Crompton Greaves Limited Training Development

7/27/2019 Crompton Greaves Limited Training Development

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SUMMER TRAINING REPORT

ON

INDUSTRIAL DISPUTE

At

Submitted to the

SOS Political Science and Public Administration

JIWAJI UNIVERSITY, GWALIOR (M.P.)

In The Partial Fulfillment on the requirement for the degree of

MASTER OF BUSINESS ADMINISTRATION

By

SOORAJ SINGH KUSHAWAH

M.B.A (FINANCE) 3rd Sem

Roll no.1287532

Under the supervision of

MS. SWATI MAM

SOS Political Science and Public Administration

JIWAJI UNIVERSITY, GWALIOR (M.P.)


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DECLARATION

I SOORAJ SINGH KUSHAWAH a student of M.B.A (Finance) 3RD

semester from SOS Political Science and Public Administration,

JIWAJI UNIVERSITY, GWALIOR (M.P.) hereby declare that I have

done on job training of 15 days at BAJAJ ALLIANZ LIFE INSURANCE

Dist. GWALIOR, titled as CRADIT APPRAISAL. All the facts and

findings in this report are genuine, authentic and purely in academic interest

only.

I also declare that this project report has not been submitted to any other

university for the award of any other degree.

Batch . SOORAJ SINGH

KUSHAWAH

Place- Gwalior MBA 3RD SEM


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ACKNOWLEDGEMENT

I undertook this training in the partial fulfillment of my M.B.A. curriculum.

I am glad that I got wonderful opportunity to do my research report at

BAJAJ ALLIANZ LIFE INSURANCE, district GWALIOR .

Finance is one of the key parts and the backbone of any company. Without

finance no organization can survive. My project is also based on the study of

Finance which is just a drop in the ocean.

I sincerely acknowledge my gratitude towards the faculty of SOS Political

Science and Public Administration who gave me the thorough

understanding of different concepts. I never forgot the name of my project

mentor. who helped me in every walk of my project work.

I am extremely grateful to Mr. AMIT SHRIVSRTAVA (HR Executive)

and Mr. (Finance Head). My project guides who were not

only supportive and co-operative but inspite of their busy schedule were

ready to help me with their valuable guidance and support which is of high

worth.

Batch . SOORAJ SINGH

KUSHAWAH


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Place- Gwalior MBA 3RD SEM


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CONTENTS

1. COMPANY PROFILE

2. THEORITICAL ASPECTS OF THE TOPIC

3. PRACTICAL ASPECTS OF THE TOPIC

4. RESEARCH METHODOLOGY

5. ANALYSIS AND GRAPHICAL REPRESENTATION OF

DATA

6. FINDINGS

7. CONCLUSION

8. SUGGESTION

BIBLIOGRAPHY


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INTRODUCTION OF THE

COMPANY


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INTRODUCTION

Successful candidates placed on the job need training to perform their duties effectively

Workers must be trained to operate machines, reduce scrap and avoid accidents It is not

only workers but executives and supervisors who need training as well in order to enable

them to acquire maturity of thought and action Training and development constitute an

ongoing process in any organization Training thus means to turn members into productive

insiders It is the second step after recruitment, screening and selection The principles of

learning make training work ,thus how a person learns should be the guiding principle in

explaining how a person should be trained Thus training requires

Practice

Feedback

Motivation to learn

Thus training is systematic and intentional basically involving the felicitation of the

learning process Further training enhances three broad classes of skills

Motor skills: manipulation of physical environment based on certain patterns of

bodily movements

Cognitive skills: acqusitional of mental and attitudinal functions

Interpersonal skills: enhancing interactions with other people

No organization has unlimited resources, so training has to be done on the basis of

identified resources in three phases :

1. PRE TRAINING

-Clear understanding of the situation that calls for more effective behavior

2. TRAINING-

- Implementing the effectiveness in behavior

3. POST TRAINING-

-The management has to handle a person who is more confident, post training A lot of

adjustment is needed on both sides


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COMPANY PROFILE

INTRODUCTION

For the last sixty-eight years, Crompton Greaves (CG) has become

synonymous with electricity in India. In fact, the first unit of

electricity was generated on a "Crompton Dynamo" at Calcutta in

1899. A pioneering leader since 1937 in the management and

application of electrical energy, Crompton Greaves, today, is India's

largest private sector enterprise, extensively engaged in designing,

manufacturing and marketing high technology electrical products and services related topower generation, transmission, distribution as well as executing turnkey projects. The

company is customer centric in its focus and it is the single largest source for a wide

variety of electrical equipments and products. Further, the company is emerging as a first

choice global supplier for high quality electrical equipments.

HISTORY OF THE ORGANIZATION & ITS OBJECTIVES

HISTORY

The history of Crompton Greaves goes back to 1878 when Col. R.E.B. Crompton

founded R.E.B.Crompton & Company. The company merged with F.A Parkinson in the

year 1927 to form Crompton Parkinson Ltd., (CPL). Greaves Cotton and Co (GCC) was

appointed as their concessionaire in India. In 1937, CPL established, it's wholly owned

Indian subsidiary viz. Crompton Parkinson Works Ltd., in Bombay, along with a sales

organization, Greaves Cotton & Crompton Parkinson Ltd., in collaboration with GCC. In

the year 1947, with the dawn of Indian independence, the company was taken over by

Lala Karamchand Thapar, an eminent Indian industrialist. Crompton Greaves is

headquartered in a self-owned landmark building at Worli, Mumbai.


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PRODUCTS & SERVICES OFFERED

The company is organized into three business groups viz. Power Systems, Industrial

Systems, Consumer Products. Nearly, two-thirds of it's turnover accrues from products

lines in which it enjoys a leadership position. Presently, the company is offering wide

range of products such as power & industrial transformers, HT circuit breakers, LT & HT

motors, DC motors, traction motors, alternators/ generators, railway signaling

equipments, lighting products, fans, pumps and public switching, transmission and access

products. In addition to offering broad range of products, the company undertakes

turnkey projects from concept to commissioning. Apart from this, CG exports it's

products to more than 60 countries worldwide, which includes the emerging South-East

Asian and Latin American markets.

PAUWELS ACQUISITION - AN INDIAN MNC

Crompton Greaves has completed the acquisition of the Belgium-based Pauwels on 13th

May 2005. The group has manufacturing facilities in Belgium, Ireland, Canada, USA and

Indonesia and well spread distribution network across the globe. The acquisition catapults

the company amongst top ten transformer manufacturers in the world. It has truly

transformed into an Indian MNC making a long-cherished dream finally come true.

Apart from strengthening it's foothold in the Indian market, Crompton Greaves

acquisition of the Pauwels Group and it's transformer manufacturing facilities in five

countries is expected to provide a significant impetus to the company's international

presence.

The additional turnover of approximately Rs.1,380 crore of Pauwels Group for it's last

financial year is expected to increase Crompton Greaves' International business to around

50% of it's turnover, making the company a force to reckon with, in the international

market.


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MANUFACTURING, MARKETING & SERVICING NETWORK.

CG's business operations consist of 22 manufacturing divisions spread across in Gujarat,

Maharashtra, Goa, Madhya Pradesh and Karnataka, supported by well knitted marketing

and service network through 14 branches in various states under overall management of

four regional sales offices located in Delhi, Kolkata, Mumbai and Chennai. The company

has a large customer base, which includes State Electricity Boards, Government bodies

and large companies in private and public sectors.

FUTURE OUTLOOK.

The quality of households is enhanced when their money is invested into products such as

fans and lighting for basic comforts. Their lives are literally touched by delight.

Similarly, Crompton helps electricity boards and other utilities to reach electricity to the

last home and factory. Therefore, every individual in India who uses electricity can be

considered as Crompton customer. Hence, the company continues to further and

consolidate the initiatives that Colonel Crompton set into motion by focusing on meeting

increasing customer demands for products that are eco-friendly, energy efficient and with

intelligent monitoring and control systems.

All economic indicators point towards the manufacturing sector being the future driver of

India's economic growth. India is today preferred destination for sourcing various

engineering goods not only due to low cost but also due to high quality of products.

Although, the climate for the manufacturing sector is bright, the concern is the threat of

imminent competition from global players who are already in the process of setting up

manufacturing facilities in India. The market is expected to remain competition with an

added element of competition from imported products.

However, several measures that the company has already taken and it's plans for the


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future, together with business impact of the Pauwels acquisition, will equip the company

to respond in adequate measure to this competitive pressure.

BUSINESS DESCRIPTION

Crompton Greaves Limited. The Group's principal activities are broadly classified into

four strategic business units: Power Systems; Consumer products; Industrial Systems and

Other. The Power System consists of designing, manufacturing and servicing electrical

products such as transformers, switchgears, capacitors and engineering projects.

Consumer Products consist of fans, luminaires, light sources and agricultural and

domestic pumps. Industrial Systems consists of manufacturing electric motors including

fractional horse power motors, LT motors, alternators, DC Machines and rail

transportation motors. Other includes telecommunication products, transmission

products, access products and terminal equipment. The plants are located in Maharashtra,

Goa, Tamil Nadu, Madhya Pradesh, Gujarat, Punjab and Kolkata


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CORPORATE STRUCTURE

Wiring the Structure for Growth

Crompton Greaves is part of the B.M. Thapar Group. With aturnover, over Rs. 2700 crores, the company is India's largestprivate sector enterprise in the business of electrical engineering.

The wide range of products that the company offers is canalizedthrough its four business units- These are Power Systems,Industrial Systems, Consumer Products and Telecom Products.

Board of Directors

Key Personnel

Corporate

Regional Management

Power Systems

Industrial Systems

Consumer Products

Telecom Group

International

Board of Directors

Mr. G. Thapar

(Chairman)

Mr. Gautam Thapar was appointed as Chairman of CromptonGreaves Limited on July 22nd, 2004. A student of Doon School,

Mr. Gautam Thapar went to U.S.A. to complete his ChemicalEngineering in the Pratt Institute and joined the family business in1986.

Mr. Gautam Thapar is currently, Chairman of Ballarpur Industries Limited, India's largestpulp and paper manufacturing company. He is also a Director in several other companiesincluding Bata International, apart from serving as Chairman of Confederation of Indian
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Industry (CII), Northern Region in 2003-04.

The successful turnaround of Ballarpur Industries Limited under his dynamic leadershipand his other achievements are testimonies to his managerialexperience, competence and expertise.

Mr. S. M. Trehan

(Managing Director)

SUDHIR MOHAN TREHAN is the Managing Director of Crompton Greaves Limitedsince May 2000. Prior to this, he was the President of CG - Digital and looked after theareas of Networking, Informatics and Telecommunications.

Mr. Trehan is an engineering graduate from the renowned Birla Institute of Technologyat Ranchi and a gold medallist. Thereafter, he pursued Post Graduate studies (M.S.) at theState University in Stony Brook, NY, USA.

He began his career in the United Kingdom as a Management Trainee with CromptonParkinson Ltd. at Guisely. In 1972, he joined Crompton Greaves Ltd. in India where heserved in various Departments and Divisions like Transformers, Turbines andSwitchgear.

He is actively involved in various national industry forums like IEEMA, CII and AIMA -leading names in India. He is currently the Chairman of Maharashtra State Council ofCII.

He was the recipient of the Outstanding Chief Executive of the Year Award for 2000-2001, instituted by the Indian Institution of Industrial Engineering, for steps he tooktowards successfully implementing his vision of making Crompton Greaves a world-classmanufacturing company.

His leisure time activities include golfing and driving.

Other Directors

Dr. O. Goswami


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Mr. S. Labroo

Dr. Valentin A H von Massow

Ms. M. Pudumjee

Mr. S.P. Talwar

Mr. K. Thapar

Key Personnel >> Corporate

Name Designation

Telephone

EPABX

/Direct.

S M Trehan Managing Director022 24237777

022 24237700

B R JajuChief Finance Officer - Finance &Admin.

022 24237777022 24382211

W HenriquesCompany Secretary & Legal CounselVice President - Human Resources

022 24237777022 24333399

T P Govindan General Manager - R&D and Quality022 67558803022 25775180

Key Personnel >> Regional Management

REGION NAME DESIGNATION LOCATION

TELEPHONE

EPABX/

DIRECT

NORTH SA Kane General Manager Delhi011 30416300011 23354879

EAST BS Bajwa General Manager Kolkatta033 22829681-85033 22821312

WEST AM Kamath Deputy GeneralManager

Mumbai 022 67558000 /022 25780234

SOUTH KN DesaiDeputy GeneralManager

Chennai044 42247500 /044 28235533


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Key Personnel >> Power Systems

NAME DESIGNATION DEPARTMENTTELEPHONE EPABX/

DIRECT

DS Patil Vice PresidentTransformers &Engineering Projects

022 67558000022 67558201/02

J.G Kulkarni Vice President Switchgear0253 23822710253 2301103

Key Personnel >> Industrial Systems

NAME DESIGNATION DEPARTMENT

TELEPHONE

EPABX/DIRECT

SC Gupta Vice President LT Motors 0241 2777372/500

JC PantDeputy GeneralManager

CommercialMotors

0832 39832000832 3983205/213

VK

SalhotraGeneral Manager Stampings

022 67558000022 25796866

AK Raina Vice PresidentLarge &Traction Machines

07480 23311607480 503238

Key Personnel >> Consumer Products


TELEPHONE

EPABX/

DIRECT

Manoj Verma Vice President Lighting022 67558000022 67558425

AN

RavichandranVice President

Fans &Appliances

0832 2331256/59

P Palaniappan General Manager Pumps0241 27771520241 2777262

Key Personnel >> Telecom Group


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TELEPHONE

EPABX/

DIRECT

KN Neelkant General Manager Telecom080 41292300080 26787141

Key Personnel >> International

NAME DESIGNATION DEPARTMENTTELEPHONE EPABX/

DIRECT

AC Rodrigues Vice President International022 67558000022 67558931


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The Manufacturing Grid

Crompton Greaves' strength emanates from its business operations consisting of 21divisions spread across in Gujarat, Maharashtra, Goa, Madhya Pradesh, Karnataka and

Tamil Nadu, supported by well knitted marketing and service network through 14branches in state capitals under overall management of four regional sales offices locatedin Delhi, Kolkata, Mumbai and Chennai.

CG-HouseCorporate Office

Transformers Plant, Mandideep Transformers Plant, Malanpur

Alternators & DC Machines Plant,

AhmednagarSwitchgear Plant, Nashik

LT Motors Plant, Ahmednagar.Transformers Plant, Kanjurmarg -

Mumbai


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Amorphous Core Transformers Plant,

MandideepCeiling Fans Plant, Goa

DC Machines Shopfloor, Mandideep.Transformers Plant - Winding Bay,

Kanjurmarg - Mumbai.

Research & Development Facility,

Kanjurmarg - Mumbai

Light Sources Manufacturing Plant,

Baroda.

Telecommunications Plant, Jigani -Bangalore


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Stepping Up the Quality Initiatives

At Crompton Greaves there is always a passion for quality. Aquality trust mark has emerged as Crompton's biggest brand

ambassador. In fact, this is reflected through qualitycertifications for its products and services. Further, thecommitment to responsible business through quality, technologyand productivity has helped the company to achieve a turnoverof over Rs.2700 crore and receive many certifications in the ISO9000/9001:2000/14001 series. The company has the uniquedistinction of being the first one to receive an ISO 9000certification for Finance and Administration.

The company has made considerable progress towardsintegration of the Six Sigma methodology in its manufacturing

processes with the ultimate aim of achieving 'Product Quality asPerceived By Consumer'. This methodology was activelypursued for 10 products for which Critical to Quality (CTQ)characteristics were identified based on market feedback.Regional team has also been trained in Six Sigma technology forcapture of customer's voice.

In addition to this, the company has also introduced stringentcontrol measures with suppliers to ensure that inputs support theSix Sigma quality. In fact, all these measures have resulted inmanifold improvement in the CTQs with substantial reduction indefects.

The Quality focus is reflected in a number of company wide initiatives that include:

Corporate R&D and Quality Division of Crompton Greaves Ltd has been certified

to ISO 27001:2005 by UL India Ltd. In accordance with plan, the second phase of Six Sigma implementation

commenced during 2004-05 with increasing executives being trained in themethodology. Six Sigma methodology has been extended to the design activity ofthe products. Ten products have been covered in the first phase, while nineproducts would be included in the second phase. Increasing coverage of products

with six sigma approach will progressively help the company achieve 'productquality as perceived by the customer'. Twenty-three divisions / regions have been accredited with ISO9001: 2000

Certification. Seven manufacturing units have been accredited for ISO 14001 and four units for

OHSAS 18001 The Light sources division is one of the few business units in India in lighting

industry to receive dual certificate of ISO 9000:2000 was well as ISO 14001


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The company's Power Transformers and Switchgear are now compliant to

international Euro/IEC norms and ANSI/NEMA standards for greater acceptancein international markets.

The Industrial Transformer Division located at Malanpur is amongst the few units

in India, to have been accredited both ISO 14001 and OHSAS 18001,

Certification for Occupational Health and Safety Management System. The company's Fans, Motors, Automation and control products are approved by

the CSA, BASEEFA, and CE


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TRAINING & DEVELOPMENT

Why training is important

Every company should be fully committed to the continuous development of its staff, in

the same ways as we continuously develop our services. This will be achieved byhelping all staff identify and meet their own job and business related development needs.This policy will ensure that we have the adaptability and flexibility to thrive and succeedas a business. To do this, all line managers, through the Performance Review process,will

Ensure that staff have a level of knowledge and skill to fully perform their role

Encourage staff to develop within their current role

Look for potential, and find ways for staff to demonstrate potential

Recognize and reward staff development (utilizing it wherever possible)

Create a learning culture by providing opportunities for learning

Equal opportunities

All staff are entitled to and can expect to receive training they need to carry out theircurrent role. This includes seconded, fixed-term contract or short-term contract staff.

Permanent employees can expect to benefit from further commitment for each individualto devote at least 5 days a year towards training and development. First priority will betowards job-related training, but we will also encourage individuals to undertake personaldevelopment training. This may entail taking professional qualifications; undertaking

research into a particular field of interest or experiencing a particular aspect of anotherjob in order to gain an insight into the role and fuller understanding of the work.

Training should not be viewed purely as attending a training course. There are avariety of different methods that can be used to help train and develop individuals andPersonnel Services will be happy to help individuals and managers select the mostappropriate method. For example, using open learning materials; computer-basedpackages; videos or CD-ROMs; e-learning; and reading literature, to name but a few.

Shared responsibilities

It is recognizes the need for everyone to learn and develop their skills on a continuousbasis and will support individuals to help them achieve this. Equally, the companyexpects individuals to take on some responsibility for their own self-development. Forexample, identifying suitable training activities (with the help of line managers andPersonnel Services) and adopting a flexible and positive approach to any training anddevelopment that is identified with them.


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Identifying training & development needs

Identifying training and development needs, and helping individuals to improve theirperformance, are key responsibilities for line managers, so they are expected to beactively involved in their teams training and development. Line managers are also

responsible for measuring the effectiveness of any training and development undertakenby team members, with assistance from Personnel Services.

The skills and knowledge that will be needed for the future success of the company willbecome apparent as each years business (corporate) plan is drafted and communicated toteams within the company and individual performance objectives agreed. Whereindividual skills, knowledge or the development of competenciesare needed to achieveour business objectives, these should be recorded on the Development Needs Assessmentplan, which forms part of our Performance Review process.

Setting and evaluating learning objectives/outcomes

The company has a number of key business objectives that it needs to achieve. Theseobjectives can be achieved only through harnessing the abilities and skills of everyone inthe company and by releasing potential and maximizing opportunities for development.If individuals need to learn in order to achieve business objectives, it is important that anytraining and development in which we invest has a relationship to our businessobjectives, so we can demonstrate the contribution learning makes towards overallorganizational success.

To demonstrate this contribution, individuals will agree with their line managers, prior toundertaking a learning activity, learning objectives. Learning objectives will be themeans by which managers and company can measure how effective training anddevelopment has been towards achieving our business objectives or performance. Settinglearning objectives will therefore provide a benefit for everyone:

For individuals, objectives give a better understanding of what is expected of them;where priorities lie; where their contribution fits into the organization and how they areprogressing.

For managers, objectives provide a basis for allocating responsibility to individuals forachieving certain results; monitoring the achievement of results and providing solidevidence, which is less subjective, for assessing an individuals performance.

For the organization, objectives give a greater likelihood of strategic and corporate plansbeing achieved.

Once someone has experienced a training and development activity or learning, we willmeasure its impact and effectiveness on individual performance and the organization.Again, line managers are expected to be part of this process by defining the performancestandards (or measures) when setting objectives and deciding on the methods that they


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will use to evaluate the learning. (Personnel Services will of course be availablethroughout the process to provide guidance and support).

There are three key stages that will be used to evaluate training and development:

Reaction: At this level, evaluation provides information on the attitudes of a participantto learning, but it does not measure how much they have actually learned. That beingsaid, if a participant has a positive reaction to the learning experience they are more likelyto implement what they have learned. Evaluation at this level will be measured by apost-learning questionnaire, which will be completed immediately after the learningactivity has taken place. Normally, Personnel Services will be responsible for issuingthis type of questionnaire.

Performance: Evaluation at this level looks at the impact of a learning experience onindividual performance at work. Key to this area of evaluation will be the need to haveestablished smart learning objectives prior to the learning experience so that when

evaluation takes place there are measures to use. For example, an important learningobjective for a junior secretary attending a Word training course may be to producetyped correspondence with no spelling or typographical errors. In this example, amanager would be able to evaluate the secretarys performance using a measure of nospelling or typographical errors. Ideally, evaluation on performance should take placeapproximately 3 4 months after the learning activity. Line managers should undertakethis evaluation and send a copy of the results to Personnel Services.

Organizational impact: At this level evaluation assesses the impact of learning onorganizational effectiveness, and whether or not it is cost-effective in organizationalterms. Personnel Services will undertake this evaluation as part of a wider training anddevelopment evaluation process.

In summary then, Personnel Services will evaluate training and development at thereaction and organizational levels, and line managers will be responsible for evaluatingthe effectiveness of training and development at the performance level. However, therewill be some types of learning activities, for example attending conferences or seminars,where it may not be appropriate to undertake any evaluation. If any doubt, please contactPersonnel Services.

To assist line managers, there are a variety of methods that can be used to measure theeffectiveness of the learning. Some of these include:

Participant self-assessment

Written or practical tests

Structured interviews

Questionnaires

Feedback for example, internally from colleagues, peers, and managers and/or

externally from partners, customers or clients

Qualifications obtained


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Line managers should contact Personnel Services, who will be pleased to help set-up anevaluation method to use to measure the effectiveness of a training activity.

Funding

Funding for training and development will be paid from a central training budget,therefore the Head of Personnel Services must approve any training anddevelopment that involves a financial cost before any financial commitment ismade. Details of how to apply for a training and development are explained underthe section headed Selecting a training provider and applying for training.

In addition to job-related training and development, company also recognises the need tohelp individuals to improve within their chosen career path by encouraging individuals togain professional/vocational/academic qualifications. With this in mind, company hasestablished a company sponsorship scheme whereby full or partial sponsorship will beprovided. Information about the scheme can be found under the section headed

Company sponsorship.

Time off to attend training courses

Where an individual needs to attend a training course funded by company, time offduring working hours will be given to attend the course. Individuals are expected totravel to and from a training venue within the normal course of the day. Where companyis providing sponsorship towards a professional qualification, time off to attendlectures/workshops/summer school will be agreed on an individual basis, taking accountof the business needs. The Head of Personnel Services will approve any such requests, infull consultation with line managers.

Non-training course learning activities

Typically, a training course is designed to transfer new skills or knowledge to anindividual. Invariably new skills and knowledge will be developed over time to improveperformance. However, not all learning has to be addressed through a training course.There is a wide range of development methods available that can be used without leavingthe office. For example, being coached by a fellow colleague or manager; using acomputer aided training package; on-the job training; reading books; undertakingresearch or practising a particular skill.

Finding out about training courses or alternative learning methods

Personnel Services is building up a range of literature from training suppliers and aselection of books/videos/computer discs available for individual use. To find out more,please contact Personnel Services.

Selecting a training provider and applying for training

Before booking a training event, individuals should research the costs and course

availability with possible training providers. Personnel Services will be happy to help as


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they keep details of various training providers, so please contact them for

information/advice.

Company organised training programmes, for example Customer Service Training, TeamBuilding training, will be co-ordinated through Personnel Services (so individuals do not

have to complete any forms). All other training and development activities must beauthorised by Personnel Services before any training is booked.

Company sponsorship

Company recognises the need for continuous professional development and are pleasedto be able to offer a sponsorship scheme to all permanent and fixed-term employees(whose contracts are for at least one year). The scheme covers professional, academic orNVQ (or equivalent) qualifications. The following guidelines are designed to giveindividuals an idea of the sort of funding that may be available and how individuals mayapply.


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TRAINING NEEDS IDENTIFICATION

IDENTIFICATION OF TRAINING NEEDS

Training is often included as an essential element of an organizations strategy to gain acompetitive advantage. Regulatory agencies require that employees be trained certaintopics and personal development/career paths often specify skill and knowledge areaswhich must be mastered. These are the factors that influence an organizations overalltraining program. With all these sometimes-divergent factors competing for resourcestraining systems can become stressed, ineffective, inefficient and fragmented.Organizations need a structure approach when developing/improving their trainingsystem.

For purposes of this discussion we will divide the training process into three phases:

(1) needs identification

(2) Training Systems (courses, modules, training aids, presentation, instructors, records)

(3) Evaluation

PHASE ONE: Needs Identification

The first phase is the identification and analysis of an organization's training needs. As aminimum, the organization should be able to accomplish the following four things:

1. Systematic review of each trade, occupation or process by a team ofknowledgeable individuals

2. Conduct verbal and/or written surveys of managers, supervisors,leaders, technicians and workers

3. Conduct a complete review of legislated training requirements

4. Review the results of Hazard Analyses, Occupational Health surveysand other survey or process analyses.

Identification of training needs (ITN)

Identification of training needs (ITN), if done properly, provides the basis on which allother training activities can be considered. Also requiring careful thought and analysis, itis a process that needs to be carried out with sensitivity: peoples learning important tothem, and the success or the organization may by to stake.

It is important to know exactly what you are doing, and why, when undertaking ITN.This is the reason we have included material to help you make considered decision andtake thoughtful action. You will find, however, that the return on the investment youmake in fully understanding what ITN is all about will make it well worth while.


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STUDY OF NEEDS OF TRAINING

In Crompton Greaves Ltd., Delhi across training is customized product wise. If anydefect comes in a product or process, a training session is initiated to eradicate root cause.There are normally two work stations in production,

1. Critical station2. Normal station

At critical work station an efficient worker should produce 5000 to 6000 units in oneshift. At this work station minor job is done.

At normal work station an efficient worker should be produce 8000 to 10000 units in oneshift in normal circumstances.

In this company there are two types of worker are working.1. Permanent worker

2. Temporary worker

A worker get the permanent job after the good and consistent performance in thecompany, these people are well experienced in their relative jobs.

Temporary worker is a layman. They dont know any thing about the work, so thesetypes of people require training.When a new person joins the company, he got the training about the safety andmaintenance. For getting these training he is send in technical training cell (TTC). InTTC he has to go some basic knowledge and instruction, which is given by the just seniorboss. That person is called line in charge. During the training a person gets the job. He is

watched by the line in charge. At any point the line in charged found any fault in thework, the line in charge instructed at that time, so that the worker does the job in a properway and come out with zero-defect product.

After the TTC training employees are divided among various teams and send to thedifferent operations, on the different operations. A line-in charge is there, who will watcheach and every steps during the work. If any fault in the work is found, he takes thatserious and instructs to remove the fault immediately.

After some experience the worker is transferred from one operation to another operationarea. Where same procedure is performed. He works and if get any confusion regarding

the job, he may ask the line in charge or if line in charge see any fault during theoperation, he educates the worker to do the job better. This process is repeated on eachand every operation. This is how each and every employee is familiarized to the job . Themain advantage of this job rotation is, if any worker does not come on the particular day,that place can be filled by any other worker and the works progress without anyinterruption.

After job rotation and getting experienced the entire worker divided into three groups,


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Highly efficient

Efficient

Adequate

If a person can handle all the machines related to any particular job. That worker is calledhighly efficient worker. After getting training 40% out of them became as highly efficient

worker. These workers are very efficient and can handle any situation during the work.He can work on any machine at any time without any problem. These people can takedecision at the critical point of time. So that these type of worker are called highlyefficient worker.

After highly efficient the second category is called efficient. In this category those typeof person are master in their job. He is master in one job. In this category 50% workercomes. These types of people are well known people in their particular job. They are notable to handle the different machines. They feel problem in some job.

After that the third category comes, that is called adequate. This type is not beneficial for

the company. So that they are not acceptable. They have less knowledge and not will towork.

Highly efficient person is well-known about their job. He can handle any situation. Sothat this type of people doesnt require training.

Efficient people are master of just on job. So that they need training to be highly efficientworker.

Company is giving training to the efficient worker. For them there are three types oftraining;

Counseling Give the opportunity to work with highly efficient worker.

Give the expert knowledge about the work.

In counseling the instructor or line in charge counsel the worker. A line in charge tries tomotivate the worker to do their job in proper way. This is a verbal communication. Withthe help of words a senior person tries to make them as effective as highly efficientworker.

The second option provide them opportunity to work with highly efficient people helpsthose people to learn. During the work he can watch how the highly efficient people

work? How can they handle the situation? They got the idea about the problem, whichmay be arising during the work. They also get the idea about dealing those types ofproblems. This way an efficient worker is developed to be highly efficient worker.

Before start working every worker should get the knowledge about the job profile.Without proper knowledge no one can perform better. There must be some defective inthe product due to less knowledge about the production process. So specific knowledge is


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essential for zero-defect product. This is the duty of management to educate them andprovide full knowledge about the production process and quality control.

For adequate people company has some other way for giving them training. The workpressure is the best way for make them work. Under this the adequate person is send to

work between two highly efficient workers. Highly efficient people can work faster thanadequate person. So from both sides he faces the pressure for work faster and effectively.This way an adequate worker can be the efficient and highly efficient worker forcompany.In any company some factor effect the training:

Strategies changes

Technical changes

Matter of cost saving

If the top management of the company want to change their strategies. Here companywants trained people for work. So firstly company looked for the experienced people, but

it is very difficult to get trained people. So they hired semi- skilled people and afterjoining them they give them training. So that this can work effectively and according tothe requirement of the company.

If company wants some technical change in product, they also require trained people forwork. Technical change requires more technical people. If company wants to retain thesame people who are working form last some times then company has to give themtraining. After getting training a worker can adjust in any environment and workeffectively.

Todays era is the cost cutting era. In the intensive competition cost of the product is very

important. We cant survive in the market with high cost. So we need to cut the cost ofthe product. For cutting the cost we need more trained worker who can work faster andquickly. So that the production time can be reduced. At lastly we can get the low priceproduct.

So that in every area we need trained people. For getting trained people we have to makethem trained by giving training.


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OBJECTIVE

The objective of the project is to study training and development in company. As weknow that training is an important factor for growing because growth is lifeline for thecompany.

The main motto of this project was to know, how company conducts training program.What are the basic requirements during this process? How does the company come toknow that some body needs training? After providing them training analysis is required.Analysis makes the management aware of the workers or staffs whosoever had gonethrough the training. Development is the main objective of any training. If there is no anydevelopment, the objective of training is not achieved. So for achieving the objective,development is very much required.

The way of analyzing of the training should be carefully developed. Because a goodanalysis reflects the true figure of the development of trainees. How the company

analyses the training is a subject to be learnt.

So the ultimate goal of this project is to study the way of providing training as well as theway of measure the development of trainees in Crompton Greaves Limited.


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RESEARCH METHODOLOGY

Research works involve a systematic process. There must be well-defined procedure foreach and every research work, which always need a set of methodologies.

The methodology for any research work constitutes the selection of representative samplefrom the whole of the universe (or population) and also, applying appropriate tools andtechniques of research.

This research work was carried out in two stages :-

1. Firstly, an intense Literature Survey was done from the Crompton TrainingManuals and;

2. Secondly, the research was carried out by means of filling up of questionnaires.

For the purpose of data collection, two sets of questionnaires were prepared. Onefor the trainees and other for their reporting officers.

After preparing the questionnaire on the basis of research design, it was firstly tested onsix respondents. After getting the responses, certain modifications were done to make itmore focused and also, free-flowing.

The sampling was Disproportionate Stratified Random Sampling, departments like : PEHydro, PE Civil, PE Electrical, PE Mechanical, Water System Group, SG Group, CostEngineering, CSD, New Project Group, etc., were covered to look for the respondentswho have completed their 3 to 5 months back.

Research Instrument :-

The research instrument was structured questionnaire with the choice of open-ended andclose-ended questions.

Field data :-

The field data has been collected by personally administering the questionnaire of thetopic.

Sampling Plan :-

1. Sampling Unit :-

Each respondent was considered as a single unit in the whole research work.

2. Sampling size :-


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The sampling size or the universe of the research work was 100 trainees & 15reporting officers.

3. Sampling procedure :-

To obtain the representation samples, Disproportionate Stratified RandomSamplingwas used. This means that respondents were selected randomly withoutany well defined proportions from various departments of the organization.

Information sources :-

The information sources were as follows:

1) Primary Information Sources :-

a) Survey of the employees who underwent training programs 3-5 months back bygiving them Questionnaires and collecting their feedback.

b) Survey of the Reporting Officers of the trainees.

2) Secondary Information Sources :-

a) Training Calendar of Crompton.

b) Participants List.

c) Various books at Crompton Library.


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METHODOLOGY OF TRAINING

There is various methodology of training. No single technique is always best.The best method depends on

Cost effectiveness

Desired program content Learning principles

Appropriateness of the facilities

Trainee preferences and capabilities

Trainer preferences and capabilities

There is a range of teaching methods available to trainer. The choice of a method is amatter of experience and competence of the instructor and his judgment of how muchand what a particular group of trainees would learn from using one method or another.

Factors which affect the choice of training method:

The choice of methods depends on the knowledge and experience of the teacheror trainer.

The choice of the methods should take into consideration the intellectual leveland educational background of the participants and the participants agepractical experience.

Some methods are more effective than others in achieving certain objective.

Choice methods depend on the social and cultural factors in the environment.Now many participative methods are accepted and used in management training.

It also depends on the time and the availability of resources and infrastructural

facilities.Types of training

Job instruction training

Job rotation

Apprenticeships

Coaching

Vestibule training

Induction or Orientation training:

Induction or orientation may be defined as a process of guiding and counselingthe employee to familiarize him with job situations. The induction process accomplishes

several objectives including formation of a favorable impression and attitude,development of the feeling of belongingness and facilitation of learning and teamwork onthe part of the employees. The content of the induction program should be predeterminedin the form of a checklist specifying the topics to be covered. Attempts are to be made tofollow-up and assess the program by interviewing the new employees as a measure tocorrect the gaps in the knowledge and attitude of the employees.


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Rank-and-File job training:

This is based on similarities in training on several specific jobs. This type of training canbe imparted in a classroom or on the job. It is performed by a foreman or a group leader.Its advantages arise in so far as it is realistic and economical and does not hamperproduction as well as necessitate from classroom to job situations.

Limitations of rank-and-file job training: The trainer may be an incompetent teacher

The shop floor may be busy

There may arise heavy production losses.

Supervisory training:

Supervisory training needs reveal utmost divergence in view of divergent duties ofsupervisors. Employee attitude surveys help in identifying area of supervisory training.Likewise, supervisors themselves may be requested to indicate the areas where they needtraining. Frequently, these surveys indicate that supervisors need training in humanrelations, production control, company policies and how to instruct. Supervisory courses

consist of job methods training (JMT) and job relations training (JRT). The JMT helpsthe supervisors to improve methods in their departments, while the JRT helps them inhandling human relations problems in their departments.

ON THE JOB TRAINING:

On the fob techniques are conducted in the real job settings. On the job methods usuallyinvolve training in the total job. These methods are typically conducted by individuals,workers, supervisors. The main advantage is that the trainees learn while actuallyperforming their work, which may minimize the training cost. They also learn in the samephysical and social environment in which they will be working once the formal trainingperiod is completed.

Types of on the job techniques:

Job instruction training

Job rotation

Apprenticeship

Coaching

Vestibule training

Job instruction training:

Job instruction training (JIT) is received directly on the job and so it is called on the jobtraining it is used primarily to teach workers how to do their current jobs. The worker

learns to master the operation involved on the actual job situation under the supervisionof his immediate boss who has to carry the primary burden of conducting the training.Usually no special equipment or space is needed, since now employees are trained at theactual job location.


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Steps of job instruction training:

The trainee receives an overview of the job, its purpose and its desired outcomes withan emphasis on the relevance of the training. Since the employee is shown the actionthat the job requires, the training is transferable to the job.

The employee is allowed to mimic the trainers example. Demonstration by the

trainer and practice by the trainee are repeated until the job is mastered. Repeateddemonstrations and practice provide repetition and feedback. Finally the employeeperforms the job without supervision, although the trainer may visit the employee tosee if there are any lingering questions.

Advantages:

Easy organized

Realistic

Stimulates high motivation

Speeds up workers adjustment

Less costly

Disadvantages:

The disadvantage of this method is that the assigned instructor may be a poor teacher.The worker may haste for immediate production, so the actual cost may increase.

JOB ROTATION:

Some trainers move a trainee from job to job. Each worker move normally is preceded byjob instruction training. This is a method of training wherein workers rotate through avariety of jobs. Thereby providing them a wide exposure. Trainees are placed in differentjobs in different parts of the organization for a specified period of time. They may spendseveral days or even years in different company locations. In this way they get an overall

perspective of the organization. It is used with both blue-collar production workers andwhite collar managers and it has many organizational benefits. Job rotation createsflexibility, during manpower shortages, workers have the skills to step in and fill openslots. The method also provides new and different work on a systematic basis, givingemployees a variety of experiences and challenges. Employees also increase theirflexibility and marketability because they can perform a wide array of tasks.

Limitation of job rotation:

The major drawback of this, it is time consuming and expensive too.

Apprenticeship:

An apprentice is a worker who is learning a trade but who has not reached the state wherehe is competent to work without supervision. It is particularly common in the skilledtrades. In organization a new worker is tutored by an established worker for a longperiod of time. An apprenticeship lasts from two to five years. Each apprentice is usuallygiven a workbook consisting of reading materials, tests to be taken and practice problemto be solved. This training is used in such trades, crafts and technical fields in whichproficiency can be acquired after a relatively long period of time in direct association


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with the work and under the direct supervision of experts. Training is intense, lengthy andusually on a one to one basis.

Increasing national attention is being paid to workforce preparation in the United States.This stems from the growing realization that America's ability to occupy a leading

competitive position in the emerging global economy hinges, to a large degree, onassuring that the nation's workforce is second to none. Today, unfortunately, this is notthe case. Employers frequently report that significant numbers of young people andadults alike exhibit serious educational deficiencies and are ill-equipped to performeffectively in the workplace. As a consequence, leaders from industry, labor, education,and government are all grappling with how to design educational reforms andeducation/training strategies that will improve the skills of America's current and futureworkforce.

In the spirit of this reform, one particular training strategy -- apprenticeship -- hascaptured the interest of many policy makers, educators, and others who are involved inthe national reform movement. Its growing appeal comes as no surprise and, perhaps, is

long overdue. Experience both in the U.S. and growing abroad has repeatedlydemonstrated that apprenticeship is a highly effective strategy for preparing people forwork. The bulk of apprenticeship programs offered in the U.S. and its territories are in thebuilding trades and manufacturing industries, but there is significant potential to developapprenticeship programs in a variety of other industries.

The rush to embrace apprenticeship, however, is leading to efforts that could underminethe very pillars of its value. For example, in some instances, apprenticeship is beingviewed as a generic concept -- one that can be loosely applied to a variety of learningsituations. Likewise, others have coined such terms as "youth apprenticeship" to

characterize various school-to-work transition programs. Such thinking, whileunderstandable in an environment that begs for creativity and innovation, may be moreharmful than helpful to the cause.

What Apprenticeship Is: The Essential Components

1. Apprenticeship is a training strategy that a) combines supervised,structured on-the-job training with related theoretical instruction and b) is sponsoredby employers or labor. Management groups that have the ability to hire and train in awork environment.

2. Apprenticeship is a training strategy that prepares people for skilledemployment by conducting a training in a bona fide and documented employment

settings. The content of training, both on-the-job and related instruction, is definedand dictated by the needs of the industry, which refers to all types ofbusiness/workplace settings. The length of training is determined by the needs of thespecific occupation within an industry. In the building trades, for example, someapprenticeship programs are as long as five years with up to 240 hours of relatedinstruction per year.

3. Apprenticeship is a training strategy with requirements that are clearlydelineated in Federal and State laws and regulations. The National Apprenticeship


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Act of 1937 (also known as the Fitzgerald Act) and numerous State laws provide thebasis for the operation of formal apprenticeship training programs in the U.S.;regulations that implement these laws are in force today. These laws and regulationsestablish minimum requirements for protecting the welfare of the apprentice such asthe length of training, the type and amount of related instruction, supervision of the

apprentice, appropriate ratios of apprentices to journeypersons, apprentice selectionand recruitment procedures, wage progression, safety, etc.

4. Apprenticeship is a training strategy that by virtue of a legal contract(indenture) leads to a Certificate of Completion and official journeyperson status.These credentials have explicit meaning, recognition and respect in the eyes ofFederal and State governments and relevant industries.

5. Apprenticeship is a training strategy that involves tangible and generallysizable investment on the part of the employer or labor/management programsponsor.

6. Apprenticeship is a training strategy that pays wages to its participants at

least during the on-the-job training phase of their apprenticeship and that increasesthese wages throughout the training program in accordance with a predefined wageprogression scale.

7. Apprenticeship is a training strategy that involves a written agreementand an implicit social obligation between the program sponsor and the apprentice.The written agreement, which is signed by both the apprentice and the programsponsor and is ratified by government, details the roles and responsibilities of eachparty. The implicit social obligation gives employers or program sponsors the right toexpect to employ the apprentice upon completion of training given the investment intraining and gives the apprentice a reasonable right to expect such employment.Labor market conditions should guide the size of training programs to enable each

party to maintain his or her side of the obligation.What Apprenticeship Is Not

Unless they conform to the essential components described previously, apprenticeship isno cooperative education, vocational education, tech prep, two plus two (three or four),summer or part-time work experiences or any other myriad training strategies that manyare promoting as ways to assure adequate workforce preparation. Such strategiesundoubtedly have value in their own right, but they are not apprenticeship. Whatdistinguishes apprenticeship from most of these other approaches are such fundamentalqualities as training program sponsorship and location, the skills required, the valueattached to the credential earned, curricula content that is defined exclusively by the

workplace, wage requirements, the written agreement, and the implicit social contractthat exists between program sponsors and their participants. No other training strategyprovides for this unique combination of characteristics. When a person completes aregistered apprenticeship program, he or she is prepared to go to work as a fully trained,competent journeyperson whose skills enable him or her to perform effectively in theworkplace. Few, if any, other types of educational programs can make this claim.
http://www.iadistrict7.com/apprentice.html#%23http://www.iadistrict7.com/apprentice.html#%23


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A Policy Recommendation

As the education and training system in this country undergoes its restructuring, howapprenticeship fits in must be considered. Some may argue that the definition ofapprenticeship should be boarded to encompass some or all of the previously describedalternative training strategies. Unfortunately, this could have the practical effect ofseriously undermining a tried and true training strategy -- on that, ironically, exhibits allten qualities that reformers are striving to achieve in new training designs. Of particularconcern is the possibility that an expanded definition could significantly dilute the valueand meaning attached to the apprenticeship credential. Today, an apprentice who earns aCertificate of Completion and attains journey worker status from a registeredapprenticeship program knows that he or she has acquired industry-defined skills atindustry-accepted standards of performance and can reasonably expect to be gainfullyemployed in his or her occupational area. If alternative training strategies (ones that donot fully conform to the essential components) are also permitted to call themselves"apprenticeship," the apprenticeship credential stands to become devalued. Such a stepmakes little sense at a time when other credentials -- such as high school diplomas -- have

lost much of their meaning.

Thus, we conclude that their term "apprenticeship" should be reserved only for thoseprograms that adhere to the eight essential components described previously. Otherstrategies may seek to adopt designs that conform to all the essential components, inwhich case they may be called apprenticeship. But to call any other types of programs"apprenticeship" is to do a major disservice to the participants in such programs. Whetherintentional or not, the participants may be misled into thinking that completion of theseprograms will allow them to reap the benefits accorded to graduates of trueapprenticeship programs.

Clearly, we are on the verge of a major revolution with respect to how America preparesits workforce. As a new national training system emerges in the coming years,considerable thought should be given to the role of true apprenticeship in that newsystem. One on hand, apprenticeship could be the locomotive that drives this trainingsystem. Under this scenario, apprenticeship programs would serve as the principal formof training for preparing the majority of the nation's workforce. Alternatively,apprenticeship may become one of several cars on a train that provides a variety oftraining options to existing and future workers. This choice requires further study andbroader deliberation, but, whatever the outcome, the integrity of the term"apprenticeship" should not be jeopardized or compromised.

Coaching:

At management levels Coaching of immediate subordinates by their managers iscommon. A coach attempts to provide a model for the trainee to copy it tends to be lessformal than an apprenticeship program. Coaching is almost always handled by thesupervisor or manager. It is likely not to be as directive approaches such as nondirectivecounseling or sensitivity training. If the trainees shortcomings are emotional or personal.


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Coaching will be ineffective if relations between trainee and coach are ambiguous in thatthe trainee cannot trust the coach.

Coaching thrives in a climate of confidence, a climate in which subordinates respectthe integrity and capability of their superiors.

Vestibule training:

Vestibule training is a type of instruction often found in production work. A vestibuleconsists of training equipment that is set up a short distance from the actual productionline. Trainees can practice in the vestibule without getting in the way or slowing downthe production line. These special training areas are usually used for skilled andsemiskilled jobs, particularly those involving technical equipment.Vestibule is small, so relatively few people can be trained at the same time. The methodis good for promoting practice a learning principle involving the repetition of behavior.

OFF-THE JOB TRAINING:Off the job method are those training and development programs that take place awayfrom the daily pressures of the job and conducted by highly competent outside resourcepeople who often serve as trainers, which is one of the main advantages of this method.The major drawback of this is the transfer problem.

Types of off the job training:

Lectures consist of meeting in which one small number of those present actually plays anactive part. The lecture method is a popular form of instruction in educational institution.The lecturer may be a member of the company or a guest speaker.Before preparing the lecture some points should be considered.

Who is your audience? What is your audience?

What is the time available?

What is the subject mater?

The lecture should be brief and to the point, presenting the theme of the subject in amanner that arouses the interest of the audience from the start. The speaker should bepoised, courteous and sincere. The action should be spontaneous. The role of a lecturer ismake difficult things simple, not the reverse.

Limitation of the lecture method:

It gives very little opportunity for active practice, development, over learning, knowledgeor results or transfer of learning. In this method trainee himself or herself have tounderstand and personalize the content of the lecture. It is not suitable for courses wherepeople with work experience are participating. This method involves one-waycommunication, which is not interaction of the audience. This method cant readily adoptitself to individual differences, which may arise farthest from reality.


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Audio-visual techniques:

Audio-visual techniques covers an array of tainting techniques, such as films, slides andvideotapes. It allows seeing while listening and is usually quite good at capturing theirinterests. These methods allow a trainers message to be uniformly given to numerousorganizational locations at one time and to be reused as often a required.

Available devices used in lecture techniques:

Blackboard

Flip chart

Magnetic board

Flannel board

Overhead projectorConference or discussion method:

This method encourages the participation of all members of the group in an exchange ofopinions, ideas and criticisms. It is a small group discussion in which the leader plays aneutral role providing guidance and feedback. Inspite of the intention to encourage

general participation the conferences are frequently dominated by a few, with themajority no more active than they would be at a lecture. It is more effective than thelecture in changing adult behavior and also modifying attitudes. The conference methodcan draw on the learning principles of motivation and feedback. It is used to enhanceknowledge or attitudinal development.

Main objectives of conference method:

Developing the decision making and problem solving skills of personnel

Changing or modifying attitudes

Presenting new and sometimes complicated material

Role playingActive participation rather than passive reception facilitate learnings. Role-playingbelieves in active participation. This is a training method often aimed at enhancing eitherhuman relations skills or sales techniques. Role-playing can be defined as an educationalor therapeutic technique in which some problems involving human interaction, real orimaginary is presented and then spontaneously acted out. Participants suggest how theproblem should be handled more effectively in the future. This acting out is followedby discussion and analysis to determine what happened and why and, if necessary, howthe problem could be better handled in future.

Role-playing is less tightly structured than acting, where performers have to say set lines

on sue. Participants are assigned roles in the scenario to be enacted, so , in this way, it is adevice that forces trainees to assume different identities. Usually participants exaggerateeach others behavior. Ideally, they get to see themselves as others see them.


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The typical Role Involves Three Phases

The Warm Up : the objective of the warm-up is to get the trainees participate in aconstructive manner with minimum anxiety and maximum motivation. The trainersintroduction to the session should be such that it would arouse interest of trainees.

The Enactment:before conducting the role-play-enactment, the trainer should carryout the following:-(a) Read aloud generation information,(B) Those who have volunteered to role play are given briefing sheets and sent out ofthe room with the instruction not to communicate amongst themselves,(C) The instructor should clarify all the doubts that role player might have,(D) Role players take their positions facing the class, (E) To begin the role play, thetrainer sets the scene by restating the identify of the roles being enacted and making abrief statement about what has just happened when the action began.

Post Enactment Discussion: in conducting post enactment discussion, reaction torole play should be obtained form the people who have acted a role play.

Role playing has been shown to be effective (I)in studying small group leadershipskills,(ii) increasing sensitivity to the motivation of others, (iii)improvinginterviewing skills, (iv) enhancing ability to develop innovative solutions to humanrelation problems, and (v) modifying attitudes.

Case Study

By studying a case situation, trainees learn about real of hypothetical circumstances andthe actions others take under those circumstances. Beside learning from the content of thecase, a person can develop decision making skills. Case method is an excellent mediumfor developing analytical skills.Cases are usually organized around one or more problems or issues that are confronted by

an organization. Cases can range from one page to over fifty pages.

Feedback and repetition, are usually lacking. One inherent difficulty is personal bias.This method calls for skills with language. But many people are sent to case studycourses primarily because they lack communication skills.

When cases are meaningful an similar to work related situations, there is sometransference. There also is the advantage of participation through discussion of the case.It improves participants skills in problem analysis, communication and particularlybrings home to the participant that nothing is absolutely right or wrong in the field ofhuman behavior. Survey results indicate that the case method is considered by training

directors to be the best methods of developing problem solving skills.

Simulation

Simulation is an approach that replicates certain essential characteristics of the real worldorganization so that the trainees can react to it as if it were the real thing and thenconsequently transfer what has been learned to their job. Simulation training is based on areproduction of some aspect of job reality. Simulation usually enhance cognitive skills,


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particularly decision making. A very popular training technique for higher level hobs inwhich the employee must process large amounts of information.

Simulations have many forms- some use expensive, technical equipment, while others arefar less costly. Some simulations need only one participant, others may involve as many

as 15-20 people working together as a team. Simulations are a broad based trainingtechniques that can be adapted to suit a companys need. By using the equipmentsimulators, workers can practice new behaviors and operate certain complex equipmentsfree of danger to themselves. Equipment simulators can range from simple mock-ups tocomputer based simulations of complete environments. Some of them are utilized to traina single individual and the others are used for team training.Programmed instruction is a training approach which makes the advantages of privatetutoring available to large groups of students beings trained in new skills. Programmedinstruction is one of the innovations in teaching technology developed in recent years.The methods involves an actual piece of equipment, usually calledTeaching machine, of a specially constructed paper booklet.

The participants are active in the training process. In fact they determine their ownlearning pace.

What is to be learned involves many discrete pieces of material, and the participantsget immediate feedback on whether they have learned each piece.

The major advantage of programmed instruction is that is reduces the training time. Thelearning takes place at the students own pace. Participants get immediate feedback. Theparticipants are active learners, there is constant exchange of information betweenthemselves and the programme. Fast learners do not have to wait for slow ones to catchup. Administrative simplicity and increased productivity in training result in lower

training cost per student.

The biggest disadvantage of this method is the absence of a teacher. The book becomesthe teacher. Hence it is absolutely essential that the trainee is highly motivated tocontinue learning. The material has to be broken down into a logical sequence, sincethere may be several correct ways to perform the task. This methods does not appear toimprove training performance in terms of immediate learning of retention over a timecompares with conventional methods.

Computer Assisted instruction

It is one of the newest developments in instructional methodology. It is a logical

extension of programmed instruction and shares many of its benefits. C. A. I. Has theadvantage of individual pace instruction and a considerably wider range of application. Itrequires less time to teach the same amount of information than any conventionalmethod. Trainees also react favorably to this method. The computer is capable ofassessing the progress of the trainee and can also adapt to his/her need by virtue of itsstorage and memory capacities. This method offers advantages of standard presentationof materials to all trainees standard, structured practices, and instant, specific feed back.The major drawback to C. A. I. For most organizations probably is the initial expense.


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Syndicate Method

Working in small group to achieve a particular purpose is described as a syndicatemethod. The essence of this method is that participants learn from each other andcontribute their own experience to the fullest. The syndicate method is designed toprovide the participant an environment that would help him to reflect critically on his

own work and experience; to update his knowledge of new concepts and techniques withthe help of other co-participants; to develop sound judgement through greater insight intohuman behavior. This method is suitable for training and development students, withoutany experience.The participants are divided into groups consisting of about eight to ten participants.These groups are called syndicates. Each syndicate functions as a team that canrepresent various functional as well as interest areas. The syndicates are givenassignments which have to be finished and a report submitted by a specified date andtime. By rotation each member of the syndicate becomes the leader for completing aspecific task. Each assignment to a syndicate is given in the form of a Brief. This is acarefully prepared document by the faculty. Generally, each syndicate is required to

submit a report which is circulated to other syndicates for critical evaluation.

The advantages of this method is that it secures a very high level of involvement fromthe participants. Their own experience is the starting point in this method. It is a processof self business and development for participants. This method also gives the participanta practice in communicating with his colleagues and understanding them.

If the syndicate is not structured properly, it should lead to a lot of wastage of time andcause frustration. In the absence of proper pressure on the participants by trainers orparticipants themselves, some participants might start dragging their feet. Differences ofopinion or viewpoint may be ignored to avoid action.

Behavior Modeling

According to social learning theory, most human behavior is learned observationallythrough modeling. When social learning theory is applied in industrial trainingprogrammes, it is commonly referred to as behavior modeling. Used behaviormodelling to improve the interpersonal and communication skills of supervisors indealing with their employees. The topic was first introduction by the trainers after whicha film was shown to the trainees which depicted a supervisor model effectively handing asituation, followed by a set of three to six learning parts that were shown in the filmimmediately before and after the model was presented. A group discussion is them heldin which the effectiveness of the method is discussed. After this, the practice sessionstarts in which one of the trainee assumes the role of an employee. And then, feedbackfrom the training class is given on the effectiveness of each trainee in demonstrating thedesired behavior.At the end of each training session, the trainees are given copies of the learning pointsand are asked to try and apply them to their jobs during the following week. It has beenfound that this programme has had desirable effects on learning, behavior andperformance criteria.


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There creation of the behavior may be videotaped so that the trainer and the trainee canreview and critique it. When watching the ideal behavior, the trainee also gets to see thenegative consequences that befall someone who does not use it as recommended. Byobserving the positive and negative consequences, the employee receives vicariousreinforcement that encourages the correct behavior.

12.Fish Bowl Exercise

it is essentially used in providing skills in understanding human behavior. It effectivelyuses group interaction to develop in the participants a degree of self awareness. Theprimary objectives of the method is to inculcate in the participants the discipline ofobserving others and on the basis of this, provide objective and constructive feedback andto learn about oneself, ones behavior and personality as seen through the eyes of othersand consequently to overcome weaknesses and improve upon strengths.

The aspects to which the fish bowl exercise can be put to effective use are; individual andgroup behaviour , content of communication, roles individuals paly in groups, intergroup

conflicts, level of participation, dynamics of group problem solving and decision makingand, inter personal relations.

The exercise can involve up to 25 participants seated in two concentric circles( oneinner, the outer).the inner circle is the target group, members of this group will eitherdiscuss a preselected topic or move towards completion of a group task. After thediscussion by the members of the inner group, the outer group is asked to comment onthe content and more importantly the dynamics and group process of the inner groupmembersParticipants must learn to provide feedback with clarity and precision. Feedback mustnever be critical or it loses its constructive nature. After one cycle of the exercise iscompleted the outer group will change palces with the inner group and become the targetgroup , inner group member become observers and the exercise is repeated.There are several non-group methods involving an assessment of each individualsstrengths and weaknesses.

Counselling:

It helps the trainees to observe their weaknessed and involves measures toovercome them. It is related to periodic appraisals of ratings. Specificallycounselling purports to help the subordinates to do a better job, provides a clearpicture of how they are doing, build strong personal relationships and eliminate,of at least minimize anxiety.

Understudies System:

In this the trainees work directly with individuals whom they are likely toreplace. However, it is disappointing as a training because of a likelihood of animitation of weak as well as strong points of the seniors.


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Special Project Arrangements;

These are likely to be highly effective training systems. In these systems, a taskforce is built representing varied functions in the company. The special projectenable the trainees to achieve knowledge of the subject assigned as well as tolearn how to deal with others having varied viewpoints.


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SKILL TRAININGSKILL TRAINING

Proper training can be as important as the equipment used and other characteristics of thejob.

The money annually paid for training by business and industry also demonstrates theimportance of training. It has been estimated that American business firms spend morethan $30 billion per year on training and development, with some estimates running ashigh as $100 billion Motorola, Inc. alone spends about $44 million annually on employeeeducation.

Another indication of the importance business and industrial firms attach to training is theestimate, made a few years ago, that some forty five thousand employees across theUnited States were assigned full-time to training and development activities. Since thenthe figures have no doubt grown.

This broad definition of training includes both skills training, which is usually of atechnical nature and has a short-term focus, and management and career developmentprograms, which are aimed at educating employees above and beyond the immediatetechnical requirements of their jobs in order to increase the organizations present andfuture ability to attain its goals. Thus, management and career development tend to bemore future oriented than skills training.

The purpose of skills training is to bring the competencies of individuals up to desiredstandards for present or near-future assignments & develop new skills and knowledge toreplace those that have become obsolete as a result of technological organizational

changes.

The seven major steps, as shown in figure are the following:-1. Determining the need for skills training2. Translating skills needs into training objectives3. Formulating the budget4. Selecting trainees5. Choosing a training method6. Selecting and educating trainers7. Determining evaluation procedures


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5S TRAINING

What Is 5S?

The five S stand for the five first letters of these Japanese words:

Meaning

Seiri Sort

Seiton Set in Order

Seiso Shine

Seiketsu Standardization

Shitsuke Sustain

Calling this principle 5S is a good way to remember its content.

5S is a set of techniques providing a standard approach to housekeeping within

Lean Manufacturing.

It is often promoted as being far more than simply housekeeping and some of theelements described below certainly move into broader areas.

A cornerstone of 5S is that untidy, cluttered work areas are not productive.

As well as the physical implications of junk getting in everybody's way and dirtcompromising quality, people are happier in a clean and tidy environment and hencemore inclined to work hard and with due care and attention.

Naturally enough, the elements of 5S are all Japanese words beginning with the letter S.Since their adoption within Western implementations of JIT, or Lean Manufacturing,various anglicized versions of the terms have been adopted by different writers andeducators. These are listed below against the individual elements and it can be seen thatnone are entirely satisfactory.

There are some symptoms by which we are able to know that we require 5s training

methodology.

Space is crowded with parts and tools.

Unneeded items are stacked between workers.

Excess inventory on the floor.
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Excess items and machines make it difficult to improve process low.

Equipment is dirty and a collection point for miscellaneous materials.

Needed equipment such as tools is difficult to find.

5S Training Housekeeping "pillars"

The individual items within 5S are known as the "pillars" and are:

1. Seiri (Sort)

Seiri is the identification of the best physical Organization of the workplace.

It has been variously anglicized as Sort, Systematization or Simplify by thosewishing to retain the S as the initial letter of each element.

It is the series of steps by which we identify things which are being held in theworkplace when they shouldn't, or are being held in the wrong area of theworkplace.

Put simply, we may identify a large area devoted to tools or gauges, some ofwhich are needed regularly and some used infrequently. This brings all sorts ofproblems, including:

Operators unable to find the item they need, being unable to see wood fortrees. The time spent searching is a waste (or in Japanese lean-speak amuda) and if we only held the items needed regularly in a prominent

position we would save time.

o Quality issues when gauges are not calibrated on time because too

many are held.

o Safety issues when people fall over things.

o Lockers and racking cluttering the production area making it hard

for people to move around or to see each other and communicate.

Some of the standard texts also talk about the elimination of excess materials andWIP.This is a complete restatement of all the JIT goals of releasing capital, reducedmovement, shorter cycle times and so on. The question may be asked: should wethen see inventory and WIP reduction as part of the implementation of the leanapproach or as an element of 5S? The answer, as ever, is that keeping inventoryand WIP to a minimum is simple best practice. Whether we view it as JIT, orlean, or 5S or assign any other term is quite frankly irrelevant.

7/27/2019 Crompton Greaves

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