Dissertation Report

On

A general study to capture th Training Ef ectiv eness in e f Hindus n A ro nauti cs ta e Limited (LUC KNOW DIVISION)

Submitted To:

Pr f. Pr f. J.K. Sharma o o

Raje h Kumar s MBA (EB) 3rd sem Rol No 3 l 5 Ses ion : 2 1 s 0 0 -1 1

Submitted By:

Department of Business Administration University of Lucknow

AC KNOWLEDGEMENT

With deep dev otion I thank all mi ghty God for bless ing me with desire, intention, inclination, will, ability, guidance hope and achievements of req uired goal. The present disse rtat ion entitled A G neral study to cap ture e the training effectiveness in Hindustan Aeronautics Limited in partial fulfillment for the Degree of Master of Bus iness Administration, Univer sity of Luckn ow. I would like to express my grati tude to all those who gave me the pos sibility to complete this project. I want to thank Hindu stan Aero nautics Limited for giving me the permi ssion to commence this project in the first instance, to do the neces sary res earch work and to use H R De partmental data. Would take this oppo rtunity as a proud privilege to express my deep felt of gratitude to Mr. Sahadat Ali (Se nior Manager Techn ical Training Centre.). I am deep ly inde bted to my super visor Mr. Chaturbh uj Bhama, TTC Division, HAL Luckn ow whose valuable guidance and sugge stions was available thro ugho ut the disse rtation work. His cooperation was very pre cious to me without which I would have been incapable to produce this disse rtat ion work.

Date: Place:

(Rajesh Kumar )

III

Declaration

I hereby decla re that this dissertati on entitled A Ge neral s tudy to ca pture the tra ining effec tive ness in Hi ndustan Aeronau tics Limi ted submitted by me in the partial fulfill ment for the degree of Master of Business Administra tion (E- Business), to the De part ment of Busi ness Administra tion, Uni versity of Lu cknow, , is an outcome of my own efforts and is an original one.

Date: Place: Lucknow Department

RAJESH KUMAR MBA (E-Business) 3rd Sem est er of Business Administration University of Lucknow

CONTENTS
Declarat ion Cert ifi cat e Acknowledgem ent I II III

CHA PTER 1 Intr duction o 7 - Introd uction - Role of Traini ng - Importan ce of Training and Development - Ob jecti ves of the Study CHA PTER 2 8 -2 3 1

Profi le Of Profile of Hi ndustan Aer nautics Limited o - Introd uction - HAL Products - HAL Services - HAL Divisions - Visi on, Mission, Ob jecti ves, Strat egy - Focus on Human Reso urce Policy - Types of Training Progra ms in HAL

CHAPT ER 3 Training Objective a d Models n - Training Objective

Models of Training a) Sy stema tic Model b) Transitional Model c) Ins tructional System Develop ment Model Methods of Training a) Cognitive Methods b) Behavio ral Methods

24 - 3 5

CHA PTER 4 Data An aly sis a d Evalu ation n

- Data Analysis and Evaluation - Figurative Interpretation of Responses - Tenabili ty of Hypothesis

36 - 4 5

CHA PTER 5 Conclusion and Sug e stion g

Conclusion Suggestions to enrich Training and Development

46 - 4 8

BIBLIOGRAPHY QUESTIONNAIRE

49

Chapte r 1 Int oducti on r

CHAP TER 1 INTROD UCTION

In the field of hum resource m an anagem ent , training and develo pment is the field concerned with organizati onal activity ai med at bettering the performan ce of individ uals and groups in organizational settings. It has be en known by several na mes, inclu ding employee d evelopment, human resource develo pment, and learning and development . Harris on observes that the na me was endlessly debated by the C hartered Institute of P ersonnel and D evelopm ent du ring its review of profess ional stan dards in 199 9/20 00. "Em ployee Development" was seen as too evocative of the mas ter-slave relationship between employer and employee for those who refer to their employees as "partn ers " or "associates" to be comf orta ble with. "Human Reso urce De velopment" was rejected by academics, who objected to the idea that people were "resources" an idea that they felt to be de meaning to the individual. Event ually, the CIPD settled upo n "Learning and De velopment", alth ou gh that was its elf not free from problems, "learn ing" being an overgeneral and ambiguous na me. Moreover, the field is still wid ely known by the other names. Training and de velopment encom passes three main activit ies: training, educati on, and de velopment. Gara van, Costi ne, and Heraty, of the Irish Institute of Training and Develo pment, note that these ide as are often cons idered to be syn onymous. Howe ver, to practiti oners, they encom pass three separa te, alth ou gh int errelated, ac tivities: training This activity is both focused upon, and evalua ted against, job that an individual currently holds. the

edu cati on This activity focuses upo n the jobs that an individ ual may po tentially hold in the future, and is evalua ted against those jobs. dev elopment This activity focuses upo n the act ivities that the organ izat ion employing the individual, or that the individ ual is part of, may partake in the future, and is al most impo ssible to evaluate. The "st ak eh olders" in training and de velopment ar e categorized into several classes. The sponsors of training an d develo pment are seni or ma nagers. The cl ients of training and develo pment are bu siness planners. Li ne mana gers are respons ible for c oaching, reso urces, and performan ce. The participants are those who ac tually und ergo the proces ses. The faci litat ors are Human Resource Mana gement st aff. And the provid ers are sp ecial ists in the field. Each of the se groups has its own agenda and motivat ions, which sometimes conflict with the agendas and motivati ons of the others . The conflict s are the best part of care er consequences are those that take place b etween employees and their bosses. The number one reason pe op le leave their jobs is conflict with their bos ses. And yet, as author, workpla ce relati onsh ip authority, and ex ecutive coach, Dr. John Ho over points ou t, "Tempting as it is, nob ody ever enhan ced his or her ca reer by ma king the boss look stupid." Training an employee to get along well with authority and with peo ple who entertain diverse po ints of view is one of the best guaran tees of long- term s ucc ess. Talent, knowledge, and skill alone won 't compensate for a sour relat ionsh ip with a sup erior, pe er, or customer. Training is a learning process that inv olves the ac quisiti on of knowledge, sharp ening of skills, concepts, rules, or changing of attit udes and behav iou rs to e nhan ce the performa nce of employees.

Training is activ ity leading to skilled behav ior. Its not wha t you want in life, but its knowing how to reach it

Its not wh ere you want to go, bu t its knowing how to get there Its not how high you want to rise, bu t its knowi ng how to take off It may not be quite the outcome you were aiming for, but it will be an outcome Its not what you dream of doing, but its havi ng the knowledge to do it It's not a set of goals, but its more like a vision Its not the goal you set, but its what you need to ach ieve it

Training is about knowing where you sta nd (no matt er how good or bad the current situati on looks) at pre sent, and wh ere you will be after some point of time. Training is about the acq uisit ion of knowledge, skills, an d abilit ies (KSA) thr ou gh professional development.

ROLE OF TRAINING

IMPORTAN CE OF TRAINING AND DEVELOPMENT

Optimum Utilization of Hu man Res ources Training and Develo pment helps in op timizing the utilizati on of human resource that furth er helps the em ployee to achie ve the organizati onal goals as well as their individ ual goals. Deve lopment of Human Re sources Train ing and Develo pment helps to prov ide an opp ortunity and broad str uct ure for the de velopment of human resources techn ical and behavi oral skills in an organizati on. It also helps the employees in attaining personal growt h. Deve lopment of ski lls of employees Train ing and Develo pment helps in increasing the job knowledge and skills of employees at each level. It helps to expand the

horiz ons of hum an int ellect and an overall personali ty of the employees.

Pro ductivi ty Training and Development helps in increasing the productivity of the em ployees that helps the o an n further to ach ieve its long -term goal. rg izatio Team spir it Training and Develo pment helps in inc ulcating the sense of team work, team spirit, and interteam collaborations. It helps in inculcating the zeal to learn within the employees. Or ganization Culture Training and De velopment helps to develop and improve the organiza tional health culture and effectiveness. It h elps in creating the learning culture withi n the organization. Or ganization Cl imate Training and De velop me nt helps building the positi ve perception and feeling about the organizati on. The employees get these feelings from lead ers, su bo rdina tes, and peers. Qua lity Train ing and De velopment helps in improving upon the quality of work and work-life. Hea lthy work envi ronment T raining and D evelopm ent helps in creating the healthy working envir onment. It helps to bu ild good employee, relati ons hip so that individ ual goals aligns with organizati onal goal. Hea lth and Saf ety Training and De velopment helps in improving the health and safety of the organizat ion thus preventing obsolescence. Morale Traini ng and De velopment helps in improving the morale of the work force. Image Traini ng and better corporate image. Development helps in creating a

Pro fitab ility Training and De velopment leads to improved profita bility a nd more positi ve attit udes towards profit orientation. Training and Develo pment aids in organ izat ional develo pment i.e. Organizati on gets more effecti ve decision ma king and problem solving. It helps in und ersta nding and carrying ou t organizati onal policies. Training and De velopment hel ps in developing leadership skills, motivat ion, loyalty, better attitud es, and other aspects that suc cessf ul workers and m ana gers usu ally display

Obje tive of the Study c s A Gene ral stu dy to captu re the trai ning ef fectiveness in Hindustan Aeronaut ics Limi ted To meas ure the employees work commit ment level in the organi zation. To analy ze the employees work performan ce level To mea sure the training commit ment level of the employees To mea sure the awar eness of the training cont ent an d delivery approaches of the training programs in the employees. The following hypotheses were for mu lat ed in the present study: 1) Majority of the employees are happy/sat isfied and committed towa rds t he organization . 2) It is presu med that the training programs enhan ce the work performa nce level of the employees 3) Em ployees are awa re of the outco mes of the training content and delivery app roac hes.

Chapte r 2
Pr file o o f Hindustan A ro a e n u tic Limited s

Hind ustan Aeronautics Limi ted (HAL) came into exist ence on 1st October 1964. The Comp any was formed by the merger of Hind ustan Aircraft Limit ed with Aeronautics India Limited and Aircra ft Manufact uring Dep ot, Kanpur. The Company tra ces its roo ts to the pioneering efforts of an indu strialist with extraordinary visi on, the late Seth W alcha nd Hirac hand, who set up Hind ustan Aircraft Limited at Bangal ore in associati on with the erstwhi le prin cely State of Mysore in De cember 1940. The Go vernment of India became a sha reholder in M arch 1941 and took over the Manage ment in 194 2. Today, HAL has 19 Product ion Un its and 9 Resear ch and Design Cent res in 7 locati ons in India. The Company has an impressive prod uct track rec ord - 12 typ es of aircraft man ufact ured with in-house R & D and 14 types produced und er license. HAL has man ufac tured over 35 50 ai rcraft, 36 00 engi nes and overha uled o ver 8150 aircraft and 273 00 engine. HAL has been successful in num rou s R & D programs e developed for both Defense and Civil Aviat ion sectors. HAL has made subst antial progress in its current projects :

Dhr uv, which is Advanced Light Helicopter (ALH) Tejas - Light Co mbat Aircra ft (LCA) Intermediate Jet Trai ner (IJT) Vario us military and civil upgrades.

Dhr uv was delivered to the Indian Army, Navy, Air Force and the Coast Guard in March 2002, in the very first year of its product ion, a uni que ach ievement. HAL has played a si gnifican t role for India' s sp ace progra ms by par tici pating in the man ufac ture of st ruct ures for Sat ellite Launch Vehic les like

PSLV (Polar Sa tellite Launch Vehicle) GSLV (Geo-synchronous Sa telli te Launch Veh icle) IRS (Indian Remote Sa tellite) INSAT (Indian National Satellite)

HAL has formed the following Joint Ventures (JVs) :

BAeHAL Softwa re Limited Indo-Russ ian Aviat ion Limi ted (IRAL) Snecm HAL Aerospace Pvt Ltd a SAMTEL HAL Display Sys tem Limited HALBIT Avi onics Pvt Ltd HAL-Edgewood Techn ologies Pvt Ltd INFOTECH HAL Ltd

Apart from the se seven, other maj or diversification projects are Indust rial Mari ne Gas Turbine and Airpo rt Services. Several Co -prod ucti on and Joint Ventures with int ernati onal par tici pat ion are under considera tion. HAL's supp lies / servi ces are ma inly to Indian Defence Services, Coast Guards and Border Security Forces. Transport Aircraft and Helicopters have also been supplied to Airli nes as well as State Go vernments of India. The Company has also

ach ieved a foothold in export in more than 30 countri es, having dem onstrated its quality and price competitiveness. HAL has won several Intern ational & Nati onal Awards for ach ievements in R&D , Technology, Mana gerial Per forman ce, Exports, En ergy Co nservati on, Quality and Fulfillm ent of Social Responsibilities

HAL was award ed the INTERNATIONAL GOLD MEDAL AWARD for Cor po rate Achievement in Qu ali ty and Effici ency at the Intern ational Summit (Global Rating Lead ers 200 3), London, UK by M/s Global Rating, UK in conjuncti on wi th the Interna tiona l Information and Mark eting Cent re (IIMC). HAL was presented the Internat ional - ARCH OF EUR OPE Award in Gold Ca tegory in recogniti on for its commit ment to Qu ality, Leaders hip, Technology and Innovation. At the National level, HAL won the "GOLD TROPHY" for excellence in Public Sector Manage ment, instit uted by the Stan ding Conference of Pub lic Ent erprises (SCOPE).

HAL PRODUCTS

Light C mbat Aircraft (TEJAS) o

H licop er (DHRUV) e t

SUKHOI

Aero En in s of Rus ian O igin g e s r

A dvan ced C mmunication a d Navigation Equipment o n

Micr p ces or Contr l er a d Hy da ulic P mps o ro s o l n r u

HAL SERVICES

In the year 19 51 , desig ned primary train er era of Research & Design back bone of IAF's training

when HT-2 the first indigen ously made its first flight, it heralded the at HAL This aircraft served as the fle et for more than three decades.

Subsequently, HAL's R&D capabiliti es have gr own from str ength to strength and ha ve be en har ness ed to ach ieve gr eater heights of self reliance. The Advanced Light Helicopter - ALH (DHRUV) is the latest new generat ion helicopter desig ned and developed by HAL. It is und er prod uction since 2002. The test flights on Technology Demonstrat ors (TD-I and II) and Prototype Vehicles (PV-1 and 2) of Light Co mbat Aircra ft - LCA (Tejas) are progressing satisfac torily. The Intermediate Jet Trai ner (IJT) is und ergoing test flights . In additi on, HAL has succ essfully com pleted man y sys tem up dates and int egrat ion tasks. HAL has 9 Re search & s Design Centres engaged in the design and de velopment of combat aircraft, helico pters, aero engi nes, gas turbines, engine test be ds, aircraft communicat ion and navigat ion systems and mechan ical sys tem ac ces sories. The indigenously upgraded Mi G-27M aircraft has received Initial Op erati on Cleara nce (IOC) and the first bat ch of aircraft has been deli vered. First flig ht test on Jaguar Nav WASS up gr aded aircraft with indigenously de veloped mission computer with weap on deli very capabilit ies has been car ried ou t and retrom od of fle et has been tak en up. Eq uipped with the latest faci lities, the company is ba cked by high profile, highly skilled manp ower with an impressive track record of more than five dec ades of rich exp erience in all disc ipline of aeron autics.

HAL DIVIS IO NS

Emanating from the Compan y's Miss ion Sta tement, the strat egic Human Reso urce Develop ment (HRD) goal of HAL is to create an atm osphere of techn ological a nd man agerial excellence to beco me a globally comp etiti ve Aerosp ace Industry. W ith the changing envir onm ent, rapid techn ological chan ges charac terized by a paradigm sh ift from licensed producti on to R&D based producti on duly bala nced with codevelo pment / co -prod ucti on, technological up gradati on etc., gr eater custo mer dema nd, focused diversificati on to civilia n and exp ort mark ets, the overall ob jecti ve of the Human Reso urce Develop ment plan is to build a vibrant and lear ning organizati on, so as to meet the chal lenges of quality and excel lence, recruitm ent and retenti on of competent human resources and de velop high commit ment and a sense of belongings to the Company. Accordingl y, the Com pan y's HR Visi on, Mission, Ob jecti ves, Strategies and Po licies have been identif ied and indica ted as follows:VISION "To make HAL a dynam ic, vi brant, value- based lear ning organizati on wi th human resources exceptional ly skilled, highly motiva ted and commit ted to m et the current and e future chal lenges. This will be driven by core va lues of the Company fully embedded in the culture of the Organization" MISSION To become a globally comp etiti ve aerospace industry while working as an instr ument for ach ieving self reliance in design, manufac ture and m ain tenan ce of aerospac e defen ce eq uipment and diversifying to related areas, managing the

busi ness on com mercial professional competence. OBJEC TIVES

lines in

a climate

of

growing

To en sure avail ability of To tal Quality Peo ple to meet the Organizati onal Goals and Object ives To ha ve a conti nuous improvement in Knowle dge, Skill and Comp etence (Managerial, Behavi oral and Tech nical To prom ote a Cult ure of Achievement and Excellence with emphasis on Integrity, Credibility and Quality To maintain a motiva ted workforce thro ugh empowerment of Individual and Team- building To enhan ce Organizati onal Learning To play a pivotal role directly and significant ly to enhance Productivity, Profitability and improve the Quality of Work Life

STRATEG Y

To be in total ali gnment with Co rporate Stra tegy Maintain Human Reso urce at optimum level to meet the ob jecti ves and goals of the Company Be competent in Mapping, Analysis and Upgr adati on of Kn owledge and Skills inclu ding Training, Re-traini ng, Multiskilling etc Cu lti vate Leadership with Sha red Visi on at vario us levels in the Organization Focus on Develo pment of Core Competence in High-Tech ar eas Bu ild Cross-func tional Tea ms Create awa reness of Mission, Values and Organ izat ional Goals thr ou gh out the Company Introd uce / Implement personnel polic ies based on performa nce that wou ld ensure gr owth, Rewards, Rec ognit ion, Motivation

FOCUS OF HUMAN RESO URCE POLICY

Comp eten ce Bu ilding Comm itment Motivation Em ployee Relat ions

In the backdrop of the ab ove, the focus of Human Resource Develo pment initiati ves at HAL emphasi zes the following: I)

MAN POWER PLANNI NG Ou t sou rcing of low tech and medium tech jobs Fresh ind uct ion only in critical / highly speciali zed areas based on req uirements due to increase in work load and sup er annuati on profile (Annexure-II). In the Workmen Cadre, inducti on will be restric ted to Direct Workmen onl y Improving the existing qualificat ion profile by focusing on ind uct ion of professionally qualified personnel and diploma holders

Hence focus of recr uitment wo uld be to recruit people with a combination of knowledg e, skill, experience and attit ude in line with the organi zati onal requirement through ap propria te manpo wer plan both short term (contra ct appointments ) and long term recruitm ent programme. II) TRAINING AND DEVE LOPMENT

Training is one of the most imp ortant too ls for developing human resource. Hence, identific ation of training competency profile in terms of Visi on, Miss ion of the Co mpany wou ld be the stra tegic point of the training and de velopment strat egy of the Company. The following objecti ves have been set in thi s regard:-

 To provide train ing to all employees at regular intervals in a plan period of 5 years training to become an integral compo nent of individual professional evolution by:
o o o o

updating knowledge to avoid obsolescence enhancing professional creat ivity enabling em ployees to shou lder higher responsibilit y creating a business trend and st rat egic thin king to take up new busi ness cha llenges (creation of Centre of Excellence, etc)

The goals of tra ining will be to pr ogressi vely ach ieve 7 days training per em ployee per year wi th a budget of 2% of ann ual Wa ge Bill. Kee ping in view the organizat ional requirement and goals and ob jecti ves of training, the following have been iden tified as the key focus areas of training:

Technology Tooling Quality Informati on Technology the development of soft skills gerial development etc.) tra ining cont inuous basis. Tie- ups with IITs, NDC, FIAS Fra nce etc. for given prime importance.

Further, to facilitate (cha nge of mind -set, mana would be imparted on a Centers of Excellence like imparting training wou ld be

III) PERFORMANCE APP RAIS AL : Appraising peo ple for meeting the Co mpany 's goal wou ld be the prime focus of performance ma nagement. The new

Performance Appraisal System based on work planning and commit ment (mutually agreed tas ks) , self-review and performance ana lysis, performan ce review and feed back would ensure that the focus wo uld be on value adding act ivities rath er than on rou tine activit ies which bear no relationship with the Organ izations goals and object ives. Identificat ion of low performers and res ultant correcti ve action thr ou gh out the Company wo uld be given priority. Similarly, fast er career growth oppo rtunity wou ld be provided to high performers . IV) REW ARD SYSTEM The focus of the reward sys tem in the Co mpany is to promote team work and cultiva te a sense of ach ievement an d excellence in the Organizat ion. This is in addition to the existing scheme of rewa rd for an individual who inn ovat ively and creati vely makes exem plary contrib utions in the key thr ust areas of the Company that wou ld lead to its ach ieving overall excellence. Coupled with the above, schemes like "Inter Divis ional Competiti on" and "Profit Sharing Scheme" have be en instit utiona lized in the Company for team reward. V) SCHEME FOR LEA RNING AND CERTIFI CATION FOR EXEC UTIVES A "Lear ning Organizat ion" is es sential for survival in the present era of Liberaliza tion, Privatizati on and Globaliza tion. Therefore, "Knowle dge" is t he only core comp etence of Organizati ons for coping with chan ges. Sin ce individual knowledge is the starting po int for organizati onal knowledge, it is only the em ployees who can convert knowledge into efficient act ions.

In line with the above phi losophy, among other ini tiatives like instit utional izing Learning Cent ers in Divis ions etc., HAL has also intro duced the scheme for Learning and Certi fication for exe cutives as a starting po int for bu ilding individual knowledge. The scheme inter-alia provides an opport unity for the Junior and Middle Mana gement Cadre Exec utives to broaden their perspecti ve by not only learning about all funct ions and proced ures in their respecti ve disc iplines but also in related ar eas and overall knowledge a bout the Organizati on and its envir onment. So far, approximat ely, 45% (both for "O" & "A" level) of executives ha ve been certi fied (Annexu re IV). It is proposed to expand the coverage of this scheme furth er, if required, by linking the scheme to some kind of rewa rd mecha ni sm. Lastly, the HRD Plan will also include time-to-time OD Interventi ons to add ress specific req uirement of the Compan y.

Types of Tr ining Pr gr ms in HAL a o a 1) Intern al Progra ms 2) St aff College / HMA (HAL Mgmt. Academy Banga lore) 3) External Progr ams (CMTI - Central Manufacturing Technology Ins titute, IIT Indian Ins titute of Technology) 4) Apprenti ces Programs 5) Diploma Technic ian Trai ning 6) Workshops

Chapte r 3 Training O je tive and b c Model s

Training object ives are one of the m ost im ortant parts p of training program. W hile some peo ple think of tra ining ob jecti ve as a was te of valua ble tim e. The counter ar gument here is that resou rces are alw ays limi ted a nd the trai ning ob jecti ves actual ly lead the design of trai ning. It provides the clear guidelines and develops the training program in less time because objecti ves focu s specifi cally on needs. It helps in adhering to a plan. Training objecti ve tell the trai nee that what is expected ou t of him at the end of the training program. Tra ining ob jecti ves are of gr eat significan ce from a number of stak eholder perspect ives, 1. 2. 3. 4. Tra iner Trainee Desig ner Eval uat or

Trainer The training objecti ve is also beneficial to trainer becau se it helps the train er to m eas ure the pr ogress of trainees and m ke the req uired adjust ments. Also, trainer a comes in a positi on to est ablish a relati onsh ip between ob jecti ves and partic ular segments of tra ining. Trainee The training objecti ve is beneficial to the trainee becau se it helps in reducing the an xiety of the trai nee up to some extent. Not knowing anything or going to a place whi ch is unknown creates anxiety that can negati vely affect learning. Therefore, it is impo rtant to keep the partici pants aware of the happ enings, rath er than kee ping it surprise.

Sec ondly, it helps in incr ease in concentrati on, which is the cr ucial fac tor to make the traini ng success ful. The object ives crea te an ima ge of the training program in trainees mind that act ually helps in gaining att ent ion. Thir dly, if the goal is set to be chal lenging and motivating, then the l ikelihood of ach ieving those goals is much hi gher than the sit uation in which no goal is set. Therefore, tra ining ob jecti ves helps in incr easing the probabili ty that the participants will be success ful in trainin g. Desi gner The training ob jecti ve is beneficial to the trainin g desig ner bec ause if the desig ner is awa re wh at is to be ach ieved in the end then he ll bu y the training package ac cording to that only. The train ing desig ner wo uld then look for the training metho ds, training equipments, and tra ining content accordingly to ach ieve those objecti ves. Furth ermore, planning alwa ys helps in dealing effecti vely in an unexpec ted

sit uati on. Cons ider an exa mple; the ob jecti ve of one tra ining program is to deal effecti vely with customers to increa se the sales. Sin ce the ob jecti ve is known, the desig ner will design a training program that will include ways to improve the int erpersonal skills, such as verbal and non verbal lan guage, dealing in unexpected situati on i.e. wh en there is a defect in a product or wh en a customer is angry. Therefore, witho ut any guidan ce , the training may n ot be desig ned appropriately. Eva luator It becomes easy for the training evaluator to measure the progr ess of the trainees bec ause the objectives define the exp ected performa nce of traine es. Train ing objective is an imp orta nt to tool to jud ge the performan ce of par ticipan ts.

MODELS

OF TRAINING

Training is a sub-sys tem of the organizati on becau se the de part ments su ch as, m keting & sales, HR, production, ar finan ce, etc dep ends on training for its survival. Training is a tra nsforming process that requires some inp ut and in turn it produces output in the form of knowledge, skills, and attit udes (KSAs). T he T ning System rai A Sys tem is a com binat ion of things or parts that must work together to perform a parti cular functi on. An organizati on is a sys tem and training is a sub system of the orga ni zation. The Sys tem Approach views tra ining as a sub system of an organizati on. Sy stem Approach can be used to exami ne broad between the sequ ential sta ges in the process of tra ining need

analysis (TNA), formulating, delivering, and eva luating issu es like objecti ves, funct ions, and aim. It esta blishes a logical relationship. There are 4 necessary inpu ts i.e. technology, man, ma terial, time required in every system to prod uce pr oducts or servi ces. And every syst em must ha ve some ou tpu t from these inpu ts in order to survi ve. The ou tpu t can be tangi ble or intangi ble depe nding upo n the organizati ons requir ement. A sys tem ap proach to training is plan ned creat ion of training program. This ap proach uses step -by-step procedur es to solve the problems. Und er sys tema tic ap proach, training is und ertaken on plan ned basis. Out of this planned effort, one such bas ic model of five steps is sys tem mod el that is explai ned below. Organization are working in open envir onment i.e. there are some int ernal and external forces, that po ses thr eats and opp ortunit ies, therefore, train ers need to be aware of these forces which may im pact on the cont ent, form, and conduct of the training efforts. The internal forces are the various demands of the organizati on for a better learning environment; need to be up to date with the latest tech nologies. The three mod el of training are: 1) System Model 2) Transitional model 3) Instructional System Development Model Systematic Model The sys tem model consists of five phas es and sho uld be rep eated on a reg ular basis to make further improvements. The training sho uld ach ieve the pu rpose of helping employee to perform their work to required standar ds. The steps inv olved in Sys tem Model of training are as follows:

1.

2.

3.

4. 5.

Analyze and identify the training nee ds i.e. to an alyze the de part ment, job , employees req uirement, who need s training, what do they need to learn, estimating traini ng cost, etc The next step is to de velop a performan ce measure on the basis of which ac tual performance would be evaluated. Desi gn and provide training to meet identif ied needs. This step requires develo ping ob jecti ves of tra ining, ident ifying the learning ste ps, sequencing and str uct uring the contents. Deve lop - This phase requires listing the activit ies in the training program that will ass ist the partic ipants to learn, selecting delivery metho d, examining the traini ng ma terial, validating inf ormati on to be impar ted to make sure it ac complishes all the goals & object ives. Imp lem enting is the hard est part of the syst em because one wr ong s tep can lead to the failure of wh ole traini ng progra m. Eva lua ting each pha se so as to make sure it has ach ieved its aim in terms of subsequent work performa nce. Making necessary amend ments to any of the previo us sta ge in order to remedy or improve failure pract ices.

Tr nsitional Mo e l a d Tra nsitional mod el focuses on the organizat ion as a wh ole. The outer loop describes the vision, miss ion and values of the organi zati on on the basis of which training model i.e. inn er loop is executed. Vision focuses on the mi lest ones that the organizati on would like to ach ieve aft er the defined point of time. A vision state ment tells that wh ere the organizati on sees its elf few years do wn t he lin e. A vis ion may include setting a role mode, or bringing some int ernal transf ormati on, or may be promising to meet some other deadlines. Miss ion exp lain the reason of organizati onal exist ence. It identif ies the positi on in the community. The reason of develo ping a mi ssion sta tement is to motiva te, ins pire, an d inf orm the employees rega rding the organizat ion. The miss ion state ment tells about the identity that how the organization would like to be viewed by the cust omers, employees, and all other stakeholders. Va lues is the translati on of visi on and missi on into communicable ideals. It reflect s the deeply held values of the organizati on and is indep endent of current industry envir onment. For e xample, values may inc lude social respons ibility, excellent cust omer servi ce, etc.

The mission, vis ion, and va lues pr ecede the objecti ve in the inn er loo p. This mod el cons iders the organi zati on as a wh ole. The objecti ve is formulated keepi ng th ese three things in mind and then the tra ining model is furth er implemented.

In truction l System De ve lopmen M del s a t o Instr uctional System De velopment model or ISD tra ining mod el was made to ans wer the training prob lems. This model is wid ely used now-a-days in the organizati on becau se it is concerned with the training need on the job performance. Tr a i ni ng obj e ct i ves are defined on the basis of job respons ibilit ies and job descri ption and on the basis of the defined ob jecti ves individ ual progress is mea sured. This model also helps in determining and develo ping the favorable

strat egies, sequencing the content, and delivering me dia for the types of training ob jecti ves to be ach ieved. The Instru ctional Syst em Develop ment mod el comprises of five sta ges: 1. ANALYSIS This pha se consist of training job analysis, and targ et au dience analysi s. ne ed ass essm ent,

2. PLANNING This pha se cons ist of setting goal of the learni ng ou tcome, instru ctional objecti ves that mea sures behavi or of a participant aft er the training, types of training mat erial, media select ion, methods of evaluating the traine e, train er and the training program, strat egies to impart knowledge i.e. selection of content, sequencing of content, etc. 3. DEVELOPMENT This phase tra nsla tes design dec isi ons into training mat erial. It consists of developing cou rse ma terial for the trai ner incl ud ing ha ndouts, workbooks, v isual aids, demonstrati on pr op s, etc, course material for the tra inee inclu ding handouts of summary. 4. EXECUTION This pha se focuses on logistical ar ran gements, such as arrang ing sp eakers, equipments, b enches, podium, food facilit ies, cooling, lighting, parking, and other traini ng acces sories. 5. EVALUATION The purpose of this pha se is to make sure that the training program has ac hie ved its aim in terms of subsequent work performan ce. This pha se consists of ident ifying str engths and weakness es and m king necessar y a amendments to any of the previous sta ge in order to remedy or improve fail ure practices.

The ISD mod el is a contin uous process that last s thr ou gho ut the training program . It also highlights tha t feed back is an impo rtant phase thr ou ghout the entire tra ining program. In this mod el, the output of one pha se is an inpu t to the next phase.

METHODS

OF TRAINING

There are var iou s metho ds of training, which can be divided in to cogniti ve and behav ioral methods. Trainers need to und erstand the pr os and cons of each metho d, al so its impact on traine es keep ing their bac kground and skills in mind before giving traini ng. Cog nitive methods are more of giving the oretical training to the trainees . The vari ous methods und er Co gniti ve approach provide the rules for how to do something, written or verbal inf ormati on, de monstra te relati onshi ps among concepts, etc. These methods are associa ted wi th changes in knowle dge and attit ude by sti mulating learn ing. The var ious methods that are:

come under Cogniti ve approach

LECTURES DEMONSTRATIONS DISCUSSIONS COMPUTER BASED TRAINING (CBT)

o o o

INTELLEGENT TUTORIAL SYSTEM(ITS) PROGRAMMED INSTRUCTION (PI) VIRTUAL REALITY

Be hav ioral me thods are more of giving practical training to the trai nees. The vario us methods und er Behavioral ap proach allow the trainee to behav ior in a real fash ion. These methods are best used for skill development. The vario us methods that are:

come und er Behavioral ap proach

GAMES AND SIMULATIONS o BEHAVIOR-MODELING o BUSINESS GAMES o CASE STUDIES o EQUIPMENT STIMULATORS

o o

IN-BASKET TECHNIQUE ROLE PLAYS

Bo th the methods can be used effecti vely to chan ge atti tu des, bu t thr ou gh diff erent means. Another Method is MANAGEMENT DEVELOPMENT METHOD Ma n a g e me n t De v e l o p me n t

The more future oriented method and more c oncerned with ed ucat ion of the em ployees. To become a better performer by ed ucat ion implies that mana gement develo pme nt act ivities att empt to instill so und reasoning proces ses. Mana gement de velopment method is furth er divided into two parts : ON THE JOB TRAINING The develo pment of a mana ger's abiliti es can take place on the job. The fou r techniques for on the job develo pment ar e:

COACHING MENTORING JOB ROTATION JOB INSTRUCTION TECHNIQUE (JIT) OFF

THE JOB TRAINING There are many mana gement de velopment techni ques that an employee can take in off the job. The few po pu lar methods are:

SENSITIVITY TRAINING TRANSACTIONAL ANALYSIS STRAIGHT LECTURES/ LECTURES SIMULATION EXERCISES

Chapte r 4 Data ANALYS IS & Inte rpretation

CHAP TER 4 ANALYSIS OF DATA

Data analysis is a practi ce in which raw data is ordered and organi zed so that useful information can be extrac ted from it. The process of organizing and thinking about data is a key to und ersta nding what the data does and does not contain. There are a var iety of ways in wh ich people can ap proach data analysis, and it is notoriously easy to m anip ulate data du ring the an alysis phas e to push certain conc lusions or agendas. For this rea son, it is impo rtant to pay att enti on when data analys is is presen ted, and to thi nk critically ab ou t the data and the conc lusions which were drawn. Raw data can take a var iety of forms, including measurements, survey respo nses, and ob servati ons. In its raw form, this infor mation can be incre dibly useful, bu t also overwhelming. Over the course of the data analys is process, the raw is ordered in a way which will be useful. In the course of organizing the data, trends often emerge, and these trends can be highlighted in the writ e-up of the data to ensure that read ers take note. Chart s, gra phs, and text ual writ e-ups of data are al l forms of data analysis. These me thod s are designed to refine and distill the data so that read ers can glean interest ing inf ormati on with ou t needing to sort throu gh all of the data on their own. S ummarizing data is often critical to supp orti ng arg uments made with that data, as is presenting the data in a clear and und erstan dable way. The raw data may also be included in the form of an appendix so that peo ple can look up sp eci fics for the ms elves. Some peo ple divide data analysis into:

 Descri ptive statistics, Exp lorat ory data an alysi s, Confirmatory data an alysis. Descr iptive stat istics are used to descr ibe the main feat ures of a collecti on of data in quantitati ve terms. Explora tory da ta analysis (EDA) is an ap proach to ana lyzi ng data for the pu rpose of formulat ing hy po thesis worth testing, complementing the tools of convent ional statisti cs for testing hy po thesis. The term used for the set of ideas abo ut hypothesis testing, p-va lues, confiden ce intervals etc. A statistical hypothes is test is a method of ma king st at ist ical decisions using exp erimental data. It is sometimes called confirmat ory data analysis, in contrast to exp lorat ory data an alysi s.

INTE RPRET ATION OF DATA Interpretation refers to the task of drawing inferences from the collec ted fact s aft er an analytical or experimental stud y. In the fact it is search for broader meaning of research fin dings. In one sense int erpr etati on is awarded with relat ionsh ip with the collected data, partially overlap ping analy sis. Interpretat ion al so exten ds beyond the data of the st ud y to include the results of other research the ory and hypothesi s. The interpretation is a devi ce thro ugh which the observed data can be better und erstand and it also provides a theoretical conception which can serve as a guide for furth er research. The tab ulat ion and interpretation divided according to the qu est ionnaire. of data has been

Figurati ve R ponse es s

Int r pre ti on e ta

o f

th e

1) Testing Employee s W rk Com mitme nt Level o

I would be happy to spend the rest of my carrier with the organization I work here because the people are great and they have helped a lot in my work I really feel as if this organization's problem are my own Right now, staying with my organization is a matter of necessitybecause they provide training I work here as much as desire that could benefit me in my works Training provided has motivated me to work harder than before and valuesup on my to-do list My organization catch my contribution to its well being and appreciate any extra effort for me

Strongl Slightly Neutra Slightl Strongl y Disagre l y y Disagre e 3 3 6 Agree Agree 9 29 2 2 10 5 5 2 6 4 8 7 6 7 9 8 10 9 11 17 11 13 18 16 15 16 22 23 4 13 13 8

2) Mea uring s Leve l

Employees

Work

Performa ce n

Training programs establish a clear view of work roles and increase performance Training programs encourage teamwork and selfmanaged team culture Training programs encourage me to make criticisms, which contribute more to productivity Training programs provide knowledge sharing demonstrated in the organization Training programs improved my skills and knowledge at performance level Training programs provide supportive and trusting work environment for my efficient Training programs provide to update work of skills which increase my performance in theprovide me to Training programs job communicate openly and honestly with my subordinates so that I know my strengths and weaknesses

Strongl Slightly Slightl Strongl y y Disagre Neutra y l Disagre e Agree Agree 0 0 6 15 29 3 4 2 2 1 1 6 6 3 3 5 4 11 13 10 7 11 8 20 17 21 13 11 22 10 10 14 25 22 15

10

11

12

3) Training Commitment Level o the Employee s f

Most training programs were able to fulfill my expectation Most of training programs are practical and do relate totraining programs, I was In most the actual at work treated as "important" individualtraining I was able to test out techniques in my work so that the training objectives are achieved

Strongl Slightly Slightl Strongl y y Disagre Neutra y l Disagre e Agree Agree 5 6 14 18 7 6 11 7 16 11 9 19 8 7 6

12

18

4) Understanding o f Training Delivery Approaches

Co tent n

and

Providing a platform to showcase technical skills Mentoring another people in organization as role model personal growth Helping Updating existing skills and acquiring new technologies Utilizing information gathered to support and assist the top management Assessing comprehensive new hiring training programs Problem solving and conflict resolution

Strongl Slightly Slightl Strongl y y Disagre Neutra y l Disagre e Agree Agree 4 7 16 12 11 8 3 4 3 3 4 11 6 5 7 6 6 13 13 13 15 10 15 12 17 17 12 17 12 6 11 11 13 14 13

5) Respo dent Pro ile n f a) Gender

b) Age Group

c) Education Level

d) Years o Service in the Current f Orga ization n

Tenability o Hypothesis f
The tenability of the hyp othesis ha ve be en checked in the light of above findings.

Hypothesis 1
Majority of the em ploye es are happy/ satisfi ed com itt ed toward s the organizatio n m and

Acco rding to the results of the study, majority of the employees feel happ y and are willing to spe nd the rest of their carrier with the organization. Along with this, the employees also feel the organizations problem as their own and adhering to the organization is not the consequence of any obligation to them.

Hypothesis 2
It is pre sumed that the training progra m enha nce the s work per formance level of the employee s Majority of the employees feel that training programs establish a clear view of work roles and increase their performance leve l. Also the training program p rovide knowledge sharing demonstrated in the organization. In addition to this, the training program also provide suppo rtive and trusting work environment for their efficient performance.

Hypothesis 3
Employ ee s are awa re of the outcomes of the training conten t and deliv er y approac hes Acco rding to the results of the study, majority of the users slightly agree that most of the training programs were able to fulfill their expe ctation. Also the training programs are practical and were able to apply the training techniques in their work so that the training objectives are achieved. This shows that the employees are aware of the outcomes of the training content.

Chapte r 5 Conclusion and S g es tion ug

CHAP TER 5 CONCLUSIO N AND SUGGESTION

As previo usly menti oned, training and de velopment can be initiated to add ress a "performance gap" (lear ning needed to meet performa nce sta ndards for a current task or job), "growth gap" (lear ning needed to ach ieve care er goals) or "opportunity gap" (learni ng needed to qualify for an ident ified new job or r ole). Majority of the em ployees feel happ y and are willing to sp end the rest of their carri er with the organizati on. Along with this, the employees also feel the organ izat ions problem as their own and adhering to the organizat ion is not the consequence of any ob ligat ion to them. Further, the employees feel that training progra ms est ablish a clear view of work roles and inc reas e their performan ce level. Also the tra ining program provide knowledge sh aring demonstra ted in the organizati on. Also, the training progra ms are practical and employees were able to app ly the training techniqu es in their work. Kee ping in view the organizat ional requirement and goals and objecti ves of training, the following have been identif ied as the key focus areas of training:

Technology Tooling Quality Informati on Technology

Further, to facilitate the development of soft skills (cha nge of mind -set, mana gerial development etc.) tra ining would be imparted on a continu ous basis.

Sug e stion to Enrich Training a d De ve lopment: g s n Some Bas ic Requirem ents of Learn ers

Lear ners Must Be Willing to Grow, to Experience Growth Involves the Enti re Learner Growth Requires See king Ong oing Feedback

Some Bas ic Requirem ents of Superv isors

Include Lear ners in De velopment of Training an d Develo pment Plan If Avai lable, Ha ve Hu man Resou rces Representati ve Play Major Role Provide Ong oing Feedba ck and Support W en Assessi ng Res ults of Lear ning, Maximi ze Feedba ck h Abo ut Performance Budget Ne cessary Funds for Resources Lear ner Will Need Set Aside Regular Times for Supervis or and Learn er to Meeting

Deve loping the Tra ining and Deve lopm ent Plan

Docu ment a Training and De velopment Plan (Goals, Metho ds and Evaluat ion) Do n't Worry About W ether Your Plan is Perfect or No t -h The Plan is Guide, Not Law Re member that De velopment is a Process

Bibliogr phy a
-

www.hal-india.com/ and Personal

- K. Ash wat hapa, Human Reso urce Mana gement, Tata McGraw Hill - Gary Dess ler, Human Hall of India Pvt. Ltd.

Reso urce Mana gement, Prentice

- http://managementhelp.org/trng_dev/gdlns.htm - http://traininganddevelopment.naukrihub.com/trainingimplementation.html - A Guide To Effecti ve Human Reso urces Mana gement Mu rugan Anandarajan, Clai re Simm ers

Questionnaire
A General study to capture the training effectiveness Hindustan Aeronautics Limited Part A Employees Work Commitment in

Listed below are statements that represent feelings that YOU might have about your organization. Please indicate the degree of your agreement or disagreement with each statement by circling a number from 1 to 5 using the scale below: 1 Strongly Disagree 3 Slightly Disagree 4 Neutral 5 Slightly Agree 7 Strongly Agree

I would be happy to spend the rest of my career with this organization I work here because the people are great and they have helped a lot in my works I really feel as if this organizations problems are my own Right now, staying with my organization is a matter of necessity as much as desire I work here because they provide training that could benefited me in my works Training provided has motivated me to work harder than before and catch up on my to-do list My organization cares and shows concern about my general satisfaction at work My organization values my contribution to its well being and appreciate any extra effort from me

1 1 1 1 1 1 1 1

2 2 2 2 2 2 2 2

3 3 3 3 3 3 3 3

4 4 4 4 4 4 4 4

5 5 5 5 5 5 5 5

Part B Employees Work Performance

Listed below are statements that represent YOUR perceptions towards your performance after attending any of training conducted by your organization. Please indicate the degree of your agreement or disagreement with each statement by circling a number from 1 to 5 using the scale below: 1 Strongly Disagree 3 Slightly Disagree 4 Neutral 5 Slightly Agree 1 1 1 1 1 1 2 2 2 2 2 2 7 Strongly Agree 3 3 3 3 3 3 4 4 4 4 4 4 5 5 5 5 5 5

Training programs establish a clear view of work roles and increase performance Training programs encourage teamwork and self managed team culture Training programs encourage me to make criticisms, which contribute more to productivity and productions Training programs provide knowledge sharing demonstrated in the organization Training programs improved my skills and knowledge at performance level Training programs provide supportive and trusting work environment for my efficient performance Training programs provide to update work of

skills which increase my performance in on the job Training programs provide me to communicate openly and honestly with my subordinates so that I know my strengths and weaknesses

1 1

2 2

3 3

4 4

5 5

Part C Training Commitment

Listed below are statements that represent training commitment provided by your organizations, which reflects to YOUR commitment. Please indicate the degree of your agreement or disagreement with each statement by circling a number from 1 to 5 using the scale below: 1 Strongly Disagree 3 Slightly Disagree 4 Neutral 5 Slightly Agree 7 Strongly Agree

Most training programs able to fulfill my expectation of needs Most of training programs are practical and do relate to the actual problems at work In most training programs, I was treated as important individuals I able to test out training techniques in my work so that the training objectives are achieved

1 1 1 1

2 2 2 2

3 3 3 3

4 4 4 4

5 5 5 5

Part D Training Contents and Delivery Approaches

Listed below are training and development contents that most of the training programs might have which YOU had attended. Please indicate the degree of your agreement or disagreement with each statement by circling a number from 1 to 5 using the scale below: 1 Strongly Disagree 3 Slightly Disagree 4 Neutral 5 Slightly Agree 7 Strongly Agree

Providing a platform to showcase technical skills 1 Mentoring another people in organization as role model Helping personal growth Updating existing skills and acquiring new technologies Utilizing information gathered to support and assist the top management Assessing comprehensive new hiring training programs; and updated organizational procedures and policies Problem solving and Conflict Resolution 1 1 1 1 1 1 2 2 2 2 2 2 2 3 3 3 3 3 3 3 4 4 4 4 4 4 4 5 5 5 5 5 5 5

Part E Respondent Profile

Please tick () the answer and fill in the blanks when necessary

1. Gender 2. Age 3. Education Level e

Male 21- 30

Female 31- 40 41- 50 51 and above Diploma Post Graduate

ITI I Degree / Professional Certificate

4. Years of service in your current organization a Less than 2 years 2 to 5 years 6 to 10 years More than 10 years

~ Thank you for your time and patience ~