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AIRPORTS AUTHORITY OF INDIA

AIRPORTS AUTHORITY OF
INDIA TRAINING POLICY
TRAINING NEED ASSESSMENT & TRAINING PLAN

MARCH, 2016

RAJIV GANDHI BHAWAN, SAFDARJUNG,

NEW DELHI 110003
www.aai.aero
 AAI TRAINING POLICY

Prepared by S.Swaminathan

GM (HR) Training

Nandita Bhatt
DGM (Arch), IAA

Reviewed by R. N. Srivastava

ED (HR)

Approved by Anuj Aggarwal

Member (HR)

Technical inputs from:

1. Hareendranathan E.P. Executive Director (Technical)
2. Vilas Bhujang, Consultant-HR, AAI
3.
 Table of Contents

FOREWORD 01
ORGANISATIONAL OVERVIEW 02
NEED FOR TRAINING POLICY 06
PRESENT STATUS OF TRAINING AND MAJOR AREAS OF FOCUS 09
TRAINING AND DEVELOPMENT OVERVIEW 15
ROLES AND RESPONSIBILITIES OF AAI TRAINING ORGANIZATIONS 24
TRAINING RESOURCES 27
TRAINING PROGRAMMES 29
TRAINING NEED ASSESSMENT 37
ANNEXURE A

ICAO CIVIL AVIATION TRAINING POLICY 40

ANNEXURE B

TRAINER FEEDBACK FORM 45

ANNEXURE C

TRAINING FEEDBACK FORM 46

ANNEXURE D

POST TRAINING FEEDBACK FROM REPORTING 47

OFFICER OF THE TRAINEE
ANNEXURE E

TRAINING EVALUATION FORM 48

ANNEXURE F

HR TRAINING NEED ASSESSMENT SURVEY 50

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FOREWORD

MEMBER (HR), AAI

A irports 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 organisation 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.

Training and development plays an important role in the effectiveness of organisations 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 organisation 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 organisation. 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.

I would strongly urge you to provide inputs on training and development needs and feedback on training
programmes. This will enable the training establishment to continually improve and provide value addition to
the training process.

I place on record my sincere appreciation for the trainers and support staff, associated with AAI Training
Institutes, RTCs and Directorates and Departments who have contributed to the development and delivery of in-
house AAI Employee Training Plan. I also commend the team which has drafted this document, which will be a
living document, guiding the manpower development through training.

(Anuj Aggarwal)

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1. ORGANISATIONAL OVERVIEW
1.1 Airports Authority of India (AAI) is a statutory authority constituted by an act of Parliament (Airports
Authority of India Act, 1994). It came into existence on 1st April 1995 by merging the erstwhile
International Airports Authority of India and National Airports Authority with a view to accelerate
the integrated development, expansion and modernization of the Air Traffic Services, Passenger
Terminals, Operational Areas and Cargo Facilities at the airports across the country.

1.2 AAI owns and maintains 125 airports including 68 operational airports and 26 Civil Air Terminals
(CAT). AAI provides Air Navigation Services (ANS) at all airports / civil enclaves in the country and
across the airspace measuring 2.8 million square nautical miles, including oceanic and continental,
assigned to India by ICAO. AAI manages the designated Indian air space which includes land area
measuring 1.05 million square nautical miles and oceanic airspace measuring 1.75 million square
nautical miles. AAI is committed to its mandate of creating more airport infrastructure and
navigation infrastructure across the length and breadth of the nation. New Terminal Buildings
commissioned across the country in recent times, have won appreciation from the traveling public
and other users, catapulting Airport Service Quality (ASQ) ratings northwards.

1.3 AAI’s MISSION Statement is “to achieve highest standards and quality in air traffic services and
airport management by providing state-of-the art infrastructure for total customer
satisfaction, contributing to economic growth and prosperity of the nation.”

1.4 AAI’s VISION Statement is “to be a world-class organization providing leadership in Air Traffic
Services, Airport Management and making India a major hub in Asia Pacific region by 2016”

1.5 AAI has a statutory obligation to provide Air Transport and Air Navigation Services in adherence to
the international standards and recommended practices (SARPs) contained in various Annexes to the
Chicago Convention, of which India as a State is a signatory. AAI is obliged to provide services in
conformance with National Air Law and Air Regulations as well as the guidelines of the International
Civil Aviation Organization.

1.6 The major areas of focus for AAI as an organisation in the service industry is to maintain high levels
of safety, enhance capacity, increase efficiency and reduce carbon emissions and noise pollution,
thereby enabling environmentally sustainable aviation.

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1.7 The Airports Authority of India has a matrix structure of organisation, however, there is adequate
delineation between functional areas, which is depicted below in the form of a Functional Chart.

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1.8 The functions of Airports Authority of India are listed below:

 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 and achieve the highest level of customer satisfaction.

 Expansion and strengthening of operation area, viz. Runways, Aprons, Taxiway etc.

 Provide Safe, Secure and environmentally sustainable aircraft operations.

 Provision of visual aids.

 Provision of Communication and Navigation aids, viz. ILS, DVOR, DME, Radar etc.

1.9 AAI is a multi-disciplinary organisation, with a diverse workforce of close to twenty thousand
employees. The major departments/directorates of AAI are listed below:

• AIRPORT SYSTEMS

• AIR TRAFFIC MANAGEMENT (ATM)

o AIR TRAFFIC SERVICES (ATS)

o AIR SPACE MANAGEMENT (ASM)
o AIR TRAFFIC FLOW MANAGEMENT (ATFM)

• ARCHITECTURE AND PLANNING

• AVIATION SAFETY

• CARGO

• CENTRAL RADIO STORES DEPOT (CRSD)

• COMMERCIAL
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• COMMUNICATION, NAVIGATION & SURVEILLANCE

o CNS OPERATIONS & MAINTENANCE (CNS-

OM) o CNS PLANNING(CNS-P)

• CONSULTANCY & COORDINATION (C&C)

• CORPORATE AFFAIRS & COMPANY SECRETARY (CA & CS)

• CORPORATE PLANNING & MANAGEMENT SERVICES (CPMS)

• ENGINEERING

• FINANCE & ACCOUNTS

• FIRE DIRECTORATE

• FLIGHT INSPECTION UNIT (FIU)

• HUMAN RESOURCE (HR)

• INFORMATION TECHNOLOGY (IT)

• KEY INFRASTRUCTURE DEVELOPMENT (KID)

• LEGAL

• LAND MANAGEMENT

• OFFICIAL LANGUAGE

• OPERATIONS & TERMINAL MANAGEMENT

• PROJECT MONITORING & QUALITY ASSURANCE (PMQA)

• PUBLIC RELATIONS (PR)

• RADIO CONSTRUCTION & DEVELOPMENT UNIT (RCDU)

• SECURITY

• TECHNICAL

• VIGILANCE

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2. NEED FOR TRAINING POLICY

2.1 The aviation industry is undergoing transformation through paradigm changes in Government
policies, exponential growth rate of the industry, especially in this part of the world, and new
technologies that are emerging in extreme rapidity. With advancements in flight management
systems and avionics, aircraft are able to navigate from point to point using performance based
navigation procedures. India is also becoming self-reliant on satellite based augmentation systems
(GAGAN) and navigational satellite systems (IRNSS), thus transforming the way navigation is
performed, from being predicated to terrestrial aids, there is shift or transition to celestial
navigational aids. Customer awareness and user expectations have reached a new high and the
service quality at airports is a key to remaining competitive in business. Airport Infrastructural
changes are inevitable with growing market demandand it is important for airports to perform as
individual cost units and provide appropriate ROI in a very capital intensive industry. The paradigm
is constantly changing and the challenges thereof can be handled only by employees with the
correct attitude, matching skills and current knowledge and in depth subject matter expertise.

2.2 For both economic and environmental sustainability, AAI ought to be a learning organisation. An
organisation that challenges existing technology, procedures, regulations and people skills and focus
on transformational training of its personnel which elevates them from their present levels of
Knowledge, Skills and Attitude (KSA) to the required levels of Knowledge, Skills and Attitude
(KSA).

2.3 The Draft National Civil Aviation Policy has laid emphasis especially in Regional Connectivity and
development of new aerodromes from either a vast pool of over 400 airstrips and nonoperational
aerodromes or greenfield and brownfield airports, where either capacity augmentation is
necessitated or new market emerges. The Government of India also lays a lot of emphasis on Make
in India, Skill development and empowerment of women and underprivileged. To meet these
national objectives there is an expedient requirement of trained manpower in the organisation.

2.4 AAI management is committed to realizing the following objectives in near term:

• Improvement of regional connectivity and development of airports in remote areas.

• Development of low cost airports
• Activation of unused airports
• Development of airports through Public Private Partnership (PPP)
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• Adoption of latest technology in the industry/market

• Commercialization of airports to generate more revenue, through different KRAs such as
hotels, motels, ground handling, duty free shops & retail otlets.
• Exploring cargo potential of the airports
• Upgradingpassengersfacilities
• Uniform implementation of policies
• Prompt action on public grievances
• Strengthening the transparency and effective implementation of RTI
• Bringing more airports under the coverage of CSI and ASQ survey to increase the competition
and continually enhance customer satisfaction level

2.5 To realize these organizational objectives, the AAI top management firmly believes in a training
philosophy which is “Continual, across the organisation 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.”

2.6 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”.

2.7 The Objectives of training are to:

• Realize Human Resources strategic objectives of realizing the vision of training and
development in adherence to the training philosophy
• Provide transformational training that elevates the employee to the desirable levels of KSA
• Improve the safety culture in an industry with zero tolerance
• Improve efficiency, productivity and throughputs by enhancing skills development, employee
motivation, capacity building and career progression and the overall performance and
competitiveness of AAI
• Learn new regulations, procedures, systems or technologies.
• Acquire job-related knowledge, skills, and abilities after selection for or assignment to a
specific position or duty.
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• Develop knowledge, skills, and abilities as part of the succession planning and leadership
development process.
• Enhance knowledge, skills, and abilities unrelated to their present duties in order to attain
individual goals and at the same time provide flexibility to the Organisation in utilisation of
its manpower through job rotation.

2.8 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”.

2.9 Training is treated as an investment and a value addition to the organization’s incorporeal assets,
than as an expenditure per se.

2.10 Training is also essential for all cadres and is a mandatory requirement for understanding role plays
and performing basic essential functions both efficiently and effectively. There is a need to
institutionalize training and skill development credit. Detailed Cadre Training Plans are prepared
and shall continue to be prepared based on periodical reviews of training requirements by the cadre
controlling authority and projected periodically to the AAI HR Training Department/Cell for
effective implementation.

2.11 Training institutions of AAI should, as matter of policy, obtain ICAO TRAINAIR PLUS
accreditation/membership as well as ISO 9001-2008 certification and/or other Quality Management
Systems accreditations.

2.12 Where necessitated or whenever applicable, the AAI Training Plans and Methodology of imparting
such training, shall be in adherence to ICAO Civil Aviation Training Policy, National Training Policy,
Ministry of Civil Aviation Training Policies and Guidelines issued from time to time.

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3. PRESENT STATUS OF TRAINING AND MAJOR AREAS OF FOCUS

3.1 Training Culture

3.1.1 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.

3.1.2 The training culture should also focus on economic and environmental sustainability whilst
maintaining a strict adherence to the safety culture of the organisation which is of paramount
importance in aviation industry.

3.2 Training Infrastructure

3.2.1 The training infrastructure in AAI is well above satisfactory levels, with focus on both in house and
external training, at both domestic and international Centres. 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. Training is considered mostly as a core
andintegral activity to achieve the organization’s goals. 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 utilised to achieve organizational goals and avoid repetitive training to
individuals who have reached levels of saturation.

3.2.2 AAI has the following major training establishments:

i. Indian Aviation Academy (IAA), New Delhi

ii. Civil Aviation Training College (CATC), Allahabad

iii. NIATAM, Gondia

iv. Civil Aviation Training Centre, Hyderabad

v. Fire Training Centre (FTC), Delhi &

vi. Fire Training Centre (FTC),Kolkata

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3.2.3 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
PLUSprogramme.

3.2.4 In addition to these national level training establishments, AAI has established Regional Training
Centres (RTC) at the regional headquarters at Mumbai, Kolkata, Delhi and Chennai and Local
Training Centres 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.

3.3 Training Records

3.3.1 Lack of meaningful Training Records is always an obstacle to assess the number of persons who have
received training, type of training and performance.

3.3.2 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.

3.3.3 It is common observation that functional training records are maintained by individual directorates
or sections and is not available with the HR Department of AAI. 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.

3.4 Inadequate training for Non-technical staff

3.4.1 It has been noticed that in AAI, the importance of training of Non-technical officers and staff in
understanding the core functional areas and strategic business units, is often undermined. This is an
important thrust area where adequate action is required to be taken both at the Corporate
Headquarters, Regional and Station levels.

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3.5 Optimum Utilization of the Training Facilities

3.5.1 Optimum utilization of the training facilities is a cause for concern. The best personnel are not
normally spared for training either on account of non-availability of training reserves or they are
being engaged on important functional assignments. It is important to identify trainers and strike a
balance in their utilisation in training activities and in performing functional tasks.

3.5.2 It is also equally important to utilize training infrastructure such as class rooms and hostel
accommodation at different training establishments, when the demand is high for one training
institute, whereas, the other establishment is observed to be on a low activity level. It is important
to integrate the MIS of various training facilities for optimal and balanced utilisation, provided the
faculty requirement can be met at the location. A Training Management Information System (TMIS)
should be established to meet this objective.

3.5.3 Training function should be IT enabled so as to facilitate follow up and reference through Internet,
computer based training etc.

3.6 Review/Evaluation of Training Programs

3.6.1 The training programs need to be evaluated in a scientific manner during or at the end of the
program. Every attempt should be made to measure the effectiveness of training by getting
feedback on the performance of trained personnel after a specified period. It is essential to review
the content, form and duration of a number of programs, especially the induction level programs,
which may be continued for a number of years without taking cognizance of the changes taking
place. The content of the training programs should reflect the requirements of the organization and
the needs of various types of skills.

3.7 Simulator Training and On the Job Training (OJT)

3.7.1 Simulator is a cost effective tool to provide highly interactive and high quality training to the
operating personnel. Simulator training is put to excellent use in Air Traffic Management Training at
both the Civil Aviation Training College(s) and the Regional Training Centres. AAI has recently
equipped the four metro ATC Centres, where RTCs have been established, with Integrated Air
Traffic Services (IATS) simulators with a view to continually train Air Traffic Controllers in
contingency procedures so that they are prepared to handle aircraft emergencies.
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3.7.2 On the Job training processes and procedures are well established in ANS Directorate and
departments thereunder. The other disciplines may consider establishing their own processes and
procedures for OJT, benchmarking the ANS Directorate internally. OJT provides a learning
opportunity of hands on training under supervision of skilled seniors. Although, other disciplines may
conduct their induction programmes on a need basis, there is a requirement to institutionalize the
processes and procedures.

3.8 Management Training

3.8.1 Continuous development of Executives/Managers, especially at the transition period in their

career and in the context of continuously changing business environment is of utmost importance.
There are a large number of knowledgeable executives available in various Divisions/Departments
of AAI who need to develop their managerial ability as professional managers. Due to the process
of reforms, restructuring, unbundling, privatization etc. the role of managers has become crucial
and Management Programs to develop necessary competencies among them have become
essential.

3.8.2 Executives in Commercial, Marketing, Finance and HRM with non-technical and nonoperational
background do not have adequate knowledge of the technical issues that is essential to help them
discharge their duties efficiently and to effectively support the technical staff. It is expedient to
provide the executives from non-technical and nonoperational background adequate orientation to
AAI’s core operational and technical functions. It is also important to provide Airport Directors,
who come from different cadres a through orientation course, so that they as administrative heads
at airports can discharge their duties effectively.

3.9 Training in Technology

3.9.1 AAI employs large scale automation in discharging various functions. Automation is used in airport
operations control, air traffic management, RNFC billing, just to mention a few. AAI also has
automated NOC Application System and has launched NOCAS Version 2.0 to facilitate ease of doing
business. AAI has an Enterprise Resource Planning (ERP) System, SAP software, in an attempt to
integrate all functions across the organisation to a single computer system that can serve all those
functions’ specific needs. All Finance and HR modules of SAP are put to use by AAI, it is desirable
to optimally exploit the system functionalities/capabilities. In the field of Communication,
Navigation and Surveillance high end technology is used by AAI to keep itself ahead among
international ANSPs. Similarly in airport engineering new technological innovations are employed
by AAI.
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3.9.2 There is a mandatory need therefore, to train its employees in both existing technology and
emerging technology so that they are capable of harnessing technology to realize organizational
goals.

3.10 Training in Behavioral Sciences and Training leading to Attitudinal Changes

3.10.1 Attitude of an individual plays an extremely important role in his/her performance. Thus, in spite
of the availability of the best of knowledge and skill, the ability to provide the desired services
may still be found wanting in individuals if they are not imbued with appropriate attitudes. It has
been observed that training is presently concentrated mainly in the area of acquisition of
knowledge and upgradation of skills and very little emphasis is given on attitudinal
changes/behavioral sciences.

3.10.2 It is high time to introduce these aspects of training in the management curriculum of induction
level training as well as re-training programs. There is empirical evidence that training in
behavioral aspects has achieved very good results. Employees undergoing such training develop a
sense of belonging to the organization and a better appreciation of the interests of other stake
holders in the system.

3.10.3 AAI works on business principles and is committed to customer satisfaction. Bringing about
attitudinal changes in employees to meet customer expectations is now an imperative need.
Executive training programme to develop the right attitude through business games, counseling,
etc. should be designed to improve organizational performance.

3.11 Case Studies Depository

3.11.1 Case studies on operational and project management issues from various airports during stages of
development and operations should be developed and kept in a Common Depository. This
depository could be made available on the AAI web-site (www.aai.aero) for imparting training and
sharing experiences.

3.11.2 Case studies on ATC incidents, especially from Human Factors angle should be considered as a
candidate for Common Depository, since this will help Controllers in understanding the factors
which have led to the occurrence of undesirable events.

3.11.3 Access to the common depository can be restricted to specific users through appropriate levels of
authorization. Furthermore, the case studies should avoid specific references in line with just
culture.

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3.12 Training at Manufacturer’s works

3.12.1 Manufacturers (OEMs) may be involved in training activity to ensure that their specific product
knowledge and expertise and facilities are appropriately utilised. AAI has ensured that the
suppliers of equipment provide necessary training to operate their equipment. The training
requirement is normally finalised as a Qualitative Requirement (QR) during the Tendering process.

3.12.2 It is already a part of AAI Training objective, where absorption of technology is envisaged through
supply of modern equipment, training of staff is an integral part of the contract so that the
technology is internalized. This should be further institutionalized so as to reap optimal benefits
from the suppliers and absorb the technology.

3.13 Training Abroad

3.13.1 Owing to the international character of civil aviation and the fact that AAI is the biggest player in
the Indian Aviation sector, foreign training is a given and provided to officers to stay abreast with
their peers in the aviation industry in the rest of the world. . It is important to maintain a record
of such training received and well utilize the internationally trained manpower in the areas where
their newly acquired knowledge and skills will enhance organizational efficiency.

3.13.2 It is equally important that these internationally trained officers in turn train and guide others in
the organisation so that the knowledge and skills do not remain limited to select individuals, but is
percolated down the rank and file.

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4. TRAINING AND DEVELOPMENT OVERVIEW

4.1 INSTRUCTIONAL ANALYSIS

4.1.1 Development Approach

4.1.1.1 To enable the trainer to first comprehend his / her role, it would be helpful if training as a
concept is briefly delved into. It is recognized that the right mix of knowledge, skills and
attitudes/behaviors, helps a job holder to perform tasks successfully.

4.1.1.2 Organizations try to achieve this by:

✦ Proper selection of personnel, i.e., choosing the right person for the right job; and

✦ Human resources development - through training intervention - helping them to learn in order
to bridge the performance gap, if any, and make them more proficient. The component of
development may also be added to this process. In order to achieve its overall goal of
performance improvement, training must lead to the enhancement of professional knowledge
and skills both at individual and collective levels. It should also equip personnel to respond
appropriately to emerging challenges. Training should also bring about appropriate changes in
attitudes and should strive for that unique synthesis between improvement of the individual's
competencies and promotion of organization objectives.

4.1.1.3 The following are a number of such benefits to the organisation which can emerge from effective
training:
 Increased through put in service delivery, productivity and profitability.
 Higher performance standards.
 Expansion of the business.
 Increased revenue generation.
 Maximization of resources
 Reduced waste.
 Reduction in complaints.
 Enhances attraction of prospective recruits.
 Lowers staff turnover.
 Aids succession planning

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4.1.1.4 The following are a list of benefits to the employees:

 Shared work load.
 Job enrichment
 Awareness of role plays and organizational expectations
 Better team work.
 Reduced overload.
 Increased job satisfaction.
 Better morale.
 Greater professional and personal development.

4.1.1.5 The following are the benefits to the customer of user of services, which can emerge from
effective employee training:
 They know what to expect
 Clearer brand association
 More efficient, reliable service.
 Less cause for complaint
4.1.1.6 The following is the sequence of steps towards achieving a training system which can meet the
needs of the organisation.

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4.2 Model of Systematic Approach to Training (SAT)

4.2.1 To operate training in a systematic manner, it has to cover inter related stages and processes as
graphically depicted in Figure 1 below:

4.2.2 It is vital to understand the Organisation’s aims and needs and how the aims are met by range
of jobs that exist in the organisation.

4.2.3 In the same thread it is important to find out what people need to learn. This activity is
realize through:

 Analyzing the knowledge, skills and attitudes/ behaviors that each job requires;
 Assessing the degree of competence of job-holders to meet those requirements.
 Setting aims and learning objectives
 Specifying what trainees should be able to do as a result of training.
 Designing training strategy
 Deciding on a strategy to meet training needs, e.g., by designingcourses / modules,
suggesting various methodologies, deciding key learning points trainees must grasp
and also sending some learning material (preview) to trainees.
 Implementing training strategy.
 Putting the training into practice.

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4.2.4 The entire process is covered by the term Systematic Approach to Training (SAT), which can
be depicted as follows:

4.3 Needs and Skills Analysis

4.3.1 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

4.3.2 Training needs can be viewed on two levels:

i. Organisational Needs
ii. Individual Needs

4.3.3 A training need is usually viewed as the gap between where the person or organisation is
now and where they ought to be. This is usually viewed on three distinct levels:

•
A knowledge gap
•
A skills gap
•
An attitudinal gap
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4.4 INSTRUCTIONAL METHODS

4.4.1 Training is designed to achieve the objectives formulated and appropriate training methods
adopted to achieve the objectives effectively.
Main Factors Affecting the Choice of Training Methods

4.4.2 The factors shown in figure above graphically depict the considerations that influence the
choice of methods. The trainer has a wide range of training methods to choose from.A
judicious mix of one or more methods should be adopted to suit each training programme.
Some of the important training methods are enlisted below:

✦ Lecture ✦ Discussion ✦ Case study ✦ Role play ✦ Sensitivity training ✦ Syndicate ✦ Brain
storming ✦ Computer assisted learning ✦ Exercise ✦ Business games ✦ In-Basket ✦ On the
job training ✦ Project work ✦ Programmed learning The training objective and the outcome
an event seeks to achieve determine the choice of training method.

4.4.3 For example, if the objective is to develop technical skill, then there is need for practical
exercises; if conceptual skill, then case study could be a method. If attitudinal orientation is
intended, then role-play is an appropriate method. Balanced content A training programme
should not be too heavy, so as to leave no time for the trainee to absorb the inputs. Neither
should it be so light as to convey the impression that the training programme is not a serious
endeavour. The programme should be stimulating enough, but must leave time and
opportunity for reflection. While imparting training in precursor control, the training content
must be tailored to the specific duties, roles and responsibilities of the trainees in a
particular group.
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4.5 EVALUATION OF TRAINING

4.5.1 The intention of training is to help people and organizations with performancerelated
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; and

✦whether the training conducted was worth doing.

4.5.2 At the end of the day, the training programme is as good as the participants find it. Their
feedback helps not only in evaluation of the training programme but also helps improve future
programmes. A typical feedback form is given as an Annexure to this document, which can,
with a few modifications, and local adaptations, be used in any training programme.

4.5.3 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.

4.5.4 With regard to cadre training (Job training) there will be a Mastery test which the trainees
need to qualify.

4.5.5 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 be evaluated
through a structured questionnaire to be filled by the trainees.

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4.5.6 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.)

4.5.7 Level One: Reaction.

Evaluation at this level seeks to determine the reaction of the participants. It will be
measured by way of attitudinal questionnaires completed at the end of the training
intervention. Standard format at Annexure-1

4.5.8Level Two: Learning

Evaluation at this level attempts to find out if training has resulted in a change in attitudes,
improvement in knowledge or increase in skill. This will be done by conducting post-training
testing/examination.

4.5.9 Level Three: Behaviour

This evaluation involves testing the participant’s capabilities to perform learned skills back on
the job. It will be done formally by way of tests or informally by observation by the Reporting
Officer within three months of the training. The course coordinator shall coordinate to collect
feedback from the concerned line managers. Standard format for the line managers as an
Annexure.

4.5.10 Level Four: Results

This level attempts to gauge the overall effectiveness of the training event by assessing the
impact on the wider organisation in areas such as monetary impact, effect on efficiency,
impact on teamwork. This is the ultimate measure of the success of the training intervention.

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A combination of evaluation methods will give a more comprehensive review of the training
carried out. 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.Standard format for feedback is attached as an Annexure.

4.6 TRAINING CURRICULUM

4.6.1 The training curriculum shall be developed by the respective directorate in consultation with
Course development unit of a training centre. Once a training need is identified and if there
are no standard training programmes addressing the requirement, the HOD shall initiate the
requirement of developing the course to concerned training centre.

4.6.2 HOD will also identify the subject matter experts (internal as well as external) to associate in
course development. Thereafter the course development unit of the concerned training
centre will take up the course development giving a specific time frame.

4.7 GUIDELINES FOR CURRICULUM

4.7.1 The curriculum shall provide descriptions of the components that make up each course. Each
course may comprise one or more modules. A course description should be developed for
each module. At a minimum, each course description should include

• The course/module name

• The length of time the course/module will take
• The expected class size (minimum, maximum, optimal)
• The target audience: course objectives
• Module content/syllabus
• Specific training resources required, such as devices, aids, equipment, materials, and
media to be used; and any special student prerequisites.

4.7.2 The course description could also include information on instructor-to-student ratio, total
number of students to be trained, estimated number of classes, location of classes, and
testing methods. Course evaluation and feedback forms also to be designed accordingly.

4.7.3 The content of the curriculum should be developed in consultation with the subject matter
expert and best practices followed in the industry.

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4.8 TRAINING RECORDS

4.8.1 Centralized database of training for executives will be maintained by Training and
Development cell of HR. the database for the Non-Executives will be maintained by HR
directorate of respective region.

4.9 ANNUAL TRAINING AND DEVELOPMENT PLAN

4.9.1 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 31 st 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.

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5. ROLES AND RESPONSIBILITIES OF AAI TRAINING ORGANIZATIONS

5.1 HR DIRECTORATE

The following responsibilities are vested in the HR directorate:

a. Implement the training policy and programs;

b. Conduct training needs assessments;

c. Plan, design and instruct proficiency and developmental training in AAI, procedures and
practices;

d. Coordinate proficiency and developmental training needs with executive staff, other
agencies or private consultants;

e. Screen and evaluate available training programs;

f. Coordinate, advice and assist divisions with their technical training requirements as
necessary

g. Coordinate, advice and assist with intra-departmental and inter-departmental

Communication;

h. Review proficiency and developmental training;

i. Administer general training funds;

j. Maintain individual training records.

5.2 Training and Development Cell

5.2.1 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.

5.2.2 The HOD of each discipline may ensure that every executive has 5 days of mandatory training every
year from Financial Year 2016-17 onwards. The Training Nodal Officer shall ensure schedule of

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nominations for each program and further ensure that every executive has 5 days of mandatory
training every year.

5.2.3 The HR Directorate should have online PMS for all levels of executives from 01.04.2016 so as to have
linkage with training needs and imparting training to executives.

5.2.4 Each discipline (HOD) to prepare a directory of areas of training by 30.06.2016 and be periodically
updated as per the need of the department.

5.2.5 The training budget will be controlled by this cell. Budget requirement for different directorates and
region will allotted by this cell.

5.3 Individual Employee

5.3.1 The process of training and development is utmost effective, when each individual takes
responsibility for his or her own learning. This includes taking an active role in planning one’s own
personal development, undertaking agreed development activities, and evaluating the effectiveness
of these. Maintaining a learning log (training log book) helps individuals recognise what they have
learned and how they applied the outcomes of training and development activities in their work.

5.3.2 The training nominations shall be done on SAP through the Nodal Officer of the discipline and an
individual’s requirement shall be endorsed by the reporting officer. This is the first level of training
need assessment which will be through PMS in which the individual will select a training area in
consultation with reporting officer.

5.4 Line managers/ Reporting Officer

5.4.1 Line managers are responsible for implementing AAI policy on training and development.

5.4.2 Their role is,specifically, to ensure that the training and development needs of their employees are
identified, taking account of both individuals and groups, and that these are appropriately
addressed. Line managers have an important part to play in encouraging/facilitating people’s
involvement in training and development activities, both as participants or organizers, and in
providing guidance/feedback with regard to the skills and knowledge required for their current role.

5.5 Concerned Directorates

5.5.1 Respective Directorates shall prepare a training need based on the requirement of the department
specifying the level that needs training e.g. introducing new equipment or a new facility will
require appropriate training programme to be imparted to the concerned employees and

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executives. HODs shall take the help of Course Development Units of concerned training institute
for developing new courses.

5.6 Senior management

5.6.1 Senior management is responsible for actively encouraging training and development as a means to
enable AAI to meet its business objectives, and for ensuring that resources are made available for
this purpose

5.6.2 Training requirement may arise based on the business plan, future changes envisaged and other
needs identified by the Top Management of AAI. This could be on account of retraining for re-
deployment, changes in the structure, introduction of new department, introduction of new systems
etc.

5.6.3 A top down approach is highly desirable in matters pertaining to identification of training and
promoting the values of training.

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6. TRAINING RESOURCES

6.1 Effective implementation of training requires matching resources. Following are the resources for
effective delivery of the plan.

6.2 Training Facility

AAI, as already mentioned previously, has some excellent state-of-the-art training facilities for
imparting various training programs. The main Centres are:

o Indian Aviation Academy, New Delhi

o Civil Aviation training Centre, Allahabad

o Fire Training Centre at New Delhi and Kolkata

o Regional Training centre at each regional Headquarter

6.3 Fire Training academy

A Fire Training Academy is being setup at Allahabad for advanced training in Fire engineering.

6.4. Accreditation, Course Developers and Trainers

All training centre shall be accredited by ICAO Trainair Plus and each training centre should have
Course Development Units with dedicated course developers. Trainers will be a combination of in
house trainers and experts from the industry and educational institutions.

6.5 Budget

6.5.1 The budget of the training be linked with the net profit of the organization and to begin with the
same may be 2.5% of the net profit but not less than Rs.45 Crores per annum. Global
benchmarkspoint to an allocation in the range of 5% to 20% of the total corporate profits.

6.5.2 The training budget should include

• Trainers Salary paid to Internal Training Staff

• Hardware required for training (classroom, training, and laboratory facilities; equipment
such as an overhead projector, projection screen, flipchart or visual aids panel with markers,
and computer etc.)

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• Outside Services provided by outside Consultants.

• Facilities like hostel, food etc.

• Nominations for Seminars, Trainings, Conferences within India and Abroad.

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7. TRAINING PROGRAMMES

7.1 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.

7.2 Various structured training programmes envisioned are:

 Introduction/orientation Training

 Four Tier career progression training

o Tier 1 : JE to Managers
o Tier 2 : SM/AGM
o Tier 3 : DGM/JT.GM
o Tier 4 : GM & above

 Additional training programmes

 Other modes of training

 Training for Non-Executives

 Special training programme

 Mandatory Training Programmes

 Training for stakeholders

7.3 Induction/Orientation Training

7.3.1 New Executives

7.3.1.1 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 organised system with well-trained officials.

7.3.1.2 In order to develop ‘holistic approach’ in the organisation, Induction program shall consist of
newly inducted executives from all disciplines .The overall program shall be 8 weeks in three
stages.

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7.3.1.3 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
organise 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, counselling or coaching and discipline; employee
motivation, recognition, and rewards; communication skills and principles; leadership
styles and methods.

7.3.1.4 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

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 Monitoring and Management Information System.

 Responsibility at different work areas.

 Learning diary maintenance by trainee

7.3.1.5 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.

7.3.1.6 Stage III- One week Training Program (after one year of Stage II)

The trainees will come back to the training centre after one year for an interactive session,
which will include

 Presentations by trainees on their experience

 Group discussions

 Case studies.

 Soft Skills Training

 Debriefing

7.3.1.7 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.

7.4 Four Tier career progression training

7.4.1 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
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7.4.2 Tier-1 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

7.4.3 Tier-2 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.

7.4.4 Tier-3 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.

7.5 Additional Training Programs

7.5.1 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

7.5.2 Each directorate should develop specialised training programmes focussed on a specific area, which
the executive can select as per his/her training need or to be identified by a supervisor. This should
be for various levels up to DGM level. These courses should be of short duration 3 to 5 days focussed
on a specific area of specialisation.

7.5.3 Personal Developmental Training:

Training programmes designed to develop skills or provide knowledge which will enhance an
executive’s opportunity for promotion.

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 Human Values and Ethics

 Attitudes and Behaviour

 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

7.6 Organisation 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

7.7 Other modes of training

7.7.1 In-house training:

This will include training at regional training centres and central training facility

7.7.2 External training:

Cost effective training programmes available should be identified and utilised for executive’s
development in proficiency and general management abilities. These can be Domestic/International
conferences, workshops, seminars on various aviation/airport related subjects by ACI, IATA, ICAO,
FAA, SAA, BCRRA (Bearing Capacity of roads, railways and airports held every three year), Airfield
World Congress, AMPAP, to name few.
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7.7.3 Information Technology and Computer Skills

Adequate training should be provided to make the employees IT literate and proficient in Enterprise
Recourse Planning software in line of duty.

7.7.4 E-learning:

Training establishments should develop a number of e-learning modules so that the period of class
room training could be minimised. These modules could be designed as pre learning for identified
training programmes.

7.7.5 Accredited Training programmes in the industry;

Standard training programmes in the industry like conducted by ICAO, ACI, IATA and other
international organisations of aviation should be encouraged.

7.7.6 Training at Manufacturer’s works

Manufacturers may be involved in training activity to ensure that their specific product knowledge
and expertise and facilities are appropriately utilised. The suppliers of equipment should be
required to provide necessary training to operate their equipment. These should be properly
institutionalized so as to reap optimal benefits from the suppliers and absorb the technology. Where
absorption of technology is envisaged through supply of modern equipment, training of staff should
be an integral part of the contract so that the technology is internalized.

7.7.7 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 organisation, 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.

7.7.8 Special Training Programmes for developing Airport Directors.

7.7.8.1 AAI has multiple units headed by Airport Directors. The last mile delivery and direct customer
interaction happens at this level. The knowledge and skill requirement for this job is different
and therefore there is a need to identify the executives having attitude for this position and
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groom them. A professional screening process shall be adopted to identify potential executives
having the right acumen and attitude to take up the portfolio of Airport Directors. This process
shall be done at the level of E-3 and E-6.

7.7.8.2 Specialised training programme for selected executives at the level of E-3 and E-4 to groom
them as airport directors. Training programme shall be designed to equip the executives with all
around knowledge required in handling airport administration such as

 Safety regulations

 Airport licensing

 Security regulations

 Ground handling regulations

 Basics of airlines operations

 Administrative and financial powers.

 Airport commercial exploitation concepts.

 Terminal and operational area management.

 Customer focus and airport service quality.

 Management of various contracts, Labour law etc

 Land related knowledge and role of state government in airport management.

 Knowledge of various central government agencies in the airport like customs, immigration,
health etc.

7.7.8.3 A more advanced training program at E-6 and E-7 level for Airport Directors. This should cover
airport planning, business plan development and advanced curriculum on business models of
successful airports in the world etc. Successful completion of this level should be compulsory for
REDs and Airport Director of ED level.

7.9 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
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training for security personnel. These programmes will be governed by the

regulatory requirement.

7.10 Training for Stakeholders

A considerable part of work at airports are performed by the employees of various stakeholders such
as customs, immigration, airlines, concessionaires etc.. It is necessary that these employees are
aware of airport requirements, conversant with safety and security requirement and have the right
etiquettes while performing duty in airport environment. A training programme of short duration
should be available to these employees at regional and airport level. There should be annual
refresher training for the employees continuing for more than one year.

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8. TRAINING NEED ASSESSMENT

8.1 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 needsshould be done scientifically and
the process should involve the employee himself.

8.2 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.

8.3 Standard Performance parameters for each category of technical/non-technical staff are to be
developed.

8.4 During the year 2015-16, AAI conducted 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 et al.

8.5 From the assessment employees mostly agree that AAI as an organisation has important strengths,
which brings to its employees Economic Stability, Confidence, Respect in Society, Safe Operational
environment, advanced Technological Tools and Decision Support Systems, Social Security benefits
even post-retirement and a healthy working environment.

8.6 Besides this employees expect that AAI needs to train their employees to enable and empower
them to work towards achievement of AAI Mission.

8.7 The employees also strongly believe that AAI should create a stronger organizational culture.

8.8 Employees’ preferred method of training which they consider effective, as reflected in the feedback
form, are Classroom, Workshops and Computer Based Training (CBT) in that order.

8.9 The other methods which they find somewhat effective include, Online training, Computer training
and Web Conferences.

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8.10 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):

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

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

8.11 Various departments have identified specific training topics/areas, whilst providing inputs to the
survey team through the feedback form.
DIRECTORATE TRAINING TOPICS/AREAS DIRECTOR TRAINING TOPICS/AREAS
ATE
Aerodrome Safety Management System CPMS Operational Research
Licensing Computer Based Training Statistics
Airside Operations – Annex 14/CAR Statistical Planning

Operations Change Management Planning ICAO Training on airport infra’

Airside Management Aerotropolis planning & design
SMS Airport Master Planning
Terminal Management OJT with international planning experts
Airport Operations Control AUTOCAD, AUTODESK, Path Planner
Airport Planning – simulator training
Engg.-II AMPAP HR SAP
Pavement Design Soft Skills Training
Contract Clauses Management Training
Arbitration Laws Technology Training
Technical Latest Industry and Management CNS Skill based Training
Practices HR & Administration training
Career progression training
Engg.-III Core Engineering PR Public Relations
Technology Training Brand and Image Management Training
e-Office, SAP, e-Tendering Public Speaking
HR – duties and responsibilities

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DIRECTO TRAINING TOPICS/AREAS DIRECTORATE TRAINING TOPICS/AREAS

RATE
Airport Airport Commercial CARGO Air Cargo Movement
Marketing Airline Commercial IATA Dangerous Goods Regulations
Airport Charges Basic Cargo Management Training
Air Services Route Development Training on domestic cargo
Airline Network Planning and Scheduling operations
Bilateral Airservices Negotiations & AVSEC Course
Agreements Arbitration and Contractual
Communication Skills provisions
Advance Excel Training programme on handling
Report Generation live animals
IATA Basic Cargo Training Course
Air Traffic Data Analysis
Training on SCORE for slot coordination and
allocation
Training on systems like IATA Airport IS,
SABRE ADI, MIDT etc.,
IT Data Centre Infrastructure and Management Administration Communication Skills
Information/Cyber Security Business Ethics
Networking Infrastructure and Management Facilitation
Applications development Relation Building
Latest trends in implementation of IT in International and Domestic
worldwide busiest airports ticketing
Stores Administration
Advances and Loan Administration

8.12 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.

8.13 The integration of training management information systems and creation of training data repository
in near term will enable the AAI HR Training Cell to control and monitor training and ensure that all
cadres are well trained and every individual employee adds value to the organisation by achieving
AAI’s organizational goals.

8.14 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.

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ANNEXURE A

ICAO CIVIL AVIATION TRAINING POLICY

1 Introduction

1.1 ICAO’s objective in aviation training is to support the Human Resources Development strategies
established by Member States and the aviation community to ensure that they have access to a
sufficient number of qualified and competent personnel to operate, manage and maintain the
current and future air transport system at prescribed international standards for Safety, Air
Navigation Capacity and Efficiency, Security and Facilitation, Economic Development of Air
Transport, and Environmental Protection. Aviation training is considered as a support function of
ICAO.

1.2 While ICAO shall encourage and advise governments and operators of training facilities, it will not
be in competition with them, nor infringe upon Member States’ sovereignty.

1.3 The scope of ICAO training may encompass all aviation-related areas, but will mainly focus on the
development of courses in areas in which ICAO has the intellectual property, such as Global Plans,
Standards and Recommended Practices (SARPs), guidance material, global safety and air navigation
issues, etc., in order to assist States, aviation industry and aviation professionals with the
implementation of these provisions.

1.4 Aviation training shall only be undertaken by ICAO when it is determined that it is necessary to
support Member States in the implementation of ICAO SARPs, Procedures for Air Navigation Services
(PANS), air transport policies and guidance and the rectification of identified deficiencies or
another ICAO activity.

2 Implementation

2.1 ICAO shall provide information and advice to Member States as well as to operators of training
facilities and other stakeholders, and shall cooperate, partner and/or collaborate, as appropriate,
with other institutions such as United Nations organizations, international and regional
organizations, educational institutions and industry.

3.2.2 For the purposes of this document the following definitions are used:

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3.2.2.1 Trainingis the acquisition of knowledge and skills provided by ICAO and/or training organizations
associated with ICAO issuing a certificate of completion or a certificate of achievement with the
ICAO emblem or an ICAO programme emblem.

3.2.2.2 Recognitionis a public statement of support, an acknowledgement of compliance. An ICAO

recognition is a statement of support for the methods or practices of an aviation activity or
organization or its delivery of a certain type or quality of service or product that comply with
specific ICAO provisions contained in Annexes to the Convention on International Civil Aviation and
related guidelines.

3.2.2.3 Standardized training coursesare specific operational or functional training courses recognized
by ICAO and developed by training organizations or ICAO through the TRAINAIRPLUSProgramme or
through the use of an Instructional Systems Design methodology.

3.2.2.4 Targeted training activityis a mechanism for providing awareness or education through a
specific/customized training activity coordinated through ICAO.

3.2.2.5 Instructional Systems Designis a formal process for designing training which includes analysis,
design, production, and evaluation.

3.2.3 All ICAO aviation training activities shall be planned, managed and coordinated by the ICAO Global
Aviation Training (GAT) Office to ensure the efficient and effective implementation of this policy.

3.3 The Four Pillars

The implementation of ICAO’s aviation training policy is based on the following four pillars:

3.3.1 TRAINAIR PLUS PROGRAMME

The TRAINAIR PLUS Programme encompasses aviation training on matters related to Safety and
Air Navigation Capacity and Efficiency, and will evolve in due course to include training on
matters related to Security and Facilitation, taking into account the specificities of aviation
security training, Economic Development of Air Transport, and Environmental Protection. The
Programme will be composed of four modalities of recognition as follows:

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AAI TRAINING POLICY

3.3.1.1 Recognized Training Organizations

Training Organizations, upon application, shall be assessed by ICAO according to the specific
requirements of the TRAINAIR PLUSProgramme. Organizations compliant with such requirements
shall be recognized as TRAINAIRPLUS Members.

3.3.1.2 Regional Training Centres of Excellence

In order to have the best possible consideration of regional aspects but also with the intent of
saving costs, each ICAO region may have amongst its TRAINAIRPLUS Members at least one leading
Training Organization, which shall be assessed by the ICAO GAT Office, according to a set of high-
level criteria approved by the Secretary General. Training Organizations that comply with those
requirements shall be recognized as Regional Training Centres of Excellence. They shall serve as
focal points on implementation of specific initiatives (such as NGAP activities, runway safety,
search and rescue, etc.) and enable regional solutions towards specific long-term objectives.

3.3.1.3 Training Courses

Design and development of training courses shall be recognized by ICAO according to the ICAO
Training Development Guide, Competency-based Training Methodology (Doc 9941).

3.3.1.4 Trainers

Trainers shall meet the requirements of ICAO’s Instructors Training and Qualification Procedure in
order to be qualified.

3.3.2. RECOGNITION BY ICAO OF AVIATION TRAINING ACTIVITIES

3.3.2.1 Outside of the TRAINAIR PLUS Programme, ICAO may recognize training activities (i.e. activity or
product such as targeted training activity or ad-hoc training) and the following principles shall
be applied:

• The activity represents a direct benefit and added value for international civil aviation,
promotes ICAO Strategic Objectives and is consistent with global plans;
• There is a demonstration of compliance of the training activity with existing ICAO
Standards, Recommended Practices and guidance material;
• The activity has been structured using an Instructional Systems Design methodology, such
as TRAINAIR PLUS or an equivalent methodology;

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AAI TRAINING POLICY

• There is a risk analysis and a mitigation strategy for any significant risks identified for
relevant ICAO programmes;
• Every effort has been made to ensure that ICAO incurs no additional liability as a result;
• The demonstration of compliance is confirmed through a documented quality assessment
process; and
• The funding has been ensured.

3.3.2.2 The recognition of a training activity will be valid for a period determined by the Secretary
General.
3.3.2.3 ICAO has the right to withdraw a recognition from a training activity at any time should the
training activity fail to respect established requirements.
3.3.2.4 All ICAO-recognized aviation training activities will be documented by the GAT Office.

3.3.3 ICAO-DEVELOPED AVIATION TRAINING ACTIVITIES

3.3.3.1 ICAO may develop its own training activities to meet specific requirements or objectives, for
instance related to a Technical Cooperation or Technical Assistance project.

3.3.3.2 The principles used for recognition of aviation training activities above will also apply in such
cases.

3.3.4 COOPERATION AND PARTNERSHIP AGREEMENTS

3.3.4.1 Agreements for cooperation and partnership between ICAO and Member States, United Nations
organizations, international and regional organizations, educational institutions and the
industry shall be pursued to the extent they help to achieve the objectives of ICAO.

3.3.4.2 Cooperation and partnership agreements shall be decided upon by the Secretary General and
established or pursued when it is determined that the training activity fulfils the following
criteria:

• Fully complies with ICAO SARPs and policies;

• Helps to achieve the objectives of ICAO’s aviation training programme;
• Complements existing ICAO aviation training activities.

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AAI TRAINING POLICY

3.4 Financial aspects

3.4.1 The following financing models shall be applicable to training and recognition of training
activities undertaken by ICAO:

• Technical Assistance, where the financing of the activities is from the Regular
Programme and/or voluntary funds;
• Technical Cooperation, where the activities are financed by the States or donors and
those funds are managed by the Technical Co-operation Bureau; and
• Cost-recovery activities, where partial or full costs could be recovered from the
activities.

3.5 Intellectual property and use of the ICAO’s name and emblem

3.5.1 Every effort shall be made to ensure that the intellectual property of ICAO shall be protected
and no harm to ICAO’s reputation shall result from aviation training activities provided by a
third party using the ICAO name or emblem.

3.5.2 The use of the ICAO’s name and emblem shall be in full conformity with the policies and
procedures concerning its use.

3.6 Publication

3.6.1 All relevant information related to ICAO’s aviation training activities shall be published in a
dedicated area of ICAO’s website, as well as under each Strategic Objective.

3.7 Applicability

3.7.1 The ICAO Civil Aviation Training Policy is applicable to all aviation training activities provided
by ICAO’s Bureaus, Regional Offices, training organizations that are members of the TRAINAIR
PLUS Programme, and/or training organizations issuing a certificate of completion or a
certificate of achievement with an ICAO emblem or special ICAO programme emblem.

3.8 Entry into force

3.8.1 The ICAO Civil Aviation Training Policy was approved by the Council of ICAO during its 202nd
Session and shall enter into force on 1 July 2014 and replace the version disseminated to
Member States by Electronic Bulletin reference EB 2013/54 dated 15 October 2013.

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ANNEXURE B

TRAINER FEEDBACK FORM

Workshop/Training Title: Date:
Trainer Name: Place:

The Trainer Feedback Form is intended to capture your reactions to the training you have
just completed. It is not intended as an evaluation tool. Your feedback is extremely
important for a number of reasons:

• Your responses will assist Training staff in understanding participant evaluations

and/or special circumstances that may have influenced this particular training (for
example, having participants that have been required to attend the training or
seasoned workers attending a foundation level training may affect the environment
and/or evaluations).

• Training Institutes develop transfer of learning (TOL) activities to assist supervisors in

their responsibility to support TOL following training. Your response will provide
information about the use of action plans in training and will supply suggestions to
use with supervisors in TOL efforts.

• Your responses will assist in providing support and development of trainers.

• Your responses will assist in the development of program improvement and

evaluation.

• Your responses will assist in identifying factors relating to curriculum/training

outlines that influence training.

Your responses will be reviewed by the training manager who will follow-up with you on any
suggestion you have on improving your training skills. Your suggestions regarding
curriculum, facility or Partnership support will be passed along to the appropriate people
for use in program improvement. Your ideas may be shared with the other departments as
we all work together to improve the quality of training.

Thank you for your thoughtful appraisal of this event and for your commitment to providing
quality training. If you have any questions related to this form please contact the training
manager.

Thank you for taking the time to provide your feedback

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AAI TRAINING POLICY

ANNEXURE – C

TRAINING FEEDBACK FORM

AIRPORTS AUTHORITY OF INDIA

Training Feedback Form

Name of the Training Programme Attended: _______________________

Trainer: _____________________ Reporting Officer : _____________
Venue: _____________________
Training Date: ________________ Department: _____________

How would you rate the following on a scale of 1 – 4 (please tick the most appropriate)
1=strongly agreed 2=agreed 3=somewhat agree 4=disagree.
Training Content 1 2 3 4

1. The Content of the Training would be useful to me

2. This training would help me to apply the skills / concepts to my job

3. The training manuals and handouts were valuable learning tools.

Instructor

4. The trainers were clear and audible.

5. The trainers clarified my doubts.

6. The instructor was able to keep the session lively andInteresting.

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

8. Overall I liked this training.

9. I appreciate the Company’s effort in arranging this training.

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

11. I found this training program to be enjoyable Yes / No / Moderate

12. I found the issues taught in training difficult to understand Yes / No / Moderate
13. Is further training required on the subject Yes / No / Moderate

14. What other topics would you like us to cover in future training programmes?

______________________________________________________________________
15. What did you like the best about this training?
______________________________________________________________________

16. What are your suggestions to improving the training programme?

______________________________________________________________________

17. Any other comments :

Participant’s Signature: __________________ Date: _________________

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AAI TRAINING POLICY

ANNEXURE – D

AIRPORTS AUTHORITY OF INDIA

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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 ANNEXURE - E

AIRPORTS AUTHORITY OF INDIA

Training Evaluation Form

Name of the Training Programme: _______________________

Numbers of Trainer Attended: ______Course Coordinator : _____________

Venue: _____________________ Training Date: ________________

Department: _____________

Percentage Evaluation

1=strongly agreed; 2=agreed; 3=somewhat agree; 4=disagree.

Training Content 1 2 3 4

1. The Content of the Training would be useful to trainer

2. This training would help trainer to apply the skills / concepts to their job

3. The training manuals and handouts were valuable learning tools.

Instructor

4. The trainers were clear and audible.

5. The trainers clarified doubts.

6. The instructor was able to keep the session lively and interesting.

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

Overall

8. Overall liked this training.

9. Trainer appreciate the Company’s effort in arranging this training.

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AAI TRAINING POLICY

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

11. Trainer found this training program to be enjoyable/ Moderate

12. Trainer found the issues taught in training difficult to understand/Moderate

13. Is further training required on the subject by Trainer.

14. What other topics would should be covered in future training programmes?

______________________________________________________________________

15. What was the best about this training?

______________________________________________________________________

16. What are the suggestions to improving the training programme?

______________________________________________________________________

Course Coordinator’s Signature: __________________ Date:___________

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AAI TRAINING POLICY

ANNEXURE – F

AIRPORTS AUTHORITY OF INDIA

(HR TRAINING NEED ASSESSMENT SURVEY)
PRIMARY INFORMATION

Sl.No. Particulars Details

1 Name of Department

2 Name of HOD of Department

3 Function/Scope of Department

Number of Female Employees Each Designation

(Group A To Group D) in the format given Please add extra sheets, if required below:

Group Designation Educational Date of Date of Age Date of

Qualification Joining AAI Birth Superannuation
4 A

Number Of Male Employees Each Designation

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

5
B

6 Topics on which the Department Needs

Training

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AAI TRAINING POLICY

Training and Development Survey

Sl.No. Questionnaire Response

Identify the three most important

1 strengths the AAI brings to its

employees?

2 To become the Employer of Choice, we

must?

3 What are the three most important

Training needs you would identify?

Rate the following strategic issues in
4 Training and Development from 1 (most
important) to 7 (least important):
5. What should an orientation programme
include for a new employee?
Issues Ranking
1. Improved information system on
training courses available
2. Improved employee orientation
3. Customer service effectiveness
4. Explicit corporate vision pertaining
to Training & Development
5. Centralized Training & Development
Service
6. Middle Management Development –
What comes next
7. Harassment Prevention

6. What do you see as your Unit/Division's

most important training need?
Are conferences, seminars, workshops or Yes
other types of training or career
7. development being recorded for your
department?(Mention International/ No
Domestic)

(Please complete the survey below, using the following scale to rate your departments’ degree of proficiency in each of
the competencies identified below. Keep in mind that this is a tool we are using to help identify your department’s
strengths as well as development needs. This information will only be used to help determine the training courses your
department needs as well as help us identify the most valuable course curriculum for our employees. It will not in any
way be used to measure or evaluate your job performance)

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AAI TRAINING POLICY

Method Not very somewhat Very Effective

effective effective
Classroom
Please rate the method of Video
Online
8. training you feel would be most
effective to achieve learning Workshops
goals:
Computer Base
Training
Web
conferencing
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
9. How important are the following Hiring &
training topics: Firing
Procedures
Stress
Management
Compensatio
n & Benefits
Sexual
Harassment
Recruitment
& Retention
Industrial
Relations
Supervisory

Skills

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AAI TRAINING POLICY

Please check the top six skills that you use most often
and rate them accordingly.
Work Skills
Establish and document goals and objectives

Encourage collaboration of fellow employees to

achieve results and discuss job performance

Seek and utilize opportunities for continuous

learning and self-development within timeframe

Anticipate unexpected hurdles or obstacles to a

10 plan or project

Expresses loyalty and dedication to Organization

in interactions with others
Behavioural Skills

Display confidence in others abilities and talents

Network with others across organizational

boundaries
Recognize and reward people for doing their best

Constructively receive criticism and suggestions

from others
Leader Skills
Give others direct, constructive, and actionable

feedback which can be used

Able to align manpower, design work, an allocate

tasks to achieve goals

Empower & Motivate others to achieve results and

hold them accountable for actions

11 Influence others in a way that results in

acceptance, agreement, or behaviour change

Analytical Skills

Select the appropriate techniques for analysis

Interpret financial data, reports, balance sheets,

and cash flow analysis

Generate alternative solutions to problems and

challenges.
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AAI TRAINING POLICY

Training Needs Survey.

Strongly Strongly Not

Disagree Disagree Neutral Agree Agree Applicable

1. Organization supports
Individual Training &
Development within
department.
2. Organization provides
financial assistance to
support employees
continued education.
3. Organization has
provided the
opportunity to be cross
trained in other
positions or specific job
functions outside
parent department.

4. 4.Our performance
appraisal process
promotes the
identification of
personal strengths and
areas for improvement.

5. Career advancement
opportunities are
available within the
Organization.

This survey will help identify areas where a training program might help our
organization be more effective. Please answer the following questions candidly and
honestly. Your departmental responses will be considered confidential. Summary data
will be used by the Human Resources department as one tool to improve overall Training
& Development within the organization. (To be filled by HOD keeping in consideration the
whole department.

54