project of hr - ivth sem

8/3/2019 Project of HR - IVth Sem

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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


(for in house R&D efforts under Electronics & Electrical

Industries Sector - for D&E projects handled atBEL-Bangalore, Machilipatnam & Ghaziabad)

1993

4


(for in house R&D efforts under Electronics Industries

Sector - for D&E Projects handled at BEL-Bangalore

& Ghaziabad)

1995

5


(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

project of hr - ivth sem

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