A PROJECT REPORT ON

STUDY OF TRAINING & DEVELOPMENT AT DABUR

INDIA LTD.

Guide Certificate

This is to certify that Manav Nagpal persuing BBA from Ideal Institute of Management and

Technology has completed his project under my guidance and supervision. He has taken care

if all necessary aspects and own interest and sincerity during the completion of project file to

my full satisfaction.

I certify that the project is upto my expectations as per the guidance laid down by the Guru

Gobind Singh Indraprastha University.

Mr. Keshav Kr. Gupta(Assistant Professor)(IIMT )

Mrs. Sakshi Vashisht(Assistant Professor)(IIMT )

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ACKNOWLEDGEMENT

First of all I would like to take this opportunity to thank Mr. A. Sudhakar Asst. HR

Manager of Dabur India Ltd., Ghaziabad, who was very generous in giving me this

opportunity to work under his kind guidance, where he made me so comfortable in

working and providing me valuable guidance out of his busy schedule.

Further I would like to thank all the staff members of HR division who have been very

courteous in providing all the other information about the company and its products.

I thank them all with sincere gratitude.

(MANAV NAGPAL)

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DECLARATION

I Hereby Declare That the Research Project Report Entitled “STUDY OF TRAINING

AND DEVELOPMENT IN HR AT DABUR INDIA LTD” submitted in partial

fulfillment of 'BACHELOR OF BUSINESS ADMINISTRATION' is of my original

work and not submitted for the award of any other Degree, Diploma, Fellowship or

other similar TITLE or PRIZE.

(MANAV NAGPAL) ROLL NO.: 06621001709

EXECUTIVE SUMMARY

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Topic of study:

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

out at Dabur India Ltd., Sahibabad.

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

Dabur India Ltd.

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

iii. To evaluate the effectiveness of training programs.

Methodology of data collection:

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i. Going through the records:

I would like to go through relevant files and the company has carried out

documents from where can get an idea about the different types of training and

development that.

ii. Preliminary discussion:

In this regard at the outset, I would like to talk about the training and

development in charge to enquire for the identify the needs of training and

development programs at present scenario.

iii. Feedback from the employees through the interview and written

questionnaire.

For evaluation the effectiveness of training and development programs I

would like to take feedback from employees that how much they get benefit from that

program. At last I would like to take suggestion for future improvement.

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CONTENT

CHAPTER - 1

1. Company Profile 9-19

CHAPTER - 2

2. Introduction 20-78

Training Development Policy Training Need Identification Methodology of Training Skill training 5s Training Evaluation of training & Development Objective

CHAPTER - 3

3. Methods of Training in Company 79

CHAPTER - 4

4. Data Analysis & Interpretation 80-93

CHAPTER - 5

5. Suggestions & Limitations 94-96

CHAPTER - 6

6. Annexure 97-99

CHAPTER -7

7. Bibliography 100

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CHAPTER -1

COMPANY PROFILE

Dabur India Limited is the fourth largest FMCG Company in India with interests

in Health care, Personal care and Food products. Building on a legacy of quality and

experience for over 100 years, today Dabur has a turnover of Rs.1232 Crore with powerful

brands like Dabur Amla, Dabur Chyawanprash, Vatika, Hajmola & Real.

The story of Dabur began with a small, but visionary endeavor by Dr. S. K.

Burman, a physician tucked away in Bengal. His mission was to provide effective and

affordable cure for ordinary people in far-flung villages. With missionary zeal and fervor, Dr.

Burman undertook the task of preparing natural cures for the killer diseases of those days,

like cholera, malaria and plague.

Soon the news of his medicines traveled, and he came to be known as the trusted

'Daktar' or Doctor who came up with effective cures. And that is how his venture Dabur got

its name - derived from the Devanagri rendition of Daktar Burman. Dr. Burman set up Dabur

in 1884 to produce and dispense Ayurvedic medicines. Reaching out to a wide mass of

people who had no access to proper treatment. Dr. S. K. Burman's commitment and ceaseless

efforts resulted in the company growing from a fledgling medicine manufacturer in a small

Calcutta house, to a household name that at once evokes trust and reliability.

1884 – Established by Dr. S K Burman at Kolkata

1896 – First production unit established at Garhia (W.B.)

1919 – First R&D unit established

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Early 1900s - Production of Ayurvedic medicines

Dabur identifies nature-based Ayurvedic medicines as its area of specialisation. It is the first

Company to provide health care through scientifically tested and automated production of

formulations based on our traditional science.

1930 – Automation and up gradation of Ayurvedic products manufacturing initiated

1936 - Dabur (Dr. S K Burman) Pvt. Ltd. Incorporated

1940 – Personal care through Ayurveda

Dabur introduces Indian consumers to personal care through Ayurveda, with the launch of

Dabur Amla Hair Oil. So popular is the product that it becomes the largest selling hair oil brand

in India.

1949 – Launched Dabur Chyawanprash in tin pack

Widening the popularity and usage of traditional Ayurvedic products continues. The ancient

restorative Chyawanprash is launched in packaged form, and becomes the first branded

Chyawanprash in India.

1957 - Computerization of operations initiated

1970 – Entered Oral Care & Digestive segment

Addressing rural markets where homemade oral care is more popular than multinational brands,

Dabur introduces Lal Dant Manjan. With this a conveniently packaged herbal toothpowder is

made available at affordable costs to the masses.

1972 – Shifts base to Delhi from Calcutta

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1978 – Launches Hajmola tablet

Dabur continues to make innovative products based on traditional formulations that can provide

holistic care in our daily life. An Ayurvedic medicine used as a digestive aid is branded and

launched as the popular Hajmola tablet.

1979 - Dabur Research Foundation set up

1979 - Commercial production starts at Sahibabad (U.P.), the most modern herbal medicines

plant at that time

1984 - Dabur completes 100 years

1988 – Launches pharmaceutical medicines

1989 - Care with fun

The Ayurvedic digestive formulation is converted into children's fun product with the launch of

Hajmola Candy. In an innovative move, a curative product is converted to a confectionery item

for wider usage.

1994 - Comes out with first public issue

1994 - Enters oncology segment

1994 - Leadership in health care

Dabur establishes its leadership in health care as one of only two companies worldwide to

launch the anti-cancer drug Intaxel (Paclitaxel). Dabur Research Foundation develops an Eco-

friendly process to extract the drug from its plant source

1996 - Enters foods business with the launch of Real Fruit Juice

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1998 - Burman family hands over management of the company to professionals

2000 - The 1,000 crore mark

Dabur establishes its market leadership status by staging a turnover of Rs.1000 corers. Across a

span of over 100 years, Dabur has grown from a small beginning based on traditional health

care. To a commanding position amongst an august league of large corporate businesses.

2001 - Super specialty drugs

with the setting up of Dabur Oncology's sterile cytotoxic facility, the Company gains entry into

the highly specialised area of cancer therapy. The state-of-the-art plant and laboratory in the UK

have approval from the MCA of UK. They follow FDA guidelines for production of drugs

specifically for European and American markets.

2002 - Dabur record sales of Rs 1163.19 crore on a net profit of Rs 64.4

crore

2003 - Dabur demerges Pharmaceuticals business

CORE VALUES

Ownership: This is our company. We accept personal responsibility, and accountability to meet

business needs

Passion For Winning: We all are leaders in our area of responsibility, with a deep commitment to

deliver results. We are determined to be the best at doing what matters most

People Development: People are our most important asset. We add value through result driven

training, and we encourage & reward excellence

Consumer Focus: We have superior understanding of consumer needs and develop products to

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fulfill them better

Team Work: We work together on the principle of mutual trust & transparency in a boundary-

less organization. We are intellectually honest in advocating proposals, including recognizing

risks

Innovation: Continuous innovation in products & processes is the basis of our success

Integrity: We are committed to the achievement of business success with integrity. We are honest

with consumers, with business partners and with each other

DABUR AT A GLANCE

Dabur India Limited has marked its presence with some very significant achievements and

today commands a market leadership status. Our story of success is based on dedication to nature,

corporate and process hygiene, dynamic leadership and commitment to our partners and

stakeholders.

The results of our policies and initiatives speak for themselves.

Leading consumer goods company in India with 4th largest turnover of Rs.1163.2 Crore

(FY02)

3 major strategic business units (SBU) - Family Products Division (FPD), Health Care

Products Division (HCPD) and Dabur Ayurvedic Specialties (DASL)

5 Subsidiary Group companies – Dabur Foods, Dabur Nepal, Dabur Oncology, Dabur

Pharma and Dabur Egypt

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13 ultra-modern manufacturing units spread across 4 countries

Products marketed in over 50 countries

Wide and deep market penetration with 47 C&F agents, more than 5000 distributors and

over 1.5 million retail outlets all over India 

FPD, dealing with personal care, the largest SBU contributing to 45% sales of Dabur

Products related to Hair Care, Skin Care, Oral Care and Foods

3 leading brands - Vatika, Amla Hair Oil and Lal Dant Manjan with Rs.100 crore turnover

each

Vatika Hair Oil & Shampoo the high growth brand

Strategic positioning of Honey as food product, leading to market leadership (over 40%) in

branded honey market 

 HCPD, dealing with daily health care, 2nd largest SBU with 28% share in sales 

Products related to Health Supplements, Digestives, Baby Care and Natural Cures

Leadership in Ayurvedic and herbal products market with highly popular brands

Dabur Chyawanprash the largest selling Ayurvedic medicine with 65% (Rs.127 crore) market

share.

Charted high growth with 15% in 2001.

Dabur Chyawanprash and Hajmola account for sales of over Rs.100 crore each

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Leader in herbal digestives with 90% market share

Hajmola tablets in command with 75% market share of digestive tablets category

Dabur Lal Tail tops baby massage oil market with 35% of total share

 DASL, dealing with classical Ayurvedic medicines 

Has more than 250 products sold through prescriptions as well as over the counter

Major categories in traditional formulations include

-Asav Arishtas

–Ras Rasayanas

–Churnas

- Medicated Oils

Proprietary Ayurvedic medicines developed by Dabur include:

-Nature Care Isabgol

–Madhuvaani

- Trifgol

Dabur's mission of popularizing a natural lifestyle transcends national boundaries.

Today there is global awareness of alternative medicine, nature-based and holistic lifestyles

and an interest in herbal products. Dabur has been in the forefront of popularizing this

alternative way of life, marketing its products in more than 50 countries all over the world. 

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Dabur’s products World Wide

Dabur have spread itself wide and deep to be in close touch with our overseas

consumers. 

Offices and representatives in Europe, America and Africa;

A special herbal health care and personal care range successfully selling in markets of

the Middle East, Far East and several European countries.

Inroads into European and American markets that have good potential due to

resurgence of the back-to-nature movement.

Export of Active Pharmaceutical Ingredients (APIs), manufactured under strict

international quality benchmarks, to Europe, Latin America, Africa, and other

Asian countries. 

Export of food and textile grade natural gums, extracted from traditional plant

sources. 

Partnerships and Production

Strategic partnerships with leading multinational food and health care companies to

introduce innovations in products and services. 

Manufacturing facilities spread across 3 overseas locations to optimize production by

utilizing local resources and the most modern technology available.

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MAJOR PRODUCTS AT A GLANCE

Health Care Personal care Foods

Health Supplements Hair Care- Oil Real

*Dabur Chawanprash *Amla Hair Oil *Fruit Juice

*Glucose D *Amla Lite Hair Oil *Active

*Honey *Vatika Hair Oil

*Anmol

Digestives Hair Care- Shampoos Cooking

*Hajmola *Vatika Henna Conditioner *Coconut

*Hajmola Candy *Vatika Anti Dandruff

*Pudin Hara

*Pudin Hara G

Oral Care Skin Care

*Gripe Water *Gulabari

*Dabur Red Toothpaste

*Dabur Lal Dant Manjan

*Binaca Tooth Paste

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Baby Care

*Dabur Lal Tail

*Dabur Baby Olive Oil

*Dabur Janma Ghuti

OTC Products

*Nature Care

*Sat Isabgol

*Shilajit

*Ring Ring

*Itch Care

*Back Aid

*Shankha Pushpi

*Dabur Balm

*Sarbyna

MAJOR PRODUCTS AT A GLANCE

Ayurvedic Specialties Pharmaceuticals International Range

*Dasmularishta Oncology Health Care

*Ashokarishta *Intaxel *Dabur Chawanprash

*Lauhasava *Pudin Hara

*Daxotel *Kemocarb

*Mahanarayan Tail *Adrim *Honey

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*Juritap *Hajmola Tablets *Vinelbine

*Madhuvani *Thalix

*Shilajit

*Lavan Bhaskar Churna

Oral Care

*Herbal Toothpaste

Hair Care

*Vatika Shampoos & Conditioners

*Amla Hair Oil

Foods

*Real Juices

*Hommade Food Pastes

Dr. Burman (Russia)

*Health Supplements

*Ayurvedic Toothpaste

General Product Skin Care

*Ulgel *Natural Soaps

*New Livfit

*Strox

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CHAPTER - 2

INTRODUCTION

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 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.

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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.

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Setting and evaluating learning objectives/outcomes

The company has a number of key business objectives that it needs to achieve. These

objectives can be achieved only through harnessing the abilities and skills of everyone in the

company and by releasing potential and maximizing opportunities for development. If

individuals need to learn in order to achieve business objectives, it is important that any

training and development in which we invest has a relationship to our business objectives, so

we can demonstrate the contribution learning makes towards overall organizational success.

To demonstrate this contribution, individuals will agree with their line managers,

prior to undertaking a learning activity, “learning objectives”. Learning objectives will be

the means by which managers and company can measure how effective training and

development has been towards achieving our business objectives or performance. Setting

learning objectives will therefore provide a benefit for everyone:

For individuals, objectives give a better understanding of what is expected of them; where

priorities lie; where their contribution fits into the organization and how they are progressing.

For managers, objectives provide a basis for allocating responsibility to individuals for

achieving certain results; monitoring the achievement of results and providing solid evidence,

which is less subjective, for assessing an individual’s performance.

For the organization, objectives give a greater likelihood of strategic and corporate plans

being achieved.

Once someone has experienced a training and development activity or learning, we

will measure its impact and effectiveness on individual performance and the organization.

Again, line managers are expected to be part of this process by defining the performance

standards (or measures) when setting objectives and deciding on the methods that they will

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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.

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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

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training and development are explained under the section headed “Selecting a training

provider and applying for training”.

In addition to job-related training and development, company also recognises the need

to help individuals to improve within their chosen career path by encouraging individuals to

gain professional/vocational/academic qualifications. With this in mind, company has

established a company sponsorship scheme whereby full or partial sponsorship will be

provided. Information about the scheme can be found under the section headed “Company

sponsorship”.

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

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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.

Selecting a training provider and applying for training

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

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

details of various training providers, so please contact them for information/advice.

Company organised training programmes, for example Customer Service Training,

Team Building training, will be co-ordinated through Personnel Services (so individuals do

not have to complete any forms). All other training and development activities must be

authorised by Personnel Services before any training is booked.

Company sponsorship

Company recognises the need for continuous professional development and are

pleased to be able to offer a sponsorship scheme to all permanent and fixed-term employees

(whose contracts are for at least one year). The scheme covers professional, academic or

NVQ (or equivalent) qualifications. The following guidelines are designed to give

individuals an idea of the sort of funding that may be available and how individuals may

apply.

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TRAINING NEEDS IDENTIFICATION

IDENTIFICATION OF TRAINING NEEDS

Training is often included as an essential element of an 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

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3. Conduct a complete review of legislated training requirements

4. Review the results of Hazard Analyses, Occupational Health surveys and

other survey or process analyses.

Identification of training needs (ITN)

Identification of training needs (ITN), if done properly, provides the basis on which

all other training activities can be considered. Also requiring careful thought and analysis, it

is a process that needs to be carried out with sensitivity: people’s learning important to them,

and the success or the organization may by to stake.

It is important to know exactly what you are doing, and why, when undertaking ITN.

This is the reason we have included material to help you make considered decision and take

thoughtful action. You will find, however, that the return on the investment you make in fully

understanding what ITN is all about will make it well worth while.

Training Needs Identification and Analysis

Training needs identification detects and specified the training and development needs of

individuals within organization and of the organization as a whole.

Training needs analysis follows on from need identification and determines the most

effective and appropriate ways in which the needs might be met. If can, of course, lead to

decisions that there should be no training provision in view of the limited scale of the

needs, the cost of provision future development envisaged, and so on.

Within the identification and analysis of these ‘need’ the actual nature of the need must be

defined. A ‘need’ is not a ‘want’.

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Identification of an individuals needs has been a result of the question ‘what’ sort of

training do you want? Effective training and development in an organization depends on the

need for the improvement of human performance being identified and satisfied by the

provision of appropriate development opportunities. ‘Wants’ can frequently be ‘need’, but the

analyst must be certain of the value of any aspect raised and eventually provided.

ITN is as important in the training process as the training itself and subsequent evaluation.

ADVANTAGE OF ITN

It pinpoints the problems

It identifies the size of the problem

It identifies the scale of the need

It indicate the type of solution

It provides training objectives

DISADVANTAGE OF ITN

The list of disadvantages is considerably smaller than the benefits of advantages. The only

one of any significance is the need for a skilled person to be employed and consequently the

use of that person’s time. This has been quoted earlier as one of the common criticisms of

ITNs.

If the trainer alone is responsible for conducting the analysis in addition to all the

other areas of work for which they are responsible, this may be a justifiable criticism.

Organization open to criticisms of over-uses and wastes of money spent on unnecessary

training. So every attempt must be made to identify and analyze the needs accurately.

Identification of Training needs (ITN) is the examination or diagnostic portion of the

training system, the symptoms that ITN examines are often referred to as perceived

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performance deficiencies. A perceived performance deficiency exists when there is a

difference between expected and perceived job performance.

A ITN can be categorized based upon whether it is reactive or proactive. A reactive.

ITN occurs when the perceived performance deficiency is a discrepancy between perceived

and expected performance for the employee’s current job. A proactive ITN is conducted o

respond to the perception that current job behavior reflects an inability to meet future

standards or expectations. The preventive approach is designed to assure that an employee

will be able to meet future expectations for his or her current job. The second is development

approach. This is conducted when current job behavior leads to the perception that the

individual has the potential but is not yet ready to perform at a higher level position. A

proactive ITN rests on the ability of someone to predict anticipate a future problem.

It may survey trainees to identity specific topics about which they want to learn more.

Another HR-approach is task identification. Trainers begin by evaluating the job description

to identity the salient tasks the job requires.

Production records, quality control reports, grievances, safety reports, absenteeism

and turnover statistics, and exit interviews of departing employees may reveal problems that

should be addressed through training and development efforts. Training needs also may

become apparent from career planning discussions or performance appraisal reviews.

Supervisors see employees on daily basis and thus are another source of recommendations for

training. The HR department also reviews self-nominations to learn whether the training

actually is needed. Self-nomination appears to be less common for training situations but

more commons for development activities.

A job analysis should focus on what the trainee needs to be able to do to perform the

job satisfactorily. In ITN, a job analysis should take both a worker and task oriented

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approach. A worker oriented approach focuses on the skills, knowledge and ability to

perform the job. These might include elementary notions, job demands, and the specific

human behaviors involved such as division making, communication etc. a task oriented

approach focuses on a description of the work activities performed. These are typically

expressed in terminology used by job incumbents an would involve a description of how,

why, and/of when a worker performs an activities preferred to as a job description.

Assumption about the organisation:

The organisation has objectives that it wants to achieve for the benefit of all stakeholders or

members, including owners, employees, customers, suppliers, and neighbours.

These objectives can be achieved only through harnessing the abilities of its people, releasing

potential and maximising opportunities for development.

Assumption about people:

1. People have aspirations, they want to develop and to learn new abilities and

use them.

2. In order to learn and use new abilities, people need appropriate opportunities,

resources, and conditions.

3. Therefore, to meet people aspirations, the organisation must provide effective

and attractive learning resources and conditions.

4. There needs therefore to be a match between achieving organisational goals

and providing attractive learning opportunities.

If our aim is to ensure that learning opportunities match closely the aims and goals of the

organisation, than an effective ITN process enables us to do this. It will then be possible to

achieve our other training objectives, see:

To make learning opportunities effective and attractive.

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This is what training design and delivery and implementation are about

To keep a constant check on how far this match is being effectively continued. This is

what training needs evaluation is about.

To keep a constant check on how far this match is being effectively continued. This is

what training evaluation is about.

We need good ITN processes in order to provide then learning opportunities required

achieving the goals of the organisations.

The sequence of thinking can be for example:

In order to achieve our objectives we need our people to question the way we do

things.

Therefore our people need to learn to question the way we things.

The training need was about learning to question the way we do things. The solution was not

direct training in questioning, but a subtler longer-term process of encouraging employees to

take an active involvement in their own development, thus increasing their commitment to

learning, to their work, and to the organization as a whole.

It will useful to consider how the concepts of training need and ITN have evolved over recent

decades.

Level of performance and need

We find it helpful to consider performance (whether of people, systems, processes, teams, or

the organisation as a whole) at three different levels. This means that the need arising from

these levels of performance, and hence levels of need are:

Level 1 Implementing (I1) doing things well

Level 2 Improving (I2) doing things betters

Level 3 Innovating (I3) doing new and better things

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Level 1

Implementing level needs arise where the main problem is the gap between desired and actual

performance. In other words, this is where people need to learn how to do the job well – as

defined by current standards. It is about learning to satisfy basic requirements

and needs, in order to bring performance up to standard and maintain in there.

Level 2

Obviously, level 1 need is, in a way, about improving individual or group performance that is

currently lagging behind. However, when we refer to needs at level 2, we are talking about

improving the performance of everybody

Of the organization as a whole – by raising current standards. This is where

continuous improvement comes in

Where we look at what we as an organization are doing and make systematic,

organization-wide improvements so as to do it better, more efficiently and

economically.

Level 3

This represents a still further level of improvement – making a step-change rather than one

that is continuous or incremental. This can be done only by a through review of all our

processes and of how they are interrelated, based on a review of our purpose – why we do

what we do. What are we trying to achieve?

It must be stressed that these level are additive, i.e.

To make successful to improvements we need to learn at level and then implement

(level) the improvements.

To be successful in innovation we need to learn at level and than implement (level)

the new methods and continuously improve (level) than.

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This is shown in the Figure 1.

Fig.1 The additive nature of the three level of performance

I1 : Implementing

Adhering (1) – learning to carry out basic tasks correctly. This is done by sticking closely

to the rules laid down for doing the job and following precisely the set procedures.

Adapting (2)– when we may need to bend the rules slightly and make adjustment to

procedures in order to make things work better. There may be minor changes in work

circumstances as the job is being carried out.

Relating (3) – involves learning to understanding why things have been set up the way

they have and why procedures work as they do – as well as appreciating what needs to be

done.

Adhering, adapting and relating are the focused of most basic instruction and training,

whether designed for newcomers to the work or to “get people up to scratch” if their

individual performance has failed to match the standard required, or if for some other reason

they are lagging behind.

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I1

Implementing

I2

Improving

I3

Innovating

I2 : Improving

For Improving performance, where our aim is “to do things better”, different types of

learning are needed. This level requires (1), (2), (2) an ability to act more independently, to

take initiatives and to make your own meaning and sense out of what is going on. So we are

concerned with the following modes.

Experiencing (4), i.e. being able to reflect on experiences and make our own meaning

from them.

Experimenting (5), i.e. learning to design and carry out systematic processes, in the

form of experiments, in order consciously to discover more about the job and the

work, normally in the terms of particular target areas deemed in need of improving.

If people are encouraged to learn in these way (i.e. (4), (5)) considerable improvements can

be made and performance enhanced.

I3 : Innovating

Performance at this level requires two sets of learning in addition to modes 1 to 5. here

we are concerned with doing “new and better things”, and therefore learning has to

concentrate on a more sophisticated and complex set of factors.

Connecting (6), i.e. making connection between things, events, and people, and

allowing integration and synergy to be achieved. We thus learn to work better with

others, and particularly with people from different disciplines, who may have

different perspectives and assumption, all of which need accommodating.

Dedicating (7), where we learn to work out of a sense of purpose – why we are doing

something, and why we are doing something, and why we are doing it at a certain

time and in a particular way. This should mean that we develop a clear sense of “what

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is in it” not just for ourselves, but for our colleagues, the organization as a whole, and

the wider community.

Organizational, group, and individual needs

As well as the three levels of need - implementing, improving, and innovating (I1, I2

and I3) - there are also three areas of need: organisational, group, and individual. Because we

shall be devoting, specific chapters to each of these, at this point we shall give only a quick

overview of them.

Organizational needs

These concern the performance of the organisation as a whole. Information about this

overall performance may identify areas of need either for training or other interventions.

I1: implementing level

Here ITN is about finding out whether the organisation is meeting its current

performance standards and objectives, and, if not, exploring ways in which training or

learning might help it to do so.

I2: improving level

Organisational needs arise at this level we want not just to meet current objectives

but, for various reasons, to raise their level.

I3 : innovating level

These needs occur when the organisation decides that it has to adopt a major new

strategy, create a new product or service, undergo a large-scale change programme, or

develop significant new relationships, such as joining with others to form new partnerships.

The reason that so many major change programmes fail (over 75 per cent, according to

various research studies) is that they do not recognise the need to take a holistic view of all

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the systems - technical, human, financial, and marketing - and they do not involve a wide

range of stakeholders in designing and implementing the change.

Group needs

These concern the performance of a particular group, which may be a team,

department, function, sub-unit, or so on. Information about this group¢s performance may

identify areas of need - which, again, may be for training or other interventions.

I1: implementing level

In this case ITN is about finding out how efficiently a particular team or group goes

about its business and meets its current objectives.

I2: improving level

This level is where many continuous improvement projects are to be found, because

these are usually carried out by teams. The team is able to identify improvement areas and

also works together effectively to carry out many process and systems improvements.

I3 : innovating level

By working effectively with other teams across boundaries, major changes can be

brought about, better relationships and communications be established, and new ways of

working together be formed.

Individual needs

These concern the performance of one or more individuals (as individuals, rather than

as members of a group). Again this information may identify specific needs.

I1: Implementing level

Here ITN is about finding out to what extent individuals need to learn or be trained

to bring their current performance up to the required level

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as a result of changes in methods and processes that call for new competencies and skills.

I2: Improving level

Here ITN is about looking at the extent to which individuals need to learn or be

trained in systematic, continuous improvement skills and how to take initiatives.

I3 : Innovating level

Finally, this is where we find out whether individuals need to learn how to think

holistically, work across boundaries, examine their assumptions, or work with people from

different backgrounds and with different perspectives.

In Table 1 individual, group, and organisational learning needs are brought together at

each of the three levels of performance, showing the wide range of what we may need to

consider when carrying out a thorough training-needs analysis.

STUDY OF NEEDS OF TRAINING

In Dabur India Ltd., Sahibabad 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

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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.

There are several types of operations in the production,

Ink filling

Stopper

Point tipping

Capping

Packing

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

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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.

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.

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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 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.

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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

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

product.

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

them trained by giving training.

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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.

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Types of training

Job instruction training

Job rotation

Apprenticeships

Coaching

Vestibule training

Induction or Orientation training:

Induction or orientation may be defined as a process of guiding and counseling the

employee to familiarize him with job situations. The induction process accomplishes several

objectives including formation of a favorable impression and attitude, development of the

feeling of belongingness and facilitation of learning and teamwork on the part of the

employees. The content of the induction program should be predetermined in the form of a

checklist specifying the topics to be covered. Attempts are to be made to follow-up and assess

the program by interviewing the new employees as a measure to correct the gaps in the

knowledge and attitude of the employees.

Rank-and-File job training:

This is based on similarities in training on several specific jobs. This type of training

can be imparted in a classroom or on the job. It is performed by a foreman or a group leader.

Its advantages arise in so far as it is realistic and economical and does not hamper production

as well as necessitate from classroom to job situations.

Limitations of rank-and-file job training:

The trainer may be an incompetent teacher

The shop floor may be busy

There may arise heavy production losses.

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Supervisory training:

Supervisory training needs reveal utmost divergence in view of divergent duties of

supervisors. Employee attitude surveys help in identifying area of supervisory training.

Likewise, supervisors themselves may be requested to indicate the areas where they need

training. Frequently, these surveys indicate that supervisors need training in human relations,

production control, company policies and how to instruct. Supervisory courses consist of job

methods training (JMT) and job relations training (JRT). The JMT helps the supervisors to

improve methods in their departments, while the JRT helps them in handling human relations

problems in their departments.

ON THE JOB TRAINING:

On the Job 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

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Job instruction training:

Job instruction training (JIT) is received directly on the job and so it is called “on the

job training” it is used primarily to teach workers how to do their current jobs. The worker

learns to master the operation involved on the actual job situation under the supervision of his

immediate boss who has to carry the primary burden of conducting the training. Usually no

special equipment or space is needed, since now employees are trained at the actual job

location.

Steps of job instruction training:

The trainee receives an overview of the job, its purpose and its desired outcomes with an

emphasis on the relevance of the training. Since the employee is shown the action that the

job requires, the training is transferable to the job.

The employee is allowed to mimic the trainer’s example. Demonstration by the trainer

and practice by the trainee are repeated until the job is mastered. Repeated demonstrations

and practice provide repetition and feedback. Finally the employee performs the job

without supervision, although the trainer may visit the employee to see if there are any

lingering questions.

Advantages:

Easy organized

Realistic

Stimulates high motivation

Speeds up worker’s adjustment

Less costly

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Disadvantages:

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

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

JOB ROTATION:

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

preceded by job instruction training. This is a method of training wherein workers rotate

through a variety of jobs. Thereby providing them a wide exposure. Trainees are placed in

different jobs in different parts of the organization for a specified period of time. They may

spend several days or even years in different company locations. In this way they get an

overall perspective of the organization. It is used with both blue-collar production workers

and white collar managers and it has many organizational benefits. Job rotation creates

flexibility, during manpower shortages, workers have the skills to step in and fill open slots.

The method also provides new and different work on a systematic basis, giving employees a

variety of experiences and challenges. Employees also increase their flexibility and

marketability because they can perform a wide array of tasks.

Limitation of job rotation:

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.

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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 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

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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 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,

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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.

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What Apprenticeship Is Not

Unless they conform to the essential components described previously, apprenticeship

is no cooperative education, vocational education, tech prep, two plus two (three or four),

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

promoting as ways to assure adequate workforce preparation. Such strategies undoubtedly

have value in their own right, but they are not apprenticeship. What distinguishes

apprenticeship from most of these other approaches are such fundamental qualities as training

program sponsorship and location, the skills required, the value attached to the credential

earned, curricula content that is defined exclusively by the workplace, wage requirements, the

written agreement, and the implicit social contract that exists between program sponsors and

their participants. No other training strategy provides for this unique combination of

characteristics. When a person completes a registered apprenticeship program, he or she is

prepared to go to work as a fully trained, competent journeyperson whose skills enable him or

her to perform effectively in the workplace. Few, if any, other types of educational programs

can make this claim.

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

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attached to the apprenticeship credential. Today, an apprentice who earns a Certificate of

Completion and attains journey worker status from a registered apprenticeship program

knows that he or she has acquired industry-defined skills at industry-accepted standards of

performance and can reasonably expect to be gainfully employed in his or her occupational

area. If alternative training strategies (ones that do not fully conform to the essential

components) are also permitted to call themselves "apprenticeship," the apprenticeship

credential stands to become devalued. Such a step makes little sense at a time when other

credentials -- such as high school diplomas -- have lost much of their meaning.

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

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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.

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.

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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?

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

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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 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.

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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.

The Enactment: before conducting the role-play-enactment, the trainer should carry out

the following:-

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(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.

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

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

improves participants’ skills in problem analysis, communication and particularly brings

home to the participant that nothing is absolutely “right or wrong” in the field of human

behavior. Survey results indicate that the case method is considered by training directors to

be the best methods of developing problem solving skills.

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 Jobs 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

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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.

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.

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Trainees also react favorably to this method. The computer is capable of assessing the

progress of the trainee and can also adapt to his/her need by virtue of its storage and memory

capacities. This method offers advantages of standard presentation of materials to all trainees

standard, structured practices, and instant, specific feed back.

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

Syndicate Method

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

method. The essence of this method is that participants learn from each other and contribute

their own experience to the fullest. The syndicate method is designed to provide the

participant an environment that would help him to reflect critically on his own work and

experience; to update his knowledge of new concepts and techniques with the help of other

co-participants; to develop sound judgement through greater insight into human behavior.

This method is suitable for training and development students, without any experience.

The participants are divided into groups consisting of about eight to ten participants.

These groups are called “syndicates”. Each syndicate functions as a team that can represent

various functional as well as interest areas. The syndicates are given assignments which have

to be finished and a report submitted by a specified date and time. By rotation each member

of the syndicate becomes the leader for completing a specific task. Each assignment to a

syndicate is 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

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of self business and development for participants. This method also gives the participant a

practice in communicating with his colleagues and understanding them.

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

and cause frustration. In the absence of proper pressure on the participants by trainers or

participants themselves, some participants might start dragging their feet. Differences of

opinion or viewpoint may be ignored to avoid action.

Behavior Modeling

According to social learning theory, most human behavior is learned observationally

through modeling. When social learning theory is applied in industrial training programmes,

it is commonly referred to as “behavior modeling”. Used behavior modelling to improve the

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

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

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

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

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

discussed. 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

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observing the positive and negative consequences, the employee receives vicarious

reinforcement that encourages the correct behavior.

12.Fish Bowl Exercise

It is essentially used in providing skills in understanding human behavior. It

effectively uses group interaction to develop in the participants a degree of self awareness.

The primary objectives of the method is to inculcate in the participants the discipline of

observing others and on the basis of this, provide objective and constructive feedback and to

learn about oneself, ones behavior and personality as seen through the eyes of others and

consequently to overcome weaknesses and improve upon strengths.

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

and group behaviour , content of communication, roles individuals paly in groups, intergroup

conflicts, 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.

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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.

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.

Some their training methods:

Telephone Training Sessions are for individuals or small groups (up to five people).

During a Telephone Training Session we will evaluate your specific needs, tailor a session to

your needs and provide you with more advanced tips. Register for a session that is convenient

for you. Once you schedule a session we will contact you on the date and time specified to

complete the training.

Distance Learning Sessions are reserved for groups of more than five people up to

18 people. Each session utilized both presentation and live demonstrations. Sessions last

approximately 45 minutes to an hour.

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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.

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

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4. Selecting trainees

5. Choosing a training method

6. Selecting and educating trainers

7. Determining evaluation procedures

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5S TRAINING

What Is 5S?

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

  Meaning

Seiri Sort

Seiton Set in Order

Seiso Shine

Seiketsu Standardization

Shitsuke Sustain

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

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

Manufacturing.

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

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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.

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

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

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

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

including:

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

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

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

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

many are held.

o Safety issues when people fall over things.

o Lockers and racking cluttering the production area making it hard

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

Some of 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

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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.

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.

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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.

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

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(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,

Sweeping.

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

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

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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 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

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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.

4. 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.)

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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?

5. 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.

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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 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.

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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 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-publicized term as project name. Equally, this is not

the best solution in other organizations. Again, the history and culture of the company

or the specific plant have to be taken into account when this decision is taken.

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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.

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OBJECTIVE

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 Dabur India Ltd.

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CHAPTER - 3

METHODS OF TRAINING IN COMPANY

In Dabur India Ltd., Sahibabad. 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.

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CHAPTER - 4

DATA ANALYSIS & INTERPRETATION

Analysis of responses of staffs

Dabur basically provides three types of training to its staffs. These training programs are:

i. Skill Enhancement

ii. Personality enhancement

iii. IT Related

40%

40%

20%

IT Related

Personalityenhancement

Skill Enhancement

Out of the 20 staffs only 8 underwent the IT related training program. 8 got the training in

personality enhancement. And 14 got skill enhancement training. It exhibits that most of

them had all the three training program, skill enhancement, personality development and IT

related.

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65%

35%Before the Training

After the Training

In the analysis of the training program, the next question was, “when the study material

should be provided either before the training or after. Out of 20, 15 trainees opt that study

material should be given before the training. And just 5 want the study material to be

provided after the training.

50%50%

Test Should Be

Test Should not be

Before any training program should there be any test for the purpose of selection of the

trainees. Regarding this out of 20, 10 trainee’s replies in the favour of the test and 10 were

against any such test. There is a no difference between both the views. So it is difficult to

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choose any one. In my opinion, before selecting a trainee there must be a test conducted by

the trainer. It will help him to identify better trainees.

10%

15%

55%

20%

Poor

Fair

Average

Good

The competence of the training program well defined has been assessed on the basis of

certain qualities.

5%

25%

70%

Fair

Average

Good

On the aspect of gaining of new ideas in the training program, most of them found that, they

got new ideas. The no. of staffs that had this type of thought is 15. Out of 20, 15 trainees

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think that new ideas gaining through the program was average. Just one person thought that,

he get poor idea in the training program.

Self Development

5%

30%

15%

45%

5%

Poor

Fair

Average

Good

Outstanding

Out of 20%, I thinks that training is poor, 6 thinks training is fair, for 3 training is average,

for a training is good and for 1 training is outstanding.

Relevant to the current job:

50%50%

Not Much Relevant

Very MuchRelevant

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The entire training program should be relevant to the job of worker or staffs. In search of this

idea in the training program, it was found that out of 20 trainees 10 thinks, that while training

program what-ever they got was relevant the current job. Rest 10 thinks that the program is

not related of current job. This will be very helpful in the future to perform their job in a

better way.

Efficient use of time:

5%

25%

20%

40%

15%

Poor

Fair

Average

Good

Outstanding

Efficient use of time in the training program is very much important for every worker or staff,

because every one wants to use his/her time efficiently.

Maintaining the interest:

20%

25%40%

15%

Fair

Average

Good

Outstanding

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Maintaining the interest of participants is essential for the success of any program. It was

found that no one says that he didn’t have any interest in the training program. Out of 20, 7

trainees say that in the program their interest was good. Rest 13 says that, their interest in

training program was normal and they are benefited more.

Clarity:

15%

10%

30%

55%

Poor

Fair

Average

Good

In any program, clarity is an important factor, without it we can’t assume the success of any

such program. The clarity of materials and lectures are very important in making the program

a successful event. 11, out of 20 trainees say that the program is very good on clarity. Rest 9

says that the training program was average.

The training program has mainly been areas rated on three parameters.

i. Skill Enhancement

ii. Personality Enhancement

iii. IT Related

All the trainees have rated the training program differently on the basis of all the three

parameters.

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Skill Enhancement:

15%

25%

55%

5%

Poor

Fair

Good

Excellent

According to the development of skills out of 20 trainees 11 have experienced good and 14

have experienced average (poor, fair, excellent).

Personality Enhancement:

5%

25%

60%

10%

Poor

Fair

Good

Excellent

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On the basis of personality enhancement 12, out of 20 trainees rated this training program

good and rest 13 rated this program average (poor, fair, excellent).

IT development:

15%

20%

45%

20%

Poor

Fair

Good

Excellent

According to the development in Information technology related areas out of 20, 9 staffs

rated this training program good and rest 14 rated average (poor, fair, excellent).

Frequency of training program:

15%

50%

30%

5%

Every month

every three month

Every six month

once in a year

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

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3, out of 24 trainees want this type of training in every month .On the other hand 10 trainees

want such program once in every three month. 6 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.

Duration of training program:

25%

65%

10%

4 hrs

6 hrs

8 hrs

The duration of the training program is a big question for the management. All trainees who

had attended the training program have different thoughts about that. 2 out of 20 trainees

want the duration of these programs to be 8 hours. 13 of them want 6 hours and 2 want the

duration to be 4 hours.

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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.

To read the development after applying development programs questions are asked to the

workers. Responding to the questions 16 out of 45 workers say that they go to improvement

after the training program, 15 told that they didn’t get any improvement and rest 14 are not

able to say any thing.

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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.

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.

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

the trainees.

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.

Personality Enhancement:

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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.

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.

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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.

Due to the changes in business the frequency of these types of training program should be

higher. It should be according to the convenience of trainees. 10 out of 45 want this program

should be conducted every month, 8 want after every three months but 20 thinks that the gap

between two programs should be exceed 6 months. Rest 16 wants the frequency of these

programs to be once in a year.

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CHAPTER - 5

SUGGESTION & LIMITATION

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CHAPTER - 5

SUGGESTION & LIMITATION

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

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the training process the efficient use of time should be made as time is the most important

factor in any job.

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

sduration of the training would be 16 hours.

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.

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.

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CHAPTER - 6

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) (i & ii)

(i & iii) (ii & iii) (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

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4. Please rate the overall training programme on the following qualities:

Program Poor Fair Average Good Out

standing

1. practical values

2. New ideas gain

3. help full to self development

4. Relevance to your job

5. Efficient use of time

6. Maintaining your interest

7. Clarity

5. Rate these training programme according to your development.

Training Programme Poor Fair Good Excellent

1. Skill Enhancement

2. Personality Enhancement

3. IT Related

6. In your opinion what should be the frequency of the training programme in your

company.

Once in a month Once in 3 Months

Once in 6 months Once in 12 Months

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

4 Hours 8 Hours 16 Hours 20 Hours

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

_____________________________________________________

_____________________________________________________

_____________________________________________________

_____________________________________________________

_____________________________________________________

Date : Signature

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CHAPTER - 7

BIBLIOGRAPHY

Agarwal R.D. “Dynamics of Personnel management in India” Tata Mc Graw Hill

publication company, New Delhi (1977)

Bess Barnard M and Vaughan J.A “Training in Industries the management of

Learning” Tavistock, London (1969)

Casio W.F. “Managing Human Resource” Mc Graw Hill book company, New York

(1955).

Mamoria C.B. “Personnel Management” Himalaya Publication House, Mumbai.

(1955).

Maslow “Motivaiton & Personality Harper & Row, New York (1954).

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