Shri Ram Piston Report

A
PROJECT REPORT
ON
TRAINING AND DEVELOPMENT

AT
1
SHRI RAM PISTONS AND RINGS LTD.
SUMMER TRAINING PROJECT REPORT

SUBMITTED TOWARDS PARTIAL FULFILLMENT
OF
BACHELOR OF BUSINESS ADMINISTRATION
2
(Affiliated to Uttar Pradesh Technical University, Lucknow)
ACADEMIC SESSION
3
SUBMITTED BY :- NEHA TANWAR
Roll No. :- 1267970022
Under the supervision of
4
Ms. VANEETA BANSAL
Assistant Professor
5
DECLARATION
6
I hereby declare that the dissertation entitled the Training and Development in Shri Ram
Pistons and Rings, submitted in partial fulfillment of the requirement for the degree of
Bachelor of Business Administration (affiliated to MTU, Noida) is my original work &
not submitted for the award of any other degree, diploma or other similar title of prizes.
7
Neha Tanwar
Roll No. - 1267970022
8
9
ACKNOWLEDGEMENT
10
It was indeed an opportunity for me to be the part of SHRIRAM PISTON & RINGS
LTD, for my summer training , as a partial fulfillment of two-year degree course of
Bachelor of Business Administration.
It was an insightful experience where I was given an exposure in the field of Human
11
Resource. It was during this training that I was able to apply my theoretical knowledge
into practical one.
I would like to express my deepest gratitude Monika Joshi (Dy Manager O&P) who
had played a key role of my coach, guide & counselor throughout my project work &
helped me whenever I was in trouble in my given task.
12
It is a great pleasure to extend my heartful thanks to Ms. Vaneeta Bansal (Asst. Professor)
for giving me an opportunity to learn the applicability of Human Resource theories in the
Human Resource.
I also pay my thanks to all of them for their whole-hearted corporation irrespective of
their busy schedule.
13
I would like to express my special gratitude to various employees of all
department, my friends & my seniors who are always a source of inspiration for me &
played an important role in making my summer training a memorable one.
Neha Tanwar
Roll No. - 1267970022
14
PREFACE
To make aware of real life business situation every BBA student has to undergo for the
period of 5 weeks under the guidance of professional manager to get the better
understanding of the environment. By the time one complete has BBA degree already has
15
experience which prove very beneficial in future.
I Neha Tanwar student of BBA, I.T.E.R.C. College of Management, Ghaziabad, on the

practical training at Shri Ram Pistons and Rings, Ghaziabad. The duration was 5 weeks. I
was under HR department in Ghaziabad.
Let me lastly to add that I am not perfectionist nor does my project contain cent percent
16
accuracy. Beyond questioning I have put my best effort in the completion of the project.
I hope this project work prove useful to its reader & organization as well if it deserves.
17
Neha Tanwar
Roll No. - 1267970022
18
CONTENT
19
Executive Summary 1
Company Profile 11
Companies various products 12
20
Technical collaboration 13
o Policy 14
Objectives of study 18
Research Methodology 19
21
Training & Development 21
Data Analysis & Interpretation 74
Suggestions 91
Conclusion 93
22
Limitations 94
Bibliography 95
Questionnaire 96
23
24
EXECUTIVE SUMMARY
Topic of study:
A comprehensive study of Training & Development programs that has been carried out
by Shri Ram Pistons and Rings,Ghaziabad.
25
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
26
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.
27
28
29
INTRODUCTION OF COMPANY
Shriram Pistons & Rings Ltd. (SPRL) is part of the SHRIRM

GROUP, one of the largest and most houses in India. Shriram
Pistons & Rings Ltd. Is one of the leading manufacturers of state
of the art Pistons, Pins, Rings and Engine Valves in India,
engineered to world-class standards and marketed under the well
30
known USHA and SPR brands.
31
HR PRACTICES SLIDE NO. 1
SHRIRAM PISTONS
32 & RINGS LTD
GHAZIABAD
Shriram Pistons is presently the largest exporter of Pistons and Rings in India. The
company regularly exports its product to more than 40 countries which includes U.K,
33
Germany, Poland, Spain, Italy, Czech, Holland, Turkey, Egypt, Iran, UAE, South Africa,
Malaysia, Hong Kong, Japan, Australia, Bangladesh, Sri Lanka and many others.
Shriram Pistons and Rings Ltd. (SPRL) is one of the largest and most Sophisticated
Manufactures of Precision Automobile Components i.e. Pistons, Rings, Pins and Engine
Valves in India.
SPRL Manufacturing unit is located at Merit Road in Ghaziabad (25Km from Delhi).
The Plant has been recognized as one of the most modern and sophisticated plants in
North India in the field of Automobile the Production capacity of Plant as under:
34
Piston : 9.89 Million per year
Pin : 9.27 Million per year
Rings : 52.17 Million per year
Engine valve : 15.26 Million per year
Gears : 0.08 Million per year
35
The company has Technical Collaboration with:
1. M/s. Kolbe Schmidt, Germany to Produce Pistons.

2. M/s. Riken Corporation, Japan for Pistons Rings.
3. M/s. Fuji Ooze, Japan for the manufacture of Engine valves.
4. M/s. Honda Foundry, Japan for Technical support.
36
The company is also an exclusive supplier of the three Honda Joint Ventures such as:
M/s. Hero Honda, Kinetic Honda and Shriram Honda.
The company supplies its products to several Original Equipment Manufacturers
37
(OEMs) Including Defense Vehicle factories, Atoka Leyland, Tate Cummins, Marti
Suzuki, Marinara, Either Tractors, DTL (saran), Kirloskar Oil Engines, Bajaj Auto,
Honda Cars, Sun dram Clayton, Honda Scooter, International Tractors, Standard
Combiner in addition to all the Honda Joint Ventures in India.
Features of SPRL Factory:

38
Total area covered by the factory is 27 acres.
The factory is divided into four units for Pistons, Rings, Pins and Engine valves.
Classification of the Premises:

P.T.E Production Technology and Engineering.
C.A.A Commercial Administration and Accounts.
R & D Research and Development.
39
Total Strength of the company is 5500 Nos. Consisting of Officers, Staff and
Workers.
The Turnover / Sales for the year 2007 -2008 is Rs.650 Cr.
The company is exporting to more than 35 countries.
Exports have risen up to Rest. 87 Cr the year 2008-2009.
40
Over 10% of the production is exported to sophisticated markets such as Europe,
UK, Egypt, USA, Latin America etc.
SPR has been investing 30% of its retained earnings in quality up gradation and
modernization every year.
SPR is the largest exporter of Piston from India and has been recognized as an
Export House by the Govt. of India.
41
42
SPR Product Details
43
PISTON
The Piston performs the following functions:
1. To compress the air (In Diesel Engines) or Petrol + air (in the
petrol engines) to very high temperatures and pressure so that the diesel or petrol can
be ignited.
2. To transmit the expansion force of gases to the crankshaft (which converts the
reciprocating motion to a rotary motion) via connecting rod.
44
PISTONS
45
46
47
PINS
PINS
The piston is connected to the connecting rod with the help of a Gudgeon Pin. This
Gudgeon Pin is held in the position by means of circle clips at both the ends. Pin
absorbs the thrust on piston during combustion of fuel.
48
49
50
51
RINGS
The rings are fitted in the grooves of the piston and perform the following
functions
1. To seal the gases above the piston.
2. To control the escape of the oil to the upper part of the cylinder.
3. To conduct heat from Piston to the cylinder walls.
52
RINGS
53
54
55
ENGINE VALVE
Engine valve is a type of plug, which allows the entering of air fuel mixture or air in
cylinder and the escaping of exhaust gases. Two valves
(a) Inlet &
(b) Exhaust
are used for this purpose. The inlet valve has generally bigger diameter than Exhaust
56
valve because the entering of charge through intake valve takes place at atmospheric
pressure but Exhaust gases comes out through exhaust valve with very high pressure.
The valves are operated by means of valve train, which includes crankshaft, timing gears,
push rods, rockers shaft etc.
57
ENGINE VALVES
58
59
60
SUCCESS JOURNEY OF THE COMPANY
61
1972 SHRIRAM PISTONS WAS ESTABLISHED
1973 RS. 30 MILLION TURNOVER
1993 DIVERSIFICATION INTO MANUFACTURING ENGINE VALVES
1996 RS. 1000 MILLION TURNOVER ACHIEVED

62
63
FOREIGN COLLABORATIONS
USHA and SPR products are manufactured in technical collaboration with

the world leaders:
64
1.KOLBENSCHMIDT of Germany, the world leader in Pistons and preferred
suppliers to auto giants like Mercedes Benz, BMW, Volvo, Volkswagen, Ford,
Peugeot, Cummins and others, shares its world class technology for
manufacturing the USHA and SPR-KS brand for pistons.
2. HONDA foundry, Japan has licensed Shriram Pistons and Rings as the first
licensee in the world for manufacturing the Honda range of Pistons of all Honda
joint venture in India, viz., Hero Honda, Shriram Honda and the preferred supplier
to Kinetic Honda.
65
3. RIKEN CORPORATION, Japan , also a world leader in Piston rings also the
first choice of leading auto manufactures such as Suzuki, Toyota, Nissan, Isuzu
Mazda and Mitsubishi, among others, shares its world preferred technology with
SPR for manufacturing Cast Iron rings and Steel rings such as High-power,
Rikvent, DVM, etc.
4. FUJI OOZX, Japan, the largest engine valve manufacturer in Japan has provided
the technology and manufacturing expertise to SPR for the manufacture of the
USHA range of Engine Valves that are gaining wide acceptances in- house and
abroad.
66
67
68
69
70
71
72
SHRIRAM PISTONS: GHAZIABAD COMPANY
PROFILE
73
Shriram pistons and rings Ltd. (SPRL) is one of the largest and most sophisticated
manufactures of Precision automobiles components i.e. Pistons, Pistons rings, Pistons Pin
and Engine values in India, The products are sold under brand name "USHA/SPR" in the
markets.
SPRL manufacturing unity is located at Meerut road in Ghaziabad (25 km from
Delhi). The plant has been recognized as one of the most modern and sophisticated plants
in North India in the field of automobiles
74
PRODUCTS OF THE COMPANY
Pistons
Pins
Engine valves
75
Rings
PRODUCTION CAPACITY OF THE MACHINES
Piston : 09 Million per year

Pin : 09 Million per year
76
Engine values : 15 Million per year
Rings : 54 Million per year
77
TECHNICAL COLLABORATION
Shri ram pistons and rings is a very large organization in it field .it has a strong
background and a strong team behind it .it exports its products to the various countries.it
has a technical collaboration with various companies worldwide.it has
the technical collaboration with these companies :
78
1) M/s Kolbenschmidt, Germany to produce pistons.
2) M/s Riken Corporation, Japan for Piston Rings.
3) M/s Fugi Oozx, Japan for the manufacture of Engine Values.
4) M/s Honda foundary, Japan for technical supports.
SPR company not only has a technical collaboration with various companies but also has
an exclusive supplier of the three Honda Joint Venture such as-
79
M/s Hero Honda, Kinetic Honda and Shriram Honda the company supplier its products to
several origional equipment manufacturers (oems) including Defense vehicle factories,
Ashok leyland, Tata Cummins, Maruti Suzuki, Mahindra, Eicher tractors, Dtl (swaraj),
Kirloskar oil engines, Bajaj auto Honda cans, Sundram clayton, Honda Scooter,
International tractors, Standard combines in addition to all the Honda joint venture in
India.
80
81
COMPANIES POLICY
82
At Shriram Pistons and Rings Ltd. quality is an integral past of whatever we do, which is
reflected in the company's quality policy:-
"Total customer satisfaction through quality management and continuous
Improvement"
The policy of the company is to improve the quality through continuous improvement &
satisfy the customer so to satisfy the customer by giving them the better quality by the
continuous improvement in the working process.
83
84
85
86
QUALITY OBEJECTIVES OF THE COMPANY
87
1. Organization that is senstive and interactive to the needs of customers.
2. Continuous upgrading of quality and process to meet changing needs of customer.
3. Optimization of return on investment by
Continuous improvement
Technology development
Organizational and Personal Development
Cost Reduction efforts
88
Effective use of all resources
Harmonious and safe working conditions
4. Work to international norms of quality and management. The company has
successfully predicted the best work ethics and technology along with the TPM &
Kaizen approach and harmony through teamwork.
89
ACHIEVEMENTS OF THE COMPANY
SPR company has achieved various awards and certificates. This indicates the power and
the global recognition of its valuable parts. It has achieve various excellence awards
regarding quality and standard. Some of them are as follows:-
90
ACHIEVEMENTS IN TERMS OF QUALITY
SPR received the ISO-9001 certificate from RWTUV, Germany in 1994.
Technology from the collaborators was supplemented with in house efforts
and by implementing world-class practices
The company received QS-9000 certificate from TUV, Germany in the
Year 1999.
The company received ISO-14001 certificate in the year 2001.
91
SPRL has received the best vendor awards from Maruti Suzuki for 4
consecutive times, best supplies performance awards from Tata Cummins
Ltd. for 3 consecutive years. And has self certified status with most of the
OEMS.
Excellence in Export by Government of India.
Excellence in quality by Honda Scooter,Motors Ltd. Honda Siel & ACMA
Gold award for cost by Honda Siel.

TPM initiative has started in SPR since year 2000.
SPR received the TS 16949 certificate in the year 2003
92
The company received OHSAS-18001 certificate in the year 2003.
Best foundry award from institute of Indian foundry men in the year 2003.
Green rating award by CII, U.P. Pollution Board & World Bank in 2004.
The company received TPM Excellence award in the year 2004
93
FEATURES OF SPR FACTORY
Total area covered by the factory is 27 acres.

The factory is divided into 4 units for pistons, rings, pins and engine value.
Classification of the Premises:
P.T.E. - Production Technology and Engineering
C.A.A. - Commercial Administration and Account
R&D - Research and Development
Total Strength of the company is 3500 Nos. consisting of offices & staff .
94
The turnover/sales for the year 2005-2006 is Rs. 433 Cr.
The company is exporting to more than 35 countries.
Exports have risen upto Rs. 68 Cr. The year 2005-2006.
Over 10% of the production is exported to sophisticated markets such as
Europe, UK, Egypt, USA, Latin, and America Etc.
SPR has been investing 30% of its retained earning in quality up gradation
95
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
96
training, and we encourage & reward excellence
Consumer Focus: We have superior understanding of consumer needs and develop products to
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
97
98
OBJECTIVE OF STUDY:
During my summer training, I got a good opportunity to implement the theoretical

knowledge in to project, which include the following objective of the study.
1. Better understanding about the cooperate world.
2. To assess the favorable impacts of training & development on the organization.
99
3. To identify the competencies of employer to perform specific jobs are increased.
4. To know the extent up to which such programmes facilitate the upliftment of the
individuals of the organization.
5. To know the role played and the modus operandi of the Human Resource
Department in an organization and.
6. Above all to get adjusted to the working environment of a reputed organization.
The objective of the project is to study training and development in company. As we
know that training is an important factor for growing because growth is lifeline for the
company.
100
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
101
way of measure the development of trainees in Shri Ram Pistons and Rings Ltd.
102
103
104
105
106
107
RESEARCH METHODOLOGY
Research Design :
The main objective of the project is to find the role of training at Shri Ram Pistons and
Rings Ltd. the following are the research teams that are used for the research work.
1. Data Collection Method :
Here I used both primary as well as secondary data collection method.
108
(i) Primary Data : Primary data are those, which are specially/ collected
for the solution of problem in first hand. I had collected primary data
through following tools :
-Through personal interviews
-Questionnaires
-Observation
(ii) Secondary Data : Secondary data are those, which have already been
collected by someone else, which had been provided to us during the
109
training period.
2. Sample Unit :
My target population for this project was all the employee of Shri Ram Pistons
and Rings.
110
111
TRAINING & DEVELOPMENT POLICY
112
Importance of traning:
Every company should be fully committed to the continuous development of its staff, in
the same ways as we continuously develop our services. This will be achieved by
helping all staff identify and meet their own job and business related development needs.
This policy will ensure that we have the adaptability and flexibility to thrive and succeed
113
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)
114
Create a learning culture by providing opportunities for learning
Equal opportunities
All staff are entitled to and can expect to receive training they need to carry out their
current role. This includes seconded, fixed-term contract or short-term contract staff.
Permanent employees can expect to benefit from further commitment for each individual
115
to devote at least 5 days a year towards training and development. First priority will be
towards job-related training, but we will also encourage individuals to undertake personal
development training. This may entail taking professional qualifications; undertaking

research into a particular field of interest or experiencing a particular aspect of another
job in order to gain an insight into the role and fuller understanding of the work.
Training should not be viewed purely as attending a training
116
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.
117
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
118
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
119
actively involved in their teams 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 years business (corporate) plan is drafted and
communicated to teams within the company and individual performance objectives
120
agreed. Where individual skills, knowledge or the development of competencies are
needed to achieve our business objectives, these should be recorded on the Development
Needs Assessment plan, which forms part of our Performance Review process.
Setting and evaluating learning objectives/outcomes
The company has a number of key business objectives that it needs to achieve. These
121
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,
122
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;
123
where priorities lie; where their contribution fits into the organization and how they are
progressing.
For managers, objectives provide a basis for allocating responsibility to individuals for
achieving certain results; monitoring the achievement of results and providing solid
evidence, which is less subjective, for assessing an individuals performance.
124
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
125
will use to evaluate the learning. (Personnel Services will of course be available
throughout the process to provide guidance and support).
There are three key stages that will be used to evaluate training and development:
Reaction: At his level, evaluation provides info.on the attitudes of a participant to

learning, but it doesnt measure how much have actually learned. That being said, if a
participant has a positive reaction to the learning experience they are more likely to
126
implement what they have learned. Evaluation at this level will be measured by a post-
learning questionnaire, which will be completed immediately after the learning activity
takes place.Personnel Services will be responsible for issuing this type of questionnaire.
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
127
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 secretarys performance using a measure of no
spelling or typographical errors. Ideally, evaluation on performance should take place.
approximately 3 4 months after the learning activity. Line managers should undertake
128
this evaluation and send a copy of the results to Personnel Services.
Organizational impact: At this level evaluation assesses the impact of learning on

organizational effectiveness, and whether or not it is cost-effective in organizational
terms. Personnel Services will undertake this evaluation as part of a wider training and
development evaluation process.
In summary then, Personnel Services will evaluate training and development at the
129
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
130
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
131
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.
132
Funding
133
It will be paid from a central training budget, therefore the Head of Personnel Services
must approve any training and devlop. that involves a financial cost before any
financial commitment is made.Details of how to apply for a training &
development are explained under the section headed Selecting a training provider
and applying for training.
In addition to job-related training and development, company also recognises the need to
134
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.
135
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
136
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
137
performance. However, not all learning has to be addressed through a training course.
There is a wide range of development methods available that can be used without leaving
the office. For example, being coached by a fellow colleague or manager; using a
computer aided training package; on-the job training; reading books; undertaking
research or practising a particular skill.
Finding out about training courses or alternative learning methods
138
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
139
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
140
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
141
(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.
142
143
144
145
IDENTIFICATION OF TRAINING NEEDS
Training is often included as an essential element of an organizations strategy to gain a

competitive advantage. Regulatory agencies require that employees be trained certain
topics and personal development/career paths often specify skill and knowledge areas
which must be Bachelored. These are the factors that influence an organizations overall
training program. With all these sometimes-divergent factors competing for resources
146
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)
147
(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:
148
1. Systematic review of each trade, occupation or process by a team of knowledgeable
individuals
2. Conduct verbal and/or written surveys of managers, supervisors, leaders, technicians

and workers
3. Conduct a complete review of legislated training requirements
149
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
150
other training activities can be considered. Also requiring careful thought and analysis, it
is a process that needs to be carried out with sensitivity: peoples learning important to
them, and the success or the organization may by to stake.
It is important to know exactly what you are doing, and why, when undertaking ITN. This
is the reason we have included material to help you make considered decision and take
thoughtful action. You will find, however, that the return on the investment you make in
fully understanding what ITN is all about will make it well worth while.
151
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
152
effective and appropriate ways in which the needs might be met. If can, of course,
lead to decisions that there should be no training provision in view of the limited
scale of the needs, the cost of provision future development envisaged, and so on.
Within the identification and analysis of these need the actual nature of the need
must be defined. A need is not a want.
Identification of an individuals needs has been a result of the question what sort of
training do you want? Effective training and development in an organization depends
153
on the need for the improvement of human performance being identified and satisfied
by the provision of appropriate development opportunities. Wants can frequently be
need, but the analyst must be certain of the value of any aspect raised and provided.
ITN is important in the training process as it itself and subsequent evaluation.
154
ADVANTAGE OF ITN
It pinpoints the problems

It identifies the size of the problem
It identifies the scale of the need
155
It indicate the type of solution
It provides training objectives
156
DISADVANTAGE OF ITN
157
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 persons 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.
158
Organization open to criticisms of over-uses and wastes of money spent on unnecessary
training. So every attempt must be made to identify and analyze the needs accurately.
Identification of Training needs (ITN) is the examination or diagnostic portion of the
training system, the symptoms that ITN examines are often referred to as perceived
performance deficiencies. A perceived performance deficiency exists when there is a
difference between expected and perceived job performance.
159
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 employees 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
160
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.
161
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
162
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
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
163
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.
164
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.
165
Assumption about the people:
1. People have aspirations, they want to develop and to learn new abilities and use
them.
2. In order to learn and use new abilities, people need appropriate
opportunities, resources, and conditions.
3. Therefore, to meet people aspirations, the organisation must provide effective and
166
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:
167
To make learning opportunities effective and attractive.
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.
168
We need good ITN processes in order to provide then learning
opportunities required achieving the goals of the organisations.
169
The sequence of thinking can be for example:
In order to achieve our objectives our people to question the way we do things
Therefore our people need to learn to question the way we things.
The training need was about learning to question the way we do things. The solution was
not direct training in questioning, but a subtler longer-term process of encouraging
170
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
171
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
172
Level
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.
173
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
1 Of the organization as a whole by raising current standards. This is where
continuous improvement comes in
174
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
Level 3
This represents a still further level of improvement making a step-change rather than
175
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
176
(level) the new methods and continuously improve (level) than.
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.
177
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.
178
Adhering, adapting and relating are the focused of most basic instruction and training,
whether designed for newcomers to the work or to get people up to scratch if their
individual performance has failed to match the standard required, or if for some other
reason they are lagging behind.
I2 : Improving
179
For Improving performance, where our aim is to do things better, different types of
learning are needed. This level requires (1), (2), (2) an ability to act more independently,
to take initiatives and to make your own meaning and sense out of what is going on. So
we are concerned with the following model-
Experiencing (4), i.e. being able to reflect on experiences and make our own
meaning from them.
Experimenting (5), i.e. learning to design and carry out systematic processes, in
180
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
181
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
182
different perspectives and assumption, all of which need accommodating.
Dedicating (7), where we learn to work out of a sense of purpose why we are
doing something, and why we are doing something, and why we are doing it at a
certain time and in a particular way. This should mean that we develop a clear
sense of what is in it not just for ourselves, but for our colleagues, the
organization as a whole, and the wider community.
183
Organisational, 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
184
quick overview of them.
Organisational 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.
185
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.
186
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.
187
I3 : innovating level
These needs occur when the organisation decides that it has to adopt a major new
strategy, create a new product or service, undergo a large-scale change programme, or
develop significant new relationships, as joining with others to form new partnerships.
The reason that so many major change programmes fail (over 75 per cent, according
188
to various research studies) is that they do not recognise the need to take a holistic view
of all the systems - technical, human, financial, and marketing - and they do not involve a
wide range of stakeholders in designing and implementing the change.
Group needs
These concern the performance of a particular group, which may be a team, department,
189
function, sub-unit, or so on. Information about this groups 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.
190
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.
191
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.
192
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
193
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
194
195
STUDY OF NEEDS OF TRAINING
Training is customized product wise. If any defect comes in a product or process, a

training session is initiated to eradicate root cause.
there are two types of worker -
1. Permanent worker
196
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 dont know any thing about the work, so these types
of people require training.
When a new person joins the company, he got the training about the safety and
maintenance. For getting these training he is send in technical training cell (TTC). In
197
TTC he has to go some basic knowledge and instruction, which is given by the just senior
boss. That person is called line incharge. During the training a person gets the job. He is
watched by the line incharge. At any point the line incharged found any fault in the work,
the line incharge instructed at that time, so that the worker does the job in a proper way
and come out with zero-defect product.
After the TTC training employees are divided among various teams and send to the
different operations, on the different operations. A line-in charge is there, who will watch
198
each and every steps during the work. If any fault in the work is found, he takes tha
serious and instructs to remove the fault immediately.

After some experience the worker is transferred from one operation to another operation
area. Where same procedure is performed. He works and if get any confusion regarding
the job, he may ask the line incharge or if line incharge see any fault during the operation,
he educates the worker to do the job better. This process is repeated on each and every
199
operation. This is how each and every employee is familiarized to the job . The main
advantage of this job rotation is, if any worker does not come on the particular day, that
place can be filled by any other worker and the works progress without any interruption.
After job rotation and getting experienced the entire worker divided into 3 groups,
Highly efficient
Efficient
200
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.
201
After highly efficient the second category is called efficient. In this category those type
of person are Bachelor in their job. He is Bachelor 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.
202
After that the third category comes, that is called adequate. This is not beneficial for the
company. So that they are not acceptable. Theyve less knowledge and not will to work.
Highly efficient person is well-known about their job. He can handle any situation. So
that this type of people doesnt require training.
Efficient people are Bachelor of just on job. So that they need training to be
highly efficient worker.
203
Company is giving training to the efficient worker. For them there are 3 types of training;
Counseling
Give the opportunity to work with highly efficient worker.
Give the expert knowledge about the work.
In counseling the instructor or counsel the worker. A line in charge tries to motivate the
worker to do their job in proper way. This is a verbal communication. With the help of
204
words a senior person tries to make them as effective as highly efficient worker.
The second option provide them opportunity to work with highly efficient
people helps those people to learn. During the work he can watch how the highly
efficient people work? How can they handle the situation? They got the idea about the
problem, which may be arising during the work. They also get the idea about dealing
those problems. This way an efficient worker is developed to be highly efficient worker.
205
Before start working every worker should get the knowledge about the job profile.
Without proper knowledge no one can perform better. There must be some defective in
the product due to less knowledge about the production process. So specific knowledge is
essential for zero-defect product. This is the duty of management to educate them and
provide full knowledge about the production process and quality control.
For adequate people company has some other way for giving them training. The
work pressure is the best way for make them work. Under this the person is send to work
206
between two highly efficient workers. They can work faster than adequate person. So
from both sides he faces the pressure for work faster and effectively. This way an
adequate worker can be the efficient and highly efficient worker for company.
In any company some factor effect the training:
Strategies changes
Technical changes
207
Matter of cost saving
If the top management of the company want to change their strategies. Here company
wants trained people for work. So firstly company looked for the experienced people, but
it is very difficult to get trained people. So they hired semiskilled people and after
joining them they give them training. So that this can work effectively and according to
the requirement of the company.
208
If company wants some technical change in product, they also require trained people
Technical change requires more technical people. If co. wants to retain the same people
who are working form last some times then company has to give them training. After
getting training a worker can adjust in any environment and work effectively.
Todays era is the cost cutting era. In the intensive competition cost of the product is very
209
important. We cant survive in the market with high cost. So we need to cut the cost . 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
210
211
212
213
214
215
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
216
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.
217
Factors which affect the choice of training method:
The choice of methods depends on the knowledge and experience of the teacher
The choice of the methods should take into consideration the intellectual level
and educational background of the participants and the participants age practical
218
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.
219
220
Types of training
Job instruction training

Job rotation
Apprenticeships
Coaching
221
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
222
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:
223
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:
224
The trainer may be an incompetent teacher
The shop floor may be busy
There may arise heavy production losses.
225
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
226
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:
227
On the fob techniques are conducted in the real job settings. On the job methods usually
involve training in the total job. These methods are typically conducted by individuals,
workers, supervisors. The main advantage is that the trainees learn while actually
performing their work, which may minimize the training cost. They also learn in the same
physical and social environment in which they will be working once the formal training
period is completed.
228
Types of on the job techniques:
Job instruction training

Job rotation
Apprenticeship
229
Coaching
Vestibule training
230
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 Bachelor 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
231
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.
232
The employee is allowed to mimic the trainers example. Demonstration by the
trainer and practice by the trainee are repeated until the job is Bachelored. 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:
233
Easy organized
Realistic
Stimulates high motivation
Speeds up workers adjustment
Less costly
234
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:
235
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
236
flexibility, during manpower shortages, workers have the skills to step in and fill open
slots. The method also provides new and different work on a systematic basis, giving
employees a variety of experiences and challenges. Employees also increase their
flexibility and marketability because they can perform a wide array of tasks
Limitation of job rotation:Major drawback is time consuming and expensive too.
237
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
238
to be solved. This training is used in such trades, crafts and technical fields in which
proficiency can be acquired after a relatively long period of time in direct association
with the work and under the direct supervision of experts. Training is intense, lengthy and
usually on a one to one basis.Increasing national attention is being paid to workforce

preparation in the United States.
This stems from the growing realization that America's ability to occupy a leading
239
competitive position in the emerging global economy hinges, to a large degree, on
assuring that the nation's workforce is second to none. Today, unfortunately, this is not the
case. Employers frequently report that significant numbers of young people and adults
alike exhibit serious educational deficiencies and are ill-equipped to perform effectively
in the workplace. As a consequence, leaders from industry, labor, education, and govt. are
all grappling with how to design educational reforms and education/training strategies
that will improve the skills of America's current and future workforce.
240
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
241
apprenticeship programs in a variety of other industries.
The rush to embrace apprenticeship, however, is leading to efforts that could undermine
the very pillars of its value. For example, in some instances, apprenticeship is being
viewed as a generic concept -- one that can be loosely applied to a variety of learning
situations. Likewise, others have coined such terms as "youth apprenticeship" to
242
characterize various school-to-work transition programs. Such thinking, while
understandable in an environment that begs for creativity and innovation, may be more
harmful than helpful to the cause.
What Apprenticeship Is: The Essential Components
1. Apprenticeship is a training strategy that a) combines supervised, structured on-the-

job training with related theoretical instruction b) is sponsored by employers or labor.
243
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
244
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
245
implement these laws are in force today. These laws and regulations establish
minimum requirements for protecting the welfare of the apprentice such as the length
of training, the type and amount of related instruction, supervision of the apprentice,
appropriate ratios of apprentices to journeypersons, apprentice selection and
recruitment procedures, wage progression, safety, etc.
4. Apprenticeship is a training strategy that by virtue of a legal contract (indenture)
246
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
247
the on-the-job training phase and that increases these wages throughout the training
program in accordance with a predefined wage progression scale.
7. Apprenticeship is a training strategy that involves a written agreement and an

implicit social obligation between the program sponsor and the apprentice. The
written agreement, which is signed by both the apprentice and the program sponsor
248
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.
249
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
250
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
251
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
252
alternative training strategies. Unfortunately, this could have the practical effect of
seriously undermining a tried and true training strategy -- on that, ironically, exhibits all
ten qualities that reformers are striving to achieve in new training designs. Of particular
concern is the possibility that an expanded definition could significantly dilute the value
and meaning attached to the apprenticeship credential. Today, an apprentice who earns a
Certificate of Completion and attains journey worker status from a registered
apprenticeship program knows that he or she has acquired industry-defined skills at
253
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
254
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
255
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.
256
Alternatively, apprenticeship may become one of several cars on a train that provides a
variety of training options to existing and future workers. This choice requires further
study and broader deliberation, but, whatever the outcome, the integrity of the term
"apprenticeship" should not be jeopardized or compromised.
Coaching:
At management levels Coaching of immediate subordinates by their managers is
common. A coach attempts to provide a model for the trainee to copy it tends to be less
257
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 trainees shortcomings are emotional or personal.

Coaching will be ineffective if relations between trainee and coach are ambiguous in that
the trainee cannot trust the coach coaching thrives in a climate of confidence, a climate
in which subordinates respect the integrity and capability of their superiors.
258
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
259
good for promoting practice a learning principle involving the repetition of behavior.
OFF-THE JOB TRAINING:
Off the job method are those training and development programs that take place away
from the daily pressures of the job and conducted by highly competent outside resource
people who often serve as trainers, which is one of the main advantages of this method.
The major drawback of this is the transfer problem.
Types of off the job training:
260
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?
261
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:
262
It gives very little opportunity for active practice, development, over learning, knowledge
or results or transfer of learning. In this method trainee himself or herself have to
understand and personalize the content of the lecture. It is not suitable for courses where
people with work experience are participating. This method involves one-way
communication, which is not interaction of the audience. This method cant readily adopt
itself to individual differences, which may arise farthest from reality.
Audio-visual techniques:
263
Audio-visual techniques covers an array of tainting techniques, such as films, slides and
videotapes. It allows seeing while listening and is usually quite good at capturing their
interests. These methods allow a trainers message to be uniformly given to numerous
organizational locations at one time and to be reused as often a required.

Available devices used in lecture techniques
Blackboad
264
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
265
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.
266
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
267
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
268
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 others behavior. Ideally, they get to see themselves as others see them
The typical Role Involves Three Phases
269
The Warm Up : the objective of the warm-up is to get the trainees participate in a
constructive manner with minimum anxiety and maximum motivation. The trainers
introduction to the session should be such that it would arouse interest of trainees.
The Enactment: before conducting the role-play-enactment, the trainer should carry
out the following:-
(a) Read aloud generation information,
270
(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
271
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
272
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.
273
This method calls for skills with language. But many people are sent to case study
courses primarily because they lack communication skills.
When cases are meaningful an similar to work related situations, there is some
transference. There also is the advantage of participation through discussion of the case.
It improves participants skills in problem analysis, communication and particularly
brings home to the participant that nothing is absolutely right or wrong in the field of
human behavior. Survey results indicate that the case method is considered by training
274
directors to be the best methods of developing problem solving skills.
Simulation
Simulation is an approach that replicates certain essential characteristics of the real world
organization so that the trainees can react to it as if it were the real thing and then
consequently transfer what has been learned to their job. Simulation training is based on a
reproduction of some aspect of job reality. Simulation usually enhance cognitive skills,
particularly decision making. A very popular training technique for higher level hobs in
275
which the employee must process large amounts of information.
Simulations have many forms- some use expensive, technical equipment, while others are
far less costly. Some simulations need only one participant, others may involve as many
as 15-20 people working together as a team. Simulations are a broad based training
techniques that can be adapted to suit a companys need. By using the equipment
simulators, workers can practice new behaviors and operate certain complex equipments
276
free of danger to themselves. Equipment simulators can range from simple mock-ups to
computer based simulations of complete environments. Some of them are utilized to train
a single individual and the others are used for team training.
Programmed instruction is a training approach which makes the advantages of private
tutoring available to large groups of students beings trained in new skills. Programmed
instruction is one of the innovations in teaching technology developed in recent years.
277
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
278
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
279
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
280
extension of programmed instruction and shares many of its benefits. C. A. I. Has the
advantage of individual pace instruction and a considerably wider range of application. It
requires less time to teach the same amount of information than any conventional
method. Trainees also react favorably to this method. The computer is capable of
assessing the progress of the trainee and can also adapt to his/her need by virtue of its
storage and memory capacities. This method offers advantages of standard presentation
of materials to all trainees standard, structured practices, and instant, specific feed back.
281
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 a syndicate method. The
essence of this method is that participants learn from each other and contribute their own
experience to the fullest. Theis 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-
282
participants; to develop sound judgement through greater insight into human behavior. It
is suitable for training and development students, without any experience.
The participants are divided into groups consisting of about eight to ten participants.
These groups are called syndicates. Each syndicate functions as a team that can
represent various functional as well as interest areas. The syndicates are given
assignments which have to be finished and a report submitted by a specified date and
283
time. By rotation each member of the syndicate becomes the leader for completing a
specific task. Each assignment to a syndicate is given in the form of a Brief. This is a
carefully prepared document by the faculty. Generally, each syndicate is required to
submit a report which is circulated to other syndicates for critical evaluation
The advantages of this method is that it secures a very high level of involvement from
the participants. Their own experience is the starting point in this method. It is a process
of self business and development for participants. This method also gives the participant
284
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
285
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
286
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
287
found that this programme has had desirable effects on learning, behavior and
performance criteria.
There creation of the behavior may be videotaped so that the trainer and the trainee can
review and critique it. When watching the ideal behavior, the trainee also gets to see the
negative consequences that befall someone who does not use it as recommended. By
observing the positive and negative consequences, the employee receives vicarious
reinforcement that encourages the correct behavior.
288
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
289
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, outer).the inner circle is the target group, members of this group will either discuss
290
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.
291
There are several non-group methods involving an assessment of each individuals
strengths and weaknesses.
Counselling:
It helps the trainees to observe their weaknessed and involves measures to overcome
them. It is related to periodic appraisals of ratings. Specifically counselling purports to
help the subordinates to do a better job, provides a clear picture of how they are doing,
292
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
293
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-
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
294
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
Its for goups of more than 5 people upto 18 people.it utilized both presentation &live
demonstrations.Once you register,theyll email you a website address &toll-free no.
295
SKILL TRAINING
Proper training is as important as the equipment used & other characteristics of the job.
money annually paid for training by business 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
296
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
297
future ability to attain its goals. Thus, management and career development tend to be
more future oriented than skills training.
Purpose of skills training is to bring the competencies of individuals up to desired
standards for present ,near-future assignments& develop new skills and know. to replace
those that have become obsolete as a result of technological organizational changes.
STEPS INVOLVED
298
The seven major steps which is essential for this are the following:-
1. Determining the need for skills training
2. Translating skills needs into training objectives
3. Formulating the budget
4. Selecting trainees
5. Choosing a training method
6. Selecting and educating trainers
299
7. Determining evaluation procedures
300
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
301
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
302
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
303
more inclined to work hard and with due care and attention.
Naturally enough, the elements of 5S are all Japanese words beginning with the letter S.
Since their adoption within Western implementations of JIT, or Lean Manufacturing,
various anglicized versions of the terms have been adopted by different writers and
educators. These are listed below against the individual elements and it can be seen that
none are entirely satisfactory.
304
There are some symptoms by which we are able to know that we require 5s training
methodology.
1 Space is crowded with parts and tools.
1 Unneeded items are stacked between workers.
1 Excess inventory on the floor.
305
1 Excess items and machines make it difficult to improve process low.
1 Equipment is dirty and a collection point for miscellaneous materials.
1 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)
306
Seiri is the identification of the best physical Organization of the workplace.
It has been variously anglicized as Sort, Systematization or Simplify by those wishing to
retain the S as the initial letter of each element.
It is the series of steps by which we identify things which are being held in the workplace
when they shouldn't, or are being held in the wrong area of the workplace.
Put simply, we may identify a large area devoted to tools or gauges, some of which are
307
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
308
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 std. 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
309
movement, shorter cycle times and so on. The question may be asked: should we
then see inventory and WIP reduction as part of the implementation of the lean
approach or as an element of 5S? The answer, as ever, is that keeping inventory
and WIP to a minimum is simple best practice. Whether we view it as JIT, or lean,
or 5S or assign any other term is quite frankly irrelevant.
The major element of Seiri is simply a critical look at the area. Involving cross-
functional teams, or getting people to look at each other's areas, is an obvious first
310
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
311
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
312
the area more productive, or helps address quality issues.
2. Seiton (Set in Order)
Seiton is the series of steps by which the optimum organisation identified in

the first pillar are put into place.
The standard translation is Orderliness but again some wish to keep the initial S
and use Sort (yes, that is also one of the translations of Seiri), Set in order,
313
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 ,facilitate the alternative layout of the area.
314
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
315
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
316
and tooling, component rationalisation, drawing standardisation, consistency in
the documentation which accompanies work, design for manufacture (or
concurrent engineering) and standardisation in the clerical processes which
deliver work to the shop floor and track its progress.
All of this could be said to be part of a basic Total Quality approach. The standard
ways of doing things should include poka-yoke or error-proofing. Again it might
317
be asked whether this is part of 5S or one aspect of a broader programme.
3. Seiso (Shine)
Anglicised as Cleanliness but again the initial S can be retained in Shine, or

Sweeping. The principle here is that people are happier and hence more
productive in clean environment
There is a more practical element in that if everything is clean it is immediately
318
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
319
programme.Some time should be set aside for cleaning each day, or each shift.
(We may have cleaners who come in a sweep office floors, and even clean the
floor in a production area, but they do not clean the production equipment. Even if
they did, this would miss one of the opportunities available - an operator cleaning
and lubricating his machine tool will spot worn or damaged components.)
Cleaning then begins to impinge upon what we already know as preventive

320
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.
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 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
321
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.
322
Finally the standard texts talk about preparation - making sure the equipment
needed to clean is always available, always ready for use. The best parallel to this
is, again, with set-up reduction, which itself is often compared to Grand Prix
teams preparing to change tyres. As with many such topics, we are talking about
here is to a large extent simply common sense. We do not wish to allocate 5
323
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.
324
It 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
325
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
326
with the regular items buried under a pile of irregular. (In other words, the Seiri phase is
undertaken periodically - usually monthly, perhaps quarterly.)
second step is to undertake Seiton activities as required i.e, as prompted by the first step.
Finally within this people from other areas visit & cast a critical eye over the state
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
327
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?
328
3. Shitsuke (Sustain)
4. 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
329
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.means,discipline is perhaps an unfortunate term as
330
it implies people forced to do something, with consequent penalties if they do not.
The way in which management achieves this establishment of ongoing

commitment within the workforce depends, of course, on the culture already in
place. As with the adoption of kaizen (continuous improvement) or quality circles
we have to press the right buttons to stimulate people. If the business has a history
of treating people like cattle, giving no credence to their suggestions and simply
trying to improve performance by driving the workers ever harder, then
331
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
332
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
333
"that's very good, well done" or some form of award (financial gain, 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.
334
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?
335
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!
336
The answer, surely, is to understand 5S as we understand all aspects of other types
of improvement and problem-solving activity and then to agree a change
programme for our own business. This is not to say that we must not launch a
project which we call "5S" - some businesses have more success if improvement
initiatives are launched with a generic, well-publicised term as project name.
Equally, this is not the best solution in other organisations. Again, the history and
337
culture of the company or the specific plant have to be taken into account when
this decision is taken.
338
EVALUATION OF TRAINING AND DEVELOPMENT
Evaluation means the assessment of value or worth. Evaluation of training is the act of
judging whether or not it is worthwhile in terms of set criteria. It provides assessment of
various methods and techniques, sells training to management, identities the weaknesses
339
of training prog and helps to accomplish the closest possible correlation between the
training and the job. A comprehensive and effective evaluation plan is a critical
component of any successful training programs. 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 programs success, HR managers increasingly demand that training
340
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 because their competitors are
doing it or the unions are demanding it. Fourthly, as it is very expensive, the orgs do not
341
want to spend on the evaluation. Fifthly, some of the training progs. are very difficult to
evaluate because the behaviour taught is itself very complex and ambiguous.
342
METHODS OF TRAINING IN COMPANY
In Shri Ram Pistons and Rings Ltd., Gaziabad. Need based system of importing training
is followed. Training is based on the frequency of defects found during the production.
343
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. This way only
defective based training is provided by the company.
Firstly each department analyse their weak points and then they simply inform to the
management, then management arrange the training according to the priorty and ask all
the departments to give the names of the trainees who need any training with their topic.
After getting the names the management made a training calendar which specifies the
name of workers from any department who need training on the specific topic, name of
344
department and the subject of the training. Each training is divided into batches so as not
to disturb the work of the whole company. Any worker from any department who need
the same kind of training comes in the same batch .after allotting the batches
management give focus to training schedule. Training schedule is also made after
allotment of the trainer .Then a circular is circulated which specifies all the detail
regarding the training.
The Training which is given to the workers give emphsis more on the practical
knowledge. Trainer is called from inside or outside from the organization. It can be on
345
-the job training or off- the job training it depends on the requirement of the trainees.
Various material is provided to the trainees regarding the training. It takes a long hour to
trained the employees .It is done on regular basis as each batch got the training at the
different time period. it runs many days till the topic is covered. The time or the days of
training depends upon the topic and the time slot of the batch. Thus the training is given
by various methods by different specialized trainers.
346
347
348
349
350
DATA ANALYSIS & INTERPRETATION
Analysis of responses of staffs
SPR provides various types of training to its staffs. There are on an average 100 staffs
who have gone through these training programs in one batch the company provides
training in batches as it has a huge number of employees .In every batch they provide a
different type of training according to the needs of employees and their department
These training programs are:
351
1. Work Culture
2. Absentees
3. Quality of work life
4. Disicpline of shop floor
5. Industrial safety
6. Attitudinal change
7. Productivity
8. First Aid
9. Energy Conservation
10. Benefits of ESI Corporation
352
11. Communication
12. Leadership skills teamwork
13. Interpersonal relations
14. Change Management

15. Quality circle
16. 5S
17. Supervisory Development Programme
18. Personality Development
19. Rational Emotion therapy
353
20. Time Management
21. Stress Management
22. Quality circle
23. Presentation Skill
These training programme is based on the above needs of the training .it is conducted in
various batches. Each batch allotted a different time period for there training. Only one
training is given at a time employees having same requirement from each department
taken in the same batch .it is given by department heads, or by any expert.
354
VARIOUS DEPARTMENTS
355
Emgine valve forge shop-Green
R&D Department-purple
RPTL Department-Blue
QA Department-brown
Work Engg.-grey
Aluminium Foundary
356
In this analysis I have
taken only 25 trainees
for evaluating this
357
training and to know the impact of this programme on them.
358
1. Training Material
359
360
In the analysis of the training program, the next question was, when the study material
should be provided either before the training or after. Out of 25, 19 trainees opt that study
material should be given before the training. And just 6 want the study material to be
provided after the training.
Need or Requirement of any test
361
362
Before any training program should there be any test for the purpose of selection of the
trainees. Regarding this out of 25, 14 trainees replies in the faviour of the test and 11
were against any such test. There is a mall difference between both the views. So it is
difficult to choose any one. In my opinion, before selecting a trainee there must be a test
conducted by the trainer. It will help him to identify better trainees and the lacking points
and qualities in them which is affecting their work.
363
Quality of training programme
364
365
The competence of the training program well defined has been assessed on the basis of
certain qualities.
On the piratical value aspect just 3 out of 25 found that the program was average found
that the training program was good and rest 5 thought that it was out standing.
366
Idea Gained
367
368
On the aspect of gaining of new ideas in the training program, most of them found that,
they got new ideas. The no. of staffs that had this type of thought is 13. Out of 25, 11
trainees think that new ideas gaining through the program was outstanding. Just one
person thought that, he didnt get any idea in the training program.
369
Self Development
370
371
Self development aspect in the training program, there is a little difference between good
and outstanding. Out of 25, 14 trainees said, that the training program is good for self
development and rest 11 thinks that the training program is outstanding.
Relevant to the current job:
372
373
The entire program should be relevant to the job of worker.In search of this idea in the
program, it was found that out of 25 trainees 11 thinks, that while training what-ever they
got was relevant the current job. Rest 14 thinks the program is outstanding in the relation
of current job.itll be very helpful in the future to perform their job in a better way.
374
Efficient use of time:
375
376
Efficient use of time in the training program is very much important for every worker
staff, because every one wants to use his/her time efficiently. 11 out of 25 trainees exper-
-nced good use of time during the training. Rest 14 experienced the excellent use of time.
Maintaining the interest:
377
378
Maintaining the interest of participants is essential for the success of any program. It was
found that only one trainee says that he didnt have any interest in the training program.
Out of 25, 9 trainees say that in the program their interest was good. Rest 15 says that,
their interest in training program was outstanding and they are benefited more.
379
Clarity:
380
381
In any program, clarity is an important factor, without it we cant assume the success of
any such program. The clarity of materials and lectures are very important in making the
program a successful event. 11, out of 25 trainees say that the program is very good on
clarity. Rest 14 says that the training program was very much clear.
The training program has mainly been areas rated on three parameters.
i. Skill Enhancement
382
ii. Personality Enhancement
iii.Efficiency of doing work
iv. Easiness of doing work
v. Progress in their work and results

vi. Overall changes in themselves including commn, confidence control over stress etc.
All the trainees have rated the training program differently on the basis of all the these
383
parameters which are mentioned above.
384
Skill Enhancement:
385
386
According to the development of skills out of 25 trainees 11 have experienced good and
rest 14 have experienced excellent.
Personality Enhancement:
387
388
On the basis of personality enhancement 12, out of 25 trainees rated this training program
good and rest 13 rated this program excellent
389
Frequency of training program:
390
391
The experience this was so impressive that all the trainees very much interested in these
types of programs. They want more of such types of training programs.So 8, out of 25
trainees want this type of training in every month .On the other hand 9 trainees want such
program once in every three month. 5 out of them want to hold such types of program
twice in a year. Rest of them wants to hold this once a year.
392
Duration of training program:
393
394
Its duration is a big question for the management. All trainees who had attended the
training program have different opnions. 13 out of 25 trainees want the duration of these
programs to be 8 hours. 7 of them want 20 hours and 5 want the duration to be 16 hours.
395
Analysis of workers response
I have taken the views of only 45 trainees for analyzing the workers response. Mostly
trainees have gone through the topic like -
i. Skill Ehancement
ii. Personlaity Development
iii. Communication
iv. Time management
396
v. Presentation skills
vi. Leadership skills teamwork
vii. Energy conservation
viii. First aid
ix. Stress management
x. Absentees
There are various departments in Shri ram pistons and rings like-
397
Engine Valve Forge Shop,
RPTL
QA Department
R&D Department
Works Engg.
Aluminium Foundary etc.
Among all the trainees only 45 I have taken who have also gone through these training
398
programs. All the 45 trainees got the skill enhancement, personality development, first
aid, stress management, absentees, presentation skill and communication skill training.
among all 40 have got leadership training, energy conservation. Some of them got the
training on all these topics but in different time period and in different batch. 8 of them
gone through only 3 topics.
399
Improvement
Not Improvement
can't say
400
To read the development after applying development programs questions are asked to the
workers. Responding to the questions 16 out of 45 workers say that they got
improvement after the training program, 15 told that they didnt get any improvement and
rest 14 are unable to say any thing.
401
Before the
training
After the training
402
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.
403
Ready to face
test
Don't ready to
face test
404
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 dont want to go through any test and
rest 18 want to go through such test process.

The evaluation of any program is very much require for the future. It can be done by
asking the question from trainees, it can be also done by taking various test related with
405
the training programme. Questionniare method is also used for evaluating the these
programmes. These results are used for evaluating these programmes and thus it helps in
taking and decision or action. According to the answers collected by these trainees
management come to know the exact position of employees, lacking points in them and
by knowing the position management can take any course of action.
It can help in future to take decisions and to decide the course of action which help in
fulfilling the companies objectives. Management can change any module according to the
406
results come from this. By evaluating and analyzing the management can arrange the new
training programme for their employees.
407
Skill Enhancement:
408
Good
Very good
Excelent
409
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:
410
Good
Very good
Excelent
411
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.
412
Others topics:
413
Good
Very good
Excelent
414
Responding to the other topics of training questions trainees are very much conscious
about their improvement. 10 out of 45 have good experienced regarding development
programs, 13 say that program was very good and rest 22 having excellent experience
415
4 Hours
8 Hours
16 Hours
20 Hours
416
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.
417
Every month
Once in 3
months
Once in 6
months
Once in every
year
418
Due to the changes in busi. the frequency of these types of programs should be higher. It
should be acc. to the convenience of trainees. 10 out of 45 want this should be conducted
every month, 8 want after every 3 months but 20 thinks the gap between two should be
exceed 6 months. Rest 16 wants the frequency of these programs to be once in a year.
419
420
421
422
SUGGESTIONS
The training can be made effective and successful if the following hints are
considered :
1. Specific training objectives should be outlined on the basis if the type of
423
performance required achieving organizational goals and objectives. An
audit of personnel needs compared with operational requirements will help
to determine the specific training needs of individual employees. This
evaluation should from well-defined set of performance standards towards
which each trainee should be directed.
2. The trainee should be helped to see the need for training by making him
aware of the personnel benefits he can achieve through better performance.
424
He should be helped to discover the rewards and satisfaction that might be
available for him through change in behaviour.
3. Attempts should be made to create organizational conditions that are why
changes are needed. Any distraction in the way of training environment
should be removed. The support of the upper level of management should
be obtained before applying training at lower level.
4. It should be recognized that the trainees do not progress at the same rate.
425
Therefore flexibility should be allowed in judging the rates of progress in
the training program.
5. As the trainee acquires new knowledge skills or attitudes and applies them
in job situation. He should be significantly rewarded for his effort.
6. The trainee should be provided with personal assistance when he
encounters learning obstacles, fare provide, lunch sacties good cooperative
environment.
426
7. Training method should be ascertained with the advise of personnel
manager and high officials about the system which will suite the training.
8. A trainer must be ready before the start of the training. He should ascertain
as to what is to be taught and by which method. So, The success of the
training program depends to a large extent on the interest and capabilities
of the instructors.
9. Trainee must be mentally prepared to learn. Training must recognize
427
individual difference in abilities, interest, learning speed and other
significant personnel characteristics.
10. The instructor must prepare time table of the training and only one sub-
jobs should be taught in one instance.
11. All jobs must be orderly. This order should be made to understand and
time for each sub-job should be distributed.
428
429
430
CONCLUSION
As we know, in todays global scenario the employees are the most important assets for
any organization. In order to cope up with the changing market conditions, development
of technology, rising expectations of employees & introduction of new management
431
systems, it is essential to increase emphasis on training & development. It is very essential
for any to create a workforce proficient in their technical / professional knowledge & core
/ job specific competencies prepared to take on future opportunities from the report, it can
be identified that the basic objective of training program for a particular level differs from
that of other level. Rank & file employees need specific job training while management
group needs broad based training. Thus a particular training program would be suitable
only to a particular group of people. Again, within a particular group, an individual may
432
need a particular training while others may need some other program. Thus the training
program would be determined by the level of an individual in the organization & his own
personality characteristics.
Thus the training & development policy of Shri Ram Pistons and Rings Ltd. is aimed to
ensure that their people have right competencies & skills necessary to achieve business
goals.
433
434
435
LIMITATION
(i) Duration of summer training is not sufficient to understand complete
cooperate world & due to this I could not focus on other area, which I was
planning in the beginning of my project.
(ii) We only had an interaction with two or more HR employees if we could
436
make it for all HR employees to understand other pain area.
(iii) There were no advanced & appreciation courses which will be beneficial
for the knowledge of senior management personnel.
(iv) Facilities to train the trainers were not quite & adequate.
437
438
439
BIBLIOGRAPHY
440
BOOKS :
1 Mamoria C.B., Personnel Management 21st revised and enlarged
edition 2001, Himalya Publishing House.
2 Kothari C.R., Research Methodology, revised edition 2000, Vishwa
Prakashan.
3 Flippo B Edwin, Personnel Management, sixth edition, Hill Book
441
company.
MAGAZINES :
Companys catalogues & annual report year 2005.
WEBSITES :
1 www.shrirampistons.co.in
442
2 www.google.com
3 www.hr.com
443
(QUESTIONNAIRE)
444
TRAINING & DEVELOPMENT
Name
Department
Designation
1. What type of training and how many training have you gone through?
(i) (ii) (iii) (iv) (v)
445
2. Please indicate when should the study material be given to the trainees?
Before the training After the training
3. Before started training programme, do you go through any test?

Yes No
4. Please rate the overall training programmes on the following qualities:
446
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
447
7. Clarity
5. Rate your particular training programme according to your development
.Training Programme Poor Fair Good Excellent

1.
2.
6. In your opinion what should be the frequency of the training programme in your
448
company.
Once in a month Once in 3 Months
Once in 6 months Once in 12 Months
7. In your opinion what should be the duration of this training programme with in a day?
4 Hours 8 Hours 16 Hours 20 Hours
8. Would you like to suggest some thing for the development of training programme?
_____________________________________________________
449
_____________________________________________________
_____________________________________________________
_____________________________________________________
_____________________________________________________
Date : Signature
450
451
452

Shri Ram Piston Report

Uploaded by

Document Information

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Shri Ram Piston Report

Uploaded by

Copyright:

Available Formats

A

TRAINING AND DEVELOPMENT

SUMMER TRAINING PROJECT REPORT

Under the supervision of

Bachelor of Business Administration (affiliated to MTU, Noida) is my original work &

I Neha Tanwar student of BBA, I.T.E.R.C. College of Management, Ghaziabad, on the

Companies various products 12

Data Analysis & Interpretation 74

Shriram Pistons & Rings Ltd. (SPRL) is part of the SHRIRM

Pin : 9.27 Million per year

Rings : 52.17 Million per year

Engine valve : 15.26 Million per year

Gears : 0.08 Million per year

1. M/s. Kolbe Schmidt, Germany to Produce Pistons.

M/s. Hero Honda, Kinetic Honda and Shriram Honda.

The company supplies its products to several Original Equipment Manufacturers

Features of SPRL Factory:

Classification of the Premises:

The company is exporting to more than 35 countries.

Exports have risen up to Rest. 87 Cr the year 2008-2009.

The Piston performs the following functions:

1. To seal the gases above the piston.

3. To conduct heat from Piston to the cylinder walls.

1973 RS. 30 MILLION TURNOVER

1993 DIVERSIFICATION INTO MANUFACTURING ENGINE VALVES

1996 RS. 1000 MILLION TURNOVER ACHIEVED

2002 RS. 2000 MILLION TURNOVER ACHIEVED

2007 RS. 5766 MILLION TURNOVER ACHIEVED

USHA and SPR products are manufactured in technical collaboration with

PRODUCTION CAPACITY OF THE MACHINES

Piston : 09 Million per year

Gold award for cost by Honda Siel.

Total area covered by the factory is 27 acres.

During my summer training, I got a good opportunity to implement the theoretical

1. Data Collection Method :

Here I used both primary as well as secondary data collection method.

development training. This may entail taking professional qualifications; undertaking

Setting and evaluating learning objectives/outcomes

learning objectives will therefore provide a benefit for everyone:

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

Reaction: At his level, evaluation provides info.on the attitudes of a participant to

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

Organizational impact: At this level evaluation assesses the impact of learning on

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

Non-training course learning activities

Typically, a training course is designed to transfer new skills or knowledge to an

Finding out about training courses or alternative learning methods

Selecting a training provider and applying for training

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

(1) needs identification

PHASE ONE: Needs Identification

2. Conduct verbal and/or written surveys of managers, supervisors, leaders, technicians

3. Conduct a complete review of legislated training requirements

Identification of training needs (ITN)

It pinpoints the problems

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

be possible to achieve our other training objectives, see:

Level of performance and need

Level 1 Implementing (I1) doing things well

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

I1: implementing level

I1: Implementing level

to bring their current performance up to the required level

Training is customized product wise. If any defect comes in a product or process, a