A Project Report on Training and Development of HAL

Dissertation Submitted In Partial

Fulfillment for the Post Graduate Diploma in Business
Management
By
Manjari Baranwal Roll No.:
GJUJUL08AA082 Batch 20082010 IVth Semester Specialization
Human Resource

NSB SCHOOL OF BUSINESS

B-II/1, MCIE, Delhi-Mathura Road, New Delhi

ACKNOWLEDGEMENT
I take the opportunity to express our 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 Prof. Tushar Goon faculty of NSB School Of Business, 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

whose insight helped me to complete

this
project

Manjari Baranwal

PREFACE
The global economy of the day has endangered the survival of every organization
and in particular those who want to have a competitive edge over the others. The competitive
edge may be a distant dream in the absence of Superior Quality Products which otherwise is the
function of well-trained employees. Today resources are scarce and have to be used carefully and
trainers of all kinds are required to justify their position and account for their activities. Training
activities, which are ill, directed and inadequately focused, do not serve the purpose of the
trainers. The trainees or the organization hence identification of training needs becomes the top
priority of every progressive organization. Identification of training needs, if done properly,
provides the basis on which all other training activities can be considered and will lead to
multiskilling, fitting people to take extra responsibilities increasing all round competence and
preparing people to take on higher
level responsibility in future.

DECLARATION

I Manjari Baranwal, student of NSB School of Business, New Delhi here by solemnly declare
that the project titled Training and Development of HAL is my original as all the
information, facts and figure in this report is based on my own experience and study during my
summer training procedures.

Date:
PLACE: NEW DELHI

MANJARI BARANWAL
NSB SCHOOL OF BUSINESS, NEW
DELHI

CONTENTS
TOPIC

PAGE NO.
6-8

CHAPTER-1 Introduction

9-16
CHAPTER-2 HAL An overview
17-27

CHAPTER-3
Training & Development

28-43

CHAPTER-4
Learning & Training

44-47

CHAPTER-5
Training program in HAL

48-60

CHAPTER-6
Research Objectives

61-66

CHAPTER-7 Questionnaire

67
CHAPTER-8 Conclusion

CHAPTER-9 Recommendation

68
69

CHAPTER-10 Bibliography

CHAPTER-1
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 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 todays 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 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 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:
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.

EXECUTIVE SUMMARY
Every organization needs to have well trained and experienced people to perform the activities
that have to be done. If current or potentialjob 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 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.

CHAPTER-2
HAL AN OVER VIEW
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.

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 everyones 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.
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 Indias space programs by participating in the manufacture
of structures for Satellite Launch Vehicles like

PSLV (Polar Satellite Launch Vehicle)

GSLV (Geo-synchronous Satellite Launch Vehicle)

IRS (Indian Remote Satellite)

INSAT (Indian National Satellite)

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. HALs 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.

HAL was awarded the INTERNATIONAL GOLD MEDAL AWARD for Corporate
Achievement in Quality and Efficiency at the International Summit (Global Rating Leaders

2003), London, UK by M/s Global Rating, UK in conjunction with the International

Information and Marketing Centre (IIMC).

 HAL was presented the International - ARCH OF EUROPE Award in Gold Category in
recognition for its commitment to Quality, Leadership, Technology and Innovation.- At the
National level, HAL won the "GOLD TROPHY" for excellence in Public Sector
Management, instituted by the Standing Conference of Public Enterprises (SCOPE).
The Company scaled new heights in the financial year 2006-07 with a turnover of Rs.7,783.61
Crores.
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 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, 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) , Antiresonance 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

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
Liaison Offices out of India

Nasik.

 London
Moscow
FINANCIAL HIGHLIGHTS
Rupees in Crores
Particulars 2007-08 2008-09 Growth over Previous Year
Sales 8625 10373 20.27%
VOP 8791 11811 34.35%
Profit before tax 2164 2335 7.90%
Profit aftertax 1632 1740 6.62%
Gross Block 2255 2638 16.98%

CHAPTER-3
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 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
Its not what you want in life, but its knowing how to reach it
Its not where you want to go, but its knowing how to get there

Its not how high you want to rise, but its knowing how to take off

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

Its not what you dream of doing, but its having the knowledge to do it

Its not a set of goals, but its more like a vision

Its not the goal you set, but its what you need to achieve it
Training is about knowing where you stand (no matter how good or bad the current situation
looks) at present, and where you will be after some point of time. Training is about the
acquisition of knowledge, skills, and abilities (KSA) through professional development.
Importance of Training and Development

Optimum Utilization of Human Resources - Training and Development helps in optimizing the
utilization of human resource that further helps the employee to achieve the organizational goals
as well as their individual goals.

Development of Human Resources - Training and Development helps to provide an opportunity

and broad structure for the development of human resources technical and behavioral skills in
an organization. It also helps the employees in attaining personal growth.

Development of skills of employees - Training and Development helps in increasing the job
knowledge and skills of employees at each level. It helps to expand the horizons of human
intellect and an overall personality of the employees

Productivity - Training and Development helps in increasing the productivity of the employees
that helps the organization further to achieve its long-term goal

Team spirit - Training and Development helps in inculcating the sense of team work, team spirit,
and inter-team collaborations. It helps in inculcating the zeal to learn within the employees

Organization Culture - Training and Development helps to develop and improve the
organizational health culture and effectiveness. It helps in creating the learning culture within the
organization.

Organization Climate - Training and Development helps building the positive perception and
feeling about the organization. The employees get these feelings from leaders, subordinates, and
peers.

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

Training and Development helps in developing leadership skills, motivation, loyalty, better
attitudes, and other aspects that successful workers and managers usually display.

TRAINING AND DEVELOPMENT OBJECTIVES

The principal objective of training and development division is to make sure the availability of a
skilled and willing workforce to an organization. In addition to that, there are four other
objectives: Individual, Organizational, Functional, and Societal.
Individual Objectives - help employees in achieving their personal goals, which in turn, enhances
the individual contribution to an organization.
Organizational Objectives - assist the organization with its primary objective by bringing
individual effectiveness.
Functional Objectives - maintain the departments contribution at a level suitable to the
organizations needs.
Societal Objectives - ensure that an organization is ethically and socially responsible to the needs
and challenges of the society.
Importance of Training Objectives
Training objective is one of the most important parts of training program. While some people
think of training objective as a waste of valuable time. The counterargument here is that
resources are always limited and the training objectives actually lead the design of training. It
provides the clear guidelines and develops the training program in less time because objectives
focus specifically on needs. It helps in adhering to a plan. Training objectives tell the trainee that
what is expected out of him at the end of the training program. Training objectives are of great
significance from a number of stakeholder perspectives.
1. Trainer
2. Trainee

3. Designer
4. Evaluator
Trainer - The training objective is also beneficial to trainer because it helps the trainer to
measure the progress of trainees and make the required adjustments. Also, trainer comes in a
position to establish a relationship between objectives and particular segments of training.
Trainee - The training objective is beneficial to the trainee because it helps in reducing the
anxiety of the trainee up to some extent. Not knowing anything or going to a place which is
unknown creates anxiety that can negatively affect learning. Therefore, it is important to keep
the participants aware of the happenings, rather than keeping it surprise.
Secondly, it helps in increase in concentration, which is the crucial factor to make the training
successful. The objectives create an image of the training program in trainees mind that actually
helps in gaining attention. Thirdly, if the goal is set to be challenging and motivating, then the
likelihood of achieving those goals is much higher than the situation in which no goal is Set.
Therefore, training objectives helps in increasing the probability that the participants will be
successful in training.
Designer - The training objective is beneficial to the training designer because if the designer is
aware what is to be achieved in the end then hell buy the training package according to that
only. The training designer would then look for the training methods, training equipments, and
training content accordingly to achieve those objectives. Furthermore, planning always helps in
dealing effectively in an unexpected situation. Consider an example; the objective of one training
program is to deal effectively with customers to increase the sales. Since the objective is known,
the designer will design a training program that will include ways to improve the interpersonal
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
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.
Models of Training
Training is a sub-system of the organization because the departments such as, marketing & sales,
HR, production, finance, etc depends on training for its survival. Training is a transforming
process that requires some input and in turn it produces output in the form of knowledge, skills,
and attitudes (KSAs).
THE TRAINING SYSTEM
A System is a combination of things or parts that must work together to perform a particular
function. An organization is a system and training is a sub system of the organization. The
System Approach views training as a sub system of an organization. System Approach can be
used to examine broad issues like objectives, functions, and aim. It establishes a logical
relationship between the sequential stages in the process of training need analysis (TNA),
formulating, delivering, and evaluating. There are 4 necessary inputs i.e. technology, man,
material, time required in every system to produce products or services. And every system must
have some output from these inputs in order to survive. The output can be tangible or intangible

depending upon the organizations requirement. A system approach to training is planned

creation of training program. This approach uses step-by-step procedures to solve the problems.
Under systematic approach, training is undertaken on planned basis. Out of this planned effort,
one such basic model of five steps is system model that is explained below. 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 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.

The Instructional System Development model comprises of five stages:

1. ANALYSIS - This phase consist of training need assessment, job analysis, and target
audience analysis.

2. PLANNING - This phase consist of setting goal of the learning outcome, instructional
objectives that measures behavior of a participant after the training, types of training
material,

media selection, methods of evaluating the trainee, trainer and the training program, strategies to
impart knowledge i.e. selection of content, sequencing of content, etc.
3. DEVELOPMENT - This phase translates design decisions into training material. It consists of
developing course material for the trainer including handouts, workbooks, visual aids,
demonstration props, etc, course material for the trainee including handouts of summary.
4. EXECUTION - This phase focuses on logistical arrangements, such as arranging speakers,
equipments, benches, podium, food facilities, cooling, lighting, parking, and other training
accessories.
5. EVALUATION - The purpose of this phase is to make sure that the training program has
achieved its aim in terms of subsequent work performance. This phase consists of identifying
strengths and weaknesses and making necessary amendments to any of the previous stage in
order to remedy or improve failure practices.
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.

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

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

Values - is the translation of vision and mission into communicable ideals. It reflects the deeply
held values of the organization and is independent of current industry environment. For example,
values may include social responsibility, excellent customer service, 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

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 intendedjob.
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.

CHAPTER-4
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
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 trainees 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.

OBJECTIVES OF TRAINING

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.
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.
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.
TO IMPROVE ORGANIZATIONAL CLIMATE
An endless chain of positive reactions result from a well planned training programme.
TO IMPROVE HEALTH AND SAFETY
Proper training can prevent industrial accidents. A safer atmosphere leads to
more stable attitudes on part of the employees.
PERSONAL GROWTH
Employees on a personal basis gain individually from their exposure to educational expressions.
Training programmes give them wider awareness and skills

NEED FOR TRAINING

To impart to the new entrants the basic knowledge and skills they need for definite tasks.

 To assist employees to function more effectively in their present positions by exposing them to
new concepts.
To build a line of competent people and prepare them to occupy more responsible positions.
To reduce the supervision time, wastage and spoilage of new material.
To reduce the defects and minimize the industrial accidents.
To ensure the economical output of the required quality.
To prevent obsolescence.
To promote individual and collective morale, responsibility and cooperative attitudes etc.

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
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 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 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.

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.

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.
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 programmes 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 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:

METHODS
TRAINING
JOB

OF
ON-

THE-

METHODS

OFF-

THE- JOB METHODS

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 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 employees 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- jobtraining 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
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.

 Programmed instruction: 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. 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
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.
Following are the steps, which are involved in the development process of executives:
OBJECTIVES
The first and foremost step is to define the long- term objectives of training and development of
executives.
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.
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.
SHORT- TERM PROGRAMME
This programme specify the duration, starting time, ending time, number of executives being
trained, identify the resources etc.
IMPLEMENTATION
The training programme envisaged before is put into operation. The actual training is initiated by
proper timetable and other arrangements.
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.
EVALUATING THE EFFECTIVENESS OF TRAINING
An Investor in People evaluates the investment in training and development to assess
achievement and improve future effectiveness. Kearns (1994) suggests that there are four groups
of measures of training effectiveness, which are used by organization.
The groups are as follows:
-

No Measurement

Subjective Measures

Qualitative Measures

Objective Measures
The first group, in which no real measurement occurs, includes activities undertaken as an Act
of Faith, where no form of measurement is attempted, such as initiatives to improve

communications in organization, which seem to make people feel good and appear to have
worked in some intangible manner.
The second group includes subjective responses from trainees/course delegates, as exemplified
by the Happy Sheet. The main question asked is about how individuals feel after the training.
Organizations often make the assumption that positive responses indicate training success and
therefore value to the organization. However, course delegates may well give strong positive
response scores for a number of reasons, including the presentational skills of the trainer, the
quality of the venue, and the feel good factor of indulging in a creative work group, and so on.
Quality measures appear to be more objective than the previous group, but are often flawed by
subjectivity as well. They are typified by questionnaires asking delegates to put a value on the
likely benefits of a training programme. Objective measures are the only really meaningful ones.
However, they challenge the provider of training to demonstrate how their training activities
feed through to the bottom line: in terms of return on investment and return on the capital
employed. There has often been an assumption, in times past,that training somehow justifies
itself, because it is all about developing people. However, it is incumbent on organizations to
look critically at the ways in which they evaluate their training activities, lest they fall prey to
the subject approach and are badly caught out when a rigorous analysis of all the functions of the
organizations business is called for. A desirable, if not essential, characteristic of all training
programmes is a built-in provision for evaluation.
The four main dimensions of evaluation are:
EVALUATION OF TRAINING INPUTS
This involves the evaluation of the training curriculum and its sequencing.
EVALUATION OF THE TRAINING PROCESS

The climate of the training organization, the relationship between participants and trainers, the
general attitude, and approaches of the trainers, training methods, etc are some of the important
elements of the training process which also needs to be evaluated.
EVALUATION OF TRAINING OUTCOMES
Measuring the carry-home value of a training programme in terms of what has been achieved
and how much is the main task of evaluation. This, however, is a complex technical and
professional task. Benefits of a training programme are not obvious and they are not readily
measurable. Payoffs from training are intangible and rather slow to become apparent. A central
problem is the absence of objective criteria and specific definitions of relevant variables by
which to measure the effectiveness either of specific programmes or changes in employee
behaviour. Nevertheless, the good personnel managers do make an effort to systematically
appraise the benefits and results of their programmes.
In job-related training, the objective is to train people for specific job skills so that their
productivity may increase. Evaluation can be done either to the direct criterion of increase in
output or to the indirect criteria of decrease in cost, breakage or rejects. Even more indirect are
measures that point out changes in absenteeism or turnover. The most difficult problems of
evaluation lie in the area of human relations skill training, which is given to the supervisors and
middle- level managers. Supervisory and managerial training programmes are, for this reason,
less amenable to objective review procedures. Much subjectivity enters into evaluations of these
programmes, since exact standards and criteria are hard to devise.

CHAPTERS

TRAINING PROGRAMMES IN HAL

NECON 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.

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

PURPOSE OF TRAINING: To ensure availability of trained manpower.

SCOPE: All categories of
employees IDENTIFICATION

OF NEEDS MANAGEMENT
STAFF
The Performance Appraisal form of the organization has a section in which the training and
development needs are filled up. The Individual Officer first identifies the training needs of
himself and then it is recommended by the reporting Officer and then by the Departmental Head.
The Training needs as identified in the PAR are recorded by the HRD Department and necessary
action is taken for imparting the identified training. Training needs are identified based on:
-

Companys strategy and policy.

Organizational Thrust Areas.

-New Emerging Areas.

PREPARATION OF TRAINING PLAN :
The training of Executives in NECON is given by :
NECON Management Academy a unique body for imparting training to the Executives of
NECON & Out side agencies.
IMPARTING OF TRAINING
Actual training is imparted with the help of in-house and outside agencies. The selection of these
agencies is done on the basis of reputation; programmes offered by them, past experience and
feedback received from the earlier participants. Training is also imparted by nominating the
concerned employee for an external training programme. All records of the training are
maintained at branch as per Record of Training in the Personnel folder and the same is intimated
to the Executive Office Personnel through the Monthly Personnel Report.
FEEDBACK
A feedback is taken from the participants through a questionnaire on the programme and their
impressions in order to further improve upon the same. There are three such questionnaires
available and one of these is used depending upon the nature of the training programme and the
level of participants. Also, a person from the personnel department sits through the final session
of the programme and takes the verbal feedback about the programme.
INDUCTION TRAINING
This is carried out as the very first step for any new entrant into Company. The department
prepares a schedule for the employee as per which he is required to spend specific time in each
department. During such period, he is reporting to the respective department head. The objective
of the induction programme is to familiarize the participant to the function of different

department. The copies of the same are sent to the General Manager and all concerned. At the
end of the induction, the trainee has to submit a report to the Personnel Department.
MANAGEMENT TRAINEES TRAINING
Management trainees are given a fortnight of induction programme. Corporate HR advises it as
per Management Trainee Training programme designed by them. Thereafter, a detailed training
programme is carried out whereby the incumbent is to understand in depth of working of each
department at various locations as per the programme given by the Corporate HR. Corporate HR
maintains all relevant records pertaining to Management Trainees training at Bangalore.
A person gets nominated for the training programme in the following two ways:
a) Training programme flowing from the training needs.
b) Training programme for testing out the training/ increased awareness/ general information/
omnibus training types etc.
TRAINING PROGRAMMES FLOWING FROM TRAINING NEEDS:
The programmes are divided into three broad categories:
-

Functional

Behavioral

General/ Omnibus programmes

1. Functional: The outcome of the training is measured by comparing the data pre-training and
post-training. A scale is developed for measuring the effectiveness of training based on the %
achievement of the objectives.
2. Behavioral: The effectiveness of the training of this nature is measured annually. This is seen
through the training need identification for the coming year for the employee. If the training
need

is repeated there, then the training provided is taken as ineffective. If the training need is
repeated but with focus on a part of the need, then the training is partially effective. If not
repeated, then the training is effective.
3. General: These are the training needs flowing directly from the organizational needs. Examples
of these can be ISO 9000 training, ISO 14000 training and any awareness training. These are
omnibus training programmes, which are run for a large number of employees.
The effectiveness of the training is measured by:
-

Achievement of those organizational objectives within the time lines.

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

Any other such thing as defined in the training brochure.

The effectiveness of the outside training programme is measured on the same line as above.
However, no detailed brochure is prepared for the same. The measurement criterion for the
programme is defined in the beginning of the programme and effectiveness measured against the
same. A consolidated effectiveness report of the training programme is prepared at the end of the
year. The programmes that are found to be ineffective are reworked.
Training programme for testing out the training
Also there are training programmes, which are not flowing directly from the training needs measurement
of effectiveness of the training is not needed to be measured.

CHAPTER-6
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.
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.
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.
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 research mainly two kinds of data was collected namely
primary & secondary data as explained below:

PRIMARYDATA
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:
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:
The sample size was small and hence the results can have a degree of variation.
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.
This study gives some suggestions for making the present training and development system
more effective.
It gives organization the direction, how to deal differently with different employees.
It identifies the training & development needs present among the employees.
DATA ANALYSIS
1) How many training programmes have you attended in last 5 years?
No. of Programmes No. of Respondents % of Responses
0-5

20

40%

6-10

12

26%

10-15

10

20%

More than 15

15%

Total
INTERPRETATION

50

100%

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.
Options

No. of Respondents

Strongly agree

12

Moderately agree

20

% of
Responses
25%
35%

Cant Say

15%

Moderately Disagree

5%

Strongly Disagree

10

20%

Total

50

100%

INTERPRETATION
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.
3) The training programme was relevant to your developmental needs.
Options No. of Respondents
Strongly agree

15

% of
Responses
30%

Moderately agree

20

40%

Cant Say

15%

Moderately
Disagree

10%

Strongly Disagree

5%

Total

50

100%

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 and the organization must ensure
programmes that satisfy the developmental needs of the officers.

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

Options No. of Respondents

% of Responses

Strongly agree

15

31%

Moderately agree

10

21%

Cant Say

10

21%

Moderately Disagree

16%

Strongly Disagree

11%

Total

50

100%

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.
Options

No. of Respondents

% of Responses

Strongly agree

10

20%

Moderately agree

20

40%

Cant Say

15%

Moderately Disagree

15%

Strongly Disagree

10%

50

100%

Total

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.
Options No.

of Respondents

% of Responses

Strongly agree

12

25%

Moderately agree

20

40%

Cant Say

10%

Moderately Disagree

15%

Strongly Disagree

10%

Total

50

100%

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.
Options

No. of Respondents

% of Responses

Strongly agree

10

20%

Moderately agree

12

25%

Cant Say
Moderately Disagree

18

35%

15%

Strongly Disagree
Total

5%

50

100%

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

No. of Respondents

% of Responses

Strongly agree

15%

Moderately agree

15

30%

Cant Say

10

20%

Moderately Disagree

10

20%

15%

50

100%

Strongly Disagree
Total
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 officers of HAL.
Options

No. of Respondents

% of Responses

Strongly agree

10%

Moderately agree

15%

13

25%

Moderately Disagree

10%

Strongly Disagree

20

40%

Cant Say

Total

50

100%

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.
10) Please suggest any changes you would like to have in the existing training programmes.
The major suggestions for changes in the existing training programmes are as follows: The frequency of the training programmes organized in a year should be increased.
The duration of the training sessions should be amplified.
New programmes for personal as well as professional development of the officers should be
developed.
Officers should be referred for the training programmes as per their developmental needs.
The training programmes should be organized outside the office in order to avoid disturbance
in the work.

 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.
Better presentation technologies should be used in order to increase the effectiveness of the
programmes.
The course curriculum for the training programmes should be current in terms of the new
developments in the world.
10) How many training programmes have you attended during the last year?
No. of Programmes

No. of Respondents

% of
Responses
62%

Upto 2

31

3-5

12

25%

6-8

10%

More than 8

3%

50

100%

Total
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.
Options

No. of Respondents

% of Responses

Strongly agree

24

47%

Moderately agree

12

24%

Cant Say

13%

Moderately Disagree

13%

Strongly Disagree

3%

Total

50

100%

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.
12) The time limit of the training programme was sufficient.
Options No. of Respondents

% of Responses

Strongly agree

18%

Moderately agree

18

34%

Cant Say

13%

Moderately Disagree

15%

Strongly Disagree

10

20%

Total

50

100%

INTERPRETATION
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 programme, if increased would make it more effective.
Options No.
of Respondents
% of Responses
Strongly agree

23

45%

Moderately agree

10

20%

Cant Say

10%

Moderately
Disagree

10

Strongly Disagree
Total

20%

5%

50

100%

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.
14) The training was effective in improving your on-the-job efficiency.
Options

No. of Respondents

% of Responses

Strongly agree

19

37%

Moderately agree

13

25%

Cant Say

13%

Moderately Disagree
Strongly Disagree
Total

15%

10%

50

100%

INTERPRETATION
62% respondents believe that the training programmes increase their job efficiency but 25%
disagree to this. The respondents were of the opinion that having current topics for the training
programmes and also some sessions by an external faculty would help them increase their on the
job efficiency.
15) The training aids used were effective in improving the overall effectiveness of the
programme.
Options

No. of Respondents

% of Responses

Strongly agree

13

25%

Moderately agree

10%

Cant Say

15

30%

Moderately Disagree

10

20%

Strongly Disagree

15%

Total

50

100%

INTERPRETATION
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.

CHAPTER-7
QUESTIONNAIRE
Dear Sir / Madam
I am a student of NSB School of Business. I am doing my IVth semester of PGDBM. As
part of my curriculum I have selected the subject Executive Training and Development at
Aircraft 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
Manjari Baranwal PERSONAL
DATA ( OPTIONAL)
NAME:
DESIGNATION:
QUALIFICATION:
EXPERIENCE:

QUESTIONNAIRRE ON EXECUTIVE TRAINING AND DEVELOPMENT

IN HAL, AIRCRAFT 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.

Strongly agree
Moderately agree
Cant Say
Moderately Disagree
Strongly Disagree
3) The training programme was relevant to your developmental needs.
Strongly agree
Moderately agree
Cant Say
Moderately Disagree
Strongly Disagree
4) The period of training session was sufficient for the learning.
Strongly agree
Moderately agree
Cant Say
Moderately Disagree
Strongly Disagree
5) The training methods used during the training were effective for understanding the subject.
Strongly agree
Moderately agree
Cant Say
Moderately Disagree

 Cant Say
Moderately Disagree
Strongly Disagree
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
Cant Say
Moderately Disagree
Strongly Disagree
12) The time limit of the training programme was sufficient
Strongly agree
Moderately agree
Cant Say
Moderately Disagree
Strongly Disagree
13) The time limit of the training programme, if increased would make it more effective.
Strongly agree
Moderately agree

 Moderately Disagree
Strongly Disagree
14) The training was effective in improving your on-the-job efficiency.
Strongly agree
Moderately agree
Cant Say
Moderately Disagree
Strongly Disagree
15) The training aids used were effective in improving the overall effectiveness of the programme.
Strongly agree
Moderately agree
Cant Say
Moderately Disagree
Strongly Disagree
16) The number of training programmes organized for workers in a year are sufficient.
Strongly agree
Moderately agree
Cant Say
Moderately Disagree
Strongly Disagree

17) The participation of workers in training programme would help increase its effectiveness.
Strongly agree
Moderately agree
Cant Say
Moderately Disagree
Strongly Disagree

CHAPTER10

CONCLUSIONS & IMPLICATIONS

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.

7
0

CHAPTER10

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

7
1

BIBLIOGRAPHY

Effective Planning in Training and Development

Leslie Rae

World Class Training

Kaye Thorne

Training in Practice

Blackwell

Human Resource Management

C.B. Gupta

Human Resource Management

T.N.Chabra

Human Capital Journal