Chapter - 1 1.1.: Motilal Nehru Institute of Research and Business Administration - 1

CHAPTER – 1
INTRODUCTION
1.1. INTRODUCTION
Training is the act of increasing the knowledge and skills of an employee for doing a
particular job. The major outcome of training is learning. A trainee learns new habits,
refined skills and useful knowledge during the' training that helps him improve
performance. Training enables an employee to do his present job more efficiently and
prepare himself for a higher level job. Training, thus, may be defined as a planned
programme designed to improve performance and bring about measurable changes in
knowledge, skills, attitude and social behaviour of employees.
The goal of training is to create an impact that lasts beyond the end time of the training
itself. The focus is on creating specific action steps and commitments that focus people‘s
attention on incorporating their new skills and ideas back at work.
Development, in contrast, is considered to be more general than training and more

oriented to individual needs in addition to organizational needs and it is most often aimed
toward management people. There is more theory involved with such education and
hence less concern with specific behaviour than is the case with training. Usually the
intent of development is to provide knowledge and understanding that will enable people
to carry out non-technical organization functions more effectively, such as problem
solving, decision-making and relating to people.
Airports Authority of India has relied on technology and procedures, however, not as
much as it has on its people skills. In a life critical industry, knowledge is not power,
safety is. To meet this overarching goal of safety, in addition to knowledge, attitude and
skills play a very vital role. Training is the essence of this transformation which adds
value to individuals to acquire knowledge, hone skills or develop the right attitude. It
need not be overstated that AAI, as a learning organization itself lays adequate emphasis
on employee training and development.
The ―Airports Authority National Training Policy‖ is the foundation stone for a
structured attempt in training employees based on training needs and a coherent training
plan. AAI is profoundly committed to invest in the overall development of its officials.
This investment is of even greater importance given the challenging times that the
aviation world faces, with rapid changes in technology and procedures, necessitating staff
skill development which enables them adapt to changing times.
Motilal Nehru Institute of Research and Business Administration | 1

1.2. OBJECTIVES OF THE PROJECT
Primary Objectives:
 To study the process of Designing of Training and Development Programme at

CATC Allahabad, Airports Authority of India.
 To understand the importance of Training and Development in AAI that
synchronizes the performance of the employees so as to make the work effective.
Secondary Objectives:
 To identify the training methods of the organization.

 To study the training programme on the basis of relevance, implementation and
outcomes.
 To know the opinion of the employee regarding training and development
programme of the Organization.
 To study the changes in behavioral pattern due to training.

1.3. SIGNIFICANCE OF THE PROJECT
Effective training and development system is very necessary to the organization. It
enables the company to have high-performing employees who are also satisfied with their
jobs. Development is the process of transition of an employee from a lower level of
ability, skill and knowledge to that of higher level. This transition is influenced by
education, training, work experience and environment. This will improve value of
individual employees in terms of his/her self-development, career growth and
contribution to the organization. Effective training and development system is not only
the step towards organizational excellence, but an important cost control mechanism as
well.
 Training and development plays an important role in the effectiveness of

organizations and to the experiences of people in work.
 Training has implications for productivity and efficiency, occupational health and
safety at work, as well as career and personal development.
 The purpose of the AAI Employee Training Plan is to establish a framework,
providing a systematic and structured approach and an assurance that the
organization has aligned its employee training resources with its core priorities.
The plan identifies training needs, priorities, resources as well as roles and
responsibilities for all groups engaged in employee training within the
organization.
 It provides a model for governing the training functions within the department
identifies enterprise-wide training priorities and sets standards for training design,
delivery and evaluation.
 The project includes collecting information about the designing of the process of
training and development programme from the key personnel at Airports
Authority of India, analyzing it, interpreting it, and concluding useful results from
it.

CHAPTER – 2
TRAINING AND DEVELOPMENT: AN OVERVIEW
2.1. TRAINING AND DEVELOPMENT
Training has been recognized as a vital promoter in raising productivity and
dispensing management process. Management training has gained enough
recognition in the Industrial and economic areas. At the same time there is a growing
need for imparting training in order to improve the administrative and management
skills, while on the other side there is ample evidence to prove that dissatisfaction
and frustration continue to subsist even at the higher levels of management.
Man power development motivates development and improvement in the behaviour
of an employee towards other employees and his employer. Training is the most
essential aspect in man power development. The concept of training is to impart rich
and experienced knowledge to the trainee. There is a clear difference between
learning and training. Training is a process in which something is done to the trainee.
Learning is when the trainee does something to himself. When we set out to train
people, we hope that this process of training is going to be a simultaneous one
because if nothing is learned, the trainer is wasting time and effort.
Training and development describes the formal, ongoing efforts that are made within
organizations to improve the performance and self-fulfillment of their employees
through a variety of educational methods and programmes. In the modern workplace,
these efforts have taken on a broad range of applications—from instruction in highly
specific job skills to long-term professional development.
In recent years, training and development has emerged as a formal business function,
an integral element of strategy, and a recognized profession with distinct theories and
methodologies. More and more companies of all sizes have embraced "continual
learning" and other aspects of training and development as a means of promoting
employee growth and acquiring a highly skilled work force. In fact, the quality of
employees and the continual improvement of their skills and productivity through
training are now widely recognized as vital factors in ensuring the long-term success
and profitability of small businesses.

2.2. CONCEPT OF TRAINING
Training is a process in which learning opportunities are structured in a planned manner, so as to
develop knowledge, skills and attitude, necessary for effective performance of work for
achieving organizational aims and objectives by the most cost effective means, available for the
purpose. Thus the basic theme of training function is to achieve ‗effective performance‘ by the
employees towards attainment of organizational goals. In an organization the manager‘s primary
purpose is to ensure that the objective of the organization is achieved. This greatly depends on
the manager‘s ability to manage the ―Performance of his staff‖.
It is about developing employees as an individual to make them capable and confident in their
jobs, and consequently in their life. Thus it is an organized process for increasing the knowledge
and skill of the employees. Consequently it is a process aimed at changing the behavior in such a
way that the consequence would be useful for the upliftment of the organization.
According to C B Memoria, ―Training is a process of learning a sequence of programmed
behavior. It is application of knowledge and it attempts to improve the performance of employee
on the current job and prepares them for the intended job. Training is a short term process
utilizing a systematic and organized procedure by which non managerial personnel acquire
technical knowledge and skills for a definite purpose. Training refers to instructions in technical
and mechanical operations, like operation of some machine/equipment. Training is for a specific
job related purpose.‖1
2.3. CONCEPT OF DEVELOPMENT

Development is a systematic and planned effort, which is oriented more towards broadening an
individual‘s skills for the future responsibilities. Management Development provides the
opportunity to develop a broad base of skills and competencies that can be applied to many jobs
in the Organization. Managerial skills broadly cover technical skills that are concerned with
knowledge and proficiency employed in methods, procedures and processes, Human skills are
concerned with Human Relations Skills, Effective Working and Collaborative Skills and
Conceptual Skills and are concerned with general management skills such as visioning,
modeling, formulating strategic planning etc.
Definitions
 ―Development is ongoing education to improve skills for present and future jobs‖
(Robert N. Lussier, 2002)
 ―Management Development is teaching managers and professional employees broad

skills needed for their present and future jobs‖.
(Bateman and Snell, 2002)

 ―Management development includes the process by which managers acquire not
only skills and competency in their present jobs but also capabilities for future
managerial tasks of increasing difficulty and scope‖.
(Edwin B. Flippo, 1990)
2.4. DISTINCTION BETWEEN TRAINING & DEVELOPMENT

According to Yoder2 although the terms ―training‖ and ―development‖ appear
synonymous, there is recognized difference between these concepts. Earlier training
programmes stressed preparation for an improved performance in largely specific rank
and file jobs.
TRAINING DEVELOPMENT
Vocationally oriented and on the job and so it A long term process for developing
is short term. conceptual skills.
It is generally for non-managerial personnel. It is generally for managerial personnel.
It is imparting of technical and mechanical It is theoretical and conceptual idea
knowledge. implementation.
It is related with specific job. It is aimed at acquiring general knowledge.
A mechanic who repairs generator better than An engineer may not be better mechanic but
engineer is only trained. he has theoretical and conceptual skill as well
as knowledge of principles of engineering.
Another distinction can be understood from the term four Ws. Who is learning? What is
learning? Why such learning does takes place? When does learning take place?
LEARNING TRAINING DEVELOPMENT

DIMENSIONS
Who Non managerial Personnel Managerial Personnel
What Technical & Mechanical Conceptual ideas
Why For Specific jobs For a variety of jobs
When Short term Long term

2.5. SCOPE OF TRAINING
Training has existed from the inception of human being in different forms in the society. It is a
medium to pass different skills from one generation to another. But with change in time, the
magnitude of training has undergone sea change. Growth and development in technology has
developed variety of methods and techniques in the way of training. These changes have added
new dimensions to training and influenced the requirement of training. Training of human
resource is carried out at macro and micro level.
At macro level training is necessary for generating awareness among people on social issues,
educating people and spreading literacy in society for giving people an opportunity to live a
better life.
Training activities at micro level are oriented towards development of people working in the
organization to perform better in their job and develop their competency on the job for growth of
the organization. Thus everyone takes training in some or other form for survival and sustenance
on this planet.
Scope of training has also shifted from technical skill based to knowledge and interpersonal skill
covering a wide zone ranging from manufacturing industries to service sector at micro level.
2.6. NEED FOR TRAINING

A training need exists when there is a gap between the present performance of an employee or
group of employees, and the desired performance. Growing business performance is a journey,
not an end. The success of business operations depends upon the ups and downs of the employee
performances.3
The need for Training may generally arise for the following-
 To improve the efficiency of employees
 To reduce wastage of time and money
 To have quality output
 To bring down supervision
 To have preventive maintenance
 To achieve optimum performance
 To boost morale of employees
 To prepare workforce for future challenging work
 To reduce absenteeism
 To bring down the grievances
 To build career by personal growth

2.7. TRAINING OBJECTIVES
The objectives of training differ according to the employees belonging to different level of
organizations. The basic objective of training, however, is to establish a match between man and
his job. This training is designated to improve the knowledge, skills and attitude and thus, equip
the individual to be more effective in his present job or prepare him for future assignment.
However individual‘s growth should not be taken as an end. From this point of view of an
organization, individual‘s growth is a means to organizational effectiveness. The principal
objective of training and development division is to make sure the availability of a skilled and
willing workforce to an organization. In addition to that, there are four other objectives:
Individual, Organizational, Functional, and Societal.4
Individual Objectives:
They help employees in achieving their personal goals, which in turn, enhances the individual
contribution to an organization.
Organizational Objectives:
They assist the organization with its primary objective by bringing individual effectiveness.
Functional Objectives:
They maintain the department‗s contribution at a level suitable to the organization‗s needs.
Societal Objectives:
They ensure that an organization is ethically and socially responsible to the needs and challenges
of the society.
Following can be briefly summarized as training objectives.
 To create constant awareness in the minds of all sections of employees of the mission of
the industry, its objective and goals.
 To encourage self-development to achieve organization goals with a sense of belonging
and commitment to organization and thereby ensuring development of a proper work
ethos in the Industry and fostering of team spirit.
 To identify the training needs of the entire personnel in industry in keeping with the
corporate plans and in consultation with the user departments.
 To impart knowledge and skills necessary for performing the job efficiently and
effectively and to keep the employees to acquire necessary conceptual, technical, human
and managerial skills in the areas of decision-making and problem-solving.
 To make available in adequate number sufficiently trained manpower to meet the diverse
needs of a rapidly growing industry.

 To organize special training programmes to improve employment opportunities as
well as career prospects of persons belonging to SC/ST, minorities, handicapped, ex-
servicemen, etc.
 To organize training activities as aids to:
 Career Planning and growth
 Succession planning.
 To educate and equip the employees to respond to the expectations of customers, and to
accept responsibilities to attain a sense of achievement.
 To achieve effectiveness of training through tapping the in-house training facilities as
well as sources available externally in a balanced manner so as to develop internal faculty
support at all levels and disciplines.
 To promote research and development activities and to establish linkages with the
operational front.
2.8. SOME IMPORTANT AREAS OF INDUSTRIAL TRAINING

Training may be organization specific as well as general, depending on the needs of the
organization, job and the employees. However following are some common programs-
2.8.1 Training in Company Policies and Procedures

This is part of the induction of a new employee. The objective is to orient new employees
with the set of rules, procedures, management, organization structure, environment and
products which the firm has and / or deals with. Orientation is a continuous process
aimed at the adjustment of all employees to new and changing situations. It aims to
impart the facts of company rules and policies, to create attitudes of confidence in the
company, pride in its products, respect for company personnel, and to provide
information about the needs of skill, development, quality of production and work
organization.
2.8.2 Training in Particular Skills

Training of employees in particular skills is undertaken to enable the employee to be
more effective in the job. It is a here-and-now proposition, somewhat like induction
training, training, which does not have a very significant development aspect to it. Its aim
is narrow and it guarantees a certain contribution to the job, for instance, sales training
and machine skills.
2.8.3 Training in Human Relations

This is a broad category embracing many different aspects. Self-learning and inter
personal competence can be included in this category. It stresses a concern for individual
relationships, for feeling and treating people as ―human beings‖, rather than as machines.

This concern and awareness in one‘s attitudes and behaviour is conducive for
better workplace relations, and enhances productivity. This category of training is
oriented towards the development of the individual and consequently the organization‘s
efficiency in terms of better team work.
2.8.4 Training in Problem Solving

Many in – company programmes also revolve around organizational units, like divisions
or branches, which generally handle a product line. The practice is to call together all
managerial personnel in particular division/branches from both the headquarters and the
field offices and discuss common problems and solutions across the table. This not only
helps solve problems, but also serves as a forum for the exchange of ideas and
information which could be utilized in other situations.
2.8.5 Managerial and Supervisory Training

The Managerial job combines both techniques and conceptual knowledge. If it is that of a
specialist, it would emphasize some techniques and knowledge like operations, research,
finance, production and personnel management. If, on the other hand, it is a general
management job, then the emphasis would be on the principles of scientific management
that is organizing, planning, staffing, directing and controlling.
2.8.6 Apprentice Training

The Apprentice act 1961 was based on the philosophy of providing some technical
training for unskilled people so that their employment opportunity is enhanced, or
alternatively to help them be self-employed. Industrial organizations in specified
industries are required to train apprentices in proportion to their workforce in designated
trades. The duration of training is one to four years.
2.8.7 Need Based Training

Besides above areas of training, there may happen to be need of training in some specific
areas which are identified on the bases of performance.
2.8.8 Ethics Training

Today‘s society has increasing expectations about corporate social responsibility. Also,
today‘s diverse work force brings a wide variety of values and morale to the workplace.
Ethics training helps managers and employees to behave according to ethical norms of
the organization and helps to improve corporate image. ―Ethical business is a good
business‖.

2.9. PRINCIPLES OF TRAINING
The basic training principle helps trainers to design programs according to the need of an
organization and individual employees. The major principles of training are:
 Training should be based on needs and objectives of the organization as well as
employees.
 Training and development should be based on an assessment of the performance and
requirement of individuals and organization.
 Training should be conducted in the actual job environment to the maximum possible
extent.
 The performance of individuals during their training and development should be
monitored, reviewed at intervals, recorded and any necessary action taken.
 Training should be focus on job related skills, knowledge and information. This helps in
achieving objectives of training.
 Training should not provide so many details to employees that it overload and confuse
employee which result in loss of learning.
 Employee must be given opportunity to practice what they have learnt in training
program so that we can know what they have already learned.
2.10. IMPORTANCE & ADVANTAGES OF TRAINING

Training is a process which enables the trainees to achieve the goals and objectives of their
organizations. Training is a continuous and never ending process. The following advantages can
be derived from a scientific training program-
 Better Performance: It results in better performance of employees both in terms of
quantity and quality of output. Putting an untrained person on the job is just like sending
an untrained boxer in the ring.
 Economy in Training Costs: The learning times is reduced considerably by training. In

the absence of a systematic training program, training costs will be higher as the
employees will indulge in self-training.
 Elimination of Wastage: Machines and material are handled economically resulting in

the elimination of all types of wastages. It also leads to reduction in the cost of
production.
 Less Supervision: Supervision of trained employees is reduced to a great extent as they

want to do the job with the least supervision.

 Less Accident: Training also helps in reducing accidents generally lack of
training in equipment and safety measures, are responsible for majority of accidents.
 Team spirit: Training and Development helps in inculcating the sense of team work,
team spirit, and inter-team collaborations. It helps in inculcating the zeal to learn within
the employees.
 Organization Culture: Training and Development helps to develop and improve the
organizational health culture and effectiveness. It helps in creating the learning culture
within the organization.
 Quality: Training and Development helps in improving upon the quality of work and
work-life.
 Healthy work environment: Training and Development helps in creating the healthy
working environment. It helps to build good employee, relationship so that individual
goals aligns with organizational goal.
 Profitability: Training and Development leads to improved profitability and more

positive attitudes towards profit orientation.

2.11. FACTORS INFLUENCING TRAINING
 Management Support:
It is an important factor which affects job training. It is important that managers create a
climate which is helpful in learning and encourage professional development. Without
management support, there would not be adequate funds for training programs, and
workers would not be able to use new technologies.
 Effective and Experienced Trainer:

Trainer may internal or external but he must be able to communicate effectively. He
should aid a conversation to know and fulfill the needs and expectations of the learners.
Trainer must present material clearly and effectively, and be able to make information
interesting. He should be able to adjust appropriately when necessary.
 Learning Objectives:
Another factor which makes a training success is a well-written learning objective.
Learning objectives works as guidance for discussions and help students understand what
is expected of them. Students who understand what is expected are more involved and
willing to work hard in order to achieve goal. To be effective, learning objectives must
specify a performance that a learner should be able to perform at the end of training
program.
 Learner Readiness:
A learner must also be ready and willing to learn new information. A learner must
identify the need to adapt new behavior and be able to learn a new skill, and the learner
needs to have an open mind so that he can think and perform in new way.
 Learner Emotional Investment:

Adult learners are especially notorious for needing to know why they need to know
something. Adults need to see the immediate benefit of applying the new skills, which
increases emotional investment and level of engagement. Furthermore, adult learners
need to retain an emotional connection to prior experiences that relate to new
information.

2.12. TRAINING & DEVELOPMENT METHODS
There are two types of methods i.e. on-the job training method and off-the job training method.
The decision whether the training should be carried out on or off the job cannot be made
randomly. A judgment has to be made as to which method is more likely to meet the required
objectives.5
2.12.1 On-the job training method

On-the job training method generally takes place in the normal working situation. This
refers to the methods of training in which a person learns a job by actually performing it.
A person works on a job and learns and develops skill at the same time.
 Apprentice:
Training occurs under the supervision of an experienced person, an apprentice receive
knowledge and develops skills associated with a designated trade through on-the job
training. Most of their training is done while working for an employer who helps the
apprentices learn their trade or profession, in exchange for their continuing labor for
an agreed period after they have achieved measurable competencies.
 Job Rotation:
Job rotation involves the movement of employees from one job to another in order to
increase skill and abilities. Job rotation involves the transfer of trainees from one job
to another and sometimes from one branch to another. The trainee is given full duties
and responsibilities of the rotated position. It is more suitable for lower level
executives.
 Coaching:
In coaching, the superior plays an active role in training the subordinate. The superior
may give challenging task to the subordinate for the purpose of training. The superior
may assist and advice the subordinate to complete the given task. In this case, the
superior acts as a coach in training and guide the subordinate.
 Understudy Position:
The trainee is given an understudy position. The trainee handles some important work
of his superior‘s job. The trainee, at a future date, is likely to take the duties and
responsibilities of his immediate superior. The understudy technique ensures a
company that a fully qualified person will be available to take over a present
manager‘s position whenever he leaves the position through promotion, transfer,
retirement or resignation.

 Management Participation:
It gives chance to young middle-level managers to experience problems and
responsibilities faced by top-level executives in their company. About 10 to 12
executives from different departments within the organization works in the board for
a term of 6 months or more. The board is allowed to study any problem faced by the
organization and to make recommendations to the senior board of directors.
2.12.2 Off-the job training method

These methods require trainees to leave their workplace and concentrate their entire time
towards the training objectives. These days‘ off-the-job training methods have become
popular due to limitations of the on-the-job training methods such as facilities and
environment, lack of group discussion and full participation among the trainees from
different disciplines, etc. Following are the main off-the-job training methods:
 Lectures:
This is a traditional training method. The role of a trainer is to provide the
information to the trainees, while the trainees‘ role is to listen. When the purpose is to
provide information, lecture method is preferred. This method is suitable for large
audience where participation is not needed.
Making lecture method effective:
 Lecture method can be improved by encouraging trainees to take notes.
 Use of the multimedia largely improves the effectiveness of lecture.
 The trainer can ask questions frequently during a lecture to increase the
involvement of trainees.
 Group Discussion method:

A small group discussion is an activity that allows learners to share their experiences
and ideas or to solve a problem. The trainer conducts a group discussion with purpose
of solving a problem, getting feedback, sharing experience or encouraging ideas.
During the group discussion the trainer‘s play the role of facilitator and ask questions,
encourages involvement, manages the environment and gives the conclusions.
Making group discussion method more effective:
 The trainer should announce well in advance about his intention to use group
discussion method, so trainees can know that they are to participate.
 The problem of one man influencing the whole group can be addressed by
skilled trainer.
 To start the discussion the trainer may ask questions to the group that build
interest or bring out opinions.
 The trainer should remain neutral as far as possible to make the group
discussion a successful method.

 Case Study:
This technique was developed by Harvard Business School, U.S.A. A case study is an
objective description of a real life situation that can occur in business, in case of
which, the participants are required to take appropriate decision. Identification and
diagnose of the problem is the aim in case study method. Alternate courses of action
are suggested from participants.
Making case study effective:
 Presenting real case, which gives an actual problem or situation occurring in
an organization.
 Provide sufficient time before starting case study analysis to the members to
study and prepare for the case.
 This method can be effective if small groups compete with each other.
 A debate on possible alternatives and solution can be useful, but care should
be taken that the trainers should not misbehave.
 Simulated Training:
In this technique the situation is duplicated in such a way that it carries a closer
resemblance to the actual job situation. The trainee experiences a feeling that he is
actually encountering all those conditions. The trainee is asked to assume a particular
role in the circumstances and solve the problems by making a decision. Feedback is
given immediately on the performance of the trainee.
 Role Playing:
In role playing method different role has to be performed by the students on a
particular situation by assuming it as a real situation which can provide good amount
of experience to the candidates. The participants play the role of certain characters
such as manager, executive, supervisor etc. This method is mostly used for
developing inter-personal relations.
 Business games:
Business games are classroom simulation exercises in which teams of individuals
compete against each other to achieve given objectives. For instance, teams may be
asked to make decisions regarding pricing, production quantity, research
expenditures, advertising and sales promotion plans, channels of distribution etc.
Team actions and decisions are fed into a computer that has been programmed
according to a particular market. Business game participants learn by analyzing
problems and by making trial-and-error decisions.
 Conference method:
This method is use for providing messages on a large scale. Often to an audience of
several hundred people or executives with common interest from a wide section of
the society who are seeking an opportunity to hear the views and comments of

experts. There will be a chair person who will give his conclusion at the end
of conference. He is expected to have complete control both of the speaker and of the
audience. He should plan well what the speaker should deliver and provide adequate
time for asking questions.
 Sensitivity Training:
In this type of training, a small group of trainees consisting of 10 to 12 persons is
formed and an unstructured situation is given to them. Sensitivity Training is a form
of training that claims to make people more aware of their own prejudices, and more
sensitive to others. The objectives are to increase listening skills, trust, support,
tolerance and to understand the feeling of each other.
 Vestibule Training method:

In this method, actual work conditions are simulated in a class room. Materials, files
and equipment which are used in actual job performance are also used in training. It is
very much useful for the semi-skilled, skilled and executives. With the help of this
training process, at a time so many trainees can be trained like trained clerks, bank
tellers, machine operators, inspectors, testers, etc.

2.13. TRAINING AND DEVELOPMENT PROCESS
Training and Development process refers to the actual sequence of activities in which training
and development function works in an organization.
The steps involved in training and development process are
Step 1: Identification of Training and Development need
Step 2: Designing of Training and Development Programmes
Step 3: Conducting of Training and Development Programmes
Step 4: Evaluation of Training and Development Programmes and
Step 5: Measuring results of Training and Development Programmes and
Comparing to Evaluation Criteria
Figure.1 Training and Development Process

2.13.1 IDENTIFICATION OF TRAINING & DEVELOPMENT
NEEDS
Training needs assessment has to precede the design and delivery of training. Identification of
training should not be generic in nature but more focused with reference to the specific skills
required to perform the job. The identification of training needs should be done scientifically and
the process should involve the employee himself.
The fundamental principles which are integral to Training Needs Analyses are:
 Evaluating what we are doing now
 Comparing this to what we aim to do in the future
 Analysis of the reasons for the performance gap
 Identifying the types of training interventions
Training needs can be viewed on two levels:
 Organizational Needs
 Individual Needs
A training need is usually viewed as the gap between where the person or organization is now
and where they ought to be.6 This is usually viewed on three distinct levels:
 A knowledge gap
 A skills gap
 An attitudinal gap
A proper analysis of the jobs of individual functionaries or groups is the key to the identification
of their training needs. Every job is to be broken down into its specific task components that the
job holder is expected to perform.
A needs assessment/survey helps an organization achieve its goals. It reduces gaps between
employee skills and the skills required by the job and department. The training needs assessment
survey can also form the basis (benchmark) for determining effectiveness of the training
administered.7
Airports Authority of India is committed to a scientific approach to training its employees. The
training need assessment has been carried out and the training areas have been identified. A
training plan has been prepared in line with AAI‘s training policy; this will definitely pave way
for an effective implementation of structured training.
S.No TOPICS OF INTEREST S.No TOPICS OF INTEREST

1. Leadership & Motivation 2. Stress Management
3. Strategic Planning/ Organizational Skills 4. Compensation & Benefits
5. Employee Performance Management 6. Sexual Harassment
7. Workplace Ethics 8. Recruitment & Retention
9. Supervisory Skills 10. Industrial Relations
11. Conflict Management 12. Hiring & Firing Procedures
13. Grievance Procedure

2.13.2 DESIGNING OF TRAINING AND DEVELOPMENT
PROGRAMME
The design of the training program can be undertaken only when a clear training objective has
been produced. The training objective clears what goal has to be achieved by the end of training
program i.e. what the trainees are expected to be able to do at the end of their training. Training
objectives assist trainers to design the training program. Every training and development
programme must address certain viral issues –
 Who participates in the programme?
 Who are the trainers?
 What methods and techniques are to be used for training?
 What should be the level of training?
 What learning principles are needed?
 Where is the programme conducted?
Steps in Designing Training & Development Program:
All the organizational problems cannot be solved by training. It will be advisable for the trainer
to clearly identify what problems can be solve by training and what cannot. The Ideal training
program can be designed as follows:
1. Objective of the training program:
An objective is a statement describing the knowledge or skills that the trainee has to
acquire on the completion of the training program. There are two types of approaches as
follows:
 Reactive Approach:
It takes into account the immediate need of the training which is related to
organization‘s problem.
 Pro-active Approach:
This is based on the long-term plan of the organization taking into account the
futuristic need & long term objective.
2. Design the training program:
As per the availability of the Trainers and Trainee HRD Coordinator will plan the
training program. Selection of the faculty is also important. Trainer can be from internal
or from external source. Based on the results we obtain in the 1st phase, we will design
the training. This phase consists of identifying learning objectives, which describe in a
manner that can be measured what the trainee should be able to do upon completion of
the training. We will also determine how the course will be delivered, who and when it
will be delivered.

3. Contents of the training program:
Once we have decided who needs to be trained and why, we then need to get suitable
training material to suit the objectives of the training. It includes subject matter and
material of training program, depending upon the problems the subject is selected and
material is prepared by the trainer.
4. Duration of the training:

Here the trainer will decide the duration period of training and other factors such as, at
what time the training will start, refreshment break, lunch break etc.
5. Evaluations:
Evaluation is the most important part of the training program. Based on the evaluation we
can find out success of the training, Based on the evaluation HRD Coordinator will
evaluate the outcome of training and if required then he will take the necessary action in
next training program.

2.13.3 CONDUCTION TRAINING AND DEVELOPMENT
PROGRAMME
To put training program into effect according to definite plan or procedure is called training
implementation. Training implementation is the hardest part of the system because one wrong
step can lead to the failure of whole training program. Even the best training program will fail
due to one wrong action. In many ways, deciding who will conduct the training is simpler than
deciding who will control it. Possibilities are a program or training director, other staff members,
outside presenters (including participants and other community members) or organizations, or
some combination.
Steps in Conducting Training & Development Program:
1. Selection of Training and Development Method:
The training and development method should depend upon the knowledge of trainees,
area of their work, their position in the organization etc. It also depends on the subject
matter and material prepared by the trainer. It can be on-the job or off-the job training
method depend upon the type of training and trainees.
2. Communicating Training and Development Program:
Trainers should use appropriate channel of communication. Circular, notice etc. can be
used as a channel of communication. It is important to communicate training and
development program sufficiently in advance so that the departmental managers of the
trainees can plan for delegation of the work of the trainees who will be away from their
actual work. Individual employees also get opportunity to not only plan their regular
work and make for suitable adjustment but also to plan their personal priorities.
3. Implementation:
Trainer must make all arrangements necessary for the smooth conduction of the training
and development program. He/ She should be experienced and knowledgeable. He/ She
should begin by creating an environment for learning and participation for the trainees.
He/ She should continuously check the attention, interest, active listening and
participation of the trainees.

2.13.4 EVALUATION OF TRAINING AND DEVELOPMENT
PROGRAMME
Evaluation is the procedure of getting to know the returns or output of training input, human
resource development or department manager eager to know the result of training. The process
of examining a training program is called training evaluation. Training evaluation checks
whether training has had the desired effect. Training evaluation ensures that whether candidates
are able to implement their learning in their respective workplaces, or to the regular work
routines
The intention of training is to help people and organizations with performance related problems.
Intentions cannot be measured, but results can be. The final part of systematic training is,
therefore, to use suitable measuring techniques to assess:
 The quality of training provided.
 Whether this has resulted in improved performance.
 Whether the training conducted was worth doing.
Equally important for a trainee is to assess for himself, how far he benefited from the training.
For this purpose, organizers of a training programme can conduct a 'Test Your Ability' exercise
where in participants in a precursor control training are given 20 to 25 objective type questions,
covering the key aspects of different sessions, which they are expected to answer within a
specified time. Thereafter, the correct answer sheets are distributed to them so that the
participants can assess their own performance. Such tests have been widely appreciated by the
participants.
With regard to cadre training (Job training) there will be a Mastery test which the trainees need
to qualify.
For training to be successful it must have an impact at several levels. It is good practice to decide
before the training, what this impact should be and how it will be evaluated that the impact has
been achieved. Similarly the faculty engaged for imparting training is evaluated through a
structured questionnaire to be filled by the trainees.
There are four levels at which training should be evaluated:
Level I: Evaluating Reaction: Feedback forms
Level II: Evaluating Learning: Feedback and Examination (for training five days and above)
Level III: Feedback, Examination and Evaluating Behavior of the executive from his/her
reporting officer (for training two weeks and above)
Level IV: Evaluating Results (for specific training program with objective of measurable result
such as customer satisfaction, reduction in expenditure, project management etc.)

2.13.5 MEASURING RESULTS OF TRAINING AND
DEVELOPMENT PROGRAMME AND COMPAIRING TO
EVALUATION CRITERIA
At this stage, the obtained result from the evaluation of training and development programme is
compared to the pre-defined standard.
From the evaluation of training programmes a feedback report is prepared and communicated to
participants, faculty members, trainers/coordinators and sponsors, so that they may benefit from
the results of the evaluation.
With the help of feedback participants come to know their level of achievements through the
training programme. Immediate feedback given to participants based on the evaluation of
training programmes which help them to know the performance they will be able to achieve and
the kinds of efforts needed to improve their effectiveness.
Trainers are very anxious to know whether their efforts have yielded the desired results. A
detailed analysis of the feedback would help them to modify their approaches. It would enable
them to design future training programmes taking into consideration all the successes and
failures of the programme.
Sponsors or managers, who have nominated the participants, are very curious to know how well
they have performed during the training programme. The feedback report received from trainers
will help them to look for specific changes in the behavior of the participants. To be precise, it
helps them to sharpen their point of view to look for anticipated changes in their day-to-day
situations.

REFERENCES
1
Memoria CB (2000), Personnel Management. Himalaya Publishing House-
p.307-348
2
Yoder D., Personnel Management & Industrial Relations New Delhi,
Prentice Hall of India p.331-33
3
Price N. Personnel, Human Resource Management. In Brech EFL (Ed) The
Principles and Practice of Management London. Longman Group Ltd.
1975:572.
4
Mirza S.Saiyadain (1985), Human Resource Management, Tata McGraw
Hill New Delhi. p.218.
5
John Bernardin H., and Joyce Russel, E.A., ―HRM: An Experiential
Approach, (New York, McGraw Hill Inc.) 1993. p.297
6
Anjali Ghanekar, Training & Development, Everest Publishing House. 1997.
p.166
7
Keith Davis, Human Resource & Personnel Management, 9 New York,
McGraw Hill 1993. p.310

CHAPTER – 3
CASE STUDY
AIRPORTS AUTHORITY OF INDIA

3.1. COMPANY PROFILE
The Airports Authority of India (AAI) was formed on 1st April, 1995 by merging the
International Airports Authority of India and the National Airports Authority with a view to
accelerate the integrated development, expansion and modernization of the operational, terminal
and cargo facility at the airports in the country confirming to international standards.
Airports Authority of India came into being by merging erstwhile International Airports
Authority and National Airports Authority of India. The merger brought into existence a single
organization entrusted with the responsibility of creating, upgrading, maintaining and managing
the Civil Aviation infrastructure both on the ground and air space in the country.
Aviation sector in a vast country like India plays a pivotal role in meeting the fast growing needs
of the country. The Civil Aviation Sector in our country is witnessing boom in terms of traffic
growth. The estimated traffic growth of about 8 to 10 percent in the domestic as well as
international market is in itself an indication of the potential of this sector and its likely impact
on the socio-economic development of India.
The opening up of Civil Aviation Sector and the revival of the tourism industry over the past few
years has added new dimensions and challenges to the AIRPORTS AUTHORITY OF INDIA in
handling growing air-traffic and providing better facilities to users.
It manages 127 airports which include:
 15 International Airports (including Delhi & Mumbai)
 7 Customs Airports
 25 Civil Enclaves
 80 Domestic Airports
AAI provides air navigation services over 2.8 million square nautical miles of air space.
AAI’s MISSION Statement is ―To be the foundation of an enduring Indian aviation network,
providing high quality, safe and customer-oriented airport and air navigation services, thereby
acting as a catalyst for economic growth in the areas we serve‖.
AAI’s VISION till 2026 is:
―To be the principal aviation services provider in the country, AAI shall
 adopt and facilitate the use of contemporary air navigation services;
 upgrade and develop airport infrastructure;

 support improving air connectivity at unserved and under-served airports;
 have a restructured organization;
Focus on profitable operations at major airports through continuing efforts on cost
reduction and enhancing non-aeronautical revenue.‖
3.1.1. ORGANIZATIONAL STRUCTURE
Figure.2 Organization Structure

3.1.2. MAIN FUNCTIONS OF AAI
 Design, Development, Operation and Maintenance of international and domestic airports
and civil enclaves.
 Control and Management of the Indian airspace extending beyond the territorial limits of
the country, as accepted by ICAO.
 Construction, Modification and Management of passenger terminals.
 Development and Management of cargo terminals at international and domestic airports.
 Provision of passenger facilities and information system at the passenger terminals at
airports.
 Expansion and strengthening of operation area, viz. Runways, Aprons, Taxiway etc.
 Provision of visual aids.
 Provision of Communication and Navigation aids, viz. ILS, DVOR, DME, Radar etc.
1. Passenger Facilities:
The main functions of AAI inter-alia include construction, modification &management of
passengers terminals, development & management of cargo terminals, development &
maintenance of apron infrastructure including runways, parallel taxiways, apron etc.,
Provision of Communications, navigation and Surveillance which includes provisions of
DVOR/ DME,ILS, ATC radars, visual aids etc., provision of air traffic services,
provision of passenger facilities and related amenities at its terminals thereby ensuring
safe and secure operations of aircraft, passengers and cargo in the country.
2. Air Navigation Services:

In tune with global approach to modernization of Air Navigation infrastructure for
seamless navigation across state and regional boundaries, AAI has been going ahead with
its plans for transition to satellite based Communication, Navigation, Surveillance and
Air Traffic Management. A number of co-operation agreements and memoranda of co-
operation have been signed with US Federal Aviation Administration, US Trade &
Development Agency, European Union, Air Services Australia and French Government
Co-operative Projects and Studies initiated to gain from their experience. Through these
activities more and more executives of AAI are being exposed to the latest technology,
modern practices & procedures being adopted to improve the overall performance of
Airports and Air Navigation Services.
Induction of latest state of the art equipment, both as replacement and old equipments and
also as new facilities to improve standards of safety of airports in the air is a continuous
process. Adoptions of new and improved procedures go hand in hand with induction of
new equipment. Some of the major initiatives in this direction are introduction of
Reduced Vertical separation Minima (RVSM) in India air space to increase airspace
capacity and reduce congestion in the air; implementation of GPS and Geo Augmented
Navigation (GAGAN) jointly with ISRO which when put to operation would be one of
the four such systems in the world.

3. Security:
The continuing security environment has brought into focus the need for strengthening
security of vital installations. There was thus an urgent need to revamp the security at
airports not only to thwart any misadventure but also to restore confidence of travelling
public in the security of air travel as a whole, which was shaken after 9/11 tragedy. With
this in a view, a number of steps were taken including deployment of CISF for airport
security, CCTV surveillance system at sensitive airports, latest and state of the art X-ray
baggage inspection systems, premier security & surveillance systems. Smart Cards for
access control to vital installations at airports are also being considered to supplement the
efforts of security personnel at sensitive airports.
4. Aerodrome Facilities:
In Airports Authority of India, the basic approach to planning of airport facilities has
been adopted to create capacity ahead of demand in our efforts. Towards implementation
of this strategy, a number of projects for extension and strengthening of runway, taxi
track and aprons at different airports has been taken up. Extension of runway to 7500 ft.
has been taken up to support operations for Airbus-320/Boeing 737-800 categories of
aircrafts at all airports.
5. HRD Training:
A large pool of trained and highly skilled manpower is one of the major assets of Airports
Authority of India. Development and Technological enhancements and consequent
refinement of operating standards and procedures, new standards of safety and security
and improvements in management techniques call for continuing training to update the
knowledge and skill of officers and staff. For this purpose AAI has a number of training
establishments, viz. NIAMAR in Delhi, CATC in Allahabad, Fire Training Centers at
Delhi & Kolkata for in-house training of its engineers, Air Traffic controllers, Rescue &
Fire Fighting personnel etc. NIAMAR & CATC are members of ICAO TRAINER
programme under which they share Standards Training Packages (STP) from a central
pool for imparting training on various subjects. Both CATC & NIAMAR have also
contributed a number of STPs to the Central pool under ICAO TRAINER programme.
Foreign students have also been participating in the training programme being conducted
by these institutions.
6. IT Implementation:
Information Technology holds the key to operational and managerial efficiency,
transparency and employee productivity. AAI initiated a programme to indoctrinate IT
culture among its employees and this is most powerful tool to enhance efficiency in the
organization. AAI website with domain name www.airportsindia.org.in or www.aai.aero
is a popular website giving a host of information about the organization besides domestic
and international flight schedules and such other information of interest to the public in
general and passengers in particular.

Figure.3 Functional Chart

3.1.3. TRAINING ESTABLISHMENTS ASSOCIATED WITH AAI
1. INDIAN AVIATION ACADEMY, NEW DELHI

Indian Aviation Academy, the joint training academy of Airports Authority of India
(AAI), Director General of Civil Aviation (DGCA) and Bureau of Civil Aviation
Security (BCAS) has been set up under the aegis of NlAMAR-Society on 22nd July
2010. It aims to provide education, training and research in the field of aviation
management In ASIA-PACIFIC Region. IAA has trained 32 officers of AAI on
Corporate Governance during 2014 as per MOU targets. IAA has conducted two training
programmes during 2014 which were imparted by ICAO experts and has offered
fellowship to 12 participants from developing countries in coordination with ICAO,
Montreal. IAA has started a process of extending training facilities in India for SAARC
countries in the year 2015. IAA has been selected by the European Society for ―Best
Quality Leadership Award‖ on 9th December, 2014 at Las Vegas.
2. CIVIL AVIATION TRAINING COLLEGE, ALLAHABAD

The Civil Aviation Training College (CATC), situated at Bamrauli, Allahabad is a
modernized training establishment of Airports Authority of India (AAI) in terms of
Infrastructure, training facilities, laboratories and simulators. This is the only institute of
its kind in India which is in existence since 1948 under, the then Civil Aviation
Department, Govt. of India. It meets training requirement in the field of ATM and CNS
Maintenance & Operations, as per International Civil Aviation Organization (ICAO)
standards.
3. FIRE SERVICE TRAINING CENTRES

There are two Fire Service Training Centers, one in New Delhi and the other at Kolkata.
The objectives of these Centers are:
 To provide excellent Rescue & Fire Fighting Service in emergency situation.
 To impart emergency response training to rescue and fire fighters to update their
professional skills and knowledge.
 To meet the deficiencies of trained fire personnel to upgrade the professional
skills and human behavior in fire services.
4. NATIONAL FLYING TRAINING INSTITUTE

There are two Pilot Training Centers, one at Rae Bareilly and the other at Gondia which
constitute two out of 9 CAE Oxford Aviation Academy locations across 4 continents
around the world. CAE Oxford Aviation Academy Rae Bareli, also known as the Indira
Gandhi Rashtriya Udan Akademi, is one of the flight schools that operates to the highest
standards and produces newly-trained efficient pilots. Indira Gandhi Rashtriya Udan
Akademi (IGRUA) is the Indian government's national flying institute which was
established in 1985. Managed by CAE, the academy is dedicated to improving flight
training standards and providing high-quality training to aspiring pilots from India and

around the globe. The Rae Bareilly academy trains approximately 300 cadets per
year on a modern aircraft training fleet.

CIVIL AVIATION TRAINING COLLEGE-
ALLAHABAD
The center was established by DGCA in 1948 and now it is a part of the Airports Authority of
India. It is the pioneer institute in India which has been imparting training in various aviation
fields. Its main training areas are concerned with CNS technology and the Air Traffic
Management. This center was renamed as Civil Aviation Training College (CATC) and it has
been a member of the ICAO TRAINAIR program which guides the aviation training throughout
the world. Ever since its establishment it had been the main source of production of technical
personnel in the CNS and ATM fields.
The Civil Aviation Training College (CATC) at Bamrauli Allahabad and its extensions one at
National Institute of Aviation Training and Management (NIATAM) at Gondia in Maharashtra
and second at Shamshabad Airport Hyderabad in Andhra Pradesh are providing training courses
for air traffic control officers (ATCO‘s) and CNS Electronic safety officers in the field of CNS
streams in India. At present the training course of new ATCO is in two phases; the first phase is
Aerodrome Control, the second phase is Approach Control and 12 weeks each. The training is
being imparted to the newly recruited ATCO‘s, by way of traditional method which is best
known as Procedural Air Traffic Control. There are so many other advance courses conducted
for skill enhancement of ATS people in these training centers.
3.1.4. ORGANISATION STRUCTURE OF CATC
PRINCIPAL / ED
HOD ATM
HOD HOD TRAINING HOD CIVIL INCHARGE
HR FINANCE
ENGG WELFARE
HOD HOD COURSE INCHARGE

HOD CNS HOD
OL DEVELOPMNET UNIT HOSPITAL
TRAINING ELECTRICAL
ENGG
Figure.4 Organizational Structure of CATC
CATC Vision
―To be a world class training institute in the field of CNS, ATM for grooming Next Generation
Aviation Professionals (N GAP) to meet the challenges of aviation industry and foster its
growth.‖
Training Quality Policy

―To develop the human resources for the aviation industry, ensuring conformity of the processes,
by adapting the best practices within industry and building higher skills and standards in
training.‖
Training Departments
The College has two main training departments‘ viz. CNS Department and ATM Department
and they are further divided in training sections.
3.1.5. CNS DEPARTMENT
 The Communication and the Security Systems Section

 The Navigation Aids Section
 The Surveillance Aids Section
 The Automation Section
In the CNS stream the communication technology where the personnel have been trained for
maintenance repair calibration and operation of ground to ground, air ground equipments. There
are state of the art equipments for high frequencies and very high frequencies and the high speed
data transmission sophisticated lines working on the world wide network.
The another field is the maintenance repair of the navigational aids spread across the Indian
continent which has the non-directional radio beacons, the very high frequency Omni range
(VOR) transmitters and DME,s which are used for navigation by the flights for finding their
way to the destinations. The DME transmitters are used for determining the slant range of the
aircraft. The CNS technical officers are trained in CATC to maintain these equipments.
Similarly, the training on RADARS technology had been imparted from the old times when there
were dark room RADARS. At present the state of the art equipments are in use in our country
and the complete technology is maintained by the CNS officers trained in CATC. Terminal
navigational aids like Instrument landing systems, surface radars and internal communication
systems are always in the hands of these people who are trained in CATC. The entire

maintenance of the automation systems used in the air traffic control units in our country
is done by these capable offices of CNS discipline from the beginning till today.
3.1.6. ATM DEPARTMENT
 The Aerodrome Control Section

 The Approach Control Section
 The Terminal Area Control Section
 The Special Course Section
 The Civil Airport Terminal Section
The Air Traffic Management branch imparts training to the controllers in the Apron
Management service, Surface Movement Control of the aircraft, Aerodrome Control
Operations, Approach control service to arriving and departing flights, en-route service to
the flights in the controlled areas, flight information regions and the overflying traffic
across the continents. Other special courses concerned with improvement of skills,
proficiency, obstacle limitation surfaces, search and rescue have been conducted and are
being conducted continually. The aviation growth and the management of air space of the
country have been managed successfully by us by the Air Traffic Controllers trained in this
CATC.
3.1.7. HR DEPARTMENT
To provide total administrative support to manpower posted at CATC in the field of service,
appointment, promotion, transfer, HRD, residential accommodation, industrial relations,
advances, medical facilities, photo identity cards and official language.
Works and Responsibilities

A. Placement, Induction & Exit Responsibilities
 Induction of Executives & Non-Executives on initial appointment after due
verification of Character antecedents and Medical examination.
 Maintenance of Service Records of all employees posted at CATC.
 Transfer related formalities.
 Processing retirement cases for timely payment of terminal benefits.
 Feeding of all the required data pertaining to new employees as well as
updating of data for all employees posted at CATC as and when required into
SAP.

B. Personnel related functions
 Leave and processing of application for Leave Encashment.
 Pay Fixation/Annual increment.
 Annual Property Returns .
C. Administrative functions
 Processing of various Loans & Advances as per Company‘s policy guidelines.
 Medical Reimbursement.
 Empanelment of Hospitals/Nursing Homes for medical treatment.
 Empanelment of Hotels for providing accommodation to officials on tour or
guests of AAI.
 Housing-Providing accommodation to employees as per status of available
quarters in the premises.
 Looking after all the security requirements at CATC through the sponsored
agency.
 Issue of Identity & Medical Cards.
 Billing & maintenance of various Revenue contracts.
D. Industrial Relations
 Liaison with Union Representatives / Regional Secretary / Local Secretary
and conducting periodical meeting with them.
 Disciplinary functions.
 Liaison with Regional Labour Commission in matters relating to Statutory
Labour compliances.
E. HRD
 Assessing training needs and organizing training programmes/ workshop.
 Nomination of employees for various training programmes conducted at IAA.
F. Receipt & Issue Section

 Functions related to Diary & Dispatch of various correspondences within
organization and with external departments.

3.2. RESEARCH METHODOLOGY
3.2.1. SAMPLING PLAN
 POPULATION
The target population was the Managers, Executives, JETs and Non Executives
who are working in Airports Authority of India, CATC, Allahabad.
 RESPONDENT
Total numbers of respondent were 66.
Managers Executives JETs Non Executives Total

11 20 25 10 66
3.2.2. DATA COLLECTION PROCEDURE
 PRIMARY DATA
First-hand information was received from the employees through Questionnaires
and Personal Interviews.
 SECONDARY DATA
In order to collect the secondary data different related printed materials like AAI
Annual report, Training manual, its website etc. has been used.

3.3. DATA ANALYSIS AND INTERPRETATION
3.3.1. TRAINING NEEDS ASSESSMENT AT CNS DEPARTMENT
 AAI conducts a comprehensive HR Survey to identify specific training needs of

individuals and groups in various directorates. HR Survey forms, duly completed,
were received from various directorates including, Aerodrome Licensing,
Operations, Engineering, Technical, CPMS, Planning, Human Resources, CNS,
ATM, Airport Marketing, Information Technology, Cargo, Public Relations,
Administration.
 At AAI, number of JETs in ATM/CNS joins each year and there is need for their
ab-initio training before deploying/ posting in the airports.
 Due to various types of equipments and systems in the CNS departments such as
ILS, DME, DVOR, AMSS, etc. there is a need for the training of personnel for safe
and smooth operation of Aircraft at Airports and in Indian Air-space.
 There is also need for the training of the personnel for the maintenance and
operation of security systems (CCTV, XBIS, DFMD, HHMD, ETD etc.) and
passenger facilitation systems ( flight information display system, PA system)
installed at all the airports which are managed by AAI.
3.3.2. DESIGNING OF TRAINING PROGRAMME AT CNS

DEPARTMENT
At CNS department, there are two different cells which help in designing of the training
programme effectively.
1. Course Planning and Coordination Cell :
CPC Cell mainly deals with the following tasks:
 Training Calendar:
CPC Cell designs the yearly training calendar. Training calendar is made for the
whole year and it starts from the month of March. Training calendar designed by
the CPC Cell is first sent to the headquarters for approval.
Proposed Training Calendar for Year 2018-19 in CNS Faculty is shown in
Annexure- B.
Training Calendar features the Course details, Number of trainees, Course
duration, Number of Courses during the year, Start and End of the Course.

 Nomination:
Nominations for the trainees are done by the Regional Training Centers and are
informed to CPC Cell.
CPC Cell monitors the trainers for the course. Generally trainers are those who
are experts in that particular subject or equipments. If respected trainers are not
available then trainers are called from the OEMs.
 Scheduling:
Scheduling of the training course is also done within the CPC Cell. It provides the
Course Schedule featuring the details of the subjects to be studied under that
particular subject, theory hours for each subject, practical hours for each subject,
exam hours (assignments, presentations, theory exam, and viva voce).
Duration is set by panel of three experts. Scheduling is also sent to the
headquarters for verification.
Annexure- C shows the Course Schedule for Data Communication &
Networking Course.
 Time Table:
Time tables are designed for the courses on weekly basis. Time table gives the
detailed overview of the weekly training schedule featuring details like course
commencement and completion date, number of participants, subject and practical
classes‘ details at a particular day and hour of the week, name of the trainer, and
room number for the training.
Annexure- D shows the Weekly Training Schedule CNS Department.
2. Course Development and Review Cell:
CDR Cell mainly deals with the preparation of course materials for the training and
development purpose.
The course material is designed and drafted by panel of three experts of that particular
course. The draft course material is then sent to the headquarters for review and
confirmation.
After review and required corrections suggested by the headquarters, the course material
is redrafted and sent back to the headquarters for final approval.
CDR Cell also designs the exam paper for the evaluation of the trainees.
There are some vetting instructions which have to be followed during the preparation of
course material.
Annexure- E shows the vetting instructions to be followed during the preparation of PLI
course.

3.3.3. IMPLEMENTATION OF TRAINING PROGRAMME AT CNS
DEPARTMENT
 At first structured training programmes are selected and then mandatory training
methods like In-house training, External training, Training at manufacturer‘s works
etc. are selected accordingly.
 The details like title of the programme, basic objective of the programme, time of the
programme, and venue of the programme are communicated to both the trainees and
the trainers a week before the commencement of the programme by the department.
 At last the training courses are conducted with respect to the approved time table by
the headquarters and continuous monitoring of the progress of the trainees is also
envisioned.
3.3.4. EVALUATION OF TRAINING PROGRAMME AT CNS

DEPARTMENT
 Evaluation at CNS department is carried by Exam Cell. The materials for internal exams
at CATC are prepared by Exam Cell and materials for external exams are prepared by
CDR Cell.
 100 marks are allotted for each Theory and Practical exams and the duration of the exam
is of 2 hours. In Theory exam, paper consists of 70 MCQs and 30 theoretical questions.
Annexure-F shows a sample question paper collected from the exam cell.
 To pass the exam, one has to score minimum 60% in each Theory and Practicals. For PLI
courses the criteria is 70% in each Theory and Practicals.
 Results are featured in terms of Pass or Fail. Performance Improvement Program (PIP) is
the procedure for improvement if trainees were absent from the exam or they had failed.
 At the last day of the training course, a small graduation ceremony is upheld in which the
certificates are distributed and the Rank1 trainee in exam result is awarded The
Principal‘s Cup.
 Feedbacks forms are given to trainees. Based on this feedback, future training needs can
be established in a systematic and planned way as well as recording the successes
attributable to the training process.
 The results of the trainees are sent to their respective stations. Post Training Feedback
Form from Reporting Officer of the trainee is also recorded.
Annexure-G shows Post Training Feedback Form from Reporting Officer of the trainee.
 Overall training evaluation is done by the course coordinator.

3.3.5. MEASURING RESULTS OF TRAINING AND
DEVELOPMENT PROGRAMME AND COMPAIRING TO
EVALUATION CRITERIA AT CNC DEPARTMENT
At this stage, the obtained result from the evaluation of training and development
programme is compared to the pre-defined standard.
From the evaluation of training programmes a feedback report is prepared and

communicated to participants, faculty members, trainers/coordinators and sponsors, so
that they may benefit from the results of the evaluation.
With the help of feedback participants come to know their level of achievements through
the training programme. Immediate feedback given to participants based on the
evaluation of training programmes which help them to know the performance they will
be able to achieve and the kinds of efforts needed to improve their effectiveness.
Trainers are very anxious to know whether their efforts have yielded the desired results.
A detailed analysis of the feedback would help them to modify their approaches. It would
enable them to design future training programmes taking into consideration all the
successes and failures of the programme.

3.3.6. QUESTIONNAIRE SURVEY ANALYSIS
Training Needs Survey
1. Organization supports Individual Training & Development within
department.
Particular Respondent Percentage
Strongly Agree 36 54.55%
Agree 17 25.75%
Undecided 8 12.12%
Disagree 5 7.58%
Strongly Disagree 0 0%
Graphical Presentation
Figure.5
Interpretation
In this graph it is seen that 54.55% employees strongly agreed that the Organization supports
Individual Training & Development within department and 25.75% agreed with the same. 7.58%
of them disagree and no one strongly disagrees to the above statement, while the remaining
12.12 % of the employees remain neutral to the statement.

2. Organization provides financial assistance to support employees
continued education.
Agree 16 24.24%
Undecided 8 12.12%
Disagree 10 15.15%
Strongly Disagree 6 9.09%
Figure.6
Interpretation
In this graph it is seen that 39.39% employees strongly agreed that the Organization provides
financial assistance to support employees continued education and 24.24% agreed with the same.
15.15% of them along with less number of 9.09% employees disagree and strongly disagree to
the above statement, while the remaining 12.12 % of the employees remain neutral to the
statement.

3. Organization has provided the opportunity to be cross trained in
other positions or specific job functions outside parent department.
Agree 18 27.27%
Undecided 8 12.12%
Disagree 7 10.60%
Figure.7
Interpretation
In this graph it is seen that 43.93% employees strongly agreed that the Organization has provided
the opportunity to be cross trained in other positions or specific job functions outside parent
department and 27.27% agreed with the same. 10.60% of them along with less number of 6.06%
employees disagree and strongly disagree to the above statement while the remaining 12.12 % of
the employees remain neutral to the statement.

4. Our performance appraisal process promotes the identification of
personal strengths and areas for improvement.
Agree 17 27.27%
Undecided 7 10.60%
Disagree 4 6.06%
Strongly Disagree 0 0%
Figure.8
Interpretation
In this graph it is seen that 57.57% employees strongly agreed Organizational performance
appraisal process promotes the identification of personal strengths and areas for improvement
and 27.27% agreed with the same. 6.06% of them disagreed and 0% strongly disagrees to the
above statement while the remaining 10.60 % of the employees remain neutral to the statement.

5. Career advancement opportunities are available within the
Organization.
Agree 15 22.72%
Undecided 8 12.12%
Disagree 8 12.12%
Figure.9
Interpretation
In this graph it is seen that 46.96% employees strongly agreed that the Career advancement
opportunities are available within the Organization and 22.72% agreed with the same. 12.12% of
them along with less number of 6.06% employees disagree and strongly disagree to the above
statement, while the remaining 12.12 % of the employees remain neutral to the statement.

6. The method of training you feel would be most effective to achieve
learning goals.
Classroom 14 21.21%
Video 8 12.12%
Online 8 12.12%
Workshops 20 30.30%
Computer Base Training 10 15.15%
Web Conferencing 6 9.09%
Figure.10
Interpretation
From the graph, it is found that 30.30% of the employees prefer Workshops and 21.21% prefer
Classroom method. On the other hand 15.15% prefer Computer base training method and Video
and Online is liked by 12.12% each. And less number of 9.09% employees like Web
Conferencing method of training.

7. How important are the following training topics?
Very Somewhat Not Sure Not now Not
important important important
Grievance 38 (57.57%) 16 (24.24%) 8 (12.12%) 4 (6.06%)) 0 (0%)
Procedure
Employee 36 (54.54%) 17 (25.75%) 6 (9.09%) 5 (7.57%) 2 (3.03%))

Performance
Management
Workplace 30 (45.45%) 20 (30.30%) 8 (12.12%) 4 (6.06%)) 4 (6.06%))
Ethics
Conflict 34 (51.51%) 18 (27.27%) 7 (10.60%)) 5 (7.57%) 2 (3.03%))

Management
Strategic 26 (39.39%) 20 (30.30%) 10 (15.15%) 7 (10.60%) 3(4.54%)

Planning/
Organization
al Skills
Leadership & 28 (42.42%) 16 (24.24%) 8 (12.12%) 10 (15.15%) 4 (6.06%))
Motivation
Hiring & 25 (37.87%) 20 (30.30%) 7 (10.60%)) 10 (15.15%) 4 (6.06%)

Firing
Procedures
Stress 32 (48.48%) 20 (30.30%) 4 (6.06%)) 8 (12.12%) 2 (3.03%)
Management
Interpretation
The various topics, which the employees consider as topics worthy of training, as projected in
the Training & Development Survey Form (in the order of Importance)
1. Grievance Procedure
2. Employee Performance Management
3. Conflict Management
4. Stress Management
5. Workplace Ethics
6. Strategic Planning/ Organizational Skills
7. Hiring & Firing Procedures
8. Leadership & Motivation

Training Evaluation
8. Training Course content is very simple and easily understandable.
Agree 15 22.72%
Undecided 8 12.12%
Disagree 12 18.18%
Figure.11
Interpretation
In this graph it is seen that 37.87% employees strongly agreed that the Training Course content is
very simple and easily understandable and 22.72% agreed with the same. 18.18% of them along
with less number of 9.09% employees disagree and strongly disagree to the above statement
while the remaining 12.12 % of the employees remain neutral to the statement.

9. The Course met all of its stated objectives.
Agree 24 36.36%
Undecided 8 12.12%
Disagree 10 15.15%
Figure.12
Interpretation
In this graph it is seen that 36.36% employees agreed that the course met all of its stated
objectives and 30.30% strongly agreed with the same. 15.15% of them along with less number of
6.06% employees disagree and strongly disagree to the above statement while the remaining

10.The training facility and Environment was conducive for learning.
Agree 25 37.87%
Undecided 4 6.06%
Disagree 8 12.12%
Figure.13
Interpretation
In this graph it is seen that 37.87% employees agreed that the training facility and Environment
was conducive for learning and 34.84% strongly agreed with the same. 12.12% of them along
with 9.09% employees disagree and strongly disagree to the above statement while the remaining

11. The training manuals and handouts were valuable learning tools.
Agree 19 28.78%
Undecided 8 12.12%
Disagree 10 15.15%
Figure.14
Interpretation
In this graph it is seen that 31.81% employees strongly agreed that the training manuals and
handouts were valuable learning tools and 28.78% agreed with the same. 15.15% of them along
with 12.12% employees disagree and strongly disagree to the above statement while the
remaining 12.12 % of the employees remain neutral to the statement.

12.The trainers were clear, audible and clarified doubts.
Agree 25 37.87%
Undecided 4 6.06%
Disagree 8 12.12%
Graphical Presentation:
Figure.15
Interpretation:
In this graph it is seen that 37.87% employees agreed that the trainers were clear, audible and
clarified doubts and 34.84% strongly agreed with the same. 12.12% of them along with less
number of 9.09% employees disagree and strongly disagree to the above statement while the

13.The instructor had real depth of knowledge in the subject he/she
was dealing with.
Agree 20 30.30%
Undecided 8 12.12%
Disagree 10 15.15%
Figure.16
Interpretation
In this graph it is seen that 33.33% employees strongly agreed that the instructor had real depth
of knowledge in their subject and 30.30% agreed with the same. 15.15% of them along with less
number of 9.09% employees disagree and strongly disagree to the above statement while the

TRAINEES FEEDBACK
14. Were you made aware of the course objective?
Particular Participant Percentage
Yes 57 86.36%
No 9 13.64%
Figure.17
Interpretation
In this graph, it is seen that 86.36% of employees said that they were made aware of the course
objectives and only 13.64% of employees responded that they did not had the clear idea about
the objectives which has to be achieved during the course.

15. How do you find the mix up of theory and practical hours
assigned to the course?
Theory & Practical 18 27.27%

Balanced
More Practical less 20 30.30%

Theory
More Theory less 16 24.24%

Practical
Fully practical 8 12.12%
Fully Theoretical 4 6.06%
Figure.18
Interpretation
From the graph, it is seen that 30.30% employees found the course more practical less theory and
24.24% employees found that the course is more theory less practical. On the other hand 27.27%
employees found the course theory and practical balanced. 12.12% found it fully practical. So,
here a conclusion can be drawn that the mix up of theory and practical is somewhat balanced in
this case. There should be always a balanced mix up of theory and practical in a course so that it
could be successful.

16. Administration / Welfare
Excellent V. Good Good Fair Poor
Hostel 20 (30.30%) 18 (27.27%) 12 (18.18%) 8 (12.12%) 8 (12.12%)
Mess 12 (18.18%) 22 (33.33%) 15 (22.72%) 10 (15.15%) 7 (10.60%)
Library 26 (39.39%) 20 (30.30%) 10 (15.15%) 7 (10.60%) 3 (4.54%)
Office staff 25 (37.87%) 20(30.30%) 7 (10.60%) 10 (15.15%) 4 (6.06%)
Recreation 18 (27.27%) 22 (33.33%) 12 (18.18%) 8 (12.12%) 6 (9.09%)

facilities
Interpretation
30.30% and 27.27% said Excellent and V. Good about the Hostel facilities, while 18.18% rated it
good and 12.12-12.12% each of the respondents rated it fair and poor.
Similarly, 33.33% and 18.18% rated v. good and excellent about the Mess facilities, while
22.72% rated it good and 15.15% respondents rated it fair and 10.60% rated it poor.
With regards to the Library, 39.39% and 30.30% rated it excellent and v. good, while 15.15%
rated it good and 10.60% respondents rated it fair and 4.54% rated it poor.
Regarding the Office staff, 37.87% and 30.30% rated it excellent and v. good, while 10.60%
rated it good and 15.15% respondents rated it fair and 6.06% rated it poor.
In accordance with the Recreation facilities, 33.33% and 27.27% rated it v. good and excellent,
while 18.18% rated it good and 12.12% respondents rated it fair and 9.09% rated it poor.

3.3.7. PRESENT STATUS OF TRAINING AND
DEVELOPMENT AT AAI
The AAI top management firmly believes in a training philosophy which is ―Continual, across
the organization covering every single employee, across functional areas in order to develop core
competencies and allied areas of technology and management for effective performances of role
plays.‖
The Vision of Training and Development in AAI is to ―Create a learning environment, within
which AAI employees can realize their full potential, so as to enable them render meaningful
contribution towards achieving vision of AAI and its superordinate goals.‖
TRAINING PROGRAMMES:
Although, a variety of training programmes have been covered in the previous section(s), it is
pertinent to include a list of structured training programmes which will be in line with the
training and development plan.
Various structured training programmes envisioned are:
1. Introduction/orientation Training
2. Four Tier career progression training
 Tier 1 : JE to Managers
 Tier 2 : SM/AGM
 Tier 3 : DGM/JT.GM
 Tier 4 : GM & above
3. Additional training programmes
4. Training for Non-Executives
5. Mandatory Training Programmes
1. INDUCTION/ORIENTATION TRAINING:
A. New Executives:
Training should be mandatory, so as to deliver quality service to multiple intermediate
customers and the ultimate customer .i.e. air travellers. Delivery of quality service while
ensuring Safety and security calls for well-organized system with well-trained officials. In
order to develop ‗holistic approach‘ in the organization, Induction program shall consist of
newly inducted executives from all disciplines .The overall program shall be 8 weeks in
three stages.

Stage-I: Induction level orientation 4 weeks (intermix of all disciplines)
The induction level orientation program shall be conducted for all disciplines together and to
have this mix the schedule of the program should be planned accordingly. The recruitment
should be so planned to have a mix of executives for different disciplines joining AAI at a given
time to organize this induction level orientation in a meaningful manner.
 About aviation, ICAO, DGCA, IATA, airlines, other important worldwide stakeholders,
role of aviation ministry etc.
 About AAI. History, vision, mission, structure, departments, role & responsibilities of
departments. Regional setup
 About airports. Important management area of airport. Airport licensing, aviation safety.
AAI structure in airports various stake holders. Identify customers. Operator‘s
responsibility etc.
 Site Visits.
 Career prospects, employment benefits, Common knowledge required in HR, RTI,
Finance, Audit, Vigilance etc.
 The required entry level supervisory or managerial training will include the role and
legal responsibilities of the supervisor/manager; performance management, including
employee performance evaluation, counseling or coaching and discipline; employee
motivation, recognition, and rewards; communication skills and principles; leadership
styles and methods.
Stage II:
 Discipline specific Training. Duration as per discipline requirement and regulations
(Minimum Two weeks. The disciplines like Fire, CATC, Operations, cargo etc. will have
training more than two weeks and can go up to six months based on job requirement)
 About the directorate
 Role and responsibilities
 Systems and procedures
 Activities and flow chart of activities
 Monitoring and Management Information System
 Responsibility at different work areas
 Learning diary maintenance by trainee
After Stage II all executives will undergo an internship at select major airports. The duration of
internship will be from 4 weeks to 16 weeks depending on the cadre, and there after proceed to
the place of posting. During the internship the trainees will maintain daily log and dairy as
designed by concerned directorate.

Stage III: One week Training Program (after one year of Stage II)
The trainees will come back to the training center after one year for an interactive session, which
will include
 Presentations by trainees on their experience
 Group discussions
 Case studies
 Soft Skills Training
 Debriefing
B. Current/Existing Executives:
A short duration training programme on orientation followed by a discipline specific
training appropriate to the level to be introduced to bring them at par with a trained
executive as envisaged for new induction. This programme needs to run only to cover the
training needs of the existing executives and thereafter this should be discontinued.
Thereafter the courses designed for new executives plan will be applicable.
2. FOUR TIER CAREER PROGRESSION TRAINING:

A. Tier-1 Training at E-1, E-2,E-3:
 Induction/Orientation Training.
 60% specific training on advanced level in discipline.
 40% Management studies suitable for this level in HR, Admin, Finance and other
general management subjects.
B. Tier-2 Training at E-4, E-5:

 40% specific training on advanced level in discipline.
 60% Management studies suitable for this level in HR, Admin, Finance and other
general management subjects.
C. Tier-3 Training at E-6, E-7:

 80% management subjects of Higher level management. This course to be developed
under the guidance of a leading Management institute, in which the institute should
also participate either in the form of guest faculties or conduct the course at their
facility.
 20% discipline specific advanced level training in discipline.
D. Tier-4 Training at E-8,E-9 and all APDs 100% management course:

Leadership and other qualities required at higher level management. This should be a course
developed under the guidance of a leading Management institute, in which the institute
should also participate either in the form of guest faculties or conduct the course at their
facility.

3. ADDITIONAL TRAINING PROGRAMS:
A. Proficiency Training:
Training designed to correct a deficiency identified in reviewing work plans or performance
appraisals; or to provide additional knowledge which would improve performance in the
current position.
 Technical training and skill up gradation in equipment /facility Operations &
Maintenance.
 Handling critical emergencies.
 Energy Efficiency.
B. Personal Developmental Training:

Training programmes designed to develop skills or provide knowledge which will enhance
an executive‘s opportunity for promotion.
 Human Values and Ethics
 Attitudes and Behavior
 Executive and Managerial Skills
 Customer Orientation
 Integrated Personality Development
 Communication skills (Presentation, Public speaking and relations etc.)
 Developing commercial/business outlook
 Marketing skills in a competitive environment
C. Organization Development Issues and General management:

A number of general courses like management development, communication skills,
leadership skills, motivation etc. which is useful for managers across the disciplines. This
should be available up to the level of GMs
 Functional management areas (such as Corporate Planning, Project Management,
Financial
 Management, Materials Management, Human Resource Management)
 Industry best practices
 Bench marking, Safety and Security
 Total Quality Management
 Industrial Relations in the changed scenario
4. TRAINING FOR NON – EXECUTIVES:

Induction level training programme of two weeks at Central level for NE-4 and above level.
The orientation should be on topics of aviation, AAI as an organization, customer focus,
stakeholders of AAI, Airport setup, regional setup, career prospects, employment benefits,
common knowledge required in HR, RTI, Finance, Audit and Vigilance etc. Training on
respective discipline should be conducted either at central or at regional level. Appropriate
programme should be devised centrally by the respective directorates for suitable period

depending on the job requirement. Refresher courses at RTC specialized on job
performance and general awareness.
5. MANDATORY TRAINING PROGRAMMES:

AAI follows the training requirement as mandated by ICAO and DGCA with respect to the
disciplines like Air Traffic Management and Communications, Basic airport operations
management, Fire service, dangerous goods training for Cargo personnel, safety and
security training for security personnel. These programmes will be governed by the
regulatory requirement.
Training Culture:
A large pool of trained and highly skilled manpower is one of the major assets of Airports
Authority of India. The development initiatives and Technological enhancements as well as
consequent refinement of operating standards and procedures, new standards of safety and
security and improvements in management techniques call for continuing training to update the
knowledge and skills of officers and staff.
The training culture should also focus on economic and environmental sustainability whilst
maintaining a strict adherence to the safety culture of the organization which is of paramount
importance in aviation industry.
Training Infrastructure:
The training infrastructure in AAI is well above satisfactory levels, with focus on both in house
and external training, at both domestic and international Centers. Training is given adequate
importance, however, there is a requirement to integrate training activities and extend its
outreach, so that the training and development is inclusive.
The requirement is to provide a firm structure to training activities, maintain training records
centrally whilst making them accessible through appropriate authorizations at regional and local
establishments, so that trained and skilled manpower can be suitably utilized to achieve
organizational goals and avoid repetitive training to individuals who have reached levels of
saturation.
AAI has the following major training establishments:
 Indian Aviation Academy (IAA), New Delhi

 Civil Aviation Training College (CATC), Allahabad
 NIATAM, Gondia
 Civil Aviation Training Centre, Hyderabad
 Fire Training Centre (FTC), Delhi &
 Fire Training Centre (FTC), Kolkata
All these training institutes are members of ICAO TRAIN AIR PLUS programme under which
they share Standard Training Packages (STP) from a central pool for imparting training on
various subjects. Course Development Units (CDU) have been established in these institutes and

they are actively involved in development of STPs to the Central pool under ICAO
TRAIN AIR PLUS programme.
In addition to these national level training establishments, AAI has established Regional Training
Centers (RTC) at the regional headquarters at Mumbai, Kolkata, Delhi and Chennai and Local
Training Centers at various airports and AAI establishments. These training institutes are
responsible for in-house training of its engineers, Air Traffic Controllers, Rescue & Fire Fighting
personnel etc. International students have also been participating in the training programme
being conducted by these institutions.
Training Records:
Lack of meaningful Training Records is always an obstacle to assess the number of persons who
have received training, type of training and performance. The creation of a dedicated AAI HR
Training Directorate/Cell is the first step towards consolidating training records and creating a
training record data repository.
It is an immediate necessity to integrate all records pertaining to any training imparted by any
directorate/department to any group or individuals, so that statistical and empirical data are
available for purposeful analysis and meaningful decision making in terms of training needs
review, from time to time.
Annual Training and Development Plan:

The training and development Cell of HR will coordinate for developing the training and
development plan for a calendar year. This cell will compile the training need identified through
PMS, training need identified and conveyed by each HOD‘s and training requirement identified
by the senior management by 31st July and put up to the management for approval. On approval
the requirement will be sent to respective training Centre for inclusion in the training calendar
for the upcoming year.
Training and Development Cell:

HR directorate has established a Training and Development cell headed by a General Manager.
This cell will be responsible to consolidate training need analysis, development of training
curriculum, based on training need etc. obtained from the HODs in CHQ of each discipline and
also training areas mentioned in the PMS and coordinate with the Training Institutes to hold the
required training. Each HOD in CHQ will appoint a nodal officer to interact with Training Cell
of HRD and give specific training requirement of the specific discipline.

3.4. FINDINGS AND SUGGESTIONS
3.4.1. FINDINGS
 Maximum respondents (80 percent) agree that Organization
supports Individual Training & Development within department.
 Majority of the respondents (63 percent) agree that Organization
provides financial assistance to support employees continued
education.
 Maximum respondents (85 percent) agree that our performance
appraisal process promotes the identification of personal strengths
and areas for improvement.
 Maximum respondents (70 percent) agree that Career advancement
opportunities are available within the Organization.
 Majority of the respondents (60 percent) agree that Training
Course content is very simple and easily understandable.
 Majority of the respondents (66 percent) agree that The Course met
all of its stated objectives.
 Majority of the respondents (61 percent) agree that the training
manuals and handouts were valuable learning tools.
 More than half of the respondents (64 percent) agree that the
instructor had real depth of knowledge in the subject he/she was
dealing with.
 Maximum respondents (74 percent) agree that the training facility
and Environment was conducive for learning.

3.4.2. SUGGESTIONS
Based on the findings some suggestions are given to the company and to
the employees:
1. Greater awareness about the objectives of the training and
development programme must be created among the trainees at the
time of their nomination for the training so that it helps the trainee
easily understand and attain the objectives and goals of the
programme.
2. Objectives of the training programme must be in line with the need
of the trainees and must be clearly explained to them and so that they
can be easily attained.
3. Superior Quality of training materials and training aids provided to
the trainee will increased their involvement and participation for the
training which in turn help in their performances, effective
communicates and to enhance good relationship among co-workers.
4. The trainers role is the core for the success of the training
programmes the faculty whether internal are external should be an
exact qualified person. Hence the suggestion from the trainer prior to
the conduct of the training programmes must be taken.
5. The organization should consistently apply strategies for the
evaluation of training and development initiatives. That is the
organization becomes a learning one in which training and
development become critical components of efficiency and
effectiveness and that a performance management system be
incorporated into the training strategy.

CHAPTER – 4
CONCLUDING REMARKS
Training and development plays an important role in the effectiveness of organizations
and to the experiences of people in work. Training has implications for productivity and
efficiency, occupational health and safety at work, as well as career and personal
development.
The purpose of the AAI Employee Training & Development Plan is to establish a
framework, providing a systematic and structured approach and an assurance that the
organization has aligned its employee training resources with its core priorities. The plan
identifies training needs, priorities, resources as well as roles and responsibilities for all
groups engaged in employee training within the organization. It provides a model for
governing the training functions within the department identifies enterprise-wide training
priorities and sets standards for training design, delivery and evaluation.
The AAI Top Management is strongly committed towards training and has provided the
much needed impetus to spreading the culture of training and development, thereby
promoting competencies and commitment among employees. The Member (HR), a full
time member of the AAI Board is at the helm of this key area among several other areas,
and is monitoring the training and development activity. The top management lays
emphasis on ―Training for all‖.

BIBLIOGRAPHY
WEBSITES:
1. https://www.aai.aero/en
2. http://shodhganga.inflibnet.ac.in/
BOOKS:
1. Human Recourse Management
By: K. Aswathappa
2. Human Resource Management

By: C B Memoria, S. V. Gankar
MANUALS:
1. Airports Authority of India
Human Resource Policies and Procedure Manual

Training Policy Manual

Communications, Navigation and Surveillance Manual

ANNEXURE – A
(HR TRAINING NEED ASSESSMENT SURVEY)
PRIMARY INFORMATION
S.NO. PARTICULARS DETAILS
1. Name of Department
2. Name of HOD of Department
3. Function/Scope of Department
4. Number of Female Employees Each Please add extra sheets, if required

Designation (Group A To Group D) in the
format given below:
Educational Date of Date of Date of
Group Designation Qualification Joining AAI Birth Age Superannuation
5. Number Of Male Employees Each Please add extra sheets, if required

Designation (Group A To Group D) in the
format given below:
Educational Date of Date Date of
Group Designation Qualification Joining of Age Superannuation
AAI Birth
A
6. Topics on which the Department Needs

Training

QUESTIONNAIRE:
1. Organization supports Individual Training & Development within department.
Strongly Agree Agree Undecided Disagree Strongly

Disagree
2. Organization provides financial assistance to support employees continued education.

Disagree
3. Organization has provided the opportunity to be cross trained in other positions or

specific job functions outside parent department.

Disagree
4. Our performance appraisal process promotes the identification of personal strengths

and areas for improvement.

Disagree
5. Career advancement opportunities are available within the Organization.

Disagree
6. The method of training you feel would be most effective to achieve learning goals.
Classroom Video Online Workshops Computer Base Web

Training Conferencing

7. How important are the following training topics?
Very Somewhat Not Sure Not now Not

important important important
Grievance
Procedure
Employee
Performance
Management
Workplace
Ethics
Conflict
Management
Strategic
Planning/
Organization
al Skills
Leadership &
Motivation
Hiring &
Firing
Procedures
Stress
Management
8. Training Course content is very simple and easily understandable.

Disagree
9. The Course met all of its stated objectives.

Disagree

10. The training facility and Environment was conducive for learning.

Disagree
11. The training manuals and handouts were valuable learning tools.

Disagree
12. The trainers were clear, audible and clarified doubts.

Disagree
13. The instructor had real depth of knowledge in the subject he/she was dealing with.

Disagree
14. Were you made aware of the course objective?
Yes No
15. How do you find the mix up of theory and practical hours assigned to the course?
Theory & More Practical More Theory Fully practical Fully

Practical less Theory less Practical Theoretical
Balanced

16. Administration / Welfare
Excellent V. Good Good Fair Poor

Hostel
Mess
Library
Office staff
Recreation
facilities

ANNEXURE-B

ANNEXURE- C

CIVIL AVIATION TRAINING COLLEGE, ALLAHABAD
COURSE SCHEDULE
Data Communication & Networking Course -25
(Duration: 02 Weeks)
Co-Co: Commencement Date: 18/06/2018
Completion Date : 29/06/2018
Sl. No. SUBJECT Th. Pr. Exam INSTRUCTORS
1. Introduction to Data Communications & 1
Networking
Interface Standards 2
Introduction to Network Devices 1
TCP/IP 2
Introduction to MODEM 2
IP Addressing 4
Switching 1
Wire Shark 1
IP Routing 3
Introduction to CISCO IOS 3
VLAN 2
As
Introduction to Access List & NAT 3
Per
IP Multicasting 2
Table in next page
Introduction to UNIX 2
Introduction to UNIX Commands
Introduction to VI Editor
Practical 16
Assignment 1
Presentation 4
Exam Theory 2
Viva Voce & Practical Exam 7
Registration & Graduation 4 All
TOTAL (= 70 Hrs.) 33 23 14

ANNEXURE- D

ANNEUXRE- E
VETTING INSTRUCTIONS
Suggestions to be followed during the preparation of PLI courses
1. Course Material:
 Course content shall be preferably organized into separate volumes e.g. Volume-I:
Concepts, Volume-II: Equipment- Hardware/Maintenance, Volume-III:
Equipments-Software/Operations, Volume-IV: Practicals etc.
 Each separate volume shall contain continuous page numbering.
 Each separate volume shall contain Table of Contents/ Index indicating Chapter
No, Chapter name & Page No.
 Regarding Practicals a separate material/ volume shall be prepared containing
various Lab exercises, each exercise shall contain an Objective and required
Procedure/ Instructions to be carried out by trainee.
 Additional material if required which is relevant but not be covered in the course
can be provided to trainees in the form of Annexure.
2. Syllabus:
 Course syllabus shall be prepared containing the Main topics and sub-topics
covered in course material.
3. Course Schedule/ Course Flow:

 Course schedule shall be prepared in a proper format containing the module
description/ topic/ chapter/ exercise indicating allotted time (Hrs.) in sequence in
which the course has to flow.
 The sum of all allotted time (Hrs.) shall be same to the total duration (Hrs.) for the
course. (For a Four week course total duration is 140 Hrs.)
4. Weekly Time Table:

 Week wise Time Table shall be prepared in the proper format, with each topic to
be accommodated as per the allotted hours and in sequence as shown in course
schedule.
5. Scrutiny of Course by CATC:

 Course materials, Syllabus, Schedule & Weekly Time Table so prepared will be
scrutinized by CATC in consultation with SME as per CHQ guidelines.
 Observations made during scrutiny are to be incorporated by the SME.

ANNEXURE- F
SAMPLE QUESTION PAPER FOR JET (ELEX)

ANNEXURE- G
POST TRAINING FEEDBACK FORM FROM REPORTING OFFICER OF THE
TRAINEE
Name of the Training Programme Attended:_________________________________________
Trainer: ______________________________Reporting Officer : ________________________
Venue: _______________________________
Training Date: _________________________Department: __________________________
As the reporting officer of ………………………………………(course participant’s name & designation), who

attended the ………………………………………………..Course on ………………………. (Date), it will be helpful for us
to have your feedback on the following points. Please complete this brief questionnaire and return
to…………………………………..
By……………. (Date) via email ………………………………………………………. (email id)
1. Have you noticed any change in his/her attitude at work and so in what way?
………………………………………………………………………………………………………
2. Have you noticed a change in his/her productivity (higher/lower output), and if so in what way?
………………………………………………………………………………………………………
3. Have you noticed a change in his/her efficiency (better time and resource management), and if
So in what way?
………………………………………………………………………………………………………
4. What specific feedback has the course participant given you about the course (content,
arrangements, worth etc.,)
………………………………………………………………………………………………………
5. Any other points (other noticeable changes, would you consider sending other team members as
course Participants, suggested improvements pertinent to the course)
………………………………………………………………………………………………………
Note: You may add a separate sheet, if deemed fit.
Reporting Officer’s Signature: __________________ Date: _________________


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CHAPTER – 1

Development, in contrast, is considered to be more general than training and more

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 To study the process of Designing of Training and Development Programme at

 To identify the training methods of the organization.

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 Training and development plays an important role in the effectiveness of

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2.3. CONCEPT OF DEVELOPMENT

 ―Management Development is teaching managers and professional employees broad

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2.4. DISTINCTION BETWEEN TRAINING & DEVELOPMENT

LEARNING TRAINING DEVELOPMENT

What Technical & Mechanical Conceptual ideas

Why For Specific jobs For a variety of jobs

When Short term Long term

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2.6. NEED FOR TRAINING

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2.8. SOME IMPORTANT AREAS OF INDUSTRIAL TRAINING

2.8.1 Training in Company Policies and Procedures

2.8.2 Training in Particular Skills

2.8.3 Training in Human Relations

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2.8.4 Training in Problem Solving

2.8.5 Managerial and Supervisory Training

2.8.6 Apprentice Training

2.8.7 Need Based Training

2.8.8 Ethics Training

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2.10. IMPORTANCE & ADVANTAGES OF TRAINING

 Economy in Training Costs: The learning times is reduced considerably by training. In

 Elimination of Wastage: Machines and material are handled economically resulting in

 Less Supervision: Supervision of trained employees is reduced to a great extent as they

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 Profitability: Training and Development leads to improved profitability and more

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 Effective and Experienced Trainer:

 Learner Emotional Investment:

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2.12.1 On-the job training method

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2.12.2 Off-the job training method

 Group Discussion method:

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 Vestibule Training method:

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Figure.1 Training and Development Process

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S.No TOPICS OF INTEREST S.No TOPICS OF INTEREST

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Steps in Designing Training & Development Program:

1. Objective of the training program:

2. Design the training program:

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