Crompton Greavs

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PREFACE

Topic of the Study:

A comprehensive study of Training & Development programs has been carried out for

Crompton Greaves Limited.

Rational behind the Study:

Training plays a vital role in effective functioning of any company. The efficiency and

productivity of workers working in an organization not only depends upon the skills they possess

or working environment, they are working in, but also upon the policy of the company of

providing training to the employees according to the demand of the jobs. There remains a gap

between the demand of the jobs and skills of the workers. This gap can be patched up by

delivering effective training and development programs. The workers get better opportunity to

improve themselves and as a result want to enhance of 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 jobs, that will fulfill their own

requirement of learning and the requirement of the organization as well as achieve the

organization goals too.

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DECLARATION

I, SHAILENDRA KUMAR NAYAK here by declare that this Project Report

titled Study of Training & Development at Crompton Greaves Ltd has

been completed based on actual study carried out by me. I am presenting

an authentic record of my own work carried out under the guidance of

Col. A. S. Malhotra, I.P.E.M. Ghaziabad, which is required in partial

fulfillment for the degree of Master of Business Administration affiliated

to U.P. TECH. University, Lucknow.

This dissertation is original and the information, data & facts

furnished therein are factual, based on the study carried out by

me.

I havent submitted the matter embodied in this Project Report

for the award of any other degree or diploma to the best of my

knowledge.

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(SHAILENDRA KUMAR NAYAK)

CERTIFICATE

This is to certify that Mr. Shailendra Kumar Nayak a student ofM.B.A at I.P.E.M, Ghaziabad has undergone training from12/ 06/2008 to 21/07/2008 at CROMPTON GREAVES Ltd, NewDelhi.

This Project Report on the topic Study of Training &

Development at Crompton Greaves Ltd is hisoriginal work.

DATE Col.A. S. MalhotraDirector

I.P.E.M. Ghaziabad

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INDEX

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INTRODUCTION

Successful candidates placed on the job need training to performtheir duties effectively. Workers must be trained to operatemachines, reduce scrap and avoid accidents. It is not onlyworkers but executives and supervisors who need training aswell in order to enable them to acquire maturity of thoughtand action. Training and Development constitute an ongoingprocess in any organization. Training thus means to turnmembers into productive insiders. It is the second step afterrecruitment, screening and selection. The principles oflearning makes training work ,thus, how a person learnsshould be the guiding principle in explaining how a person.should be trained Thus training requires -

Practice

Feedback

Motivation to learn

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

process. Further training enhances three broad classes of skills

Motor Skills: Manipulation of physical environment based on certain patterns of bodily

movements,

Cognitive Skills: Acqusitional of mental and attitudinal functions;

Interpersonal Skills: Enhancing interactions with other people.

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

resources in three phases :

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1. PRE TRAINING

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

2. TRAINING-

- Implementing the effectiveness in behavior

3. POST TRAINING-

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

adjustment is needed on both sides

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COMPANY PROFILE

Introduction

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

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

was generated on a "Crompton Dynamo" at Calcutta in 1899. A

pioneering leader since 1937 in the management and application of

electrical energy, Crompton Greaves, today, is India's largest private

sector enterprise, extensively engaged in designing, manufacturing and

marketing high technology electrical products and services related to

power generation, transmission, distribution as well as executing

turnkey projects. The company is customer centric in its focus and it is

the single largest source for a wide variety of electrical equipments and

products. Further, the company is emerging as a first choice global

supplier for high quality electrical equipments.

History

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The history of Crompton Greaves goes back to 1878 when Col. R.E.B. Cromptonfounded R.E.B.Crompton & Company. The company merged with F.A Parkinsonin the year 1927 to form Crompton Parkinson Ltd., (CPL). Greaves Cotton and Co

(GCC) was appointed as their concessionaire in India. In 1937, CPL established,it's wholly owned Indian subsidiary viz. Crompton Parkinson Works Ltd., inBombay, along with a sales organization, Greaves Cotton & Crompton ParkinsonLtd., in collaboration with GCC. In the year 1947, with the dawn of Indianindependence, the company was taken over by Lala Karamchand Thapar, aneminent Indian industrialist. Crompton Greaves is headquartered in a self-ownedlandmark building at Worli, Mumbai.

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CORPORATE STRUCTURE

Wiring the Structure for Growth

Crompton Greaves is part of the B.M. Thapar Group. With a turnover, over

Rs. 2700 crores, the company is India's largest private sector enterprise in

the business of electrical engineering.

The wide range of products that the company offers is canalized through

its four business units- These are Power Systems, Industrial Systems,

Consumer Products and Telecom Products.

Board of Directors

Key Personnel

Corporate

Regional Management

Power Systems

Industrial Systems

Consumer Products

Telecom Group

International

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Board of Directors

Mr. G. Thapar

(Chairman)

Mr. Gautam Thapar was appointed as Chairman of Crompton Greaves Limited on July 22nd,

2005. A student of Doon School, Mr. Gautam Thapar went to U.S.A. to complete his Chemical

Engineering in the Pratt Institute and joined the family business in 1986.

Mr. Gautam Thapar is currently, Chairman of Ballarpur Industries Limited, India's largest pulp

and paper manufacturing company. He is also a Director in several other companies including

Bata International, apart from serving as Chairman of Confederation of Indian Industry (CII),

Northern Region in 2003-04.

The successful turnaround of Ballarpur Industries Limited under his dynamic leadership and his

other achievements are testimonies to his managerial experience,

competence and expertise.

Mr. S. M. Trehan

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(Managing Director)

SUDHIR MOHAN TREHAN is the Managing Director of Crompton Greaves Limited since

May 2003. Prior to this, he was the President of CG - Digital and looked after the areas of

Networking, Informatics and Telecommunications.

Mr. Trehan is an engineering graduate from the renowned Birla Institute of Technology at

Ranchi and a gold medallist. Thereafter, he pursued Post Graduate studies (M.S.) at the State

University in Stony Brook, NY, USA.

He began his career in the United Kingdom as a Management Trainee with Crompton Parkinson

Ltd. at Guisely. In 1972, he joined Crompton Greaves Ltd. in India where he served in various

Departments and Divisions like Transformers, Turbines and Switchgear.

He is actively involved in various national industry forums like IEEMA, CII and AIMA - leading

names in India. He is currently the Chairman of Maharashtra State Council of CII.

He was the recipient of the Outstanding Chief Executive of the Year Award for 2000-2001,

instituted by the Indian Institution of Industrial Engineering, for steps he took towards

successfully implementing his vision of making Crompton Greaves a world-class manufacturing

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company.

His leisure time activities include golfing and driving.

Other Directors

Dr. O. Goswami

Mr. S. Labroo

Dr. Valentin A H von Massow

Ms. M. Pudumjee

Mr. S.P. Talwar

Mr. K. Thapar

Key Personnel >> Corporate

Name Designation

Telephone

EPABX /Direct.

S M Trehan Managing Director022 24237777

022 24237700

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B R Jaju Chief Finance Officer - Finance & Admin.022 24237777

022 24382211

W Henriques

Company Secretary & Legal Counsel

Vice President - Human Resources

022 24237777

022 24333399

T P Govindan General Manager - R&D and Quality022 67558803

022 25775180

Key Personnel >> Regional Management

REGION NAME DESIGNATION LOCATION

TELEPHONE

EPABX/

DIRECT

NORTH SA Kane General Manager Delhi011 30416300

011 23354879

EAST BS Bajwa General Manager Kolkatta033 22829681-85

033 22821312

WEST AM KamathDeputy General

ManagerMumbai

022 67558000 /

022 25780234

SOUTH KN DesaiDeputy General

ManagerChennai

044 42247500 /

044 28235533

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Key Personnel >> Power Systems

NAME DESIGNATION DEPARTMENT

TELEPHONE EPABX/

DIRECT

DS Patil Vice PresidentTransformers &

Engineering Projects

022 67558000

022 67558201/02

J.G Kulkarni Vice President Switchgear 0253 2382271

0253 2301103

Key Personnel >> Industrial Systems


TELEPHONE EPABX/

DIRECT

SC Gupta Vice President LT Motors 0241 2777372/500

JC Pant Deputy General Manager Commercial Motors0832 3983200

0832 3983205/213

VK Salhotra General Manager Stampings022 67558000

022 25796866

AK Raina Vice President Large & 07480 233116

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Traction Machines 07480 503238

Key Personnel >> Consumer Products


TELEPHONE EPABX/

DIRECT

Manoj Verma Vice President Lighting022 67558000

022 67558425

AN Ravichandran Vice President Fans & Appliances 0832 2331256/59

P Palaniappan General Manager Pumps0241 2777152

0241 2777262

Key Personnel >> Telecom Group


TELEPHONE

EPABX/

DIRECT

KN Neelkant General Manager Telecom080 41292300

080 26787141

Key Personnel >> International

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TELEPHONE EPABX/

DIRECT

AC Rodrigues Vice President International

022 67558000

022 67558931

The Manufacturing Grid

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Crompton Greaves' strength emanates from its business operations consisting of 21 divisions

spread across in Gujarat, Maharashtra, Goa, Madhya Pradesh, Karnataka and Tamil Nadu,

supported by well knitted marketing and service network through 14 branches in state capitals

under overall management of four regional sales offices located in Delhi, Kolkata, Mumbai and

Chennai.

CG-House

Corporate Office

Transformers Plant, Mandideep Transformers Plant, Malanpur

Alternators & DC Machines Plant,

Ahmednagar

Switchgear Plant, Nashik

LT Motors Plant, Ahmednagar. Transformers Plant, Kanjurmarg - Mumbai

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Amorphous Core Transformers Plant,

Mandideep

Ceiling Fans Plant, Goa

DC Machines Shopfloor, Mandideep.

Transformers Plant - Winding Bay,

Kanjurmarg - Mumbai.

Research & Development Facility,

Kanjurmarg Mumbai

Light Sources Manufacturing Plant, Baroda.

Telecommunications Plant, Jigani

Bangalore

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At Crompton Greaves there is always a passion for quality. A quality

trust mark has emerged as Crompton's biggest brand ambassador. In

fact, this is reflected through quality certifications for its products and

services. Further, the commitment to responsible business through

quality, technology and productivity has helped the company to achieve

a turnover of over Rs.2700 crore and receive many certifications in the

ISO 9000/9001:2000/14001 series. The company has the unique

distinction of being the first one to receive an ISO 9000 certification for

Finance and Administration.

The company has made considerable progress towards integration of the

Six Sigma methodology in its manufacturing processes with the

ultimate aim of achieving 'Product Quality as Perceived By Consumer'.

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This methodology was actively pursued for 10 products for which

Critical to Quality (CTQ) characteristics were identified based on

market feedback. Regional team has also been trained in Six Sigma

technology for capture of customer's voice.

In addition to this, the company has also introduced stringent control

measures with suppliers to ensure that inputs support the Six Sigma

quality. In fact, all these measures have resulted in manifold

improvement in the CTQs with substantial reduction in defects.

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

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

27001:2005 by UL India Ltd.

In accordance with plan, the second phase of Six Sigma implementation commenced

during 2004-05 with increasing executives being trained in the methodology. Six Sigma

methodology has been extended to the design activity of the products. Ten products have

been covered in the first phase, while nine products would be included in the second

phase. Increasing coverage of products with six sigma approach will progressively help

the company achieve 'product quality as perceived by the customer'.

Twenty-three divisions / regions have been accredited with ISO9001: 2000 Certification.

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

OHSAS 18001

The Light sources division is one of the few business units in India in lighting industry to

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

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

Euro/IEC norms and ANSI/NEMA standards for greater acceptance in international

markets.

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

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

Occupational Health and Safety Management System.

The company's Fans, Motors, Automation and control products are approved by the CSA,

BASEEFA, and CE

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VISION OF COMPANY

To create a duly accredited state of the art

Power transfer condition monitoring and diagnosticcentre.

To cater to the need of industry and academia.

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MISSION OF COMPANY

Network to ensure uninterrupted electricity supply and

preventing black out.

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Products & Services Offered

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

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

enjoys a leadership position. Presently, the company is offering wide range of products such as

power & industrial transformers, HT circuit breakers, LT & HT motors, DC motors, traction

motors, alternators/ generators, railway signaling equipments, lighting products, fans, pumps and

public switching, transmission and access products. In addition to offering broad range of

products, the company undertakes turnkey projects from concept to commissioning. Apart from

this, CG exports it's products to more than 60 countries worldwide, which includes the emerging

South-East Asian and Latin American markets.

Thus, the company addresses all the segments of the power industry from complex industrial

solutions to basic household requirements. The fans and lighting businesses acquired

"Superbrand" status in January 2004. It is a unique recognition amongst the country's 134

selected brands by "Superbrands", UK.

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Pauwels Acquisition - an Indian MNC

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

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

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

amongst top ten transformer manufacturers in the world. It has truly transformed into an Indian

MNC making a long-cherished dream finally come true.

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

Pauwels Group and it's transformer manufacturing facilities in five countries is expected to

provide a significant impetus to the company's international presence.

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

year is expected to increase Crompton Greaves' International business to around 50% of it's

turnover, making the company a force to reckon with, in the international market.

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Manufacturing, Marketing & Servicing Network.

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

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

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

sales offices located in Delhi, Kolkata, Mumbai and Chennai. The company has a large customer

base, which includes State Electricity Boards, Government bodies and large companies in private

and public sectors.

Future Outlook.

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

and lighting for basic comforts. Their lives are literally touched by delight. Similarly, Crompton

helps electricity boards and other utilities to reach electricity to the last home and factory.

Therefore, every individual in India who uses electricity can be considered as Crompton

customer. Hence, the company continues to further and consolidate the initiatives that Colonel

Crompton set into motion by focusing on meeting increasing customer demands for products that

are eco-friendly, energy efficient and with intelligent monitoring and control systems.

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

economic growth. India is today preferred destination for sourcing various engineering goods not

only due to low cost but also due to high quality of products. Although, the climate for the

manufacturing sector is bright, the concern is the threat of imminent competition from global

players who are already in the process of setting up manufacturing facilities in India. The market

is expected to remain competition with an added element of competition from imported products.

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

together with business impact of the Pauwels acquisition, will equip the company to respond in

adequate measure to this competitive pressure.

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PART-2

OBJECTIVE OF THE STUDY

i. The main objective is to study the training and development activities carried by the

Crompton Greaves Limited.

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ii. To study the training procedures provided by the company.

iii. To evaluate the effectiveness of training programs.

RESEARCH METHODOLOGY

Research Methodology of data collection

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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.

TRAINING & DEVELOPMENT POLICY

Why training is important

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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

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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 teams training and development. Line managers are also responsible for

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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 years 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 competenciesare needed to achieve our business objectives, these should

be recorded on the Development Needs Assessment plan, which forms part of our Performance

Review process.

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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 individuals performance.

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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 this level, evaluation provides information on the attitudes of a participant to

learning, but it does not measure how much they 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 has taken place.

Normally, Personnel Services will be responsible for issuing this type of questionnaire.

Performance: Evaluation at this level looks at the impact of a learning experience on individual

performance at work. Key to this area of evaluation will be the need to have established smart

learning objectives prior to the learning experience so that when evaluation takes place there are

measures to use. For example, an important learning objective for a junior secretary attending a

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Word training course may be to produce typed correspondence with no spelling or

typographical errors. In this example, a manager would be able to evaluate the secretarys

performance using a measure of no spelling or typographical errors. Ideally, evaluation on

performance should take place approximately 3 4 months after the learning activity. Line

managers should undertake this evaluation and send a copy of the results to Personnel Services.

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.

In summary then, Personnel Services will evaluate training and development at the reaction and

organizational levels, and line managers will be responsible for evaluating the effectiveness of

training and development at the performance level. However, there will be some types of

learning activities, for example attending conferences or seminars, where it may not be

appropriate to undertake any evaluation. If any doubt, please contact Personnel Services.

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

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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

Funding for training and development will be paid from a central training budget, therefore the

Head of Personnel Services must approve any training and development that involves a

financial cost before any financial commitment is made. Details of how to apply for a

training and 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. With this in mind, company has 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.

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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 practising a particular skill.

Finding out about training courses or alternative learning methods

Personnel Services is building up a range of literature from training suppliers and a selection of

books/videos/computer discs available for individual use. To find out more, please contact

Personnel Services.

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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 organised training programmes, for example Customer Service Training, Team

Building training, will be co-ordinated through Personnel Services (so individuals do not have to

complete any forms). All other training and development activities must be authorised by

Personnel Services before any training is booked.

Company sponsorship

Company recognises the need for continuous professional development and are 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.

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TRAINING NEEDS IDENTIFICATION

IDENTIFICATION OF TRAINING NEEDS

Training is often included as an essential element of an organizations strategy to gain 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 organizations 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

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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: peoples 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 worth while.

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STUDY OF NEEDS OF TRAINING

In Crompton Greaves Ltd., Delhi across 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 normally two work stations in production,

1. Critical station

2. Normal station

At critical work station an efficient worker should produce 5000 to 6000 units in one shift. At

this work station minor job is done.

At normal work station an efficient worker should be produce 8000 to 10000 units in one shift in

normal circumstances.

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

1. Permanent worker

2. Temporary worker

A worker get the permanent job after the good and consistent performance in the company, these

people are well experienced in their relative jobs.

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Temporary worker is a layman. They dont 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 that 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 three groups,

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Highly efficient

Efficient

Adequate

If a person can handle all the machines related to any particular job. That worker is 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 type is not beneficial for the

company. So that they are not acceptable. They have 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 doesnt require training.

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

worker.

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Company is giving training to the efficient worker. For them there are three 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 line in charge 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 types of 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 adequate person is send to work between two

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highly efficient workers. Highly efficient people 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 semiskilled 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 for work.

Technical change requires more technical people. If company wants to retain the same people

who are working form last some times then company has to give them training. After getting

training a worker can adjust in any environment and work effectively.

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

important. We cant survive in the market with high cost. So we need to cut the cost of the

product. For cutting the cost we need more trained worker who can work faster and quickly. So

that the production time can be reduced. At lastly we can get the low price product.

So that in every area we need trained people. For getting trained people we have to make them

trained by giving training.

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OBJECTIVE OF THE RESEARCH

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. What are

the basic requirements during this process? How does the company come to know that some

body needs training? 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.

So the ultimate goal of this project is to study the way of providing training as well as the way of

measure the development of trainees in Crompton Greaves Limited.

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RESEARCH METHODOLOGY

Research works involve a systematic process. There must be well-defined procedure for each and

every research work, which always need a set of methodologies.

The methodology for any research work constitutes the selection of representative sample from

the whole of the universe (or population) and also, applying appropriate tools and techniques of

research.

This research work was carried out in two stages :-

1. Firstly, an intense Literature Survey was done from the Crompton Training

Manuals and;

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

purpose of data collection, two sets of questionnaires were prepared. One for the trainees

and other for their reporting officers.

After preparing the questionnaire on the basis of research design, it was firstly tested on six

respondents. After getting the responses, certain modifications were done to make it more

focused and also, free-flowing.

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The sampling was Disproportionate Stratified Random Sampling, departments like : PE Hydro,

PE Civil, PE Electrical, PE Mechanical, Water System Group, SG Group, Cost Engineering,

CSD, New Project Group, etc., were covered to look for the respondents who have completed

their 3 to 5 months back.

Research Instrument :-

The research instrument was structured questionnaire with the choice of open-ended and close-

ended questions.

Field data :-

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

Sampling Plan :-

1. Sampling Unit :-

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

2. Sampling size :-

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

officers.

3. Sampling procedure :-

To obtain the representation samples, Disproportionate Stratified Random Sampling

was used. This means that respondents were selected randomly without any well defined

proportions from various departments of the organization.

Information sources :-

The information sources were as follows:

1) Primary Information Sources :-

a) Survey of the employees who underwent training programs 3-5 months back by giving

them Questionnaires and collecting their feedback.

b) Survey of the Reporting Officers of the trainees.

2) Secondary Information Sources :-

a) Training Calendar of Crompton.

b) Participants List.

c) Various books at Crompton Library.

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METHODOLOGY OF TRAINING

There is various methodology of training. No single technique is always best.

The best method depends on

Cost effectiveness

Desired program content

Learning principles

Appropriateness of the facilities

Trainee preferences and capabilities

Trainer preferences and capabilities

There is a range of teaching methods available to trainer. The choice of a method is 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 or

trainer.

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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.

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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

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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 trainers 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 workers adjustment

Less costly

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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:

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

Apprenticeship:

An apprentice is a worker who is learning a trade but who has not reached the state 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. Each apprentice is usually given a workbook

consisting of reading materials, tests to be taken and practice problem to be solved. This training

is used in such trades, crafts and technical fields in which proficiency can be acquired after a

relatively long period of time in direct association with the work and under the direct supervision

of experts. Training is intense, lengthy and usually on a one to one basis.

Increasing national attention is being paid to workforce preparation in the United States. This

stems from the growing realization that America's ability to occupy a leading competitive

position in the emerging global economy hinges, to a large degree, 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 government 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.

In the spirit of this reform, one particular training strategy -- apprenticeship -- has captured the

interest of many policy makers, educators, and others who are involved in the national reform

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movement. Its growing appeal comes as no surprise and, perhaps, is long overdue. Experience

both in the U.S. and growing abroad has repeatedly demonstrated that apprenticeship is a highly

effective strategy for preparing people for work. The bulk of apprenticeship programs offered in

the U.S. and its territories are in the 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 and 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,

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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 of their apprenticeship 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

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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. The implicit social

obligation gives employers or program sponsors the right to expect to employ the apprentice

upon completion of training given the investment in training and gives the apprentice a

reasonable right to expect such employment. Labor market conditions should guide the size

of training programs to enable each party to maintain his or her side of the obligation.

What Apprenticeship Is Not

Unless they conform to the essential components described previously, apprenticeship is no

cooperative education, vocational education, tech prep, two plus two (three or four), summer or

part-time work experiences or any other myriad training strategies that many are promoting as

ways to assure adequate workforce preparation. Such strategies undoubtedly have value in their

own right, but they are not apprenticeship. What distinguishes apprenticeship from most of these

other approaches are such fundamental qualities as training program sponsorship and location,

the skills required, the value attached to the credential earned, curricula content that is defined

exclusively by the workplace, wage requirements, the written agreement, and the implicit social

contract that exists between program sponsors and their participants. No other training strategy

provides for this unique combination of characteristics. When a person completes a registered

apprenticeship program, he or she is prepared to go to work as a fully trained, competent

journeyperson whose skills enable him or her to perform effectively in the workplace. Few, if

any, other types of educational programs can make this claim.

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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. Today, an apprentice who earns a Certificate of Completion and attains journey

worker status from a registered apprenticeship program knows that he or she has acquired

industry-defined skills at industry-accepted standards of performance and can reasonably expect

to be gainfully employed in his or her occupational area. If alternative training strategies (ones

that do not fully conform to the essential components) are also permitted to call themselves

"apprenticeship," the apprenticeship credential stands to become devalued. Such a step makes

little sense at a time when other credentials -- such as high school diplomas -- have lost much of

their meaning.

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likely not to be as directive approaches such as nondirective counseling or sensitivity training. If

the trainees 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.

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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 mater?

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:

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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 cant readily adopt itself to individual differences,

which may arise farthest from reality.

Audio-visual techniques:

Audio-visual techniques covers 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 trainers 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

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role providing guidance and feedback. Inspite 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 learnings. 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.

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

Participants are assigned roles in the scenario to be enacted, so , in this way, it is a device that

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forces trainees to assume different identities. Usually participants exaggerate each others

behavior. Ideally, they get to see themselves as others see them.

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 trainers

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.

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Case Study

By studying a case situation, trainees learn about real of hypothetical circumstances and the

actions others take under those circumstances. Beside learning from the content of the case, a

person can develop decision making skills. Case method is an excellent medium for developing

analytical skills.

Cases are usually organized around one or more problems or issues that are confronted by an

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

Feedback and repetition, are usually lacking. One inherent difficulty is personal bias. This

method calls for skills with language. But many people are sent to case study courses primarily

because they lack communication skills.

When cases are meaningful an similar to work related situations, there is some transference.

There also is the advantage of participation through discussion of the case. It improves

participants skills in problem analysis, communication and particularly brings home to the

participant that nothing is absolutely right or wrong in the field of human behavior. Survey

results indicate that the case method is considered by training directors to be the best methods of

developing problem solving skills.

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Simulation

Simulation is an approach that replicates certain essential characteristics of the real world

organization so that the trainees can react to it as if it were the real thing and then consequently

transfer what has been learned to their job. Simulation training is based on a reproduction of

some aspect of job reality. Simulation usually enhance cognitive skills, particularly decision

making. A very popular training technique for higher level hobs in which the employee must

process large amounts of information.

Simulations have many forms- some use expensive, technical equipment, while others are far

less costly. Some simulations need only one participant, others may involve as many as 15-20

people working together as a team. Simulations are a broad based training techniques that can be

adapted to suit a companys need. By using the equipment simulators, workers can practice new

behaviors and operate certain complex equipments free of danger to themselves. Equipment

simulators can range from simple mock-ups to computer based simulations of complete

environments. Some of them are utilized to train a single individual and the others are used for

team training.

Programmed instruction is a training approach which makes the advantages of private tutoring

available to large groups of students beings trained in new skills. Programmed instruction is one

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

programmed instruction and shares many of its benefits. C. A. I. Has the advantage of individual

pace instruction and a considerably wider range of application. It requires less time to teach the

same amount of information than any conventional method. Trainees also react favorably to this

method. The computer is capable of assessing the progress of the trainee and can also adapt to

his/her need by virtue of its storage and memory capacities. This method offers advantages of

standard presentation of materials to all trainees standard, structured practices, and instant,

specific feed back.

The major drawback to C. A. I. For most organizations probably is the initial expense.

Syndicate Method

Working in small group to achieve a particular purpose is described as a syndicate method. The

essence of this method is that participants learn from each other and contribute their own

experience to the fullest. The syndicate 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 judgement through greater insight into human behavior. This method 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

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given in the form of a Brief. This is a carefully prepared document by the faculty. Generally,

each syndicate is required to submit a report which is circulated to other syndicates for critical

evaluation.

The advantages of this method is that it secures a very high level of involvement from the

participants. Their own experience is the starting point in this method. It is a process of self

business and development for participants. This method also gives the participant a practice in

communicating with his colleagues and understanding them.

If the syndicate is not structured properly, it should lead to a lot of wastage of time 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 programmes, it is

commonly referred to as behavior modeling. Used behavior modelling to improve the

interpersonal and communication skills of supervisors in dealing with their employees. The

topic was first introduction by the trainers after which a film was shown to the trainees which

depicted a supervisor model effectively handing a situation, followed by a set of three to six

learning parts that were shown in the film immediately before and after the model was

presented. A group discussion is them held in which the effectiveness of the method is discussed.

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After this, the practice session starts in which one of the trainee assumes the role of an employee.

And then, feedback from the training class is given on the effectiveness of each trainee in

demonstrating the desired behavior.

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

programme 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.

12.Fish Bowl Exercise

it is essentially used in providing skills in understanding human behavior. It effectively uses

group interaction to develop in the participants a degree of self awareness. The primary

objectives of the method is to inculcate in the participants the discipline of observing others and

on the basis of this, provide objective and constructive feedback and to learn about oneself, ones

behavior and personality as seen through the eyes of others and consequently to overcome

weaknesses and improve upon strengths.

The aspects to which the fish bowl exercise can be put to effective use are; individual and group

behaviour , content of communication, roles individuals paly in groups, intergroup conflicts,

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level of participation, dynamics of group problem solving and decision making and, inter

personal relations.

The exercise can involve up to 25 participants seated in two concentric circles( one inner, the

outer).the inner circle is the target group, members of this group will either discuss a preselected

topic or move towards completion of a group task. After the discussion by the members of the

inner group, the outer group is asked to comment on the content and more importantly the

dynamics and group process of the inner group members

Participants must learn to provide feedback with clarity and precision. Feedback must never be

critical or it loses its constructive nature. After one cycle of the exercise is completed the outer

group will change palces with the inner group and become the target group , inner group member

become observers and the exercise is repeated.

There are several non-group methods involving an assessment of each individuals strengths and

weaknesses.

Counselling:

It helps the trainees to observe their weaknessed 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.

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Understudies System:

In this the trainees work directly with individuals whom they are likely to replace.

However, it is disappointing as a 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.

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SKILL TRAINING

SKILL TRAINING

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

The money annually paid for training by business and industry also demonstrates the importance

of training. It has been estimated that American business firms spend more than $30 billion per

year on training and development, with some estimates running as high as $100 billion Motorola,

Inc. alone spends about $44 million annually on employee education.

Another indication of the importance business and industrial firms attach to training is the

estimate, made a few years ago, that some forty five thousand employees across the United

States were assigned full-time to training and development activities. Since then the figures have

no doubt grown.

This broad definition of training includes both skills training, which is usually of a technical

nature and has a short-term focus, and management and career development programs, which are

aimed at educating employees above and beyond the immediate technical requirements of their

jobs in order to increase the organizations present and future ability to attain its goals. Thus,

management and career development tend to be more future oriented than skills training.

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5S TRAINING

What Is 5S?

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

Meaning

Seiri Sort

Seiton Set in Order

Seiso Shine

Seiketsu Standardization

Shitsuke Sustain

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

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

Manufacturing.

It is often promoted as being far more than simply housekeeping and some of the elements

described below certainly move into broader areas.

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

As well as the physical implications of junk getting in everybody's way and dirt compromising

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quality, people are happier in a clean and tidy environment and hence more inclined to work hard

and with due care and attention.

Naturally enough, the elements of 5S are all Japanese words beginning with the letter S. Since

their adoption within Western implementations of JIT, or Lean Manufacturing, various

anglicized versions of the terms have been adopted by different writers and educators. These are

listed below against the individual elements and it can be seen that none are entirely satisfactory.

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

methodology.

Space is crowded with parts and tools.

Unneeded items are stacked between workers.

Excess inventory on the floor.

Excess items and machines make it difficult to improve process low.

Equipment is dirty and a collection point for miscellaneous materials.

Needed equipment such as tools is difficult to find.

5S Training Housekeeping "pillars"

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

1. Seiri (Sort)

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

It has been variously anglicized as Sort, Systematization or Simplify by those wishing to

retain the S as the initial letter of each element.

It is the series of steps by which we identify things which are being held in the workplace

when they shouldn't, or are being held in the wrong area of the workplace.

Put simply, we may identify a large area devoted to tools or gauges, some of which are

needed regularly and some used infrequently. This brings all sorts of problems, including:

Operators unable to find the item they need, being unable to see wood for trees.

The time spent searching is a waste (or in Japanese lean-speak a muda) and if we

only held the items needed regularly in a prominent position we would save time.

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

many are held.

o Safety issues when people fall over things.

o Lockers and racking cluttering the production area making it hard

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

Some of t

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