training and development project jusco sec b group no.9

TRAINING AND

DEVELOPMENT PROJECT Jamshedpur Utilities and Services Company Ltd.

(JUSCO)

XLRI, Jamshedpur

Group No. 9

Kalyani Singh H11083

Priyanka Shanbhag H11100

Surbhit Paul H11114

ACKNOWLEDGEMENTS

The success of any project depends largely on the encouragement and guidelines of many others. We would like to take this opportunity to express our gratitude to the people who have been instrumental in the successful completion of this project. We wish to sincerely acknowledge the support received from Ms. Isha Singh ( Senior Officer -JUSCO), Mr. Tanmay Bit (Head. Operations & Maintenance, Water Management) for collating the data. We would like to show our gratitude to Prof. M Srimannarayana for giving us the opportunity to work on this project and also for understanding the difficulties that we faced in obtaining responses from the respondents and supporting us with adequate resources. We were able to observe the present status of the human resource development function in JUSCO and understand the actual difference in the theoretical and practical differences in the application of human resource concepts, the gaps in competencies in HRD professionals working in the organization.

CONTENTS Acknowledgement .................................................................................................................................................. 1

Needs Assessment Phase ....................................................................................................................................... 3

Organizational Support ........................................................................................................................................... 3

Organizational Analysis ........................................................................................................................................... 4

Water and waste water services ........................................................................................................................ 4

Strategic Goals ........................................................................................................................................................ 4

Transfer climate ...................................................................................................................................................... 4

Opportunity to use ............................................................................................................................................. 5

Peer support ....................................................................................................................................................... 6

Supervisor sanctions ........................................................................................................................................... 6

Personal outcomes (Positive) ............................................................................................................................ 7

Personal outcomes (Negative) ............................................................................................................................ 7

Resistance ........................................................................................................................................................... 8

Transfer climate conclusion ................................................................................................................................ 8

Requirement Analysis ............................................................................................................................................. 8

Understanding the job ........................................................................................................................................ 8

needs assessment process .................................................................................................................................. 9

Participants ......................................................................................................................................................... 9

Point of contact .................................................................................................................................................. 9

Anticipating problems ...................................................................................................................................... 10

Developing a protocol....................................................................................................................................... 10

Task analysis ......................................................................................................................................................... 10

Task Statements for Sr. Plant Operator ............................................................................................................ 10

Development of key attributes ......................................................................................................................... 11

Task Clusters ..................................................................................................................................................... 13

Person Analysis ..................................................................................................................................................... 15

Training needs ...................................................................................................................................................... 19

Objective setting ................................................................................................................................................... 19

Flexible Objectives ............................................................................................................................................ 20

Appendix ............................................................................................................................................................... 21

TRAINING AND DEVELOPMENT PROJECT

NEEDS ASSESSMENT PHASE

ORGANIZATIONAL SUPPORT The first step to be carried out in designing “Training” is Needs Assessment phase and it is very important step as the success of the whole training depends upon Proper Needs Assessment. Needs assessment is a type of an organizational intervention because it disrupts the normal routine of the members. For the needs assessment to be effective and accurate it is important to ensure full support from the organization. Training design success depends upon the accuracy of needs assessment and needs assessment success depends on Organizational Support level. A committed organizational support ensures a proper two way communication.

We had contact details of Ms. Isha Singh. She was part of the clerical HR fraternity at JUSCO. He directed us to meet Mr. S.N, Thakur – (Training and development Head); he is responsible for the training and and Development of the unionized workers in the vicinity. Mr.Thakur agreed to our request and assured us that full organization support would be given. He gave us an overview of the training practice at JUSCO. He was highly keen on getting students of XLRI to analyse his organization He emphasized that we do the project with dedication, so that along with the organization, we could also get benefitted in terms of value addition in knowledge and skill. Upon analysis of job categories and families we came to the conclusion that the job position of Senior plant operator in the Water Management department would be ideally suited for our requirements. He made us meet Mr. Tanmay Bit (Head. Operations & Maintenance, Water Management) informing him about our project and also directed him to provide full support and co-operation during the phase of the project. Mr.Bit provided us with all the required data and gave us the schedule for our meeting with the target employees.

Person Analysis

Analyse job holders to check for gaps in required and available KSA's

Task and KSA Analysis

Job analysis to find out the KSA's required in the job

Requirement Analysis

Analyse what is required in the organization for training

Organizartional Analysis

Analyse the organization for strategic goals and alignment

Organizational Support

Gauge training feasibility in the organization

ORGANIZATIONAL ANALYSIS Jamshedpur Utilities and Services Company (JUSCO) was carved out of Tata Steel from its Town Services Division in 2004. In JUSCO, the steel major reposed nine decades of experience and expertise. The mandate for JUSCO was to convert an obligatory service into a customer focused sustainable corporate entity.

WATER AND WASTE WATER SERVICES

Jamshedpur Utilities & Services Company provides comprehensive services in the supply of water to both industrial and domestic customers. Their range of services cover operations & maintenance of the entire water cycle from intake to treatment, conveyance and distribution. They integrate this service with capabilities such as asset management activities, GIS, billing, collection and Non-Revenue Water reduction programmes. Services offered include:

Operation and Maintenance of Water Treatment Plants Sewage Treatment Plants, distribution networks.

Build new Water Treatment Plant and Sewage Treatment Plant on EPC or BOOT basis.

Technical and Management support to improve performance of the Water Treatment Plants, Sewage Treatment Plants and Distribution Systems.

Control of Unaccounted for Water (UFW) or Non Revenue Water (NRW).

Creation of 24 x 7 municipal water supply systems.

GIS for asset management including updating of existing drawings.

Customer support services including call centre facilities for prompt handling of complaints.

STRATEGIC GOALS The company has specific business goals for Water and waste water management. Upon further investigation

and intervening we found that the goals were:

New Water Treatment Plant and Sewage Treatment Plant in the next 2 years 24 hours break free water supply Support services to other water management plants for technical management Better and more robust customer support system

TRANSFER CLIMATE Jamshedpur Utilities and Services Company (JUSCO) was carved out of Tata Steel’s Town Services Division. Hence most of the practises followed in the parent company have trickled down to JUSCO. The same training and development process is followed in all organizations under the TATA group. The group values its employees and ensures continuous development of the employees through proper structured training programs. JUSCO also meticulously follows the same training approach. As per the requirement of the project we administered the questionnaire to measure the training transfer climate at JUSCO. The objective is to comprehend the environment prevalent on what is the viability of the transfer of the learning/information obtained in the training to the job.

The transfer Climate Questionnaire comprises of 38 questions based on the following constructs

1. Superior Support, 2. Opportunity to use 3. Peer Support 4. Supervisor Sanctions

5. Personal Outcomes (Positive) 6. Personal Outcomes (Negative) 7. Resistance

The graph shows that JUSCO is excellent in terms of superior support front. .The survey findings show that JUSCO has a score of 4.01 (i.e. 80.2%) though it is on the lower side of the high scores range, it means that there is a very healthy relationship between the superiors and their subordinates. Superiors encourage subordinates to participate in trainings and implement it on the job. Some of the indicators we focused in our questionnaire to gauge in this parameter are:

Superiors tell employees whether they are doing their job as per the training imparted or not There is no de-briefing session by the Superior when the employee returns from training Superiors support the employees the use of techniques, learned in training, that employees

bring back to their job Superiors help employees set realistic goals for performing their work as a result of their

training

OPPORTUNITY TO USE

The survey shows that JUSCO has moderate scores as far as the construct opportunity to use their learning from the training is concerned. The score of 3.73 (74.6%) means that As per the survey it was found that the score was high on the reverse coded statements listed below. The subordinates had conveyed to us that their superiors were also supportive towards transfer of the training leanings at the cost of losing time. Also, the senior plant operators are relieved from their duties when they go for trainings and others available at that time are made to take responsibility of their job in their absence. Hence, when they come back from the training there is no additional workload assigned to them and have considerable amount of time to use their leanings.

4.01

80.2

0

20

40

60

80

100

Superior Support

Superior Support

3.73

74.6

0

20

40

60

80

Opportunity to Use

Opportunity toUse

<3 low

3-4 moderate

>4 high

Avg. score

Percentage score

Avg. score

Percentage score

Some of the indicators that were rated highly under this construct are:

There is never enough time to do the job the way it is taught in the training

(Negative indicator)

When employees arrive from training, there is usually a pile of work to catch up on

before they can try to use what they learned in training (Negative indiactor)

PEER SUPPORT

JUSCO fares moderately in terms peer support in applying what they have learnt during the course of their trainings. The construct has obtained a score of 3.08 (i.e.61.6%) which is towards the lower end of the moderate range. It scored very low in one of the indicator in this parameter, i.e. others think that he/she is ineffective when it use techniques taught in training. Some of the indicators which influenced the score are as follows:

Colleagues are indifferent towards employees who do their jobs as they were taught in training (Negative indicator)

Colleagues support the use of learning on the job. A value of 61.6% has been obtained for resistance as well which might indicate that an attempt to provide a socially desirable response has been made.

SUPERVISOR SANCTIONS

3.08

61.6

0

20

40

60

80

Peer Support

Peer Support

3.89

77.8

0

20

40

60

80

100

Supervisor Sanctions

SupervisorSanctions

Avg. score

Percentage score

Avg. score

Percentage score

The graph shows that supervisor sanction for the effective transfer of learning from the training is on the higher side of the moderate range with a score of 3.89 (77.8%). Like its parent company, JUSCO has a culture of investing heavily in training, and the superiors also stress on the importance of trainings and encourage subsequent use of the training. The indicators that were instrumental in influencing the score were

Superiors give poor performance reports to those who do the job the way it is taught in training instead of his/her way (Negative indicator)

Superiors do not give feedback if employees do not use training (Negative indicator)

PERSONAL OUTCOMES (POSTIVE)

The score for the construct Personal Outcomes – Positive lies in the moderate range with a value of 3.67 (73.4%). Superiors motivate their subordinates to attend trainings and show their appreciation for such subordinates publicly when they exhibit their understanding from the training. A major indicator that influenced the score for this construct is:

Supervisors praise employees publicly when they return from training

PERSONAL OUTCOMES (NEGATIVE)

This construct tries to measure the negative implications of the usage of training on the job. A low score of around 2.34 (46.8%) has been obtained which confirms a healthy superior - subordinate relationship.

3.67

73.4

0

20

40

60

80

Personal Outcomes -Positive

Personal Outcomes-Positive

2.34

46.8

0

10

20

30

40

50

Personal Outcomes -Negative

Personal Outcomes -NegativeAvg. score

Percentage score

The score reaffirms the fact that training is considered to be significant and any kind of lack of interest shown with regard to training is not taken kindly. The indicators that swayed the score are

Employees who use their training are reprimanded (negative indicator)

Employees who use training are overlooked for pay raises and promotions (negative

indicator)

RESISTANCE

In this construct, an attempt to measure the level of resistance faced on the transfer of information from the training. A score of 3.08 (61.6%) is on the lower side of the moderate range was obtained. Out of the two indicators used in the questionnaire to measure resistance, the following indicator was the major influencer.

The existing group norms discourage use of new skills

This probably means that may be at a personal level the subordinates do not support each other may be due to a competitive spirit. But the score for peer support has been identical which means that either they support each other as an obligation since they are part of the same organization or an attempt has been made to provide socially desirable response for peer support.

TRANSFER CLIMATE CONCLUSION

The transfer climate survey’s results reveal moderate scores that are more or less on the positive side,

This means the employees are in a position to use the training on the job. There is evidence of

organization’s support as well as support from immediate supervisors as well. Though there is a

possibility of socially desirable responses influencing the result of certain constructs, the survey has more

or less been fruitful in concluding that JUSCO has a healthy transfer climate with scope for improvement

in certain areas.

REQUIREMENT ANALYSIS The following are the steps taken by us for analyzing the requirements prior to data collection on tasks

and KSAs:

UNDERSTANDING THE JOB

The job of the senior plant operator in the organization is responsible to make sure that purified water from the plant reaches the end user. As we can see the job is a critical job in the organization as even if the water has been treated properly, and it does not reach the end user, it defeats the

3.08

61.6

0

20

40

60

80

Resistance

ResistanceAvg. score

Percentage score

purpose. We analysed this using various sources like, supervisors, peers and top management. Since, this job could affect the company goals the maximum, we chose this job to carry out training project on. Training here should have the maximum effect on the water supply to the end users.

NEEDS ASSESSMENT PROCESS

For choosing the methods that would be required to conduct a needs gap assessment, we had the

following parameters in consideration:

Use multiple methods – For any good needs assessment there should be analysis from

multiple dimensions of the organization

Comprehensive coverage of all jobs activities

Time taken – Time taken of the job holders to obtain information was also taken into

consideration

Range of correspondents: Since we have included job holders, their supervisors and other

organization employees a single type of method might not have been able to capture such

wide perspectives

Based on this we chose the following methods:

The following methods were used for the needs assessment process:

Transfer Climate Survey: standard questionnaire provided by facilitator

Interviews: With job holders and supervisors oral interviews with recorded responses

Job analysis form: Form that asks supervisors to mention the tasks involved in the job

Documents: Current HR documents and forms like PMA forms, JD’s

Last year’s documentation: Needs assessment was carried out by the organization itself last

year, this helped us to determine a starting point for our exercise

The interview had open-ended questions but these were accompanied by written form so that they

could jot down their thoughts. Similarly, the task analysis form was accompanied by open-ended

questions to ensure all data had been collected. The documents helped supplement our knowledge

about the organization, the job and the employees.

PARTICIPANTS

The company operates in three shifts: Early morning to noon, noon to evening, night. The participants are rotated across all shifts. To choose participants, we were recommended by the supervisor to come only during the evening shift as this time there is certain automated work that the employees wait on and hence we could use this time efficiently. We were able to interview 8 job holders and 4 supervisors.

POINT OF CONTACT

We were initially introduced to the organization through a personal contact and hence we did not have a lot of trouble in building a rapport with the office staff. This served initially as our point of contact. Later, once were introduced to the office bearers and specially Mr. S.N.Thakur, we did not have to face major challenges as Mr. Thakur was himself very keen on getting this exercise done on his organization.

ANTICIPATING PROBLEMS

1. We anticipated to see a disgruntled workforce due to this being extra work apart from the everyday work schedule. We did see some workers trying to escape from this exercise, but upon explanation about the use of this exercise and how it can help the workers, we saw enthusiastic participation.

2. Conducting questionnaire on some of these job holders was hard as the questions itself sometimes use cryptic language. To counter this, we clarified each question before getting the questionnaire filled.

DEVELOPING A PROTOCOL

We developed a protocol for conducting the training needs analysis by checking time tables of the job holders. We made sure that each time we visited we were able to meet new job holders to interview. At the same time we also made sure that we used the whole time allotted to us by the supervisor. We also used Hindi while conducting oral interviews as this obviated the formality between us and the workers and they could be more open about discussing the problems involved in the same.

TASK ANALYSIS The goal of this exercise is to collect the data from the organization about the target job by administrating surveys, interviewing people, Analyzing Job Description’s and reviewing previous years data. By critically studying the task performed by the job holders a KSA statement is defined from the task cluster created. Steps for Task Analysis:

Critically analysed the Job Description of the job holder to create initial task statements

Interviewed the job holder to learn about their various task and the time and effort devoted

for each task. Created a consolidated list of all the task performed and divided them into

task clusters.

Interviewed the supervisor to learn about what are the KSA needed by the job holder to

perform these task effectively, also interacted with job holder to understand what skills and

knowledge they possess to carry out the activities mentioned in their job description

Conducted the job analysis questionnaire on supervisors

Reviewed the same with the available job descriptions to review if we missed out on any

aspect of the job

Consolidated the list of KSA

TASK STATEMENTS FOR SR. PLANT OPERATOR

Creation of task investment through analysis of Job Description and interview of the senior plant

operator

1. Monitoring meter reading

2. Monitoring supply of quantity water to the old and new city

3. Recording of flow and pressure every hour

4. Recording of Turbidity, pH, Chlorine level

5. Checking for Chlorine gas leakage with ammonia solution

6. Checking for residual chlorine

7. Monitoring plant so that good quality water can be supplied even on increasing production

8. Following and maintaining safety parameters

9. Preventing chemical hazards

10. Generating work requests through Kiosk information

11. Maintaining 5S by practicing TPM activities

12. Inspecting plant regularly for leakages

13. Following management directives completely and properly

14. Carrying out treatment process for potable water

15. Communications with the water towers

16. Giving instructions to plant operators

17. Carrying out Pumping to supply water

18. Maintaining breakdown records

19. Backwashing of filter beds

DEVELOPMENT OF KEY ATTRIBUTES

Some of the key attributes required to perform the job are identified by interviewing both the job

holders and the supervisors. The job holders were asked to describe a typical workday and what are

the knowledge they think are required to do the job, similar set of questions were administered to

their supervising foremen to identify the working knowledge required to perform the task.

Supervisor was also asked to provide a priority rating to the task identified.

S.No Task statements Priority

Rating ( 1 to5)

Key attributes required

1 Monitoring meter reading

3 Skill to measure meter reading accurately

Ability to maintain proper written records for meter reading

2 Monitoring supply of quantity water to the old and new city

4 Experience

Knowledge of water supply

Knowledge of QMS

Knowledge of TPM

Ability to schedule water supply

3 Recording of flow and pressure every hour

4 Skill to measure flow and pressure

Ability to maintain proper written records for flow and pressure of pumps

4 Recording of Turbidity, pH, Chlorine level

5 Skill to measure Turbidity, pH, Chlorine level of water supplied

Ability to maintain proper written records for Turbidity, pH, Chlorine level of water supplied

5 Checking for Chlorine gas leakage with ammonia solution

3 Knowledge of chemicals used in water treatment

Skill to operate chlorinator

Responsibility

Ability to maintain proper written records of Chlorine gas leakage

6 Checking for residual chlorine

3 Skill to operate chlorinator

Responsibility

Ability to maintain proper written records of residual chlorine

Knowledge of chemical usage

7 Monitoring plant so that good quality water can be supplied even on increasing production

4 Experience to forecast and plan

Knowledge of pumping

Ability to check the required water level

Responsibility

Communication with water tower to fulfill pumping needs

8 Following and maintaining safety parameters

5 Knowledge of JUSCO’s safety standards

Knowledge of Occupation Health and Safety Assessment Series (OHSAS)

Responsibility

Experience

9 Preventing chemical hazards

4 Knowledge of JUSCO’s safety standards

Knowledge of Occupation Health and Safety Assessment Series (OHSAS)

Knowledge of chemical usage

Responsibility

10 Generating work requests through Kiosk information

3 Ability to communicate with water towers

Ability to coordinate with Kiosk

Interpersonal skills

11 Maintaining 5S by practicing TPM activities

5 Knowledge of TPM systems

Knowledge of QMS

Knowledge of EMS

12 Inspecting plant regularly for leakages

3 Knowledge of Plant plumbing

Ability to check for leakages

Ability to record leakages

13 Following management directives completely and properly

4 Interpersonal skills

Positive attitude & responsibility

Ability to interpret and follow instructions given by the supervisor

14 Carrying out treatment process for potable water

5 Knowledge of chemical usage in treatment

Knowledge of the process of water treatment

Ability to carry out chemical administration

15 Communications with the water towers

4 Interpersonal Skills

Ability to coordinate with the water tower

16 Giving instructions to plant operators

4 Interpersonal Skills

Administrative Skills

Ability to monitor subordinates

Responsibility

17 Carrying out Pumping to supply water

5 Knowledge of Pumping

Skill to operate Centrifugal pump

Skill to operate electric actuator

18

Maintaining breakdown records

4 Knowledge of entry into logsheets

Ability to make entry into the logsheets

19

Backwashing of filter beds

5 Knowledge of Water treatment process

Knowledge of filter bed schedules

Ability to carry out backwashing through pumping

TASK CLUSTERS

Similar tasks have been grouped together to form task clusters and KSA for each task cluster is

defined:

S.No Task cluster Task statements Importance (% of time

spent) KSAs for task cluster

Importance to task

(1-5 rating)

1.

Water Treatment

and Backwashing

Raw water

handling(quality &

quantity)

30%

Knowledge of water treatment

Knowledge of chemical used

Knowledge of filter beds schedules

Knowledge of JUSCO’s safety standards

Knowledge of TPM

Skill to operate chlorinator

Skill to handle backwashing of filter beds through pumping

Ability to maintain quality assurance

Ability to check required water levels

5 5 4 5 4 5 5 5 4

Observation and

recording water

meter reading

Administering

chemicals to filter

beds

Carrying out treatment process

Backwashing filter

beds

2

Pumping and Pressure

Check

Carrying out Pumping to supply water

30%

Knowledge of QMS

Knowledge of TPM

Knowledge of operating different pumping systems


Skill to measure meter reading accurately

Skill to measure flow and pressure

Skill to operate Centrifugal pump

Skill to operate electric actuator

Ability to maintain proper written records for meter reading

4 4 5 5 5 4 5 5 5

Recording of flow and pressure every hour

Monitoring meter reading

Troubleshooting pumping leakages

3 Safety

Preventing Hazards from chemical use

10%


Knowledge of chemicals used

Knowledge of Occupation Health

5 5

Maintaining safety precaution schedule

Inspecting plant regularly for leakages

and Safety Assessment Series (OHSAS)

Knowledge of QMS

Knowledge of EMS

Knowledge of TPM

Responsibility & positive attitude

Interpersonal communication skills

5 4 4 4 4 4

4.

Maintenance and

Breakdown management

Maintaining 5S by practicing TPM activities

15%

Knowledge of QMS

Knowledge of EMS

Knowledge of TPM



Ability to troubleshoot the breakdown

Ability to record accurately the problem of breakdown

Ability to check for leakages

Ability to carry out safety drills

4 4 4 5 4 5 5 4 5

Troubleshooting leakages and Breakdown

Maintaining water treatment equipments

Maintaining accurate chlorine levels

Checking for leakages from pumps

5 Record Keeping

Recording of flow and pressure every hour

15%

Knowledge about the systems of recording and maintenance of JUSCO

Knowledge about Log sheets

Administrative skills

Ability to communicate in written as well as verbal


Ability to make Legible entries in the Log Sheet

Knowledge of Tata Business Excellence Model (TBEM), Tata code of conduct (TCOC)

5 5 4 4 4 5 5

Recording of Turbidity, pH, Chlorine level

Maintaining breakdown records

PERSON ANALYSIS Once we had a model to gauge each person’s current capability to perform the current job. We

analysed each job holder, assessed current possession of KSA’s.

We have chosen 4 job holders(random choice) of the job to conduct the training needs analysis

We consulted supervisors to validate our findings regarding the level of KSA’s required

Based the on the above inputs and our task cluster we have identified 15 important KSAs required by

senior foreman and the present level of each of four foreman we have studied for person analysis on

these KSAs.

Name: K N Sharma Designation: Sr. Plant Operator Direct supervisor: Rameshwar

S.No KSAs required Required level (

1-5) Present level (1-

5) Gap rating

(R )(0-5)

1 General safety 5 2 3

2 Occupation Health and Safety Assessment Series (OHSAS)

5 2 3

3 Emergency management systems(EMS)

5 2 3

4 Quality management systems(QMS)

5 2 3

5 Tata Business Excellence Model (TBEM)

4 2 2

6 Tata code of conduct (TCOC) 5 3 2

7 Total Productive Maintenance (TPM)

5 3 2

8 Positive attitude & Responsibility

4 3 1

9 Communication skills 4 3 1

10 Water treatment 5 3 2

11 Quality assurance 5 2 3

12 Operation & maintenance of centrifugal pump

5 4 1

13 Operation & maintenance of Electrical actuator

5 2 3

14 Operation & maintenance of chlorinator

5 3 2

15 Backwashing of filter beds 5 3 2

Name: Mohan Bahadur Designation: Sr. Plant Operator Direct supervisor: Rameshwar

S.No KSAs required Required level ( 1-

5) Present level (1-

5) Gap rating

(R )(0-5)



5 2 3


5 2 3


5 2 3


4 2 2

6 Tata code of conduct (TCOC)

5 3 2


5 2 3


4 2 2





5 3 2


5 2 3


5 2 3


Total Score

Name: Shatrugan Prasad Designation: Sr. Plant Operator Direct supervisor: Rameshwar



5) Gap rating

(R )(0-5)



5 3 2


5 2 3


5 2 3


4 3 1


5 3 2


5 3 2


4 2 2





5 4 1


5 3 2


5 2 3


Name: Vijay Kumar Designation: Sr. Plant Operator Direct supervisor: Rameshwar



5) Gap rating

(R )(0-5)



5 2 3


5 2 3


5 2 3


4 3 1


5 2 3


5 2 3


4 2 2





5 4 1


5 3 2


5 2 3


Calculating the Avg. score of the present level against the KSA for the four respondents

S.No KSAs required Required level (

1-5) Avg. Gap Rating

1 General safety 5 3

2

Occupation Health and Safety Assessment Series (OHSAS)

5

2.75


5 3


5 3


4 1.5


5 2.25


5 2.5


4 1.75

9 Communication skills

4 1.25

10 Water treatment 5 2.5

11 Quality assurance 5 3


5 1.25


5 2.5


5 2.75

15 Backwashing of filter beds

5 1.75

TRAINING NEEDS Based on the scores obtained above by averaging the gap scores of the individual senior plant

operators following training needs have been identified:

Knowledge about safety is not present to the desired level which can be a cause of concern

Knowledge about operating frameworks like TBEM and TCOC is quite low.

Soft skills of the employees have to be developed in the area if interpersonal and

communication

Knowledge about certain operational activities like Pumping and Backwashing of filter beds

is also not present upto the desired level.

OBJECTIVE SETTING

Performance Based Objectives:

Area of Improvement

Performance Objective Criterion Condition

Water Treatment And backwashing

Able to handle water treatment process with proper administration of chlorine

100% compliance to set standards

Water sample can be tested in the lab

Administering Backwashing of filter beds

100% compliance and no blocks or leakages

Leakages and blockages reduced

Maintaining water levels in filter bed

The water level to be present up till the optimum level

All round the year without any issues

Pumping and Pressure check

Operation of centrifugal pumping system

Complete understanding of the pumping system

All details of the pumping system to be provided

Operation of electrical actuator Complete All details of actuator

understanding of the actuator working

working to be provided

Reading meter and energy pump Accurate meter reading and recording

The meter and the energy systems used on plant to be free of instrumental error

Safety and Conduct

Implementing safety standards Complete Compliance Feedback from supervisors

Preventing hazards by through maintenance

Zero accident Ensure safety practices by following the safety standards set by the organization

Knowledge of TBEM,TCOC Following Tata’s code of conduct and Business Excellence

Feedback from supervisors

Knowledge of TPM Quality standards maintained

On all 365 days

Soft Skills

Development of communication skills

Reduction of errors in written and verbal communication

Feedback from supervisor

Improved Interpersonal Skills Bettered relationships among the supervisors and peers

Cohesive group activities

FLEXIBLE OBJECTIVES

1. Instruct to share knowledge and leanings amongst the participants

2. Encourage participants to observe all possible safety measures

3. Induce a culture of technical thinking and problem solving

4. Encourage participants to reduce turnaround times of customer complaints

5. Increase the participants risk taking appetite and usage of newer methods to reduce

turnaround time

6. Enhancing quality consciousness in trainees in their daily tasks by training them in Quality

management through workshops and use various quality models & procedures

APPENDIX

Transfer Climate Survey

S. No Behavioural statements Rating

1 Superiors seldom meet with employees to work on problems they may have in trying to use their training

2 Superiors tell employees whether they are doing their job as per the training imparted or not

3 When employees arrive from training, Superiors encourage them to share what they have learned with other employees

4 Superiors do not expect employees to use their training on the job

5 There is no de-briefing session by the Superior when the employee returns from training

6 Superiors support the employees the use of techniques, learned in training, that employees bring back to their job

7 Superiors give employees the chance to tryout the training on the job immediately

8 Superiors pay only lip service to the value and usefulness of training

9 Superiors help employees set realistic goals for performing their work as a result of their training

10 Superiors assign an experienced co employee to help employees coming back after getting training as needed back on the job.

11 Superiors ease the pressure of work for a short time so employees have a chance to practice new skills that are taught in training.

12 Superiors do not notice employees who are using their training

13 Job aids (resources or technology) are available on the job to support what employees learned in training

14 There is never enough time to do the job the way it is taught in the training

15 Employees have little chance to use some of the skills learned in training

16 When employees arrive from training, there is usually a pile of work to catch up on before they can try to use what they learned in training

17 Superiors make sure that employees have the opportunity to use their training immediately

18 The equipment used in training is similar to the equipment found on the job

19 Colleagues are indifferent towards employees who do their jobs as they were taught in training

20 Colleagues support the use of learning on the job

21 Colleagues do not help in setting goals to use learning

22 Colleagues assist in the process of using training inputs on the job

23 When employees use techniques taught in training others think that he/she is ineffective

24 Colleagues ridicule the use of techniques taught in training

25 Superiors give poor performance reports to those who do the job the way it is taught in training instead of his/her way

26 When employees fail to use their training, they can expect to be reprimanded

27 Superiors warn employees if they notice that employees are not using the training inputs

28 Superiors do not give feedback if employees do not use training

29 Employees who successfully use their training are likely to receive a salary increase

30 Employees who use their training are given preference for new assignments

31 Employees who use their training are given preference in promotions

32 Supervisors praise employees publicly when they return from training

33 Employees who use their training are reprimanded

34 Employees who use training are overlooked for pay raises and promotions

35 Work becomes slow when employees initiate using new skills

36 Performance goes down when employees initiate using new skills

37 Organization is not ready for the drop of performance in initial stage of using new skills

338

The existing group norms discourage use of new skills