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OBJECTIVES OF IN-PLANT TRAINING

For any MBA student, a learnn! "o#$naton o% t&eory and 'ra"t"e s ann(alua$le asset, as t

&el's n understandn! t&e "ore 'rn"'les o% $usness $y )ay o% %rst &and e*'eren"es+ T&s n-

'lant trann! s a ste''n! stone)&"& )ll !roo# #e %or #y %uture n t&e "or'orate

)orld+Follo)n! are t&e o$e"t(es o% In-'lant trann! -

To !et an Industral e*'osure+

To $e a)are o% t&e &a''enn! n a 'art"ular ndustry+

To a"&e(e .no)led!e a$out d%%erent se"tors n #ar.et %or #a.n! "&o"e as to )&"& !o %or+

To learn %un"tonn! and o'eratons o% d%%erent de'art#ents nan or!an/aton+

To !et .no)led!e a$out t&e )or.n! "ulture o% t&e or!an/aton+

To &a(e .no)led!e a$out t&e &u!e #ana!e#ent 'ra"t"es and!et t&e 'ra"t"al .no)led!e o%

)&at )e &a(e studed+

In Plant Trann!0IPT1

In Plant Training will provide an industrial exposure to the students as well as to develop their career in the

high tech industrial requirements. Reputed companies are providing inplant training to Students. Here

students are initially get counseled in order to emerge out their interest in various streams and what are all

the basic concepts they know on that domain.

After the successful completion of studies students has to face this competitive world with this knowledge

to face many problems and to find the right solutions which is to be solved in the minimum duration of

time. The inplant training is get totally different from the class environments.

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CONCL2SION

For an MBA student a learnn! "o#$naton o% t&eory and 'ra"t"e san n(alua$le asset )&"&

&el's n understandn! t&e "ore 'rn"'les o% $usness $y t&e )ay o% %rst &and e*'eren"e+T&s n

'lant- trann! n SIEMENS Ltd+ &as !(en #e su"& a !reate*'eren"e a$out all t&e #ana!eral

%un"tons, )&"& s !on! on n t&e"o#'any+ It also &el'ed #e to understand t&e e*a"t

#e"&ans# o% )or.n! o% t&e (arous de'art#ents+A%ter "o#'letn! t&s n 'lant-trann! I "ould

$e a$le to understand#u"& #ore a$out t&e SIEMENS Ltd+ t&e MNC )&"& s t&e #ostre'uted

na#e n t&e "or'orate )orld+ SIEMENS s .no)n %or ts 3ualty'rodu"ts+T&s .no)led!e )ll

&el' #e )ell to esta$ls& #ysel% n t&e "or'orate)orld a%ter "o#'letn! #y a"ade#" sesson+

---------------------------------------------------------------------------------------------------------------

+o$e"t(e

4 To understand t&e need %or e%%e"t(e #ana!e#ent t&rou!& .een o$ser(aton

5 To "leanly o$ser(e t&e 'er%or#an"e o% t&e )or.ers and e*e"utons

INTRO62CTION

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I+4 ABO2T INTERNS7IP TRAINING-

Interns&' trann!

s an e*er"se %or t&e students )&o are under!on! M+B+A'ro!ra#+ T&e o$e"t(e o% t&e study s

to #a.e t&e student %a#lar to t&e "urrent ndustrals"enaro+ It 'ro(des t&e student )t& t&e %rst

&and dea on t&e !eneral )or.n! o% t&eor!an/aton+ T&e students !et an en(ron#ent )&ere

&e8s&e "an a"tual/e t&e .no)led!e &e&as a"3ured n &s "urr"ulu#+ T&e e*er"se s an

o''ortunty %or t&e student to understandt&e or!an/atonal stru"ture, t&e #aor de'art#ents,

%lo) o% n%or#aton and (arous ot&er%un"tons n an or!an/aton+

So#e o% t&e t&n!s t&at "an $e learned %ro# t&s trann! are

To a"3ure t&e .no)led!e a$out t&e or!an/aton setu' o% T&ru(annur "otton MllsP(t Ltd+

To .no) a$out t&e %un"tonal as )ell as #ana!eral as'e"ts o% t&e "o#'any+

To .no) a$out t&e 'rodu"ton %un"ton o% t&e "o#'any+

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To &a(e 'ra"t"al .no)led!e o% 'ro"ess n(ol(ed n "o#'any+

To .no) )el%are #easures 'ro(ded to )or.ers n "o#'any+

To .no) t&e #ar.etn! "on"e't n(ol(ed to #ar.et t&e 'rodu"t o% t&e "o#'any+

To .no) a$out t&e n"o#e and t&e out %lo) o% t&e "o#'any+

To .no) )&at all are t&e syste#s are t&ere n t&e "o#'any+

To .no) &o) t&e la$ours are e#'loyed n t&e "o#'any+

To .no) &o) t&e #a"&nes and all are #antaned

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OBJECTIVES OF T7E ST269-

To analy/e t&e e%%e"t(eness o% Mala$ar S'nnn! : ;ea(n! Mlls and !(e t&ere"o##endaton

to #'ro(e e*stn! sales and 'rodu"ton+

To analy/e t&e "onsu#er $e&a(ours and to study t&e 'ara#eters n%luen"n! t&e'ur"&ase

de"son+

To study and analy/e t&e 'rodu"ton 'er%or#an"e o% Mala$ar S'nnn! : ;ea(n!Mlls

SCOPE OF ST269

T&e 'resent study s $ased u' on t&e a"t(tes o% Mala$ar S'nnn! : ;ea(n! Mlls,P+O+

T&ru(annur Nada, Cal"ut-?5@+

MET7O6OLOG9

T&e study s $ased on $ot& 'r#ary and se"ondary data+ T&e 'r#ary data are"olle"ted %ro# t&e

#ana!er and ot&er #e#$ers o% "o#'any and se"ondary data are "olle"ted%ro# annual %nan"al

state#ents

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+

LIMITATIONS OF T7E ST269-

T&e study &as "ertan l#tatons+ T&e #an o% t&e# are-

T&e "o#'lete detals are not a(ala$le %ro# t&e %r# and t&ere%ore s"ent%" #et&od"ould not $e

e#'loyed+

T&e n%or#aton s "olle"ted %ro# t&e d%%erent de'art#ents %ro# t&e %r#+

T&e t#e allo)ed %or t&e study s only a %e) )ee.s+ It s not su%%"ent to #a.e anntens(e study

o% t&e unt+

IN62STR9 PROFILE

COTTON TETILE IN62STR9

T&e "ountrys "otton 'rodu"ton &as $een steadly on t&e rse )t& $etter %ar#

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'ra"t"es+ T&e a(era!e yeld &as n"reased to ?? .! 'er &e"tare+ Fro# a le(el o% #'orters o%

"otton, Inda &as $e"o#e an e*'orter o% "otton earnn! a na#e n t&e nternatonal

#ar.et+Presently Inda s se"ond lar!est "otton 'rodu"er n t&e )orld ne*t to 2S and a$out

too(erta.e t&e 2S as t&e nu#$er ONE n t&e ne*t "ou'le o% years+ It s t&e result o%

(arous%a"tors+ Pr#arly $e"ause o% rsn! "ult(atons o% Bt+"otton 0Ba"llus t&urn!nss1 and

redu"et&e %ar#ers n'ut "osts, )&le t&e yeld as )ell as 3ualty are su$stantally #u"&

lar!er"o#'ared to tradtonal (aretes+ In (e) o% t&s de(elo'#ent, t&e "otton "ult(aton

a"rea!e&as $een steadly !on! u' n Inda+ T&e %ar#ers &a(e $e"o#e #ore .no)led!ea$le to

%ollo)s"ent%" #et&ods to "ult(ate &!& yeldn! lon! sta'le "otton (aretes+Besdes nd(dual

#lls are also s#ultaneously ta.n! ste's to #'ro(e t&e "otton'rodu"ton alon! )t&

Te"&nolo!y Msson on "otton 0TCM1, t&e "otton de(elo'#entresear"& Asso"atons o%

or!an/atons 0CITI1, Sout& Indan Te*tles Mlls Asso"aton0SIMA1 and Derala State Te*tle

Cor'oraton 0DSTC1+ T&e resultant %a"tor s 3ualty and3uantty o% ra) #ateral su''ly &as

su$stantally #'ro(ed n t&e "ountry+ 6ue to!lo$al/aton o% our e"ono#y, t&e "ons"ous o%

3ualty n'uts and 'r"n! &a(e $e"o#e"o#'ett(e to t&e nternatonal standards and 'r"es+

Su''ly o% 3ualty ra) #aterala(ala$lty sour"es o% ra) #ateral %ro# #aor "otton e*'ortn!

"ountres+E(ery or!an/aton s a del$erate and 'lanned endea(our o% 'eo'le )&ose

"o##on!oal "an $e a"&e(ed t&rou!& attan#ent o% tar!ets and !oal $y nd(dual #e#$ers n t+

Noor!an/aton "an sur((e %or lon! unless t ta.es "are o% 'rudent utl/aton o%

resour"es'art"ularly &u#an resour"es+In $re%, !ood $usness s !enerally t&e result o% !ood

or!an/aton )&"& "ane#er!e only % t "onssts o% !ood 'eo'le )&o )or. to!et&er as a tea#+

T&e te*tle ndustryo""u'es a un3ue 'la"e n our "ountry+ One o% t&e earlest to "o#e nto

e*sten"e n Inda,t a""ounts %or 4 'er "ent o% t&e total ndustral 'rodu"ton, "ontr$utes to

nearly >? 'er"ent o% t&e total e*'orts and s t&e se"ond lar!est e#'loy#ent !enerator a%ter

a!r"ulture+T&e Indan te*tle ndustry s one o% t&e lar!est n t&e )orld )t& a #ass(e ra)

#ateral and te*tle-#anu%a"turn! $ase+ Indan e"ono#y s lar!ely de'endent on t&e

te*tle#anu%a"turn! and trade n addton to ot&er #aor ndustres a$out 5= 'er "ent o%

t&ee*"&an!e earnn! are on a""ount o% e*'ort o% te*tles and "lot&n! alone+

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In Inda or!an/ed te*tle #ll se"tor &as n"reased %ro# 4== n 5??>-? to 4=@ n5??-?+

6urn! t&e year 5??>-? t&e 'rodu"ton o% yarn )as >?4+?= #llon .! and t &adn"reased to

>55?+@ #llon .! n 5??-?+ T&e nu#$er o% )or.ers )or.ed n te*tles #llsdurn! t&e year

5??>-? )as @,5,??? and t &a(e de"reased durn! t&e year 5??-? )as@,4,???+Inda &as t&e

se"ond-lar!est yarn-s'nnn! "a'a"ty n t&e )orld 0a%ter C&na1,

a""ountn! %or rou!&ly 5? 'er"ent o% t&e )orlds s'ndle "a'a"ty+ Indas s'nnn!se!#ent s

%arly #odern/ed a''ro*#ately > to ? 'er"ent o% Indas s'ndles are less

t&an 4? years old+6urn! 4@@-@, Inda )as t&e leadn! $uyer o% s'nnn! #a"&nery,

a""ountn!

%or 5 'er "ent o% )orld s&'#ents+ Indas 'rodu"ton o% s'un yarn s a""ounted %or al#ost

entrely $y t&e Hor!an/ed #ll se"tor, )&"& n"ludes 5 lar!e+ Man

-#ade%$ers, )ool and sl. se!#ent !re) $y #odest + 'er "ent 'er annu# durn! t&e -

year'erod 5???-?4 to 5??-?

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'ro(dn! dre"t e#'loy#ent to

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Co#'any s&ould &a(e a !ood !enerator or ot&er 'o)er re"e(n! o'tons+Go(ern#ent s&ould

ta.e #ore ntat(e and 'ay o%% all t&e losses t&at t&e "o#'any&a(e !ot+Co#'any s&ould n"lude

so#e #ore youn! 'eo'le+Ea"& e#'loyee )or.n! n t&e "o#'any s&ould .no) #ore a$out &o)

to o'erate t&e#a"&neres and all n t&e "o#'any+

+

CONCL2SION-

Fro# t&e Study o% t&s "o#'any I understood t&e %un"tons and %eatures o% t&e"o#'any+ T&s

"o#'any s #'ro(n! t&er 3ualty, !ood)ll, #ar.et (alue and t&ey are!(n! o$ o''ortunty

so #any 'eo'le+ T&ey are t&e stren!t& o% t&e "o#'

anys !ro)t&+ In%a"t )e "an see t&at t&e "o#'any &as #odernsed ts #a"&neres and all and ts

t&e $!!est

"otton #ll ndustry n )&ole Derala+ ;t& all #ost #odern %a"ltes+T&e nsttutonal trann! at

Mala$ar S'nnn! : ;ea(n! Mlls Cal"ut

&el'ed to&a(e a !ood .no)led!e a$out &o) a "o#'any o'erates and t&e "onse3uent %o"uses

relatn! tot&e $usness a"t(tes+ In t&e s&ort s'an o% trann! t&e "o#'any #ana!e#ent 'ro(des

#e a!ood e*'osure to t&e )or.n! and #ana!e#ent )or. out n t&e detal run+ It en&an"ed

a$out'lants 'rodu"ton 'ro"ess n detals ,)&"& 'a(ed )ay %or r"& e*'eren"e n 'lant

su'er(sont also 'ro(de )t& n%or#aton re!ards t&e e*'orts %nan"al and &u#an resour"es

a"t(tesand do"u#entaton n t&e or!an/aton ,)&"& )as ne) area entran"e %or #e+T&e

trann! &as &el'ed to .no) t&e (arous dele!aton s t&at s %ound n t&eor!an/aton and

res'onds a$lty ea"& dele!ates &a(e t&e trann! &as !(en a dee' sense o% understandn! &o) an

or!an/aton ta.es e%%orts n $rn!n! n 'rodu"t as an e%%e"t(e oneand &o) t "an $e !ood n

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"o#'etn! )t& ts "o#'ettors+T&e or!an/atons !ro)t& de"des t&er treless e%%ort n $rn!n!

t u' +T&e e*'ansonand esta$lsent o% t&e or!an/atons n (arous 'la"es and n (arous %or#s

denotes t&er % nan"al e%%"en"y and "a'a$ltes+

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E(ery or!an/aton needs t&e ser("es o% traned 'ersons %or 'er%or#n! t&e a"t(tes n a

syste#at" )ay+ It s n t&s re!ard to so#e e*tent, trann! %or t&e students o% $usness "ourses n

(arous %un"tonal areas $e"o#e #andatory $e%ore entern! n to t&e "or'orate o$s+ No dou$t,

t&e e#'loyee trann! s re3ured n e(ery sta!e, (ery %re3uently+ Sn"e, t&e %ast "&an!n!

te"&nolo!"al de(elo'#ent #a.es t&e .no)led!e o% e#'loyees o$solete+ T&ey re3ure "onstant

trann! to "o'e )t& t&e needs o% "or'orate se"tor+ T&ey re3ure "onstant trann! to "o'e )t&

t&e needs o% o$s+ A%ter sele"tn! t&e e#'loyees t&e ne*t tas. o% #ana!e#ent s to !(e t&e#

'ro'er trann!+ So#e e#'loyees #ay &a(e so#e 're(ous .no)led!e o% o$s )&le ot&ers #ay

entrely $e ne)+ Bot& ty'es o% )or.ers )ll need so#e .nd o% trann! to a"3uant t&e#sel(es

)t& t&e &o$s t&ou!& t s #ore ne"essary %or t&e later "ate!ory o% e#'loyees+ Lar!e

or!an/atons #ay e#'loy a lar!e nu#$er o% 'ersons e(ery year+ It #ay not $e 'oss$le to

re"rut already traned 'ersons+ Su"& enter'rses re3ure se'arate trann! de'art#ents to 're'are

trann! %or 're'arn! )or.ers %or o$s and also .ee'n! t&e# a"3uanted )t& latest

te"&nolo!"al ad(an"e#ent+

+ ;&le t&e %or#er relates to n"reasn! t&e s.ll and .no)led!e o% e#'loyees n don! t&er

o$s, t&e later s "on"erned )t& t&e study o% a 'art"ular sylla$us+ T&e $urden o% trann! #anly

%alls on e#'loyees )&le edu"aton s !enerally a"3ured n so#e nsttutons $e%ore onn! a

ser("e+

Trann! o% e#'loyees s essental $e"ause )or. %or"e s an n(alua$le asset to an or!an/aton+

Trann! s ne"essary %or t&e %ollo)n! reasons+

K Increased Productivity

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Trann! #'ro(es t&e 'er%or#an"e o% e#'loyees+ In"rease s.ll and e%%"en"y results n $etter

3uantty and 3ualty o% 'rodu"ton+ A traned )or.er )ll &andle #a"&nes "are%ully and )ll use

t&e #aterals n an e"ono#"al )ay+

K Higher Employee Morale

A traned )or.er der(es &a''ness and o$ sats%a"ton %ro# &s )or.+ 7e %eels &a''ly )&en

&s 'er%or#an"e s u' to t&e #ar.+ T&s also !(es o$ se"urty and e!o sats%a"ton+ T&e

e#'loyees )ll 'ro'erly loo. a%ter a )or.er )&o 'er%or#s )ell+ All t&ese %a"tors )ll #'ro(e

e#'loyees #orale+

K ess !astages

2ntraned )or.er #y )aste #ore #aterals, da#a!e #a"&nes and e3u'#ents and #ay "ause

a""dents+ A traned )or.er )ll .no) t&e art o% o'eratn! t&e #a"&ne 'ro'erly+ 7e )ll also

use t&e #aterals and ot&er e3u'#ent n a syste#at" )ay "ausn! less )asta!e+ T&e "ontrol o%

(arous )astes )ll su$stantally redu"e t&e #anu%a"turn! "ost+ T&e a#ount s'end on trann!

t&e )or.ers )ll 'ro(e an asset to t&e or!an/atons+

K "educe Turnover #nd #$senteeism

La$our turno(er and a$sentees# are #anly due to o$ dssats%a"ton+ ;&en a )or.er s

'ro'erly traned &e )ll ta.e .een nterest n &s o$ and "an der(e sats%a"ton %ro# t+ A

sats%ed 'erson #ay not l.e to lea(e &s o$ and try at a ne) 'la"e+ Trann! &el's n redu"n!

la$our turn o(er and a$sentees# $y n"reasn! o$ sats%a"ton a#on! t&e#+

K Employee %evelopment

Trann! also &el's n t&e de(elo'#ent o% e#'loyees+ It %rst &el's n lo"atn! talent n t&e# andt&en de(elo'n! t to t&e #a*#u#+ T&e ada'ta$lty o% a )or.er )ll &el' n )or.n! on

ne) and #'ro(ed o$s+ I% a )or.er learns %ast t&en $e a$le to de(elo' &s talent and #'ro(e &s

'er%or#an"e+ Trann! !(es an o''ortunty to s&o) &s )or. also+ Follo)n! ty'es o%

trann! are !enerally n use

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K Orientation Or Induction Training

T&s ty'e o% trann! s !(en to &el' a ne) entrant %or ada'tn! sel% to t&e ne) en(ron#ent+

T&e e#'loyee s !(en a %ull des"r'ton o% t&e &o$ &e s e*'e"ted to do+ 7e s also n%or#ed

a$out t&e 'ol"es, 'ro"edures, and rules )&"& are related to &s )or.+ So#e enter'rses &a(e a

s'e"%" 'erson )&o !(es %ull n%or#aton a$out t&e or!an/aton and o$ to e(ery ne) entrant+

T&e ne)"o#er s also ta.en round t&e %a"tory and n%or#ed a$out t&e lo"aton o% (arous

de'art#ents and o%%"es+

K On& The&'o$ Training

T&s s one o% t&e "o##only used ty'e o% trann!+ It s also an e%%e"t(e #et&od o% trann! t&e

o'erat(e 'ersonnel+ In t&s #et&od t&e )or.er s traned on t&e o$ and at &s )or. 'la"e+ 7e

!ets trann! under t&e sa#e ty'e o% "ondtons n )&"& &e )ll $e )or.n! later on+ T&e ne)

)or.er s !enerally atta"&ed to a su'eror or a senor )or.er )&o )ll tell t&e te"&n3ue o%

don! t&at o$+ ;&en a )or.er s traned on t&ose (ery #a"&nes on )&"& &e )ll )or. t&en &e

)ll ado't #ore easly to t&e ne) )or.n! "ondtons+

K O(( ine Training

T&s trann! "an $e !(en n a nu#$er o% )ays, "onsstn! o% le"tures, "on%eren"es, !rou'

ds"ussons, "ase studes, 'ro!ra# nstru"ton et"+

K "e(resher Training

Re%res&er trann! s &el'%ul n a"3uantn! 'ersonnel )t& latest #'ro(e#ents n t&er )or.+

T&e "&an!n! te"&nolo!"al #et&ods re3ure %res& trann! to e*stn! e#'loyees e(en % t&ey are

)ell traned or 3ual%ed+ E(ery$ody re3ures attendn! re%res& "ourses to .no) t&e latest

te"&n3ues o% don! t&e )or.+ Su"& trann! also &el's n re%res&n! t&e #e#ory o% e#'loyees+

T&e ntrodu"ton o% ne) 'rodu"ts #ay also ne"esstate %res& trann! o% e#'loyees+

K )esti$ule Training

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T&e ter# (est$ule trann! s used to #'art trann! n a "lass roo# n t&e 'lant+ T&e )ord

#eann! o% (est$ule denotes a roo# $et)een t&e outer door and t&e nteror o% a $uldn!+ It

#eans t&at )or.ers are traned at so#e 'la"e n t&e %a"tory+ ;&en lar!e nu#$er o% )or.ers s to

$e !(en trann! t&en a se'arate trann! de'art#ent s set u'+ T&e nstru"tors #'art on t&e o$

trann! to ne) )or.ers+ T&s #et&od s s#lar to t&at o% on t&e o$ trann!+ T&e d%%eren"e s

only o% 'la"e and traners+

7a(n! ds"ussed a$o(e, t s %elt t&at, t&e 'er%or#an"e o% t&e e#'loyees )ll $e "ertanly

#'ro(ed a%ter attendn! t&e nsttutonal trann! n (arous %un"tonal areas+ Furt&er, t s

su!!ested t&at e(ery or!an/aton s&ould entertan and en"oura!e %nal year students o%

#ana!e#ent and "o##er"e n #'artn! e%%e"t(e trann! 'ro!ra##e +T&s )ll ena$le t&e# to

%ll t&e !a' $et)een t&eory and 'ra"t"e+

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---------------------

TRAINING

Internship training:

It is a joint programme of training in which educational institutions and business

rms cooperate. elected candidates carr! on regular studies for the prescribed

period. The! also wor" in some o#ce or factor! to ac$uire practicals"ills and

"nowledge. This method of training is used in professional wor" e.g.I%&A' %A'

%ompan! ecretaries etc.

()

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I*+,RTAN% , TRAINING:

I*+R,/*NT IN 0I11 AN2 0N,&12G:

Training' certainl!' results in impro3ement in the s"ill and "nowledge of the

emplo!ee. This helps the emplo!ee to perform his job much better. This benets the

enterprise as well.

4IG4R +R,25%TI,N AN2 +R,25%TI/IT6:

If an enterprise has a team of well trained emplo!ees' it will be able toe7pand its

production. There will be a rise not onl! in production in terms of number of units

but also in producti3it!. +roducti3it! is the input-output ratio.

R25%TI,N IN A%%I2NT:

Trained emplo!ees are aware of the safet! precautions to be ta"en whileat wor".

The! are alwa!s alert and cautious. This is bound to bring down thenumber of

accidents in the wor" place.

8TTR 5 , R,5R%:

Trained emplo!ees will be able to ma"e better use of the materials andmachines.

This reduces the rate of wastage and spoilage of materials andmachines. This

reduces the rate of wastage and spoilage of materials and also brea"age of tools

and machines. The maintenance cost too is bound to comedown.

A2A+TA8I1IT6:

Trained wor"ers do not resist change. The! ha3e the capacit! to adaptthemsel3es to

an! "ind of situation. The! are good in crisis management too.This indeed is

benecial for the organisation.

(9

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,8 ATIA%TI,N:

&ell-trained emplo!ees are able to perform their jobs with a higher degree of s"ill.

This increases their le3el of self-condence and commitment towor". uch

emplo!ees are bound to ha3e a higher le3el of job satisfaction.

R25%2 5+R/II,N:

&ell-trained emplo!ees do not need much super3ision. The! can do their wor"

without ha3ing to approach their superiors often for guidance. Thisenables the

superior to manage more emplo!ees. In other words' he can ha3e awider span. This

reduces the cost of super3ision.

R25%TI,N IN %,*+1AINT:

,nl! bad wor"ers blame the tools. An emplo!ee who has ac$uired thenecessar! s"ill

and job "nowledge would certainl! lo3e his job. uch anemplo!ee does not

complain about an!one and an!thing.

%,+ ,R *ANAG*NT 86 ;%+TI,N:

&ith trained wor"ers wor"ing under them' it becomes eas! for themanagers to get

things done b! delegating authorit!. This enables the managersto concentrate more

on important issues confronting the organisation. Thus' pro3ision of training for

emplo!ees gi3es the managers the scope to practice thetechni$ue of *anagement

b! 7ception.

1I*INATI,N , *IIT:

*ore selection and induction are not su#cient to procure proper personnel for the

organisation. It is onl! training that ma"es him a3ailable for the gi3en job. 8esides'

promising candidates can also be brought into the light.

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(ations ha3e become more comple7' the importance of emplo!eeeducation

has increased. &hen jobs were simple' eas! to learn and in?uencedto onl! a small

degree b! technological changes' there was little need for emplo!ees to upgrade or

alter their s"ills. 8ut that situation rarel! e7ists toda!.Instead' rapid job changers are

occurring' re$uiring emplo!ee s"ills to betransformed and fre$uentl! updated. In

organi>ations' this ta"es place throughwhat we call emplo!ee training.

*ANING:

Training is concerned with bringing about impro3ement in performanceof wor" ofthe emplo!ees.Training starts after the recruitment of the emplo!ees. Training is the

process through which emplo!ees are made capable of doing the job prescribedto

them.Training is the ac$uisition of "nowledge' s"ills' and competencies as aresult of

the teaching of 3ocational or practical s"ills and "nowledge that relateto specic

useful competencies. Training has specic goals of impro3ing oneEscapabilit!'

capacit!' and performance. It forms the core of apprenticeships and pro3ides the

bac"bone of content at institutes of technolog! Balso "nown astechnical colleges or

pol!technicsC. In addition to the basic training re$uired for a trade' occupation orprofession' obser3ers of the labour-mar"et recogni>e as of )H the need to

continue training be!ond initial $ualications: to maintain'

)

upgrade and update s"ills throughout wor"ing life. +eople within man! professions

and occupations ma! refer to this sort of training as professionalde3elopment.The

purpose of training is to achie3e a change in beha3iour of thosetrained and to

enable them to do their jobs in a better wa!. Training is not a onestep process but itis a continuous or ne3er ending process. Training ma"esnewl! recruited wor"ers

full! producti3e in a minimum of time. 3en for odd&or"ers' training is necessar! to

refresh them and enable them to "eep up withnew methods and techni$ues.Training

implies learning the basic s"ills and "nowledge re$uired for a particular job. ,n the

other hand' de3elopment in3ol3es the growth of theindi3idual in all respects. In

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training non managerial emplo!ees the primar!focus is on imparting manual s"ills'

technical procedures and routine methods.8ut managers re$uire generali>ed

managerial s"ills

2INITI,N:

According to

+rof. R.%. 2oole!

dened as'

Training is not something

that is done once to new emplo!ees. It is used continuousl! in e3er! well-

runestablishment. 3er! time !ou get someone to wor" in the wa! !ou want itdone'

!ou are training

J.

According to

Gar! 2essler

training refers to'

The

methods used to gi3e

new or present emplo!ees the s"ills the! need to perform their jobsJ.

According to

2ale 6oder

dened as'

Training is the process b! whichmanpower is lled for the particular jobs it is to

performJ.

According to

dwin 8. lippo

re

fers to' Training is the act of increasingthe "nowledge and s"ills of an emplo!ee for

doing a particular jobJ.

N2 ,R TRAINING

T, NA81 T4 N& R%R5IT T, 5N2RTAN2 &,R0:

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A person who is ta"ing up his job for the rst time must become familiar with it. or

e7ample' if a fresh graduate is appointed as a cler" in a ban"' hemust rst of all

gain "nowledge of the wor" assigned to him. or this' basictraining is needed.

&ithout an! basic training the indi3idual will not be able todo his wor". An e7isting

emplo!ee of the ban" will probabl! teach him the basics.

T, NA81 ;ITING *+1,6 T, 5+2AT 0I11 AN20N,&12G:

Training is not something needed for the newl! recruited sta= alone.3en the

e7isting emplo!ees of a concern ma! re$uire training. uch trainingenables them to

update their s"ill and "nowledge.

T, NA81 AN *+1,6 &4, 4A 8N +R,*,T2 T,5N2RTAN2 4I

R+,NI8I1ITI:

Training is essential for an emplo!ee who has just been promoted to ahigher le3el

job. &ith an ele3ation in his position in the organisation' hisresponsibilities are also

going to multipl!. Training' in the case of such anemplo!ee' will help to understand

the intricacies of his new job.

T, NA81 AN *+1,6 T, 8%,* /RATI1:

ometimes an emplo!ee ma! ha3e to gain "nowledge of se3eral related jobs. It will

not be enough if he is onl! good in the wor" he does presentl!. or e7ample' a cler"

in a ban" must be able to ser3e in di=erent sections' e.g. sa3ing ban"' 7ed deposit'

loan' foreign e7change' cash and so on.

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-------------------

*eaning- industrial training

Industrial trainingrefers to wor" e7perience that is rele3ant to professional

de3elopment prior to graduation. It pro3ides professional wor" e7perience with

specic assignments and responsibilities. An industrial training should be rele3ant

to a students personal career interests and academic courses of stud!. +roducti3eindustrial trainingEs helps students ma"e informed decisions and impro3e their

mar"etabilit! after graduation. Industry meansthe! usuall! mean a collection or

enterprises where the policies of production are made and the Training refersto

the process of learning of something new through teaching. &hen !ou start a new

job' !ou will be trained on how to perform the job duties correctl!.

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Industrial Training

Summer Industrial Training

Introduction

In todays )orld, #erely &a(n! a de!ree s no !uarantee o% e#'loy#ent, nor s t a rela$lend"ator o% t&e nd(duals "o#'eten"e n a o$+ Rat&er, !raduates #ust &a(e "urrent andrele(ant .no)led!e, 'ra"t"al e*'eren"e, so%t s.lls and a 'ost(e atttude to allo) t&e# to $e"o#'ett(e n t&e o$ #ar.et+ T&ey #ust 'ossess t&e ne"essary .no)led!e and s.lls $e%ore t&ey!o out nto t&e )or.n! )orld+ In lne )t& t&s, t&e Industral Trann! "o#'onent o% t&eunder!raduate 'ro!ra# "onsttutes a (tal "o#'onent n t&e dr(e to stren!t&en t&e .ey"o#'eten"es re3ured to #'ro(e t&e !raduates a$lty to )or.+

%e(inition o( Industrial Training

Industral Trann! re%ers to a 'ro!ra# )&"& a#s to 'ro(de su'er(sed 'ra"t"al trann!)t&n a s'e"%ed t#e%ra#e+ T&s trann! "an $e "arred out et&er n !o(ern#ent or!ansatonsor n t&e 'r(ate se"tor#ims

T&e #an a# o% t&e Industral Trann! 'ro!ra# s to 'rodu"e !raduates )&o are ready to %a"et&e )or.n! )orld+ T&e 'ro!ra# also a#s to 'rodu"e t&e .no)led!ea$le, s.lled ande*'eren"ed !raduates, de#anded $y e#'loyers, )&o are a$le to a''ly t&e .no)led!e a"3uredat un(ersty to t&e )or.n! )orld+ T&e Industral Trann! 'ro!ra# 'ro(des o''ortuntes %ore*'osure to t&e )or.n! )orld, )&"& )ll #a.e !raduates #ore a)are o% t&e &o'es ande*'e"tatons t&at ndustry &as o% t&e#+ T&e 'ro!ra# )ll also e3u' students )t& real )or.e*'eren"e+ Pla"n! students n ndustry also n"reases t&er "&an"es o% e#'loy#ent a%ter!raduaton, as t&ere s a stron! 'oss$lty t&at t&ey )ll $e o%%ered a o$ n t&e sa#e 'la"e )&ere

t&ey do t&er trann!+ A'art %ro# t&s, t&e trann! e*'eren"e )ll %urt&er sold%y t&e on-"a#'us learnn! 'ro"ess and a"t(tes, )&le also 'ro(dn! students )t& rele(ant )or.e*'eren"eO$*ectives

Bre%ly, t&e Industral Trann! 'ro!ra# &as s* 0

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At t&e end o% Industral Trann!, students )ll $e a$le to#'ro(e t&er .no)led!e and s.lls rele(ant to t&er area o% studyrelate t&e .no)led!e and s.lls a"3ured at t&e )or.'la"e, to t&er on-"a#'us studes"o#'ete e%%e"t(ely n t&e o$ #ar.et, $e"ause t&ey &a(e $een e3u''ed )t& t&e re3uste.no)led!e, s.lls, atttudes and 'ra"t"al e*'eren"e

%uration o( Industrial Training6uraton o% t&e Industral Trann! 'ro!ra# de'ends on t&e re3ure#ents o% t&e 'ro!ra# o%study+ Ideally, t s&ould last %ro# t)o to s* #ont&s

---------------------------------------------------------------------------------------------------------------------

--------------------

&hat is Industrial TrainingK

Industrial Training refers to wor" e7perience done during the program of stud! that

is rele3ant to professional

de3elopment prior to graduation. All ngineering programs accredited b! ngineers

Australia BAC re$uir

e

completion of at least @ wor"ing da!s of appro3ed industrial training prior to

graduation.

All students in the choolEs 8 programs B9(9L 8' 9(9@ 88%om' 9(9M88'

9(9H 8*8iomedC must

complete at least @ da!s appro3ed industrial training to compl

ete their degree and to obtain A accreditation.

,bjecti3es of Industrial Training

The fundamental objecti3e of Industrial Training is to prepare students for future

emplo!ment in their chosen

engineering discipline. Industrial Training enhances the acad

emic material studied at 5ni3ersit! b! allowing

students to practice what the! ha3e learned and to de3elop "e! professional

attributes. Industrial training should

pro3ide an opportunit! for students to:

(.

7perience the discipline of wor"ing in a profession

al engineering organisation

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).

2e3elop understanding of the functioning and organisation of a business

9.

Interact with other professional and non

-

professional groups

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most of their Industrial Training b! soliciting 3aried and challenging projects from

the emplo!er.

Research and de3elopment is 3alid tr

aining for an engineer and such wor" is done in companies' research

organisations Bsuch as %IR, and ANT,C and uni3ersities. +rojects associated with

the Taste of Research

ummer cholarships in the aculties of cience and ngineering ma! be

acceptable

as

Industrial T

raining.

&or" done within the chool' such as 3acation research wor"' is considered to not

satisf! the spirit and

re$uirements of industrial training and so is not eligible to count towards the @

da!s

I

ndustrial

T

raining.

,btaining uitabl

e Industrial Trai

---------------------------------------------------------------------------------------------------------------------

--------------------

Objective/ Purpose of Industrial Training

T&e #an o$e"t(e o% Industral Trann! s to e*'ose t&e students to a"tual )or.n!

en(ron#ent and en&an"e t&er .no)led!e and s.ll %ro# )&at t&ey &a(e learned n t&e "olle!e+

Anot&er 'ur'ose o% t&s 'ro!ra# s to nstll t&e !ood 3ualtes o% nte!rty, res'ons$lty and sel%

"on%den"e+ All et&"al (alues and !ood )or.n! 'ra"t"es #ust $e %ollo)ed $y student+ It s also

to &el' t&e students a$out t&e sa%ety 'ra"t"es and re!ulatons nsde t&e ndustry and to nstll t&e

s'rt o% tea#)or. and !ood relatons&' $et)een students and e#'loyees+

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E#'loyers are n"reasn!ly loo.n! $eyond a !raduates a"ade#" .no)led!e and )&et&er t&ey

&a(e )&at s "o##only .no)n as e#'loya$lty s.lls+ A""ordn! to a sur(ey o% s.lls needed $y

SME e#'loyers 0Beta Te"&nolo!y, 4@@1, 'er"ent o% res'ondents (e)ed 3ual%"atons and

e*'eren"e as e3ually #'ortant )&en re"rutn!, )t& %urt&er >@ 'er"ent "o##entn! t&at

e*'eren"e only )as #ore #'ortant+ As su"& a 2D !o(ern#ent &as esta$ls&ed a Natonal

Co##ttee %or ;or. E*'eren"e 0NC;E1 )&ose 'ro'ose s to en!a!e $usness and n a natonal

e%%ort to 'ro#ote student )or. e*'eren"e, $uld on "urrent and 'ast )or. and en"oura!e t&e

s'read o% !ood 'ra"t"e 0Blun.ett, 6+, 4@@@1+

T&e (alue o% de(elo'n! stron!er ln.s )t& ndustry n t&e "urrent e"ono#" "l#ate s $en!

real/ed #ore and #ore $y &!&er edu"aton nsttutons+ In"rease n'ut $y e#'loyers n "ourse

de(elo'#ent, students 'la"e#ent and t&e o%%ern! o% sand)"& o'ton n #any de!rees ste#%ro# n"reasn! a)areness t&at t #ust $e #utually $ene%"al to $rn! a"ade#" and ndustry

"losn! to!et&er+ Industry "an n%luen"e t&e learnn! o% under!raduates to 'rodu"e a 'otental

)or.%or"e )t& t&e a"ade#" .no)led!e and %le*$lty t&ey )ll re3ure students "an learn %rst

&and t&e ty'e o% de#ands )&"& )ll $e #ade on t&e# )&en t&ey enter t&e )orld o% )or. and

are &en"e $atter 're'ared a"ade#"s and ndustralsts "an )or. to!et&er on 'roe"ts o% #utual

nterest an "an 'ool t&er e*'ertse and e*'eren"e to a"&e(e t&e $est results 0De#' and Foster,

4@@1+

In 2nted Dn!do# 02D1, t&e 're'ared re'ort n 4@@=, endorsed t&e (alue o% e#'loyer $ased

student trann! $y re"o##endn! t&at t&e Go(ern#ent, )t& ##edate e%%e"t, )or. )t& t&e

re'resentat(e o% e#'loyer and 'ro%essonal or!an/atons to en"oura!e e#'loyers to o%%er #ore

)or. e*'eren"e o''ortuntes %or students 07untn!ton, 4@@@1+

En&an"e students %a#larty )t& t&e )orld o% )or. and ena$le t&e# to re%le"t "onstru"t(ely n

ssues related to )or.

Assst students to e(aluate and understand &o) to )or. e*'eren"e relates t&er 'ersonal or

"areer and %uture 'ro%essonal de(elo'#ent

6e(elo' e#'loya$lty s.lls, ntelle"tual s.lss, "ore o% .ey s.lls, 'ersonal attr$utes and

.no)led!e a$out &o) or!an/atons )or.

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Consoldate, "o#'le#ent and e*tend t&e a"ade#" 'ro!ra##e and ena$le t&e essental

nte!raton o% 'ro%essonal 'ra"t"e

Mantan and de(elo' ln.s $et)een t&e un(ersty, t&e 'la"e#ent 'ro(der and t&e "o##unty

and

6e(elo' 'ro%essonal s.lls and stren!t&en t&e a''l"aton o% t&eory to 'ra"t"e+

Denition of terms

Industral trann! s (e)ed as #'ortant strate!es e*'ose students to real )or. l%e and to e3u'

t&e# )t& ne"essary s.lls so t&at t&ey )ould $e o$ ready )&en t&ey !raduate+ Insttutons tend

to ntrodu"e t&s "o#'onent rres'e"t(e o% t&e ds"'lne o% studes )t& t&e ntenton o% ensurn!

t&er students "o#'eten"y and %ully 're'ared %or o$+

Industral trann! "o#es %ro# t&e )ord ndustry+ 9ou &a(e &eard #any t#es t&at t&e 2nted

States s a !reat ndustral naton+ T&s s true 2SA does o)e &!& standard o% l(n! and ts

'oston n t&e )orld, at least n 'art to ts a$lty to #ass- 'rodu"e &!& 3ualty 'rodu"ts

0Ln$e". :Lat&ro, 4@=1+

Industral trann! s a %or# o% "ontested learnn!+ Contested learnn! #eans a#$!uty and

"on%l"t $et)een )&at s es'oused and )&at s 'ra"t"e n t&e )or.'la"e and8or t&e un(ersty or

"olle!e "lassroo#+ Contested learnn! n ndustral trann! re%le"ts "o#'etn! nterest

0e"ono#",edu"atonal or 'ersonal1 t&at are %ound n t&e a"tons and (alues o% students, tea"&n!

sta%% or )or.'la"e su'er(sor+ In t&e "onte*t o% natonal re(e)s o% (o"atonal edu"aton and

trann!, ndustral also need to $e re-e*a#ned n ter#s o% 'ol"y, ad#nstraton, )or. 'la"e

and learnn! out"o#es 07an.,4@@

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trann! t ta.es less 're'araton o% %a"ltes at t&e o$ t&an t&e "lassroo#, t&e trann! "an $e

#ore e%%e"t(e )&en done on t&e a"tual e3u'#ent, so t#e s sa(ed t&rou!& e%%"en"y n

trann!+

Ne*t t&ere s less nter%eren"e )t& 'rodu"ton $e"ause only one 'erson s n(ol(ed at a t#e+ T&e

su'er(sor "an ta.e t&e )or.er %ro# t&e loo#, or %ro# t&e asse#$ly lne, or %ro# )&ate(er

a"t(ty, and let t&e rest o% t&e )or. !o on+ T&e trann! sessons are usually s&ort any)ay, so

e(en % t&e e#'loyee s needed %or 'rodu"ton all t&e t#e, t&e s&utdo)n t#e )ll $e s&ort+

;or.n! under a"tual "ondtons &as already $een s&o)n to $e one (ery !ood ad(anta!e o%

trann! at t&e o$ lo"aton+ ;e #enton t a!an to e#'&as/e t&at t&e )&ole 'ont o% trann! s

to s&o) t&e e#'loyee &o) to 'er%or# on t&e o$+ ;&at $etter )ay to do t&s t&an to tran under

a"tual "ondtons, at t&e sa#e 'la"e )&ere t&e )or. s to $e done, on t&e sa#e e3u'#ent t&at s

!on! to $e used n don! t&e )or.

7a(n! t&e one 'erson )&o .no)s t&e standard o% a !ood o$---t&e su'er(sor----do t&e

trann! s "ertanly a #aor ad(anta!e o% Industral trann!+ Ta.n! e#'loyees o% to a "lassroo#

&as so#e ad(anta!es, $ut % t&e nstru"tor n t&e "lassroo# does not .no) e*a"tly )&at s

e*'e"ted o% t&e e#'loyees $a". on t&e o$, 'ra"t"al trann! )ll not $e a""o#'ls&ed+ E(en an

nstru"tor )&o &ad "onsdera$le e*'eren"e on t&e o$ $en! traned %or #ay stll not .no) )&ate*a"tly s e*'e"ted o% t&s e#'loyee, on t&s s'e"%" o$, $y t&s s'e"%" $oss+

Fnally t&ere s a #atter o% e"ono#"s+ 7a(n! only one e#'loyee o%% t&e o$ at t&e t#e at a t#e

s less "ostly t&an ta.n! se(eral at t&e sa#e t#e+ I% t&e 'rodu"ton s not "ut o%%, or at least s

redu"e only sl!&tly, t&ere s sa(n!+ T&e t#e sa(ed $y not &a(n! to #o(e e#'loyees to a

trann! roo# s al)ays )ort& #oney+ T&ere s sa(n!, too, % t s not ne"essary to 'ro(de and

#antan a "lassroo# %a"lty+

;e ds"ussed so#e o% t&e dsad(anta!es earler+ Lets su##ar/e t&e# also+

T&e #atter o% t&e su'er(sor re'resentn! aut&orty "an $e a dsad(anta!e+ T&e e#'loyee #ay

resent $en! traned $y t&e $oss, es'e"ally % t&e $oss e*erts too #u"& o% t&s aut&orty+ 0Loo.,

youd $etter learn t&s n a &urry and !et $a". to your o$, or I# !on! to do". your 'ay+1

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One &ndran"e to any .nd o% nstru"ton s a 'oor traner+ On t&e o$ t&e su'er(sor #ay $e an

e*"ellent $oss, &e #ay .no) t&e o$ (ery )ell, and &e #ay $e )ell t&ou!&t o% $y t&e e#'loyees,

$ut tea"&n! s a s.ll and t&e su'er(sor #ay not &a(e t&s 'art"ular s.ll+ I% not, t&en t )ell $e

a dra)$a". to !ood trann!+ So#e o% t&e "&ara"terst"s t&at #a.e a 'erson a !ood su'er(sor

)ll &el' #a.e a !ood nstru"tor+ But one &as to learn to $e a !ood su'er(sor, so one #ust learn

to $e an nstru"tor+ To do ot&er)se )ll $e to !o on $en! lsted as a dsad(anta!e to Industral

Trann!+

6stra"tons )ll nter%ere )t& su""ess%ul trann! and are #ore l.ely to $e 'resent at t&e o$ ste

t&an else)&ere+ T&e 'ro$le# #ay $e nose, ot&er e#'loyees, 'eo'le as.n! 3uestons 0o% et&er

t&e e#'loyee $en! traned or t&e 'erson don! trann!1, nor#al #o(e#ent n t&e surroundn!s,

or a nu#$er o% ot&er t&n!s+ ;&ate(er t&ey are, dstra"ton are 'ro$le#s t&at &a(e to $e %a"e andsol(ed $e%ore t&e trann! )ll $e su""ess%ul+

T#e s also dsad(anta!e+ ;&le trann! one e#'loyee at a t#e s e%%"ent %or t&at e#'loyee, t

"ertanly snt t&e #ost e%%"ent )ay to tran lar!e !rou's o% 'eo'le+ I% t&e su'er(sor s e*'e"ted

to "arry a nor#al load and stll s'end "onsdera$le t#e trann! ea"& e#'loyee nd(dually,

t&ere s !on! to $e a real t#e 'ro$le#+ Ideally, t&e t#e %or trann! s&ould $e $ult nto t&e o$

so t&at t "an $e ta.en as a re!ular 'art o% t&e o$ and not sand)"&ed n $et)een ot&er

ass!n#ents+ In any "ase t s&ould $e noted t&at !ood trann! ta.es t#e, and sn"e !ood trann!

s t&e only .nd t&at )ll 'ay %or tsel%, t#e 0or la". o% t1 #ay $e dsad(anta!e to don! t&e

trann! on t&e o$ 0Broad )ell, 4@

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!enets of Industrial Training

Industral trann! re%ers to t&e a"3uston o% 'ra"t"al s.lls and %rst&and .no)led!e a$out t&e

ndustry "on"ernn! a 'ro%esson )&lst stll a"3urn! a rele(ant de!ree or d'lo#a+ Students o%

tertary and (o"atonal nsttutons are 'resented )t& t&e o''ortunty to )or. n t&e %eld o% t&er

'ro%esson )t& "o#'anes and or!an/atons rele(ant to t&at 'ro%esson and as a result $rd!e t&e

!a' $et)een t&e .no)led!e o$taned $y t&eory and 'ra"t"al )or.n! .no)led!e re3ured n

t&er 'ro%essons+ For #any, t&e t&ou!&t o% !on! out n t&e %eld )t& (ery $as" .no)led!e o%

&o) t o'erates s a dauntn! 'ros'e"t as t&ey #ay not .no) )&at to do or e(en &o) to !o a$out

t&e )&ole 'ro"ess o% ndustral trann! 0IT1+ T&s s not &el'ed $y t&e relu"tan"e o% "o#'anes

)&en t "o#es to a""o##odatn! t&ese students )t& (a"an"es or o''ortuntes to "arry out t&er

IT+ For #any "o#'anes, t&ey do not see t&e dre"t $ene%ts t&ey #ay a""rue as a result o%

e3u''n! students )t& su"& 'ra"t"al .no)led!e )t&out t&e "ertanty t&at t&ey )ll not ta.e t&e

ad(anta!e o% ne)ly o$taned s.lls to $ene%t anot&er r(al "o#'any+ On t&e ot&er &and, %or #any

students, t s a #atter o% )&o t&ey .no) to o$tan o''ortuntes n "ertan "o#'anes rat&er

t&an an e3ual o''ortunty 'ol"y+ Also, a lot o% t&ese students 'art"'ate n t&s IT 'ro!ra# as

"asual on loo.ers )t& t&e sole dr(n! %or"e as t&e 'rere3uste to !raduate rat&er t&an t&e

o''ortunty to !ras' as #u"& o% t&e s.lls and .no)led!e rele(ant to t&er 'ro%esson as 'oss$le+

T&ere%ore on t&at note, t&s art"le !oes a&ead to 'resent t&e $ene%ts o% IT to all 'artes dre"tly

and ndre"tly n(ol(ed )t& t&e a# o% "&an!n! t&e ne!at(e atttudes o% $ot& t&e students andt&e $usness "o##unty as )ell as !ann! a $etter understandn! and a''re"aton %or t

0Ayar.)a, J+,E##anuel Adnyra,E+,: Ose-As$ey,6+, 5?451

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What is an Internship

An internships an o''ortunty o%%ered $y an e#'loyer to 'otental e#'loyees, "alled nterns, to

)or. at a %r# %or a %*ed, l#ted 'erod o% t#e+ Interns are usually under!raduates or students,

and #ost nterns&'s last %or any len!t& o% t#e $et)een one )ee. and 45 #ont&s+

Interns&'s 0also "alled placements, +or, placements or industrial placements1 #ay $e

'art-t#e or %ull-t#e+ T&ey are usually 'art-t#e % o%%ered durn! a un(ersty se#ester and %ull-

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t#e % o%%ered durn! t&e su##er, )nter or Easter &oldays, )&en t&ey ty'"ally last -45

)ee.s+ Pla"e#ents are usually %ull-t#e, and ta.e 'la"e rres'e"t(e o% ter# t#e or &olday t#e+

The Internship "#perience

Interns&'s o%%er students a 'erod o% 'ra"t"al e*'eren"e n t&e ndustry relatn! to t&er %eld o%

study+ T&s e*'eren"e s (alua$le to students as a #eans o% allo)n! t&e# to e*'eren"e &o)

t&er studes are a''led n t&e real )orld, and as )or. e*'eren"e t&at "an $e &!&ly attra"t(e

to 'otental e#'loyers on a "anddates CV+

&ho are InternsK

Interns are usually un(ersty students, or un(ersty !raduates )&o &a(e not yet %ound

e#'loy#ent+ Interns are less %re3uently "olle!e students 0under 41 or older "areer "&an!ers+

&hat do Interns doK

An ntern s so#eone )&o )or.s n a te#'orary 'oston %or an e#'loyer t&at o'erates n an

ndustry t&ey are nterested n )or.n! n+ 2nl.e "on(entonal e#'loy#ent, nterns&'s &a(e an

e#'&ass on trann!, rat&er t&an e#'loy#ent tsel%+

&h! do an InternshipK

An nterns&' 'ro(des a !reat o''ortunty %or 'ros'e"t(e e#'loyees to !an e*'eren"e n a

'art"ular %eld or ndustry, deter#ne % t&ey &a(e an nterest n a 'art"ular "areer, "reate a

net)or. o% "onta"ts, or !an un(ersty #odule "redts+ Interns #ay also &a(e t&e 'oss$lty o%

'uttn! t&e#sel(es %or)ard %or %ort&"o#n! o''ortuntes %or 'ad )or., durn! t&er nterns&'+

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