our activities. We will supply products and

services that conform to highest standards of design, manufacture, reliability, maintainability

and fitness for use as desired by our customers.

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 COST AND TIME CONSCIOUSNESS

We believe that our success depends on our ability to continually reduce the cost and shorten the

delivery period of our products and services. We will achieve this by eliminating waste in all

activities and continuously improving all processes in every area of our work.

 INNOVATION AND CREATIVITY

We believe in striving for improvement in every activity involved in our business by pursuing

and encouraging risk-taking, experimentation and learning at all levels within the company with

a view to achieving excellence and competitiveness.

 TRUST AND TEAM SPIRIT

We believe in achieving harmony in work life through mutual trust, transparency, co-operation,

and a sense of belonging. We will strive for building empowered teams to work towards

achieving organizational goals.

 RESPECT FOR THE INDIVIDUAL

We value our people. We will treat each other with dignity and respect and strive for individual

growth and 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

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responsibility for our actions. We will comply with all requirements so as to ensure that our

organization is always worthy of trust.

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, Behavioural 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

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 Be competent in Mapping, Analysis and Up gradation 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, 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

emphasize the following:

I ) MAN POWER PLANNING

 Out sourcing of low tech and medium tech jobs

 Fresh induction only in critical / highly specialised areas based on

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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 organisational 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:

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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.

Keeping in view the organisational requirement and goals and objectives of the

training,the following have been identified as the key focus areas of training:

 Technology

 Tooling

 Quality

 Information Technology

Further, to facilitate the development of soft skills (change of mind-set, managerial

development etc.) training would be imparted on a continuous basis. Tie-ups with Centres of

Excellence like IITs, NDC, FIAS France etc. for imparting training would be given prime

importance.

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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 institutionalised in the Company for team reward.

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V ) SCHEME FOR LEARNING AND CERTIFICATION FOR EXECUTIVES

A "Learning Organisation" is essential for survival in the present era of Liberalisation,

Privatisation and Globalisation. Therefore, "Knowledge" is the only core competence of

Organisations 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.

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EVALUTION AND GROWTH OF COMPANY

Hindustan Aeronautics Limited (HAL) came into existence on 1st October 1964. The

Company was formed by the merger of Hindustan Aircraft Limited with Aeronautics India

Limited and Aircraft Manufacturing Depot, Kanpur. The Company traces its roots to the

pioneering efforts of an industrialist with extraordinary vision, the late Seth Walchand

Hirachand, who set up Hindustan Aircraft Limited at Bangalore in association with the

erstwhile

princely State of Mysore in December 1940. The Government of India became a shareholder in

March 1941 and took over the Management in 1942.

Today, HAL has 19 Production Units and 9 Research and Design Centers in 7 locations in

India. The Company has an impressive product track record – 12 types of aircraft manufactured

with in-house R & D and 14 types produced under license. HAL has manufactured over 3550

aircraft 3600 engines and overhauled over 8150 aircraft and 27300 engines. HAL has been

successful in numerous R & D programs developed for both Defense and Civil Aviation sectors.

HAL has made substantial progress in its current projects:

 Dhruv, which is Advanced Light Helicopter (ALH)

 Tejas - Light Combat Aircraft (LCA)

 Intermediate Jet Trainer (IJT)

 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

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 PSLV (Polar Satellite Launch Vehicle)

 GSLV (Geo-synchronous Satellite Launch Vehicle)

 IRS (Indian Remote Satellite)

 INSAT (Indian National Satellite)

 HAL has formed the following Joint Ventures (JVs):

 BAEHAL Software Limited

 Indo-Russian Aviation Limited (IRAL)

 Snecma HAL Aerospace Pvt. Ltd

 SAMTEL HAL Display System Limited

 HALBIT Avionics Pvt Ltd

 HAL-Edgewood Technologies Pvt. Ltd

 INFOTECH HAL Ltd

Apart from these seven, other major diversification projects are Industrial Marine Gas Turbine

and Airport Services. Several Co-production and Joint Ventures with international participation

are under consideration. HAL's supplies / services are mainly to Indian Defense Services,

Coast Guards and Border Security Forces. Transport Aircraft and Helicopters have also been

supplied to Airlines as well as State Governments of India. The Company has also achieved a

foothold in export in more than 30 countries, having demonstrated its quality and price

competitiveness.

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HAL has won several International & National Awards for achievements in R&D, Technology,

Managerial Performance, Exports, Energy Conservation, Quality and Fulfillment of Social

Responsibilities.

 HAL was awarded the “INTERNATIONAL GOLD MEDAL AWARD” for

Corporate Achievement in Quality and Efficiency at the International Summit

(Global Rating Leaders 2003), London,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)

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HAL in India

Corporate Office

 Bangalore

Liaison Offices

 Mumbai

 Delhi

 Chennai

 Vishakapatnam

Manufacturing Units

 Bangalore

 Hyderabad

 Lucknow

 Korwa ( UP)

 Koraput (Orissa )

 Kanpur

 Nasik ( Maharashtra)

Design Centers

 Bangalore

 Hyderabad

 Nasik.

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Liaison Offices out of India

 London

 Moscow

FINANCIAL HIGHLIGHTS

Hindustan Aeronautics Limited (HAL) has cruised past the Rs.10,000 crore mark for the first

time with a sales turnover of Rs.10,373 crores during the Financial Year 2008-09. The profit of

the Company (Profit Before Tax) soared to Rs.2,335 crores

Rupees in Crores

Particulars 2007-08 2008-09 Growth over Previous Year

particular 2007-2008 2008-2009 Growth over previous year

Sales 8625 10373 20.27%

VOP 8791 11811 34.35%

Profit before tax 2164 2335 7.90%

Profit after tax 1632 1740 6.62%

Gross block 2255 2638 16.98%

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Accessories Division of HAL was established in 1970 with the primary objective of

manufacturing systems and accessories for various aircraft and engines and attain 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.

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The Division, right from the beginning, laid a lot of emphasis on developing indigenous

capability for Design and Development of various System and Accessories. This capability has

culminated in indigenous design and development of a variety of systems and accessories for the

Light Combat Aircraft (LCA) and Advanced Light Helicopter (all versions i.e. Army, Airforce,

Navy & Civil) - two prestigious aircraft programs in the country and IJT (Intermediate Jet

Trainer). The Division has also developed and has made successful strides into the area of

Microprocessor based control systems for the LCA Engine as well as other systems.

The Division diversified not only in other defence applications like tanks and armoured vehicles

for Army, it look commercial applications of hydraulic items. Gyroscopic Equipment, Special

Purpose Test Equipment & Group Support Equipment and successfully supplied in the market.

The Division has been in the forefront of accessories development and supply not only to Indian

Force but to Army, Navy and various Defence Laboratories as well as for Space applications.

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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.

FACILITIES

Process

 Heat Treatment facilities for all types of steels, Aluminium alloys, Copper, Nickel &

Titanium alloys.

Protective Treatment

 Treatment facilities of all types like Plating, Publishing etc, SPECIAL types of

Surface protection & Painting facility, i.w. RILSAN Coating PTFE Coating,

MOLY DAG Coating.

Welding

 Division has Electro Beam, Argon arc, Spot & Seam welding equipment to

facilitate intricate welding on thin metal bellows, capsules, stator Packs, Brushes

etc. Our welders are fully approved & certified by Civil Aviation Authority.

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Rubber, Plastic, Foundry

 These facilities are in - house to cater for the needs of various production /

servicing requirements.

Assembly And Test

 8000 sq.mtrs of Clean/Air-conditioned room (class 10,000 with laminar flow

cabinets) where assembly & test activities for instruments, Hydraulics and Fuel

factories take place

 Attached facilities to Assembly Shops are:

Dedicated Test Equipment, Environmental Testing facilities to meet the aeronautical acceptance

standards.

Environmental Laboratory

 Facilities for all types of Environmental testing as per requirements of BS, MIL &

JSS, available to meet regular requirements of type testing of all types of units

designed/developed in the in-house R &D centre.

 In addition the Lab also caters for the need of special type of testing for Wheels,

Hydraulic item etc. in dedicated test rigs/beds.

 Design Computer Centre with Unigraphic , CAD & Analytical Software Packages.

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AWARDS

The Accessories Division Certification 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.

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Organizational structure:

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Product and services:

Products in Current Manufacturing Range

 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

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Booster Pumps, Main and Reheat Fuel Systems, Nozzle Actuators

 GROUND SUPPORT EQUIPMENT AND TEST RIGS

Ground Power Unit, Hydraulic Trolley and {Power Packs, Dedicated Test Rigs, custom-
built Fuel/Hydraulic Test Rigs

 Supply of Rotables and Spares of Jaguar International and Cheetah (Lama) /

Chetak (Alouette) Helicopters

 Repair / Overhaul of aircraft accessories of MiG series Aircraft, Jaguar

International Aircraft, Cheetah (Lama) / Chetak (Alouette) Helicopters and

Dornier Multi-role Aircraft

 Supply of Ground Support Equipment for Aircraft such as MiG-23 / 27 / 29,

Mirage-2000, Jaguar, Light Combat Aircraft (LCA) Su-30 MKI, Sea Harrier,

Dornier DO-228, Avro HS-748 (Specific Version), Cheetah (Lama) / Chetak

(Alouette lll), Ml – 17,Advanced Light Helicopter (ALH).

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SERVICES

REPAIRS, MAJOR SERVICING AND SUPPLY OF SPARES

The Division carries out Repair and Overhaul of Accessories, with minimum turn-around-time.

Site Repair facilities are offered by the Division by deputing team of expert Engineers /

Technicians.

Services provided for:

Military Aircraft

 MiG Series

 Jaguar

 Mirage-2000

 Sea - Harrier

 AN-32

 Kiran MK- I / MK- II

 HPT - 32

 SU-30 MKI

Civil Aircraft

 Dornier-22B

 AVRO HS-748

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Helicopters

 Chetak (Alouette)

 Cheetah (Lama)

 ALH (IAF / NAVY / COAST GUARD / CIVIL)

Sub-contract Capabilities

 The Division has comprehensive manufacturing capabilities for various Hi-tech

components, Equipment and Systems to customer's specifications and ensures high

quality, reliability and cost effectiveness.

 The Division has over 25 years of experience in producing aeronautical accessories

making it an ideal partner for the International Aero Engineering Industry.

The Division also manufactures and supplies complete range of components of Cheetah (Lama)

& Chetak (Alouette) Helicopters, Jaguar and MiG series Aircraft to Domestic and International

Customers to support their fleet.

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OUTSOURCING

Division has embarked upon selecting and creating a strong base of suppliers for outsourcing

precision components, tooling and test equipment. This is required to handle higher loads of

existing and new projects being undertaken in the division.

Vendors are selected as per the corporate guidelines, pursuing a vendor approval process.

Applicant Organisation with established facilities & capabilities, willingness to learn and excel in

producing aeronautical level of quality product and with financial strength and preferably with

DGAQA approval stand a good chance in becoming part of the aeronautical industrial expanse.

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HAL PRODUCT PROFILE

 Su 30 MKI

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

 MiG-27 M

Single-seater Tactical Fighter / Bomber with variable sweep wings

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 EJECTION SEAT

The Ejection Seat is installed to provide safe escape to the Pilot from the Aircraft while

catapuling is effected with the help of a combined Ejection Gun. The Division has the facilities

and expertise in the manufacture and overhaul of ejection seats for both MiG-27M and MiG-21

variants.

 Jaguar International

HAL commenced production of Jaguar International - deep penetration strike and battlefield

tactical Support Aircraft in 1979 under licence from British Aerospace, including the engine,

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accessories and avionics.Jaguar aircraft is designed with 7 hard points ( 4 under wing, 2 over

wing and 1 under fuselage) capable of

 Dhruv (Advanced Light Helicopter)

With a proven track record and established technology for manufacture of helicopters and

its components, the Helicopter Division commenced series production of Dhruv (Advanced

Light Helicopter) in 2000 - 2001. The ALH is a multi-role, multi-mission helicopter in 5.5 ton

class, fully designed and developed by HAL. Built to FAR 29 specifications, Dhruv is designed

to meet the requirement of both military and civil operators.

Major Features

 Designed to perform both utility and attack roles· Twin engine configuration

which allows continued flight virtually throughout the flight envelope

 Incorporates a number of advanced technologies – Integrated Dynamic System

(IDS) , Anti-resonance Vibration Isolation System (ARIS) , Full Authority Digital

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Electronic Control (FADEC) , Hingeless Main Rotor, Bearingless Tail Rotor and

Automatic Flight Control System

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

Exports :

 Airbus A320 Forward Passenger Doors

 Boeing 757 Over Wing Exit Doors

 Boeing 777 Uplock Box Assembly

 Boeing 767 Bulk Cargo Doors

 Boeing 737 Freighter Conversion Kits

 BAE Systems – Tornado Pylons

 Fokker Aerostructures – F50 Horizontal Stablizers

 Boeing -3D-Modelling / Digitisation of Drawings

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PART 2

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TRAINING AND DEVELOPMENT

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

behavioral change takes place in structured format.

TRADITIONAL AND MODERN APPROACH OF TRAINING AND DEVLOPMENT

Traditional Approach – Most of the organizations before never used to believe in training.

They were holding the traditional view that managers are born and not made. There were also

some views that training is a very costly affair and not worth. Organizations used to believe

more in executive pinching. But now the scenario seems to be changing.

The modern approach- This approach of training and development is that Indian Organizations

have realized the importance of corporate training. Training is now considered as more of

retention tool than a cost. The training system in Indian Industry has been changed to create a

smarter workforce and yield the best results.

TRAINING DEFINED

It is a learning process that involves the acquisition of knowledge, sharpening of skills,

concepts, rules, or changing of attitudes and behaviours to enhance the performance of

employees. Training is activity leading to skilled behavior

• It‟s not what you want in life, but it‟s knowing how to reach it

• It‟s not where you want to go, but it‟s knowing how to get there

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• It‟s not how high you want to rise, but it‟s knowing how to take off

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

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

• It's not a set of goals, but it‟s more like a vision

• It‟s not the goal you set, but it‟s what you need to achieve it

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

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

acquisition of knowledge, skills, and abilities (KSA) through professional development.

Importance of Training and Development

• Optimum Utilization of Human Resources – Training and Development helps in optimizing

the utilization of human resource that further helps the employee to achieve the organizational

goals as well as their individual goals.

• Development of Human Resources – Training and Development helps to provide an

opportunity and broad structure for the development of human resources‟ technical and

behavioral skills in an organization. It also helps the employees in attaining personal growth.

• Development of skills of employees – Training and Development helps in increasing the job

knowledge and skills of employees at each level. It helps to expand the horizons of human

intellect and an overall personality of the employees

• Productivity – Training and Development helps in increasing the productivity of the

employees that helps the organization further to achieve its long-term goal

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• Team spirit – Training and Development helps in inculcating the sense of team work, team

spirit, and inter-team collaborations. It helps in inculcating the zeal to learn within the

employees

• Organization Culture – Training and Development helps to develop and improve the

organizational health culture and effectiveness. It helps in creating the learning culture within

the organization.

• Organization Climate – Training and Development helps building the positive perception and

feeling about the organization. The employees get these feelings from leaders, subordinates, and

peers.

• Quality – Training and Development helps in improving upon the quality of work and work-

life.

• Healthy work-environment – Training and Development helps in creating the healthy

working environment. It helps to build good employee, relationship so that individual goals

aligns with organizational goal.

• Health and Safety – Training and Development helps in improving the health and safety of

the organization thus preventing obsolescence.

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

• Image – Training and Development helps in creating a better corporate image.

• Profitability – Training and Development leads to improved profitability and more positive

attitudes towards profit orientation.

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• Training and Development aids in organizational development i.e. Organization gets more

effective decision making and problem solving. It helps in understanding and carrying out

organizational policies.

• Training and Development helps in developing leadership skills, motivation, loyalty, better

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

TRAINING AND DEVELOPMENT OBJECTIVES

The principal objective of training and development division is to make sure the availability of a

skilled and willing workforce to an organization. In addition to that, there are four other

objectives: Individual, Organizational, Functional, and Societal.

Individual Objectives – help employees in achieving their personal goals, which in turn,

enhances the individual contribution to an organization.

Organizational Objectives – assist the organization with its primary objective by bringing

individual effectiveness.

Functional Objectives – maintain the 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.

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Importance of Training Objectives

Training objective is one of the most important parts of training program. While some people

think of training objective as a waste of valuable time. The counterargument here is that

resources are always limited and the training objectives actually lead the design of training. It

provides the clear guidelines and develops the training program in less time because objectives

focus specifically on needs. It helps in adhering to a plan. Training objectives tell the trainee that

what is expected out of him at the end of the training program. Training objectives are of great

significance from a number of stakeholder perspectives.

1. Trainer

2. Trainee

3. Designer

4. Evaluator

Trainer – The training objective is also beneficial to trainer because it helps the trainer to

measure the progress of trainees and make the required adjustments. Also, trainer comes in a

position to establish a relationship between objectives and particular segments of training.

Trainee – The training objective is beneficial to the trainee because it helps in reducing the

anxiety of the trainee up to some extent. Not knowing anything or going to a place which is

unknown creates anxiety that can negatively affect learning. Therefore, it is important to keep

the participants aware of the happenings, rather than keeping it surprise.

Secondly, it helps in increase in concentration, which is the crucial factor to make the training

successful. The objectives create an image of the training program in trainee‟s mind that actually

helps in gaining attention. Thirdly, if the goal is set to be challenging and motivating, then the

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likelihood of achieving those goals is much higher than the situation in which no goal is Set.

Therefore, training objectives helps in increasing the probability that the participants will be

successful in training.

Designer – The training objective is beneficial to the training designer because if the designer is

aware what is to be achieved in the end then he‟ll buy the training package according to that

only. The training designer would then look for the training methods, training equipments, and

training content accordingly to achieve those objectives. Furthermore, planning always helps in

dealing effectively in an unexpected situation. Consider an example; the objective of one

training program is to deal effectively with customers to increase the sales. Since the objective is

known, the designer will design a training program that will include ways to improve the

interpersonal skills, such as verbal and non verbal language, dealing in unexpected situation i.e.

when there is a defect in a product or when a customer is angry. Therefore, without any

guidance, the training may not be designed appropriately.

Evaluator – It becomes easy for the training evaluator to measure the progress of the trainees

because the objectives define the expected performance of trainees. Training objective is an

important to tool to judge the performance of participants.

Training and Human Resource Management

The HR functioning is changing with time and with this change, the relationship between the

training function and other management activity is also changing. The training and development

activities are now equally important with that of other HR functions. Gone are the days, when

training was considered to be futile, waste of time, resources, and money. Now-a-days, training

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is an investment because the departments such as, marketing & sales, HR, production, finance,

etc depends on training for its survival. If training is not considered as a priority or not seen as a

vital part in the organization, then it is difficult to accept that such a company has effectively

carried out HRM. Training actually provides the opportunity to raise the profile development

activities in the organization. To increase the commitment level of employees and growth in

quality movement (concepts of HRM), senior management team is now increasing the role of

training. Such concepts of HRM require careful planning as well as greater emphasis on

employee development and long term education.

Training is now the important tool of Human Resource Management to control the attrition rate

because it helps in motivating employees, achieving their professional and personal goals,

increasing the level of job satisfaction, etc. As a result training is given on a variety of skill

development and covers a multitude of courses.

Role of HRD Professionals in Training

This is the era of cut-throat competition and with this changing scenario of business; the role of

HR professionals in training has been widened. HR role now is:

1. Active involvement in employee education

2. Rewards for improvement in performance

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

4. Providing pre-employment market oriented skill development education and post employment

support for advanced education and training

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

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DIFFERENCE BETWEEN TRAINING AND DEVELOPMENT:

Training and development go hand in hand and are often used synonymously but there is a

difference between them.

Training is the process of learning a sequence of programmed behavior. It is an application of

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

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

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

performance, but also those, which bring about growth of the personality. It helps individual in

the progress towards maturity and actualization of potential capabilities so that they can become

not only good employees but better human beings.

LEARNING AND TRAINING

Irrespective of the type or method of training, a trainer has to keep in mind some of the

principles of learning or motivation, which would enhance internationalization of what is taught.

PRINCIPLES OF TRAINING

MOTIVATION

Learning is enhanced when the learner is motivated. Learning experience must be designed so

learners can see how it will help in achieving the goals of the organization. Effectiveness of

training depends on motivation.

FEEDBACK

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

information about how he is doing to achieve goals, he can correct the deviations.

REINFORCEMENT

The principle of reinforcement tells the behaviors that are positively reinforced are encouraged

and sustained. It increases the likelihood that a learned behavior well be repeated.

PRACTICE

Practice increases a trainee‟s performance. When the trainees practice actually, they gain

confidence and are less likely to make errors or to forget what they have learned.

INDIVIDUAL DIFFERENCES

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

vary in intelligence and aptitude from person to person. Training must be geared to the

intelligence and aptitude of individual trainee.

TRAINING INPUTS

There are three basic types of inputs;

(i)Skills

(ii)Attitude

(iii)Knowledge.

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

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

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has developed the necessary skills. Training activities in an industrial organization are aimed at

making desired modifications in skills, attitudes and knowledge of employee so that they

perform their jobs most efficiently and effectively

BEST TIME TO IMPART TRAINING TO EMPLOYEE

1. NEW RECRUITS TO THE COMPANY

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

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

the particular employee, and the career and advancement opportunities available.

2. TRANSFEREES WITHIN THE COMPANY

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

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

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

responsibility.

3. PROMOTIONS

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

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

management responsibility. The change is usually too important and difficult to make

successfully to permit one to assume that the promotes will pick it up as he goes along and

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attention has to be paid to training in the tasks and the responsibilities and personal skills

necessary for effective performance.

4. NEW PLANT OR EQUIPMENT

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

controls replace the previous manual and electro-mechanical system on the process plant on

which he works. There is no less a training requirement for the supervisors and process

management, as well as for technical service production control and others.

5. NEW PROCEDURES

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

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

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

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

instruction on the change in the way of working in many instances, a note bringing the attention

of all concerned the change is assume to be sufficient, but there are cases, such as when total

new systems in corporating IT up dates are installed, when more thorough training is needed.

6. NEW STANDARDS, RULES AND PRACTICES

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

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

change from the point of view of getting those affected to understand their new responsibility.

However not all changes under this heading can be left to this sort of handling. Even the

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simplest looking instruction may be regarded as undesirable or impracticable by whoever has to

perform it he may not understand the purpose behind the change and lose confidence in a

management which he now believes to be „messing about‟, or he may understand the purpose

and have a better alternative to offer if it is not too late.

7. NEW RELATIONSHIP AND AUTHORITIES

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

recognition of the accounts department can result in a realization of responsibilities between the

section leaders of credit control, invoicing and customer records, although there is no movement

of staff between the sections (i.e. no transfers). Although the change in work content for each

clerk and supervisor is defined clearly for each person in the new procedures, there is

nevertheless a need for each person to know where he stands in the new set up, which is

responsible for what, and where to direct problems and enquiries as they arise in the future.

8. MAINTENANCE OF STANDARDS

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

remembered that supervision and inspection and qualify control are continuously responsible for

standards and exercise their own authorities to this end. Although it is generally agreed that

some retraining from time to time, taking varied forms even for the on group of employees, does

act as both a reminder and a stimulus, there is not much agreement on the next frequency and

form that such retraining should take, of there is as yet little scientific knowledge on this subject

which is of much use in industrial situations.

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9. THE MAINTENANCE OF ADAPTABILITY

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

where people spend a long time without change, and without the need to learn, there is

increasing evidence in current experience to suggest that this is the case in industrial

employment. Add, of course, there is the inference arising from the laboratory experiments of

psychologists.

10. THE MAINTENANCE OF MANAGEMENT SKILLS &

STANDARDS

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

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

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

uncommon in the largest companies on appointment into management and supervision. But

continuous training and performance monitoring is rare, despite the common knowledge that

standards are as varied as human nature.

11. RETIREMENT AND REDUNDANCY

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

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

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

member of Personnel will act as a counselor as required.

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TYPES OF TRAINING

Training is required for several purposes. Accordingly training programmes may be of the

following types:

 Orientation training: Induction or orientation training seeks to adjust newly appointed

employees to the work environment. Every new employee needs to be made fully

familiar with his job, his superiors and subordinates and with the rules and regulations of

the organization. Induction training creates self-confidence in the employees. It is also

knows as pre-job training.

It is brief and informative.

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

skills of an employee for performance on the job. Employees may be taught the correct

methods of handling equipment and machines used in a job. Such training helps to reduce

accidents, waste and inefficiency in the performance of the job.

 Safety training: Training provided to minimize accidents and damage to machinery is

known as safety training. It involves instruction in the use of safety devices and in safety

consciousness.

 Promotional training: It involves training of existing employees to enable them to

perform higher-level jobs. Employees with potential are selected and they are given

training before their promotion, so that they do not find it difficult to shoulder the higher

responsibilities of the new positions to which they are promoted.

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 Refresher training: When existing techniques become obsolete due to the development

of better techniques, employees have to be trained in the use of new methods and

techniques. With the passage of time employee may forget some of the methods of doing

work. Refresher training is designed to revive and refresh the knowledge and to update

the skills of the existing employees. Short-term refresher courses have become popular

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

programs are conducted to avoid obsolescence of knowledge and skills.

METHODS OF TRAINING

ON-THE-JOB TECHNIQUES

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

from their mistakes under the guidance of an experienced, competent manager. Some of the

methods are as:

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

different jobs for periods of time ranging from a few hours to several weeks. At lower job

levels, it normally consumes a short period, such as few hours or one or two days. At

higher job levels, it may consume much larger periods because staff trainees may be

learning complex functions and responsibilities. Job rotation for managers usually

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involves temporary assignments that may range from several months to one or more

years in various departments, plants and offices. Job rotation for trainees involves several

short-term assignments, that touch a variety of skills and gives the trainees a greater

understanding of how various work areas function. For middle and upper level

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

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

environment so that manager may develop competence in general management decision-

making skills.

 Enlarged and enriched job responsibilities:

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

associated with the job, the firm allows an employee to learn a lot about the job, department and

organization.

 Job instruction training:

It is also known as step-by-step training. Here, the trainer explains the trainee the way of doing

the jobs, job knowledge and skills and allows him to do the job. The trainer appraises the

performance of the trainee, provides feedback information and corrects the trainee. In simple

words, it involves preparation, presentation, performance, and tryout and follow up.

 Coaching:

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

individual. The supervisor provides the feedback to the trainee on his performance and offers

him some suggestions for improvement. Often the trainee shares some duties and
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responsibilities of the coach and relives him of his burden. A drawback is that the trainee may

not have the freedom or opportunity to express his own ideas.

 Committee assignments:

Here in, a group of trainees are given and asked to solve an actual organizational problem. The

trainees solve the problem jointly. This develops team work and group cohesiveness feelings

amongst the trainees.

OFF-THE-JOB TRAINING

It includes anything performed away from the employee‟s job area or immediate work area.

Two broad categories of it are:

 IN HOUSE PROGRAMMES

These are conducted within the organizations own training facility; either by training specialists

from HR department or by external consultant or a combination of both.

 OFF-SITE PROGRAMMES

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

government agency or an independent training and development firm. The various off- the- job-

training programmes are as follows:

Vestibule training: Herein, actual work conditions are simulated in a classroom. Material, files

and equipment those are used in actual job performance are also used in training. This type of

training is commonly used for training personnel for clerical and semiskilled jobs. The duration

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of this training ranges from few days to a few weeks. Theory can be related to practice in this

method.

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

in imaginary situations. This method involves action doing and practice. The participants play

the

role of certain characters, such as production manager, HR manager, foreman, workers etc. This

method is mostly used for developing interpersonal interactions and relations.

· Lecture method: The lecture is a traditional and direct method of instruction. The instruction

organizes the material and gives it to the group of trainees in the form of a talk. To be effective,

the lecture must motivate and create interest among the trainees. An advantage of this method is

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

· Conference or discussion: It is a method in training the clerical, professional and supervisory

personnel. It involves a group of people who pose ideas, examine and share facts and data, test

assumptions and draw conclusions, all of which contribute to the improvement of job

performance. It has an advantage that it involves two way communication and hence feedback is

provided. The participants feel free to speak in small groups. Success depends upon the

leadership qualities of the person who leads the group.

EXECUTIVE DEVELOPMENT PROCESS

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

implementation in any business organization. They are the president, the vice-president, the

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managing director, works manager, plant superintendent, controller, treasurer, office managers,

engineers, directors of functions such as purchasing, research, personnel, legal, marketing etc.

Executive development may be stated as the application of planned efforts for raising the

performance standards of high level managers, and for improving the attitudes and activities that

enter into or influence their work and their work relations.

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TRAINING PROGRAMMES IN HAL

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

greater accountability and responsibility at all levels. To that extent the Company views

capability as a combination of the right people in the right jobs, supported by the right processes,

systems, structure and metrics. The Company organizes various training and development

programmes, both inhouse and at other places in order to enhance the skills and efficiency of its

employees. These training and development programmes are conducted at various levels for

officers.

Type of training followed by HAL:

 Classroom lectures

 Mentoring

 Workshop

 Orientation/Induction

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

PURPOSE OF TRAINING: To ensure availability of trained manpower and fill the gap

between the skills required for job and the skill available.

SCOPE: All categories of employees

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PROCESS

Feedback form

Preparation of training calendar

Validation by training council

Approval by General Manager

Implementation of approved training calendar

 FEEDBACK:
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The Performance Appraisal form of the organization has a section in which the training and

development needs are filled up. The Individual Officer first identifies the training needs of

himself and then it is recommended by the reporting Officer and then by the Departmental Head.

In HAL two tyre system is followed in which both the employee and the higher authority praise.

It is devided into 9 section.

1. Summary of achievements of quarterly task

(by initiative authority)

2. Self appraisal

3. Assessment of traits

(by initiative authority and reviewing authority)

4. Qualitative assessment of appraise

(by initiative authority and reviewing authority)

5. General assessment and management review categorization

by initiative authority and reviewing authority)

6. Illustrative list of areas for training

7. Feedback from HRD cell

8. Training and development need

9. Evaluation by performance review board

The Training needs as identified in the PAR(performance appraisal report) are recorded by the

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

needs are identified based on:

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- Company‟s strategy and policy.

- Organizational Thrust Areas.

- New Emerging Areas.

 PREPARATION OF TRAINING CALENDAR

After getting feedback from the HRD department about the training and development need

training calendar is prepared by the initiative authority for the purpose of the defining :

 Training hour(6 hour)

 Trainee number

 Type of training

 Supervisor/ guide

 VALIDATION BY TRAINING COUNCIL

After preparing the training calendar it is validate by the training council which consist 5-6

advisory body. Advisory body do the following things:

 Recommended and add new training program

 Remove the unnecessary programs

 Give approval to the program

 APPROVAL BY GENERAL MANAGER

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After approval of calendar by the training council it is further send for the final approval of

calendar to the general manager (mr. RJ NARAYAN)

 IMPLEMENTATION

Training calendar is implement after the final approval of GM

IMPARTING OF TRAINING

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

these agencies is done on the basis of reputation; programmes offered by them, past experience

and feedback received from the earlier participants. Training is also imparted by nominating the

concerned employee for an external training programme. All records of the training are

maintained at branch as per Record of Training in the Personnel folder and the same is intimated

to the Executive Office Personnel through the Monthly Personnel Report.

FEEDBACK OF TRAINING PROGRAMM

A feedback is taken from the participants through a questionnaire on the program and their

impressions in order to further improve upon the same. There are three such questionnaires

available and one of these is used depending upon the nature of the training program and the

level of participants. Also, a person from the personnel department sits through the final session

of the program and takes the verbal feedback about the program.

TRAINING PROGRAMMES FLOWING FROM TRAINING NEEDS:

The programmes are divided into three broad categories:

- Functional

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- Behavioral

- General/ Omnibus programmes

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

post-training. A scale is developed for measuring the effectiveness of training based on the %

achievement of the objectives.

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

through the training need identification for the coming year for the employee. If the training

need is repeated there, then the training provided is taken as ineffective. If the training need is

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

repeated, then the training is effective.

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

Examples of these can be ISO 9000 training, ISO 14000 training and any awareness training.

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

The effectiveness of the training is measured by:

- Achievement of those organizational objectives within the time lines.

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

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

The effectiveness of the outside training program is measured on the same line as above.

However, no detailed brochure is prepared for the same. The measurement criterion for the

program is defined in the beginning of the program and effectiveness measured against the

same. A consolidated effectiveness report of the training program is prepared at the end of the

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

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RESEARCH OBJECTIVES IN HAL

OBJECTIVES OF THE STUDY

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

which the researcher has to work on.

MAJOR OBJECTIVE

To analyze the existing training practices, its effectiveness and recommend measures to

improve the training practices in HAL.

MINOR OBJECTIVES

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

recommend certain measures for improvement.

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

department and recommend any changes if necessary.

 To take feedback and analyze the level of satisfaction amongst the employees in respect

of training activities and suggest alternatives.

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RESEARCH METHODOLOGY

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

problem or attain its objectives. It is a very important guideline and lead to completion of any

project work through observation, data collection and data analysis .

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

problems, collecting, organizing &evaluating data, making deductions &researching to

conclusions.”

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

 Defining the objectives of the study

 Framing of questionnaire keeping objectives in mind (considering the objectives)

 Feedback from the employees

 Analysis of feedback

 Conclusion, findings and suggestions.

SELECTION OF SAMPLE SIZE

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

sample size of reasonable strength of the Company has been taken in order to arrive at the

present practices of training in the Company.

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

organization and feedback forms (questionnaire) have been obtained. The data has been

analyzed in order to arrive at present training practices in the organization.


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SAMPLING TECHNIQUE USED

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

sampling from a finite population refers to that method of sample selection, which gives each

possible sample combination an equal probability of being picked up and each item in the entire

population to have an equal chance of being included in the sample. This sampling is without

replacement, i.e. once an item is selected for the sample, it cannot appear in the sample again.

DATA COLLECTION

To determine the appropriate data for res

earch mainly two kinds of data was collected namely primary & secondary data as explained

below:

PRIMARY DATA

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

original in character. However, there are many methods of collecting the primary data; all have

not been used for the purpose of this project. The ones that have been used are:

 Questionnaire

 Informal Interviews

 Observation

SECONDARY DATA

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

project. The secondary data was collected through:


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 Text Books

 Articles

 Journals

 Websites

STATISTICAL TOOLS USED

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

 Pie Charts

 Tables

LIMITATIONS OF THE STUDY

The following are the limitations of the study:

SCOPE OF THE STUDY

Training Effectiveness is the process wherein the management finds out how effective it has

been at training and developing the employees in an organization.

more effective.

ion the direction, how to deal differently with different employees.

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DATA ANALYSIS

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

TABLE:1

No. of Programmes No. of Respondents % of Responses


0-5 20 40%
6-10 12 26%
10-15 10 20%
More than 15 8 15%
Total 50 100%

Figure:1

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INTERPRETATION

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

indication of an effective training policy of the organization. However, 40% of the officers have

attended only 0-5 training programmes, which needs to be evenly monitored by the

organization.

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

TABLE:2

Options No. of Respondents % of Responses


Strongly agree 12 25%
Moderately agree 20 35%
Can‟t Say 6 15%
Moderately Disagree 2 5%
Strongly Disagree 10 20%
Total 50 100%

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strongly
disagree
20% strongly agree
25%
moderately
disagree
5%

moderately
can't say agree
15% 35%

Figure:2

INTERPRETATION

35% of the respondents moderately agree to the fact of knowing the training objectives before,

in addition to 25% who strongly agree. But a small population disagrees as 20% strongly

disagree to this notion. Training objectives should therefore be made known compulsorily

before imparting training in the organization.

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3. The training program was relevant to your developmental needs.

TABLE:3

Options No. of Respondents % of Responses


Strongly agree 15 30%
Moderately agree 20 40%
Can‟t Say 7 15%
Moderately Disagree 5 10%
Strongly Disagree 3 5%
Total 50 100%

strongly
moderately disagree
disagree 5%
10%
strongly agree
30%

can't say
15%

moderately
agree
40%

Figure:3

73
INTERPRETATION

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

developmental needs. 15% respondents could not comment on the question and 15% think that

the programmes are irrelevant to their developmental needs.

So the organization must ensure programmes that satisfy the developmental needs of the

officers.

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

TABLE:4

Options No. of Respondents % of Responses


Strongly agree 15 31%
Moderately agree 10 21%
Can‟t Say 10 21%
Moderately Disagree 9 16%
Strongly Disagree 6 11%
Total 50 100%

74
strongly
disagree
10%
moderately strongly agree
disagree 32%
16%

moderately
can't say agree
21% 21%

Figure:4

INTERPRETATION

52% respondents feel that the time limit of the training programme was adequate but 25% feel

that it was insufficient. Also, 21% could not comment on the question. All the respondents

though felt that increase in time limit of the programmes would certainly be beneficial and the

organization should plan for this to be implemented in the near future.

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

subject.

75
TABLE:5

Options No. of Respondents % of Responses


Strongly agree 10 20%
Moderately agree 20 40%
Can‟t Say 8 15%
Moderately Disagree 7 15%
Strongly Disagree 5 10%
Total 50 100%

strongly strongly agree


moderately disagree 20%
disagree 10%
15%

can't say moderately


15% agree
40%

Figure:5

76
INTERPRETATION

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

helpful in understanding the subject, yet 25% disagree to this notion. The organization should

use better, hi-tech methods to enhance the effectiveness of the methods being used during

the training programmes.

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

TABLE:6

Options No. of Respondents % of Responses


Strongly agree 12 25%
Moderately agree 20 40%
Can‟t Say 5 10%
Moderately Disagree 8 15%
Strongly Disagree 5 10%
Total 50 100%

77
strongly disagree
10%
moderately disagree strongly agree
15% 25%

can't say
10%

moderately agree
40%

Figure:6

INTERPRETATION

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

10% respondents could not comment on this while 25% differ in opinion. They feel that the

training sessions could have been more exciting if the sessions had been more interactive and in

line with the current practices in the market.

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

programme.

78
TABLE:7

Options No. of Respondents % of Responses


Strongly agree 10 20%
Moderately agree 12 25%
Can‟t Say 18 35%
Moderately Disagree 7 15%
Strongly Disagree 3 5%
Total 50 100%

strongly disagree strongly agree


moderately 5% 20%
disagree
15%

can't say
35%
moderately agree
25%

Figure:7

79
INTERPRETATION

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

effectiveness, yet 20% disagree to this notion. 35% respondents did not comment on the issue.

Yet the total mindset of the respondents was that the organization should use better

scientific aids to enhance the presentation and acceptance value of the training program.

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

TABLE:8

Options No. of Respondents % of Responses


Strongly agree 8 15%
Moderately agree 15 30%
Can‟t Say 10 20%
Moderately Disagree 10 20%
Strongly Disagree 7 15%
Total 50 100%

80
strongly disagree
15% strongly agree
15%

moderately
disagree
20% moderately agree
30%

can't say
20%

Figure:8

INTERPRETATION

45% respondents believe that the training programmes increase their job efficiency but 35%

disagree to this. The view of the respondents were towards having more technological and

current topics for the training programmes which could help them satisfy their creative urge and

simultaneously increase their on-the-job efficiency.

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

sufficient for employees of HAL.

81
TABLE:9

Options No. of Respondents % of Responses


Strongly agree 5 10%
Moderately agree 7 15%
Can‟t Say 13 25%
Moderately Disagree 5 10%
Strongly Disagree 20 40%
Total 50 100%

strongly agree
strongly 10%
disagree moderately
40% agree
15%

can't say
moderately 25%
disagree
10%

Figure:9

INTERPRETATION

25% respondents have the opinion that the frequency of the training programmes is sufficient

but 50% of the respondents differ to this. They believe that the number of training programmes

82
organized in a year should be increased and some in house training programmes should also be

organized by the organization regularly.

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

TABLE:10

No. of Programmes No. of Respondents % of Responses


Upto 2 31 62%
3-5 12 25%
6-8 6 10%
More than 8 1 3%
Total 50 100%

More than 8
6_8 3%
10%

3_5
25%
Upto 2
62%

Figure:10

83
INTERPRETATION

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

a useful training policy of the organization. However, 62% of the workers have attended only 0-

2 training programmes, which should be effectively seen by the organization. Also, every

worker should be given chances to attend as many training programmes as possible.

11) The training given is useful to you.

TABLE:11

Options No. of Respondents % of Responses


Strongly agree 24 47%
Moderately agree 12 24%
Can‟t Say 6 13%
Moderately Disagree 6 13%
Strongly Disagree 2 3%
Total 50 100%

84
moderately strongly
disagree disagree
13% 3%

can't say
12%
strongly agree
47%

moderately
agree
25%

Figure:11

INTERPRETATION

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

not comment on the question and 16% think that the programmes were irrelevant to their

objective of being useful. The organization must ensure programmes that are useful and prove to

cater to the developmental needs of the workers.

85
12) The time limit of the training programme was sufficient.

TABLE:12

Options No. of Respondents % of Responses


Strongly agree 9 18%
Moderately agree 18 34%
Can‟t Say 6 13%
Moderately Disagree 7 15%
Strongly Disagree 10 20%
Total 50 100%

strongly
disagree
strongly agree
20%
17%

moderately
disagree
15% moderately
agree
35%
can't say
13%

Figure:12

INTERPRETATION

86
42% respondents feel that the time limit of the training programme was adequate but 35% feel

that it was insufficient. Also, 13% could not comment on the question. All the respondents

though felt that increase in time limit of the programmes would certainly be advantageous and

the organization should take some steps in this direction.

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

TABLE:13

Options No. of Respondents % of Responses


Strongly agree 23 45%
Moderately agree 10 20%
Can‟t Say 5 10%
Moderately Disagree 10 20%
Strongly Disagree 2 5%
Total 50 100%

87
moderately strongly
disagree disagree
20% 5%
strongly agree
45%

can't say
10%

moderately
agree
20%

Figure:13

INTERPRETATION

65% respondents feel that the increase in the duration of the training programmes would be

beneficial but 25% differ to this opinion. Going by the majority, the organization should make

required changes to increase the duration of the programmes and also take the opinion of the

workers to have an effective training session.

88
FINDINGS

The major findings of the project are enumerated as follows:

 Training is considered as a positive step towards augmentation of the knowledge base by

the respondents.

 The objectives of the training programmes were broadly known to the respondents prior

to attending them.

 The training programmes were adequately designed to cater to the developmental needs

of the respondents.

 Some of the respondents suggested that the time period of the training programmes were

less and thus need to be increased.

 Some of the respondents also suggested that use of latest training methods will enhance

the effectiveness of the training programmes.

 Some respondents believe that the training sessions could be made more exciting if the

sessions had been more interactive and in line with the current practices in the market.

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

programmes.

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

 Some respondents also recommended that the number of training programmes be

increased.

89
RECOMMENDATIONS

Based on the data collected through the questionnaire and interactions with the Officers of HAL

the following recommendations are made for consideration:

 The organization may utilize both subjective and objective approach for the training

programmes.

 The organization may consider deputing each employee to attend at least one training

programmes each year.

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

employees since it will help employees to attend their official work while undergoing the

training.

 The organization can also arrange part time training programmes in the office premises

for short durations, spanning over a few days, in order to avoid any interruption in the

routine work.

 The organization can arrange the training programmes department wise in order to give

focused attention towards the departmental.

90
BIBLIOGRAPHY

 Training in Practice Blackwell

 Human Resource Management C.B.Gupta

 Human Resource Management T.N.Chabra

 Organization official website

www.hal-india.com

& www.globalsecurity.org

 Employee handbook

 Research methodology

91
QUESTIONNAIRE

Dear Sir / Madam

I am a student of Sri Ram Murti College of Engineering and Technology. I am doing my

3rd semester of MBA program. As part of my curriculum I have selected the subject “

Training and Development at Accessories Division” as my project work. Thus, I am

submitting my questionnaire to your kind opinion. This questionnaire is only for the

study purpose.

Thanking you

Yours Faithfully

Usha verma

PERSONAL DATA ( OPTIONAL)

NAME:

DESIGNATION:

QUALIFICATION:

EXPERIENCE:

92
QUESTIONNAIRRE ON EXECUTIVE TRAINING AND DEVELOPMENT IN HAL,

ACCESSORIES DIVISION

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

 0-5

 6-10

 10-15

 More than 15

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

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

Can‟t Say

93
4) The period of training session was sufficient for the learning.

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

subject.

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

Say

94
7) The training aids used were effective in improving the overall effectiveness of the

programme.

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

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

sufficient.

oderately agree

95
10) How many training programmes have you attended during the last year?

 Upto 2

 3-5

 6-8

 More than 8

11) The training given is useful to you.

ay

12) The time limit of the training programme was sufficient

96
13) The time limit of the training programme, if increased would make it more effective.

97