project of hr - ivth sem
TRANSCRIPT
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TABLE OF CONTENTS
1. Objective of Study
2. Research Methodology
3. Introduction
4. Company Profile
5. Training and Development at BEL
6. Data Analysis
7. Conclusion
8. Findings
9. Bibliography
10.Appendix
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OBJECTIVE OF THE STUDY
1. To understand the entire training process and identifying the training needs
of the employees at the B.E.L.
2. To understand the theoretical framework of Training and Development.
3. To study the HRD functions undertaken by Organization.
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RESEARCH METHODOLOGY
Tools of Data collection
Data has been collected by the following means:
A. Primary Sources: It includes
a) Structured questionnaire was administered to the sample respondents.
b) Personal interviews were held with the officer and non-officer staff with special
focus on the prevailing their views and suggestions.
B. Secondary Sources: It has been collected with the help of books available in the library,
few journals and Internet. Reference was also made to Organizations web site
WWW.BELINDIA.COM
SAMPLE DESIGN
There are many research methods to conduct any study. The study is based on a combination
ofDesk research and Exploratory research methods exploring T&D functions adopted by
organization and to assess the awareness and involvement of the employees of the organization
in respect of HRD functions using various means.
Type of sampling: The sample has been constructed using random sampling technique.
The Sample size: 25 employees including officer staff, subordinate staff and trainees.
All these employees work in different divisions relating to HUMAN RESOURSE
MANAGEMENT functions.
The Sample Extent: BEL, Ghaziabad.
http://www.belindia.com/http://www.belindia.com/ -
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INTRODUCTION TO TRAINING
Successful candidates placed on the job need training to perform their duties effectively
Workers must be trained to operate machines, reduce scrap and avoid accidents It is not only
workers but executives and supervisors who need training as well in order to enable them to
acquire maturity of thought and action Training and development constitute an ongoing process
in any organization Training thus means to turn members into productive insiders It is the
second step after recruitment, screening and selection .
The principles of learning make training work ,thus how a person learns should be the
guiding principle in explaining how a person should be trained
Thus training requires
Practice
Feedback
Motivation to learn
Thus training is systematic and intentional basically involving the felicitation of the
learning process Further training enhances three broad classes of skills
Cognitive skills: inquisitional of mental and attitudinal functions
Interpersonal skills: enhancing interactions with other people
No organization has unlimited resources, so training has to be done on the
basis of identified resources in three phases
1. PRE TRAINING
Clear understanding of the situation that calls for more effective behaviour
2. TRAINING
Implementing the effectiveness in behaviour
3. POST TRAINING
The management has to handle a person who is more confident, post training A
lot of adjustment is needed on both sides.
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Nature of training and development
In simple terms training and development refer to imparting of specific skills abilities
and knowledge to an employee A formal definition of training and development is it is any attempt to improve current or future employee performance by increasing an
employees ability to perform through learning ,usually by changing the employees attitude or
increasing his or her skills and knowledge.
The need for training and development is determined by employees performance
deficiency which is computed as under:
TRAINING AND DEVELOPMENT NEED =
Standard performance Actual performance
According to Edward B. Flippo, Training is the act of increasing the knowledge an
skills of an employee for doing a particular job.
In other words, the trainees acquire technical knowledge, skills and problem solving
ability by undergoing the training programme Training objectives should always be expressed
in behavioural terms to remove ambiguity and vagueness. e.g. To have more productive
workers (vague). To increase output by 10%over current levels (behavioural terms)
EDUCATION, TRAINING AND DEVELOPMENT: DIFFERENCE
The processes of training and development are often confused Training means learning
of basic skills and knowledge necessary for a particular job or a group of jobs But development
on the other hand means growth of the individual in all respects.
However education is a far broader term in comparison to the above two, Its purpose is
to develop the individuals. It is concerned with increasing the general knowledge and
understanding of the environment as a whole.
Education is more formalized then development and is in general imparted in schools
and colleges The distinction between the three can be made as under:
TRAINING VERSUS DEVELOPMENT
According to Dale Yoder The use of terms Training and Development in todays
employment setting is far more appropriate than training alone since human resources can
exhibit their full potential only when the learning process goes far beyond the simple routine
TRAINING DEVELOPMENT
Training means learning skills and
knowledge for doing a particular
job. It increases the Job Skills.
Development means the growth of an employee in all
respects. It shapes Attitudes.
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The term training is generally used
to indicate imparting specific skills
among operative workers and
employees.
The term development is associated with the overall
growth of the executives.
Training is concerned with
maintaining and improving the
current job performance. Thus ithas a short term perspective.
Executive development seeks to develop competence
and skills for future performance, Thus it has a long
term perspective.
TRAINING Vs. EDUCATION
According to Carnegie Training refers to the process of imparting specific skills
Education on the other hand is confined to theoretical learning in class rooms
TRAINING EDUCATION
Application Oriented Theoretical Orientation
Job Experience Classroom Learning
Specific Task General Concepts
Narrow Perspective Broad Perspective
To conclude, in order to bring about a distinction, amongst training development and
education in sharp focus it can be said that training is offered to operatives, whereas
development programmes are meant for employees in higher position Education however is
common to all employees their grade not withstanding.
Training Objectives
Optimize the workers performance in pursuit of organizational goals.
To develop a person s behavioural patterns in areas of knowledge skills or attitude to
achieve a desired performance level.
Interaction during training programmes lets the management understand what motivates
or satisfies the workers.
Unifying individual objectives with those of the organization and vice-versa.
INPUTS IN TRAINING AND DEVELOPMENT
Any training and development programme must contain inputs which enable the
participants to gain skills, learn theoretical concepts and helps acquire vision to look into the
distant future.
In addition to these there is a need to impart ethical orientation, emphasize on
attitudinal changes and stress upon decision making and problem solving abilities.
EDUCATION
The purpose of education is to teach theoretical concepts and develop a sense of
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reasoning and judgment that any T&D programme must contain an element of education is
well understood by the HR professionals any such programme has university professors as
resource person to enlighten participants about theoretical knowledge of the topics proposed to
be discussed.
DEVELOPMENT
Another component of training and development programme is development, which is
less skill oriented but stresses on knowledge .
An organization expects the following from its mangers when they are deputed to attend
training and development programme.
How to make managers self-starters How to imbue them with a sense of commitment
and motivation so that they become self-starters?
How to make them subordinate their parochial, functional loyalties to the interests of
the organization as a whole?
How to make them result oriented? How to help them to see and internalize the
differences between activity and results between efficiency and effectiveness?
How to make them sensitive to the environment in which they function both at the
workplace and outside?
How to make them aware of themselves their potentials and their limitations How to
help them to see themselves as others see them?
How to teach them to communicate without filters to see and feel others view points ?
How to help them to understand power and thereby develop leadership styles which
inspire and motivate others?
How to instil a zest for excellence a divine discontent a nagging dissatisfaction with the
status quo?
ETHICSThere is a need for imparting greater ethical orientation as they are largely ignored It
is also significant because of the following reasons:
Ethics correspond to the basic human needs All of s want to be ethical in our
personal lives and business dealings too.
Values create credibility in public.
Values lend management credibility with employees, They provide a common language
for aligning a companys leadership and its people.
Ethical attitudes help management make better decisions which are in the interest of the
public the employees and in the long run the company itself.
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Ethical practices are good even from the profitability point of view, According to a
survey organizations that showed the highest concern were the ones that showed highest
profits.
Finally ethics are important because government and law cannot always protect the
society but ethics give a frame work to behave in the society.
ATTITUDNAL CHANGES
Attitude represent feelings and beliefs of individuals towards others Attitudes affect
motivation, satisfaction and job commitment.
Negative attitudes need to be converted into positive ones Negative attitudes are
difficult to change because
Employees refuse to change,
They have prior commitments; and
Information needed to change attitude may not be sufficient.
DECISION MAKING AND PROBLEM SOLVING SKILLS
Decision making and problem solving skills focus on method and techniques for
making organizational decisions and solving work related problems Learning related to
decision making and problem solving skills seeks to improve trainees ability to define and
structure problems, collect and analyze information, generate alternative solutions and make an
optimal decision alternatives.
Training of this type is typically provided to potential managers, supervisors and
professionals.
POINTS TO BE KEPT IN MIND WHILE TRAINING
It is the means to an end not an end to a means
The management must have a responsible attitude
TIPS ON PROVIDING THE RIGHT KIND OF TRAINING
Before examining the various forms of TNA it is important to focus on the kinds of
training organizations should provide. Training should be provided based on current and/or
future job requirements training should have a dual goal of organizational effectiveness and an
improved work experience for the job incumbent.
Organizations should benefit from training if it raises employee performance by raising
skill and motivation level and /or increases the organizations ability to attract or retain high
quality employees and Attempts are made to determine the training needs for the entire
organization rather than its specific departments to involve the top management in this
programme.
The existence of the gap between employees present performance and the desiredperformance can be determined on the basis of skill analysis involving five steps -:
Analysis and determination of the major requirements of the specific job
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Identification of the task needed to be accomplished to meet the job requirements
Understanding of the procedures needed to accomplish each of the job tasks
Analysis of the knowledge and skills needed to accomplish the procedures, and,
Identification of the special problems of the job and analysis of any particular kind of
skill needed to meet the problem.
Selection policy and size and general skill level of the available work force are two of theimportant factors that affects the general ongoing training programme of an organization
Training programmes should be formulated by the line personnel with the advise and
assistance of the staff.
YODERS PRINCIPLES FOR EFFECTIVE TRAINING
1. Training is a management function and accordingly every individual is a trainer.
2. The staff trainer must not exert authority over line but provide advice and guidance.
3. Every individual requires training.
4. Training should be supported by all levels of managers.
5. Either a committee or some other individual should be eventually responsible for training.
6. Attempt must be made to distinguish between staff and line training functions.
7. Training should be aimed at the attainment of the objectives of the enterprise byproviding proper knowledge skills and attitude.
8. The objective and scope of the training should be defined at the very outset of the
programme.
9. Attempts should be made to employ tested principles of learning.
10. Training should be imparted in the real work environment.
Lastly everything should be measured and the proper yardstick standard time cost etc should be
developed.
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COMPANY PROFILE
Bharat Electronics Limited (BEL) was set up at Bangalore, India, by the Government of
India under the Ministry of Defence in 1954 to meet the specialised electronic needs of the
Indian defence services. Over the years, it has grown into a multi-product, multi-technology,
multi-unit company serving the needs of customers in diverse fields in India and abroad . BELis among an elite group of public sector undertakings which have been conferred the Navratna
status by the Government of India.
The growth and diversification of BEL over the years mirrors the advances in the
electronics technology, with which BEL has kept pace. Starting with the manufacture of a few
communication equipment in 1956, BEL went on to produce Receiving Valves in 1961,
Germanium Semiconductors in 1962 and Radio Transmitters for AIR in 1964.
Under the government's policy of decentralization and due to strategic reasons, BEL
ventured to set up new Units at various places. The second Unit of BEL was set up at
Ghaziabad in 1974 to manufacture Radars and Tropo communication equipment for the IndianAir Force. The third Unit was established at Pune in 1979 to manufacture Image Converter and
Image Intensifier Tubes.
In 1980, BEL's first overseas office was set up at New York for procurement of
components and materials. In 1981, a manufacturing facility for Magnesium Manganese
Dioxide batteries was set up at the Pune Unit. The Space Electronic Division was set up at
Bangalore to support the satellite programme in 1982. The same year saw BEL achieve a
turnover of Rs.100 crores. In 1983, an ailing Andhra Scientific Company (ASCO) was taken
over by BEL as the fourth manufacturing Unit at Machilipatnam. In 1985, the fifth Unit was set
up in Chennai for supply of Tank Electronics, with proximity to HVF, Avadi. The sixth Unitwas set up at Panchkula the same year to manufacture Military Communication equipment.
1985 also saw BEL manufacturing on a large scale Low Power TV Transmitters and TVROs
for the expansion of Doordarshan's coverage.
VISION, MISSION,VALUES AND OBJECTIVES
VISION
To be a world-class enterprise in professional electronics.
MISSION
To be a customer focussed, globally competitive company in defence electronics
and in other chosen areas of professional electronics, through quality, technology and
innovation.
VALUES
- Working with transparency, honesty & integrity.
- Encouraging flexibility & innovation.
- Endeavouring to fulfill social responsibilities.
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- Proud of being a part of the organization.
OBJECTIVES
- To be a customer focussed company providing state-of-the-art products
& solutions at competitive prices, meeting the demands of quality,
delivery & service.
- To generate internal resources for profitable growth.
- To attain technological leadership in defence electronics through in-
house R&D, partnership with defence/research laboratories &
academic institutions.
- To constantly benchmark company's performance with best-in-class
internationally.
- To raise marketing abilities to global standards.
- To strive for self-reliance through indigenisation.
QUALITY POLICY
We are committed to consistently deliver enhanced value to our customers, through
continual improvement of our products and processes.
QUALITY OBJECTIVES
Effective and efficient design and development process, considering the present andfuture needs of customers.
Enhanced customer satisfaction by on-time delivery of defect free products and
effective Life cycle support.
Continual upgradation and utilization of infrastructure and human resources.
Mutually beneficial alliances with suppliers.
Continual improvement of processes through innovation, technology and knowledge
management.
Evolution of Quality Management System in Bharat Electronics
Right from its inception in 1954, Bharat Electronics has understood the varying levels
of quality and reliability requirements of its customers and has been striving to enhance their
satisfaction level. The company has developed and improved Quality Systems and Procedures
over the years.
Starting with an inspection oriented Quality system during the initial years, thecompany shifted its focus towards MIL-Q-9858 Quality Management System during the early
Seventies. During the Eighties, a number of initiatives were taken to improve the Quality
Management System. They included release of documented QA manual; promotion of
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participative culture in the organization; launching of QC Circles & Suggestion Scheme, etc.
Introduction of TQM
Bharat Electronics adopted the Total Quality Management (TQM) philosophy in the
year 1990 under the acronym 'TORQUE' which stands for Total Organisational Quality
Enhancement. TORQUE is based on the premise that the quality of products and services is
not only the responsibility of the production/shop floor personnel, but other support services
also who have a role to play in meeting and exceeding our customers? expectations through
supply of quality products and services. Some of the critical business performance indicators
like transactional cycle time, manufacturing yield, inventory turnover ratio, customer
complaints, QCC presentations, quality cost, etc are monitored on a monthly basis through
SAP and corrective actions are initiated for continual improvement.
(Starting from 1993, all Units / SBUs / Divisions of the company have been certified
for ISO 9001 Quality Management System and ISO 14001 Environment Management System.
Seven Units / SBUs (Ghaziabad, Panchkula, Kotdwara, Hyderabad, Military Communication,Electronics Warfare & Avionics and Export Manufacturing) are also certified for AS 9100
Aerospace Standards. The Central Software Development group of the company has CMMi
Level 5 certification. )
Thrust areas of TORQUE
a. Continual improvement of products and processes through deployment of Six Sigma
methodology.
b. Key processes stabilization and capability improvement through Statistical Process
Control (SPC) techniques.
c. Reduction of cycle time in all transaction areas.
d. Improvement in quality of design through DFSS projects.
e. Employee motivation and empowerment through self certification, QCC and
Suggestion Schemes.
f. Introduction of lean manufacturing concepts to achieve on-time delivery.
g. Customer satisfaction surveys to measure and improve satisfaction level of
customers.
BUSINESS E XCELLENCE
The company has adopted CII-EXIM Bank Business Excellence Model to improve its
overall strategic and operational excellence. Adoption of this Model since 2002 has helped the
company in understanding the expectations of various stakeholders and in enhancing their
satisfaction level.
The company has achieved the level of 'Commendation for Strong Commitment to
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Excel' and is striving to reach higher levels of excellence under the Model.
NATIONAL AND INTERNATIONAL COLLABORATIONS
The agreement for setting up BEL's first Joint Venture Company, BE DELFT, with M/s
Delft of Holland was signed in 1990. Recently this became a subsidiary of BEL with the exit ofthe foreign partner and has been renamed BEL Optronic Devices Limited.
In 1997, GE BEL, the second Joint Venture Company with M/s GE, USA, was formed
as also the third JVC with M/s Multitone, UK, BEL Multitone. The same year, USA imposed
supply restrictions on BEL.
In 1998, BEL set up its second overseas office at Singapore to source components from
South East Asia. The same year, US and European sanctions were imposed on BEL. The
Company was able to overcome the effects of the sanctions and insulate Indian defence forces
from the fall-out of denial regimes by finding technical solutions to circumvent the denials and
by keeping up the promised deliveries to customers.details of the following are been providedbelow
GE-BE Private Limited
GEBE Pvt Limited was set up in 1997 as a joint venture between Bharat Electronics
Limited andGeneral Electric Medical System. The facility based at Whitefield,Banglore ,
India, manufactures X-ray tubes for RAD & F and CT systems, as well as components such as
High Voltage Tanks and Detector modules for CT system. The products are exported
worldwide and meet the safety and regulatory standards specified by FDA, CE, MHW, AERB
and the facility has been accredited with ISO-9001; ISO-13485 and ISO-14001 certifications.GEBEL also markets the conventional X-ray tubes made at Pune Unit of BEL.The turnover of
GEBEL during 2004-2005 was over Rs. 450 Crores including an export of over Rs. 430
Crores.The company has been recognized for its outstanding export performance since 1998 by
the Export Promotion Councils.
RECOGNITIONS (SPECIAL ABOUT THE COMPANY)
The year 2000 saw the Bangalore Unit, which had grown very large, being reorganizedinto six Strategic Business Units (SBUs). The R&D groups in Bangalore were also restructured
into Specific Core Groups and Product Development Groups. The same year, BEL shares were
listed in the National Stock Exchange.
In 2002, BEL became the first defence PSU to get operational Mini Ratna Category I
status. In 2003, the Company's turnover crossed the Rs.2,500 crores mark.
In 2005, BEL achieved a turnover of Rs.3223.6 (Rs. 32,336,000,000).
BEL achieved a turnover of Rs.3,561 crores (provisional) (Rs 35,610,000,000) in 2005-06.
In June 2007, BEL was conferred the Navratna status based on its consistent
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performance.
BUSINESS OF THE COMPANY (PRODUCTS)
BEL Battle Field Surveillance Radar (BFSR-SR)
Further BEL designs, develops and manufactures products in the fields of:
1. Electronic Voting Machines
2. Radars
3. BEL Weapon Locating Radar
4. Defense Communications
5. Telecommunications
6. Sound and Vision Broadcasting7. Opto-electronics,
8. Solar systems
http://en.wikipedia.org/wiki/BEL_Battle_Field_Surveillance_Radarhttp://en.wikipedia.org/wiki/Indian_voting_machineshttp://en.wikipedia.org/wiki/Radarhttp://en.wikipedia.org/wiki/BEL_Weapon_Locating_Radarhttp://en.wikipedia.org/wiki/Telecommunicationshttp://en.wikipedia.org/wiki/Broadcastinghttp://en.wikipedia.org/wiki/Opto-electronicshttp://en.wikipedia.org/wiki/BEL_Battle_Field_Surveillance_Radarhttp://en.wikipedia.org/wiki/Indian_voting_machineshttp://en.wikipedia.org/wiki/Radarhttp://en.wikipedia.org/wiki/BEL_Weapon_Locating_Radarhttp://en.wikipedia.org/wiki/Telecommunicationshttp://en.wikipedia.org/wiki/Broadcastinghttp://en.wikipedia.org/wiki/Opto-electronics -
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9. Information Technology
10. Semiconductor
11. Naval systems
12. sonars
13. Ultra-low frequency thin-line towed active/passive sonar array for Arihant classsubmarine
14. CCS
15. FCS
16. Radar
17. Traffic signals
18. Simulators
19. Tankelectronics
Various Locations of BEL
Units of Bharat Electronics Limited are in the following cities of India:
Banglore (Corporate Head Office)
panchkula (Chandigarh)
Kotdwar
Ghaziabad
Pune
Hyderabad
Navi MUMBAI
Machlipatnam
Chennai
BEL Optronic Devices Ltd
BEL Optronic Devices Ltd. is a subsidiary company of BEL. It is established for
conducting research, development and manufacture of Image Intensifier Tubes and associated
high voltage Power Supply Units for use in Military, security and Commercial systems. The
company is located in Bhosari Industrial Area, Pune.
http://en.wikipedia.org/wiki/Information_Technologyhttp://en.wikipedia.org/wiki/Semiconductorhttp://en.wikipedia.org/wiki/Sonarshttp://en.wikipedia.org/wiki/Arihant_class_submarinehttp://en.wikipedia.org/wiki/Arihant_class_submarinehttp://en.wikipedia.org/wiki/Ccshttp://en.wikipedia.org/wiki/FCShttp://en.wikipedia.org/wiki/Radarhttp://en.wikipedia.org/wiki/Traffic_signalhttp://en.wikipedia.org/wiki/Simulatorshttp://en.wikipedia.org/wiki/Tankhttp://en.wikipedia.org/wiki/Bangalorehttp://en.wikipedia.org/wiki/Panchkulahttp://en.wikipedia.org/wiki/Chandigarhhttp://en.wikipedia.org/wiki/Kotdwarahttp://en.wikipedia.org/wiki/Ghaziabad,_Indiahttp://en.wikipedia.org/wiki/Punehttp://en.wikipedia.org/wiki/Hyderabad,_Andhra_Pradeshhttp://en.wikipedia.org/wiki/Chennaihttp://en.wikipedia.org/wiki/Information_Technologyhttp://en.wikipedia.org/wiki/Semiconductorhttp://en.wikipedia.org/wiki/Sonarshttp://en.wikipedia.org/wiki/Arihant_class_submarinehttp://en.wikipedia.org/wiki/Arihant_class_submarinehttp://en.wikipedia.org/wiki/Ccshttp://en.wikipedia.org/wiki/FCShttp://en.wikipedia.org/wiki/Radarhttp://en.wikipedia.org/wiki/Traffic_signalhttp://en.wikipedia.org/wiki/Simulatorshttp://en.wikipedia.org/wiki/Tankhttp://en.wikipedia.org/wiki/Bangalorehttp://en.wikipedia.org/wiki/Panchkulahttp://en.wikipedia.org/wiki/Chandigarhhttp://en.wikipedia.org/wiki/Kotdwarahttp://en.wikipedia.org/wiki/Ghaziabad,_Indiahttp://en.wikipedia.org/wiki/Punehttp://en.wikipedia.org/wiki/Hyderabad,_Andhra_Pradeshhttp://en.wikipedia.org/wiki/Chennai -
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ORGANISATIONAL STRUCTURE
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RESEARCH AND DEVELOPMENT IN BEL
Research & Development
Research & Development started in 1963 at BEL and has been contributing steadily to
the growth of BELs business and self-reliance in the field of Defence Electronics and other
chosen areas of professional electronics.
BELs R&D Policy is to enhance the companys pre-eminence in Defence Electronics
and other chosen fields and products through Research & Development. Major R&D
objectives of BEL is development of new products and enabling technology modules to meet
customer requirements ensuring that the developed products are commercially viable, state-of-
the-art, competitive and of highest quality of design.
Resources and Investments
All the 9 manufacturing Units of BEL have their own Unit Development & Engineering
(D&E) divisions. The role of Unit D&E divisions is to develop new products and obtain
customer acceptance, generate new business, provide product lifecycle support and upgrades,
develop processes and components as necessary.
There are several core Central D&E groups at Bangalore, whose role is to support Unit
D&E divisions with the supply of specialized technology modules. BEL also has two Central
Research Laboratories (CRLs) located at Bangalore and Ghaziabad, whose primary role is to
work on critical areas of technology, develop enabling technology modules for use by Unit
D&E divisions and provide advance training to D&E engineers on emerging technologies.
Presently there are about 1,150 engineers and 450 support staff in the R&D Divisions
of BEL, concentrating on various projects. D&E divisions of BEL pursue various categories of
projects: in-house development projects, joint development or ToT projects with DRDO / other
national design agencies and ToT or joint development projects with foreign vendors. Usually,
45 to 50% of the turnover is from BEL designed products, 10 to 15% of turnover is from
products designed by DRDO and other National Design Agencies and the remaining 35 to 45%
of turnover is from foreign collaborations.
The annual R&D expenditure is around 4 to 5% of BELs sales turnover. BEL regularly
recruits young engineers based on the identification of required competencies for the R&Ddivisions. There are schemes for on-the-job training after placement and facilities for
continuous learning for these engineers. There are recognition and reward schemes for
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excellence among R&D engineers. There are project selection criteria in conformity with the
Perspective Plan and the companys commercial and technological objectives, viz, technology,
market and investment. There are established project monitoring mechanisms for the on-going
R&D projects by various levels of officers in the organization and institutional reviews of
projects by customers also.
Areas of R&D Activity
R&D engineers are engaged in the development of new products, enabling technology
modules, processes & components in the following major areas:-
- Tactical Communication, Switching & Encryption
- Electronic Warfare Systems
- Tank Electronics & Electro Optics
- Command Control Systems
- Radars
- Sonars & Naval Systems
- Broadcast, Satcom & Telecom- Other products including simulators
- Components
Core Central Groups under Central D&E support the product development groups with
state-of-the-art technology modules in areas like Power Amplifier, Power Supply, RF &
Synthesiser, Crypto, DSP & Datacom, Software & ATE.
The Central Research Laboratories of BEL work in the areas of Materials & Micro-
electronics, Information Systems, Embedded Systems & Networking, Sensor Signal
Processing, RF & Microwave, Advance Computing and VLSI.
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The list of global companies with whom BEL hastechnological collaborations for different state-of-the-artproducts are given below:-
S
l.
N
o
.
Company Product
1 ELBIT, Israel Stand Alone Communication Unit
Enhanced Tactical Computer
Wireless Local Area Network
Software Modules
2 ELOP, Israel IOE & Hand Held Thermal Imagers
3 ELTA, Israel Medium Range Battle Field
Surveillance Radar
HF/UHF Search Receiver System
4 Tadiran, Israel HF Manpack Radio,
Vehicle Mounted HF Radio Set
5 SEXTANT, France LCD Display Unit
6 Thales Air Defence SA, France Upgrades of THD 1955 Radar
7 Thales Electron Devices, France Mini Travelling Wave Tubes
8 RHODE & SCHWARZ, Germany VLF/HF Receivers
9 ERICSSON MW Sys, Sweden SFM Trainer
10 Alenia Macroni System Spa, Italy Surveillance Radar Element
11 INROS Ltd, Russia Sonobuoys
12 KELVIN HUGES Ltd., USA Colour Tactical Displays
13 AKON Inc,USA Microwave Assemblies
Awards
The R&D Divisions of BEL have been receiving a number of National R&D awards.
A list showing the various R&D awards received by BEL since 1990 is given
below:
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S
l
.
N
o.
Details of the Award
Year in
which
BEL
received
theaward
1FICCI Award for Research in Science & Technology
(for corporate R&D initiative)1990
2
DSIR National R&D Award
(for successful commercialisation of Public Funded R&D
- for D&E project handled at BEL-Ghaziabad)
1992
3
DSIR National R&D Award
(for in house R&D efforts under Electronics & Electrical
Industries Sector - for D&E projects handled atBEL-Bangalore, Machilipatnam & Ghaziabad)
1993
4
DSIR National R&D Award
(for in house R&D efforts under Electronics Industries
Sector - for D&E Projects handled at BEL-Bangalore
& Ghaziabad)
1995
5
DSIR National R&D Award
(for successful commercialisation of Public Funded R&D
- for D&E projects handled at BEL-Bangalore &
Panchkula)
1998
6
Defence Technology Absorption Award '98
(Sponsored by DRDO - for D&E projects handled at
BEL-Hyderabad)
1999-2000
7
Award for Excellence in R&D for the year 1998
(Sponsored by Ministry of Information Technology,
GoI - for BEL-Ghaziabad's developments of various
IFF Systems)
2000-2001
8
Award for Excellence in Professional Electronics for the
year 1998(Sponsored by Ministry of Information Technology,
GoI - for BEL-Kotdwara's excellent performance in
Production, R&D & its commitment to Quality &
Service)
2000-2001
CUSTOMER PROFILE
INDIAN MARKET:-
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BEL is a major supplier of products and turnkey systems to the Indian Defense
Services. Over the years, BEL has diversified into manufacturing many civilian products as
well. Large turnkey telecommunication solutions are also being offered to civilian market. A
brief list of the Customers in the defense and civilian market segments and the products and
services offered to them is given below:
Products and Services CountriesDefence Communication Indian Defence Services, Para-military forces.
Radars & SONARS Indian Defence Services, Civil Aviation,
Meteorological Department, Space Department.
Telecommunication Department of Telecommunication, Para-military
forces, Power sector, Oil Industry, Railways.
Broadcasting Equipments
and Studio Systems
All India Radio, Doordarshan, (National Radio & TV
Broadcasters).
Electronic Voting Machine Election Commission of India.
Solar Products & Systems Individuals, Private and Government organizations.
EXPORTS:-
Export plays a key role in BELs strategic perspective. The ranges of products and
services exported have been increasing over the years. A number of international
companies are using the facilities at BEL for contract manufacturing.
The broad list of products and services being exported is given below:
Products and Services Countries
Defence Communication Algeria, Botswana, Brazil, France, Germany, Malaysia,
Mauritius, Russia, Sweden, Switzerland, UK.
Civilian Communication Brazil, Iran, Italy, Kenya, Malaysia, Nepal, Singapore,
Sweden, Switzerland, UK, Vietnam.Semiconductor Devices Austria , Australia, China, Finland, France, Hong-
Kong, Malaysia, Netherlands, Philippines, Germany,
South Korea, Singapore, Spain, Taiwan, Turkey, UAE,
UK, USA.
Electron Tubes, Magnetron,
Transmitting Tubes, TV
Picture Tubes and parts.
Algeria, Armenia, Bangladesh, Brazil, Egypt, France,
Greece, Hong-Kong, Italy, Nepal, UK.
Sound & Vision Broadcast
Equipments
Vietnam, Brazil, Middle East.
Radar and Sub-systems Switzerland, Ukraine.
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Batteries, Energy Saver and
other products
Australia, Bahrain, Kuwait, Mauritius, Malawi, Nepal,
Oman, Philippines, Saudi Arabia, UAE, USA.
Turnkey Systems Nepal, Kenya.
THE ENTIRE PROCESS OF TRAINING
Just like the budget TNA estimates the training needs of the different levels of
employees in the organization Although this is done at the beginning of the year, yet to make
my concepts clearer I was asked to submit an exhaustive list of many topics, on which training
could be carried out at he different levels The levels were classified into:
DIAGRAM SHOWS THE DIFFERENT MANAGEMENT LEVELS IN AN ORGANIZATION
These were the training areas identified:
FOR THE TOP LEVEL
Management development programmes
Emotional training
Succession plan Leadership
Quality management
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Cost cutting and maintenance
Motivation
Employee retention
Risk management
Labor relations
Business ethics and conduct
Self appraisal
Counseling
Planning, organizing and controlling
Management by objectives
Job enrichment
Effective communication
OD interventions
Civil rights and equal opportunity programs
Employee empowerment
FOR THE MIDDLE LEVEL
Manpower planning
Job enrichment
Self appraisal
Civil rights and equal opportunity programme
Work performance and conduct
Security and safety
Labour relations
Prevention of stock shortages and equipment failures
Effective communication
Supervision
Training for internal trainers.
FOR THE LOWER LEVEL
Skilled
Semi skilled
Unskilled
There training needs are as under:
1. Disciplinary training
2. Career planning (skilled)
3. Skill enhancement; basic process training
4. Technology trends
5. Self appraisal (skilled/semiskilled)
6. Civil rights and equal opportunity programs
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7. Work performance and conduct
8. Effective communication
9. Quality management
10. Prevention of stock shortages and equipment failure
11. Hygiene
12. Safety: generic and machine specific
13. Cost cutting14. Motivation (skilled)
15. Standard operating procedures (semiskilled/unskilled)
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THE TRAINING CALENDAR
Once the training needs are identified a training calendar giving the training schedule
for each month is prepared specifying the training needs for different cadres of employees. The
calendar may be altered if required
At the B.E.L, training is taken at all levels on a regular basis A few days before the
actual training programme the, a notice of the same is sent out to the nominated trainees or the
HR department may ask the respective department heads to nominate their own trainees. The
training calendar is consulted at the beginning of each month and a notice of the programme to
be conducted is given out
A sample of the training calendar and the notice is given on the adjoining pages
DATES 1 2 3 4 5 6 7 8 9 10 10 30 31
MONTHS
April
May
June
July
August
September
OctoberNovember
December
January
February
March
THE TRAINING NOTICE
The training notice contains all the information related to the training programme It is
generally in the form of an internal memo It contains the date on which the training programmeis to be conducted, the venue the nominees etc
THE TRAINER
Most of the times training is provided by an internal trainer as it is more cost effective At other
times trainers may be called from outside particularly if the topic is technical
If the trainer is external, a notice has to be sent out to him specifying the topic of training, the
date, venue and the fees that would be paid to him
FACTORS THAT ENSURE SUCCESS OF A TRAINING PROGRAMME
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1. THE OVERALL TRAINING PROGRAMME
A training programme, is more than simply the sum of its parts They all must be
interwoven into a unified design .The factors that affect such integration include how methods
are selected sequenced and presented For an evolution of a training programme seven steps are
summarized here
STEP 1: Define the problem
STEP 2: Arrange the problem in order of priority
STEP 3: Analysis of the problem
STEP 4: Set the targets
STEP 5: Produce a training plan
STEP 6: Implement the training process
STEP 7: Evaluate the results
Diagram Shows A Schematic View Of Evolution Of A Training Plan
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THE SYSTEMS APPROACH TO TRAINING
The systems approach to training given by Eckstrand involves seven major steps1. Define training objectives
2. Develop criterion measure to evaluate training
3. Define training contents
4. Design methods and training materials
5. Integrate training programmes and trainees
6. Compare graduates to criteria standards set in step 2
a. Modify step 3 &4 based upon results in step 6
ASSESING TRAINING NEEDS
In a way training needs analysis (TNA) is an examination of the training system there
are a variety of internal and external forces in an organization to change the following table
lists some of these forces and their implications for training within organizations. Often
organizations attempt to
change with these forces by maintaining the status quo some will respond to these forces and
recognize the need to change
FORC
ES
TRAINING IMPLICATIONS
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Increas
ed
compu
terizati
on
Training in the use and mgmt of computers
Increas
eddeman
d for
employ
ees
with
technol
ogical
skills
Develop these skills in the current employees
Changi
ng
compo
sition
of the
workfo
rce
(e.g.
greater
educati
on,
more
minorities
and
female
s)
Need for managers who know how to relate to
employees problems and can work in a
cooperative manner with employees
More
deman
d on
manag
ement
time
Need for managers who can make quick and
accurate decisions
Greate
r
foreign
compet
ition
Need for employees who have skills in the
technical aspect of the job
Need for managers who have skills in
management techniques that maximize
employee productivity
THE CHANGE MODEL
TNA can be done on the basis that what sorts of changes are needed for the betterment
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of the organization. This gives rise to the Change model Price observes that training need exists
when there is a gap between the present performance of an employee or group of employees
and their desired performance .If an organization uses training to achieve its goals it must first
access its training needs
Which goals can it attain through training?
Which people need training? What will be the training cores?
Goldstein believes that assessing training needs is far more important tan choosing
particular training technique The Change Model is depicted as under:
In other words, we can say that Training needs assessment (TNA) is the examination or
the diagnostic portion of the training system, the system that TNA examines are often referredto as perceived performance deficiencies. A perceived performance deficiency exists where
there is a difference between the expected and perceived job performance Perceived
performance deficiency can be equated with the reasons that often lead to losses within
organizations or with the symptoms of the need to change The example below depicts this in a
clearer way:
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ESSENTIALS OF TRAINING
To conclude there are four essential s for effective training namely:
a) Stimulus
b) Response
c) Motivation
d) Reward and incentives
STIMULUS:
The trainers communication must be scientific and to the point The trainee should
understand what he is going to learn. The instructor must use all or at least most of the sense
organs of the trainee so as to get maximum possible participation.
RESPONSE:
The trainer must observe the responses of the trainees as well as the result of his stimuli
the responses of the trainees can be observed either by asking questions or allowing him to do
the job according to his directions. The instructor should allow the repetition of the correct
response and encourage the trainees to retain the improved behaviour.
MOTIVATION:
The trainee must be motivated to learn unless the trainee is motivated and interested in
learning; even a good instructor cannot train him thus a positive attitude towards learning must
be inculcated in the trainee.
REWARDS AND INCENTIVES:
Rewards and incentives act as a stimulus for the trainee to satisfy his need for social
approval For any effective training programme the management must have a provision for the
trainees The management must give sufficient information about
the reward whether in the form of financial or non financial benefits to the trainees who will
come out successfully of the training programme.
However management must consider a systematic training to improve the efficiency
and morale of the employees systematic training programme will help the management to
standardize the job performance as well as the selection and placement programme.As already specified for the success of any training programme the selection of trainer
is of prime importance the trainer must be picked from the immediate supervisors in case of on
the job training programme Secondly, the statues of the training in charge should be equivalent
to that of the personal manager in the organisation. Thirdly, the needs of training should be
based on organizations needs.
CATAGORIES OF TRAINING NEEDS ANALYSIS
A TNA can be categorized based upon whether it is reactive or proactive
A reactive (i.e. remedial) TNA occurs when the perceived performance deficiency is a
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discrepancy between perceived and expected performance for the employees current job A
proactive TNA is conducted to respond to the perception that current job behaviour reflects an
inability to meet future standards or expectations
There are two variants of the proactive TNA namely:
Preventive approach
Developmental approach
The preventive approach is designed to assure that an employee will be able to meet
future expectations for his or her current job whereas The developmental approach is
conducted when current job behaviour leads to the perception that the individual has the
potential but is not yet ready to perform at a higher level position. A proactive TNA rests on
the ability of someone to predict or anticipate a future problem.
Any well done TNA is time consuming and costly ,it may seem logical that many
organizations do not conduct a TNA prior to training.
TNA increases the probability of a successful training effort by determining if and howtraining can help to solve a particular problem It is impossible for trainers
to prove that their training activity caused an improvement in job performance without
conducting a TNA
HOW SHOULD A TNA BE CONDUCTED
To pinpoint the range of training needs and define their content, the HR department
uses different approaches to need assessment. It may survey potential trainees to identify
specific topics about which they want to learn more.
Another HR led approach is task identification Trainers begin by evaluating the job
description to identify the salient task that the job requires. Trainers are also alert to others
sources of information that may indicate a need for training such as production records quality
control reports grievances, safety reports, absenteeism and turnover statistics and exit
interviews of departing employees may reveal problems that should be addressed through
training and development efforts.
Training needs may also become apparent from career planning discussions or
performance appraisal reviews Supervisors see employees on daily basis and thus are another
source of recommendation for training. The HR department also reviews self nominations to
learn whether training is actually needed Self nominations appears to be less common for
training situations but more common for developmental activities.
KEY STEPS INVOLVED IN CONDUCTING A TNA
Defining the perceived performance deficiency
Prioritizing the problem
Developing the behavioural description of the need
These steps are explained as under:
A
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sk
q
u
es
ti
o
nsa
b
o
ut
th
e
jo
b
Tr
ai
ni
n
g
c
o
m
m
itt
ee
s
an
d
c
o
nf
er
e
n
ce
s
Inputs from several view points can
often reveal training needs
A
n
al
ys
is
of
th
e
o
per
at
in
Indicators of task interference
environmental factors
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g
pr
o
bl
e
m
Car
d
so
rt
Utilized in training conferences howto statements sorted by training
importance
1. PERSON ANALYSIS
A person analysis compares the individual with the task requirements The individual
must have the necessary KSA as well as the motivation and the opportunity to perform the task
Training the incumbent can typically rectify the
deficiencies that are due to lack of skill or knowledge To ascertain whether a lack of KSA is the
cause of the performance deficiency the incumbent must be asked to perform the desired
behavior
2. DEFINE THE DEFICIENCY IN BEHAVIORAL TERMS
The first step in the diagnostic process is to clearly define the deficiency in the
behavioral terms, that needs to be corrected In a reactive TNA the problem is typically
identified as a result of the performance appraisal Problem identification for a proactive TNA
stems from performance appraisal in conjunction with a planning process Whatever be the
source or type, there is often a tendency to state the problem in terms of the perceived solutions
rather than in behavioral terms according to Mager and Pipe one way of removing the problem
is to ask the individual defining the problem what specific behaviors are not taking place that
should be Without a specific behavioral description of the problem an accurate TNA is highly
improbable.
3. PRIORTIZE ORGANISATIONAL GOALS
Since organizations have limited resources all problems cannot be handled
simultaneously An organizational analysis asks what problem should be solved to provide the
greatest organizational benefit
The answer to this question will depend upon the following three criteria:
ORGANISATIONAL GOALS:
The extent to which the performance deficiency hinders the attainment of
organizational goals.
RESOURCES:
The capacity to take corrective action must also be considered Just as any
individual has strengths and weaknesses so to do training departments (and immediate
supervisors) differ in their abilities to rectify the performance problems These along with other
resource limitations (such as budget and time constraints must be considered).
PROBABILITY OF SUCCESS:
The objective of training is to improve performance by changing behavior Even
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if a training need is accurately identified and the correct timing is effectively administered
there are still a variety of factors that may inhibit behavioral change. One such factor is the
particular climate/culture of the organization Orientation towards development is a dimension
of climate that has been identified by several researchers.
The table on the next page lists a variety of resources that can be used in organizational
analysis.
DATA SOURCE
RECOMMENDED
TRAINING NEED IMPLICATION
Organizational goals and
objectives
Were the training emphasis can and should be placed These
provide normative standards of both direction and expected
impact which can highlight deviations from objective and
performance problems
Manpower inventory Where training is needed to fill the gaps caused by retirement
turnover age etc This provides an important demographic data
base regarding possible scope of the training programmeSkill inventory Number of employees in each skill group, knowledge and skill
level training time per job etc This provides an estimate of the
magnitude of the specific training needs Useful in cost benefit
analysis of training projects
Organizational climate
indices
These quality of working life indicators at the organizational
level may help focus on problems that have training components
Analysis of effective
indices
Cost accounting concepts may represent ratio between actual
performance and the standard or desired
Changes in system or
subsystem
New or changed equipment may present training problems
Management requests or
interrogation
One of the most common techniques of TNA
Exit interviews Often information not otherwise available can be obtained in
these problem areas and supervisory training needs specially
MBO or Work Planning
and Review systems
Provides performance review potential review and long term
business objective Provides actual performance data on recurring
basis so that base line measurement may be known subsequently
improvements may be made
Of all the sources listed the most useful for an organizational analysis is the
organizations goal and objectives In larger organizations a formal strategic document exists
which the trainer should not only read but analyze to get the true feeling for the direction in
which the organization is headed.
4. JOB TASK AND WORK ENVIRONMENT ANALYSIS
As part of TNA a job analysis should focus on what the trainee needs to be able to do,
to perform the job satisfactorily In TNA a job analysis should take both worker and task
oriented approach .
A worker oriented approach focuses on the skill knowledge and abilities to perform the job These might include elementary notions, job demand and the specific human behavior
involved such as decision making, communicating etc. A task oriented approach focuses on a
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description of the work activities performed. These involve a description of how where why a
worker performs an activity The table below specifies the data sources for job analysis.
TECHNIQUES FOR
OBTAINING JOB DATA
TRAINING NEEDS IMPLICATIONS
Job description Outlines the job in terns of typical duties and
responsibilities but is not meant to be all inclusive.Helps define performance discrepancies.
Job specifications or task
analysis
List specified tasks require for each job More specific than
job descriptions Specifications may extend to judgment of
the reqd knowledge and skills.
Performance standards Objectives of the task of the job and standards by which
they are judged.
This may include base line data as well.
Perform the job Most effective way o determining specific tasks but has
serious limitations the higher the level of job the greater is
the gap between performance and result outcomes.Review literature concerning
the job
Possibly useful in comparison analysis of job structure but
far removed from unique aspect of the job structure within
any specific organization.
5. WORK ENVIRONMENT ANALYSIS
Even if the KS is acquired there is no guarantee that the deficiency will be eliminated
Training can only rectify a deficiency which is due to the lack of KS. However, the capacity toperform will not result in performance if the other two
variables are not present analysis.
The assessment of whether these variables are present is referred to as work
environment.
6. DEVELOP OBJECTIVES
The information obtained in the job, person and work environment analysis is used to
develop the training objectives Many advocate this approach while others have questioned its
value. Critics have typically stated that behavioural objectives are rigid and fail to considerindividual learning styles.
TRAINING AND DEVELOPMENT APPROACHES
INTRODUCTION: DISTINCTION BETWEEN KNOWLEDGE, SKILLS AND ATTITUDE
While the purpose of training in the business context has changed very little over the
past several years, the approach, the methods and the techniques used have progressed
considerably Specialists have become more aware of what their role should be, what trends tomotivate people to work in various kinds of employment and what are the most acceptable and
profitable ways of achieving the desired performance from individuals and groups. Employers
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too have grown to recognize the value of investing in training with these ends in view.
It has been accepted over some years that all training can be categorized under the
heading of knowledge skills and attitudes At one time little distinction was made between these
three areas.
Skills were seen to be acquired when knowledge of the method process or system was
passed on either by word of mouth or in writing. Learners were expected to be proficient in a
job after being told what to do, Those who were slow learners were considered un-trainableand thus discharged.
The approach to attitude in training was negative Employees were often seen to have the
wrong attitude when they failed to meet the employers demand but it wasnt in practice to
inculcate the right attitude i.e. the one that could be accepted as constructive, But the work of
behavioural scientists has helped to bring about a change in the recent years Trainers today are
aware that men cannot be treated like machines.
The distinction between knowledge and skills has also come about much by reason of
workers pressure as because of managerial enlightenment. Employees were outsiders and the
business secrets were not divulged to them. They lived in blissful ignorance of the aims of the
organization and the significance of themselves Today managements have become aware of the
facts that employees who are kept in the picture about what is going on are likely to accept and
give commitment to management decisions. After all uncertainty can have a more damaging
effect on workforce than bad news.
Moreover employees need to be continually updated in specific work areas Many, but
not employees are dedicated enough to undertake private study to keep abreast of the latest
developments in their field Self development according to most trainers is the best and the most
effective means of training. Nevertheless the employers have a responsibility towards the
employees Thus there is a continuous need for knowledge training'. Not only is it necessary to
cover the knowledge required to enable an employee to carry out a specific job but a good deal
more information about the business has to be imparted if a person is to be made the
contributing member of the team.
In selecting training and development techniques, trade off exists That is no single
technique is always best: the best method depends on: cost effectiveness, desired programme
content, learning principles, appropriateness of the facilities, trainee preferences and
capabilities The importance of these six trade offs depends on the situation.
There is a range of teaching methods available to trainers Each method has its
advantages and disadvantages in terms of the objective' of a particular training programme.
The difference between training methods lie mainly in terms of the trainees personalinvolvement or participation in the process of learning .The choice of the training method
depends on-:
Experience and competence of the instructor; and
How much a particular group of trainees will learn from a particular method or a
combination of methods
The intellectual level and educational background of the participants, the
participants age and practical experience
Depends on the social and cultural factors in the environment Now many
participative methods are accepted and used in management training
Some methods are more effective in achieving certain objectives than others It also depends on the time and availability of resources and infrastructure al
facilities
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Training may be classified lucidly as given by Yoder into the following categories
General training methods
Rank and file job training methods
Craft training method
Executive training method Special training method
The second classification can be on the basis where the training takes place i.e.
1. On the job training
2. Off the job training
TYPES OF TRAINING METHODS ON THE BASIS OF ABOVE CLASIFICATION
INDUCTION OR ORIENTATION TRAININGInduction or orientation training may be defined as a process of guiding and
counselling the employee to familiarize him with the job situation The induction process
accomplishes several objectives including formation of a favourable impression and attitude,
development of a feeling of belongingness and
felicitation of learning and teamwork on part of the employees content of the induction
programme should be predetermined in the form of a checklist specifying the topics to be
covered Attempts are to be made to follow up and assess the programme by interviewing the
new employees as a measure to correct the gaps in the knowledge and attitude of the
employees.
RANK AND FILE JOB TRAINING
This is based on similarities in training on several specific jobs This type of
training can either be imparted in a class room or on the job. It is performed by foreman or a
group leader. Its advantages arise in so far as it is realistic and economical and does not hamper
production as well as necessitate transition from classroom to job situations.
SUPERVISORY TRAINING
Supervisory training needs reveal utmost divergence in view of the divergent
duty of the supervisor Employee attitude survey s help in finding areas of supervisory training.Likewise, supervisors themselves may be requested to indicate the areas where they need
training. Frequently these surveys indicate that supervisors need training in human relations,
production control, company policies and how to instruct Supervisory courses consist of Job
method training (JMT) and Job relations training (JRT).
The JMT helps the supervisors to improve methods in their departments, while
the JRT helps them in handling human relations problems in their departments
ON THE JOB TECHNIQUES
As the name suggests on the job techniques are conducted in the real jobsettings. On the job methods usually involve training in the total job These methods are
typically conducted by individuals, workers or supervisors. The main advantage is that the
trainees learn while actually performing the job which may minimize the training costs. They
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also learn in the same physical and social environment in which they will be working once the
normal training period is completed.
However, this method has its limitations It does happen sometimes that the supervisors
and coworkers are not interested in training new employees. This becomes a problem
particularly when the trainers believe that their job security may be threatened by training the
new comers.
1. JOB INSTRUCTION TRAINING
Job instruction training (JIT) is received directly on the job, and is so often called on
the job training It is primarily used to teach workers how to do their current jobs In this the
worker learns to master the operations involved on the actual job situation under the
supervision of his immediate boss who has to carry the
primary burden of conducting this training Usually no equipment or space is needed, since new
employees are trained in the actual job locationThe trainer may be a skilled workman He may be a superior who breaks in the new man
and then turns him over to the skilled workman who continues to guide the learner
JIT may include the following steps:
1. The trainee receives an overview of the job, its purpose and its desired outcomes with an
emphasis on the relevance of the training
2. The trainer demonstrates the job to give the employees a model to copy.
3.The trainee then mimics the trainers example.
4.Demo by the trainer and practice by the trainees is continued till the job is mastered
5.On the above basis a continuous feedback is received
6.Finally the employee performs the job without supervision, although the
trainer may visit the employee to see if there are any lingering questions
ADVANTAGES
It is easily organized, is realistic and stimulates high motivation
It speeds up the workers adjustment to his superior and fellow workers
The cost of such a training is quite low
In terms of learning principles, the method facilitates positive transfer since
the training and actual work situations are almost identical
It provides active practice and immediate knowledge of results
DISADVANTAGES
The assigned instructor may be a poor teacher
The instructor may be antagonized by an additional assignment
The worker in his haste for immediate production may fail to learn the bestway of doing the job
The actual costs considering the trainers time loss (if the trainee fails to
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learn the job properly) as well as the wasted material and damaged
equipment may be heavy
The training programmes are often briefly and poorly structured
Many established workers find teaching a new recruit to be a nuisance and
the new employee may be pressured to master the
task too quickly
Before implementing effective JIT programme, one should take into account certain things,
these are as under:
Firstly the choice of trainers should be based upon their ability to teach and
their desire to take this added responsibility
The trainer should be trained in proper methods of instructions
Adequate evaluation of the trainers progress has to be made frequently and
then fed off back to the trainee using reliable and valid methods
Trainers and trainees should be carefully paired in order to minimize
differences in background languages personality, attitudes or age that mayinhibit communication
The trainer must be made to realize the importance of close supervision in
order to avoid trainee injuries
JIT should be used in conjunction with other training approaches such as
programmed instruction lectures and films
2. JOB ROTATIONTo cross train employees in a variety of jobs, some trainers move a trainee from
job to job by job instruction training This is a method of training wherein workers rotatethrough a variety of jobs, thereby providing them a wider exposure Trainees are placed in
different jobs in different parts of the organization for a specified period of time.
They may spend several days or even years in different company locations In this way
they get an overall perspective of the organization Besides giving workers variety in their jobs
it helps the organizations in vacations ,absences downsizing or when resignations occur It helps
workers to sharpen their skills and is used to develop people for higher level positions by
exposing them to a wide range of experience in a relatively short span of time.
It is used for both blue collared as well as white collared positions
ADVANTAGES High degree of learner participation and job transferability
Creates flexibility during manpower shortages
Workers having the right skills can step in to fill open slots
The method provides new and different work on systematic basis giving
employees a variety of experiences and challenges
Employees also increase their flexibility and marketability as they can
perform a wide array of tasks
LIMITATIONS
Time consuming and expensive
Due to individual differences different employees are not equally
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suited for all jobs It weakens a workers commitment to a given job
Job rotation also challenges one of the basic principles of personnel
placement: that workers be assigned to job that best matches their talents
and challenges
3. APPRENTICESHIP
Apprenticeship training is ancient device An apprentice is a worker who islearning a trade but who has not reached the state where he is competent to work without
supervision It is particularly common in the skilled trades. Organizations that employ skilled
trade people such as plumbers, carpenters, masons, printers and sheet metal workers may
develop journeymen by conducting formal apprentices programmes.
A new worker is tutored by a established worker An apprenticeship lasts 2 to 5
years Classroom instructions are imparted typically in the evenings for 144 or more hours per
year Each apprentice is usually given a workbook consisting of reading material, tests to be
taken and practice problems to be solved The apprentice serves as an assistant and learns the
craft by working with a fully skilled member of the trade called a Journeyman This training is
used in such trades ,crafts and technical fields in which proficiency can be acquired after arelatively long period of direct association with the work and under the direct supervision of
experts At the end of apprenticeship programme ,the person is promoted to journeyman
ADVANTAGES
Training is intense, lengthy and usually on one to one basis
DISADVANTAGES
This kind of training basically discriminates and gives preference treatment to friends
and relatives
Time use in the programme is on basis of advancement rather than demonstrated abilityThis result in some skilled apprentices remaining at minimal wages, a situation that
companies sometimes have exploited
The members of the trade predetermine the amount of time an apprenticeship lasts
4. COACHINGAt management levels, coaching of immediate subordinates by their managers is
common Coaching is similar to apprenticeships because the coach attempts to provide a model
for the trainee to copy It tends to be less formal than an apprenticeship programme because
there are few formal classroom sessions and because it is provided when needed rather than
being part of a carefully planned programme Coaching is almost always handled by thesupervisor or the manager not by the HR department
ADVANTAGES
Coaching thrives in a climate of confidence, a climate in which subordinates respect
the integrity and capacity of their superiors
Coaching can take greatest advantage of the possibilities of individualized instruction
concentrating on those specific stimulus situations subordinates find hardest to deal
with, those specific performances subordinates find hardest to improve and the kind and
quality of feedback which can have great impact on subordinates
Participation, feedback and job transference are likely to be high in this form oflearning
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DISADVANTAGES
Coaching is likely not to be effective as less directive approaches such as
nondirective counselling or sensitivity training the trainees shortcomings are emotional
or personal Coaching may be effective if relations between trainee and coach are
ambiguous, in that the trainee cannot trust the coach
5. VESTIBULE TRAININGTo keep instructions from disrupting normal operations, some organizations use
vestibule training This type of training is often used in production work A vestibule consists of
training equipment that is set up a short distance from actual production line.
The method is good for promoting practice a learning principle involving the
repetition of behaviour These special training areas are used for skilled and semiskilled jobs
particularly those involving technical equipment
ADVANTAGES
Trainees can practice in the vestibule without getting in the way or slowingdown the production line
DISADVANTAGES
Vestibule is small so relatively few people can be trained at the same time
OFF THE JOB TRAINING TECHNIQUES
Off the job methods are those training and development programmes that take place
away from the daily pressures of the job and are conducted by highly competent outside
resource people who often serve as trainers, which is one of the main advantages of this
method Such people include technicians, consultants and university faculty Its major drawback
is the transfer problem Too often trainees learn new facts and principles at lectures workshops
and conferences but have no idea how to apply them, once they are back in their jobs
1. LECTURESThe lecture method is a popular form of instruction in educational
institutions Even though the effectiveness of the lecture method is often questioned many
instructors find themselves 30%-50% of their time lecturing It is also used in industry Lecturesconsist of meeting in which one or a small number of those present actually play an active part
The lecturer may be a member of the company or a guest speaker Before preparing a lecture
the following 4 questions must be considered
Who is your audience?
What is your audience?
What is the available time?
What is the subject matter?
Besides the following points must be considered:
It should be brief and to the point, presenting the theme of the subject in amanner that arouses the interest of the audience from the start
The speaker must poised courteous and sincere
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Simple language must be used
The method is generally used when:
1. Basic theoretical knowledge has to be built up before actual practice
2. When the summary of some research work has to be communicated
3. With a more homogeneous audience a trainer can direct the lecture to specific topics
and techniques which is often more beneficial than using some broad based materialMERITS:
Large number of people can be trained /taught at the same time
Method is cost efficient and effective
Lecture method has more participant acceptability than training
directions
DEMERITS:
It gives very little opportunity for active practice, development,
knowledge of results and transfer of learning
It produces staleness and monotony resulting in less absorption ofknowledge by students
Trainees themselves have to understand and personalize the contents of
a lecture
There is a little chance for dialogue, questions or discussion of
individual problems and special interests
It is not suitable for courses where people with work experience are
participating
There is one way communication, no interaction among group members
is encouraged
The method cannot adopt itself to the individual differences and is
farthest from reality
2.AUDIO VISUAL TECHNIQUES:
Audiovisual techniques cover an array of training techniques, such as films slides and
videotapes. It allows participants to see while listening and is usually quite good at capturing
their interests These allow a trainers message to be uniformly given to numerous organizational
locations at one time and to be reused as often as required It is important to note that people
remember 20%of what they hear, 30% of what they see and 50% of what they see and hear
3. AVAILABLE DEVICES
Blackboard:
It is inexpensive and is available in all lecture halls Its use require no prior preparation
is very useful for demonstrating calculations and formulations One of the major disadvantages
of using a blackboard is that the speaker has to turn away from the audience
Flip chart:
It can replace the blackboard with the advantage that no erasing is required It is
especially useful for single presentations which may not justify the designing of costly visuals
Limitation of space is a major disadvantage Drawings have to be stored away flat to avoid
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damage
4. OVERHEAD PROJECTOR:
It projects large size transport images onto a screen under normal lighting conditions
MERITS:
Useful for training people in a work process or a sequence as they canmore readily trace the pattern of work flow when laid out graphically
The trainer can readily face the audience retaining an eye contact and
thus make his talk more effective
According to a study conducted by Konz and Duckey, a slide
presentation is superior to verbal and printed instruction in training employees
to complete various work assembly operations
Videotapes are extremely useful in time and motion study in recording
employees job behavior which can be later evaluated and feedback provided
They are time saving as copies of the same films can be mailed to all
plants at one time Trainees can also be provided with immediate visual feedback of their
behavior when necessary
LIMITATIONS:
A trainer cannot modify formal visuals in response to new situations
and in answering questions
If the training content changes, a whole new film has to be made
5. CONFERENCE METHOD:
It is also known as the discussion method It encourages the participation of all
members of a group in an exchange of opinions, ideas and criticism It is a small group
discussion in which the leader plays a neutral role providing guidances and feed back.In spite
the intention to encourage general participation, the conferences are dominated by a few, with
the majority no more active than, had they been facing a lecture.This is particularly effective if
the ratio of trainees to trainers is not very large.This method is useful when the material needs
clarification and elaboration or where a lively discussion would facilitate understanding.
Sometimes the lecture method may be followed by a conference, giving the participantsa chance to share opinion about the material An effective trainer can get all the participants
involved even the less vocal ones.The success of this method depends largely on the skills
personality and education of the discussion leader.
The conference method can draw on the learning principles of motivation and feedback.
MERITS
Stimulated participants readily join in the discussion and then receive feedback
on their ideas from others in the group This method is used to enhance
knowledge or attitudinal development
This method does not usually involve any tangible assets other than people, the
attitudes, enthusiasm and verbal communication skills of the participants affect
the outcome more than for any other training method.
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DEMERIT
This method is only restricted to small groups and therefore, it proves to be costly
ROLE PLAYING:
Role playing believes that learning is facilitated by active participation ratherthan passive reception.This is a training method often aimed at enhancing either human
relations, skills or sales techniques.Role playing can be defined as an educational or therapeutic
technique in which some problems involving human interaction, real or imaginary is presented
and then spontaneously acted out
Participants suggest how the problem can be handled more effectively in the future The acting
is followed by discussion and analysis to determine what happened and why and if necessary
how the problem can be handled in the future.Role playing is less structured than acting, where
performers have to say lines on cue Participants are assigned different roles in the scenario tobe enacted so in this way it is a device that forces trainees to assume different identities.Usually
participants exaggerate each others behaviour Ideally ,they get to see themselves as others see
them.The experience may create greater empathy and tolerance of individual differences and is
therefore well suited to diversity training which aims to create a work environment conducive
to a diverse workforce.The unique values of role playing include the following
It requires a person to carry out a thought or decision he may have reached Role playing
experience demonstrates the gap between thinking and doing
It permits the practice of carrying out an action and make it clear that good human
relations require skills Attitudinal change is effectively accomplished by placing the person in the specified
role
It trains a person to be aware of, and be sensitive to others feelings The information
serves as feedback of the effect his behaviour has on other people
A fuller appreciation of the important part played by feelings in determining behaviour
in social situations is developed
Each person is able to discover his own personal faults
It permits training in control of feelings and emotions
The two important types of role-plays are
1. Structured role play is characterized by use of written cases selected from
text or written to meet organizational training objectives It can further be
subdivided into three types
Single role play consists of two or three playing out roles in front of a class
ADVANTAGE
It allows the entire class to examine in depth all the dynamics and complexities
involved when individuals attempt to solve a problem or understand one another
DISADVANTAGES
Multiple role play is the one in which all the trainees are players Each
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player is given a written role or an assignment as an observer and then the
entire class role plays at the same time It causes almost no embarrassment
to the players and sharply reduces the problems related to negative
comments about ineffective role play behaviour The problem in this type is
that very little time can be allowed for discussion of process experiences of
each individual group
Role rotation consists typically of one person playing the role usually thatof an individual who has a problem and having several class members
attempt to use their skills to handle the situation Participants tend to feel
less embarrassed and are more willing
The typical role-play involves three phases:
THE WARM UP:
The objective of the warm up is to get the trainees participate in a constructive
manner with minimum anxiety and maximum motivation The trainees introduction to the
session should be such that it would arouse interest of the trainees
THE ENACTMENT:
Before carrying out enactment the trainer should do the following
Read aloud the general information
Those who have volunteered to role play are given briefing sheets and
sent out of the room with the instruction of not to communicate among
themselves
The instructor should clarify all the doubts that the role player might
have
Role players take their