crompton greavs
TRANSCRIPT
-
7/30/2019 Crompton Greavs
1/113
PREFACE
Topic of the Study:
A comprehensive study of Training & Development programs has been carried out for
Crompton Greaves Limited.
Rational behind the Study:
Training plays a vital role in effective functioning of any company. The efficiency and
productivity of workers working in an organization not only depends upon the skills they possess
or working environment, they are working in, but also upon the policy of the company of
providing training to the employees according to the demand of the jobs. There remains a gap
between the demand of the jobs and skills of the workers. This gap can be patched up by
delivering effective training and development programs. The workers get better opportunity to
improve themselves and as a result want to enhance of productivity of the organization.
So it is most important for every organization to provide such training to the employees for
development of their skills as well as knowledge related to the jobs, that will fulfill their own
requirement of learning and the requirement of the organization as well as achieve the
organization goals too.
1
-
7/30/2019 Crompton Greavs
2/113
-
7/30/2019 Crompton Greavs
3/113
DECLARATION
I, SHAILENDRA KUMAR NAYAK here by declare that this Project Report
titled Study of Training & Development at Crompton Greaves Ltd has
been completed based on actual study carried out by me. I am presenting
an authentic record of my own work carried out under the guidance of
Col. A. S. Malhotra, I.P.E.M. Ghaziabad, which is required in partial
fulfillment for the degree of Master of Business Administration affiliated
to U.P. TECH. University, Lucknow.
This dissertation is original and the information, data & facts
furnished therein are factual, based on the study carried out by
me.
I havent submitted the matter embodied in this Project Report
for the award of any other degree or diploma to the best of my
knowledge.
3
-
7/30/2019 Crompton Greavs
4/113
(SHAILENDRA KUMAR NAYAK)
CERTIFICATE
This is to certify that Mr. Shailendra Kumar Nayak a student ofM.B.A at I.P.E.M, Ghaziabad has undergone training from12/ 06/2008 to 21/07/2008 at CROMPTON GREAVES Ltd, NewDelhi.
This Project Report on the topic Study of Training &
Development at Crompton Greaves Ltd is hisoriginal work.
DATE Col.A. S. MalhotraDirector
I.P.E.M. Ghaziabad
4
-
7/30/2019 Crompton Greavs
5/113
INDEX
5
-
7/30/2019 Crompton Greavs
6/113
-
7/30/2019 Crompton Greavs
7/113
INTRODUCTION
Successful candidates placed on the job need training to performtheir duties effectively. Workers must be trained to operatemachines, reduce scrap and avoid accidents. It is not onlyworkers but executives and supervisors who need training aswell in order to enable them to acquire maturity of thoughtand action. Training and Development constitute an ongoingprocess in any organization. Training thus means to turnmembers into productive insiders. It is the second step afterrecruitment, screening and selection. The principles oflearning makes training work ,thus, how a person learnsshould be the guiding principle in explaining how a person.should be trained Thus training requires -
Practice
Feedback
Motivation to learn
Thus training is systematic and intentional, basically involving the felicitation of the learning
process. Further training enhances three broad classes of skills
Motor Skills: Manipulation of physical environment based on certain patterns of bodily
movements,
Cognitive Skills: Acqusitional of mental and attitudinal functions;
Interpersonal Skills: Enhancing interactions with other people.
No organization has unlimited resources, so training has to be done on the basis of identified
resources in three phases :
7
-
7/30/2019 Crompton Greavs
8/113
1. PRE TRAINING
-Clear understanding of the situation that calls for more effective behavior
2. TRAINING-
- Implementing the effectiveness in behavior
3. POST TRAINING-
-The management has to handle a person who is more confident, post training A lot of
adjustment is needed on both sides
8
-
7/30/2019 Crompton Greavs
9/113
COMPANY PROFILE
Introduction
For the last sixty-eight years, Crompton Greaves (CG) has become
synonymous with electricity in India. In fact, the first unit of electricity
was generated on a "Crompton Dynamo" at Calcutta in 1899. A
pioneering leader since 1937 in the management and application of
electrical energy, Crompton Greaves, today, is India's largest private
sector enterprise, extensively engaged in designing, manufacturing and
marketing high technology electrical products and services related to
power generation, transmission, distribution as well as executing
turnkey projects. The company is customer centric in its focus and it is
the single largest source for a wide variety of electrical equipments and
products. Further, the company is emerging as a first choice global
supplier for high quality electrical equipments.
History
9
-
7/30/2019 Crompton Greavs
10/113
The history of Crompton Greaves goes back to 1878 when Col. R.E.B. Cromptonfounded R.E.B.Crompton & Company. The company merged with F.A Parkinsonin the year 1927 to form Crompton Parkinson Ltd., (CPL). Greaves Cotton and Co
(GCC) was appointed as their concessionaire in India. In 1937, CPL established,it's wholly owned Indian subsidiary viz. Crompton Parkinson Works Ltd., inBombay, along with a sales organization, Greaves Cotton & Crompton ParkinsonLtd., in collaboration with GCC. In the year 1947, with the dawn of Indianindependence, the company was taken over by Lala Karamchand Thapar, aneminent Indian industrialist. Crompton Greaves is headquartered in a self-ownedlandmark building at Worli, Mumbai.
10
-
7/30/2019 Crompton Greavs
11/113
CORPORATE STRUCTURE
Wiring the Structure for Growth
Crompton Greaves is part of the B.M. Thapar Group. With a turnover, over
Rs. 2700 crores, the company is India's largest private sector enterprise in
the business of electrical engineering.
The wide range of products that the company offers is canalized through
its four business units- These are Power Systems, Industrial Systems,
Consumer Products and Telecom Products.
Board of Directors
Key Personnel
Corporate
Regional Management
Power Systems
Industrial Systems
Consumer Products
Telecom Group
International
11
http://www.cglonline.com/#boardhttp://www.cglonline.com/#k1http://www.cglonline.com/#k2http://www.cglonline.com/#k3http://www.cglonline.com/#k4http://www.cglonline.com/#k5http://www.cglonline.com/#k6http://www.cglonline.com/#k7http://www.cglonline.com/#boardhttp://www.cglonline.com/#k1http://www.cglonline.com/#k2http://www.cglonline.com/#k3http://www.cglonline.com/#k4http://www.cglonline.com/#k5http://www.cglonline.com/#k6http://www.cglonline.com/#k7 -
7/30/2019 Crompton Greavs
12/113
Board of Directors
Mr. G. Thapar
(Chairman)
Mr. Gautam Thapar was appointed as Chairman of Crompton Greaves Limited on July 22nd,
2005. A student of Doon School, Mr. Gautam Thapar went to U.S.A. to complete his Chemical
Engineering in the Pratt Institute and joined the family business in 1986.
Mr. Gautam Thapar is currently, Chairman of Ballarpur Industries Limited, India's largest pulp
and paper manufacturing company. He is also a Director in several other companies including
Bata International, apart from serving as Chairman of Confederation of Indian Industry (CII),
Northern Region in 2003-04.
The successful turnaround of Ballarpur Industries Limited under his dynamic leadership and his
other achievements are testimonies to his managerial experience,
competence and expertise.
Mr. S. M. Trehan
12
-
7/30/2019 Crompton Greavs
13/113
(Managing Director)
SUDHIR MOHAN TREHAN is the Managing Director of Crompton Greaves Limited since
May 2003. Prior to this, he was the President of CG - Digital and looked after the areas of
Networking, Informatics and Telecommunications.
Mr. Trehan is an engineering graduate from the renowned Birla Institute of Technology at
Ranchi and a gold medallist. Thereafter, he pursued Post Graduate studies (M.S.) at the State
University in Stony Brook, NY, USA.
He began his career in the United Kingdom as a Management Trainee with Crompton Parkinson
Ltd. at Guisely. In 1972, he joined Crompton Greaves Ltd. in India where he served in various
Departments and Divisions like Transformers, Turbines and Switchgear.
He is actively involved in various national industry forums like IEEMA, CII and AIMA - leading
names in India. He is currently the Chairman of Maharashtra State Council of CII.
He was the recipient of the Outstanding Chief Executive of the Year Award for 2000-2001,
instituted by the Indian Institution of Industrial Engineering, for steps he took towards
successfully implementing his vision of making Crompton Greaves a world-class manufacturing
13
-
7/30/2019 Crompton Greavs
14/113
company.
His leisure time activities include golfing and driving.
Other Directors
Dr. O. Goswami
Mr. S. Labroo
Dr. Valentin A H von Massow
Ms. M. Pudumjee
Mr. S.P. Talwar
Mr. K. Thapar
Key Personnel >> Corporate
Name Designation
Telephone
EPABX /Direct.
S M Trehan Managing Director022 24237777
022 24237700
14
-
7/30/2019 Crompton Greavs
15/113
B R Jaju Chief Finance Officer - Finance & Admin.022 24237777
022 24382211
W Henriques
Company Secretary & Legal Counsel
Vice President - Human Resources
022 24237777
022 24333399
T P Govindan General Manager - R&D and Quality022 67558803
022 25775180
Key Personnel >> Regional Management
REGION NAME DESIGNATION LOCATION
TELEPHONE
EPABX/
DIRECT
NORTH SA Kane General Manager Delhi011 30416300
011 23354879
EAST BS Bajwa General Manager Kolkatta033 22829681-85
033 22821312
WEST AM KamathDeputy General
ManagerMumbai
022 67558000 /
022 25780234
SOUTH KN DesaiDeputy General
ManagerChennai
044 42247500 /
044 28235533
15
-
7/30/2019 Crompton Greavs
16/113
Key Personnel >> Power Systems
NAME DESIGNATION DEPARTMENT
TELEPHONE EPABX/
DIRECT
DS Patil Vice PresidentTransformers &
Engineering Projects
022 67558000
022 67558201/02
J.G Kulkarni Vice President Switchgear 0253 2382271
0253 2301103
Key Personnel >> Industrial Systems
NAME DESIGNATION DEPARTMENT
TELEPHONE EPABX/
DIRECT
SC Gupta Vice President LT Motors 0241 2777372/500
JC Pant Deputy General Manager Commercial Motors0832 3983200
0832 3983205/213
VK Salhotra General Manager Stampings022 67558000
022 25796866
AK Raina Vice President Large & 07480 233116
16
-
7/30/2019 Crompton Greavs
17/113
Traction Machines 07480 503238
Key Personnel >> Consumer Products
NAME DESIGNATION DEPARTMENT
TELEPHONE EPABX/
DIRECT
Manoj Verma Vice President Lighting022 67558000
022 67558425
AN Ravichandran Vice President Fans & Appliances 0832 2331256/59
P Palaniappan General Manager Pumps0241 2777152
0241 2777262
Key Personnel >> Telecom Group
NAME DESIGNATION DEPARTMENT
TELEPHONE
EPABX/
DIRECT
KN Neelkant General Manager Telecom080 41292300
080 26787141
Key Personnel >> International
17
-
7/30/2019 Crompton Greavs
18/113
NAME DESIGNATION DEPARTMENT
TELEPHONE EPABX/
DIRECT
AC Rodrigues Vice President International
022 67558000
022 67558931
The Manufacturing Grid
18
-
7/30/2019 Crompton Greavs
19/113
Crompton Greaves' strength emanates from its business operations consisting of 21 divisions
spread across in Gujarat, Maharashtra, Goa, Madhya Pradesh, Karnataka and Tamil Nadu,
supported by well knitted marketing and service network through 14 branches in state capitals
under overall management of four regional sales offices located in Delhi, Kolkata, Mumbai and
Chennai.
CG-House
Corporate Office
Transformers Plant, Mandideep Transformers Plant, Malanpur
Alternators & DC Machines Plant,
Ahmednagar
Switchgear Plant, Nashik
LT Motors Plant, Ahmednagar. Transformers Plant, Kanjurmarg - Mumbai
19
-
7/30/2019 Crompton Greavs
20/113
Amorphous Core Transformers Plant,
Mandideep
Ceiling Fans Plant, Goa
DC Machines Shopfloor, Mandideep.
Transformers Plant - Winding Bay,
Kanjurmarg - Mumbai.
Research & Development Facility,
Kanjurmarg Mumbai
Light Sources Manufacturing Plant, Baroda.
Telecommunications Plant, Jigani
Bangalore
20
-
7/30/2019 Crompton Greavs
21/113
At Crompton Greaves there is always a passion for quality. A quality
trust mark has emerged as Crompton's biggest brand ambassador. In
fact, this is reflected through quality certifications for its products and
services. Further, the commitment to responsible business through
quality, technology and productivity has helped the company to achieve
a turnover of over Rs.2700 crore and receive many certifications in the
ISO 9000/9001:2000/14001 series. The company has the unique
distinction of being the first one to receive an ISO 9000 certification for
Finance and Administration.
The company has made considerable progress towards integration of the
Six Sigma methodology in its manufacturing processes with the
ultimate aim of achieving 'Product Quality as Perceived By Consumer'.
21
Stepping Up the Quality Initiatives
-
7/30/2019 Crompton Greavs
22/113
This methodology was actively pursued for 10 products for which
Critical to Quality (CTQ) characteristics were identified based on
market feedback. Regional team has also been trained in Six Sigma
technology for capture of customer's voice.
In addition to this, the company has also introduced stringent control
measures with suppliers to ensure that inputs support the Six Sigma
quality. In fact, all these measures have resulted in manifold
improvement in the CTQs with substantial reduction in defects.
The Quality focus is reflected in a number of company wide initiatives that include:
Corporate R&D and Quality Division of Crompton Greaves Ltd has been certified to ISO
27001:2005 by UL India Ltd.
In accordance with plan, the second phase of Six Sigma implementation commenced
during 2004-05 with increasing executives being trained in the methodology. Six Sigma
methodology has been extended to the design activity of the products. Ten products have
been covered in the first phase, while nine products would be included in the second
phase. Increasing coverage of products with six sigma approach will progressively help
the company achieve 'product quality as perceived by the customer'.
Twenty-three divisions / regions have been accredited with ISO9001: 2000 Certification.
Seven manufacturing units have been accredited for ISO 14001 and four units for
OHSAS 18001
The Light sources division is one of the few business units in India in lighting industry to
receive dual certificate of ISO 9000:2000 was well as ISO 14001
22
-
7/30/2019 Crompton Greavs
23/113
The company's Power Transformers and Switchgear are now compliant to international
Euro/IEC norms and ANSI/NEMA standards for greater acceptance in international
markets.
The Industrial Transformer Division located at Malanpur is amongst the few units in
India, to have been accredited both ISO 14001 and OHSAS 18001, Certification for
Occupational Health and Safety Management System.
The company's Fans, Motors, Automation and control products are approved by the CSA,
BASEEFA, and CE
23
-
7/30/2019 Crompton Greavs
24/113
VISION OF COMPANY
To create a duly accredited state of the art
Power transfer condition monitoring and diagnosticcentre.
To cater to the need of industry and academia.
24
-
7/30/2019 Crompton Greavs
25/113
MISSION OF COMPANY
Network to ensure uninterrupted electricity supply and
preventing black out.
25
-
7/30/2019 Crompton Greavs
26/113
Products & Services Offered
The company is organized into three business groups viz. Power Systems, Industrial Systems,
Consumer Products. Nearly, two-thirds of it's turnover accrues from products lines in which it
enjoys a leadership position. Presently, the company is offering wide range of products such as
power & industrial transformers, HT circuit breakers, LT & HT motors, DC motors, traction
motors, alternators/ generators, railway signaling equipments, lighting products, fans, pumps and
public switching, transmission and access products. In addition to offering broad range of
products, the company undertakes turnkey projects from concept to commissioning. Apart from
this, CG exports it's products to more than 60 countries worldwide, which includes the emerging
South-East Asian and Latin American markets.
Thus, the company addresses all the segments of the power industry from complex industrial
solutions to basic household requirements. The fans and lighting businesses acquired
"Superbrand" status in January 2004. It is a unique recognition amongst the country's 134
selected brands by "Superbrands", UK.
26
-
7/30/2019 Crompton Greavs
27/113
Pauwels Acquisition - an Indian MNC
Crompton Greaves has completed the acquisition of the Belgium-based Pauwels on 13th May
2005. The group has manufacturing facilities in Belgium, Ireland, Canada, USA and Indonesia
and well spread distribution network across the globe. The acquisition catapults the company
amongst top ten transformer manufacturers in the world. It has truly transformed into an Indian
MNC making a long-cherished dream finally come true.
Apart from strengthening it's foothold in the Indian market, Crompton Greaves acquisition of the
Pauwels Group and it's transformer manufacturing facilities in five countries is expected to
provide a significant impetus to the company's international presence.
The additional turnover of approximately Rs.1,380 crore of Pauwels Group for it's last financial
year is expected to increase Crompton Greaves' International business to around 50% of it's
turnover, making the company a force to reckon with, in the international market.
27
-
7/30/2019 Crompton Greavs
28/113
Manufacturing, Marketing & Servicing Network.
CG's business operations consist of 22 manufacturing divisions spread across in Gujarat,
Maharashtra, Goa, Madhya Pradesh and Karnataka, supported by well knitted marketing and
service network through 14 branches in various states under overall management of four regional
sales offices located in Delhi, Kolkata, Mumbai and Chennai. The company has a large customer
base, which includes State Electricity Boards, Government bodies and large companies in private
and public sectors.
Future Outlook.
28
-
7/30/2019 Crompton Greavs
29/113
The quality of households is enhanced when their money is invested into products such as fans
and lighting for basic comforts. Their lives are literally touched by delight. Similarly, Crompton
helps electricity boards and other utilities to reach electricity to the last home and factory.
Therefore, every individual in India who uses electricity can be considered as Crompton
customer. Hence, the company continues to further and consolidate the initiatives that Colonel
Crompton set into motion by focusing on meeting increasing customer demands for products that
are eco-friendly, energy efficient and with intelligent monitoring and control systems.
All economic indicators point towards the manufacturing sector being the future driver of India's
economic growth. India is today preferred destination for sourcing various engineering goods not
only due to low cost but also due to high quality of products. Although, the climate for the
manufacturing sector is bright, the concern is the threat of imminent competition from global
players who are already in the process of setting up manufacturing facilities in India. The market
is expected to remain competition with an added element of competition from imported products.
However, several measures that the company has already taken and it's plans for the future,
together with business impact of the Pauwels acquisition, will equip the company to respond in
adequate measure to this competitive pressure.
29
-
7/30/2019 Crompton Greavs
30/113
PART-2
OBJECTIVE OF THE STUDY
i. The main objective is to study the training and development activities carried by the
Crompton Greaves Limited.
30
-
7/30/2019 Crompton Greavs
31/113
ii. To study the training procedures provided by the company.
iii. To evaluate the effectiveness of training programs.
RESEARCH METHODOLOGY
Research Methodology of data collection
31
-
7/30/2019 Crompton Greavs
32/113
i. Going through the records:
I would like to go through relevant files and the company has carried out documents
from where can get an idea about the different types of training and development that.
ii. Preliminary discussion:
In this regard at the outset, I would like to talk about the training and development in
charge to enquire for the identify the needs of training and development programs at
present scenario.
iii. Feedback from the employees through the interview and
written questionnaire.
For evaluation the effectiveness of training and development programs I would like to
take feedback from employees that how much they get benefit from that programs. At
last I would like to take suggestion for future improvement.
TRAINING & DEVELOPMENT POLICY
Why training is important
32
-
7/30/2019 Crompton Greavs
33/113
Every company should be fully committed to the continuous development of its staff, in the same
ways as we continuously develop our services. This will be achieved by helping all staff identify
and meet their own job and business related development needs. This policy will ensure that we
have the adaptability and flexibility to thrive and succeed as a business. To do this, all line
managers, through the Performance Review process, will
Ensure that staff have a level of knowledge and skill to fully perform their role
Encourage staff to develop within their current role
Look for potential, and find ways for staff to demonstrate potential
Recognize and reward staff development (utilizing it wherever possible)
Create a learning culture by providing opportunities for learning
Equal opportunities
All staff are entitled to and can expect to receive training they need to carry out their current role.
This includes seconded, fixed-term contract or short-term contract staff.
Permanent employees can expect to benefit from further commitment for each individual to
devote at least 5 days a year towards training and development. First priority will be towards
job-related training, but we will also encourage individuals to undertake personal development
training. This may entail taking professional qualifications; undertaking research into a
33
-
7/30/2019 Crompton Greavs
34/113
particular field of interest or experiencing a particular aspect of another job in order to gain an
insight into the role and fuller understanding of the work.
Training should not be viewed purely as attending a training course. There are a variety of
different methods that can be used to help train and develop individuals and Personnel Services
will be happy to help individuals and managers select the most appropriate method. For
example, using open learning materials; computer-based packages; videos or CD-ROMs; e-
learning; and reading literature, to name but a few.
Shared responsibilities
It is recognizes the need for everyone to learn and develop their skills on a continuous basis and
will support individuals to help them achieve this. Equally, the company expects individuals to
take on some responsibility for their own self-development. For example, identifying suitable
training activities (with the help of line managers and Personnel Services) and adopting a flexible
and positive approach to any training and development that is identified with them.
Identifying training & development needs
Identifying training and development needs, and helping individuals to improve their
performance, are key responsibilities for line managers, so they are expected to be actively
involved in their teams training and development. Line managers are also responsible for
34
-
7/30/2019 Crompton Greavs
35/113
measuring the effectiveness of any training and development undertaken by team members, with
assistance from Personnel Services.
The skills and knowledge that will be needed for the future success of the company will become
apparent as each years business (corporate) plan is drafted and communicated to teams within
the company and individual performance objectives agreed. Where individual skills, knowledge
or the development of competenciesare needed to achieve our business objectives, these should
be recorded on the Development Needs Assessment plan, which forms part of our Performance
Review process.
35
-
7/30/2019 Crompton Greavs
36/113
Setting and evaluating learning objectives/outcomes
The company has a number of key business objectives that it needs to achieve. These objectives
can be achieved only through harnessing the abilities and skills of everyone in the company and
by releasing potential and maximizing opportunities for development. If individuals need to
learn in order to achieve business objectives, it is important that any training and development in
which we invest has a relationship to our business objectives, so we can demonstrate the
contribution learning makes towards overall organizational success.
To demonstrate this contribution, individuals will agree with their line managers, prior to
undertaking a learning activity, learning objectives. Learning objectives will be the means by
which managers and company can measure how effective training and development has been
towards achieving our business objectives or performance. Setting learning objectives will
therefore provide a benefit for everyone:
For individuals, objectives give a better understanding of what is expected of them; where
priorities lie; where their contribution fits into the organization and how they are progressing.
For managers, objectives provide a basis for allocating responsibility to individuals for
achieving certain results; monitoring the achievement of results and providing solid evidence,
which is less subjective, for assessing an individuals performance.
36
-
7/30/2019 Crompton Greavs
37/113
For the organization, objectives give a greater likelihood of strategic and corporate plans being
achieved.
Once someone has experienced a training and development activity or learning, we will measure
its impact and effectiveness on individual performance and the organization. Again, line
managers are expected to be part of this process by defining the performance standards (or
measures) when setting objectives and deciding on the methods that they will use to evaluate the
learning. (Personnel Services will of course be available throughout the process to provide
guidance and support).
There are three key stages that will be used to evaluate training and development:
Reaction: At this level, evaluation provides information on the attitudes of a participant to
learning, but it does not measure how much they have actually learned . That being said, if a
participant has a positive reaction to the learning experience they are more likely to implement
what they have learned. Evaluation at this level will be measured by a post-learning
questionnaire, which will be completed immediately after the learning activity has taken place.
Normally, Personnel Services will be responsible for issuing this type of questionnaire.
Performance: Evaluation at this level looks at the impact of a learning experience on individual
performance at work. Key to this area of evaluation will be the need to have established smart
learning objectives prior to the learning experience so that when evaluation takes place there are
measures to use. For example, an important learning objective for a junior secretary attending a
37
-
7/30/2019 Crompton Greavs
38/113
Word training course may be to produce typed correspondence with no spelling or
typographical errors. In this example, a manager would be able to evaluate the secretarys
performance using a measure of no spelling or typographical errors. Ideally, evaluation on
performance should take place approximately 3 4 months after the learning activity. Line
managers should undertake this evaluation and send a copy of the results to Personnel Services.
Organizational impact: At this level evaluation assesses the impact of learning on
organizational effectiveness, and whether or not it is cost-effective in organizational terms.
Personnel Services will undertake this evaluation as part of a wider training and development
evaluation process.
In summary then, Personnel Services will evaluate training and development at the reaction and
organizational levels, and line managers will be responsible for evaluating the effectiveness of
training and development at the performance level. However, there will be some types of
learning activities, for example attending conferences or seminars, where it may not be
appropriate to undertake any evaluation. If any doubt, please contact Personnel Services.
To assist line managers, there are a variety of methods that can be used to measure the
effectiveness of the learning. Some of these include:
Participant self-assessment
Written or practical tests
Structured interviews
38
-
7/30/2019 Crompton Greavs
39/113
Questionnaires
Feedback for example, internally from colleagues, peers, and managers and/or externally
from partners, customers or clients
Qualifications obtained
Line managers should contact Personnel Services, who will be pleased to help set-up an
evaluation method to use to measure the effectiveness of a training activity.
Funding
Funding for training and development will be paid from a central training budget, therefore the
Head of Personnel Services must approve any training and development that involves a
financial cost before any financial commitment is made. Details of how to apply for a
training and development are explained under the section headed Selecting a training
provider and applying for training.
In addition to job-related training and development, company also recognises the need to help
individuals to improve within their chosen career path by encouraging individuals to gain
professional/vocational/academic qualifications. With this in mind, company has established a
company sponsorship scheme whereby full or partial sponsorship will be provided. Information
about the scheme can be found under the section headed Company sponsorship.
39
-
7/30/2019 Crompton Greavs
40/113
Time off to attend training courses
Where an individual needs to attend a training course funded by company, time off during
working hours will be given to attend the course. Individuals are expected to travel to and from
a training venue within the normal course of the day. Where company is providing sponsorship
towards a professional qualification, time off to attend lectures/workshops/summer school will
be agreed on an individual basis, taking account of the business needs. The Head of Personnel
Services will approve any such requests, in full consultation with line managers.
Non-training course learning activities
Typically, a training course is designed to transfer new skills or knowledge to an individual.
Invariably new skills and knowledge will be developed over time to improve performance.
However, not all learning has to be addressed through a training course. There is a wide range of
development methods available that can be used without leaving the office. For example, being
coached by a fellow colleague or manager; using a computer aided training package; on-the job
training; reading books; undertaking research or practising a particular skill.
Finding out about training courses or alternative learning methods
Personnel Services is building up a range of literature from training suppliers and a selection of
books/videos/computer discs available for individual use. To find out more, please contact
Personnel Services.
40
-
7/30/2019 Crompton Greavs
41/113
Selecting a training provider and applying for training
Before booking a training event, individuals should research the costs and course availability
with possible training providers. Personnel Services will be happy to help as they keep details
of various training providers, so please contact them for information/advice.
Company organised training programmes, for example Customer Service Training, Team
Building training, will be co-ordinated through Personnel Services (so individuals do not have to
complete any forms). All other training and development activities must be authorised by
Personnel Services before any training is booked.
Company sponsorship
Company recognises the need for continuous professional development and are pleased to be
able to offer a sponsorship scheme to all permanent and fixed-term employees (whose contracts
are for at least one year). The scheme covers professional, academic or NVQ (or equivalent)
qualifications. The following guidelines are designed to give individuals an idea of the sort of
funding that may be available and how individuals may apply.
41
-
7/30/2019 Crompton Greavs
42/113
TRAINING NEEDS IDENTIFICATION
IDENTIFICATION OF TRAINING NEEDS
Training is often included as an essential element of an organizations strategy to gain a
competitive advantage. Regulatory agencies require that employees be trained certain topics and
personal development/career paths often specify skill and knowledge areas which must be
mastered. These are the factors that influence an organizations overall training program. With
all these sometimes-divergent factors competing for resources training systems can become
stressed, ineffective, inefficient and fragmented. Organizations need a structure approach when
developing/improving their training system.
For purposes of this discussion we will divide the training process into three phases:
(1) needs identification
(2) Training Systems (courses, modules, training aids, presentation, instructors, records)
(3) Evaluation
PHASE ONE: Needs Identification
The first phase is the identification and analysis of an organization's training needs. As a
minimum, the organization should be able to accomplish the following four things:
1. Systematic review of each trade, occupation or process by a team of
knowledgeable individuals
42
-
7/30/2019 Crompton Greavs
43/113
2. Conduct verbal and/or written surveys of managers, supervisors, leaders,
technicians and workers
3. Conduct a complete review of legislated training requirements
4. Review the results of Hazard Analyses, Occupational Health surveys and other
survey or process analyses.
Identification of training needs (ITN)
Identification of training needs (ITN), if done properly, provides the basis on which all other
training activities can be considered. Also requiring careful thought and analysis, it is a process
that needs to be carried out with sensitivity: peoples learning important to them, and the success
or the organization may by to stake.
It is important to know exactly what you are doing, and why, when undertaking ITN. This is the
reason we have included material to help you make considered decision and take thoughtful
action. You will find, however, that the return on the investment you make in fully understanding
what ITN is all about will make it well worth while.
43
-
7/30/2019 Crompton Greavs
44/113
STUDY OF NEEDS OF TRAINING
In Crompton Greaves Ltd., Delhi across training is customized product wise. If any defect comes
in a product or process, a training session is initiated to eradicate root cause.
There are normally two work stations in production,
1. Critical station
2. Normal station
At critical work station an efficient worker should produce 5000 to 6000 units in one shift. At
this work station minor job is done.
At normal work station an efficient worker should be produce 8000 to 10000 units in one shift in
normal circumstances.
In this company there are two types of worker are working.
1. Permanent worker
2. Temporary worker
A worker get the permanent job after the good and consistent performance in the company, these
people are well experienced in their relative jobs.
44
-
7/30/2019 Crompton Greavs
45/113
Temporary worker is a layman. They dont know any thing about the work, so these types of
people require training.
When a new person joins the company, he got the training about the safety and maintenance. For
getting these training he is send in technical training cell (TTC). In TTC he has to go some basic
knowledge and instruction, which is given by the just senior boss. That person is called line in
charge. During the training a person gets the job. He is watched by the line in charge. At any
point the line in charged found any fault in the work, the line in charge instructed at that time, so
that the worker does the job in a proper way and come out with zero-defect product.
After the TTC training employees are divided among various teams and send to the different
operations, on the different operations. A line-in charge is there, who will watch each and every
steps during the work. If any fault in the work is found, he takes that serious and instructs to
remove the fault immediately.
After some experience the worker is transferred from one operation to another operation area.
Where same procedure is performed. He works and if get any confusion regarding the job, he
may ask the line in charge or if line in charge see any fault during the operation, he educates the
worker to do the job better. This process is repeated on each and every operation. This is how
each and every employee is familiarized to the job . The main advantage of this job rotation is, if
any worker does not come on the particular day, that place can be filled by any other worker and
the works progress without any interruption.
After job rotation and getting experienced the entire worker divided into three groups,
45
-
7/30/2019 Crompton Greavs
46/113
Highly efficient
Efficient
Adequate
If a person can handle all the machines related to any particular job. That worker is called highly
efficient worker. After getting training 40% out of them became as highly efficient worker.
These workers are very efficient and can handle any situation during the work. He can work on
any machine at any time without any problem. These people can take decision at the critical
point of time. So that these type of worker are called highly efficient worker.
After highly efficient the second category is called efficient. In this category those type of
person are master in their job. He is master in one job. In this category 50% worker comes.
These types of people are well known people in their particular job. They are not able to handle
the different machines. They feel problem in some job.
After that the third category comes, that is called adequate. This type is not beneficial for the
company. So that they are not acceptable. They have less knowledge and not will to work.
Highly efficient person is well-known about their job. He can handle any situation. So that this
type of people doesnt require training.
Efficient people are master of just on job. So that they need training to be highly efficient
worker.
46
-
7/30/2019 Crompton Greavs
47/113
Company is giving training to the efficient worker. For them there are three types of training;
Counseling
Give the opportunity to work with highly efficient worker.
Give the expert knowledge about the work.
In counseling the instructor or line in charge counsel the worker. A line in charge tries to
motivate the worker to do their job in proper way. This is a verbal communication. With the help
of words a senior person tries to make them as effective as highly efficient worker.
The second option provide them opportunity to work with highly efficient people helps those
people to learn. During the work he can watch how the highly efficient people work? How can
they handle the situation? They got the idea about the problem, which may be arising during the
work. They also get the idea about dealing those types of problems. This way an efficient worker
is developed to be highly efficient worker.
Before start working every worker should get the knowledge about the job profile. Without
proper knowledge no one can perform better. There must be some defective in the product due to
less knowledge about the production process. So specific knowledge is essential for zero-defect
product. This is the duty of management to educate them and provide full knowledge about the
production process and quality control.
For adequate people company has some other way for giving them training. The work pressure is
the best way for make them work. Under this the adequate person is send to work between two
47
-
7/30/2019 Crompton Greavs
48/113
highly efficient workers. Highly efficient people can work faster than adequate person. So from
both sides he faces the pressure for work faster and effectively. This way an adequate worker can
be the efficient and highly efficient worker for company.
In any company some factor effect the training:
Strategies changes
Technical changes
Matter of cost saving
If the top management of the company want to change their strategies. Here company wants
trained people for work. So firstly company looked for the experienced people, but it is very
difficult to get trained people. So they hired semi- skilled people and after joining them they give
them training. So that this can work effectively and according to the requirement of the
company.
If company wants some technical change in product, they also require trained people for work.
Technical change requires more technical people. If company wants to retain the same people
who are working form last some times then company has to give them training. After getting
training a worker can adjust in any environment and work effectively.
Todays era is the cost cutting era. In the intensive competition cost of the product is very
important. We cant survive in the market with high cost. So we need to cut the cost of the
product. For cutting the cost we need more trained worker who can work faster and quickly. So
that the production time can be reduced. At lastly we can get the low price product.
So that in every area we need trained people. For getting trained people we have to make them
trained by giving training.
48
-
7/30/2019 Crompton Greavs
49/113
OBJECTIVE OF THE RESEARCH
The objective of the project is to study training and development in company. As we know that
training is an important factor for growing because growth is lifeline for the company.
The main motto of this project was to know, how company conducts training program. What are
the basic requirements during this process? How does the company come to know that some
body needs training? After providing them training analysis is required. Analysis makes the
management aware of the workers or staffs whosoever had gone through the training.
Development is the main objective of any training. If there is no any development, the objective
of training is not achieved. So for achieving the objective, development is very much required.
The way of analyzing of the training should be carefully developed. Because a good analysis
reflects the true figure of the development of trainees. How the company analyses the training is
a subject to be learnt.
So the ultimate goal of this project is to study the way of providing training as well as the way of
measure the development of trainees in Crompton Greaves Limited.
49
-
7/30/2019 Crompton Greavs
50/113
RESEARCH METHODOLOGY
Research works involve a systematic process. There must be well-defined procedure for each and
every research work, which always need a set of methodologies.
The methodology for any research work constitutes the selection of representative sample from
the whole of the universe (or population) and also, applying appropriate tools and techniques of
research.
This research work was carried out in two stages :-
1. Firstly, an intense Literature Survey was done from the Crompton Training
Manuals and;
2. Secondly, the research was carried out by means of filling up of questionnaires. For the
purpose of data collection, two sets of questionnaires were prepared. One for the trainees
and other for their reporting officers.
After preparing the questionnaire on the basis of research design, it was firstly tested on six
respondents. After getting the responses, certain modifications were done to make it more
focused and also, free-flowing.
50
-
7/30/2019 Crompton Greavs
51/113
The sampling was Disproportionate Stratified Random Sampling, departments like : PE Hydro,
PE Civil, PE Electrical, PE Mechanical, Water System Group, SG Group, Cost Engineering,
CSD, New Project Group, etc., were covered to look for the respondents who have completed
their 3 to 5 months back.
Research Instrument :-
The research instrument was structured questionnaire with the choice of open-ended and close-
ended questions.
Field data :-
The field data has been collected by personally administering the questionnaire of the topic.
Sampling Plan :-
1. Sampling Unit :-
Each respondent was considered as a single unit in the whole research work.
2. Sampling size :-
51
-
7/30/2019 Crompton Greavs
52/113
The sampling size or the universe of the research work was 100 trainees & 15 reporting
officers.
3. Sampling procedure :-
To obtain the representation samples, Disproportionate Stratified Random Sampling
was used. This means that respondents were selected randomly without any well defined
proportions from various departments of the organization.
Information sources :-
The information sources were as follows:
1) Primary Information Sources :-
a) Survey of the employees who underwent training programs 3-5 months back by giving
them Questionnaires and collecting their feedback.
b) Survey of the Reporting Officers of the trainees.
2) Secondary Information Sources :-
a) Training Calendar of Crompton.
b) Participants List.
c) Various books at Crompton Library.
52
-
7/30/2019 Crompton Greavs
53/113
METHODOLOGY OF TRAINING
There is various methodology of training. No single technique is always best.
The best method depends on
Cost effectiveness
Desired program content
Learning principles
Appropriateness of the facilities
Trainee preferences and capabilities
Trainer preferences and capabilities
There is a range of teaching methods available to trainer. The choice of a method is a matter
of experience and competence of the instructor and his judgment of how much and what a
particular group of trainees would learn from using one method or another.
Factors which affect the choice of training method:
The choice of methods depends on the knowledge and experience of the teacher or
trainer.
53
-
7/30/2019 Crompton Greavs
54/113
The choice of the methods should take into consideration the intellectual level and
educational background of the participants and the participants age practical
experience.
Some methods are more effective than others in achieving certain objective.
Choice methods depend on the social and cultural factors in the environment. Now
many participative methods are accepted and used in management training.
It also depends on the time and the availability of resources and infrastructural facilities.
Types of training
Job instruction training
Job rotation
Apprenticeships
Coaching
Vestibule training
Induction or Orientation training:
Induction or orientation may be defined as a process of guiding and counseling the
employee to familiarize him with job situations. The induction process accomplishes several
objectives including formation of a favorable impression and attitude, development of the feeling
of belongingness and facilitation of learning and teamwork on the part of the employees. The
content of the induction program should be predetermined in the form of a checklist specifying
the topics to be covered. Attempts are to be made to follow-up and assess the program by
interviewing the new employees as a measure to correct the gaps in the knowledge and attitude
of the employees.
54
-
7/30/2019 Crompton Greavs
55/113
-
7/30/2019 Crompton Greavs
56/113
relations training (JRT). The JMT helps the supervisors to improve methods in their departments,
while the JRT helps them in handling human relations problems in their departments.
ON THE JOB TRAINING:
On the fob techniques are conducted in the real job settings. On the job methods usually involve
training in the total job. These methods are typically conducted by individuals, workers,
supervisors. The main advantage is that the trainees learn while actually performing their work,
which may minimize the training cost. They also learn in the same physical and social
environment in which they will be working once the formal training period is completed.
Types of on the job techniques:
Job instruction training
Job rotation
Apprenticeship
Coaching
Vestibule training
Job instruction training:
Job instruction training (JIT) is received directly on the job and so it is called on the job
training it is used primarily to teach workers how to do their current jobs. The worker learns to
master the operation involved on the actual job situation under the supervision of his immediate
56
-
7/30/2019 Crompton Greavs
57/113
boss who has to carry the primary burden of conducting the training. Usually no special
equipment or space is needed, since now employees are trained at the actual job location.
Steps of job instruction training:
The trainee receives an overview of the job, its purpose and its desired outcomes with an
emphasis on the relevance of the training. Since the employee is shown the action that the job
requires, the training is transferable to the job.
The employee is allowed to mimic the trainers example. Demonstration by the trainer and
practice by the trainee are repeated until the job is mastered. Repeated demonstrations and
practice provide repetition and feedback. Finally the employee performs the job without
supervision, although the trainer may visit the employee to see if there are any lingering
questions.
Advantages:
Easy organized
Realistic
Stimulates high motivation
Speeds up workers adjustment
Less costly
57
-
7/30/2019 Crompton Greavs
58/113
Disadvantages:
The disadvantage of this method is that the assigned instructor may be a poor teacher. The
worker may haste for immediate production, so the actual cost may increase.
JOB ROTATION:
Some trainers move a trainee from job to job. Each worker move normally is preceded by job
instruction training. This is a method of training wherein workers rotate through a variety of
jobs. Thereby providing them a wide exposure. Trainees are placed in different jobs in different
parts of the organization for a specified period of time. They may spend several days or even
years in different company locations. In this way they get an overall perspective of the
organization. It is used with both blue-collar production workers and white collar managers and
it has many organizational benefits. Job rotation creates flexibility, during manpower shortages,
workers have the skills to step in and fill open slots. The method also provides new and different
work on a systematic basis, giving employees a variety of experiences and challenges.
Employees also increase their flexibility and marketability because they can perform a wide
array of tasks.
Limitation of job rotation:
58
-
7/30/2019 Crompton Greavs
59/113
The major drawback of this, it is time consuming and expensive too.
Apprenticeship:
An apprentice is a worker who is learning a trade but who has not reached the state where he is
competent to work without supervision. It is particularly common in the skilled trades. In
organization a new worker is tutored by an established worker for a long period of time. An
apprenticeship lasts from two to five years. Each apprentice is usually given a workbook
consisting of reading materials, tests to be taken and practice problem to be solved. This training
is used in such trades, crafts and technical fields in which proficiency can be acquired after a
relatively long period of time in direct association with the work and under the direct supervision
of experts. Training is intense, lengthy and usually on a one to one basis.
Increasing national attention is being paid to workforce preparation in the United States. This
stems from the growing realization that America's ability to occupy a leading competitive
position in the emerging global economy hinges, to a large degree, on assuring that the nation's
workforce is second to none. Today, unfortunately, this is not the case. Employers frequently
report that significant numbers of young people and adults alike exhibit serious educational
deficiencies and are ill-equipped to perform effectively in the workplace. As a consequence,
leaders from industry, labor, education, and government are all grappling with how to design
educational reforms and education/training strategies that will improve the skills of America's
current and future workforce.
In the spirit of this reform, one particular training strategy -- apprenticeship -- has captured the
interest of many policy makers, educators, and others who are involved in the national reform
59
-
7/30/2019 Crompton Greavs
60/113
movement. Its growing appeal comes as no surprise and, perhaps, is long overdue. Experience
both in the U.S. and growing abroad has repeatedly demonstrated that apprenticeship is a highly
effective strategy for preparing people for work. The bulk of apprenticeship programs offered in
the U.S. and its territories are in the building trades and manufacturing industries, but there is
significant potential to develop apprenticeship programs in a variety of other industries.
The rush to embrace apprenticeship, however, is leading to efforts that could undermine the very
pillars of its value. For example, in some instances, apprenticeship is being viewed as a generic
concept -- one that can be loosely applied to a variety of learning situations. Likewise, others
have coined such terms as "youth apprenticeship" to characterize various school-to-work
transition programs. Such thinking, while understandable in an environment that begs for
creativity and innovation, may be more harmful than helpful to the cause.
What Apprenticeship Is: The Essential Components
1. Apprenticeship is a training strategy that a) combines supervised, structured on-
the-job training with related theoretical instruction and b) is sponsored by employers or
labor. Management groups that have the ability to hire and train in a work environment.
2. Apprenticeship is a training strategy that prepares people for skilled employment
by conducting a training in a bona fide and documented employment settings. The content of
training, both on-the-job and related instruction, is defined and dictated by the needs of the
industry, which refers to all types of business/workplace settings. The length of training is
determined by the needs of the specific occupation within an industry. In the building trades,
60
-
7/30/2019 Crompton Greavs
61/113
for example, some apprenticeship programs are as long as five years with up to 240 hours of
related instruction per year.
3. Apprenticeship is a training strategy with requirements that are clearly
delineated in Federal and State laws and regulations. The National Apprenticeship Act of
1937 (also known as the Fitzgerald Act) and numerous State laws provide the basis for the
operation of formal apprenticeship training programs in the U.S.; regulations that implement
these laws are in force today. These laws and regulations establish minimum requirements
for protecting the welfare of the apprentice such as the length of training, the type and
amount of related instruction, supervision of the apprentice, appropriate ratios of apprentices
to journeypersons, apprentice selection and recruitment procedures, wage progression,
safety, etc.
4. Apprenticeship is a training strategy that by virtue of a legal contract (indenture)
leads to a Certificate of Completion and official journeyperson status. These credentials have
explicit meaning, recognition and respect in the eyes of Federal and State governments and
relevant industries.
5. Apprenticeship is a training strategy that involves tangible and generally sizable
investment on the part of the employer or labor/management program sponsor.
6. Apprenticeship is a training strategy that pays wages to its participants at least
during the on-the-job training phase of their apprenticeship and that increases these wages
throughout the training program in accordance with a predefined wage progression scale.
7. Apprenticeship is a training strategy that involves a written agreement and an
implicit social obligation between the program sponsor and the apprentice. The written
61
http://www.iadistrict7.com/apprentice.html#%23http://www.iadistrict7.com/apprentice.html#%23 -
7/30/2019 Crompton Greavs
62/113
agreement, which is signed by both the apprentice and the program sponsor and is ratified by
government, details the roles and responsibilities of each party. The implicit social
obligation gives employers or program sponsors the right to expect to employ the apprentice
upon completion of training given the investment in training and gives the apprentice a
reasonable right to expect such employment. Labor market conditions should guide the size
of training programs to enable each party to maintain his or her side of the obligation.
What Apprenticeship Is Not
Unless they conform to the essential components described previously, apprenticeship is no
cooperative education, vocational education, tech prep, two plus two (three or four), summer or
part-time work experiences or any other myriad training strategies that many are promoting as
ways to assure adequate workforce preparation. Such strategies undoubtedly have value in their
own right, but they are not apprenticeship. What distinguishes apprenticeship from most of these
other approaches are such fundamental qualities as training program sponsorship and location,
the skills required, the value attached to the credential earned, curricula content that is defined
exclusively by the workplace, wage requirements, the written agreement, and the implicit social
contract that exists between program sponsors and their participants. No other training strategy
provides for this unique combination of characteristics. When a person completes a registered
apprenticeship program, he or she is prepared to go to work as a fully trained, competent
journeyperson whose skills enable him or her to perform effectively in the workplace. Few, if
any, other types of educational programs can make this claim.
62
-
7/30/2019 Crompton Greavs
63/113
A Policy Recommendation
As the education and training system in this country undergoes its restructuring, how
apprenticeship fits in must be considered. Some may argue that the definition of apprenticeship
should be boarded to encompass some or all of the previously described alternative training
strategies. Unfortunately, this could have the practical effect of seriously undermining a tried and
true training strategy -- on that, ironically, exhibits all ten qualities that reformers are striving to
achieve in new training designs. Of particular concern is the possibility that an expanded
definition could significantly dilute the value and meaning attached to the apprenticeship
credential. Today, an apprentice who earns a Certificate of Completion and attains journey
worker status from a registered apprenticeship program knows that he or she has acquired
industry-defined skills at industry-accepted standards of performance and can reasonably expect
to be gainfully employed in his or her occupational area. If alternative training strategies (ones
that do not fully conform to the essential components) are also permitted to call themselves
"apprenticeship," the apprenticeship credential stands to become devalued. Such a step makes
little sense at a time when other credentials -- such as high school diplomas -- have lost much of
their meaning.
63
-
7/30/2019 Crompton Greavs
64/113
-
7/30/2019 Crompton Greavs
65/113
likely not to be as directive approaches such as nondirective counseling or sensitivity training. If
the trainees shortcomings are emotional or personal. Coaching will be ineffective if relations
between trainee and coach are ambiguous in that the trainee cannot trust the coach.
Coaching thrives in a climate of confidence, a climate in which subordinates respect the
integrity and capability of their superiors.
Vestibule training:
Vestibule training is a type of instruction often found in production work. A vestibule consists of
training equipment that is set up a short distance from the actual production line. Trainees can
practice in the vestibule without getting in the way or slowing down the production line. These
special training areas are usually used for skilled and semiskilled jobs, particularly those
involving technical equipment.
Vestibule is small, so relatively few people can be trained at the same time. The method is good
for promoting practice a learning principle involving the repetition of behavior.
OFF-THE JOB TRAINING:
Off the job method are those training and development programs that take place away from the
daily pressures of the job and conducted by highly competent outside resource people who often
serve as trainers, which is one of the main advantages of this method. The major drawback of
this is the transfer problem.
65
-
7/30/2019 Crompton Greavs
66/113
Types of off the job training:
Lectures consist of meeting in which one small number of those present actually plays an active
part. The lecture method is a popular form of instruction in educational institution. The lecturer
may be a member of the company or a guest speaker.
Before preparing the lecture some points should be considered.
Who is your audience?
What is your audience?
What is the time available?
What is the subject mater?
The lecture should be brief and to the point, presenting the theme of the subject in a manner that
arouses the interest of the audience from the start. The speaker should be poised, courteous and
sincere. The action should be spontaneous. The role of a lecturer is make difficult things simple,
not the reverse.
Limitation of the lecture method:
66
-
7/30/2019 Crompton Greavs
67/113
It gives very little opportunity for active practice, development, over learning, knowledge or
results or transfer of learning. In this method trainee himself or herself have to understand and
personalize the content of the lecture. It is not suitable for courses where people with work
experience are participating. This method involves one-way communication, which is not
interaction of the audience. This method cant readily adopt itself to individual differences,
which may arise farthest from reality.
Audio-visual techniques:
Audio-visual techniques covers an array of tainting techniques, such as films, slides and
videotapes. It allows seeing while listening and is usually quite good at capturing their interests.
These methods allow a trainers message to be uniformly given to numerous organizational
locations at one time and to be reused as often a required.
Available devices used in lecture techniques:
Blackboard
Flip chart
Magnetic board
Flannel board
Overhead projector
Conference or discussion method:
This method encourages the participation of all members of the group in an exchange of
opinions, ideas and criticisms. It is a small group discussion in which the leader plays a neutral
67
-
7/30/2019 Crompton Greavs
68/113
role providing guidance and feedback. Inspite of the intention to encourage general participation
the conferences are frequently dominated by a few, with the majority no more active than they
would be at a lecture. It is more effective than the lecture in changing adult behavior and also
modifying attitudes. The conference method can draw on the learning principles of motivation
and feedback. It is used to enhance knowledge or attitudinal development.
Main objectives of conference method:
Developing the decision making and problem solving skills of personnel
Changing or modifying attitudes
Presenting new and sometimes complicated material
Role playing
Active participation rather than passive reception facilitate learnings. Role-playing believes in
active participation. This is a training method often aimed at enhancing either human relations
skills or sales techniques. Role-playing can be defined as an educational or therapeutic technique
in which some problems involving human interaction, real or imaginary is presented and then
spontaneously acted out. Participants suggest how the problem should be handled more
effectively in the future. This acting out is followed by discussion and analysis to determine
what happened and why and, if necessary, how the problem could be better handled in future.
Role-playing is less tightly structured than acting, where performers have to say set lines on sue.
Participants are assigned roles in the scenario to be enacted, so , in this way, it is a device that
68
-
7/30/2019 Crompton Greavs
69/113
forces trainees to assume different identities. Usually participants exaggerate each others
behavior. Ideally, they get to see themselves as others see them.
The typical Role Involves Three Phases
The Warm Up : the objective of the warm-up is to get the trainees participate in a
constructive manner with minimum anxiety and maximum motivation. The trainers
introduction to the session should be such that it would arouse interest of trainees.
The Enactment:before conducting the role-play-enactment, the trainer should carry out the
following:-
(a) Read aloud generation information,
(B) Those who have volunteered to role play are given briefing sheets and sent out of the
room with the instruction not to communicate amongst themselves,
(C) The instructor should clarify all the doubts that role player might have,
(D) Role players take their positions facing the class, (E) To begin the role play, the trainer
sets the scene by restating the identify of the roles being enacted and making a brief
statement about what has just happened when the action began.
Post Enactment Discussion: in conducting post enactment discussion, reaction to role play
should be obtained form the people who have acted a role play.
Role playing has been shown to be effective (I)in studying small group leadership skills,(ii)
increasing sensitivity to the motivation of others, (iii)improving interviewing skills, (iv)
enhancing ability to develop innovative solutions to human relation problems, and (v)
modifying attitudes.
69
-
7/30/2019 Crompton Greavs
70/113
Case Study
By studying a case situation, trainees learn about real of hypothetical circumstances and the
actions others take under those circumstances. Beside learning from the content of the case, a
person can develop decision making skills. Case method is an excellent medium for developing
analytical skills.
Cases are usually organized around one or more problems or issues that are confronted by an
organization. Cases can range from one page to over fifty pages.
Feedback and repetition, are usually lacking. One inherent difficulty is personal bias. This
method calls for skills with language. But many people are sent to case study courses primarily
because they lack communication skills.
When cases are meaningful an similar to work related situations, there is some transference.
There also is the advantage of participation through discussion of the case. It improves
participants skills in problem analysis, communication and particularly brings home to the
participant that nothing is absolutely right or wrong in the field of human behavior. Survey
results indicate that the case method is considered by training directors to be the best methods of
developing problem solving skills.
70
-
7/30/2019 Crompton Greavs
71/113
Simulation
Simulation is an approach that replicates certain essential characteristics of the real world
organization so that the trainees can react to it as if it were the real thing and then consequently
transfer what has been learned to their job. Simulation training is based on a reproduction of
some aspect of job reality. Simulation usually enhance cognitive skills, particularly decision
making. A very popular training technique for higher level hobs in which the employee must
process large amounts of information.
Simulations have many forms- some use expensive, technical equipment, while others are far
less costly. Some simulations need only one participant, others may involve as many as 15-20
people working together as a team. Simulations are a broad based training techniques that can be
adapted to suit a companys need. By using the equipment simulators, workers can practice new
behaviors and operate certain complex equipments free of danger to themselves. Equipment
simulators can range from simple mock-ups to computer based simulations of complete
environments. Some of them are utilized to train a single individual and the others are used for
team training.
Programmed instruction is a training approach which makes the advantages of private tutoring
available to large groups of students beings trained in new skills. Programmed instruction is one
71
-
7/30/2019 Crompton Greavs
72/113
-
7/30/2019 Crompton Greavs
73/113
It is one of the newest developments in instructional methodology. It is a logical extension of
programmed instruction and shares many of its benefits. C. A. I. Has the advantage of individual
pace instruction and a considerably wider range of application. It requires less time to teach the
same amount of information than any conventional method. Trainees also react favorably to this
method. The computer is capable of assessing the progress of the trainee and can also adapt to
his/her need by virtue of its storage and memory capacities. This method offers advantages of
standard presentation of materials to all trainees standard, structured practices, and instant,
specific feed back.
The major drawback to C. A. I. For most organizations probably is the initial expense.
Syndicate Method
Working in small group to achieve a particular purpose is described as a syndicate method. The
essence of this method is that participants learn from each other and contribute their own
experience to the fullest. The syndicate method is designed to provide the participant an
environment that would help him to reflect critically on his own work and experience; to update
his knowledge of new concepts and techniques with the help of other co-participants; to develop
sound judgement through greater insight into human behavior. This method is suitable for
training and development students, without any experience.
The participants are divided into groups consisting of about eight to ten participants. These
groups are called syndicates. Each syndicate functions as a team that can represent various
functional as well as interest areas. The syndicates are given assignments which have to be
finished and a report submitted by a specified date and time. By rotation each member of the
syndicate becomes the leader for completing a specific task. Each assignment to a syndicate is
73
-
7/30/2019 Crompton Greavs
74/113
given in the form of a Brief. This is a carefully prepared document by the faculty. Generally,
each syndicate is required to submit a report which is circulated to other syndicates for critical
evaluation.
The advantages of this method is that it secures a very high level of involvement from the
participants. Their own experience is the starting point in this method. It is a process of self
business and development for participants. This method also gives the participant a practice in
communicating with his colleagues and understanding them.
If the syndicate is not structured properly, it should lead to a lot of wastage of time and cause
frustration. In the absence of proper pressure on the participants by trainers or participants
themselves, some participants might start dragging their feet. Differences of opinion or
viewpoint may be ignored to avoid action.
Behavior Modeling
According to social learning theory, most human behavior is learned observationally through
modeling. When social learning theory is applied in industrial training programmes, it is
commonly referred to as behavior modeling. Used behavior modelling to improve the
interpersonal and communication skills of supervisors in dealing with their employees. The
topic was first introduction by the trainers after which a film was shown to the trainees which
depicted a supervisor model effectively handing a situation, followed by a set of three to six
learning parts that were shown in the film immediately before and after the model was
presented. A group discussion is them held in which the effectiveness of the method is discussed.
74
-
7/30/2019 Crompton Greavs
75/113
After this, the practice session starts in which one of the trainee assumes the role of an employee.
And then, feedback from the training class is given on the effectiveness of each trainee in
demonstrating the desired behavior.
At the end of each training session, the trainees are given copies of the learning points and are
asked to try and apply them to their jobs during the following week. It has been found that this
programme has had desirable effects on learning, behavior and performance criteria.
There creation of the behavior may be videotaped so that the trainer and the trainee can review
and critique it. When watching the ideal behavior, the trainee also gets to see the negative
consequences that befall someone who does not use it as recommended. By observing the
positive and negative consequences, the employee receives vicarious reinforcement that
encourages the correct behavior.
12.Fish Bowl Exercise
it is essentially used in providing skills in understanding human behavior. It effectively uses
group interaction to develop in the participants a degree of self awareness. The primary
objectives of the method is to inculcate in the participants the discipline of observing others and
on the basis of this, provide objective and constructive feedback and to learn about oneself, ones
behavior and personality as seen through the eyes of others and consequently to overcome
weaknesses and improve upon strengths.
The aspects to which the fish bowl exercise can be put to effective use are; individual and group
behaviour , content of communication, roles individuals paly in groups, intergroup conflicts,
75
-
7/30/2019 Crompton Greavs
76/113
level of participation, dynamics of group problem solving and decision making and, inter
personal relations.
The exercise can involve up to 25 participants seated in two concentric circles( one inner, the
outer).the inner circle is the target group, members of this group will either discuss a preselected
topic or move towards completion of a group task. After the discussion by the members of the
inner group, the outer group is asked to comment on the content and more importantly the
dynamics and group process of the inner group members
Participants must learn to provide feedback with clarity and precision. Feedback must never be
critical or it loses its constructive nature. After one cycle of the exercise is completed the outer
group will change palces with the inner group and become the target group , inner group member
become observers and the exercise is repeated.
There are several non-group methods involving an assessment of each individuals strengths and
weaknesses.
Counselling:
It helps the trainees to observe their weaknessed and involves measures to overcome
them. It is related to periodic appraisals of ratings. Specifically counselling purports to
help the subordinates to do a better job, provides a clear picture of how they are doing,
build strong personal relationships and eliminate, of at least minimize anxiety.
76
-
7/30/2019 Crompton Greavs
77/113
Understudies System:
In this the trainees work directly with individuals whom they are likely to replace.
However, it is disappointing as a training because of a likelihood of an imitation of weak
as well as strong points of the seniors.
Special Project Arrangements:
These are likely to be highly effective training systems. In these systems, a task force is
built representing varied functions in the company. The special project enable the trainees
to achieve knowledge of the subject assigned as well as to learn how to deal with others
having varied viewpoints.
77
-
7/30/2019 Crompton Greavs
78/113
SKILL TRAINING
SKILL TRAINING
Proper training can be as important as the equipment used and other characteristics of the job.
The money annually paid for training by business and industry also demonstrates the importance
of training. It has been estimated that American business firms spend more than $30 billion per
year on training and development, with some estimates running as high as $100 billion Motorola,
Inc. alone spends about $44 million annually on employee education.
Another indication of the importance business and industrial firms attach to training is the
estimate, made a few years ago, that some forty five thousand employees across the United
States were assigned full-time to training and development activities. Since then the figures have
no doubt grown.
This broad definition of training includes both skills training, which is usually of a technical
nature and has a short-term focus, and management and career development programs, which are
aimed at educating employees above and beyond the immediate technical requirements of their
jobs in order to increase the organizations present and future ability to attain its goals. Thus,
management and career development tend to be more future oriented than skills training.
78
-
7/30/2019 Crompton Greavs
79/113
-
7/30/2019 Crompton Greavs
80/113
5S TRAINING
What Is 5S?
The five S stand for the five first letters of these Japanese words:
Meaning
Seiri Sort
Seiton Set in Order
Seiso Shine
Seiketsu Standardization
Shitsuke Sustain
Calling this principle 5S is a good way to remember its content.
5S is a set of techniques providing a standard approach to housekeeping within Lean
Manufacturing.
It is often promoted as being far more than simply housekeeping and some of the elements
described below certainly move into broader areas.
A cornerstone of 5S is that untidy, cluttered work areas are not productive.
As well as the physical implications of junk getting in everybody's way and dirt compromising
80
http://www.p-h-s.co.uk/Lean.htmhttp://www.p-h-s.co.uk/Lean.htmhttp://www.p-h-s.co.uk/Lean.htmhttp://www.p-h-s.co.uk/Lean.htm -
7/30/2019 Crompton Greavs
81/113
quality, people are happier in a clean and tidy environment and hence more inclined to work hard
and with due care and attention.
Naturally enough, the elements of 5S are all Japanese words beginning with the letter S. Since
their adoption within Western implementations of JIT, or Lean Manufacturing, various
anglicized versions of the terms have been adopted by different writers and educators. These are
listed below against the individual elements and it can be seen that none are entirely satisfactory.
There are some symptoms by which we are able to know that we require 5s training
methodology.
Space is crowded with parts and tools.
Unneeded items are stacked between workers.
Excess inventory on the floor.
Excess items and machines make it difficult to improve process low.
Equipment is dirty and a collection point for miscellaneous materials.
Needed equipment such as tools is difficult to find.
5S Training Housekeeping "pillars"
The individual items within 5S are known as the "pillars" and are:
1. Seiri (Sort)
81
http://www.p-h-s.co.uk/Lean.htmhttp://www.p-h-s.co.uk/Lean.htm -
7/30/2019 Crompton Greavs
82/113
Seiri is the identification of the best physical Organization of the workplace.
It has been variously anglicized as Sort, Systematization or Simplify by those wishing to
retain the S as the initial letter of each element.
It is the series of steps by which we identify things which are being held in the workplace
when they shouldn't, or are being held in the wrong area of the workplace.
Put simply, we may identify a large area devoted to tools or gauges, some of which are
needed regularly and some used infrequently. This brings all sorts of problems, including:
Operators unable to find the item they need, being unable to see wood for trees.
The time spent searching is a waste (or in Japanese lean-speak a muda) and if we
only held the items needed regularly in a prominent position we would save time.
o Quality issues when gauges are not calibrated on time because too
many are held.
o Safety issues when people fall over things.
o Lockers and racking cluttering the production area making it hard
for people to move around or to see each other and communicate.
Some of t