SUMMER TRAINING REPORT
ON
“TRAINING & DEVELOPMENT”
Submitted for the partial fulfillment of the
requirement for the award of the degree ofMaster of Business Administration
(MBA)
SUBMITTED BY :
DEEPAK SINGH Roll No – 0902870014
External Supervisor: Internal Supervisor:
Mr.K.K.Sharma Mr.Bhoopendra Bharti(Asst.General Manager) (Asst. professor)
IDEAL INSTITUTE OF TECHNOLOGYGHAZIABAD
DECLARATION
I, Deepak Singh Student of MBA, Ideal Institute of
Technology, Ghaziabad hereby declare that all the information,
facts, figures produced in this report is based on my own
experience and study during my research in analyzing the
“Training & Development”.
I further declare that all the information and facts furnished
in this project report are based on my intensive research
findings. They are first hand and original in nature.
Deepak Singh
Ideal Institute of Technology
(Ghaziabad)
ACKNOWLEDGMENT
It is a matter of great pleasure and honor to work as a summer
trainee in an esteemed organization like SPRL
I am highly grateful to Mr.K.K.Sharma (Asst. General Manager)
and Mr. Dinesh Sharma (Asst. Manager) & Mr. Vipin Kumar
(Executive Manager), for giving me such a valuable opportunity
to do this project at SPRL. The day I joined the Organization, the
confidence he showed in me and the encouragement he gave,
made ahead and take up a challenging project.
I would like to thank the entire department for their full
cooperation and would like to extend my heartful thanks to the
rest of the staff at SPRL who have helped me in every possible
way.
It is seldom possible to master without books. The major source
of books for me was the library of ideal institute of technology,
Ghaziabad. I would like to maintain that everyone there helped
me during the project and preparation of report.
My social gratitude is to my faculty guide Mr. Bhoopendra
Bharti, Ideal institute of technology Ghaziabad, for their support
and encouragement. It would not have been possible to reach
here without their guidance in valuable types, needful help and
timely support are just a few to maintain from what I got from
them.
Counter Signed by:
Deepak Singh MBA IIIrd Sem.
PREFACE
To make aware of real life business situation every MBA student
has to undergo for the period of 6 weeks under the guidance of
professional manager to get the better understanding of the
environment. By the time one complete has MBA degree already
has experience which prove very beneficial in future.
I Deepak singh student of MBA III Sem, Ideal Institute of
Technology Ghaziabad on the practical training at Shri Ram
Pistons and Rings ,Ghaziabad. The duration was 6 weeks. I was
under HR department in Ghaziabad.
Let me lastly to add that I am not perfectionist nor does my
project contain cent percent accuracy. Beyond questioning I
have put my best effort in the completion of the project.
I hope this project work prove useful to its reader & organization
as well if it deserves.
TABLE OF CONTENTS
TOPIC PAGE NO.
1 Executive Summary 8
2 Company Profile 11-23
3 Objective of the study 24
4 Training & Development Policy 26
5 Training Needs Identification 39
6 Study of Needs of Training 58
7 Methodology of Training 66
8 Evaluation of Training & Development 99
9 Research Methodology 102
10 Data Analysis & Interpretation 103
11 Conclusion 127
12 Limitations and Suggestions 128
13 Annexure 133
14 Bibliography 138
EXECUTIVE SUMMARY
Topic of study:
A comprehensive study of Training & Development programs
that has been carried out by Shriram Pistons and
Rings,Ghaziabad.
Rational behind the study:
Training plays a vital role in effective functioning of any
company. The efficiency and productivity of worker working in
an organization not only depends upon the skills they possesses
or working environment, they are working in, but also depends
upon the policy of the company of providing training to the
employees according to the demand of the job. There remains a
gap between the demand of the job and skills of the worker. This
gap can be patch up by delivering effective training and
development programs. The workers get the better opportunity
to improve themselves and as a result to enhancement of the
productivity of the organization.
So it is most important for every organization to provide such
training to the employees for development of their skills as well
as knowledge related to the job that will fulfill his own
requirement of learning and the requirement of the organization
and achieve the organization goal too.
Methodology of data collection:
i. Going through the records:
I would like to go through relevant files and the company
has carried out documents from where can get an idea
about the different types of training and development
that.
ii. Preliminary discussion:
In this regard at the outset, I would like to talk about the
training and development in charge to enquire for the
identify the needs of training and development programs
at present scenario.
iii. Feedback from the employees through the
interview and written questionnaire.
For evaluation the effectiveness of training and
development programs I would like to take feedback from
employees that how much they get benefit from that
programs. At last I would like to take suggestion for future
improvement.
COMPANY PROFILE
SHRIRAM PISTONS AND RINGS LIMITED
Shriram Pistons and Rings ltd. (SPRL) is one of the largest and most sophisticated manufacturing of precision Automobile components i.e.Pistons, Piston Pins, Piston Rings and Engine valves in India. The products are sold under Brand name “USHA/SPR” in the markets.
From a modest beginning in 1972 as a small factory in Ghaziabad (near Delhi) to a center of engineering excellence, with over 3,600 skilled employees and an annual turnover of Rupees 5.34 Billion (approximately US $ 133 Million), the history of SPRL is a story of grit and determination. It is a story of marching ahead despite the odds, against all adversity. A
story of accepting and meeting challenges. A story of continuous improvements, year on year.
Today, SPRL is India’s largest integrated manufacturer of Pistons, Piston Rings, Gudgeon Pins and Engine Valves. The Company’s products are marketed under the brand names USHA and SPR; names that have become synonymous with
quality and reliability.
At SPRL, we are driven by a clear and consistent set of values. These have stood us in good stead over the years. “Total Customer Satisfaction through Quality Management” has seen us grow from strength to strength.
For the past several years, SPRL has been investing a substantial part of its retained earnings in upgrading quality systems and modernizing plant and equipment so as to offer concurrent technology products and technology to its customers. SPRL is committed to provide world class Pistons, Piston Rings, Gudgeon Pins and Engine Valves in terms of delivery, safety, quality, cost, development and management.
SPRL Manufacturing unit is located at Meerut Road in Ghaziabad (25 km from Delhi). The plant has been recognized
as one of the most modern and sophisticated plants in North India in the field of Automobile the Production capacity of plant is as under:
Piston :13 million per year
Pin : 11 million per year
Rings : 60 million per year
Engine valves : 21 million per year
The company has technical collaboration with:
1. M/s. Kolbenschmidt, Germany to produce Pistons
2. M/s. Riken corporation, Japan to produce Pistons Rings
3. M/s. fuji Oozx, Japan for the manufacturing of Engine valves
4. M/s. Honda foundry, Japan for Technical support
This company is also an exclusive supplier of the three Honda Joint Ventures Such as:
M/s. Hero Honda, Kinetic Honda and Shriram Honda.
The company supplies its product to several Original Equipment
Manufacturing (OEMs) including Defense Vehicle Factories, Ashok Leyland, Tata cumins, Maruti Suzuki, Bajaj Auto. Honda cars, Sundram Claylon, Honda Scooter, International Tractors, standard Combiner in addition to all the Honda Joint Ventures in India.
At Shriram Pistons and Rings ltd. Quality is an integral part of whatever we do, which is reflected in the company’s Quality
policy:
“Total Customer Satisfaction through Quality Management and Continuous Improvement”
FEATURES OF SHRIRAM PISTON & RINGS FACTORY:
Total area covered by the factory is 27 acres. The factory is divided into four units for Piston, Rings,
Pin, Engine valves.
Classification of the premises:
P.T.E – Production Technology and Engineering C.A.A - Commercial Administration & Accounts R & D – Research & Development
Total strength of the company is 4780 nos. consisting of Officers, Staff and Workers.
The Turnover/Sales for the year2009-2010 is Rs.774 Cr.
The Company is exporting to more than 35 countries.
Exports have risen upto Rs. 132 Cr. The year 2008-2009.
Over 10% of the production is exported to sophisticated markets such as Europe, UK, Egypt, USA, Iran,Latin America etc.
SPR has been investing 30% of its retained earnings in quality upgradation and modernization every year.
SPR received the ISO-9001 certificate from RWTUV, GERMANY in 1994. Technology from the collaborators was supplemented with in-
house efforts and by implementing world-class practices.
The company received QS-9000 certified from TUV, GERMANY in the year 1999.
The company received ISO-14001 certificate in the year 2001.
SPRL has received the BEST Vendor Awards from Maruti Suzuki for 4 consecutive times, Best supplier performance Awards from Tata
Cummins Ltd. For 3 consecutive years, and has self certified status with most of the OEMs.
Excellence in exports by Government of India.
Excellence in production by ACMA.
Excellence in quality by Honda Scooter and motors ltd, Honda Siel and ACMA.
Gold Award for COST by Honda Siel.
TPM initiative has started in SPR since year 2000.
SPR received the TS-16469 certificate in the year 2003.
The company received OHSAS-18001 certificate in the year 2003.
Best Foundry Award from institute of Indian Foundrymen in the year 2003.
Green Rating award by CII, U.P.Poolution Board & World Bank in 2004.
The company received TPM excellence Award in the year 2004.
The company received TPM special Award in MARCH -2008.
1. Organization, which is sensitive and interactive to the needs of customers.
2. Continuous upgrading of quality and process to meet changing needs of customers.
3. Optimization of return on investment by- Continuous improvement Technology development
Organizational and Personnel development Cost reduction efforts Effective use of all resources Harmonious and safe working conditions
4. The company has successfully practiced the best work ethics and technology along with the TPM and KAIZEN approach and harmony through teamwork
5. Work to international norms of Quality and Management
Most commonly referred to as TPM, this is a philosophy and practice of preventing the loss of productive machine time due to: breakdowns, minor stoppages, idling, operating at less-than-planned-for cycle times, changeovers and setups and
poor quality. TPM involves everyone in identifying, monitoring, and correcting the root causes of each of these losses.Maintenance is the key to zero loss, zero breakdowns, zero accidents, zero defects.It is in short a zero-sum philosophy. This concept was put forward by the Japanese management
expert Seiichi Nakajima in his gospel introduction to total productive maintenance in 1984 tha ultimate aim was toi maximize the output-to-input ratios.
Steps involved in TPM Programme-
1. Plant audit and assessment2. Company commitment3. Formation of committees and sub-committees4. Selection of pilot line(s)5. Focus on eight pillars6. Raise levels and select other areas
7. Focus on eight pillars in new areas
The Kaizen method is a “Rapid Improvement Process” utilizing a cross-functioning group of managers and employees working as a team to meet targets in a result-oriented focus on a predefined project area. The process may take the following steps: Define the problem/opportunity, choose the best people, and correct the problem in one week
or less using Kaizen tools and techniques, the ultimate goal is to significantly reduce cost, reduce lead times, reduce required inventory space, enhance workforce empowerment, eliminate waste and focus on continuous improvement. The Kaizen process may include: New product development, robotics, total quality control, just in time, statistical quality
control labor and management relations OR other concepts.
Kaizen events are among the most important activities of a Lean enterprise. Successful Kaizens help build a Lean culture and measurably improve company performance. Kaizen success requires effective Planning, Implementation, Follow-up and
Evaluation. IMEC’s expert Lean Implementers will work with your company at each phase of the Kaizen process, helping plan and prepare for events, facilitating Kaizen events, working with your team to ensure effective follow-up and completion of the improvement process, and evaluating the results to continuously improve your Kaizen process.
OBJECTIVE OF STUDY:
During my summer training, I got a good opportunity to
implement the theoretical knowledge in to project, which include
the following objective of the study.
1. Better understanding about the cooperate world.
2. To assess the favourable impacts of training & development
on the organization.
3. To identify the competencies of employer to perform
specific jobs are increased.
4. To know the extent up to which such programmes facilitate
the upliftment of the individuals of the organization.
5. To know the role played and the modus operandi of the
Human Resource Department in an organization and.
6. Above all to get adjusted to the working environment of a
reputed organization.
The objective of the project is to “study training and
development in company.” As we know that training is an
important factor for growing because growth is lifeline for the
company.
The main motto of this project was to know, how company
conducts training program. After providing them training
analysis is required. Analysis makes the management aware of
the workers or staffs whosoever had gone through the training.
Development is the main objective of any training. If there is no
any development, 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 good analysis reflects the true figure of the
development of trainees. How the company analyses the training
is a subject to be learnt..
TRAINING & DEVELOPMENT POLICY
Importance of traning:
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 by helping 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 succeed as 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 their current role. This includes seconded,
fixed-term contract or short-term contract staff.Permanent
employees can expect to benefit from further commitment for
each individual to devote at least 5 days a year towards training
and development. First priority will be towards job-related
training, but we will also encourage individuals to undertake
personal development training. This may entail taking
professional qualifications; undertaking research into a
particular field of interest or experiencing a particular aspect of
another job 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 a variety of different methods that can be
used to help train and develop individuals and Personnel
Services will be happy to help individuals and managers select
the most appropriate method. For example, using open learning
materials; computer-based packages; 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 continuous basis and will support individuals to help
them achieve this. Equally, the company expects individuals to
take on some responsibility for their own self-development. For
example, identifying suitable training activities (with the help of
line managers and Personnel Services) and adopting a flexible
and positive approach to any training and development that is
identified with them.
Identifying training & development needs
Identifying training and development needs, and helping
individuals to improve their performance, are key
responsibilities for line managers, so they are expected to be
actively involved in their team’s training and development. Line
managers are also responsible for measuring the effectiveness of
any training and development undertaken by team members,
with assistance from Personnel Services.The skills and
knowledge that will be needed for the future success of the
company will become apparent as each year’s business
(corporate) plan is drafted and communicated to teams within
the company and individual performance objectives agreed.
Where individual skills, knowledge or the development of
competencies are needed to achieve our business objectives,
these should be recorded on the Development Needs Assessment
plan, 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. These objectives can be achieved only
through harnessing the abilities and skills of everyone in the
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 any
training and development in which we invest has a relationship
to our business objectives, so we can demonstrate the
contribution learning makes towards overall organizational
success.
To demonstrate this contribution, individuals will agree
with their line managers, prior to undertaking a learning activity,
“learning objectives”. Learning objectives will be the means by
which managers and company can measure how effective
training and development has been towards achieving our
business objectives or performance. Setting learning 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 are progressing.
For managers,
objectives provide a basis for allocating responsibility to
individuals for achieving certain results; monitoring the
achievement of results and providing solid evidence, which is
less subjective, for assessing an individual’s performance.
For the organization, objectives give a greater likelihood of
strategic and corporate plans being achieved.
Once someone has experienced a training and development
activity or learning, we will measure its impact and effectiveness
on individual performance and the organization. Again, line
managers are expected to be part of this process by defining the
performance standards (or measures) when setting objectives
and deciding on the methods that they will use to evaluate the
learning. (Personnel Services will of course be available
throughout the process to provide guidance and support).
There are three key stages that will be used to evaluate training
and development:
Reaction: At his level, evaluation provides info.on the attitudes
of a participant to learning, but it doesn’t measure how much
have actually learned. That being said, if a participant has a
positive reaction to the learning experience they are more likely
to implement what they have learned. Evaluation at this level
will be measured by a post-learning questionnaire, which will be
completed immediately after the learning activity takes
place.Personnel Services will be responsible for issuing this type
of questionnaire.
Organizational impact: At this level evaluation assesses the
impact of learning on organizational effectiveness, and whether
or not it is cost-effective in organizational terms. Personnel
Services will undertake this evaluation as part of a wider
training and development evaluation process.
To assist line managers, there are a variety of methods that can
be used to measure the effectiveness 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
Line managers should contact Personnel Services, who will be
pleased to help set-up an evaluation method to use to measure
the effectiveness of a training activity.
Funding
It will be paid from a central training budget, therefore the Head
of Personnel Services must approve any training and devlop.
that involves a financial cost before any financial commitment is
made.Details of how to apply for a training & development are
explained under the section headed “Selecting a training
provider and applying for training”.
In addition to job-related training and development, company
also recognises the need to help individuals to improve within
their chosen career path by encouraging individuals to gain
professional/vocational/academic qualifications. established a
company sponsorship scheme whereby full or partial
sponsorship will be provided. 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 off during working hours will be given to attend
the course. Individuals are expected to travel to and from a
training venue within the normal course of the day. Where
company is providing sponsorship towards a professional
qualification, time off to attend lectures/workshops/summer
school will be agreed on an individual basis, taking account of
the business needs. The Head of Personnel Services will
approve any such requests, in full consultation with line
managers.
Non-training course learning activities
Typically, a training course is designed to transfer new skills or
knowledge to an individual. Invariably new skills and
knowledge will be developed over time to improve performance.
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 leaving the office. For example, being
coached by a fellow colleague or manager; using a computer
aided training package; on-the job training; reading books;
undertaking research or practicing 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 a selection 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 they keep details of
various training providers, so please contact them for
information/advice.
Company organized training programmes, for example
Customer Service Training, Team Building training, will be co-
ordinate through Personnel Services (so individuals do not have
to complete any forms). All other training and development
activities must be authorized by Personnel Services before any
training is booked.
Company sponsorship
Company recognizes the need for continuous professional
development and is pleased to 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 or NVQ (or equivalent) qualifications.
The following guidelines are designed to give individuals an
idea of the sort of funding that may be available and how
individuals may apply.
TRAINING NEEDS IDENTIFICATION
Training is often included as an essential element of an
organization’s strategy to gain a competitive advantage.
Regulatory agencies require that employees be trained certain
topics and personal development/career paths often specify skill
and knowledge areas which must be mastered. These are the
factors that influence an organization’s overall training program.
With all these sometimes-divergent factors competing for
resources training systems can become stressed, ineffective,
inefficient and fragmented. Organizations need a structure
approach when developing/improving their training system.
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 a minimum, the organization
should be able to accomplish the following four things:
1. Systematic review of each trade, occupation or process by a
team of knowledgeable 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
surveys and other survey or process analyses.
Identification of training needs (ITN)
Identification of training needs (ITN), if done properly, provides
the basis on which all other training activities can be considered.
Also requiring careful thought and analysis, it is a process that
needs to be carried out with sensitivity: people’s learning
important to them, 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 and take
thoughtful action. You will find, however, that the return on the
investment you make in fully understanding what ITN is all
about will make it well worthwhile.
Training Needs Identification and Analysis
Training needs identification detects and specified the training
and development needs of individuals within organization and
of the organization as a whole.
Training needs analysis follows on from need identification
and determines the most effective and appropriate ways in
which the needs might be met. If can, of course, lead to
decisions that there should be no training provision in view of
the limited scale of the needs, the cost of provision future
development envisaged, and so on.
Within the identification and analysis of these ‘need’ the
actual nature of the need must be defined. A ‘need’ is not a
‘want’. Identification of an individual’s needs has been a
result of the question ‘what’ sort of training do you want?
Effective training and development in an organization
depends on the need for the improvement of human
performance being identified and satisfied by the provision of
appropriate development opportunities. ‘Wants’ can
frequently be ‘need’, but the analyst must be certain of the
value of any aspect raised and provided.
ITN is important in the training process as it itself and
subsequent evaluation.
ADVANTAGE OF ITN
It pinpoints the problems
It identifies the size of the problem
It identifies the scale of the need
It indicate the type of solution
It provides training objectives
DISADVANTAGE OF ITN
The list of disadvantages is considerably smaller than the
benefits of advantages. The only one of any significance is the
need for a skilled person to be employed and consequently the
use of that person’s time. This has been quoted earlier as one of
the common criticisms of ITNs.
If the trainer alone is responsible for conducting the analysis in
addition to all the other areas of work for which they are
responsible, this may be a justifiable criticism. Organization
open to criticisms of over-uses and wastes of money spent on
unnecessary training. So every attempt must be made to identify
and analyze the needs accurately.
Identification of Training needs (ITN) is the examination or
diagnostic portion of the training system; the symptoms that ITN
examines are often referred to as perceived performance
deficiencies. A perceived performance deficiency exists when
there is a difference between expected and perceived job
performance.
A ITN can be categorized based upon whether it is reactive or
proactive. A reactive ITN occurs when the perceived
performance deficiency is a discrepancy between perceived and
expected performance for the employee’s current job. A
proactive ITN is conducted o respond to the perception that
current job behavior reflects an inability to meet future position.
A proactive ITN rests on the ability of someone to predict
anticipate a future problem.
Production records, quality control reports, grievances, safety
reports, absenteeism and turnover statistics, and exit interviews
of departing employees may reveal problems that should be
addressed through training and development efforts. Training
needs also may become apparent from career planning
discussions or performance appraisal reviews. Supervisors see
employees on daily basis and thus are another source of
recommendations for training.
A job analysis should focus on what the trainee needs to be able
to do to perform the job satisfactorily. In ITN, a job analysis
should take both a worker and task oriented approach. A worker
oriented approach focuses on the skills, knowledge and ability to
perform the job. These might include elementary notions, job
demands, and the specific
Human behaviors involved such as division making,
communication etc. a task oriented approach focuses on a
description of the work activities performed. These are typically
expressed in terminology used by job incumbents and would
involve a description of how, why, and/of when a worker
performs an activities preferred to as a job description.
Assumption about the organisation:
The organisation has objectives that it wants to achieve for the
benefit of all stakeholders or members, including owners,
employees, customers, suppliers, and neighbours.
These objectives can be achieved only through harnessing the
abilities of its people, releasing potential and maximising
opportunities for development.
Assumption about the people:
1. People have aspirations, they want to develop and to learn
new abilities and use them.
2. In order to learn and use new abilities, people need
appropriate opportunities, resources, and conditions.
3. Therefore, to meet people aspirations, the organisation
must provide effective and attractive learning resources and
conditions.
4. Their needs therefore to be a match between achieving
organisational goals and providing attractive learning
opportunities. If our aim is to ensure that learning
opportunities match closely the aims and goals of the
organisation, than an effective ITN process enables us to do
this. It will then be possible to achieve our other training
objectives, see:
To make learning opportunities effective and
attractive.
This is what training design and delivery and
implementation are aboutTo keep a constant check on how
far this match is being effectively continued. This is what
training needs evaluation is about.
To keep a constant check on how far this match is
being effectively
The sequence of thinking can be for example:
In order to achieve our objectives our people to
question the way we do things
Therefore our people need to learn to question the
way we things.
The training need was about learning to question the way we do
things. The solution was not direct training in questioning, but a
subtler longer-term process of encouraging employees to take an
active involvement in their own development, thus increasing
their commitment to learning, to their work, and to the
organization as a whole.
It will useful to consider how the concepts of training need and
ITN have evolved over recent decades.
Level of performance and need
We find it helpful to consider performance (whether of people,
systems, processes, teams, or the organisation as a whole) at
three different levels. This means that the need arising from
these levels of performance, and hence levels of need are:
Level 1 Implementing (I1) doing things well
Level 2 Improving (I2) doing things betters
Level 3 Innovating (I3) doing new and better things
Implementing level needs arise where the main problem is the
gap between desired and actual performance. In other words,
this is where people need to learn how to do the job well – as
defined by current standards. It is about learning to satisfy basic
requirements and needs, in order to bring performance up to
standard and maintain in there.
I1 : Implementing
Adhering (1) – learning to carry out basic tasks correctly.
This is done by sticking closely to the rules laid down for
doing the job and following precisely the set procedures.
Adapting (2)– when we may need to bend the rules slightly
and make adjustment to procedures in order to make things
work better. There may be minor changes in work
circumstances as the job is being carried out.
Relating (3) – involves learning to understanding why things
have been set up the way they have and why procedures work
as they do – as well as appreciating what needs to be done.
Adhering, adapting and relating are the focused of most basic
instruction and training, whether designed for newcomers to the
work or to “get people up to scratch” if their individual
performance has failed to match the standard required, or if for
some other reason they are lagging behind.
I2 : Improving
For Improving performance, where our aim is “to do things
better”, different types of learning are needed. This level
requires (1), (2), (2) an ability to act more independently, to take
initiatives and to make your own meaning and sense out of what
is going on. So we are concerned with the following model-
Experiencing (4), i.e. being able to reflect on experiences
and make our own meaning from them.
Experimenting (5), i.e. learning to design and carry out
systematic processes, in the form of experiments, in order
consciously to discover more about the job and the work,
normally in the terms of particular target areas deemed in
need of improving.
If people are encouraged to learn in this way (i.e. (4), (5))
considerable improvements can be made and performance
enhanced.
I3 : Innovating
Performance at this level requires two sets of learning in
addition to modes 1 to 5. here we are concerned with doing
“new and better things”, and therefore learning has to
concentrate on a more sophisticated and complex set of factors.
Connecting (6), i.e. making connection between things,
events, and people, and allowing integration and synergy to
be achieved. We thus learn to work better with others, and
particularly with people from different disciplines, who
may have different perspectives and assumption, all of
which need accommodating.
Dedicating (7), where we learn to work out of a sense of
purpose – why we are doing something, and why we are
doing something, and why we are doing it at a certain time
and in a particular way. This should mean that we develop
a clear sense of “what is in it” not just for ourselves, but for
our colleagues, the organization as a whole, and the wider
community.
Organizational, group, and individual needs
As well as the three levels of need - implementing, improving,
and innovating (I1, I2 and I3) - there are also three areas of need:
organisational, group, and individual. Because we shall be
devoting, specific chapters to each of these, at this point we shall
give only a quick overview of them.
Organizational needs
These concern the performance of the organisation as a whole.
Information about this overall performance may identify areas of
need either for training or other interventions.
I1: implementing level
Here ITN is about finding out whether the organisation is
meeting its current performance standards and objectives, and, if
not, exploring ways in which training or learning might help it to
do so.
I2: improving level
Organisational needs arise at this level we want not just to meet
current objectives but, for various reasons, to raise their level.
I3 : innovating level
These needs occur when the organisation decides that it has to
adopt a major new strategy, create a new product or service,
undergo a large-scale change programme, or develop significant
new relationships, as joining with others to form new
partnerships. The reason that so many major change
programmes fail (over 75 per cent, according to various research
studies) is that they do not recognise the need to take a holistic
view of all the systems - technical, human, financial, and
marketing - and they do not involve a wide range of
stakeholders in designing and implementing the change.
Group needs
These concern the performance of a particular group, which may
be a team, department, function, sub-unit, or so on. Information
about this group performance may identify areas of need -
which, again, may be for training or other interventions.
I1: implementing level
In this case ITN is about finding out how efficiently a particular
team or group goes about its business and meets its current
objectives.
I2: improving level
This level is where many continuous improvement projects are
to be found, because these are usually carried out by teams. The
team is able to identify improvement areas and also works
together effectively to carry out many process and systems
improvements.
I3 : innovating level
By working effectively with other teams across boundaries,
major changes can be brought about, better relationships and
communications be established, and new ways of working
together be formed.
Individual needs
These concern the performance of one or more individuals (as
individuals, rather than as members of a group). Again this
information may identify specific needs.
I1: Implementing level
Here ITN is about finding out to what extent individuals need to
learn or be trained
to bring their current performance up to the required level
STUDY OF NEEDS OF TRAINING
Training is customized product wise. If any defect comes in a
product or process, a training session is initiated to eradicate
root cause.
there are two types of worker -
1. Permanent worker
2. Temporary worker
A worker get the permanent job after the good and consistent
performance in the company, these people are well experienced
in their relative jobs. Temporary worker is a layman. They don’t
know any thing about the work, so these types of people require
training.
When a new person joins the company, he got the training about
the safety and maintenance. For getting these training he is send
in technical training cell (TTC). In TTC he has to go some basic
knowledge and instruction, which is given by the just senior
boss. 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 the work, the line in
charge instructed at that time, so that the worker does the job in
a proper way and come out with zero-defect product.
After the TTC training employees are divided among various
teams and send to the
different operations, on the different operations. A line-in charge
is there, who will watch each and every steps during the work. If
any fault in the work is found, he takes the serious and instructs
to remove the fault immediately.
After some experience the worker is transferred from one
operation to another operation area. 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 the operation, he educates the worker to do the job better.
This process is repeated on each and every operation. This is
how each and every employee is familiarized to the job . The
main 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 any interruption.
After job rotation and getting experienced the entire worker
divided into 3 groups,
Highly efficient
Efficient
Adequate
If a person can handle all the machines related to any particular
job. That worker is called highly 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 take decision at the
critical point of time. So that these type of worker are called
highly efficient worker.
After highly efficient the second category is called ‘efficient’. In
this category those type of person are master in their job. He is
master in one job. In this category 50% worker comes. These
types of people are well known people in their particular job.
They are not able to handle the different machines. They feel
problem in some job.
After that the third category comes, that is called adequate. This
is not beneficial for the company. So that they are not
acceptable. They’ve less knowledge and not will to work.
Highly efficient person is well-known about their job. He can
handle any situation. So that this type of people doesn’t require
training. Efficient people are master of just on job. So that they
need training to be highly efficient worker.
Company is giving training to the efficient worker. For them
there are 3 types of training;
Counseling
Give the opportunity to work with highly efficient worker.
Give the expert knowledge about the work.
In counseling the instructor or counsel the worker. A line in
charge tries to motivate the worker to do their job in proper way.
This is a verbal communication. With the help of words a senior
person tries to make them as effective as highly efficient worker.
The second option “provide them opportunity to work
with highly efficient people” helps those 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, which may be arising during the work. They also get
the idea about dealing those problems. 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 in the product due to less
knowledge about the production process. So specific knowledge
is essential for zero-defect product. This is the duty of
management to educate them and provide full knowledge about
the production process and quality control.
For adequate people company has some other way for
giving them training. The work pressure is the best way for
make them work. Under this the person is send to work between
two highly efficient workers. They can work faster than
adequate 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 for company.
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 company wants 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 after joining them they give them training. So that this can
work effectively and according to the requirement of the
company. If company wants some technical change in product,
they also require trained people
Technical change requires more technical people. If co. wants to
retain the same people who are working form last sometimes
then company has to give them training. After getting training a
worker can adjust in any environment and work effectively.
Today’s era is the cost cutting era. In the intensive competition
cost of the product is very important. We can’t survive in the
market with high cost
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 a matter of experience and competence of
the instructor and his judgment of how much and 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 teacher
The choice of the methods should take into consideration
the intellectual level and educational background of the
participants and the participants’ age practical 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 counseling the 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 on the part of the
employees. The content of the induction program should be
predetermined in the form of a checklist specifying the topics to
be covered. Attempts are to be made to follow-up and assess the
program by interviewing the new employees as a measure to
correct the gaps in the knowledge and attitude of the employees.
Rank-and-File job training:
This is based on similarities in training on several specific jobs.
This type of training can be 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 hamper production 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 of supervisors. Employee attitude surveys help
in identifying area of supervisory training. Likewise, supervisors
themselves may be requested to indicate the areas where they
need training. Frequently, these surveys indicate that supervisors
need training in human relations, production control, company
policies and how to instruct. Supervisory courses consist of job
methods training (JMT) and job relations training (JRT). The
JMT helps the supervisors to improve methods in their
departments, while the JRT helps them in handling human
relations problems in their departments.
ON THE JOB TRAINING:
On the fob techniques are conducted in the real job settings. On
the job methods usually involve training in the total job. These
methods are typically conducted by individuals, workers,
supervisors. The main advantage is that the trainees learn while
actually performing their work, which may minimize the
training cost. They also learn in the same physical and social
environment in which they will be working once the formal
training period 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 job training” 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 supervision of 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 the actual job location.
Steps of job instruction training:
The trainee receives an overview of the job, its purpose and
its desired outcomes with an emphasis on the relevance of the
training. Since the employee is shown the action that the job
requires, the training is transferable to the job.
The employee is allowed to mimic the trainer’s example.
Demonstration by the trainer and practice by the trainee are
repeated until the job is mastered. Repeated demonstrations
and practice provide repetition and feedback. Finally the
employee performs the job without supervision, although the
trainer may visit the employee to see if there are any lingering
questions.
Advantages:
Easy organized
Realistic
Stimulates high motivation
Speeds up worker’s adjustment
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 by job instruction training. This is a
method of training wherein workers rotate through a
Variety of jobs. Thereby providing them a wide exposure.
Trainees are placed in different jobs in different parts of the
organization for a specified period of time. They may spend
several days or even years in different company locations. In
this way they get an overall perspective of the organization. It is
used with both blue-collar production workers and white collar
managers and it has many organizational benefits. Job rotation
creates flexibility, during manpower shortages, workers have the
skills to step in and fill open slots. The method also provides
new and different work on a systematic basis, giving employees
a variety of experiences and challenges. Employees also
increase their flexibility and marketability because they can
perform a wide array of tasks.
Limitation of job rotation: Major drawback is time
consuming and expensive too.
Apprenticeship:
An apprentice is a worker who is learning a trade but who has
not reached the state where he is competent to work without
supervision. It is particularly common in the skilled trades. In
organization a new worker is “tutored” by an established worker
for a long period of time. An apprenticeship lasts from two to
five years. 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, on assuring
that the nation's workforce is second to none. Today,
unfortunately, this is not the case. Employers frequently report
that significant numbers of young people and adults alike exhibit
serious educational deficiencies and are ill-equipped to perform
effectively in the workplace. As a consequence, leaders from
industry, labor, education, and govt. are all grappling with how
to design educational reforms and education/training strategies
that will improve the skills of America's current and future
workforce. Building trades and manufacturing industries, but
there is significant potential to develop apprenticeship programs
in a variety of other industries.
The rush to embrace apprenticeship, however, is leading to
efforts that could undermine the very pillars of its value. For
example, in some instances, apprenticeship is being viewed as a
generic concept -- one that can be loosely applied to a variety of
learning situations. Likewise, others have coined such terms as
"youth apprenticeship" to characterize various school-to-work
transition programs. Such thinking, while understandable in an
environment that begs for creativity and innovation, may be
more harmful 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 b) is sponsored by employers or labor.
Management groups that have the ability to hire and train in a
work environment.
2. Apprenticeship is a training strategy that prepares people for
skilled employment by conducting a training in a bona fide
and documented employment settings. The content of
training, both on-the-job and related instruction, is defined
and dictated by the needs of the industry, which refers to all
types of business/workplace settings. The length of training is
determined by the needs of the specific occupation within an
industry. In the building trades, for example, some
apprenticeship programs are as long as five years with up to
240 hours of related instruction per year.
3. Apprenticeship is a training strategy with requirements that
are clearly delineated in Federal and State laws and
regulations. The National Apprenticeship Act of 1937 (also
known as the Fitzgerald Act) and numerous State laws
provide the basis for the operation of formal apprenticeship
training programs in the U.S.; regulations that implement
these laws are in force today. These laws and regulations
establish minimum requirements for protecting the welfare of
the apprentice such as the length of training, the type and
amount of related instruction, supervision of the apprentice,
appropriate ratios of apprentices to journeypersons,
apprentice selection and 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 of Federal and
State governments and relevant industries.
5. Apprenticeship is a training strategy that involves tangible
and generally sizable investment on the part of the employer
or labor/management program sponsor.
6. Apprenticeship is a training strategy that pays wages to its
participants at least during the on-the-job training phase and
that increases these wages throughout the training program in
accordance with a predefined wage progression scale.
7. Apprenticeship is a training strategy that involves a written
agreement and an implicit social obligation between the
program sponsor and the apprentice. The written agreement,
which is signed by both the apprentice and the program
sponsor and is ratified by government, details the roles and
responsibilities of each party.
A Policy Recommendation
As the education and training system in this country undergoes
its restructuring, how apprenticeship fits in must be considered.
Some may argue that the definition of apprenticeship should be
boarded to encompass some or all of the previously described
alternative training strategies. Unfortunately, this could have the
practical effect of seriously undermining a tried and true training
strategy -- on that, ironically, exhibits all ten qualities that
reformers are striving to achieve in new training designs. Of
particular concern is the possibility that an expanded definition
could significantly dilute the value and meaning attached to the
apprenticeship credential Devalued. Such a step makes little
sense at a time when other such as high school diplomas -- have
lost much of their meaning. Thus, we conclude that their term
"apprenticeship" should be reserved only for those programs that
adhere to the eight essential components described previously.
Other strategies may seek to adopt designs that conform to all
the essential components, in which 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. Whether intentional or not, the participants may
be misled into thinking that completion of these programs will
allow them to reap the benefits accorded to graduates of true
apprenticeship programs. Clearly, we are on the verge of a major
revolution with respect to how America prepares its 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 new system. One on hand, apprenticeship
could be the locomotive that drives this training system. Under
this scenario, apprenticeship programs would serve as the
principal form of 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 of training
options to existing and future workers.
Coaching:
At management levels Coaching of immediate subordinates by
their managers is common. A coach attempts to provide a model
for the trainee to copy it tends to be less
formal than an apprenticeship program. Coaching is almost
always handled by the supervisor or manager. It is likely not to
be as directive approaches such as nondirective counseling or
sensitivity training. If the trainee’s shortcomings are emotional
or personal. Coaching will be ineffective if relations between
trainee and coach are ambiguous in that the trainee cannot trust
the coach coaching thrives in a “climate of confidence”, a
climate in which subordinates respect the integrity and
capability of their superiors.
Vestibule training:
Vestibule training is a type of instruction often found in
production work. A vestibule consists of training equipment that
is set up a short distance from the actual production line.
Trainees can practice in the vestibule without getting in the way
or slowing down the production line. These special training
areas are usually used for skilled and semiskilled jobs,
particularly those involving technical equipment.
Vestibule is small, so relatively few people can be trained at the
same time. The method is 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 away from the daily pressures of the job and
conducted by highly competent outside resource people 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 an active 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 matter?
The lecture should be brief and to the point, presenting the
theme of the subject in a manner that arouses the interest of the
audience from the start. The speaker should be poised, courteous
and sincere. The action should be spontaneous. The role of a
lecturer is make difficult things simple, not the reverse.
Limitation of the lecture method :
It gives very little opportunity for active practice, development,
over learning, knowledge or results or transfer of learning. In
this method trainee himself or herself have to understand and
personalize the content of the lecture. It is not suitable for
courses where people with work experience are participating.
This method involves one-way communication, which is not
interaction of the audience. This method can’t readily adopt
itself to individual differences, which may arise farthest from
reality.
Audio-visual techniques:
Audio-visual techniques cover an array of tainting techniques,
such as films, slides and videotapes. It allows seeing while
listening and is usually quite good at capturing their interests.
These methods allow a trainer’s message to be uniformly given
to numerous organizational 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 projector
Conference or discussion method:
This method encourages the participation of all members of the
group in an exchange of opinions, ideas and criticisms. It is a
small group discussion in which the leader plays a neutral role
providing guidance and feedback. In spite of the intention to
encourage general participation the conferences are frequently
dominated by a few, with the majority no more active than they
would be at a lecture. It is more effective than the lecture in
changing adult behavior and also modifying attitudes. The
conference method can draw on the learning principles of
motivation and feedback. It is used to enhance knowledge 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 playing
Active participation rather than passive reception facilitate
learning. Role-playing believes in active participation. This is a
training method often aimed at enhancing either human relations
skills or sales techniques. Role-playing can be defined as an
educational or therapeutic technique in which some problems
involving human interaction, real or imaginary is presented and
then spontaneously acted out. Participants suggest how the
problem should be handled more effectively in the future. This
“acting out” is followed by discussion and analysis to determine
what happened and why and, if necessary, how the problem
could be better handled in future.
The typical Role Involves Three Phases
The Warm Up : the objective of the warm-up is to get the
trainees participate in a constructive manner with minimum
anxiety and maximum motivation. The trainer’s introduction
to the session should be such that it would arouse interest of
trainees.
The Enactment : before conducting the role-play-enactment,
the trainer should carry out the following:-
(a) Read aloud generation information,
(B) Those who have volunteered to role play are given
briefing sheets and sent out of the 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, the trainer sets the scene by restating the
identify of the roles being enacted and making a brief
statement about what has just happened when the action
began.
Post Enactment Discussion : in conducting post enactment
discussion, reaction to role 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 leadership skills,(ii) increasing sensitivity to the
motivation of others, (iii)improving interviewing skills, (iv)
enhancing ability to develop innovative solutions to human
relation problems, and (v) modifying attitudes.
Syndicate Method
Working in small group to achieve a particular purpose is a
syndicate method. The essence of this method is that participants
learn from each other and contribute their own experience to the
fullest. This method is designed to provide 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 with the help of other co-participants; to develop
sound judgment through greater insight into human behavior. It
is suitable for training and development students, without any
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 can represent various
functional as well as interest areas. The syndicates are given
assignments which have to be finished and a report submitted by
a specified date and time. By rotation each member of the
syndicate becomes the leader for completing a specific task.
Each assignment to a syndicate is given in the form of a “Brief”.
If the syndicate is not structured properly, it should lead to a lot
of wastage of time and cause frustration. In the absence of
proper pressure on the participants by trainers or participants
themselves, some participants might start dragging their feet.
Differences of opinion or viewpoint may be ignored to avoid
action.
Behavior Modeling
According to social learning theory, most human behavior is
learned observationally through modeling. When social learning
theory is applied in industrial training
Programmers, it is commonly referred to as “behavior
modeling”.Used behavior modeling to improve the interpersonal
and communication skills of supervisors in dealing with their
employees. At the end of each training session, the trainees are
given copies of the learning points and are asked to try and
apply them to their jobs during the following week. It has been
found that this program has had desirable effects on learning,
behavior and performance criteria.
There creation of the behavior may be videotaped so that the
trainer and the trainee can review and critique it. When
watching the ideal behavior, the trainee also gets to see the
negative consequences that befall someone who does not use it
as recommended. By observing the positive and negative
consequences, the employee receives vicarious reinforcement
that encourages the correct behavior.
Counseling:
It helps the trainees to observe their weaknesses and involves
measures to overcome them. It is related to periodic appraisals
of ratings. Specifically counselling purports to
Help the subordinates to do a better job, provides a clear picture
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 to replace.
However, it is disappointing as training because of a likelihood
of an imitation of weak as well as strong points of the seniors.
Special Project Arrangements;
These are likely to be highly effective training systems. In these
systems, a task force is built representing varied functions in the
company. The special project enable the trainees to achieve
knowledge of the subject assigned as well as to learn how to
deal with others having varied viewpoints.
Telephone Training Sessions-
Telephone training sessions are for individuals or small groups
(up to five people). During a Telephone Training Session we
will evaluate your specific needs, tailor a session to your needs
and provide you with more advanced tips. Register for a session
that is convenient for you. Once you schedule a session we will
contact you on the date and time specified to complete the
training.
Distance Learning Sessions
It’s for groups of more than 5 people up to 18 people. it utilized
both presentation &live demonstrations. Once you register,
they’ll email you a website address &toll-free no.
STEPS INVOLVED
The seven major steps which is essential for this are the
following:-
1. Determining the need for skills training
2. Translating skills needs into training objectives
3. Formulating the budget
4. Selecting trainees
5. Choosing a training method
6. Selecting and educating trainers
7. Determining evaluation procedures
5S TRAINING
What Is 5S?
The five S stands 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. 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 dirt compromising quality, people are
happier in a clean and 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 and educators. Space is crowded with parts and tools.
1. Unneeded items are stacked between workers.
2. Excess inventory on the floor.
3. Excess items and machines make it difficult to
improve process low.
4. Equipment is dirty and a collection point for miscellaneous
materials.
EVALUATION OF TRAINING AND DEVELOPMENT
Evaluation means the assessment of value or worth. Evaluation
of training is the act of judging whether or not it is worthwhile
in terms of set criteria. It provides assessment of various
methods and techniques sells training to management, identities
the weaknesses of training program and helps to accomplish the
closest possible correlation between the training and the job. A
comprehensive and effective evaluation plan is a critical
component of any successful training programs. A lack of
evaluation may be the most serious flaw in most training and
development efforts. Which they have already convinced
themselves is worthwhile. Thirdly, some of the organizations are
involved in training because their competitors are doing it or the
unions are demanding it. Fourthly, as it is very expensive, the
orgs do not want to spend on the evaluation. Fifthly, some of the
training programs. Are very difficult to evaluate because the
behavior taught is itself very complex and ambiguous.
METHODS OF TRAINING IN COMPANY
In Shri Ram Pistons and Rings Ltd., Ghaziabad. Need based
system of importing training is followed. Training is based on
the frequency of defects found during the production. Job
supervisor is vigilantly watching each and every product. If he
fined any defect in the product, he instructs the worker to do
right way. If no. of worker are doing same mistake, than all of
them are taken in a group and provided training spontaneously.
This way only defective based training is provided by the
company.
Firstly each department analyzes their weak points and then
they simply inform to the management, then management
arranges the training according to the priority and asks all the
departments to give the names of the trainees who need any
training with their topic. After getting the names the
management made a training calendar which specifies the name
of workers from any department who need training on the
specific topic, name of department and the subject of the
training. Each training is divided into batches so as not to disturb
the work of the whole company. Any worker from any
department who need the same kind of training comes in the
same batch .after allotting the batches management give focus to
training schedule. Training schedule is also made after allotment
of the trainer .Then a circular is circulated which specifies all the
detail regarding the training.
RESEARCH METHODOLOGY
Research Design :
The main objective of the project is to find “the role of training
at Shri Ram Pistons and Rings Ltd.” the following are the
research teams that are used for the research work.
1. Data Collection Method:
Here I use both primary as well as secondary data collection
method.
(i) Primary Data: Primary data are those, which are
specially/ collected for the problem in hand. I had
collected primary data through following ways:
Through personal interviews
Questionnaires
Observation
(ii) Secondary Data: Secondary data are those, which
have already been collected by someone else, which
had been provided to us during the training period.
2. Sample Unit :
My target population for this project was all the employee
of Shri Ram Pistons and Rings.
DATA ANALYSIS & INTERPRETATION
Analysis of responses of staffs
SPR provides various types of training to its staffs. There are on
an average 100 staffs who have gone through these training
programs in one batch the company provides training in batches
as it has a huge number of employees .In every batch they
provide a different type of training according to the needs of
employees and their department These training programs are:
1. Work Culture
2. Absentees
3. Quality of work life
4. Discipline of shop floor
5. Industrial safety
6. Attitudinal change
7. Productivity
8. First Aid
9. Energy Conservation
10. Benefits of ESI Corporation
11. Communication
12. Leadership skills teamwork
13. Interpersonal relations
14. Change Management
15. Quality circle
16. 5’S”
17. Supervisory Development Programme
18. Personality Development
19. Rational Emotion therapy
20. Time Management
21. Stress Management
22. Quality circle
23. Presentation Skill
These training programme is based on the above needs of the
training .it is conducted in various batches. Each batch allotted a
different time period for their training. Only one training is
given at a time employees having same requirement from each
department taken in the same batch .it is given by department
heads, or by any expert.
VARIOUS DEPARTMENTS
Engine valve forge shop-Green
R&D Department-purple
RPTL Department-Blue
QA Department-brown
Work Engineering-grey
Aluminum Foundry
DATA ANALYSIS
Training Material
Before thetraining
After thetraining
In the analysis of the training program, the next question was,
“when the study material should be provided either before the
training or after. Out of 25, 19 trainees opt that study material
should be given before the training. And just 6 want the study
material to be provided after the training.
Need or Requirement of any test
Test should be
Test should notbe
Before any training program should there be any test for the
purpose of selection of the trainees. Regarding this out of 25, 14
trainee’s replies in the favor of the test and 11
Were against any such test. There is a mall difference between
both the views. So it is difficult to choose any one. In my
opinion, before selecting a trainee there must be a test conducted
by the trainer. It will help him to identify better trainees and the
lacking points and qualities in them which is affecting their
work.
Quality of training programme
Average
Good
Outstanding
The competence of the training program well defined has been
assessed on the basis of certain qualities.
On the piratical value aspect just 3 out of 25 found that the
program was average found that the training program was good
and rest 5 thought that it was outstanding.
Idea Gained
Poor
Good
Outstanding
On the aspect of gaining of new ideas in the training program,
most of them found that,
They got new ideas. The no. of staffs that had this type of
thought is 13. Out of 25, 11 trainees think that new ideas gaining
through the program was outstanding. Just one person thought
that, he didn’t get any idea in the training program.
Self Development
Good
Outstanding
Self development aspect in the training program, there is a little
difference between good and outstanding. Out of 25, 14 trainees
said, that the training program is good for self development and
rest 11 thinks that the training program is outstanding.
Relevant to the current job:
Relevant
Very muchrelevant
The entire program should be relevant to the job of worker. In
search of this idea in the program, it was found that out of 25
trainees 11 thinks, that while training what-ever they got was
relevant the current job. Rest 14 thinks the program is
outstanding in the relation of current job. It’ll be very helpful in
the future to perform their job in a better way.
Efficient use of time :
Good
Outstanding
Efficient use of time in the training program is very much
important for every worker staff, because everyone wants to use
his/her time efficiently. 11 out of 25 trainee’s expert-
-need good use of time during the training. Rest 14 experienced
the excellent use of time.
Maintaining the interest:
Good
Outstanding
Maintaining the interest of participants is essential for the
success of any program. It was found that only one trainee says
that he didn’t have any interest in the training program. Out of
25, 9 trainees say that in the program their interest was good.
Rest 15 says that, their interest in training program was
outstanding and they are benefited more.
Clarity:
Good
Outstanding
In any program, clarity is an important factor, without it we
can’t assume the success of
any such program. The clarity of materials and lectures are very
important in making the program a successful event. 11, out of
25 trainees say that the program is very good on clarity. Rest 14
says that the training program was very much clear.
The training program has mainly been areas rated on three
parameters.
i. Skill Enhancement
ii. Personality Enhancement
iii. Efficiency of doing work
iv. Easiness of doing work
v. Progress in their work and results
vi. Overall changes in themselves including common,
confidence control over stress etc.
All the trainees have rated the training program differently on
the basis of all these parameters which are mentioned above.
Skill Enhancement:
Good
Excellent
According to the development of skills out of 25 trainees 11
have experienced good and rest 14 have experienced excellent.
Personality Enhancement:
Good
Excellent
On the basis of personality enhancement 12, out of 25 trainees
rated this training program good and rest 13 rated this program
excellent.
Frequency of training program:
Every month
Every threemonth
every six month
Once in a year
The experience this was so impressive that all the trainees very
much interested in these types of programs. They want more of
such types of training programs. So 8, out of 25 trainees want
this type of training in every month .On the other hand 9 trainees
want such program once in every three month. 5 out of them
want to hold such types of program twice in a year. Rest of them
wants to hold this once a year.
Duration of training program:
8 Hours
12 Hours
20 Hours
Its duration is a big question for the management. All trainees
who had attended the training program have different opinions.
13 out of 25 trainees want the duration of these programs to be 8
hours. 7 of them want 20 hours and 5 want the duration to be 16
hours.
Analysis of workers response
I have taken the views of only 45 trainees for analyzing the
workers response. Mostly trainees have gone through the topic
like –
i. Skill Enhancement
ii. Personality Development
iii. Communication
iv. Time management
v. Presentation skills
vi. Leadership skills teamwork
vii. Energy conservation
viii. First aid
ix. Stress management
x. Absentees
There are various departments in Shri ram pistons and rings like-
Engine Valve Forge Shop,
RPTL
QA Department
R&D Department
Works Engineering.
Aluminum Foundry etc.
Among all the trainees only 45 I have taken who have also gone
through these training programs. All the 45 trainees got the skill
enhancement, personality development, first aid, stress
management, absentees, presentation skill and communication
skill training. among all 40 have got leadership training, energy
conservation. Some of them got the training on all these topics
but in different time period and in different batch. 8 of them
gone through only 3 topics.
Improvement
Not Improvement
can't say
To read the development after applying development programs
questions are asked to the workers. Responding to the questions
16 out of 45 workers say that they got improvement after the
training program, 15 told that they didn’t get any improvement
and rest 14 are unable to say anything.
Before thetraining
After the training
In any training program the material plays an important role. So
it should be provided. But the question is that, "when should be
the materials be given, before the training or after the training.”
In the responses of such Question, 30 out of 45 workers say that
materials should be given before the training and 15 says that it
should be given after the training.
Ready to facetest
Don't ready toface test
A good trainee is essential for the successful completion of any
training program. A good trainee can be selected by the test. So
a test is required for selecting appropriate trainees. Responding
this 27 out of 45 workers tell that they don’t want to go through
any test and rest 18 want to go through such test process.
The evaluation of any program is very much requiring for the
future. It can be done by asking the question from trainees, it can
be also done by taking various test related with the training
programmers. Questionnaire method is also used for evaluating
these programmed.
It can help in future to take decisions and to decide the course
of action which helps in fulfilling the companies’ objectives.
Management can change any module according to the
Results come from this. By evaluating and analyzing the
management can arrange the new
training programmer for their employees.
Skill Enhancement:
Good
Very good
Excelent
Responding to skill enhancement programs, 11 out of 45
workers say that the training program was good, 20 say that it
was very good and rest 14 trainees opine that training program
was very helpful to enhance their skills and perform their job in
batter manner.
Personality Enhancement:
Good
Very good
Excelent
Responding to the personality development questions there are
different views of the trainees, 6 out of 45 workers say that the
program was good, 18 say that it was very good and 21 workers
say that program was excellent.
Others topics:
Good
Very good
Excelent
Responding to the other topics of training questions trainees are
very much conscious about their improvement. 10 out of 45
have good experienced regarding development programs, 13 say
that program was very good and rest 22 having excellent
experience
4 Hours
8 Hours
16 Hours
20 Hours
The duration is an important factor for the successful completion
of any program. It should be according the requirement of the
trainees. 2 out of 45 trainees say that duration should be 4 hours,
6 say that duration can be 8 hours. 10 out of them want 16 hours
and rest 27 wants 20 hours for the training program.
Every month
Once in 3months
Once in 6months
Once in everyyear
Due to the changes in busy. The frequency of these types of
programs should be higher. It should be acc. to the convenience
of trainees. 10 out of 45 want this should be conducted every
month, 8 want after every 3 months but 20 thinks the gap
between two should be exceed 6 months. Rest 16 wants the
frequency of these programs to be once in a year.
CONCLUSION
In the millennium when the corporate world is designing newer
techniques for developing employees and retaining them,
Shriram Piston & Rings Ltd. Is no way behind and the
organizational structure is such that people work hand in hand to
align the organizational goals with the individual’s goals
As we know, in today’s global scenario the employees are the
most important assets for any organization. In order to cope up
with the changing market conditions, development of
technology, rising expectations of employees & introduction of
new management systems, it is essential to increase emphasis on
training & development.
LIMITATION & SUGGESTIONS
LIMITATION
(i) Duration of summer training is not sufficient to
understand complete cooperate world & due to this I
could not focus on other area, which I was planning in
the beginning of my project.
(ii) We only had an interaction with two or more HR
employees if we could make it for all HR employees to
understand other pain area.
(iii) There were no advanced & appreciation courses which
will be beneficial for the knowledge of senior
management personnel.
(iv) Facilities to train the trainers were not & adequate.
SUGGESTIONS
The training can be made effective and successful if
the following hints are considered :
1. Specific training objectives should be outlined on the
basis if the type of performance required achieving
organizational goals and objectives. An audit of
personnel needs compared with operational
requirements will help to determine the specific
training needs of individual employees. This
evaluation should from well-defined set of
performance standards towards which each trainee
should be directed.
2. The trainee should be helped to see the need for
training by making him aware of the personnel
benefits he can achieve through better performance.
He should be helped to discover the rewards and
satisfaction that might be available for him through
change in behavior.
3. Attempts should be made to create organizational
conditions that are why changes are needed. Any
distraction in the way of training environment should
be removed. The support of the upper level of
management should be obtained before applying
training at lower level.
4. It should be recognized that the trainees do not
progress at the same rate. Therefore flexibility should
be allowed in judging the rates of progress in the
training program.
5. As the trainee acquires new knowledge skills or
attitudes and applies them in job situation. He should
be significantly rewarded for his effort.
6. The trainee should be provided with personal
assistance when he encounters learning obstacles, fare
provide, lunch sac ties good cooperative environment.
7. Training method should be ascertained with the advice
of personnel manager and high officials about the
system which will suite the training.
8. A trainer must be ready before the start of the training.
He should ascertain as to what is to be taught and by
which method..
9. Trainee must be mentally prepared to learn. Training
must recognize individual difference in abilities,
interest, learning speed and other significant personnel
characteristics.
10. The instructor must prepare time table of the training
and only one sub-job should be taught in one instance.
11. All jobs must be orderly. This order should be made to
understand and time for each sub-job should be
distributed.
ANNEXURE
TRAINING & DEVELOPMENT
(QUESTIONNAIRE)
Name …………………………………………………
Department ………………………………………
Designation ………………………………………
1. What type of training and how many training have you gone
through?
(i) (ii) (iii) (iv) (v)
2. Please indicate when should the study material be given to the
trainees?
Before the training after the training
3. Before started training programme should you go through any
test?
Yes No
4. Please rate the overall training programmed on the following
qualities:
Program Poo
r
Fair Avera
ge
Goo
d
Out
standi
ng
1. practical values
2. New ideas gain
3. help full to self
development
4. Relevance to your job
5. Efficient use of time
6. Maintaining your
interest
7. Clarity
5. Rate your particular training programme according to your
development
.Training Programme Poor Fair Good Excelle
nt
1.
2.
6. In your opinion what should be the frequency of the training
programme in your company.
Once in a month once in 3 Months
Once in 6 months Once in 12 Months
7. In your opinion what should be the duration of this training
programme?
4 Hours 8 Hours 16 Hours 20 Hours
8. Would you like to suggest something for the training
programme?
_________________________________________________
____
_________________________________________________
____
_________________________________________________
____
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____
_________________________________________________
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Date : Signature
BIBLIOGRAPHY
BOOKS :
1 Mamoria C.B., “Personnel Management” 21st revised and
enlarged edition 2001, Himalaya Publishing House.
2 Kothari C.R., “Research Methodology”, revised edition 2000,
Vishwa Prakashan.
3 Flippo B Edwin, “Personnel Management”, sixth edition, Hill
Book Company.
MAGAZINES:
Company’s catalogues & annual report year 2008.
WEBSITES:
1 www.shrirampistons.co.in
2 www.hr.com
3 google.com
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