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A PROJECT REPORT

ON

TRAINING AND DEVELOPMENT OF


EXECUTIVES OF HAL, AIRCRAFT DIVISION

SUBMITTED IN PARTIAL FULFILLMENT OF


THE REQUIREMENT OF BACHELOR OF
BUSINESS MANAGEMENT

SUBMITTED
BY

DEEPA.N.

2009-10

KRUPANIDHI INSTITUTE OF MANAGEMENT

ACKNOWLEDGEMENT
It is with profound gratitude that express my sincere thanks to
_________

I extend my heartiest gratitude to my Guide


__________________________, faculty of Krupanidhi Institute of Management,
who help for completing the project successfully. I am highly thankful to
all other faculty member for their active support and direction.

I am very much grateful to Management of HAL and its Officers


who gave me the opportunity to work in the prestigious company.

Above all, the grate of God led me to complete my project

N.DEEPA

DECLARATION

I N.DEEPA hereby declare that this project work entitled “TRAINING

AND DEVELOPMENT OF EXECUTIVES IN HAL, AIRCRAFT DIVISION” in


Partial fulfillment of the requirement for the award of degree of BBM,

Bangalore University

I also declare that this project work has not been submitted by me

fully or partially for the award of any degree, diploma, title or recognition

before.

N.DEEPA

CONTENTS

 Theoretical Introduction of Training and Development

 Introduction of the Company


 Training and Development in HAL

 Research Design
 Objective of The Study
 Research Methodology
 Selection of sample size

 Sampling techniques
 Data collection
 Statistical tools used
 Limitations of the study
 Scope of the study
 Data analysis
 Conclusions and implications
 recommendations
 Copy of Questionnaire
 Bibliography

THEORITICAL INTRODUCTION
TRAINING

Employee training is a specialized function and is one of the fundamental


operative functions of Human Resource Management.
Acc to FLIPPO,
“Training is the act of increasing the knowledge and skill of an
employee for doing a particular job.”
It is a short-term educational process and utilizing a systematic and organized
procedure by which employees learn technical knowledge and skills for a
definite purpose. Training refers to the organization’s efforts to improve an
individual’s ability to perform a job or organizational role. It can be defined as a
learning experience in which it seeks a relative permanent change in an
individual that would improve his ability to perform the job.

DIFFERENCE BETWEEN TRAINING AND DEVELOPMENT :

Training and development go hand in hand and are often used synonymously
but there is a difference between them. Training is the process of learning a
sequence of programmed behavior. It is an application of knowledge. It gives
people an awareness of the rules and procedures to guide their behavior. It
intends to improve their performance on the current job and prepares them for
an intended job.

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


improve job performance, but also those, which bring about growth of the
personality. It helps individual in the progress towards maturity and
actualization of potential capabilities so that they can become not only good
employees but better human beings.

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 trainee’s performance. When the trainees practice actually,
they gain confidence and are less likely to make errors or to forget what they
have learned.

 INDIVIDUAL DIFFERENCES
Individual training is costly. Group training is advantageous to the organization.
Individuals vary in intelligence and aptitude from person to person. Training
must be geared to the intelligence and aptitude of individual trainee.
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.
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

METHODS OF
TRAINING

ON- THE- JOB OFF- THE- JOB


METHODS METHODS

Fig - 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:


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 employee’s job area or
immediate work area.

Two broad categories of it are:

• IN HOUSE PROGRAMMES
These are conducted within the organizations own training facility; either
by training specialists from HR department or by external consultant or a
combination of both.

• OFF-SITE PROGRAMMES
It is held elsewhere and sponsored by an educational institution, a
professional association, a government agency or an independent training
and development firm. The various off- the- job-training programmes are as
follows:
• Vestibule training: Herein, actual work
conditions are simulated in a classroom. Material, files and equipment those
are used in actual job performance are also used in training. This type of
training is commonly used for training personnel for clerical and semiskilled
jobs. The duration 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 organization’s 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.

COMPANY PROFILE
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 everyone's full potential.
INTEGRITY
We believe in a commitment to be honest, trustworthy, and fair in all our
dealings. We commit to be loyal and devoted to our organization. We will
practice self discipline and own responsibility for our actions. We will comply
with all requirements so as to ensure that our organization is always worthy of
trust.
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 Centres in
7 locations in India. The Company has an impressive product track record - 12
types of aircraft manufactured with in-house R & D and 14 types produced
under license. HAL has manufactured over 3550 aircraft , 3600 engines and
overhauled over 8150 aircraft and 27300 engines.

HAL has been successful in numerous R & D programs developed for both
Defence and Civil Aviation sectors. HAL has made substantial progress in its
current projects:

• Dhruv, which is Advanced Light Helicopter (ALH)


• Tejas - Light Combat Aircraft (LCA)
• Intermediate Jet Trainer (IJT)
• Various military and civil upgrades.

HAL has played a significant role for India's space programs by participating in
the manufacture of structures for Satellite Launch Vehicles like

• PSLV (Polar Satellite Launch Vehicle)


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

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 Defence 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) , 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

HAL in India

Corporate Office

• Bangalore

Liaison Offices

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

Design Centers

• Bangalore
• Hyderabad
• Nasik.

Liaison Offices out of India

• London
• Moscow

FINANCIAL HIGHLIGHTS

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

TRAINING PROGRAMMES IN HAL

HAL follows the philosophy to establish and build a strong performance driven
culture with greater accountability and responsibility at all levels. To that extent
the Company views capability as a combination of the right people in the right
jobs, supported by the right processes, systems, structure and metrics. The
Company organizes various training and development programmes, both in-
house 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
HAL 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:


- Company’s strategy and policy.
- Organizational Thrust Areas.
- New Emerging Areas.

PREPARATION OF TRAINING PLAN :

The training of Executives in HAL is given by :


HAL Management Academy a unique body for imparting training to the
Executives of HAL & 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 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:
- 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.
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:
PRIMARY DATA
Primary data are those, which were collected afresh & for the first time and thus
happen to be original in character. However, there are many methods of
collecting the primary data; all have not been used for the purpose of this
project. The ones that have been used are:

 Questionnaire
 Informal Interviews
 Observation

SECONDARY DATA
Secondary data is collected from previous researches and literature to fill in the
respective project. The secondary data was collected through:

 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 No. of Respondents % of Responses
Programmes
0-5 20 40%
6-10 12 26%
10-15 10 20%
More than 15 8 15%
Total 50 100%
INTERPRETATION

45% of the officers have attended 6-15 training programmes in the last 5 years,
which is an indication of an effective training policy of the organization.
However, 40% of the officers have attended only 0-5 training programmes,
which needs to be evenly monitored by the organization.
2) The programme objectives were known to you before attending it.

Options No. of Respondents % of Responses


Strongly agree 12 25%
Moderately agree 20 35%
Can’t Say 6 15%
Moderately Disagree 2 5%
Strongly Disagree 10 20%
Total 50 100%
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 % of Responses


Strongly agree 15 30%
Moderately agree 20 40%
Can’t Say 7 15%
Moderately Disagree 5 10%
Strongly Disagree 3 5%
Total 50 100%
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%
Can’t Say 10 21%
Moderately Disagree 9 16%
Strongly Disagree 6 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%
Can’t Say 8 15%
Moderately Disagree 7 15%
Strongly Disagree 5 10%
Total 50 100%
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%
Can’t Say 5 10%
Moderately Disagree 8 15%
Strongly Disagree 5 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%
Can’t Say 18 35%
Moderately Disagree 7 15%
Strongly Disagree 3 5%
Total 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 8 15%
Moderately agree 15 30%
Can’t Say 10 20%
Moderately Disagree 10 20%
Strongly Disagree 7 15%
Total 50 100%
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 5 10%
Moderately agree 7 15%
Can’t Say 13 25%
Moderately Disagree 5 10%
Strongly Disagree 20 40%
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 No. of Respondents % of Responses


Programmes
Upto 2 31 62%
3-5 12 25%
6-8 6 10%
More than 8 1 3%
Total 50 100%
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%
Can’t Say 6 13%
Moderately Disagree 6 13%
Strongly Disagree 2 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 9 18%
Moderately agree 18 34%
Can’t Say 6 13%
Moderately Disagree 7 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%
Can’t Say 5 10%
Moderately Disagree 10 20%
Strongly Disagree 2 5%
Total 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%
Can’t Say 6 13%
Moderately 7 15%
Disagree
Strongly Disagree 5 10%
Total 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 5 10%
Can’t Say 15 30%
Moderately 10 20%
Disagree
Strongly Disagree 7 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.
16) The number of training programmes organized for workers in a
year are sufficient.
Options No. of Respondents % of Responses
Strongly agree 8 18%
Moderately agree 7 15%
Can’t Say 6 10%
Moderately 19 37%
Disagree
Strongly Disagree 10 20%
Total 50 100%
INTERPRETATION
33% respondents believe that the numbers of training programmes organized in
a year are sufficient, but a majority of 57% disagrees to this. The organization
should ensure multiple programmes for the workers and hence enable them in
improving their skills and knowledge.
17) The participation of workers in training programme would help increase its
effectiveness.
Options No. of Respondents % of Responses
Strongly agree 25 49%
Moderately agree 12 23%
Can’t Say 6 13%
Moderately 5 10%
Disagree
Strongly Disagree 2 5%
Total 50 100%
strongly
moderately disagree
disagree 5%
10%

can't say strongly agree


13% 49%

moderately
agree
23%

INTERPRETATION

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.

18) 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 workers were of the opinion that external faculty should be appointed
for the training programmes.
 The period of the training sessions should be augmented.
 The rate of the training programmes organized in a year should be
increased.
 Every one should get a chance to attend the training programmes.
 Documentaries and other films relating to issues of motivation, team
building should be screened.
 Practical examples should be used to make things easy to understand
during the training sessions.
 Better technological aids and methods should be used to make the
training sessions exciting.
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.
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 requirements.
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


QUESTIONNAIRRE

Dear Sir / Madam


I am a student of Krupanidhi Institute of Management. I am doing my
IIIrd year BBM degree. As part of my curriculam I have selected
the subject
“Executive Training and Development at Aircraft Division” as my
project work. Thus, I am submitting my questionnairre to your
kind opinon. This questionnairre is only for the study purpose.

Thanking you

Yours Faithfully

N.Deepa

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
 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
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
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
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
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

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

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