EXECUTIVE SUMMARY

Topic of study:

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

by Infopro India Pvt. Ltd..

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.

Objective of the study:

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

the Infopro India Pvt. Ltd..

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

iii. To evaluate the effectiveness of training programs.

Methodology of data collection:

i. Going through the records:

1

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.

2

INTRODUCTION

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

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

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

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

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

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

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

explaining how a person should be trained Thus training requires

Practice

Feedback

Motivation to learn

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

learning process Further training enhances three broad classes of skills

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

bodily movements

Cognitive skills: acqusitional of mental and attitudinal functions

Interpersonal skills: enhancing interactions with other people

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

identified resources in three phases :

1. PRE TRAINING

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

2. TRAINING-

- Implementing the effectiveness in behavior

3. POST TRAINING-

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

adjustment is needed on both sides

3

COMPANY PROFILE

An integrated and a pioneering one-stop solutions shop for total e-business services;

InfoPro was founded in 1989 with a clear focus and vital purpose in mind. To proactively

evaluate the advances in the IT industry and apply them to your ever-increasing business

needs, we offer packaged and comprehensive solutions, which complement your business

and technical objectives.

We understand that business and technical challenges, unique to your company and its

objectives, require an integrated approach. We offer comprehensive solutions backed by

our expertise in development services and integrated consulting in diverse areas including

the following: Staff Supplementation Services, Application Software Solutions, Off-the-

shelf Web-based Training (WBT), Customized Elearning Solutions, Career Networks,

and Web Development Services.

Our greatest asset is our rich pool of experience and technical expertise as we attract and

retain some of the best talent in the industry. We have been instrumental in providing

successful solutions to our clients in various industries including Manufacturing,

Distribution, Banking, Finance, Media, Airline, Telecommunications, Consumer

Products, Government, Pharmaceuticals, Tourism, and Publishing, to name a few.

Our workforce is sufficiently trained and motivated to transfer their knowledge and skills

to your employees during the entire life cycle of the project. We add value to your

integrated business solutions by leaving you with a high degree of independence and

informed expertise thereby, allowing you a higher degree of control over the destiny of

your project.

4

History & Growth

1989: Andy Gaur starts InfoPro with 6 employees and a $110000 investment in

New Jersey, USA

1990-93: InfoPro consistently posts 100% growth rates and establishes itself as a

major force in the staff augmentation business

1994: InfoPro begins operations in India

1995: InfoPro develops its 1st CBT title quality certified by Power soft

1996: InfoPro develops technology based training titles for companies like

Oracle, Seagate and Ethicon

1997: InfoPro is recognized as one of the 50 fastest growing privately held

companies in all of USA

1998: InfoPro develops a proprietary development cum deployment tool for

online delivery of IT Training

1998: InfoPro helps Gartner Group Learning establish an Internet learning center

1998: InfoPro starts developing online application services for International

Banks and Insurance

1999: InfoPro launches www.TeachMeIT.com, one of the first online education

services in the world. The site currently features over 150 titles

1999: InfoPro builds one of America’s largest insurance portal, www.ebix.com

2000: InfoPro launches www.ITcrunch.com, a comprehensive IT career services

network

2000: InfoPro launches www.NewWebImage.com, a unique website

development service

2001: InfoPro rolls out CBTs in the Indian Market

2001: InfoPro gets into development of customized Elearning solutions for

different industry segments

2002: InfoPro's development facility in India becomes ISO9001:2000 certified

2002: InfoPro's Elearning division bags a multi-million dollar, multi-year

outsourced contract for development of CBT/WBT titles for one of the largest

Elearning developers in the world

5

2002-2003: InfoPro makes a mark in the Indian market with Enterprise solutions

2002-2003: InfoPro adds 100 more titles to its online learning portal

2004: Continuing with its unrelenting focus on delivering high quality, effective

solution, InfoPro hires a senior IT professional to lead its e-learning division

2004: InfoPro adds content development for handheld devices (mobile learning)

and glocalization to its portfolio of services

The Team

InfoPro's strength lies in its people.

Strong project management - the teams revolve around committed project managers who

serve as the client's single point of contact for all issues

International experience - several team members have experience in working onsite with

clients in international locations. This helps teams understand and relate to client business

processes and needs faster and more clearly

Regular technical training - InfoPro develops in-house training material enabling its team

to consistently stay abreast of emerging technologies

Quality processes - InfoPro is currently working towards a CMM certification as mark of

its complete commitment to quality

Infrastructure

With multiple offices in the USA and India, InfoPro provides successful solutions to

organizations all over the world. The office in USA is connected to the offshore

development facility in India with a dedicated Internet connection and offers an exclusive

development environment. The infrastructure is further complemented by the software

that includes an online project management tool for clients to stay in constant touch with

their projects and team.

6

TRAINING & DEVELOPMENT POLICY

Why training is important

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

the same ways as we continuously develop our services. This will be achieved 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.

7

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.

8

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

9

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 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 secretary’s 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.

10

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

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

11

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”.

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.

12

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.

13

TRAINING NEEDS IDENTIFICATION

IDENTIFICATION OF TRAINING NEEDS

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.

14

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 worth while.

15

STUDY OF NEEDS OF TRAINING

In Infopro India Pvt. Ltd., 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.

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.

16

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,

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.

17

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 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 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

18

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 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 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 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.

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. So we need to cut the cost of

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

19

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.

20

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 Infopro India Pvt. Ltd..

21

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 Infopro India Pvt.

Ltd. 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.

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

Electrical, PE Mechanical, Cost Engineering, CSD, New Project Group, etc., were

covered to look for the respondents who have completed their 3 to 5 months back.

22

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 :-

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.

23

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 Infopro India Pvt. Ltd..

b) Participants List.

c) Various books at Infopro India Pvt. Ltd. Library.

24

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.

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

25

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

26

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:

27

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

Less costly

Disadvantages:

The disadvantage of this method is that the assigned instructor may be a poor teacher.

The worker may haste for immediate production, so the actual cost may increase.

JOB ROTATION:

Some trainers move a trainee from job to job. Each worker move normally is preceded 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

28

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:

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

29

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, 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

30

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 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

31

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.

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

32

makes little sense at a time when other credentials -- such as high school diplomas -- have

lost much of their meaning.

Thus, we conclude that their term "apprenticeship" should be reserved only for 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. This choice requires further study and

broader deliberation, but, whatever the outcome, the integrity of the term

"apprenticeship" should not be jeopardized or compromised.

Coaching:

At management levels Coaching of immediate subordinates by their managers 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.

33

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 mater?

34

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 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 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. Inspite of the intention to encourage

general participation the conferences are frequently dominated by a few, with the

35

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 forces trainees to assume different identities. Usually participants exaggerate

each other’s 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 trainer’s

introduction to the session should be such that it would arouse interest of trainees.

36

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.

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.

37

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.

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 company’s need. By using the equipment

simulators, workers can practice new behaviors and operate certain complex equipment’s

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 of the innovations in teaching technology developed in recent years.

The methods involves an actual piece of equipment, usually called

Teaching machine, of a specially constructed paper booklet.

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

learning pace.

38

What is to be learned involves many discrete pieces of material, and the participants

get immediate feedback on whether they have learned each piece.

The major advantage of programmed instruction is that is reduces the training time. The

learning takes place at the students own pace. Participants get immediate feedback. The

participants are active learners, there is constant exchange of information between

themselves and the programme. Fast learners do not have to wait for slow ones to catch

up. Administrative simplicity and increased productivity in training result in lower

training cost per student.

The biggest disadvantage of this method is the absence of a teacher. The book becomes

the teacher. Hence it is absolutely essential that the trainee is highly motivated to

continue learning. The material has to be broken down into a logical sequence, since

there may be several correct ways to perform the task. This methods does not appear to

improve training performance in terms of immediate learning of retention over a time

compares with conventional methods.

Computer Assisted instruction

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

extension of programmed instruction and shares many of its benefits. C. A. I. Has 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

39

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 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

40

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. 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.

41

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, 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 individual’s

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.

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.

42

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.

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.

43

The purpose of skills training is to bring the competencies of individuals up to desired

standards for present or near-future assignments & develop new skills and knowledge to

replace those that have become obsolete as a result of technological organizational

changes.

The seven major steps, as shown in figure are the following:-

1. Determining the need for skills 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

44

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 quality, people are happier in a clean and tidy environment and hence

more inclined to work hard and with due care and attention.

45

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)

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.

46

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 the standard texts also talk about the elimination of excess materials and

WIP.

This is a complete restatement of all the JIT goals of releasing capital, reduced

movement, shorter cycle times and so on. The question may be asked: should we

then see inventory and WIP reduction as part of the implementation of the lean

approach or as an element of 5S? The answer, as ever, is that keeping inventory

and WIP to a minimum is simple best practice. Whether we view it as JIT, or

lean, or 5S or assign any other term is quite frankly irrelevant.

The major element of Seiri is simply a critical look at the area. Involving cross-

functional teams, or getting people to look at each other's areas, is an obvious first

step. People tend to be blind to failings in their own area and a fresh pair of eyes

can be useful.

47

Another element of the standard approach is 'red tagging' where items are given a

tag which says what the item is, which location it is in and when it was identified

in this location. We then leave the area for a while and anybody using the item

notes this. We go back some time later and can readily identify things that haven't

moved, or been used.

Items which have not been used can then potentially be disposed of. As a first

pass we should perhaps create a quarantine area before throwing items away,

selling them or reworking them into something else. Other items may be deemed

necessary but used infrequently and so an alternative location can be found. If the

operator needs a particular tool only once or twice a month then a 20-yard walk is

not a problem - especially if the space thus saved on the workbench helps to make

the area more productive, or helps address quality issues.

2. Seiton (Set in Order)

Seiton is the series of steps by which the optimum organisation identified in

the first pillar are put into place.

The standard translation is Orderliness but again some wish to keep the initial S

and use Sort (yes, that is also one of the translations of Seiri), Set in order,

Straighten and Standardisation.

The sorting out process is essentially a continuation of that described in the Seiri

phase. Removing items to be discarded or held in an alternative location will

create space. This space will be visible and facilitate the alternative layout of the

area.

In some cases, of course, we are talking about what a fitter will have on his bench,

or in racks alongside the bench. In other cases we may be considering where we

should locate a piece of plant - for example we may relocate a coin press to enable

items to be completed in one work area rather than requiring a significant

movement down the shop.

48

This is something which we also undertake when adopting cellular

manufacturing. We then look at how we can restructure the work content so that

certain operations can be carried out within the cycle of others - for example we

may carry out a trimming operation on a steel component while the press which

produced it is busy creating the next one. Again, is this a 5S initiative, or part of a

kaizen programme, or something else? Again, who cares, as long as we get on and

achieve an improvement in business performance?

Standardization includes all the elements of setting out a consistent way of doing

things. This includes standard manufacturing methodologies, standard equipment

and tooling, component rationalisation, drawing standardisation, consistency in

the documentation which accompanies work, design for manufacture (or

concurrent engineering) and standardisation in the clerical processes which

deliver work to the shop floor and track its progress.

All of this could be said to be part of a basic Total Quality approach. The standard

ways of doing things should include poka-yoke or error-proofing. Again it might

be asked whether this is part of 5S or one aspect of a broader programme.

3. Seiso (Shine)

Anglicised as Cleanliness but again the initial S can be retained in Shine, or

Sweeping.

The principle here is that people are happier and hence more productive in clean,

bright environments.

There is a more practical element in that if everything is clean it is immediately

ready for use.

We would not want a precision product to be adjusted by a spanner that is covered

in grease which may get into some pneumatic or hydraulic fittings. We would not

wish to compromise a PCB assembly by metallic dust picked up from an unclean

49

work surface. Other issues are health and safety (people perhaps slipping in a

puddle of oil, shavings blowing into people's eyes) and machine tools damaged by

coolant contaminated by grease and dust.

The task is to establish the maintenance of a clean environment as an ongoing,

continuous programme.

Some time should be set aside for cleaning each day, or each shift. (We may have

cleaners who come in a sweep office floors, and even clean the floor in a

production area, but they do not clean the production equipment. Even if they did,

this would miss one of the opportunities available - an operator cleaning and

lubricating his machine tool will spot worn or damaged components.)

Cleaning then begins to impinge upon what we already know as preventive

maintenance.

Cleaning critical components of a piece of equipment is already one element of

the activities carried out under the PM banner.

The implementation of Seiso revolves around two main elements.

The first is the assignment map which identifies who is responsible for which

areas.

The second is the schedule which says who does what at which times and on

which days.

Some of these happen before a shift begins, some during the shift and some at the

end. Again, this is very reminiscent of what we do when adopting PM.

The standard texts such as that of Hiroyuki Hirano then go on to talk about

establishing the shine method for each item / area. This includes such elements as

agreeing an inspection step at the beginning of each shift, establishing exactly

how each activity within the programme is to be carried out. A key aspect is very

much akin to set-up reduction (or SMED) in that we should be aiming as much as

50

possible to internalise the activities - in other words, to minimise the downtime

needed to keep the facilities clean.

Finally the standard texts talk about preparation - making sure the equipment

needed to clean is always available, always ready for use. The best parallel to this

is, again, with set-up reduction, which itself is often compared to Grand Prix

teams preparing to change tyres. As with many such topics, we are talking about

here is to a large extent simply common sense. We do not wish to allocate 5

minutes for a bed to be swept on a piece of grinding equipment if the operator is

going to spend 4 minutes finding his brush.

5s Seiketsu (Standardization)

This is best described as Standardised cleanup, but other names adopted include

Standardisation (not to be confused with the second pillar), Systematisation and

Sanitation.

Seiketsu can be the thought of as the means by which we maintain the first three

pillars.

There is, obviously, a danger in any improvement activity that once the focus is

removed and another 'hot button' grabs management attention, things go back to

the way they were before. Seiketsu is the set of techniques adopted to prevent this

happening. Basically this involves setting a schedule by which all the elements

are revisited on a regular basis - usually referred to as the '5S Job Cycle.'

The first step in the cycle is a periodic review of the area, perhaps involving red

tagging but certainly involving people from other areas of the business.

This will identify where standards have slipped - for example where pieces of

tooling or fixtures which are used infrequently are no longer being put in the

remote location agreed at the outset and consequently a bench is now cluttered

with the regular items buried under a pile of irregular. (In other words, the Seiri

phase is undertaken periodically - usually monthly, perhaps quarterly.)

51

The second step is to undertake Seiton activities as required - that is, as prompted

by the first step.

Finally within Seiketsu people from other areas visit and cast a critical eye over

the state of the area.

Again, an external assessor may notice degradation that is not clear to the people

who work in the area. Hirano talks of a checklist within Seiketsu whereby the

external visitors mark the area on a number of key criteria defined at the outset of

the programme. For example, are the storage areas still clearly defined? Does the

tool rack still have clear outlines or profiles for each tool to be stored in it? Does

the area meet the general standards of cleanliness?

4. Shitsuke (Sustain)

The final stage is that of Discipline. For those who wish to retain the use of initial

S's in English this is often listed as Sustain or Self-discipline.

There is a fundamental difference between Seiketsu and Shitsuke.

The fourth pillar is the introduction of a formal, rigorous review programme to

ensure that the benefits of the approach are maintained.

The fifth pillar is more than this; it is not simply the mechanical means by which

we continue to monitor and refine, it is the set of approaches we use to win hearts

and minds, to make people want to keep applying best practice in shop

organisation and housekeeping. In this sense, discipline is perhaps an unfortunate

term as it implies people forced to do something, with consequent penalties if they

do not.

The way in which management achieves this establishment of ongoing

commitment within the workforce depends, of course, on the culture already in

place. As with the adoption of kaizen (continuous improvement) or quality circles

we have to press the right buttons to stimulate people. If the business has a history

52

of treating people like cattle, giving no credence to their suggestions and simply

trying to improve performance by driving the workers ever harder, then

enthusiasm for any sort of initiative aimed at building a better environment is

going to be hard to generate.

There are a number of elements to any ongoing improvement activity in any

business. Which take pre-eminence in a particular organisation varies with the

history and culture of that organisation. Suffice to say that key points are:

o Communication. We need people to be aware of what we are

trying to achieve, and why.

o Education. They need to understand the concepts and the

individual techniques.

o Rewards and Recognition. People need to feel that their efforts are

recognised. Whether the reward is a senior manager walking past and

saying "that's very good, well done" or some form of award (financial

gain, prize or formal presentation of a certificate) depends on the

organisation.

o Time. If we want people to spend five minutes every four hours

removing swarf from the floor around their machine we have to make sure

that we allow them this time. We cannot give this as an instruction yet at

the same time push for more time spent achieving productivity targets.

o Structure. We need to identify what is to be done, by whom, and

ensure that schedules are updated and clearly visible.

Implementing 5S

Would we want to launch 5S as a stand-alone project, as a complete entity?

The elements of 5S are all valuable in their own right but they simply form part of

the bigger picture of establishing best practice. They sit alongside the other

elements of Lean Manufacturing, or Just in Time, or World Class and some of

53

the elements in, for example, Seiton (standardisation) are in fact straight lifts from

textbooks on other forms of improvement activity. There is nothing in any 5S

material, for example, to give guidance on improving the clerical processes for

generating production paperwork following receipt of a sales order!

The answer, surely, is to understand 5S as we understand all aspects of other types

of improvement and problem-solving activity and then to agree a change

programme for our own business. This is not to say that we must not launch a

project which we call "5S" - some businesses have more success if improvement

initiatives are launched with a generic, well-publicised term as project name.

Equally, this is not the best solution in other organisations. Again, the history and

culture of the company or the specific plant have to be taken into account when

this decision is taken.

54

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. Evaluation of training and

development programmes provides assessment of various methods and techniques, sells

training to management, identities the weaknesses of training programmes 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 programmes. It should be structured to generate information of the impact of

training on the reactions; on the amount of learning that has taken place; on the trainees’

behaviour; and its contribution to the job/ organization. Therefore, evaluation is a

measure of how well training has met the needs of its human resources.

To verify programme’s success, HR managers increasingly demand that training and

development activities be evaluated systematically. A lack of evaluation may be the most

serious flaw in most training and development efforts. There are many reasons for this

neglecting activity; firstly, many training directors do not have the proper skills to

conduct a rigorous evaluation research. Secondly, some managers are just reluctant to

evaluate something which they have already convinced themselves is worthwhile.

Thirdly, some of the organizations are involved in training not because it is necessary but

simply because their competitors are doing it or the unions are demanding it. Fourthly, as

training itself is very expensive, the organizations do not want to spend even a penny on

the evaluation. Fifthly, some of the training programmes are very difficult to evaluate

because the behaviour taught is itself very complex and ambiguous.

55

METHODS OF TRAINING IN COMPANY

In Infopro India Pvt. Ltd.. 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 find 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 & the process in reurded.

This way only defective based training is provided by the company.

56

DATA ANALYSIS & INTERPRETATION

1. What types of training have you gone through?

(i) Skill Enhancement (ii) Personality Enhancement (iii) IT Related

Total 45 workers have gone through these training programs. 2 out of them got the skill

enhancement training, 4 got personality development, and 6 got skill enhancement &

personality development program. Out of 45 workers 8 got skill enhancement & IT

related training, 11 got personality development & IT related training and rest 14 got all

three, skill enhancement, personality development & IT related training.

57

2. Please indicate when should the study material be given to the trainees?

Before the training 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.

58

3. Before started training programme should you go through any test?

Yes No

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 evolution of any program is very much require for the future. It can be done by

asking the trainees.

59

4. Rate these training programme according to your development.

Training Programme Poor Good Excellent

1. Skill Enhancement

2. Personality Enhancement

3. IT Related

Skill Enhancement:

Responding to skill enhancement programs, 11 out of 45 workers say that the training

program was good, 20 say that it ways very good and rest 14 trainees opine that training

program was very helpful to enhance their skills and perform their job in batter manner.

60

Personality Enhancement:

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.

61

IT related:

Responding to the IT related development questions trainees are very much conscious

about their improvement. 10 out of 45 have good experienced regarding IT development,

13 say that program was very good and rest 22 have excellent experienced regarding IT

in the training program.

62

5. 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

Frequency of training program:

The experienced of the training program is so impressive that all the trainees very much

interested in these types of programs. They want more of such types of training programs.

So 7, out of 24 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. In my

opinion it should be twice a year.

63

6. In your opinion what should be the duration of this training programme?

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.

64

SUGGESTIONS

There is no gainsay regarding the training programs enhance the quality of the

performance. No one is perfect in his respective field. A full flazed training program

makes trainees complete performer in their respective areas.

Every company looks for a worker, who can work effectively. They are in search of a

person who has the maximum skills required for the job. After selecting the right person,

the company’s main aim is to make that person a perfect workman. For this they provide

them training.

First of all the management should look for that areas where workers needs training. For

this purpose management should keep eyes on each and every activity of the workers and

staffs whosoever may need training. This is a long and time taking process. In this way

the next step would be to select the trainees. There should develop a mechanism for

selecting the trainees. There should be a test for this purpose. This will give the idea about

the weak and strong points of trainees. It will be very fruitful in designing the contents of

training program.

The printed material is very useful in training. These materials should be given before the

training. Written material would provide the overall idea about the training and make the

trainees understand better.

Before developing the training contents some points should be taken care of. There should

be some practical values in that. The training should include new ideas and should be

helpful in the development of trainees. It must be relevant to the hob of workers and

staffs. In the training process the efficient use of time should be made as time is the most

important factor in any job.

65

The frequency of training program is according to the requirement and convenience of the

trainees as well as the management. Workers require more training so they need one in

every six month. Staffs required less training in the compression of workers, so they

required at least on training program every year.

The duration of any event is the most important, which maker any program successful or

fail. It should be according to the needs of the trainees of participants. In my opinion the

duration of the training would be 16 hours.

66

LIMITATIONS

Training is a costly affair for the management. It needs a handsome amount and long

time. So management has to play safe game for the benefits of the company as well as the

workers. One wrong decision may enforce the company to fall into deep troubles. So

selecting the weak areas of staffs and workers should be done very carefully. For that the

management should be conduct a test.

For providing an effective training, company requires a knowledgeable trainer. Selecting

a particular trainer is again a difficult job. Trainer demands handsome money. Training

needs time and cost both.

67

CONCLUSIONS

To conclude, it is very clear that training should be provided but not at the loss of the

company. It is very costly and time taking affair. But it is most important for the

development of the company. So management can’t avoid it at any cost.

68

BIBLIOGRAPHY

BOOKS :

1 Mamoria C.B., “Personnel Management” 21st revised and enlarged edition 2001,

Himalya 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 2006.

WEBSITES :

1 www.infoprocorp.com

2 www.google.com

3 www.hr.com

69

ANNEXURE

TRAINING & DEVELOPMENT

(QUESTIONNAIRE)

Name …………………………………………………

Department ………………………………………

Designation ………………………………………

1. What types of training have you gone through?

(i) Skill Enhancement (ii) Personality Enhancement (iii) IT Related

(i) (ii) (iii)

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. Rate these training programme according to your development.

Training Programme Poor Fair Good Excellent

1. Skill Enhancement

2. Personality Enhancement

3. IT Related

70

5. 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

6. In your opinion what should be the duration of this training programme?

4 Hours 8 Hours 16 Hours 20 Hours

7. Would you like to suggest some thing for the training programme?

_____________________________________________________

_____________________________________________________

_____________________________________________________

_____________________________________________________

_____________________________________________________

Date : Signature

71