Report On Hal

Employee training tries to improve skills, or add to the existing level of
knowledge so that employee is better equipped to do his present job, or
to prepare him for a higher position with increased responsibilities.
However individual growth is not and ends in itself. Organizational
growth need to be measured along with individual growth.
Training refers to the teaching or learning activities done for the primary
purpose of helping members of an organization to acquire and apply the
knowledge skills, abilities, and attitude needed by that organization to
acquire and apply the same. Broadly speaking training is the act of
increasing the knowledge and skill of an employee for doing a particular
job.
In today¶s scenario change is the order of the day and the only way to
deal with it is to learn and grow. Employees have become central to
success or failure of an organization they are the cornucopia of ideas.
So it high time the organization realize that ³train and retain is the
mantra of new millennium.´

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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.

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.
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.

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è è

D 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.

D FEEDBACK
Training requires feedback. It is required so the trainee can correct his
mistakes. Only getting information about how he is doing to achieve
goals, he can correct the deviations.

D 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.

D 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.

D 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.

D TO INCREASE PRODUCTIVITY
An instructor can help employees increase their level of performance on
their assignment. Increase in human performance leads to increase in
the operational productivity and also the increase in the profit of the
company.
D TO IMPROVE QUALITY
Better-trained workers are less likely to make operational mistakes. It
can be in relationship to the company or in reference to the intangible
organizational employment atmosphere.
D TO HELP A COMPANY FULFILL ITS FUTURE

PERSONNEL NEEDS
The organizations having good internal training and development
programmes will have to make less changes and adjustments. When the
need arises, vacancies can be easily staffed.

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D TO IMPROVE ORGANIZATIONAL CLIMATE
An endless chain of positive reactions result from a well planned training
programme.

D TO IMPROVE HEALTH AND SAFETY

Proper training can prevent industrial accidents. A safer atmosphere
leads to more stable attitudes on part of the employees.

D PERSONAL GROWTH
Employees on a personal basis gain individually from their exposure to
educational expressions. Training programmes give them wider
awareness and skills.

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D To impart to the new entrants the basic knowledge and skills they
need for definite tasks.
D To assist employees to function more effectively in their present

positions by exposing them to new concepts.
D To build a line of competent people and prepare them to occupy more

responsible positions.
D To reduce the supervision time, wastage and spoilage of new

material.
D To reduce the defects and minimize the industrial accidents.
D To ensure the economical output of the required quality.
D To prevent obsolescence.

D To promote individual and collective morale, responsibility and
cooperative attitudes etc.

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Training is required for several purposes. Accordingly training

programmes may be of the following types:

D 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.

D

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.

D 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.
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D è

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.
D

When existing techniques become obsolete due to the development
of better techniques, employees have to be trained in the use of new

methods and techniques. With the passage of time employee may
forget some of the methods of doing work. Refresher training is
designed to revive and refresh the knowledge and to update the skills
of the existing employees. Short-term refresher courses have become
popular on account of rapid changes in technology and work
methods. Refresher or re-training programmes are conducted to
avoid obsolescence of knowledge and skills.

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METHODS OF
TRAINING
ON- THE- JOB OFF- THE- JOB

METHODS METHODS

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D 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:

D

It is also referred to as cross straining. It involves placing an employee
on different jobs for periods of time ranging from a few hours to several
weeks. At lower job levels, it normally consumes a short period, such as
few hours or one or two days. At higher job levels, it may consume much
larger periods because staff trainees may be learning complex functions
and responsibilities.

Job rotation for managers usually involves temporary assignments that

may range from several months to one or more years in various
departments, plants and offices. Job rotation for trainees involves
several short-term assignments, that touch a variety of skills and gives
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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.

D
! "

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.

D
#!

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.

D !
:
The trainee is placed under a particular supervisor who functions as a
coach in training the individual. The supervisor provides the feedback
to the trainee on his performance and offers him some suggestions
for improvement. Often the trainee shares some duties and
responsibilities of the coach and relives him of his burden. A
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drawback is that the trainee may not have the freedom or opportunity
to express his own ideas.
D

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.
D $$
It includes anything performed away from the employee¶s job area
or
immediate work area.
Two broad categories of it are:

D èÿÿ
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.

D 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:
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D Vestibule training
Herein, actual work conditions are simulated in a classroom.
Material, files and equipment those are used in actual job

performance are also used in training. This type of training is
commonly used for training personnel for clerical and semiskilled
jobs. The duration of this training ranges from few days to a few
weeks. Theory can be related to practice in this method.

D 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.
D 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.
D 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
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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.

D è
#!

This method has become popular in recent years. The subject matter
to be learned is presented in a series of carefully planned sequential
units. These units are arranged from simple to mere complex levels of
instructions. The trainee goes through these units by answering
questions or filling the blanks. This method is expensive and time
consuming.

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èÿè

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are the people who shape the policies, make the decisions
and see their implementation in any business organization. They are the
president, the vice-president, the managing director, works manager,
plant superintendent, controller, treasurer, office managers, engineers,
directors of functions such as purchasing, research, personnel, legal,
marketing etc.
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may be stated as the application of planned
efforts for raising the performance standards of high level managers,
and for improving the attitudes and activities that enter into or influence
their work and their work relations.
Following are the steps, which are involved in the development process
of executives:
D OBJECTIVES
The first and foremost step is to define the long- term objectives of
training and development of executives.
D STRENGTH AND WEAKNESS
An inventory of managers is taken with special focus on their strength in
terms of managerial skills and other attributes. Their unique capabilities,
specialist knowledge and achievements are listed down against each. A
comparison with the requirement of the organization will bring the gap in
knowledge and skills of existing executive. This is the weakness.
D LONG- RANGE PLANS
Here the management prepares long-term training and development
plans for their executives, which include the annual training targets, the
annual budgets and the specific area of training x
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D SHORT- TERM PROGRAMME

This programme specify the duration, starting time, ending time, number
of executives being trained, identify the resources etc.
D IMPLEMENTATION
The training programme envisaged before is put into operation. The
actual training is initiated by proper timetable and other arrangements x
D EVALUATION
In this step, the effectiveness of the executive training programme is
evaluated by measuring the improved performance of executives who
underwent the programme, on their job. There are various criteria of
measuring effectiveness such as validity, reliability etc.

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The scope of the study covers in depth, the various training practices,
modules, formats being followed and is limited to the company HAL and
its employees. The different training programmes incorporated/facilitated
in HAL through its faculties, outside agencies or professional groups. It
also judges the enhancement of the knowledge & skills of employees
and feedback on its effectiveness.
OBJECTIVE OF THE STUDY
The broad objective of the study of training policies in HAL is to study
the impact of training on the overall skill development of workers. The
specific objectives of the study are:
c To examine the effectiveness of training in overall development of
skills of
workforce.
% To examine the impact of training on the workers.
& To study the changes in behavioral pattern due to training.
' To measure the differential change in output due to training
( To compare the cost effectiveness in implanting training programmes.

c

ÿÿ
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 in theoretical
as well as new concepts, which are in trend now. Here we have
discussed what would be the input of training if we ever go for and how
can it be good to any organization in reaping the benefits from the
money invested in terms like (ROI) i.e. return on investment. What are
the ways we can identify the training need of any employee and how to
know what kind of training he can go for? Training being covered in
different aspect likes integrating it with organizational culture. The best
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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 p racticing 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
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èÿ
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
D 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.
D The
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
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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
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
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Importance of Training and Development
Optimum Utilization of Human Resources ± Training and Development
helps in optimizing the utilization of human resource that further helps
the employee to achieve the organizational goals as well as their
individual goals.
Development of Human Resources ± Training and Development helps
to provide an opportunity and broad structure for the development of
human resources¶ technical and behavioral skills in an organization. It
also helps the employees in attaining personal growth.
Development of skills of employees ± Training and Development helps
in increasing the job knowledge and skills of employees at each level. It
helps to expand the horizons of human intellect and an overall
personality of the employees
Productivity ± Training and Development helps in increasing the
productivity of the employees that helps the organization further to
achieve its long-term goal
Team spirit ± Training and Development helps in inculcating the sense
of team work, team spirit, and inter-team collaborations. It helps in
inculcating the zeal to learn within the employees
Organization Culture ± Training and Development helps to develop and
improve the organizational health culture and effectiveness. It helps in
creating the learning culture within the organization.

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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.
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.
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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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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
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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

$ 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
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training program in trainee¶s mind that actually helps in gaining attention.
Thirdly, if the goal is set to be challenging and motivating, then the
likelihood of achieving those goals is much higher than the situation in
which no goal is Set. Therefore, training objectives helps in increasing
the probability that the participants will be successful in training

) 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.
# ± It becomes easy for the training evaluator to measure the
progress of the trainees because the objectives define the expected
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performance of trainees. Training objective is an important to tool to
judge the performance of participants.
Training and Human Resource Management
The HR functioning is changing with time and with this change, the
relationship between the training function and other management activity
is also changing. The training and development activities are now
equally important with that of other HR functions. Gone are the days,
when training was considered to be futile, waste of time, resources, and
money. Now-a-days, training is an investment because the departments
such as, marketing & sales, HR, production, finance, etc depends on
training for its survival. If training is not considered as a priority or not
seen as a vital part in the organization, then it is difficult to accept that
such a company has effectively carried out HRM. Training actually
provides the opportunity to raise the profile development activities in the
organization. To increase the commitment level of employees and
growth in quality movement (concepts of HRM), senior management
team is now increasing the role of training. Such concepts of HRM
require careful planning as well as greater emphasis on employee
development and long term education.
Training is now the important tool of Human Resource Management to
control the attrition rate because it helps in motivating employees,
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achieving their professional and personal goals, increasing the level of
job satisfaction, etc. As a result training is given on a variety of skill
development and covers a multitude of courses.
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Role of HRD Professionals in Training
This is the era of cut-throat competition and with this changing scenario
of business; the role of HR professionals in training has been widened.
HR role now is:
1. Active involvement in employee education
2. Rewards for improvement in performance
3. Rewards to be associated with self esteem and self worth
4. Providing pre-employment market oriented skill development
education and post employment support for advanced education and
training
( Flexible access i.e. anytime, anywhere training.
Models of Training
Training is a sub-system of the organization because the departments
such as, marketing & sales, HR, production, finance, etc depends on
training for its survival. Training is a transforming process that requires
some input and in turn it produces output in the form of knowledge,
skills, and attitudes (KSAs).
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A System is a combination of things or parts that must work together to
perform a particular function. An organization is a system and training is
a sub system of the organization. The System Approach views training
as a sub system of an organization. System Approach can be used to
examine broad issues like objectives, functions, and aim. It establishes a
logical relationship between the sequential stages in the process of
training need analysis (TNA), formulating, delivering, and evaluating.
There are 4 necessary inputs i.e. technology, man, material, time
required in every system to produce products or services. And every
system must have some output from these inputs in order to survive.
The output can be tangible or intangible depending upon the
organization¶s requirement. A system approach to training is planned
creation of training program. This approach uses step-by-step
procedures to solve the problems. Under systematic approach, training
is undertaken on planned basis. Out of this planned effort,
one such basic model of five steps is system model that is explained
below. Organization are working in open environment i.e. there are
some internal and external forces, that poses threats and opportunities,
therefore, trainers need to be aware of these forces which may impact
on the content, form, and conduct of the training efforts. The internal
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forces are the various demands of the organization for a better learning
environment; need to be up to date with the latest technologies.
The three model of training are:
1. System Model
2. Instructional System Development Model
3. Transitional model
System Model Training
The system model consists of five phases and should be repeated on a
regular basis to make further improvements. The training should achieve
the purpose of helping employee to perform their work to required
standards.
Model of training are as follows:
1. Analyze and identify the training needs i.e. to analyze the department,
job, employees requirement, who needs training, what do they need to
learn, estimating training cost, etc.
2. The next step is to develop a performance measure on the basis of
which actual performance would be evaluated.
3. Design and provide training to meet identified needs. This step
requires developing objectives of training, identifying the learning steps,
sequencing and structuring the contents.

4. Develop- This phase requires listing the activities in the training
program that will assist the participants to learn, selecting delivery
method, examining the training material, validating information to be
imparted to make sure it accomplishes all the goals & objectives.
5. Implementing is the hardest part of the system because one wrong
step can lead to the failure of whole training program.
6. Evaluating each phase so as to make sure it has achieved its aim in
terms of subsequent work performance. Making necessary amendments
to any of the previous stage in order to remedy or improve failure
practices Instructional System Development Model(ISD)Model
Instructional System Development model was made to answer the
training problems. This model is widely used now-a-days in the
organization because it is concerned with the training need on the job
performance. Training objectives are defined on the basis of job
responsibilities and job description and on the basis of the defined
objectives individual progress is measured. This model also helps in
determining and developing the favorable strategies, sequencing the
content, and delivering media for the types of training objectives to be
achieved.
c
The Instructional System Development model comprises of five stages:
c ± This phase consist of training need assessment, job
analysis, and target audience analysis.
G è ± This phase consist of setting goal of the learning
outcome, instructional objectives that measures behavior of a participant
after the training, types of training material, media selection, methods of
evaluating the trainee, trainer and the training program, strategies to
impart knowledge i.e. selection of content, sequencing of content, etc.
èÿ ± This phase translates design decisions into
training material. It consists of developing course material for the trainer
including handouts, workbooks, visual aids, demonstration props, etc,
course material for the trainee including handouts of summary.
r ± This phase focuses on logistical arrangements, such
as arranging speakers, equipments, benches, podium, food facilities,
cooling, lighting, parking, and other training accessories.
å ± The purpose of this phase is to make sure that the
training program has achieved its aim in terms of subsequent work
performance. This phase consists of identifying strengths and
weaknesses and making necessary amendments to any of the previous
stage in order to remedy or improve failure practices.
G
The ISD model is a continuous process that lasts throughout the training
program. It also highlights that feedback is an important phase
throughout the entire training program. In this model, the output of one
phase is an input to the next phase. Transitional model focuses on the
organization as a whole. The outer loop describes the vision, mission
and values of the organization on the basis of which training model i.e.
inner loop is executed.

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

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

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

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MISSION

³To 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
m m
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.
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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 INDIVIDUAL
We value our people. We will treat each other with dignity and respect
and strive for individual growth and realisation of everyo ne'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.

# #
!

* came into existence on c
! c' 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 ± c% types of aircraft manufactured with in-house R & D and
c' types produced under license. HAL has manufactured &((+

! 3600
and overhauled over ,c(+
! and %-&++

. 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
· PSLV (Polar Satellite Launch Vehicle)
X
· 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.
HAL has won several International & National Awards for achievements
in R&D, Technology, Managerial Performance, Exports, Energy
Conservation, Quality and Fulfillment of Social Responsibilities.
o
· HAL was awarded the ³INTERNATIONAL 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 - ³ARCH 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.
èè
#&+ÿ
Twin-seater, Multi-role, Long range Fighter / Bomber / Air Superiority
Aircraft.
ÿ
$%-ÿ
Single-seater Tactical Fighter / Bomber with variable sweep wings.

r

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.
#

HAL commenced production of Jaguar International - deep penetration
strike and battlefield tactical Support Aircraft in 1979 under licence from
British Aerospace, including the engine, accessories and
avionics.Jaguar aircraft is designed with 7 hard points ( 4 under wing, 2
over wing and 1 under fuselage) capable of.
#* !

!
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.
rc
ÿ " #
· Designed to perform both utility and attack roles
· Twin engine configuration which allows continued flight virtually
throughout the flight envelope.
· Incorporates a number of advanced technologies ± Integrated Dynamic
System (IDS) , Anti-resonance Vibration Isolation System (ARIS) , Full
Authority Digital Electronic Control (FADEC) , Hingeless Main Rotor,
Bearingless Tail Rotor and Automatic Flight Control
System
· 7 Dhruv Helicopters were delivered to Indian Defence Forces in 2000-
2001 Exports :
· Airbus A320 Forward Passenger Doors
· Boeing 757 Over Wing Exit Doors
· Boeing 777 Uplock Box Assembly
· Boeing 767 Bulk Cargo Doors
· Boeing 737 Freighter Conversion Kits
· BAE Systems ± Tornado Pylons
· Fokker Aerostructures ± F50 Horizontal Stablizers
· Boeing -3D-Modelling / Digitisation of Drawings
rG

!
· Bangalore

!
· Mumbai
· Delhi
· Chennai
· Vishakapatnam
· Manufacturing Units
· Bangalore
· Hyderabad
· Lucknow
· Korwa ( UP)
· Koraput (Orissa )
· Kanpur
· Nasik ( Maharashtra)

· Bangalore
· Hyderabad
· Nasik.
r

! #

· London
· Moscow
rr
èè
#&+ÿ

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

ÿ
$%-ÿ

Single-seater Tactical Fighter / Bomber with
variable sweep wings

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.

#

HAL commenced production of Jaguar
International - deep penetration strike
and battlefield tactical Support Aircraft in
1979 under licence from British
Aerospace, including the engine,
accessories and avionics.
Jaguar aircraft is designed with 7 hard points ( 4 under wing, 2 over wing
and 1 under fuselage) capable of.
rå

# * !

!

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.
ÿ " #
~ Designed to perform both utility and attack roles
~ Twin engine configuration which allows continued flight virtually

throughout the flight envelope
~ Incorporates a number of advanced technologies - Integrated

Dynamic System (IDS) , Anti-resonance Vibration Isolation System
(ARIS) , Full Authority Digital Electronic Control (FADEC) ,
Hingeless Main Rotor, Bearingless Tail Rotor and Automatic Flight
Control System
~ 7 Dhruv Helicopters were delivered to Indian Defence Forces in

2000-2001

r

.
~ 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
r*
èÿÿ
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.
~
HAL provides training to all its employees as per the policy of the
organization
~ èè . To ensure availability of trained
manpower.
~ è.All categories of employees.
~
~ ÿÿ
~ The Performance Appraisal form of the organization has a section
in which the training and development needs are filled up. The
rX
Individual Officer first identifies the training needs of himself and
then it is recommended by the reporting Officer and then by the
Departmental Head.
~ The Training needs as identified in the PAR are recorded by the
HRD Department and necessary action is taken for imparting the
identified training. Training needs are identified based on:
~ - Company¶s strategy and policy.
~ - Organizational Thrust Areas.
~ - New Emerging Areas.
~ PREPARATION OF TRAINING PLAN :
The training of Executives in HAL is given by :

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 als o
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
ro
same is intimated to the Executive Office Personnel through t he
Monthly Personnel Report.
FEEDBACK
A feedback is taken from the participants through a questionnaire
on the programme and their impressions in order to further
improve upon the same. There are three such questionnaires
available and one of these is used depending upon the nature of
the training programme and the level of participants. Also, a
person from the personnel department sits through the final
session of the programme and takes the verbal feedback about the
programme.
INDUCTION TRAINING
This is carried out as the very first step for any new entrant into
Company. The department prepares a schedule for the employee
as per which he is required to spend specific time in each
department. During such period, he is reporting to the respective
department head. The objective of the induction programme is to
familiarize the participant to the function of different department.
The copies of the same are sent to the General Manager and all
concerned. At the end of the induction, the trainee has to submit a
report to the Personnel Department.
å
MANAGEMENT TRAINEE¶S TRAINING
Management trainees are given a fortnight of induction
programme. Corporate HR advises it as per Management Trainee
Training programme designed by them. Thereafter, a detailed
training programme is carried out whereby the incumbent is to
understand in depth of working of each department at various
locations as per the programme given by the Corporate HR.
Corporate HR maintains all relevant records pertaining to
Management Trainee¶s training at Bangalore.
~ A person gets nominated for the training programme in the
following two ways:
~ a) Training programme flowing from the training needs.
~ b) Training programme for testing out the training/ increased
awareness/ general information/ omnibus training types etc.
TRAINING PROGRAMMES FLOWING FROM TRAINING NEEDS:
The programmes are divided into three broad categories:
1.Functional
2. Behavioral
3.General/ Omnibus programmes
åc
c 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.
G 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.
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
1. Achievement of those organizational objectives within the time
lines.
2. Number of audit issues raised on the areas covered in the
training.
åG
3. Any other such thing as defined in the training brochure
4.The effectiveness of the outside training programme is
measured on the same line as above. However, no detailed brochure is
prepared for the same. The measurement criterion for the programme is
defined in the beginning of the programme and effectiveness measured
against the same. A consolidated effectiveness report of the training
programme is prepared at the end of the year. The programmes that are
found to be ineffective are reworked
Training programme for testing out the training
Also there are training programmes, which are not flowing directly from
the training needs measurement of effectiveness o f the training is not
needed to be measured.
å
RESEARCH OBJECTIVES

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.
RESEARCH METHODOLOGY

According to Clifford Woody, ³Research 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: -
D Defining the objectives of the study
D Framing of questionnaire keeping objectives in mind (considering
the objectives)
D Feedback from the employees
D Analysis of feedback
D Conclusion, findings and suggestions.

år

SELECTION OF SAMPLE SIZE

In order to take a reasonable sample size and not to disturb the
functioning of the organization, a sample size of reasonable strength of
the Company has been taken in order to arrive at the present practices
of training in the Company.
Accordingly, 50 officers have been selected at random from all the

departments of the organization and feedback forms (questionnaire)
have been obtained. The data has been analyzed in order to arrive at
present training practices in the organization.
SAMPLING TECHNIQUE USED

The technique of
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 research mainly two kinds of data
was collected namely primary & secondary data as explained below:
PRIMARY DATA
Primary data are those, which were collected afresh & for the first time
and thus happen to be original in character. However, there are many
åå
methods of collecting the primary data; all have not been used for the
purpose of this project. The ones that have been used are:
D Questionnaire
D Informal Interviews
D Observation
SECONDARY DATA
Secondary data is collected from previous researches and literature to
fill in the respective project. The secondary data was collected through:
D Text Books
D Articles
D Journals
D Websites

STATISTICAL TOOLS USED

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

å
LIMITATIONS OF THE STUDY

The following are the limitations of the study:

D The sample size was small and hence the results can have a
degree of variation.
D The response of the employees in giving information was
lukewarm.

SCOPE OF THE STUDY

Training Effectiveness is the process wherein the management finds out
how effective it has been at training and developing the employees in an
organization.
D This study gives some suggestions for making the present training
and development system more effective.
D It gives organization the direction, how to deal differently with
different employees.
D It identifies the training & development needs present among the
employees.

å*
?A A A A YSIS
c / 0

0

0 1
. f . f t % f
P
%
%
%
t %
tl %
More than 15
15% 0_5
40%
10_15
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6_10
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è
% f t ffi
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/ 2 / 0

x
pti . f t % f

St l %
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6trongly
di6agree
20% 6trongly agree
25%
moderately
di6agree
5%
moderately
can't 6ay agree
15% 35%

å

è

35% of the respondents moderately agree to the fact of knowing the
training objectives beforehand, 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.
&

#

Options No. of Respondents % of Responses

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

6trongly
moderately d 6agree
d 6agree 5%
10% 6trongly agree
30%
can't 6ay
15%
moderately
agree
40%

è

* % f t t fl tt t tii i
t ti
l tl . % t l t
t t ti % ti tt t
il
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pti . f t % f

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tl %
t S %
tl ?i %
St l ?i %
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6trongly
d 6agree
10%
moderately 6trongly agree
d 6agree 32%
16%
moderately
can't 6ay agree
21% 21%

è

å % t fl tt t ti liit f t tii
t t å% fl tt it iffiit. Al , % l t
t t ti . All t t t flt tt i
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6trongly d 6agree
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40%

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pti . f t % f

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6trongly
d 6agree 6trongly agree
oderately

5%
d 6agree 20%
15%
can't 6ay
35% oderately
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25%
å

è
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
programme.

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


Can¶t Say 10 20%
Moderately 10 20%
Disagree
Total 50 100%

6trongly
d 6agree
15% 6trongly agree
15%
moderately
d 6agree moderately
20% agree
30%
can't 6ay
20%

è

rå% t li
tt t tii i ti j
ffii t å% i t ti.
i f t t
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pti . f t % f
St l å %
tl * å%
t S å%
tl å %
?i
St l ?i r %
tl å %

6trongly agree
6trongly
10% moderately
d 6agree
40% agree
15%
can't 6ay
moderately 25%
d 6agree
10%

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 organized in a year
should be increased and some in house training programmes should
also be organized by the organization regularly.

c+ è # ! # #

The major suggestions for changes in the existing training programmes
are as follows:-
D The frequency of the training programmes organized in a year
should be increased.
D The duration of the training sessions should be amplified.
D New programmes for personal as well as professional
development of the officers should be developed.
D Officers should be referred for the training programmes as per
their developmental needs.
D The training programmes should be organized outside the office in
order to avoid disturbance in the work.
D Some training sessions should also be organized in house for the
officers who find it difficult to attend them if held outside the office
premises.
D Better presentation technologies should be used in order to
increase the effectiveness of the programmes.
D The course curriculum for the training programmes should be
current in terms of the new developments in the world.
o
c / 0

0

01

. f . f t % f

P
t %
å å%
%
t %
tl å %

M re than 8
6_8 3
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pti . f t % f
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moderately 6trongly
d 6agree d 6agree
13% 3%
can't 6ay
12%
6trongly agree
47%
moderately
agree
25%

è
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.

c%

#
!


Can¶t Say 6 13%
Moderately 7 15%
Disagree
Total 50 100%

*G
6trongly
d 6agree
6trongly agree
20%
17%
moderately
d 6agree
15% moderately
agree
35%
can't 6ay
13%

è
r % t fl tt t ti liit f t tii
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pti . f t % f
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tl %
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6t !"#$ %&
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6t !"#$ %& a$ !ee
45 '
ca #'t 6a&
10 '
m (de )ate *+
a, )ee
20 -

è
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.

11 11
* . / / 0 /
$$
x

Can¶t Say 6 13%
Moderately 7 15%
Disagree
Total 50 100%
*å
6trongly
d 36agree
10%
moderately
15% 37%
can't 6ay
13% moderately
agree
25%

è
% t li
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t
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t S å %
tl %
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St l ?i * å%
tl å %

6trongly
15% 25%
moderately
d 46agree moderately
20% agree
10%
can't 6ay
30%

è
35% respondents believe that the training aids were effective in
improving the overall efficiency of the programme. Contrary to this, 35%
disagree and 30% could not comment on the issue. The organization
should ensure positive awareness about the training aids used. Also, the
use of better presentation aids should be facilitated.
c #

#
!

Can¶t Say 6 10%
Moderately 19 37%
Disagree
Total 50 100%

*X
6trongly
20% 17%
moderately
agree
15%
can't 6ay
moderately 10%
d 56agree
38%

è
% t li
tt t f tii
i i ffiit, t j it f å*% i t
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.
pti . f t % f

St l å r %
tl %
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St l ?i å%

tl å %

6trongly
moderately di6agree
di6agree 5%
10%
can't 6ay 6trongly agree

13% 50%
moderately
agree
22%

è

72% respondents feel that participative and interactive training session
could provide more awareness and knowledge in a small span of time as
compared to classroom teaching. 13% respondents could not comment
on this and 15% disagree to it.

c, è # ! # #

The major suggestions for changes in the existing training programmes
are as follows:-
D The workers were of the opinion that external faculty should be
appointed for the training programmes.
D The period of the training sessions should be augmented.
D The rate of the training programmes organized in a year should be
increased.
D Every one should get a chance to attend the training programmes.
D Documentaries and other films relating to issues of motivation,
team building should be screened.
D Practical examples should be used to make things easy to
understand during the training sessions.
D Better technological aids and methods should be used to make the
training sessions exciting.
Xc
·

4ÿ
# è

ÿ !#
!##
! #" ! 5 !#

!

6 " ! # #

7#

#

7#

# #

#
#
#

PERSONAL DATA ( OPTIONAL)
NAME:
DESIGNATION:
QUALIFICATION:
EXPERIENCE:
XG
QUESTIONNAIRRE ON EXECUTIVE TRAINING AND
DEVELOPMENT IN HAL
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.
Strongly agree
Moderately agree
Can¶t Say
Moderately Disagree
Strongly Disagree
3) The training programme was relevant to your developmental needs.
Strongly agree
Moderately agree
Can¶t Say
Moderately Disagree
Strongly Disagree
X
4) The period of training session was sufficient for the learning.
Strongly agree
Moderately agree
Can¶t Say
Moderately Disagree
Strongly Disagree
5) The training methods used during the training were effective for
understanding the subject.
Strongly agree
Moderately agree
Can¶t Say
Moderately Disagree
Strongly Disagree
6) The training sessions were exciting and a good learning experience.
Strongly agree
Moderately agree
Can¶t Say
Moderately Disagree
Strongly Disagree
Xr
7) The training aids used were helpful in improving the overall
effectiveness of the programme.
Strongly agree
Moderately agree
Can¶t Say
Moderately Disagree
Strongly Disagree
8) The training was effective in improving on- the- job efficiency.
Strongly agree
Moderately agree
Can¶t Say
Moderately Disagree
Strongly Disagree
9) In your opinion, the numbers of training programmes organized during
the year were sufficient for officers of HAL.
Strongly agree
Moderately agree
Can¶t Say
Moderately Disagree
Strongly Disagree
Xå
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.
Strongly agree
Moderately agree
Can¶t Say
Moderately Disagree
Strongly Disagree
12) The time limit of the training programme was sufficient
Strongly agree
Moderately agree
Can¶t Say
Moderately Disagree
Strongly Disagree
X
13) The time limit of the training programme, if increased would make it
more effective.
Strongly agree
Moderately agree
Can¶t Say
Moderately Disagree
Strongly Disagree
14) The training was effective in improving your on-the-job efficiency.
Strongly agree
Moderately agree
Can¶t Say
Moderately Disagree
Strongly Disagree
15) The training aids used were effective in improving the overall
effectiveness of the programme.
Strongly agree
Moderately agree
Can¶t Say
Moderately Disagree
Strongly Disagree
X*
16) The number of training programmes organized for workers in a year
are sufficient.
Strongly agree
Moderately agree
Can¶t Say
Moderately Disagree
Strongly Disagree
17) The participation of workers in training programme would help
increase its effectiveness.
Strongly agree
Moderately agree
Can¶t Say
Moderately Disagree
Strongly Disagree
XX
m m

.
Xo
Y m

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

Training and development go hand in hand and are often used

    is a related process. It covers not only those activities,

  

D TO HELP A COMPANY FULFILL ITS FUTURE

D TO IMPROVE HEALTH AND SAFETY

D To assist employees to function more effectively in their present

D To build a line of competent people and prepare them to occupy more

D To reduce the supervision time, wastage and spoilage of new

D To reduce the defects and minimize the industrial accidents.

D To ensure the economical output of the required quality.

Training is required for several purposes. Accordingly training

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

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

ON- THE- JOB OFF- THE- JOB

Job rotation for managers usually involves temporary assignments that

Two broad categories of it are:

facility; either by training specialists from HR department or by

Material, files and equipment those are used in actual job

  èÿè

D SHORT- TERM PROGRAMME

its employees. The different training programmes incorporated/facilitated

in HAL through its faculties, outside agencies or professional groups. It

also judges the enhancement of the knowledge & skills of employees

and feedback on its effectiveness.

OBJECTIVE OF THE STUDY

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

the impact of training on the overall skill development of workers. The

specific objectives of the study are:

c To examine the effectiveness of training in overall development of

% To examine the impact of training on the workers.

& To study the changes in behavioral pattern due to training.

' To measure the differential change in output due to training

( To compare the cost effectiveness in implanting training programmes.

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

versatility and adaptability of employees. It is being increasing common

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.

as well as new concepts, which are in trend now. Here we have

can it be good to any organization in reaping the benefits from the

know what kind of training he can go for? Training being covered in

different aspect likes integrating it with organizational culture. The best

the training all together. Some of the companies p racticing training in

the best resource in the world to reap the best

It is a subsystem of an organization. It ensures that randomness is

reduced and learning or behavioral change takes place in structured

TRADITIONAL AND MODERN APPROACH OF TRAINING AND

Most of the organizations before never used to believe in training. They

worth. Organizations used to believe more in executive pinching. But

now the scenario seems to be changing.

D The    

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

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

is a related process. It covers not only those activities,

èÿè

c To examine the effectiveness of training in overall development of

% To examine the impact of training on the workers.

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

' To measure the differential change in output due to training

( To compare the cost effectiveness in implanting training programmes.

D The

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

Optimum Utilization of Human Resources ± Training and Development

Development of Human Resources ± Training and Development helps

Development of skills of employees ± Training and Development helps

Productivity ± Training and Development helps in increasing the

Team spirit ± Training and Development helps in inculcating the sense

Organization Culture ± Training and Development helps to develop and

Quality ± Training and Development helps in improving upon the

Healthy work-environment ± Training and Development helps in

Health and Safety ± Training and Development helps in improving the

Morale ± Training and Development helps in improving the morale of

Image ± Training and Development helps in creating a better corporate

Profitability ± Training and Development leads to improved profitability

Training and Development aids in organizational development i.e.

Trainee $ The training objective is beneficial to the trainee because it