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A
RESEARCH REPORT
ON
TRAINING AND DEVELOPMENT PROCESS
AT HINDUSTAN AERONAUTICS LIMITED
Report submitted in partial fulfillment of the degree of POST GRADUATE
DIPLOMA IN MANAGEMENT
(Affiliated to AICTE)
(2009-2011)
SUBMITTED TO SUBMITTED BY
DR.SHRUTI GAUR
Faculty Guide
LBS, Gr eate r No ida
ANKITA SINGH
PGDM (6 th tr imeste r)
Roll No. 0911008
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DECLARATION
I Ank ita Singh, stude nt of PGDM (6 t tr imeste r), LLOYD BUSINESS SCHOOL, Gr eate r No ida,
her eby solemnly decla r e that the r esea r ch r epor t titled "TRAINING AND DEVELOPMENT IN
HAL" is the r esult of my work, and this f inal r esea r ch r epor t is being submitted to LBS for the
par tial f ulf illme nt of the degr ee of PGDM. I t is f ur ther endor sed her e that this r esea r ch r epor t has
not been submitted to any other univer sity or institute for the awar d of any degr ee or diploma.
ANKITA SINGHPGDM (6 thTr imeste r)
Roll No. 0911008
Date: ________________________
Place: ________________________
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ACKNOWLEDGEMENT
This is a plat for m for me convey my sincer e r egar ds for all those peo ple who enabled me to accomplish
my project work success f ully .
It is my pr ivile ge to expr ess my sincer e gr atitude to Dr. Shruti Gaur, Faculty Guide, LBS,
Greater Noida, for his r eal guida nce, encour ageme nt and valuable advice . I t is his conf idence imbibi ng
attitude and sple ndid discussi on s and endless endeav or s through which I have gained sign if icant
expe r ience.
I wo uld lik e to tha nk the entir e unit of work ing peo ple at Hindusta n A eron autics limited for their
imme nse concern throughout the project work, valuable guida nce and patie nt attitude . mak ing my
sur vey success f ul.
At the end, I am tha nkf ul to the Almighty for blessing me to complete this work S uccess f ully.
ANKITA SINGH
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PREFACE
The glo bal econo my of the day has endanger ed the sur vival of eve r y org anizati on and in par ticula r those
who w ant to have a competitive edge over the other s. The competitive edge may be a dista nt dr eam in the
abse nce of S upe r ior Q uality Pro ducts which otherw ise is the f unction of w ell-t r ained empl oyees . To day
r esour ces ar e scar ce and have to be used car ef ully and tr ainer s of all k inds ar e r equir ed to justi f y thei r
position and account for their activities . Tr aining activities , w hich ar e ill, dir ected and inadequately focused ,
do no t ser ve the pur pose of the tr ainer s. The tr ainees or the org anizati on hence identif ication of tr aining
needs becomes the to p pr ior ity of eve r y progr essive org anizati on. I dentif icati on of tr aining n eeds , if done
pro per ly, provides the basis on w hich all other tr aining activities can be conside r ed and will lead to
multis k illing, f itting peo ple to tak e ext r a r esponsibilities incr easing all round compete nce and pr epa r ing
peo ple to tak e on higher level r esp onsibility in f utu r e.
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CONTENTS
TOPIC PAGE NO.
CHAPTER-1 6-8Introduction
CHAPTER-2 9-16HAL An overview
CHAPTER-3 17-27Training & Development
CHAPTER-4 28-43Learning & Training
CHAPTER-5 44-47Training program in HAL
CHAPTER-6 48-60Research Objectives
CHAPTER-7 61-66Questionnaire
CHAPTER-8 67Conclusion
CHAPTER-9 68Recommendation
CHAPTER-10 69Bibliography
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CHAPTER-1
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EXECUTIVE SUMMARY
TRAINING AND DEVELOPMENT
To day, in ever y org anisati on per sonn el planning as an activity is necessa r y. I t is an impor tant par t of an
org anisation. H uma n R esour ce Planning is a vital ingr edie nt for the success of the org anisati on in the
long r un. T her e ar e cer tain ways that ar e to be follow ed by eve r y org anisati on, w hich ensur es that it has
r ight numbe r and k ind of peo ple, at the r ight place and r ight time , so that org anisati on can achieve its
planned o b jective .
The o b jectives of H uma n R esour ce Depar tme nt ar e Huma n R esour ce Planning, R ecr uitme nt and
Selecti on, Tr aining and Develo pme nt, Car eer planning, Tr ansf er and Pro motion, R isk M anageme nt,
Perfor mance A ppr aisal and so on. E ach o b jective needs special atte ntion and pro per planning and
impleme ntation.
Ever y org anizati on n eeds to have well tr ained and expe r ienced peo ple to perfor m the activities that
have to be done. If curr ent or potential jo b occupa nts can meet this r equir eme nt, tr aining is not
imp or tant. W hen this not the case , it is necessa r y to r aise the sk ill levels and incr ease the ver satility and
adaptability of employees . I t is being incr easing common for individual to change car eer s seve r al times
dur ing their work ing lives . T he pro bability of any young per son learning a jo b today and havi ng those
sk ills go basically uncha nged dur ing the for ty or so year s if his car eer is ext r emely unlik ely, may be
eve n impossible . In a r apid cha nging society empl oyee tr aining is not only an activity that is desi r able
but also an activity that an org anization must commit r esour ces to if it is to maintain a viable and
know ledgeable work for ce.
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The entir e project talk s about the tr aining and develo pme nt in theor etical as well as new concepts ,
which ar e in tr end now. H er e we have discussed what wo uld be the in put of tr aining if we eve r go for
and how can it be goo d to any org anizati on in r eaping the benef its from the money invested in ter ms
lik e (ROI) i.e. r etu rn on investme nt. What ar e the ways we can identif y the tr aining n eed of any
empl oyee and how to know w hat k ind of tr aining he can go for? Tr aining being cover ed in diff er ent
aspect lik es integr ating it with org anizational cultu r e. The best and latest available tr ends in tr aining
meth od, the benef its which we can der ive out of it. How the evaluati on should be done and how
eff ective is the tr aining all togethe r. So me of the compa nies pr actici ng tr aining in unique manner a
lesson for o ther to fo llow as to how to tr ain and r etain the best r esour ce in the wor ld to r eap the best out
of it.
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INTRODUCTION
Employee tr aining tr ies to imp rove sk ills , or add to the existi ng level of know ledge so that empl oyee is
bette r equipped to do his pr ese nt jo b, or to pr epa r e him for a higher position w ith incr eased
r esponsibilities . How ever individual grow th is not and ends in itsel f. Org anizati onal grow th need to be
measu r ed along w ith individual grow th.
Tr aining r ef er s to the teachi ng or learning activities done for the pr imar y pur pose of helpi ng membe r s
of an org anizati on to acqui r e and apply the know ledge sk ills , abilities , and attitude needed by that
org anization to acqui r e and apply the same . Bro adly spea k ing tr aining is the act of incr easing the
know ledge and sk ill of an employee for doing a par ticula r jo b.
In today¶s scenar io change is the or der of the day and the only way to deal with it is to learn and grow.
Employees have become centr al to success or f ailu r e of an org anizati on they ar e the cornuco pia of
ideas . So it high time the org anization r ealize that ³ tr ain and r etain is the mantr a of new mille nnium.´
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SCOPE OF THE STUDY
The sco pe of the study cover s in depth , the var ious tr aining pr actices , modules , for mats being fo llow ed
and is limited to the compa ny HAL and its empl oyees . T he diff er ent tr aining progr ammes
incor por ated/ f acilitated in HAL through its f aculties , outside agencies or prof ession al gro ups . It also
judges the enhanceme nt of the know ledge & sk ills of empl oyees and f eedbac k on its eff ective ness .
OBJECTIVE OF THE STUDY
The broad o b jective of the study of tr aining policies in HAL is to study the impact of tr aining on the
over all sk ill develo pme nt of work er s. The speci f ic o b jectives of the study ar e:
1. To exami ne the eff ective ness of tr aining in o ver all devel o pme nt of sk ills of
workfor ce.
2. To exami ne the impact of tr aining on the work er s.3. To study the cha nges in behavi or al pattern due to tr aining.
4. To measu r e the diff er ential cha nge in output due to tr aining
5. To compar e the cost eff ective ness in impla nting tr aining progr ammes .
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CHAPTER - 2
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HAL AN OVER VIEW
MISSION
³ 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
y CUSTOMER SATISFACTION
We ar e dedicated to buildi ng a r elati onship with our cust omer s wher e we become par tner s in f ulf illing
their missi on. W e str ive to under stand our cust omer s ' needs and to delive r products and ser vices that
f ulf ill and exceed all their r equir eme nts.
y COMMITMENT TO TOTAL QUALITY
We ar e committed to continuous improveme nt of all our activities . W e will supply products and
ser vices that confor m to highest standar ds of desi gn, manuf actu r e, r eliability , maintainability and
f itness for use as desi r ed by our cust omer s.
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y COST AND TIME CONSCIOUSNESS
We believe that our success depe nds on o ur ability to continually r educe the cost and shor ten the
delive r y per iod of o ur products and ser vices . W e will achieve this by elimi nating w aste in all activities
and continuously imp roving all processes in eve r y ar ea of o ur work.
y INNOVATION AND CREATIVITY
We believe in str iving for improveme nt in eve r y activity involved in our business by pur suing and
encour aging r isk -ta k ing, expe r imentation and learning at all levels within the compa ny with a view to
achievi ng excelle nce and competitive ness .
y TRUST AND TEAM SPIRIT
We believe in achievi ng har mon y in work lif e through mutual tr ust , tr anspar ency, co-o per ation, and a
sense of belong ing. W e will str ive for building emp ower ed teams to work tow ar ds achievi ng
org anizational goals.
y RESPECT FOR THE INDIVIDUAL
We value our peo ple. We will tr eat each other w ith dign ity and r espect and str ive for individual grow th
and r ealisati on of eve r yone's f ull potential.
y INTEGRITY
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We believe in a commitme nt to be honest , tr ustwor thy, and f air in all our deali ngs. We commit to be
loyal and devoted to o ur org anization. W e will pr actice sel f discipli ne and own r esponsibility for o ur
actions. We will comply with all r equir eme nts so as to ensur e that our org anization is always wor thy of
tr ust.
ORIGIN OF HAL
Hindustan Aeronautics Limited (HAL) came into existe nce on 1st October 1964. The
Co mpa ny was for med by the merger of H industa n Air cr af t Limited with Aeronautics India Limited and
Air cr af t Manuf actu r ing D epot, K an pur. T he Compa ny tr aces its roo ts to the pioneer ing effor ts of an
indust r ialist with extr aor dinar y vision, the late Seth Walcha nd Hir acha nd, w ho set up Hindusta n
Air cr af t Limited at Bangalor e in association w ith the er stwhile
pr incely State of M ysor e in Decembe r 19 4 0. T he Government of In dia became a shar eholder in M ar ch
194 1 and took o ver the Manageme nt in 19 42 .
To day, HAL has 19 Pro ducti on Un its and 9 R esea r ch and Design C enter s in 7 locations in In dia . T he
Co mpa ny has an impr essive product tr ack r ecor d ± 12 types of air cr af t manuf actu r ed with in-house R &
D and 14 types produced under lice nse. HAL has manuf actu r ed over 3550 aircraft 3 600 engines and
over hauled over 8150 aircraft and 27300 engines . HAL has been success f ul in nume rous R & D
progr ams develo ped for both Def ense and Civil Aviati on sect or s. HAL has made substa ntial progr ess in
its curr ent projects:
y Dhr uv, w hich is Adva nced Light Helico pter (ALH)
y Te jas - Light Combat Air cr af t (LCA)
y Inter mediate Jet Tr ainer (IJT)
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y ar ious milita r y and civil upgr ades .
y HAL has played a sign if icant role for In dia 's space progr ams by par ticipati ng in the manuf actu r e
of str uctu r es for S atellite Launch Vehicles lik e
y PSLV (Po lar S atellite Launch Vehicle )
y GSLV (G eo-synchrono us Satellite Launch Vehicle )
y IRS (In dian R emote Satellite )
y INSAT (In dian National Satellite )
y HAL has for med the follow ing Jo int Ventur es (JV s):
y BAeHAL Sof twar e Limited
y Indo-R ussia n Aviati on L imited (IRAL)
y Snecma HAL A erospace Pvt Ltd
y SAMTEL HAL D isplay System Limited
y HALBIT A vion ics Pvt Ltd
y HAL -Edgewoo d Technolog ies Pvt Ltd
y INFOTECH HAL L td
y A par t fro m these seve n, o ther ma jor dive r sif icati on projects ar e Indust r ial Mar ine Gas Tur bine
and Air por t Ser vices . S ever al Co-producti on and Joint Ventur es with international par ticipati on
ar e under conside r ation. HAL' s supplies / ser vices ar e mainly to In dian D ef ense Ser vices , Co ast
y Guar ds and Bor der Secur ity For ces . Tr anspor t Air cr af t and Helic o pter s have also been supplied
to A ir lines as well as State Governments of In dia . The Compa ny has also achieved a foothold in
expor t in mor e than 3 0 countr ies, havi ng dem onstr ated its quality and pr ice competitive ness .
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y HAL has won seve r al International & N ational Aw ar ds for achieveme nts in R&D, T echnolog y,
Manager ial Perfor mance, E xpor ts, En ergy Con ser vation, Q uality and Fulf illme nt of So cial
R esponsibilities .
y HAL w as awar ded the ³INTERNATIONAL GOLD MEDAL AWARD´ for Cor por ate
Achieveme nt in Quality and Eff icie ncy at the International Summit (G lo bal R ating L eade r s
2 003 ), Lon don, UK by M/s Glo bal R ating, UK in conjunction w ith the International
Infor mation and Mark eting C entr e (IIMC).
y HAL w as pr esented the International - ³ARCH O F EUROPE´ Aw ar d in Go ld Cate gor y in
r ecogn ition for its commitme nt to Q uality , Leade r ship , T echnolog y and Inno vation.· A t the
National level , HAL won the "GOLD TROPHY" for excelle nce in Public Sector M anageme nt,
instituted by the Standing Conf er ence of P ublic En ter pr ises (SCOPE).
y The Compa ny scaled new heights in the f inancial year 2 006 -07 with a turnover of R s.7 ,7 83 .61
Cror es.
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HAL PRODUCT PROFILE
Su 30 MKI
Tw in-seate r, M ulti- ro le, Long r ange Fighte r / Bomber / Air S upe r ior ity Air cr af t
MiG-27 M
Single-seate r T actical Fighter / Bo mber w ith var iable sweep wings
EJECTION SEAT
The Ejection S eat is installed to provide saf e escape to the Pilot from the Air cr af t while
catapuli ng is eff ected with the help of a combined Ejection G un. T he Division has the f acilities and
expe r tise in the manuf actu r e and over haul of e jection seats for both MiG-27 M and MiG-2 1 var iants.
Jaguar International
HAL comme nced producti on of J aguar In ternational - deep penetr ation str ik e and battle f ield tactical
Supp or t Air cr af t in 19 7 9 under lice nce from Br itish Aerospace , includi ng the engine, access or ies and
avion ics.Jaguar air cr af t is desi gned with 7 har d points ( 4 under w ing, 2 over w ing and 1 under
f usela ge) capable of.
Dhruv (Advanced Light Helicopter)
With a proven tr ack r ecor d and established tech nology for manuf actu r e of helic o pter s and
its components, the Helic o pter Division comme nced ser ies producti on of D hr uv (Adva nced Light
Helic o pter) in 2 000 - 2 001. T he ALH is a multi- ro le, multi-missi on helic o pter in 5 .5 ton class , f ully
desi gned and develo ped by HAL. B uilt to FAR 2 9 speci f icati ons, D hr uv is designed to meet the
r equir eme nt of both milita r y and civil o per ator s.
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Major Features
y Designed to perfor m both utility and attac k ro les
y · Tw in engine conf igur ation w hich allow s continued f light vir tually throughout the f light
envelo pe
y Incor por ates a numbe r of adva nced tech no log ies ± Integr ated Dynamic System (IDS) , An ti-
r esonance Vibr ation I solation S ystem (ARIS) , Full Author ity Digital Elect ron ic Con trol
(FADEC) , H ingeless Main Ro tor, B ear ingless Tail Ro tor and Automatic Flight Con trol
y System
y 7 Dhr uv Helico pter s wer e delive r ed to In dian D ef ence For ces in 2 000 -2 001 E xpor ts :
y Air bus A32 0 Forw ar d Passe nger Door s
y Boeing 757 Over W ing E xit Door s
y Boeing 777 U plock Bo x Assembly
y Boeing 7 67 Bulk C argo Door s
y Boeing 737 Fr eighte r Con ver sion K its
y BAE S ystems ± Torn ado P ylons
y Fokk er Aerostr uctu r es ± F5 0 Hor izontal Stablize r s
y Boeing -3 D-Mo delli ng / Digitisati on of Dr awings
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HAL in India
Corporate Office
· B angalor e
Liaison Offices
· M umbai
· D elhi
· C hennai
· V isha k apat nam
· M anuf actu r ing Un its
· B angalor e
· H yder abad
· Lucknow
· Korw a ( UP)
· Kor aput (Or issa )
· K an pur
· N asik ( M ahar asht r a)
Design Centers
· B angalor e
· H yder abad
· N asik.
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Liaison Offices out of India
· Lon don
· Mo scow
FINANCIAL HIGHLIGHTS
R upees in Cror es
Particulars 2007-08 2008-09 Growth over Previous Year
Sales 8625 10373 2 0.27%
VOP 8 7 91 11811 34 .35%
Prof it befor e tax 2 164 2335 7 .90%
Prof it af ter tax 1632 174 0 6.6 2%
Gro ss Block 2255 2 63 8 16.98 %
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AN OVERVIEW TO TRAINING AND DEVELOPMENT
It is a subsystem of an org anizati on. I t ensur es that r andomness is r educed and learning or behavi or al
cha nge tak es place in str uctu r ed for mat .
TRADITIONAL AND MODERN APPROACH OF TRAINING AND DEVLOPMENT
Traditional Approach
Mo st of the org anizati ons befor e never used to believe in tr aining. T hey wer e holding the tr aditi onal
view that manager s ar e born and not made . Ther e wer e also some views that tr aining is a ver y costly
aff air and not wor th. Org anizati ons used to believe mor e in executive pinching. B ut now the scenar io
seems to be changing.
The modern approach
of tr aining and develo pme nt is that Indian Org anizations have r ealized the impor tance of cor por ate
tr aining. Tr aining is now conside r ed as mor e of r etention too l than a cost. The tr aining system in In dia n
Indust r y has been changed to cr eate a smar ter workfor ce and yield the best r esults .
TRAINING DEFINED
It is a learning process that involves the acquisiti on of know ledge, shar pening of sk ills , concepts , r ules ,
or changing of attitudes and behaviour s to enhance the perfor mance of employees . Tr aining is activity
leadi ng to sk illed behavi or
y It¶s not what you want in lif e, but it¶s know ing how to r each it
y It¶s not wher e you want to go, but it¶s know ing how to g et ther e
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y It¶s not how high you want to r ise, but it¶s know ing how to tak e off
y It may not be quite the outcome you wer e aimi ng for, but it will be an outcome
y It¶s not what you dr eam of doing, but it¶s havi ng the know ledge to do it
y It's not a set of go als, but it¶s mor e lik e a vision
y It¶s not the goal you set , but it¶s what you need to achieve it
y Tr aining is about know ing w her e you stand (no matte r how goo d or bad the curr ent
situati on look s) at pr esent, and wher e you will be af ter some point of time . Tr aining is
about the acquisiti on of know ledge, sk ills , and abilities (KSA) through prof essional
devel o pment.
Importance of Training and Development
y Optimum Utilization of Human Resources
Tr aining and Develo pment helps in o ptimizi ng the utilizati on of huma n r esour ce that f ur ther helps the
empl oyee to achieve the org anizational goals as well as their individual goals.
y Development of Human Resources
Tr aining and Develo pme nt helps to provide an o ppor tunity and broad str uctu r e for the devel o pme nt of
huma n r esour ces¶ tech nical and behavi or al sk ills in an org anization. I t also helps the employees in
attaining per sonal grow th.
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y Development of skills of employees
Tr aining and Develo pme nt helps in incr easing the jo b know ledge and sk ills of employees at each level .
It helps to expa nd the hor izons of huma n intellect and an o ver all per sonality of the empl oyees
y productivity
Tr aining and Develo pme nt helps in incr easing the productivity of the employees that helps the
org anization f ur ther to achieve its long -te r m goal
y Team spirit
Tr aining and Develo pme nt helps in inculcati ng the sense of team work, team spir it, and inter -team
collab or ations. I t helps in inculcati ng the zeal to learn w ithin the empl oyees
y Organization Culture
Tr aining and Develo pme nt helps to devel o p and improve the org anizational health cultu r e and
eff ective ness . I t helps in cr eating the learning cultu r e within the org anization.
y Organization Climate
Tr aining and Develo pme nt helps buildi ng the positive per cepti on and f eeli ng about the org anizati on.
The empl oyees get these f eeli ngs from leade r s, sub or dinates , and peer s.
y Quality
Tr aining and Develo pme nt helps in improving upon the quality of work and work -lif e.
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y Healthy work-environment
Tr aining and Develo pment helps in cr eating the healthy work ing environ ment. It helps to build goo d
empl oyee, r elati onship so that individual goals aligns with org anizational goal.
y Health and Safety
Tr aining and Develo pme nt helps in improving the health and saf ety of the org anization thus pr eve nting
o bsolesce nce.
y Morale
Tr aining and Develo pme nt helps in improving the mor ale of the work for ce.
y Image
Tr aining and Develo pme nt helps in cr eating a bette r cor por ate image.
y Profitability
Tr aining and Develo pme nt leads to improved prof itability and mor e positive attitudes tow ar ds prof it
or ientation.
y Training and Development aids in organizational development
i.e. Org anizati on g ets mor e eff ective decisi on mak ing and pro blem solving. I t helps in under standing
and carr ying o ut org anizational policies .
y Tr aining and Develo pment helps in devel o ping leade r ship sk ills , motivati on, loyalty ,
bette r attitudes , and other aspects that success f ul work er s and manager s usually display .
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TRAINING AND DEVELOPMENT OBJECTIVES
The pr incipal o b jective of tr aining and develo pme nt divisi on is to mak e sur e the availability of a sk illed
and willing workfor ce to an org anizati on. In additi on to that , ther e ar e four o ther o b jectives: Individual ,
Org anizati onal, Functional, and So cietal .
y Individual Objectives
help employees in achievi ng thei r per sonal goals, which in turn, enhances the individual
contr ibution to an org anization.
y Organizational Objectives
assist the org anization w ith its pr imar y o b jective by br ing ing individual eff ective ness .
y Functional Objectives
maintain the depa r tme nt¶s contr ibuti on at a level suitable to the org anization¶s needs .
y Societal Objectives
ensur e that an org anization is ethically and socially r esp onsible to the needs and challe nges of
the society .
Importance of Training Objectives
Tr aining o b jective is one of the most imp or tant par ts of tr aining progr am. While some peo ple think of
tr aining o b jective as a waste of valuable time . The counter argume nt her e is that r esour ces ar e always
limited and the tr aining o b jectives actually lead the design of tr aining. I t provides the clea r guideli nes
and devel o ps the tr aining progr am in less time because o b jectives focus speci f ically on n eeds . I t helps
in adhe r ing to a plan. Tr aining o b jectives tell the tr ainee that what is expected out of him at the end of
the tr aining progr am. Tr aining o b jectives ar e of gr eat sign if icance from a numbe r of stak eholder
per spectives .
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1. Tr ainer
2 . Tr ainee
3 . Designer
4 . E valuat or
y Trainer
The tr aining o b jective is also benef icial to tr ainer because it helps the tr ainer to measu r e the
progr ess of tr ainees and mak e the r equir ed ad justme nts. Also, tr ainer comes in a position to
establish a r elationship between o b jectives and par ticula r segments of tr aining.
y Trainee
The tr aining o b jective is benef icial to the tr ainee because it helps in r educi ng the anxiety of the
tr ainee up to some exte nt. No t know ing anything or go ing to a place which is unknown cr eates
anxiety that can negatively aff ect learning. T her efor e, it is impor tant to k eep the par ticipa nts
awar e of the happe nings, r athe r than k eeping it sur pr ise.
Secondly , it helps in incr ease in concentr ation, w hich is the cr ucial f actor to
mak e the tr aining success f ul. T he o b jectives cr eate an image of the tr aining progr am in tr ainee¶s
mind that actually helps in gaining atte ntion. T hir dly, if the goal is set to be challe nging and
motivati ng, then the lik elihoo d of achievi ng those goals is much higher than the situati on in
which no go al is Set. Ther efor e, tr aining o b jectives helps in incr easing the pro bability that the
par ticipa nts will be success f ul in tr aining.
y Designer
The tr aining o b jective is benef icial to the tr aining desi gner because if the desi gner is awar e
what is to be achieved in the end the n he¶ll buy the tr aining pack age accor ding to that on ly. T he
tr aining designer wo uld the n look for the tr aining meth ods, tr aining equipme nts, and tr aining
content accor dingly to achieve those o b jectives . Fur ther mor e, planning always helps in deali ng
eff ectively in an unexpected situati on. Con side r an example; the o b jective of on e tr aining
progr am is to deal eff ectively with cust omer s to incr ease the sales . S ince the o b jective is known,
the desi gner w ill design a tr aining progr am that will include ways to improve the inter per sonal
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sk ills , such as ver bal and non ver bal language, deali ng in unexpected situati on i.e. w hen ther e is
a def ect in a product or w hen a cust omer is angr y. T her efor e, w ithout any guida nce, the tr aining
may not be designed app ro pr iately .
y Evaluator
It becomes easy for the tr aining evaluat or to measu r e the progr ess of the tr ainees because the
o b jectives def ine the expected perfor mance of tr ainees . Tr aining o b jective is an impor tant to
too l to judge the perfor mance of par ticipa nts.
Training and Human Resource Management
The HR f unction ing is cha nging w ith time and with this cha nge, the r elati onship between the tr aining
f unction and other manageme nt activity is also changing. T he tr aining and develo pme nt activities ar e
now equally impor tant with that of o ther HR f unctions. Gon e ar e the days , when tr aining w as
conside r ed to be f utile , waste of time , r esour ces, and money. Now -a-days , tr aining is an investme nt
because the depa r tme nts such as, mark eting & sales , HR, producti on, f inance, etc depe nds on tr aining
for its sur vival . If tr aining is not conside r ed as a pr ior ity or no t seen as a vital par t in the org anizati on,
then it is diff icult to accept that such a compa ny has eff ectively carr ied out HRM. Tr aining actually
provides the o ppor tunity to r aise the prof ile devel o pment activities in the org anization. To incr ease the
commitme nt level of empl oyees and grow th in quality moveme nt (concepts of HRM), senior
manageme nt team is now incr easing the ro le of tr aining. S uch concepts of HRM r equir e car ef ul
planning as well as gr eate r emphasis on employee devel o pment and long ter m educati on.
Tr aining is now the impor tant too l of H uma n R esour ce Manageme nt to control the att r ition r ate
because it helps in motivati ng empl oyees , achievi ng their prof essional and per sonal goals, incr easi ng
the level of jo b satis f action, etc . As a r esult tr aining is given on a var iety of sk ill develo pme nt and cover s a multitude of cour ses.
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Role of HRD Professionals in Training
This is the er a of cut-th roat competiti on and with this cha nging scenar io of business; the ro le of HR
prof essionals in tr aining has been w idened. HR ro le now is:
1. A ctive involveme nt in employee educati on
2 . R ewar ds for improveme nt in perfor mance
3 . R ewar ds to be associated with sel f esteem and sel f wor th
4 . Pro viding pr e-empl oyme nt mark et or iented sk ill develo pme nt educati on and post empl oyme nt supp or t for adva nced educati on and tr aining
5. Flexible access i.e. anytime , anywher e tr aining.
Models of Training
Tr aining is a sub-system of the org anization because the depa r tme nts such as, mark eting & sales , HR, producti on, f inance, etc depe nds on tr aining for its sur vival . Tr aining is a tr ansfor ming process that
r equir es some in put and in turn it produces output in the for m of know ledge, sk ills , and attitudes
(KSA s).
THE TRAINING SYSTEM
A S ystem is a combination of things or par ts that must work togethe r to perfor m a par ticula r f uncti on.An org anizati on is a system and tr aining is a sub system of the org anizati on. T he System A pproach
views tr aining as a sub system of an org anization. S ystem A pproach can be used to exami ne broad
issues lik e o b jectives , f unctions, and aim. It establishes a log ical r elationship between the seque ntial
stages in the process of tr aining n eed analysis (TNA), for mulati ng, delive r ing, and evaluati ng. T her e
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ar e 4 necessa r y in puts i.e. technology, man, material, time required in every system to produce
products or services. And eve r y system must have some output from these in puts in or der to sur vive .
The output can be tangible or intangible depe nding upon the org anizati on¶s r equir eme nt. A system
app roach to tr aining is planned cr eation of tr aining progr am. This app roach uses step-by-step
procedu r es to solve the pro blems . Un der systematic app roach, tr aining is under tak en on planned basis .
Out of this planned effor t,
one such basic model of f ive steps is system model that is explai ned below. Org anizati on ar e work ing
in o pen environ ment i.e. ther e ar e some internal and exte rnal for ces , that poses thr eats and
o ppor tunities , ther efor e, tr ainer s need to be awar e of these for ces which may impact on the content,
for m, and conduct of the tr aining effor ts. The internal for ces ar e the var ious dema nds of the
org anization for a bette r learning environ ment; need to be up to date with the latest tech nolog ies.
The thr ee model of tr aining ar e:
1. System Mo del
2 . In str uctional System Develo pme nt Mo del
3 . Tr ansitional model
System Model Training
The system model consists of f ive phases and should be r epeated on a r egular basis to mak e f ur ther
imp roveme nts. The tr aining should achieve the pur pose of helpi ng employee to perfor m their work to
r equir ed standar ds.
Mo del of tr aining ar e as follow s:
1. An alyze and identif y the tr aining n eeds i.e. to analyze the depa r tme nt, jo b, empl oyees r equir eme nt,
who needs tr aining, w hat do they need to learn, estimati ng tr aining cost, etc.
2 . T he next step is to devel o p a perfor mance measu r e on the basis of w hich actual perfor mance wo uld
be evaluated .
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3 . Design and provide tr aining to meet identif ied needs . T his step r equir es devel o ping o b jectives of
tr aining, identif ying the learning steps , seque ncing and str uctu r ing the contents.
4 . Develo p- This phase r equir es listing the activities in the tr aining progr am that will assist the
par ticipa nts to learn, selecti ng delive r y meth od, exami ning the tr aining mate r ial, validati ng infor mati on
to be impa r ted to mak e sur e it accomplishes all the goals & o b jectives .
5 . Impleme nting is the har dest par t of the system because one wrong step can lead to the f ailu r e of
whole tr aining progr am.
6. E valuati ng each phase so as to mak e sur e it has achieved its aim in ter ms of subseque nt work
perfor mance. Mak ing n ecessa r y ame ndme nts to any of the pr evious stage in or der to r emedy or imp rove f ailu r e pr actices Instr uctional System Develo pment Mo del(ISD)Mo del Instr uctional System
Develo pme nt model was made to answer the tr aining pro blems . T his model is widely used now -a-days
in the org anization because it is concerned with the tr aining n eed on the jo b perfor mance. Tr aining
o b jectives ar e def ined on the basis of jo b r esponsibilities and jo b desc r iption and on the basis of the
def ined o b jectives individual progr ess is measu r ed. This model also helps in dete r mining and
devel o ping the f avor able str ategies, seque ncing the content, and delive r ing media for the types of
tr aining o b jectives to be achieved .
The Instr uctional System Develo pme nt model compr ises of f ive stages:
1. ANALYSIS
This phase consist of tr aining n eed assessme nt, jo b analysis , and target audie nce analysis .
2.
PLANNING This phase consist of setti ng go al of the learning o utcome, instr uctional o b jectives that measu r es
behavi or of a par ticipa nt af ter the tr aining, types of tr aining mate r ial, media selecti on, meth ods
of evaluati ng the tr ainee, tr ainer and the tr aining progr am, str ategies to impa r t know ledge i.e.
selecti on of content, seque ncing of content, etc .
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3 . DEVELOPMENT
This phase tr anslates desi gn decisi ons into tr aining mate r ial. It consists of devel o ping cour se
mate r ial for the tr ainer includi ng handouts , work book s, visual aids , dem onstr ation pro ps, etc ,
cour se mate r ial for the tr ainee includi ng handouts of summa r y.
4. EXECUTION
This phase focuses on log istical arr angeme nts, such as arr anging spea k er s, equipme nts,
benches , podium , foo d f acilities , cooling, lighting, park ing, and other tr aining access or ies.
5 . EVALUATION
The pur pose of this phase is to mak e sur e that the tr aining progr am has achieved its aim in
ter ms of subseque nt work perfor mance. This phase consists of identif ying str engths and
weaknesses and mak ing n ecessa r y ame ndme nts to any of the pr evious stage in or der to r emedy
or improve f ailu r e pr actices .
The ISD model is a continuous process that lasts throughout the tr aining progr am. It
also highlights that f eedbac k is an impor tant phase throughout the entir e tr aining progr am. In this
model, the output of on e phase is an in put to the next phase . Tr ansitional model focuses on the
org anization as a whole. T he oute r loo p desc r ibes the vision, missi on and values of the org anizati on on
the basis of w hich tr aining model i.e. inner loo p is executed .
Vision
focuses on the milest ones that the org anization wo uld lik e to achieve af ter the
def ined point of time . A vision stateme nt tells that wher e the org anization sees itsel f f ew
year s down the line. A vision may include setti ng a role mode, or br inging some internal tr ansfor mation, or may be promisi ng to meet some other deadli nes
Mission
explai n the r eason of org anizational existe nce. It identif ies the position in the
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commu nity. The r eason of develo ping a missi on stateme nt is to motivate , inspir e, and infor m the
empl oyees r egar ding the org anizati on. T he missi on stateme nt tells about the identity that how the
org anization wo uld lik e to be viewed by the cust omer s, empl oyees , and all other stak eholder s.
Values
is the tr anslation of vision and missi on into commu nicable ideals . I t r ef lects the deeply held values of
the org anization and is indepe ndent of curr ent indust r y environ ment. For example , values may include
social r esponsibility , excelle nt cust omer ser vice , etc .
The missi on, vision, and values pr ecede the o b jective in the inner loo p. This model conside r s the
org anization as a whole. T he o b jective is for mulated k eeping these thr ee things in mind and the n the
tr aining model is f ur ther
DIFFERENCE BETWEEN TRAINING AND DEVELOPMENT:
Tr aining and develo pme nt go hand in hand and ar e of ten used synon ymously but ther e is a diff er ence
between them. Training is the process of learning a seque nce of progr ammed behavi or. I t is an
applicati on of know ledge. I t gives peo ple an awar eness of the r ules and procedu r es to g uide their
behavi or. I t intends to improve thei r perfor mance on the curr ent jo b and pr epa r es them for an intended
jo b.
Development is a r elated process . It cover s not only those activities , w hich improve jo b
perfor mance, but also those, which br ing about grow th of the per sonality . I t helps individual in the
progr ess tow ar ds matu r ity and actualizati on of potential capabilities so that they can become not only
goo d empl oyees but bette r huma n beings.
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LEARNING AND TRAINING Irr espective of the type or meth od of tr aining, a tr ainer has to k eep in mind some of the pr inciples of learning or motivati on, w hich wo uld enhance internationalizati on of w hat is tau ght.
PRINCIPLES OF TRAINING
MOTIVATION
Learning is enhanced when the learner is motivated . L earning expe r ience must be designed so learner s
can see how it will help in achievi ng the goals of the org anizati on. Eff ective ness of tr aining depe nds on
motivati on.
FEEDBACK
Tr aining r equir es f eedbac k. I t is r equi r ed so the tr ainee can corr ect his mista k es. On ly getting
infor mation about how he is doing to achieve goals, he can corr ect the deviati ons.
REINFORCEMENT
The pr inciple of r einfor ceme nt tells the behavi or s that ar e positively r einfor ced ar e encour aged and
sustai ned. I t incr eases the lik elihoo d that a learned behavi or w ell be r epeated .
PRACTICE
Pr actice incr eases a tr ainee¶s perfor mance. When the tr ainees pr actice actually , they gain conf idence
and ar e less lik ely to mak e error s or to forg et what they have learned.
INDIVIDUAL DIFFERENCES
Individual tr aining is costly . Gro up tr aining is adva ntageous to the org anization. In dividuals var y in
intelli gence and aptitude from per son to per son. Tr aining must be gear ed to the intelli gence and
aptitude of individual tr ainee.
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OBJECTIVES OF TRAINING
TO INCREASE PRODUCTIVITY
An instr uctor can help employees incr ease thei r level of perfor mance on their assignment. Incr ease in
huma n perfor mance leads to incr ease in the o per ational productivity and also the incr ease in the prof it
of the compa ny.
TO IMPROVE QUALITY
Bette r -tr ained work er s ar e less lik ely to mak e o per ational mista k es. It can be in r elati onship to the
compa ny or in r ef er ence to the intangible org anizational employme nt atmosphe r e.
TO HELP A COMPANY FULFILL ITS FUTURE PERSONNEL NEEDS
The org anizations havi ng goo d internal tr aining and develo pme nt progr ammes will have to mak e less
cha nges and ad justme nts. When the need ar ises , vaca ncies can be easily sta ff ed.
TO IMPROVE ORGANIZATIONAL CLIMATE
An endless chai n of positive r eactions r esult fro m a well planned tr aining progr amme .
TO IMPROVE HEALTH AND SAFETY
Pro per tr aining can pr eve nt indust r ial accide nts. A saf er atm osphe r e leads to
mor e stable attitudes on par t of the empl oyees .
PERSONAL GROWTH
Employees on a per sonal basis gain individually fro m thei r exposur e to educati onal exp r essions.
Tr aining progr ammes give them wider awar eness and sk ills
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NEED FOR TRAINING
To impa r t to the new entr ants the basic know ledge and sk ills they need for def inite task s.
To assist empl oyees to f unction mor e eff ectively in thei r pr esent positions by exposing them to new
concepts .
To build a line of compete nt peo ple and pr epa r e them to o ccupy mor e r esponsible positions.
To r educe the supe r vision time , wasta ge and spoilage of n ew mate r ial.
To r educe the def ects and minimize the indust r ial accide nts.
To ensur e the econo mical output of the r equir ed quality .
To pr event o bsolesce nce.
To promote individual and collective mor ale, r esponsibility and coo per ative attitudes etc .
TRAINING INPUTS
Ther e ar e thr ee basic types of in puts;
(i)Sk ills
(ii)Attitude
(iii)Know ledge.
The pr imar y pur pose of tr aining is to establishi ng a sound r elationship is at its best when the work er s
attitude to the jo b is r ight, when the work er s know ledge of the jo b is adequate , and he has devel o ped
the necessa r y sk ills . Tr aining activities in an indust r ial org anizati on ar e aimed at mak ing desir ed
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modif icati ons in sk ills , attitudes and know ledge of employee so that they perfor m thei r jo bs most
eff icie ntly and eff ectively
.BEST TIME TO IMPART TRAINING TO EMPLOYEE
1. NEW RECRUITS TO THE COMPANY
These have a r equir eme nt for inducti on into the compa ny as a whole in ter ms of its business activities
and per sonn el policies and provisions, the ter ms, conditions and benef its app ro pr iate to the par ticula r
empl oyee, and the car eer and adva nceme nt o ppor tunities available .
2. TRANSFEREES WITHIN THE COMPANY
These ar e peo ple who ar e moved fro m one jo b to another, eithe r w ithin the same work ar ea, i.e. the
same depa r tme nt or f unction, or to dissimila r work under a diff er ent manageme nt. Un der this headi ng
we ar e excludi ng promotions, w hich tak e peo ple into entir ely new levels of r esponsibility .
3. PROMOTIONS
Although simila r to the tr ansf er ee in that ther e is a new jo b to be learned in new surro undings, he is
dissimila r in that the promotion has brought him to a new level of supe r visor y or manageme nt
r esponsibility . The cha nge is usually too impor tant and diff icult to mak e success f ully to per mit one to
assume that the promotes will pick it up as he goes along and atte ntion has to be paid to tr aining in the
task s and the r esponsibilities and per sonal sk ills necessa r y for eff ective perfor mance.
4. NEW PLANT OR EQUIPMENT
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Even the most expe r ienced o per ator has eve r ythi ng to learn w hen a compute r and elect ron ic controls
r eplace the pr evious manual and elect ro-mecha nical system on the process plant on w hich he work s.
Ther e is no less a tr aining r equi r eme nt for the supe r visor s and process manageme nt, as well as for
technical ser vice production control and other s.
5. NEW PROCEDURES
Mainly for those who work in off ices in comme r cial and admi nistr ative f unctions but also for those
who w e work place is on the sho p f loor or on process plant on any occasi on on w hich ther e
is a modif icati on to existi ng paperwork or procedu r e for, say the withd r awal of mate r ials fro m stor es,the control of cust omer cr edit the app roval of expe nse claims , ther e needs to be instr uction on the
cha nge in the way of work ing in many insta nces , a note br ing ing the attention of all concerned the
cha nge is assume to be suff icie nt, but ther e ar e cases , such as when total new systems in cor por ating IT
up dates ar e installed , w hen mor e thoro ugh tr aining is needed .
6. NEW STANDARDS, RULES AND PRACTICES
Changes in any one these ar e lik ely to be conveyed by pr inted note or by wor d of mouth by the
manager to his subor dinates , and this can be the most satis f action w ay of deali ng w ith the cha nge fro m
the point of view of g etting those aff ected to under stand thei r new r esponsibility . How ever no t all
cha nges under this headi ng can be lef t to this sor t of handling. E ven the simplest look ing instr uction
may be r egar ded as undesir able or impr acticable by whoever has to perfor m it he may not under stand
the pur pose behind the change and lose conf ide nce in a manageme nt which he now believes to be
µmessi ng about¶, or he may under stand the pur pose and have a bette r alte rnative to off er if it is not too
late .
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7. NEW RELATIONSHIP AND AUTHORITIES
These can ar ise, as a r esult of manageme nt decisi ons, in a numbe r of w ays . In examples , the r ecogn ition
of the acc ounts depa r tme nt can r esult in a r ealizati on of r esponsibilities between the section leade r s of
cr edit control, invoicing and cust omer r ecor ds, although ther e is no moveme nt of sta ff between the
sections (i.e. no tr ansf er s). A lthough the cha nge in work content for each clerk and supe r visor is
def ined clea r ly for each per son in the new procedu r es, ther e is neve r theless a need for each per son to
know w her e he stands in the new set up, which is r esponsible for w hat , and wher e to dir ect pro blems and enquir ies as they ar ise in the f utu r e.
8. MAINTENANCE OF STANDARDS
We ar e her e concerned with maintenance of standar ds through tr aining, for it must be r emembe r ed that
supe r vision and inspecti on and quali f y contro l ar e continuously r esponsible for standar ds and exe r cise
their own author ities to this end. A lthough it is gener ally agr eed that some r etr aining fro m time to time ,
tak ing var ied for ms eve n for the on gro up of empl oyees , does act as both a r eminder and a stimulus ,
ther e is not much agr eeme nt on the next fr eque ncy and for m that such r etr aining should tak e, of ther e is
as yet little scie ntif ic know ledge on this sub ject which is of much use in indust r ial situati ons.
9. THE MAINTENANCE OF ADAPTABILITY
Again, w hilst ther e is little scie ntif ic study of the loss of ability to learn n ew sk ills in those cases wher e
peo ple spe nd a long time without change, and without the need to learn, ther e is incr easi ng evide nce in
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curr ent expe r ience to suggest that this is the case in indust r ial employme nt. Add, of cour se, ther e is the
inf er ence ar ising fro m the labor ator y expe r iments of psych olog ists .
10. THE MAINTENANCE OF MANAGEMENT SKILLS &
STANDARDS
Sk ills in supe r visi ng, employee app r aisal , commu nicati ons, leade r ship etc ar e imp or tant in all
compa nies. So me of these sk ills ar e see n to be cr itical to ma jor devel o pments in compa ny org anisati on,
cultu r e, employee emp ower ment and so on. In itial tr aining in these sk ills is not uncommon in the
largest compa nies on appointme nt into manageme nt and supe r vision. B ut continuous tr aining and perfor mance mon itor ing is r ar e, despite the common know ledge that standar ds ar e as var ied as huma n
natu r e.
11. RETIREMENT AND REDUNDANCY
Employees of any position in the compa ny who ar e headi ng towar ds r etir eme nt will benef it fro m
learning about health , social lif e, work o ppor tunities money manageme nt etc . Internal or exte rnal
cour ses ar e best atte nded a year or two befor e r etir eme nt date , in a f ew compa nies a membe r of
Per sonnel will act as a counselor as r equir ed.
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TYPES OF TRAINING
Tr aining is r equi r ed for seve r al pur poses. Accor ding ly tr aining progr ammes may be of the follow ing
types:
Orientation training :
Inducti on or or ientation tr aining seek s to ad just newly appointed empl oyees to the work environ ment.
Ever y new employee needs to be made f ully f amilia r w ith his jo b, his supe r ior s and subor dinates and
with the r ules and r egulati ons of the org anization. In ducti on tr aining cr eates self -conf idence in the
empl oyees . It is also know s as pr e- jo b tr aining.
It is br ief and infor mative .
Job training :
It r ef er s to the tr aining provided with a view to incr ease the know ledge and sk ills of an employee for
perfor mance on the jo b. E mployees may be tau ght the corr ect meth ods of handling equipme nt and
machi nes used in a jo b. Such tr aining helps to r educe accide nts, waste and ineff icie ncy in the
perfor mance of the jo b.
Safety training :
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Tr aining provided to minimize accide nts and dama ge to machi ner y is known as saf ety tr aining. I t
involves instr uction in the use of saf ety devices and in saf ety consciousness .
Promotional training :
It involves tr aining of existi ng employees to enable them to perfor m higher -level jo bs. E mployees with
potential ar e selected and they ar e given tr aining befor e their promotion, so that they do no t f ind it
diff icult to shoulde r the higher r esponsibilities of the new positions to w hich they ar e promoted .
Refresher training :
When existi ng tech niques become o bsolete due to the develo pment of bette r techniques , empl oyees
have to be tr ained in the use of n ew meth ods and techniques . With the passa ge of time employee may
forg et some of the meth ods of doing work. R efr eshe r tr aining is desi gned to r evive and r efr esh the
know ledge and to update the sk ills of the existi ng empl oyees . Shor t-te r m r efr eshe r cour ses have
become po pular on account of r apid cha nges in tech nolog y and work meth ods. R efr eshe r or r e-tr aining
progr ammes ar e conducted to avoid o bsolesce nce of know ledge and sk ills .
METHODS OF TRAINING
ON-THE-JOB TECHNIQUES
On the jo b tech niques enables manager s to pr actice manageme nt sk ills , mak e mista k es and learn fro m
thei r mista k es under the guida nce of an expe r ienced , compete nt manager. So me of the meth ods ar e as:
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· Job Rotation : It is also r ef err ed to as cross str aining. I t involves placi ng an employee on diff er ent
jo bs for per iods of time r anging fro m a f ew hour s to seve r al week s. At lower jo b levels , it nor mally
consumes a shor t per iod, such as f ew hour s or on e or two days . At higher jo b levels , it may consume
much larger per iods because sta ff tr ainees may be learning complex f unctions and r esponsibilities . Jo b
rotation for manager s usually involves temp or ar y assi gnments that may r ange from seve r al mon ths to
one or mor e year s in var ious depa r tme nts, plants and off ices . Jo b rotation for tr ainees involves seve r al
shor t-te r m assignments, that touch a var iety of sk ills and gives the tr ainees a gr eate r under standing of
how var ious work ar eas f unction. For middle and uppe r level manageme nt, it ser ves a slightly diff er ent
f unction. A t this stage, it involves late r al pro motions, which last for on e or mor e year s. I t involves a move to diff er ent work environ ment so that manager may develo p compete nce in g ener al manageme nt
decisi on-mak ing sk ills .
METHODS OF TRAINING
1. ON- THE - JOB METHODS
2 . OFF- THE - JOB METHODS
By giving an employee added jo b duties , and incr easing the autono my and r esponsibilities associated
with the jo b, the f ir m allows an employee to learn a lot about the jo b, depa r tme nt and org anization.
Job instruction training :
It is also known as step-by-step tr aining. H er e, the tr ainer explai ns the tr ainee the way of
doing the jo bs, jo b know ledge and sk ills and allows him to do the jo b. The tr ainer
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app r aises the perfor mance of the tr ainee, provides f eedbac k infor mation and corr ects the
tr ainee. In simple wor ds, it involves pr epa r ation, pr esentation, perfor mance, and tr yout
and follow up.
Coaching :
The tr ainee is placed under a par ticula r supe r visor w ho f unctions as a coach in tr aining
the individual . T he supe r visor provides the f eedbac k to the tr ainee on his perfor mance
and off er s him some suggestions for improveme nt. Of ten the tr ainee shar es some duties
and r esponsibilities of the coach and r elives him of his bur den. A dr aw back is that the
tr ainee may not have the fr eedom or o ppor tunity to expr ess his own ideas .
Committee assignments :
Her e in, a gro up of tr ainees ar e given and ask ed to solve an actual org anizati onal
pro blem. The tr ainees solve the pro blem jointly. This devel o ps team work and gro up
cohesive ness f eelings among st the tr ainees.
OFF-THE-JOB TRAINING
It includes anything perfor med away fro m the employee¶s jo b ar ea or immediate work ar ea.
Two broad cate gor ies of it ar e
IN HOUSE PROGRAMMES
These ar e conducted within the org anizations own tr aining f acility; eithe r by tr aining specialists
from HR depa r tme nt or by exte rnal consulta nt or a combination of both.
OFF-SITE PROGRAMMES
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It is held else wher e and sponsor ed by an educati onal instituti on, a prof essional associati on, a
government agency or an indepe ndent tr aining and devel o pment f ir m. T he var ious off - the- jo b-
tr aining progr ammes ar e as follow s:
Vestibule training:
Her ein, actual work conditions ar e simulated in a class roo m. M ate r ial, f iles and equipme nt those
ar e used in actual jo b perfor mance ar e also used in tr aining. T his type of tr aining is common ly
used for tr aining per sonn el for cler ical and semis k illed jo bs. The dur ation of this tr aining r anges
from f ew days to a f ew w eek s. T heor y can be r elated to pr actice in this meth od.
Role-playing:
It is def ined as a meth od of huma n inter action that involves r ealistic behavi our in imaginar y
situati ons. This meth od involves action doing and pr actice . T he par ticipa nts play the
o ro le of cer tain cha r acte r s, such as production manager, HR manager, for ema n, work er s
etc . This meth od is mostly used for devel o ping inter per sonal inter actions and r elations.
Lecture method:
The lectu r e is a tr aditi onal and dir ect meth od of instr uction. T he instr uction org anizes the
mate r ial and gives it to the gro up of tr ainees in the for m of a talk. To be eff ective , the lectu r e
must motivate and cr eate inter est among the tr ainees. An adva ntage of this meth od is that it is
dir ect and can be used for a large gro up of tr ainees .
Conference or discussion:
It is a meth od in tr aining the cler ical , prof essional and supe r visor y per sonn el. It involves a
gro up of peo ple who pose ideas , exami ne and sha r e f acts and data , test assumpti ons and dr aw
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conclusi ons, all of w hich contr ibute to the improveme nt of jo b perfor mance. I t has an adva ntage
that it involves two w ay commu nicati on and hence f eedbac k is provided . T he par ticipa nts f eel
fr ee to spea k in small gro ups . S uccess depe nds upon the leade r ship qualities of the per son w ho
leads the gro up.
Programmed instruction :
This meth od has become po pula r in r ece nt year s. The sub ject matte r to be learned is pr esented
in a ser ies of car ef ully planned seque ntial units. These units ar e arr anged from simple to mer e
complex levels of instr uctions. The tr ainee goes through these units by answer ing questi ons or
f illing the blank s. This meth od is expe nsive and time consumi ng.
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EXECUTIVE DEVELOPMENT PROCESS
Executives ar e the peo ple who shape the policies , mak e the decisi ons and see thei r impleme ntation in
any business org anization. T hey ar e the pr eside nt, the vice-p r eside nt, the managing dir ect or, work s
manager, plant supe r intende nt, controller, tr easu r er, off ice manager s, engineer s, dir ect or s of f unctions
such as pur chasi ng, r esea r ch, per sonn el, legal, mark eting etc .
Executive development may be stated as the applicati on of planned effor ts for r aising the
perfor mance standar ds of high level manager s, and for improving the attitudes and activities that enter
into or inf luence thei r work and thei r work r elations.
Follow ing ar e the steps , w hich ar e involved in the devel o pme nt process of executives:
OBJECTIVES
The f ir st and for emost step is to def ine the long - ter m o b jectives of tr aining and devel o pme nt of
executives .
STRENGTH AND WEAKNESS
An inventor y of manager s is tak en w ith special focus on thei r str ength in ter ms of manager ial sk ills and
other att r ibutes . Their unique capabilities , specialist know ledge and achieveme nts ar e listed down
against each . A compar ison w ith the r equir eme nt of the org anizati on w ill br ing the gap in know ledge
and sk ills of existi ng executive . This is the weakness .
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LONG- RANGE PLANS
Her e the manageme nt pr epa r es long -te r m tr aining and develo pme nt plans for their executives , which
include the annual tr aining targets , the annual budgets and the speci f ic ar ea of tr aining.
SHORT- TERM PROGRAMME
This progr amme speci f y the dur ation, sta r ting time , ending time , numbe r of executives being tr ained,
identif y the r esour ces etc .
IMPLEMENTATION
The tr aining progr amme envisa ged befor e is put into o per ation. T he actual tr aining is initiated by
pro per timetable and other arr angeme nts.
EVALUATION
In this step , the eff ective ness of the executive tr aining progr amme is evaluated by measu r ing the
imp roved perfor mance of executives who underwent the progr amme , on thei r jo b. T her e ar e var ious
cr iter ia of measu r ing eff ective ness such as validity , r eliability etc .
EVALUATING THE EFFECTIVENESS OF TRAINING
An In vest or in P eo ple evaluates the investme nt in tr aining and develo pme nt to assess achieveme nt and
imp rove f utu r e eff ective ness . Kearns (199 4 ) suggests that ther e ar e four gro ups of µmeasu r es¶ of
tr aining eff ective ness , w hich ar e used by org anization.
The gro ups ar e as follow s:
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- No M easu r eme nt
- Sub jective Measu r es
- Qualitative Measu r es
- O b jective Measu r es
The f ir st gro up, in w hich no r eal measu r eme nt occur s, includes activities under tak en as an ³A ct of
Faith ´, w her e no for m of measu r eme nt is attempted , such as initiatives to improve commu nicati ons in
org anization, w hich seem to mak e peo ple f eel goo d and appea r to have work ed in some intangible
manner.The second gro up includes sub jective r esponses fro m tr ainees/c our se dele gates , as exempli f ied by the
³H appy Sheet ´. T he main questi on ask ed is about how individuals f eel af ter the tr aining. Org anizati ons
of ten mak e the assumpti on that positive r esponses indicate tr aining success and ther efor e value to the
org anization. How ever, cour se dele gates may well give strong positive r esponse scor es for a numbe r of
r easons, includi ng the pr esentational sk ills of the tr ainer, the quality of the venue, and the ³f eel goo d´
f actor of indulging in a cr eative work gro up, and so on. Q uality measu r es appea r to be mor e o b jective
than the pr evious gro up, but ar e of ten f lawed by sub jectivity as well. They ar e typi f ied by
questi onn air es ask ing dele gates to ³ put a value on´ the lik ely benef its of a tr aining progr amme .
O b jective measu r es ar e the only r eally mea ningf ul ones. How ever, they challe nge the provide r of
tr aining to demonstr ate how their tr aining activities f eed through to the ³ bottom line´ : in ter ms of r etu rn
on investme nt and r etu rn on the capital employed . Ther e has of ten been an assumpti on, in times
past ,that tr aining somehow ³j usti f ies itsel f´, because it is all about devel o ping peo ple. How ever, it is
incumbe nt on org anizations to look cr itically at the ways in w hich they evaluate their tr aining activities ,
lest they f all pr ey to the sub ject app roach and ar e badly caught out when a r igoro us analysis of all the
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f unctions of the org anizati on¶s business is called for. A desi r able , if no t esse ntial , cha r acte r istic of all
tr aining progr ammes is a built-i n provision for evaluati on.
The four main dime nsions of evaluati on ar e:
EVALUATION OF TRAINING INPUTS
This involves the evaluati on of the tr aining curr iculum and its seque ncing.
EVALUATION OF THE TRAINING PROCESS
The climate of the tr aining org anizati on, the r elati onship between par ticipa nts and tr ainer s, the gener al
attitude , and app roaches of the tr ainer s, tr aining meth ods, etc ar e some of the impor tant eleme nts of the
tr aining process which also n eeds to be evaluated .
EVALUATION OF TRAINING OUTCOMES
Measu r ing the carr y-home value of a tr aining progr amme in ter ms of w hat has been achieved and how
much is the main task of evaluati on. T his, how ever, is a complex tech nical and prof essional task.
Benef its of a tr aining progr amme ar e not o bvious and they ar e not r eadily measu r able . Payoff s fro m
tr aining ar e intangible and r athe r slow to become appa r ent. A centr al pro blem is the abse nce of
o b jective cr iter ia and speci f ic def inition s of r eleva nt var iables by which to measu r e the eff ective ness
eithe r of speci f ic progr ammes or changes in empl oyee behavi our. N ever theless , the goo d per sonnel
manager s do mak e an effor t to systematically app r aise the benef its and r esults of thei r progr ammes .
In jo b-r elated tr aining, the o b jective is to tr ain peo ple for speci f ic jo b sk ills so that thei r productivity
may incr ease . E valuati on can be done eithe r to the dir ect cr iter ion of incr ease in output or to the indir ect
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cr iter ia of dec r ease in cost, br eak age or r e jects . E ven mor e indir ect ar e measu r es that point out changes
in abse nteeism or turnover. T he most diff icult pro blems of evaluati on lie in the ar ea of huma n r elati ons
sk ill tr aining, w hich is given to the supe r visor s and middle- level manager s. Supe r visor y and
manager ial tr aining progr ammes ar e, for this r eas on, less ame nable to o b jective r evie w procedu r es.
Much sub jectivity enter s into evaluati ons of these progr ammes , since exact standar ds and cr iter ia ar e
har d to devise .
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TRAINING PROGRAMMES IN HAL HAL fo llows the philoso phy to establish and build a strong perfor mance dr iven cultu r e with gr eate r
accountability and r esponsibility at all levels . To that exte nt the Co mpa ny views capability as a
combination of the r ight peo ple in the r ight jo bs, supp or ted by the r ight processes , systems , str uctu r e
and met r ics. T he Co mpa ny org anizes var ious tr aining and devel o pment progr ammes , both inhouse and
at other places in or der to enhance the sk ills and eff icie ncy of its employees . These tr aining and
devel o pme nt progr ammes ar e conducted at var ious levels for off icer s.
TRAINING IN HA L
HAL provides tr aining to all its employees as per the policy of the org anizati on.
PURPOSE OF TRAINING : To ensur e availability of tr ained man pow er.
SCOPE : All cate gor ies of empl oyees
IDENTIFICATION OF NEEDS
MANAGEMENT STAFF
The Perfor mance A ppr aisal for m of the org anizati on has a section in w hich the tr aining and
devel o pme nt needs ar e f illed up. The Individual Off icer f ir st identif ies the tr aining n eeds of himsel f and
then it is r ecomme nded by the r epor ting Off icer and the n by the Depar tme ntal Head .
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The Tr aining n eeds as identif ied in the PAR ar e r ecor ded by the HRD D epa r tme nt and necessa r y acti on
is tak en for impa r ting the identif ied tr aining. Tr aining n eeds ar e identif ied based on:
- Compa ny¶s str ategy and policy.
- Org anizational Thr ust Ar eas.
- New E merg ing Ar eas .
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 tr aining is impa r ted with the help of in-house and outside agencies . The selecti on of these
agencies is done on the basis of r eputati on ; progr ammes off er ed by them , past expe r ience and f eedbac k
r eceived fro m the ear lier par ticipa nts. Tr aining is also impa r ted by nominating the concerned employee
for an exte rnal tr aining progr amme . All r ecor ds of the tr aining ar e maintained at br anch as per R ecor d
of Tr aining in the Per sonn el folder and the same is intimated to the Executive Off ice Per sonn el through
the Mon thly Per sonn el R epor t.
FEEDBACK
A f eedbac k is tak en fro m the par ticipa nts through a questi onn air e on the progr amme and thei r
imp r essions in or der to f ur ther improve upon the same . Ther e ar e thr ee such questi onn air es available
and one of these is used depe nding upon the natu r e of the tr aining progr amme and the level of
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par ticipa nts. Also, a per son fro m the per sonn el depa r tme nt sits through the f inal sessi on of the
progr amme and tak es the ver bal f eedbac k about the progr amme .
INDUCTION TRAINING
This is carr ied out as the ver y f ir st step for any new entr ant into Co mpa ny. T he depa r tme nt pr epa r es a
schedule for the empl oyee as per which he is r equir ed to spend speci f ic time in each depa r tme nt.
Dur ing such per iod, he is r epor ting to the r espective depa r tme nt head . The o b jective of the inducti on
progr amme is to f amilia r ize the par ticipa nt to the f unction of diff er ent depa r tme nt. The co pies of the
same ar e sent to the Gener al Manager and all concerned. A t the end of the inducti on, the tr ainee has to
submit a r epor t to the Per sonnel Depar tme nt.
MANAGEMENT TRAINEE¶S TRAINING
Manageme nt tr ainees ar e given a for tnight of induction progr amme . Cor por ate HR advises it as per
Manageme nt Tr ainee Tr aining progr amme desi gned by them. T her eaf ter, a detailed tr aining progr amme
is carr ied out wher eby the incumbe nt is to under stand in depth of work ing of each depa r tme nt at
var ious locations as per the progr amme given by the Cor por ate HR. Cor por ate HR
maintains all r eleva nt r ecor ds per taining to M anageme nt Tr ainee¶s tr aining at Bangalor e.
A per son g ets nominated for the tr aining progr amme in the follow ing two w ays:
a) Tr aining progr amme f low ing fro m the tr aining n eeds .
b) Tr aining progr amme for testing o ut the tr aining/ incr eased awar eness/ gener al infor mati on/ omnibus
tr aining types etc .
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TRAINING PROGRAMMES FLOWING FROM TRAINING NEEDS:
The progr ammes ar e divided into thr ee broad cate gor ies:
- Functional
- Behavi or al
- Gener al/ Omnibus progr ammes
1. Functional:
The outcome of the tr aining is measu r ed by compa r ing the data pr e-t r aining and post-t r aining. A scale
is develo ped for measu r ing the eff ective ness of tr aining based on the % achieveme nt of the o b jectives .
2.Behavioral:
The eff ective ness of the tr aining of this natu r e is measu r ed annually . This is seen through the tr aining
need identif ication for the coming year for the employee. If the tr aining n eed is r epeated ther e, then the
tr aining provided is tak en as ineff ective . If the tr aining n eed is r epeated but with focus on a par t of the
need , then the tr aining is par tially eff ective . If no t
r epeated , then the tr aining is eff ective .
3.General:
These ar e the tr aining n eeds f low ing dir ectly from the org anizational needs . Examples of these can be
ISO 9000 tr aining, ISO 1 4 000 tr aining and any awar eness tr aining. T hese ar e omnibus tr aining
progr ammes , w hich ar e r un for a large numbe r of employees .
The eff ective ness of the tr aining is measu r ed by:
- Achieveme nt of those org anizational o b jectives within the time lines.
- Numbe r of audit issues r aised on the ar eas cover ed in the tr aining.
- Any other such thing as def ined in the tr aining brochur e.
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The eff ective ness of the outside tr aining progr amme is measu r ed on the same line as above. How ever,
no detailed brochur e is pr epa r ed for the same . T he measu r eme nt cr iter ion for the progr amme is def ined
in the beginn ing of the progr amme and eff ective ness measu r ed against the same . A consolidated
eff ective ness r epor t of the tr aining progr amme is pr epa r ed at the end of the yea r. T he progr ammes that
ar e found to be ineff ective ar e r ework ed.
Training programme for testing out the training
Also ther e ar e tr aining progr ammes , which ar e not f low ing dir ectly fro m the tr aining n eeds
measu r eme nt of eff ective ness of the tr aining is not needed to be measu r ed.
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CHAPTER - 3
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RESEARCH METHODOLOGY
Ever y project work is based on cer tain meth odolog y, which is a way to systematically solve the
pro blem or attai n its o b jectives . It is a ver y impor tant guideli ne and lead to completi on of any proj ect
work through o bser vation, data collecti on and data analysis .
Accor ding to Cliffor d Woo dy, ³R esea r ch Methodolog y compr ises of def ining & r ede f ining pro blems ,
collecti ng, org anizing & evaluati ng data , mak ing deducti ons &r esea r ching to conclusi ons.´
Accor dingly, the meth odolog y used in the project is as follow s: -
D ef ining the o b jectives of the study
Fr aming of questi onn air e k eeping o b jectives in mind (conside r ing the o b jectives )
Feedbac k fro m the empl oyees
An alysis of f eedbac k
Con clusion, f indings and suggestions.
OBJECTIVES OF THE STUDY
The f ir st & for emost step in any r esea r ch work is to identif y the pro blems or o b jectives on w hich the
r esea r che r has to work on.
MAJOR OBJECTIVE
To analyze the existi ng tr aining pr actices , its eff ective ness and r ecomme nd measu r es to improve the
tr aining pr actices in HAL.
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MINOR OBJECTIVES
To study the fr eque ncy of tr aining, tr aining meth ods and thei r eff ects on the tr ainees and r ecomme nd
cer tain measu r es for improveme nt.
To under stand the pr esent pr actices enfor ced in r espect of tr aining at the per sonn el depa r tme nt and
r ecomme nd any cha nges if necessa r y.
To tak e f eedbac k and analyze the level of satis f action among st the empl oyees in r espect of tr aining
activities and suggest alte rnatives .
SELECTION OF SAMPLE SIZE
In or der to tak e a r easonable sample size and not to distu r b the f unction ing of the org anization, a
sample size of r easonable str ength of the Co mpa ny has been tak en in or der to arr ive at the pr esent
pr actices of tr aining in the Co mpa ny.
Accor dingly, 5 0 off icer s have been selected at r andom from all the depa r tme nts of the org anization and
f eedbac k for ms (questi onn air e) have been o btained. The data has been analyzed in or der to arr ive at
pr esent tr aining pr actices in the org anizati on.
SAMPLING TECHNIQUE USED
The technique of Random Sampling has been used in the analysis of the data/ R andom sampli ng fro m
a f inite po pulation r ef er s to that meth od of sample selecti on, w hich gives each possible sample
combination an equal pro bability of being pick ed up and each item in the entir e po pulati on to have an
equal cha nce of being included in the sample . T his sampli ng is without r eplaceme nt, i.e. on ce an item is
selected for the sample , it canno t appea r in the sample again.
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TOOLS AND METHODS OF DATA COLLECTION
To dete r mine the app ro pr iate data for r esea r ch mainly two k inds of data was collected namely pr imar y
& secondar y data as explai ned below:
PRIMARY DATA
Pr imar y data ar e those, which wer e collected afr esh & for the f ir st time and thus happe n to be or iginal
in cha r acte r. How ever, ther e ar e many meth ods of collecti ng the pr imar y data; all have not been used
for the pur pose of this project . The ones that have been used ar e:
Q uesti onn air e
Infor mal Inter views
O bser vation
SECONDARY DATA Secondar y data is collected fro m pr evious r esea r ches and lite r atu r e to f ill in
the r espective project . The secondar y data was collected through:
T ext Book s
Ar ticles
Jo urnals
W ebsites
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STATISTICAL TOOLS USED
The main statistical too ls used for the collecti on and analyses of data in this project ar e:
P ie Char ts
T ables
LIMITATIONS OF THE STUDY
The follow ing ar e the limitati ons of the study:
T he sample size was small and hence the r esults can have a degr ee of var iation.
T he r esponse of the empl oyees in g iving infor mati on w as luk ewar m.
SCOPE OF THE STUDY
Tr aining Eff ective ness is the process wher ein the manageme nt f inds out how eff ective it has been at
tr aining and develo ping the empl oyees in an org anization.
T his study gives some suggestions for mak ing the pr esent tr aining and devel o pme nt system mor e
eff ective .
I t gives org anization the dir ection, how to deal diff er ently with diff er ent empl oyees .
I t identif ies the tr aining & develo pme nt needs pr esent among the empl oyees .
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CHAPTER - 4
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DATA ANALYSIS
In the study as said over ly 4 0 r espondents wer e inter viewed and analysis wer e dr awn on the basis of
their o pinions.
TABLE 1: EMPLOYEES INTEREST IN TYPE OF TRAINING
PARTICULARS NO. O F RESPONDENTS PERCENTAGE
ON THE JOB 34 85%
OFF THE JOB 6 1 5%
TOTAL 4 0 100 %
From the Table1 and gr aph , it r eveals that 85% of empl oyees ar e inter ested in on -the- jo b and on ly 15%
of the empl oyees ar e inter ested in off -the- jo b.
TABLE 2: METHODS OF TRAINING ADOPTED IN THE ORGANISATION
85%
15%
ON THE JOB
OFF THEJOB
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PARTICULARS
NO. O F
RESPONDENTS PERCENTAGE
REFRESHER 4 10%
SENSITIVITY 1 2 .5%
CONVERGENT 4 10%
LATEST
TECHNOLOGY 8 2 0%
CEP 23 57 .5%
TOTAL 4 0 100 %
The above stated tr aining ar e the main tr aining progr ammes conducted in the org anizati on, fro m the
above Table 2 and gr aph 57% of the empl oyees have atte nded CEP i.e. continuous educati on
pro pgr amme , 2 0% of them have atte nded latest tech nolog y, 10 % for both convergent and r efr eshe r
tr aining and R efr eshe r tr aining and only 2 .5% have atte nded Sensitivity tr aining.
TABLE 3: OPININON OF EMPLOYEES IN CONTEXT TO TRAINING PROGRAMME
10%3%
10%
20%57%
REFRESHER
SENSITIVITY
CONVERGENT
LATEST
TECHNOLOGY
CEP
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PARTICULARS NO. O F RESPONDENTS PERCENTAGE
INTRAPERSONAL 1 5%
INTERPERSONAL 1 2 3 0%
TECHNICAL 2 6 65%
TOTAL 4 0 100 %
From the above Table 3 and gr aph, it is highlight
ed that
65% of the empl oyees o pine tr aining is help f ul for their technical activities , 3 0% of the employees
o pine tr aining is help f ul for inter per sonal activities and only 2 .5% said tr aining is help f ul for
intr ape r sonal activities .
Hence, the org anization should also g ive pr ior ity for conducti ng tr aining progr ammes which can
enhance the intr ape r sonal activities .
TABLE 4: SATISFACTION OF ENVIRONMENT DURING THE TRAINING PERIOD
PARTICULARS
NO. O F
RESPONDENTS PERCENTAGE
YES 3 8 95%
NO 12 5%
5%
65%
30% INTRAPERSONAL
INTERPERSONAL
TECHNICAL
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TOTAL 4 0 100 %
From the above Table 4 and gr aph, it can be viewed that 95% of the empl oyees ar e comfor table dur ing
the tr aining progr amme , and only 5% ar e not comfor table dur ing the tr aining per iod.
Thus most of the empl oyees ar e comfor table dur ing the tr aining progr amme .
TABLE 5: SATISFACTION ABOUT YHE TRAINING PROGRAMME
PARTICULARS NO. O F RESPONDENTS PERCENTAGE
YES 3 6 90 %
NO 4 10%
TOTAL 4 0 100 %
9 5%
5%
YES
NO
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From the above Table 5 and gr aph, it is analysed that 90% of the empl oyees ar e satis f ied with the
tr aining progr amme they had and only 10% ar e not satis f ied with the tr aining progr amme .
Thus it can be concluded that most of the empl oyees ar e f ully satis f ied with the tr aining progr amme
conducted by the org anization.
TABLE 6: PLACE OF THE EMPLOYEES GETTING TRAINED
PARTICULARS
NO. O F
RESPONDENTS PERCENTAGE
WORK SHOP 2 5%
CLASS ROOMS 16 3 9%
CON FERENCE HALL 9 23%
OUTSIDE THEESTABLISHMENT 1 3 33%
TOTAL 4 0 100 %
90%
10%
YES
NO
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The above ar e the places wer e the tr aining ar e held , fro m the gr aph it is viewed that 5% of them wer e
tr ained in work sho ps, 3 9% in class roo ms, 23% in conf er ence hall , 33% of them outside the
establishme nt.
TABLE 7: OPININON OF EMPLOYEES ABOUT TRAINERS
PARTICULARS
NO. O F
RESPONDENTS PERCENTAGE
1. QUALI FIED &
EXPERIENCED 2 0 5 0%
2 . SKILL FUL &
KNOWLEDGEABLE 5 11 %
3 . ENCOURAGED
CLASS PARTICIPATION 1 3%
ALL(1+ 2 +3 ) 14 3 6%
TOTAL 4 0 100 %
5%
40%
22%
33%WORK SHOP
CLASS ROOMS
CONFERENCEHALL
OUTSIDE THEESTABLISHMENT
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From the Table 7 , it is analysed that 5 0% of the empl oyees view their tr ainer s as quali f ied and
expe r ienced , 12 .5% of them ar e sk illf ul and know ledgeable , 3% of them encour age class par ticipati on
and other 3 6% said tr ainer s ar e quali f ied & expe r ienced , sk illf ul & know ledgeable , and also
encour aged class par ticipati on.
TABLE 8: BEHAVIOURAL ASPECTS OF THE TRAINERSPARTICULARS NO. O F RESPONDENTS PERCENTAGE
IMPARTIAL 4 10%
RUDE 0 0 %
FRIENDLY 2 8 2 8%
EASY GOING 8 2 0%
TOTAL 4 0 100 %
50%
11%%
6%QUALIFIED &EXPERIENCED
SKILLFUL &KNOWLEDGEABLE
ENCOURAGED CLASSPARTICIPATION
ALL
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From the above gr aph and Table 8 it r eveals that 10% of the empl oyees f eel that tr ainer s wer e impa r tial ,
7 0% f eel that tr ainer s wer e fr iendly , 2 0% f eel they wer e easy going and f inally employees f eel none of
the tr ainer s wer e r ude that is 0% .
TABLE 9: TRAINING CONDUCTED IN PCS
PARTICULARS NO. O F RESPONDENTS PERCENTAGE
FORTNIGHTLY 0 0 %
MONTHLY 16 4 0%
QUARTERLY 4 10%
HAL F YEARLY 1 3%
ANNUALLY 19 47%
TOTAL 4 0 100 %
17%
0%
48%
35%IMPARTIAL
RUDE
FRIENDLY
EASY GOING
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From the
above Table 9 it r eveals that , when all tr aining cour ses ar e held , 4 0% of them said the f act that cour ses
ar e conducted monthly , 2 .5% for half year ly, 10 % for qua r ter ly, 47 .5% for annually .
The table clea r ly indicates that most of the tr aining progr amme wer e conducted monthly(4 0% ) some of
the tr aining progr ams ar e conducted even on ce in a year(47 .5 ). T he table f ur ther r eveals that no tr aining
progr amms is been conducted with a per iod dur ation of a for tnight.
TABLE 10: DURATION OF THE TRAINING PROGRAMME
PARTICULARS
NO. O F
RESPONDENTS PERCENTAGE
ONE DAY 1 3%
2 -3 DAYS 4 10%
ONE WEEK 22 55%
FORTNIGHT 1 3 33%
TOTAL 4 0 100 %
40%
10%
3%
47%
MONTHLY
QUARTERLY
HALF YEARLY
ANNUALLY
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From the Table11, it is highlighted , 1 5% of the employees said tr aining as a par t of their work
schedule , 5% of them for perfor mance app r aisal , 45% of them for continuous learning and 35% of them
vote for all.
TABLE 12: IS ORGANIZATION CONDUCTING PRE-TEST & POST-TEST
PARTICULARS NO. O F RESPONDENTS PERCENTAGE
YES 4 10%
NO 3 6 90 %
TOTAL 4 0 100 %
15% 5%
45%
35%
WORK SCHEDULE
PERFORMANCE APPRAISAL
CONTINOUSLEARNING
ALL
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From the Table12 , it is analysed that the org anizati on is not conducti ng r egular ly the pr e-test and the post-test .
It is most sur pr ising f act inspite of its existe nce in the f ield for mor e than 3 -4 decades it is not tak ing
inter est in the pr e-test and pro-test because out of 4 0 r espondents 3 6 r espondents i.e. 90 % of
r espondents o pine that the pr e and pro-test ar e not conducted .
TABLE 13: FEEDBACK OF THE TRAINING
PARTICULARS
NO. O F
RESPONDENTS PERCENTAGE
YES 3 8 92%
NO 2 8%
TOTAL 4 0 100 %
10%
9 0%YES
NO
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From the above Table 13 it is analysed that 92% of the empl oyees exp r essed that their perfor mance ar e
evaluated and the f eed back is given, the r emai ning 8 % expr essed a negative answer. I t is one of the
imp or tant aspects of HRD is that identif ication of the type of the tr aining r equir eme nts of the
empl oyees and also to evaluate thei r perfor mance of the tr ained work er s dur ing thei r post per iod .
It can be emphasized that the tr aining component of the org anizati on g ives impor tance for g etting the
f eedbac k about the impact of the tr aining progr amme on the empl oyees .
TABLE 14: SELF EFFICACY INCREASED BY THE TRAINING PROGRAMME
PARTICULARS
NO. O F
RESPONDENTS PERCENTAGE
YES 35 87%
NO 5 13%
TOTAL 4 0 100
9 2%
8%
YES
NO
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From the above table 87% of the empl oyees o pine is that ther e is an incr ease in their sel f improveme nt
and the r emai ning 1 3% have not noticed any impro veme nt.
TABLE 15: EMPLOYEES CONCERN TOWARDS TRAINING ENCHANCMENT IN THE
FOLLOWING AREA
PARTICULARS NO. O F RESPONDENTS PERCENTAGE
1. OPERATIONAL
SKILLS 5 13%
2 . E FFICIENCY 10 25%
3 . BEHAVIOUR 2 5%
4 . COMMUNICATION
SKILLS 2 5%
5 . TEAM BUILDING 4 10%
ALL(1+ 2 +3 +4 +5 ) 17 42% TOTAL 4 0 100 %
87%
13%
YES
NO
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It is see n fro m the gr aph that ,tr aining has enhanced in the follow ing ar eas lik e 12 .5% in o per ational
sk ills for f ew empl oyees , 25% in eff icie ncy for o ther s, 5% in Behavi our for o ther s, 5% in
commu nicati on, 10 % in team buildi ng for f ew empl oyees and other 43% f eel that tr aining has
enhanced them for all the ar eas stated .
13%
25%
5%5%10%
43%
OPERATIONALSKILLS
EFFICIENCY
BEHAVIOUR
COMMUNICATIONSKILLS
TEAM BUILDING
ALL
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CHAPTER-5
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FINDING AND INTERPRETATION
The ma jor f indings of the project ar e enume r ated as follow s:
Tr aining is conside r ed as a positive step towar ds augmentation of the know ledge base by the
r espondents.
T he o b jectives of the tr aining progr ammes wer e broadly known to the r espondents pr ior to attending
them .
T he tr aining progr ammes wer e adequately designed to cate r to the devel o pme ntal needs of the
r espondents.
So me of the r espondents suggested that the time per iod of the tr aining progr ammes wer e less and
thus need to be incr eased .
So me of the r espondents also suggested that use of latest tr aining meth ods will enhance the
eff ective ness of the tr aining progr ammes .
So me r espondents believe that the tr aining sessi ons could be made mor e exciti ng if the sessi ons had
been mor e inter active and in line with the curr ent pr actices in the mark et .
T he tr aining aids used wer e help f ul in improving the over all eff ective ness of the tr aining
progr ammes .
T he tr aining progr ammes wer e able to improve on-the- jo b eff icie ncy.
So me r espondents also r ecomme nded that the numbe r of tr aining progr ammes be incr eased .
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CHAPTER - 6
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SUGGESTIONS
Based on the data collected through the questi onn air e and inter actions with the Off icer s of HAL the
follow ing r ecomme ndations ar e made for conside r ation:
T he org anization may utilize both sub jective and o b jective app roach for the tr aining progr ammes .
T he org anization may conside r deputi ng each empl oyee to atte nd at least one tr aining progr ammes
each year.
T he In-house tr aining progr ammes will be benef icial to the org anization as well as employees since
it will help empl oyees to attend their off icial work w hile undergo ing the tr aining.
T he org anizati on can also arr ange par t time tr aining progr ammes in the off ice pr emises for shor t
dur ations, spanning o ver a f ew days , in or der to avoid any interr uption in the routine work.
T he org anizati on can arr ange the tr aining progr ammes depa r tme nt wise in or der to g ive focused
atte ntion tow ar ds the depa r tme ntal
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CHAPTER-7
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REFERENCES
1. K A sh w athappa , (199 7 ) H uma n R es o u r ce and P e r sonn el M anag eme nt , T at a
M cGr aw - H ill 1 3 1 -1 7 6
2 . C hr is D u k es , ( 2 001) R ec r uiti ng the R ig ht S ta ff
3 . Jo hn M. I va ncevich , H uma n R es o ur ce M anag eme nt , T at a M cGr aw - H il l , 2 00 4
4 . Steve Kn eela nd , (1999) H ir ing P eo ple , disc o ve r an e ff ective in te r vie w ing
system; av o id hi r ing the wrong pe r son, r ec r uit o utsta nding perfor me r s
5 . Ston e , H aro ld C a nd K endell , W.E Eff ective P e r sonn el S electi on Pro cedu r es ,
19 5 6
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BIBLIOGRAPHY
NEWS PAPERS:
TIMES O F INDIA
THE ECONOMIC TIMES
MAGAZINES:
BUSINESS WORLD
BUSINESS TODAY
INDIA TODAY
PERIODICALS AND REPORTS:
BUSINESS INDIA
INDIA TODAY
WEB:
www.goog le . c o m
www. hal - i n d ia . c o m
www. s l idesha r e . c o m
www. sc r ibd . c o m
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QUESTIONNAIRE
QUESTIONNAIRRE ON EXECUTIVE TRAINING AND DEVELOPMENT IN
HAL, AIRCRAFT DIVISION :
1) How many training programmes have you attended in last 5 years?
1. 0-5
2 . 6-10
3 . 10-15
4. Mor e than 15
2) The programme objectives were known to you before attending it.
1. Strong ly agr ee
2 . Mo der ately agr ee
3 . Can¶t Say
4 . Mo der ately Disagr ee
5 . Strong ly Disagr ee
3) The training programme was relevant to your developmental needs.
1. Strong ly agr ee
2 . Mo der ately agr ee
3 . Can¶t Say
4 . Mo der ately Disagr ee
5 . Strong ly Disagr ee
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4) The period of training session was sufficient for the learning.
1. Strong ly agr ee
2 . Mo der ately agr ee
3 . Can¶t Say
4 . Mo der ately Disagr ee
5 . Strong ly Disagr ee
5) The training methods used during the training were effective for understanding the subject.
1.
Strong ly agr ee 2 . Mo der ately agr ee
3 . Can¶t Say
4 . Mo der ately Disagr ee
5 . Strong ly Disagr ee
6) The training sessions were exciting and a good learning experience.
1. Strong ly agr ee
2 . Mo der ately agr ee
3 . Can¶t Say
4 . Mo der ately Disagr ee
5 . Strong ly Disagr ee
7) The training aids used were helpful in improving the overall effectiveness of the programme.
1. Strong ly agr ee
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2 . Mo der ately agr ee
3 . Can¶t Say
4 . Mo der ately Disagr ee
5 . Strong ly Disagr ee
8) The training was effective in improving on- the- job efficiency.
1. Strong ly agr ee
2 . Mo der ately agr ee
3.
Can¶t Say 4 . Mo der ately Disagr ee
5 . Strong ly Disagr ee
9) In your opinion, the numbers of training programmes organized during the year were
sufficient for officers of HAL.
1. Strong ly agr ee
2 . Mo der ately agr ee
3 . Can¶t Say
4 . Mo der ately Disagr ee
5 . Strong ly Disagr ee
10) How many training programmes have you attended during the last year?
1. U pto 2
2 . 3 -5
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3 . 6-8
4 . Mor e than 8
11) The training given is useful to you.
1. Strong ly agr ee
2 . Mo der ately agr ee
3 . Can¶t Say
4 . Mo der ately Disagr ee
5.
Strong ly Disagr ee
12) The time limit of the training programme was sufficient
1. Strong ly agr ee
2 . Mo der ately agr ee
3 . Can¶t Say
4 . Mo der ately Disagr ee
5 . Strong ly Disagr ee
13) The time limit of the training programme, if increased would make it more effective.
1. Strong ly agr ee
2 . Mo der ately agr ee
3 . Can¶t Say
4 . Mo der ately Disagr ee
5 . Strong ly Disagr ee
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14) The training was effective in improving your on-the-job efficiency.
1. Strong ly agr ee
2 . Mo der ately agr ee
3 . Can¶t Say
4 . Mo der ately Disagr ee
5 . Strong ly Disagr ee
15) The training aids used were effective in improving the overall effectiveness of the programme.1. Strong ly agr ee
2 . Mo der ately agr ee
3 . Can¶t Say
4 . Mo der ately Disagr ee
5 . Strong ly Disagr ee
16) The number of training programmes organized for workers in a year are sufficient.
1. Strong ly agr ee
2 . Mo der ately agr ee
3 . Can¶t Say
4 . Mo der ately Disagr ee
5 . Strong ly Disagr ee
17) The participation of workers in training programme would help increase its effectiveness.
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1. Strong ly agr ee
2 . Mo der ately agr ee
3 . Can¶t Say
4 . Mo der ately Disagr ee
5. Strong ly Disagr ee