SUMMER TRAINING REPORT

ON

“TRAINING & DEVELOPMENT”

Submitted for the partial fulfillment of the

requirement for the award of the degree ofMaster of Business Administration

(MBA)

SUBMITTED BY :

DEEPAK SINGH Roll No – 0902870014

External Supervisor: Internal Supervisor:

Mr.K.K.Sharma Mr.Bhoopendra Bharti(Asst.General Manager) (Asst. professor)

IDEAL INSTITUTE OF TECHNOLOGYGHAZIABAD

DECLARATION

I, Deepak Singh Student of MBA, Ideal Institute of

Technology, Ghaziabad hereby declare that all the information,

facts, figures produced in this report is based on my own

experience and study during my research in analyzing the

“Training & Development”.

I further declare that all the information and facts furnished

in this project report are based on my intensive research

findings. They are first hand and original in nature.

Deepak Singh

Ideal Institute of Technology

(Ghaziabad)

ACKNOWLEDGMENT

It is a matter of great pleasure and honor to work as a summer

trainee in an esteemed organization like SPRL

I am highly grateful to Mr.K.K.Sharma (Asst. General Manager)

and Mr. Dinesh Sharma (Asst. Manager) & Mr. Vipin Kumar

(Executive Manager), for giving me such a valuable opportunity

to do this project at SPRL. The day I joined the Organization, the

confidence he showed in me and the encouragement he gave,

made ahead and take up a challenging project.

I would like to thank the entire department for their full

cooperation and would like to extend my heartful thanks to the

rest of the staff at SPRL who have helped me in every possible

way.

It is seldom possible to master without books. The major source

of books for me was the library of ideal institute of technology,

Ghaziabad. I would like to maintain that everyone there helped

me during the project and preparation of report.

My social gratitude is to my faculty guide Mr. Bhoopendra

Bharti, Ideal institute of technology Ghaziabad, for their support

and encouragement. It would not have been possible to reach

here without their guidance in valuable types, needful help and

timely support are just a few to maintain from what I got from

them.

Counter Signed by:

Deepak Singh MBA IIIrd Sem.

PREFACE

To make aware of real life business situation every MBA student

has to undergo for the period of 6 weeks under the guidance of

professional manager to get the better understanding of the

environment. By the time one complete has MBA degree already

has experience which prove very beneficial in future.

I Deepak singh student of MBA III Sem, Ideal Institute of

Technology Ghaziabad on the practical training at Shri Ram

Pistons and Rings ,Ghaziabad. The duration was 6 weeks. I was

under HR department in Ghaziabad.

Let me lastly to add that I am not perfectionist nor does my

project contain cent percent accuracy. Beyond questioning I

have put my best effort in the completion of the project.

I hope this project work prove useful to its reader & organization

as well if it deserves.

TABLE OF CONTENTS

TOPIC PAGE NO.

1 Executive Summary 8

2 Company Profile 11-23

3 Objective of the study 24

4 Training & Development Policy 26

5 Training Needs Identification 39

6 Study of Needs of Training 58

7 Methodology of Training 66

8 Evaluation of Training & Development 99

9 Research Methodology 102

10 Data Analysis & Interpretation 103

11 Conclusion 127

12 Limitations and Suggestions 128

13 Annexure 133

14 Bibliography 138

EXECUTIVE SUMMARY

Topic of study:

A comprehensive study of Training & Development programs

that has been carried out by Shriram Pistons and

Rings,Ghaziabad.

Rational behind the study:

Training plays a vital role in effective functioning of any

company. The efficiency and productivity of worker working in

an organization not only depends upon the skills they possesses

or working environment, they are working in, but also depends

upon the policy of the company of providing training to the

employees according to the demand of the job. There remains a

gap between the demand of the job and skills of the worker. This

gap can be patch up by delivering effective training and

development programs. The workers get the better opportunity

to improve themselves and as a result to enhancement of the

productivity of the organization.

So it is most important for every organization to provide such

training to the employees for development of their skills as well

as knowledge related to the job that will fulfill his own

requirement of learning and the requirement of the organization

and achieve the organization goal too.

Methodology of data collection:

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.

COMPANY PROFILE

SHRIRAM PISTONS AND RINGS LIMITED

Shriram Pistons and Rings ltd. (SPRL) is one of the largest and most sophisticated manufacturing of precision Automobile components i.e.Pistons, Piston Pins, Piston Rings and Engine valves in India. The products are sold under Brand name “USHA/SPR” in the markets.

From a modest beginning in 1972 as a small factory in Ghaziabad (near Delhi) to a center of engineering excellence, with over 3,600 skilled employees and an annual turnover of Rupees 5.34 Billion (approximately US $ 133 Million), the history of SPRL is a story of grit and determination. It is a story of marching ahead despite the odds, against all adversity. A

story of accepting and meeting challenges. A story of continuous improvements, year on year.

Today, SPRL is India’s largest integrated manufacturer of Pistons, Piston Rings, Gudgeon Pins and Engine Valves. The Company’s products are marketed under the brand names USHA and SPR; names that have become synonymous with

quality and reliability.

At SPRL, we are driven by a clear and consistent set of values. These have stood us in good stead over the years. “Total Customer Satisfaction through Quality Management” has seen us grow from strength to strength.

For the past several years, SPRL has been investing a substantial part of its retained earnings in upgrading quality systems and modernizing plant and equipment so as to offer concurrent technology products and technology to its customers. SPRL is committed to provide world class Pistons, Piston Rings, Gudgeon Pins and Engine Valves in terms of delivery, safety, quality, cost, development and management.

SPRL Manufacturing unit is located at Meerut Road in Ghaziabad (25 km from Delhi). The plant has been recognized

as one of the most modern and sophisticated plants in North India in the field of Automobile the Production capacity of plant is as under:

Piston :13 million per year

Pin : 11 million per year

Rings : 60 million per year

Engine valves : 21 million per year

The company has technical collaboration with:

1. M/s. Kolbenschmidt, Germany to produce Pistons

2. M/s. Riken corporation, Japan to produce Pistons Rings

3. M/s. fuji Oozx, Japan for the manufacturing of Engine valves

4. M/s. Honda foundry, Japan for Technical support

This company is also an exclusive supplier of the three Honda Joint Ventures Such as:

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

The company supplies its product to several Original Equipment

Manufacturing (OEMs) including Defense Vehicle Factories, Ashok Leyland, Tata cumins, Maruti Suzuki, Bajaj Auto. Honda cars, Sundram Claylon, Honda Scooter, International Tractors, standard Combiner in addition to all the Honda Joint Ventures in India.

At Shriram Pistons and Rings ltd. Quality is an integral part of whatever we do, which is reflected in the company’s Quality

policy:

“Total Customer Satisfaction through Quality Management and Continuous Improvement”

FEATURES OF SHRIRAM PISTON & RINGS FACTORY:

Total area covered by the factory is 27 acres. The factory is divided into four units for Piston, Rings,

Pin, Engine valves.

Classification of the premises:

P.T.E – Production Technology and Engineering C.A.A - Commercial Administration & Accounts R & D – Research & Development

Total strength of the company is 4780 nos. consisting of Officers, Staff and Workers.

The Turnover/Sales for the year2009-2010 is Rs.774 Cr.

The Company is exporting to more than 35 countries.

Exports have risen upto Rs. 132 Cr. The year 2008-2009.

Over 10% of the production is exported to sophisticated markets such as Europe, UK, Egypt, USA, Iran,Latin America etc.

SPR has been investing 30% of its retained earnings in quality upgradation and modernization every year.

SPR received the ISO-9001 certificate from RWTUV, GERMANY in 1994. Technology from the collaborators was supplemented with in-

house efforts and by implementing world-class practices.

The company received QS-9000 certified from TUV, GERMANY in the year 1999.

The company received ISO-14001 certificate in the year 2001.

SPRL has received the BEST Vendor Awards from Maruti Suzuki for 4 consecutive times, Best supplier performance Awards from Tata

Cummins Ltd. For 3 consecutive years, and has self certified status with most of the OEMs.

Excellence in exports by Government of India.

Excellence in production by ACMA.

Excellence in quality by Honda Scooter and motors ltd, Honda Siel and ACMA.

Gold Award for COST by Honda Siel.

TPM initiative has started in SPR since year 2000.

SPR received the TS-16469 certificate in the year 2003.

The company received OHSAS-18001 certificate in the year 2003.

Best Foundry Award from institute of Indian Foundrymen in the year 2003.

Green Rating award by CII, U.P.Poolution Board & World Bank in 2004.

The company received TPM excellence Award in the year 2004.

The company received TPM special Award in MARCH -2008.

1. Organization, which is sensitive and interactive to the needs of customers.

2. Continuous upgrading of quality and process to meet changing needs of customers.

3. Optimization of return on investment by- Continuous improvement Technology development

Organizational and Personnel development Cost reduction efforts Effective use of all resources Harmonious and safe working conditions

4. The company has successfully practiced the best work ethics and technology along with the TPM and KAIZEN approach and harmony through teamwork

5. Work to international norms of Quality and Management

Most commonly referred to as TPM, this is a philosophy and practice of preventing the loss of productive machine time due to: breakdowns, minor stoppages, idling, operating at less-than-planned-for cycle times, changeovers and setups and

poor quality. TPM involves everyone in identifying, monitoring, and correcting the root causes of each of these losses.Maintenance is the key to zero loss, zero breakdowns, zero accidents, zero defects.It is in short a zero-sum philosophy. This concept was put forward by the Japanese management

expert Seiichi Nakajima in his gospel introduction to total productive maintenance in 1984 tha ultimate aim was toi maximize the output-to-input ratios.

Steps involved in TPM Programme-

1. Plant audit and assessment2. Company commitment3. Formation of committees and sub-committees4. Selection of pilot line(s)5. Focus on eight pillars6. Raise levels and select other areas

7. Focus on eight pillars in new areas

The Kaizen method is a “Rapid Improvement Process” utilizing a cross-functioning group of managers and employees working as a team to meet targets in a result-oriented focus on a predefined project area. The process may take the following steps: Define the problem/opportunity, choose the best people, and correct the problem in one week

or less using Kaizen tools and techniques, the ultimate goal is to significantly reduce cost, reduce lead times, reduce required inventory space, enhance workforce empowerment, eliminate waste and focus on continuous improvement. The Kaizen process may include: New product development, robotics, total quality control, just in time, statistical quality

control labor and management relations OR other concepts.

Kaizen events are among the most important activities of a Lean enterprise. Successful Kaizens help build a Lean culture and measurably improve company performance. Kaizen success requires effective Planning, Implementation, Follow-up and

Evaluation. IMEC’s expert Lean Implementers will work with your company at each phase of the Kaizen process, helping plan and prepare for events, facilitating Kaizen events, working with your team to ensure effective follow-up and completion of the improvement process, and evaluating the results to continuously improve your Kaizen process.

OBJECTIVE OF STUDY:

During my summer training, I got a good opportunity to

implement the theoretical knowledge in to project, which include

the following objective of the study.

1. Better understanding about the cooperate world.

2. To assess the favourable impacts of training & development

on the organization.

3. To identify the competencies of employer to perform

specific jobs are increased.

4. To know the extent up to which such programmes facilitate

the upliftment of the individuals of the organization.

5. To know the role played and the modus operandi of the

Human Resource Department in an organization and.

6. Above all to get adjusted to the working environment of a

reputed organization.

The objective of the project is to “study training and

development in company.” As we know that training is an

important factor for growing because growth is lifeline for the

company.

The main motto of this project was to know, how company

conducts training program. 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..

TRAINING & DEVELOPMENT POLICY

Importance of traning:

Every company should be fully committed to the continuous

development of its staff, in the same ways as we continuously

develop our services. This will be achieved by helping all staff

identify and meet their own job and business related

development needs. This policy will ensure that we have the

adaptability and flexibility to thrive and succeed as a business.

To do this, all line managers, through the Performance Review

process, will

Ensure that staff have a level of knowledge and skill to fully

perform their role

Encourage staff to develop within their current role

Look for potential, and find ways for staff to demonstrate

potential

Recognize and reward staff development (utilizing it

wherever possible)

Create a learning culture by providing opportunities for

learning

Equal opportunities

All staff are entitled to and can expect to receive training they

need to carry out their current role. This includes seconded,

fixed-term contract or short-term contract staff.Permanent

employees can expect to benefit from further commitment for

each individual to devote at least 5 days a year towards training

and development. First priority will be towards job-related

training, but we will also encourage individuals to undertake

personal development training. This may entail taking

professional qualifications; undertaking research into a

particular field of interest or experiencing a particular aspect of

another job in order to gain an insight into the role and fuller

understanding of the work.

Training should not be viewed purely as “attending a training

course”. There are a variety of different methods that can be

used to help train and develop individuals and Personnel

Services will be happy to help individuals and managers select

the most appropriate method. For example, using open learning

materials; computer-based packages; videos or CD-ROMs; e-

learning; and reading literature, to name but a few.

Shared responsibilities

It is recognizes the need for everyone to learn and develop their

skills on a continuous basis and will support individuals to help

them achieve this. Equally, the company expects individuals to

take on some responsibility for their own self-development. For

example, identifying suitable training activities (with the help of

line managers and Personnel Services) and adopting a flexible

and positive approach to any training and development that is

identified with them.

Identifying training & development needs

Identifying training and development needs, and helping

individuals to improve their performance, are key

responsibilities for line managers, so they are expected to be

actively involved in their team’s training and development. Line

managers are also responsible for measuring the effectiveness of

any training and development undertaken by team members,

with assistance from Personnel Services.The skills and

knowledge that will be needed for the future success of the

company will become apparent as each year’s business

(corporate) plan is drafted and communicated to teams within

the company and individual performance objectives agreed.

Where individual skills, knowledge or the development of

competencies are needed to achieve our business objectives,

these should be recorded on the Development Needs Assessment

plan, which forms part of our Performance Review process.

Setting and evaluating learning objectives/outcomes

The company has a number of key business objectives that it

needs to achieve. These objectives can be achieved only

through harnessing the abilities and skills of everyone in the

company and by releasing potential and maximizing

opportunities for development. If individuals need to learn in

order to achieve business objectives, it is important that any

training and development in which we invest has a relationship

to our business objectives, so we can demonstrate the

contribution learning makes towards overall organizational

success.

To demonstrate this contribution, individuals will agree

with their line managers, prior to undertaking a learning activity,

“learning objectives”. Learning objectives will be the means by

which managers and company can measure how effective

training and development has been towards achieving our

business objectives or performance. Setting learning objectives

will therefore provide a benefit for everyone:

For individuals,

objectives give a better understanding of what is expected of

them; where priorities lie; where their contribution fits into the

organization and how they are progressing.

For managers,

objectives provide a basis for allocating responsibility to

individuals for achieving certain results; monitoring the

achievement of results and providing solid evidence, which is

less subjective, for assessing an individual’s performance.

For the organization, objectives give a greater likelihood of

strategic and corporate plans being achieved.

Once someone has experienced a training and development

activity or learning, we will measure its impact and effectiveness

on individual performance and the organization. Again, line

managers are expected to be part of this process by defining the

performance standards (or measures) when setting objectives

and deciding on the methods that they will use to evaluate the

learning. (Personnel Services will of course be available

throughout the process to provide guidance and support).

There are three key stages that will be used to evaluate training

and development:

Reaction: At his level, evaluation provides info.on the attitudes

of a participant to learning, but it doesn’t measure how much

have actually learned. That being said, if a participant has a

positive reaction to the learning experience they are more likely

to implement what they have learned. Evaluation at this level

will be measured by a post-learning questionnaire, which will be

completed immediately after the learning activity takes

place.Personnel Services will be responsible for issuing this type

of questionnaire.

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.

To assist line managers, there are a variety of methods that can

be used to measure the effectiveness of the learning. Some of

these include:

Participant self-assessment

Written or practical tests

Structured interviews

Questionnaires

Feedback – for example, internally from colleagues, peers,

and managers and/or externally from partners, customers or

clients

Qualifications obtained

Line managers should contact Personnel Services, who will be

pleased to help set-up an evaluation method to use to measure

the effectiveness of a training activity.

Funding

It will be paid from a central training budget, therefore the Head

of Personnel Services must approve any training and devlop.

that involves a financial cost before any financial commitment is

made.Details of how to apply for a training & development are

explained under the section headed “Selecting a training

provider and applying for training”.

In addition to job-related training and development, company

also recognises the need to help individuals to improve within

their chosen career path by encouraging individuals to gain

professional/vocational/academic qualifications. established a

company sponsorship scheme whereby full or partial

sponsorship will be provided. Information about the scheme can

be found under the section headed “Company sponsorship”.

Time off to attend training courses

Where an individual needs to attend a training course funded by

company, time off during working hours will be given to attend

the course. Individuals are expected to travel to and from a

training venue within the normal course of the day. Where

company is providing sponsorship towards a professional

qualification, time off to attend lectures/workshops/summer

school will be agreed on an individual basis, taking account of

the business needs. The Head of Personnel Services will

approve any such requests, in full consultation with line

managers.

Non-training course learning activities

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

knowledge to an individual. Invariably new skills and

knowledge will be developed over time to improve performance.

However, not all learning has to be addressed through a training

course. There is a wide range of development methods available

that can be used without leaving the office. For example, being

coached by a fellow colleague or manager; using a computer

aided training package; on-the job training; reading books;

undertaking research or practicing a particular skill.

Finding out about training courses or alternative learning

methods

Personnel Services is building up a range of literature from

training suppliers and a selection of books/videos/computer

discs available for individual use. To find out more, please

contact Personnel Services.

Selecting a training provider and applying for training

Before booking a training event, individuals should research the

costs and course availability with possible training providers.

Personnel Services will be happy to help as they keep details of

various training providers, so please contact them for

information/advice.

Company organized training programmes, for example

Customer Service Training, Team Building training, will be co-

ordinate through Personnel Services (so individuals do not have

to complete any forms). All other training and development

activities must be authorized by Personnel Services before any

training is booked.

Company sponsorship

Company recognizes the need for continuous professional

development and is 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.

TRAINING NEEDS IDENTIFICATION

Training is often included as an essential element of an

organization’s strategy to gain a competitive advantage.

Regulatory agencies require that employees be trained certain

topics and personal development/career paths often specify skill

and knowledge areas which must be mastered. These are the

factors that influence an organization’s overall training program.

With all these sometimes-divergent factors competing for

resources training systems can become stressed, ineffective,

inefficient and fragmented. Organizations need a structure

approach when developing/improving their training system.

For purposes of this discussion we will divide the training

process into three phases:

(1) Needs identification

(2) Training Systems (courses, modules, training aids,

presentation, instructors, records)

(3) Evaluation

PHASE ONE: Needs Identification

The first phase is the identification and analysis of an

organization's training needs. As a minimum, the organization

should be able to accomplish the following four things:

1. Systematic review of each trade, occupation or process by a

team of knowledgeable individuals

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

supervisors, leaders, technicians and workers

3. Conduct a complete review of legislated training requirements

4. Review the results of Hazard Analyses, Occupational Health

surveys and other survey or process analyses.

Identification of training needs (ITN)

Identification of training needs (ITN), if done properly, provides

the basis on which all other training activities can be considered.

Also requiring careful thought and analysis, it is a process that

needs to be carried out with sensitivity: people’s learning

important to them, and the success or the organization may by to

stake.

It is important to know exactly what you are doing, and why,

when undertaking ITN. This is the reason we have included

material to help you make considered decision and take

thoughtful action. You will find, however, that the return on the

investment you make in fully understanding what ITN is all

about will make it well worthwhile.

Training Needs Identification and Analysis

Training needs identification detects and specified the training

and development needs of individuals within organization and

of the organization as a whole.

Training needs analysis follows on from need identification

and determines the most effective and appropriate ways in

which the needs might be met. If can, of course, lead to

decisions that there should be no training provision in view of

the limited scale of the needs, the cost of provision future

development envisaged, and so on.

Within the identification and analysis of these ‘need’ the

actual nature of the need must be defined. A ‘need’ is not a

‘want’. Identification of an individual’s needs has been a

result of the question ‘what’ sort of training do you want?

Effective training and development in an organization

depends on the need for the improvement of human

performance being identified and satisfied by the provision of

appropriate development opportunities. ‘Wants’ can

frequently be ‘need’, but the analyst must be certain of the

value of any aspect raised and provided.

ITN is important in the training process as it itself and

subsequent evaluation.

ADVANTAGE OF ITN

It pinpoints the problems

It identifies the size of the problem

It identifies the scale of the need

It indicate the type of solution

It provides training objectives

DISADVANTAGE OF ITN

The list of disadvantages is considerably smaller than the

benefits of advantages. The only one of any significance is the

need for a skilled person to be employed and consequently the

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

the common criticisms of ITNs.

If the trainer alone is responsible for conducting the analysis in

addition to all the other areas of work for which they are

responsible, this may be a justifiable criticism. Organization

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

unnecessary training. So every attempt must be made to identify

and analyze the needs accurately.

Identification of Training needs (ITN) is the examination or

diagnostic portion of the training system; the symptoms that ITN

examines are often referred to as perceived performance

deficiencies. A perceived performance deficiency exists when

there is a difference between expected and perceived job

performance.

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

proactive. A reactive ITN occurs when the perceived

performance deficiency is a discrepancy between perceived and

expected performance for the employee’s current job. A

proactive ITN is conducted o respond to the perception that

current job behavior reflects an inability to meet future position.

A proactive ITN rests on the ability of someone to predict

anticipate a future problem.

Production records, quality control reports, grievances, safety

reports, absenteeism and turnover statistics, and exit interviews

of departing employees may reveal problems that should be

addressed through training and development efforts. Training

needs also may become apparent from career planning

discussions or performance appraisal reviews. Supervisors see

employees on daily basis and thus are another source of

recommendations for training.

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

to do to perform the job satisfactorily. In ITN, a job analysis

should take both a worker and task oriented approach. A worker

oriented approach focuses on the skills, knowledge and ability to

perform the job. These might include elementary notions, job

demands, and the specific

Human behaviors involved such as division making,

communication etc. a task oriented approach focuses on a

description of the work activities performed. These are typically

expressed in terminology used by job incumbents and would

involve a description of how, why, and/of when a worker

performs an activities preferred to as a job description.

Assumption about the organisation:

The organisation has objectives that it wants to achieve for the

benefit of all stakeholders or members, including owners,

employees, customers, suppliers, and neighbours.

These objectives can be achieved only through harnessing the

abilities of its people, releasing potential and maximising

opportunities for development.

Assumption about the people:

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

new abilities and use them.

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

appropriate opportunities, resources, and conditions.

3. Therefore, to meet people aspirations, the organisation

must provide effective and attractive learning resources and

conditions.

4. Their needs therefore to be a match between achieving

organisational goals and providing attractive learning

opportunities. If our aim is to ensure that learning

opportunities match closely the aims and goals of the

organisation, than an effective ITN process enables us to do

this. It will then be possible to achieve our other training

objectives, see:

To make learning opportunities effective and

attractive.

This is what training design and delivery and

implementation are aboutTo keep a constant check on how

far this match is being effectively continued. This is what

training needs evaluation is about.

To keep a constant check on how far this match is

being effectively

The sequence of thinking can be for example:

In order to achieve our objectives our people to

question the way we do things

Therefore our people need to learn to question the

way we things.

The training need was about learning to question the way we do

things. The solution was not direct training in questioning, but a

subtler longer-term process of encouraging employees to take an

active involvement in their own development, thus increasing

their commitment to learning, to their work, and to the

organization as a whole.

It will useful to consider how the concepts of training need and

ITN have evolved over recent decades.

Level of performance and need

We find it helpful to consider performance (whether of people,

systems, processes, teams, or the organisation as a whole) at

three different levels. This means that the need arising from

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

Level 1 Implementing (I1) doing things well

Level 2 Improving (I2) doing things betters

Level 3 Innovating (I3) doing new and better things

Implementing level needs arise where the main problem is the

gap between desired and actual performance. In other words,

this is where people need to learn how to do the job well – as

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

requirements and needs, in order to bring performance up to

standard and maintain in there.

I1 : Implementing

Adhering (1) – learning to carry out basic tasks correctly.

This is done by sticking closely to the rules laid down for

doing the job and following precisely the set procedures.

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

and make adjustment to procedures in order to make things

work better. There may be minor changes in work

circumstances as the job is being carried out.

Relating (3) – involves learning to understanding why things

have been set up the way they have and why procedures work

as they do – as well as appreciating what needs to be done.

Adhering, adapting and relating are the focused of most basic

instruction and training, whether designed for newcomers to the

work or to “get people up to scratch” if their individual

performance has failed to match the standard required, or if for

some other reason they are lagging behind.

I2 : Improving

For Improving performance, where our aim is “to do things

better”, different types of learning are needed. This level

requires (1), (2), (2) an ability to act more independently, to take

initiatives and to make your own meaning and sense out of what

is going on. So we are concerned with the following model-

Experiencing (4), i.e. being able to reflect on experiences

and make our own meaning from them.

Experimenting (5), i.e. learning to design and carry out

systematic processes, in the form of experiments, in order

consciously to discover more about the job and the work,

normally in the terms of particular target areas deemed in

need of improving.

If people are encouraged to learn in this way (i.e. (4), (5))

considerable improvements can be made and performance

enhanced.

I3 : Innovating

Performance at this level requires two sets of learning in

addition to modes 1 to 5. here we are concerned with doing

“new and better things”, and therefore learning has to

concentrate on a more sophisticated and complex set of factors.

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

events, and people, and allowing integration and synergy to

be achieved. We thus learn to work better with others, and

particularly with people from different disciplines, who

may have different perspectives and assumption, all of

which need accommodating.

Dedicating (7), where we learn to work out of a sense of

purpose – why we are doing something, and why we are

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

and in a particular way. This should mean that we develop

a clear sense of “what is in it” not just for ourselves, but for

our colleagues, the organization as a whole, and the wider

community.

Organizational, group, and individual needs

As well as the three levels of need - implementing, improving,

and innovating (I1, I2 and I3) - there are also three areas of need:

organisational, group, and individual. Because we shall be

devoting, specific chapters to each of these, at this point we shall

give only a quick overview of them.

Organizational needs

These concern the performance of the organisation as a whole.

Information about this overall performance may identify areas of

need either for training or other interventions.

I1: implementing level

Here ITN is about finding out whether the organisation is

meeting its current performance standards and objectives, and, if

not, exploring ways in which training or learning might help it to

do so.

I2: improving level

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

current objectives but, for various reasons, to raise their level.

I3 : innovating level

These needs occur when the organisation decides that it has to

adopt a major new strategy, create a new product or service,

undergo a large-scale change programme, or develop significant

new relationships, as joining with others to form new

partnerships. The reason that so many major change

programmes fail (over 75 per cent, according to various research

studies) is that they do not recognise the need to take a holistic

view of all the systems - technical, human, financial, and

marketing - and they do not involve a wide range of

stakeholders in designing and implementing the change.

Group needs

These concern the performance of a particular group, which may

be a team, department, function, sub-unit, or so on. Information

about this group performance may identify areas of need -

which, again, may be for training or other interventions.

I1: implementing level

In this case ITN is about finding out how efficiently a particular

team or group goes about its business and meets its current

objectives.

I2: improving level

This level is where many continuous improvement projects are

to be found, because these are usually carried out by teams. The

team is able to identify improvement areas and also works

together effectively to carry out many process and systems

improvements.

I3 : innovating level

By working effectively with other teams across boundaries,

major changes can be brought about, better relationships and

communications be established, and new ways of working

together be formed.

Individual needs

These concern the performance of one or more individuals (as

individuals, rather than as members of a group). Again this

information may identify specific needs.

I1: Implementing level

Here ITN is about finding out to what extent individuals need to

learn or be trained

to bring their current performance up to the required level

STUDY OF NEEDS OF TRAINING

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

product or process, a training session is initiated to eradicate

root cause.

there are two types of worker -

1. Permanent worker

2. Temporary worker

A worker get the permanent job after the good and consistent

performance in the company, these people are well experienced

in their relative jobs. Temporary worker is a layman. They don’t

know any thing about the work, so these types of people require

training.

When a new person joins the company, he got the training about

the safety and maintenance. For getting these training he is send

in technical training cell (TTC). In TTC he has to go some basic

knowledge and instruction, which is given by the just senior

boss. That person is called line in charge. During the training a

person gets the job. He is watched by the line in charge. At any

point the line in charged found any fault in the work, the line in

charge instructed at that time, so that the worker does the job in

a proper way and come out with zero-defect product.

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 the 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 3 groups,

Highly efficient

Efficient

Adequate

If a person can handle all the machines related to any particular

job. That worker is called highly efficient worker. After getting

training 40% out of them became as highly efficient worker.

These workers are very efficient and can handle any situation

during the work. He can work on any machine at any time

without any problem. These people can take decision at the

critical point of time. So that these type of worker are called

highly efficient worker.

After highly efficient the second category is called ‘efficient’. In

this category those type of person are master in their job. He is

master in one job. In this category 50% worker comes. These

types of people are well known people in their particular job.

They are not able to handle the different machines. They feel

problem in some job.

After that the third category comes, that is called adequate. This

is not beneficial for the company. So that they are not

acceptable. They’ve less knowledge and not will to work.

Highly efficient person is well-known about their job. He can

handle any situation. So that this type of people doesn’t require

training. Efficient people are master of just on job. So that they

need training to be highly efficient worker.

Company is giving training to the efficient worker. For them

there are 3 types of training;

Counseling

Give the opportunity to work with highly efficient worker.

Give the expert knowledge about the work.

In counseling the instructor or counsel the worker. A line in

charge tries to motivate the worker to do their job in proper way.

This is a verbal communication. With the help of words a senior

person tries to make them as effective as highly efficient worker.

The second option “provide them opportunity to work

with highly efficient people” helps those people to learn. During

the work he can watch how the highly efficient people work?

How can they handle the situation? They got the idea about the

problem, which may be arising during the work. They also get

the idea about dealing those problems. This way an efficient

worker is developed to be highly efficient worker. Before start

working every worker should get the knowledge about the job

profile. Without proper knowledge no one can perform better.

There must be some defective in the product due to less

knowledge about the production process. So specific knowledge

is essential for zero-defect product. This is the duty of

management to educate them and provide full knowledge about

the production process and quality control.

For adequate people company has some other way for

giving them training. The work pressure is the best way for

make them work. Under this the person is send to work between

two highly efficient workers. They can work faster than

adequate person. So from both sides he faces the pressure for

work faster and effectively. This way an adequate worker can be

the efficient and highly efficient worker for company.

In any company some factor effect the training:

Strategies changes

Technical changes

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

Technical change requires more technical people. If co. wants to

retain the same people who are working form last sometimes

then company has to give them training. After getting training a

worker can adjust in any environment and work effectively.

Today’s era is the cost cutting era. In the intensive competition

cost of the product is very important. We can’t survive in the

market with high cost

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

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.

Rank-and-File job training:

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

This type of training can be imparted in a classroom or on the

job. It is performed by a foreman or a group leader. Its

advantages arise in so far as it is realistic and economical and

does not hamper production as well as necessitate from

classroom to job situations.

Limitations of rank-and-file job training:

The trainer may be an incompetent teacher

The shop floor may be busy

There may arise heavy production losses.

Supervisory training:

Supervisory training needs reveal utmost divergence in view of

divergent duties of supervisors. Employee attitude surveys help

in identifying area of supervisory training. Likewise, supervisors

themselves may be requested to indicate the areas where they

need training. Frequently, these surveys indicate that supervisors

need training in human relations, production control, company

policies and how to instruct. Supervisory courses consist of job

methods training (JMT) and job relations training (JRT). The

JMT helps the supervisors to improve methods in their

departments, while the JRT helps them in handling human

relations problems in their departments.

ON THE JOB TRAINING:

On the fob techniques are conducted in the real job settings. On

the job methods usually involve training in the total job. These

methods are typically conducted by individuals, workers,

supervisors. The main advantage is that the trainees learn while

actually performing their work, which may minimize the

training cost. They also learn in the same physical and social

environment in which they will be working once the formal

training period is completed.

Types of on the job techniques:

Job instruction training

Job rotation

Apprenticeship

Coaching

Vestibule training

Job instruction training:

Job instruction training (JIT) is received directly on the job and

so it is called “on the job training” it is used primarily to teach

workers how to do their current jobs. The worker learns to

master the operation involved on the actual job situation under

the supervision of his immediate boss who has to carry the

primary burden of conducting the training. Usually no special

equipment or space is needed, since now employees are trained

at the actual job location.

Steps of job instruction training:

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

its desired outcomes with an emphasis on the relevance of the

training. Since the employee is shown the action that the job

requires, the training is transferable to the job.

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

Demonstration by the trainer and practice by the trainee are

repeated until the job is mastered. Repeated demonstrations

and practice provide repetition and feedback. Finally the

employee performs the job without supervision, although the

trainer may visit the employee to see if there are any lingering

questions.

Advantages:

Easy organized

Realistic

Stimulates high motivation

Speeds up worker’s adjustment

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: Major drawback 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. 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 govt. are all grappling with how

to design educational reforms and education/training strategies

that will improve the skills of America's current and future

workforce. 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 b) is sponsored by employers or labor.

Management groups that have the ability to hire and train in a

work environment.

2. Apprenticeship is a training strategy that prepares people for

skilled employment by conducting a training in a bona fide

and documented employment settings. The content of

training, both on-the-job and related instruction, is defined

and dictated by the needs of the industry, which refers to all

types of business/workplace settings. The length of training is

determined by the needs of the specific occupation within an

industry. In the building trades, for example, some

apprenticeship programs are as long as five years with up to

240 hours of related instruction per year.

3. Apprenticeship is a training strategy with requirements that

are clearly delineated in Federal and State laws and

regulations. The National Apprenticeship Act of 1937 (also

known as the Fitzgerald Act) and numerous State laws

provide the basis for the operation of formal apprenticeship

training programs in the U.S.; regulations that implement

these laws are in force today. These laws and regulations

establish minimum requirements for protecting the welfare of

the apprentice such as the length of training, 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 and

that increases these wages throughout the training program in

accordance with a predefined wage progression scale.

7. Apprenticeship is a training strategy that involves a written

agreement and an implicit social obligation between the

program sponsor and the apprentice. The written agreement,

which is signed by both the apprentice and the program

sponsor and is ratified by government, details the roles and

responsibilities of each party.

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 Devalued. Such a step makes little

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

lost much of their meaning. Thus, we conclude that their term

"apprenticeship" should be reserved only for those programs that

adhere to the eight essential components described previously.

Other strategies may seek to adopt designs that conform to all

the essential components, in which case they may be called

apprenticeship. But to call any other types of programs

"apprenticeship" is to do a major disservice to the participants in

such programs. Whether intentional or not, the participants may

be misled into thinking that completion of these programs will

allow them to reap the benefits accorded to graduates of true

apprenticeship programs. Clearly, we are on the verge of a major

revolution with respect to how America prepares its workforce.

As a new national training system emerges in the coming years,

considerable thought should be given to the role of true

apprenticeship in that new system. One on hand, apprenticeship

could be the locomotive that drives this training system. Under

this scenario, apprenticeship programs would serve as the

principal form of training for preparing the majority of the

nation's workforce. Alternatively, apprenticeship may become

one of several cars on a train that provides a variety of training

options to existing and future workers.

Coaching:

At management levels Coaching of immediate subordinates by

their managers is common. A coach attempts to provide a model

for the trainee to copy it tends to be less

formal than an apprenticeship program. Coaching is almost

always handled by the supervisor or manager. It is likely not to

be as directive approaches such as nondirective counseling or

sensitivity training. If the trainee’s shortcomings are emotional

or personal. Coaching will be ineffective if relations between

trainee and coach are ambiguous in that the trainee cannot trust

the coach coaching thrives in a “climate of confidence”, a

climate in which subordinates respect the integrity and

capability of their superiors.

Vestibule training:

Vestibule training is a type of instruction often found in

production work. A vestibule consists of training equipment that

is set up a short distance from the actual production line.

Trainees can practice in the vestibule without getting in the way

or slowing down the production line. These special training

areas are usually used for skilled and semiskilled jobs,

particularly those involving technical equipment.

Vestibule is small, so relatively few people can be trained at the

same time. The method is good for promoting practice a

learning principle involving the repetition of behavior.

OFF-THE JOB TRAINING:

Off the job method are those training and development programs

that take place away from the daily pressures of the job and

conducted by highly competent outside resource people who

often serve as trainers, which is one of the main advantages of

this method. The major drawback of this is the transfer

problem.

Types of off the job training:

Lectures consist of meeting in which one small number of those

present actually plays an active part. The lecture method is a

popular form of instruction in educational institution. The

lecturer may be a member of the company or a guest speaker.

Before preparing the lecture some points should be considered.

Who is your audience?

What is your audience?

What is the time available?

What is the subject matter?

The lecture should be brief and to the point, presenting the

theme of the subject in a manner that arouses the interest of the

audience from the start. The speaker should be poised, courteous

and sincere. The action should be spontaneous. The role of a

lecturer is make difficult things simple, not the reverse.

Limitation of the lecture method :

It gives very little opportunity for active practice, development,

over learning, knowledge or results or transfer of learning. In

this method trainee himself or herself have to understand and

personalize the content of the lecture. It is not suitable for

courses where people with work experience are participating.

This method involves one-way communication, which is not

interaction of the audience. This method can’t readily adopt

itself to individual differences, which may arise farthest from

reality.

Audio-visual techniques:

Audio-visual techniques cover an array of tainting techniques,

such as films, slides and videotapes. It allows seeing while

listening and is usually quite good at capturing their interests.

These methods allow a trainer’s message to be uniformly given

to numerous organizational locations at one time and to be

reused as often a required.

Available devices used in lecture techniques

Blackboard

Flip chart

Magnetic board

Flannel board

Overhead projector

Conference or discussion method:

This method encourages the participation of all members of the

group in an exchange of opinions, ideas and criticisms. It is a

small group discussion in which the leader plays a neutral role

providing guidance and feedback. In spite 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

learning. 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.

The typical Role Involves Three Phases

The Warm Up : the objective of the warm-up is to get the

trainees participate in a constructive manner with minimum

anxiety and maximum motivation. The trainer’s introduction

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

trainees.

The Enactment : before conducting the role-play-enactment,

the trainer should carry out the following:-

(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.

Syndicate Method

Working in small group to achieve a particular purpose is a

syndicate method. The essence of this method is that participants

learn from each other and contribute their own experience to the

fullest. This 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 judgment through greater insight into human behavior. It

is suitable for training and development students, without any

experience.

The participants are divided into groups consisting of about

eight to ten participants. These groups are called “syndicates”.

Each syndicate functions as a team that can represent various

functional as well as interest areas. The syndicates are given

assignments which have to be finished and a report submitted by

a specified date and time. By rotation each member of the

syndicate becomes the leader for completing a specific task.

Each assignment to a syndicate is given in the form of a “Brief”.

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

Programmers, it is commonly referred to as “behavior

modeling”.Used behavior modeling to improve the interpersonal

and communication skills of supervisors in dealing with their

employees. 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 program 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.

Counseling:

It helps the trainees to observe their weaknesses and involves

measures to overcome them. It is related to periodic appraisals

of ratings. Specifically counselling purports to

Help the subordinates to do a better job, provides a clear picture

of how they are doing, build strong personal relationships and

eliminate, of at least minimize anxiety.

Understudies System:

In this the trainees work directly with individuals whom they are

likely to replace.

However, it is disappointing as 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.

Telephone Training Sessions-

Telephone training sessions are for individuals or small groups

(up to five people). During a Telephone Training Session we

will evaluate your specific needs, tailor a session to your needs

and provide you with more advanced tips. Register for a session

that is convenient for you. Once you schedule a session we will

contact you on the date and time specified to complete the

training.

Distance Learning Sessions

It’s for groups of more than 5 people up to 18 people. it utilized

both presentation &live demonstrations. Once you register,

they’ll email you a website address &toll-free no.

STEPS INVOLVED

The seven major steps which is essential for this are the

following:-

1. Determining the need for skills training

2. Translating skills needs into training objectives

3. Formulating the budget

4. Selecting trainees

5. Choosing a training method

6. Selecting and educating trainers

7. Determining evaluation procedures

5S TRAINING

What Is 5S?

The five S stands 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. A cornerstone of

5S is that untidy, cluttered work areas are not, productive.

As well as the physical implications of junk getting in

everybody's way and dirt compromising quality, people are

happier in a clean and 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. Space is crowded with parts and tools.

1. Unneeded items are stacked between workers.

2. Excess inventory on the floor.

3. Excess items and machines make it difficult to

improve process low.

4. Equipment is dirty and a collection point for miscellaneous

materials.

EVALUATION OF TRAINING AND DEVELOPMENT

Evaluation means the assessment of value or worth. Evaluation

of training is the act of judging whether or not it is worthwhile

in terms of set criteria. It provides assessment of various

methods and techniques sells training to management, identities

the weaknesses of training program and helps to accomplish the

closest possible correlation between the training and the job. A

comprehensive and effective evaluation plan is a critical

component of any successful training programs. A lack of

evaluation may be the most serious flaw in most training and

development efforts. Which they have already convinced

themselves is worthwhile. Thirdly, some of the organizations are

involved in training because their competitors are doing it or the

unions are demanding it. Fourthly, as it is very expensive, the

orgs do not want to spend on the evaluation. Fifthly, some of the

training programs. Are very difficult to evaluate because the

behavior taught is itself very complex and ambiguous.

METHODS OF TRAINING IN COMPANY

In Shri Ram Pistons and Rings Ltd., Ghaziabad. Need based

system of importing training is followed. Training is based on

the frequency of defects found during the production. Job

supervisor is vigilantly watching each and every product. If he

fined any defect in the product, he instructs the worker to do

right way. If no. of worker are doing same mistake, than all of

them are taken in a group and provided training spontaneously.

This way only defective based training is provided by the

company.

Firstly each department analyzes their weak points and then

they simply inform to the management, then management

arranges the training according to the priority and asks all the

departments to give the names of the trainees who need any

training with their topic. After getting the names the

management made a training calendar which specifies the name

of workers from any department who need training on the

specific topic, name of department and the subject of the

training. Each training is divided into batches so as not to disturb

the work of the whole company. Any worker from any

department who need the same kind of training comes in the

same batch .after allotting the batches management give focus to

training schedule. Training schedule is also made after allotment

of the trainer .Then a circular is circulated which specifies all the

detail regarding the training.

RESEARCH METHODOLOGY

Research Design :

The main objective of the project is to find “the role of training

at Shri Ram Pistons and Rings Ltd.” the following are the

research teams that are used for the research work.

1. Data Collection Method:

Here I use both primary as well as secondary data collection

method.

(i) Primary Data: Primary data are those, which are

specially/ collected for the problem in hand. I had

collected primary data through following ways:

Through personal interviews

Questionnaires

Observation

(ii) Secondary Data: Secondary data are those, which

have already been collected by someone else, which

had been provided to us during the training period.

2. Sample Unit :

My target population for this project was all the employee

of Shri Ram Pistons and Rings.

DATA ANALYSIS & INTERPRETATION

Analysis of responses of staffs

SPR provides various types of training to its staffs. There are on

an average 100 staffs who have gone through these training

programs in one batch the company provides training in batches

as it has a huge number of employees .In every batch they

provide a different type of training according to the needs of

employees and their department These training programs are:

1. Work Culture

2. Absentees

3. Quality of work life

4. Discipline of shop floor

5. Industrial safety

6. Attitudinal change

7. Productivity

8. First Aid

9. Energy Conservation

10. Benefits of ESI Corporation

11. Communication

12. Leadership skills teamwork

13. Interpersonal relations

14. Change Management

15. Quality circle

16. 5’S”

17. Supervisory Development Programme

18. Personality Development

19. Rational Emotion therapy

20. Time Management

21. Stress Management

22. Quality circle

23. Presentation Skill

These training programme is based on the above needs of the

training .it is conducted in various batches. Each batch allotted a

different time period for their training. Only one training is

given at a time employees having same requirement from each

department taken in the same batch .it is given by department

heads, or by any expert.

VARIOUS DEPARTMENTS

Engine valve forge shop-Green

R&D Department-purple

RPTL Department-Blue

QA Department-brown

Work Engineering-grey

Aluminum Foundry

DATA ANALYSIS

Training Material

Before thetraining

After thetraining

In the analysis of the training program, the next question was,

“when the study material should be provided either before the

training or after. Out of 25, 19 trainees opt that study material

should be given before the training. And just 6 want the study

material to be provided after the training.

Need or Requirement of any test

Test should be

Test should notbe

Before any training program should there be any test for the

purpose of selection of the trainees. Regarding this out of 25, 14

trainee’s replies in the favor of the test and 11

Were against any such test. There is a mall difference between

both the views. So it is difficult to choose any one. In my

opinion, before selecting a trainee there must be a test conducted

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

lacking points and qualities in them which is affecting their

work.

Quality of training programme

Average

Good

Outstanding

The competence of the training program well defined has been

assessed on the basis of certain qualities.

On the piratical value aspect just 3 out of 25 found that the

program was average found that the training program was good

and rest 5 thought that it was outstanding.

Idea Gained

Poor

Good

Outstanding

On the aspect of gaining of new ideas in the training program,

most of them found that,

They got new ideas. The no. of staffs that had this type of

thought is 13. Out of 25, 11 trainees think that new ideas gaining

through the program was outstanding. Just one person thought

that, he didn’t get any idea in the training program.

Self Development

Good

Outstanding

Self development aspect in the training program, there is a little

difference between good and outstanding. Out of 25, 14 trainees

said, that the training program is good for self development and

rest 11 thinks that the training program is outstanding.

Relevant to the current job:

Relevant

Very muchrelevant

The entire program should be relevant to the job of worker. In

search of this idea in the program, it was found that out of 25

trainees 11 thinks, that while training what-ever they got was

relevant the current job. Rest 14 thinks the program is

outstanding in the relation of current job. It’ll be very helpful in

the future to perform their job in a better way.

Efficient use of time :

Good

Outstanding

Efficient use of time in the training program is very much

important for every worker staff, because everyone wants to use

his/her time efficiently. 11 out of 25 trainee’s expert-

-need good use of time during the training. Rest 14 experienced

the excellent use of time.

Maintaining the interest:

Good

Outstanding

Maintaining the interest of participants is essential for the

success of any program. It was found that only one trainee says

that he didn’t have any interest in the training program. Out of

25, 9 trainees say that in the program their interest was good.

Rest 15 says that, their interest in training program was

outstanding and they are benefited more.

Clarity:

Good

Outstanding

In any program, clarity is an important factor, without it we

can’t assume the success of

any such program. The clarity of materials and lectures are very

important in making the program a successful event. 11, out of

25 trainees say that the program is very good on clarity. Rest 14

says that the training program was very much clear.

The training program has mainly been areas rated on three

parameters.

i. Skill Enhancement

ii. Personality Enhancement

iii. Efficiency of doing work

iv. Easiness of doing work

v. Progress in their work and results

vi. Overall changes in themselves including common,

confidence control over stress etc.

All the trainees have rated the training program differently on

the basis of all these parameters which are mentioned above.

Skill Enhancement:

Good

Excellent

According to the development of skills out of 25 trainees 11

have experienced good and rest 14 have experienced excellent.

Personality Enhancement:

Good

Excellent

On the basis of personality enhancement 12, out of 25 trainees

rated this training program good and rest 13 rated this program

excellent.

Frequency of training program:

Every month

Every threemonth

every six month

Once in a year

The experience this was so impressive that all the trainees very

much interested in these types of programs. They want more of

such types of training programs. So 8, out of 25 trainees want

this type of training in every month .On the other hand 9 trainees

want such program once in every three month. 5 out of them

want to hold such types of program twice in a year. Rest of them

wants to hold this once a year.

Duration of training program:

8 Hours

12 Hours

20 Hours

Its duration is a big question for the management. All trainees

who had attended the training program have different opinions.

13 out of 25 trainees want the duration of these programs to be 8

hours. 7 of them want 20 hours and 5 want the duration to be 16

hours.

Analysis of workers response

I have taken the views of only 45 trainees for analyzing the

workers response. Mostly trainees have gone through the topic

like –

i. Skill Enhancement

ii. Personality Development

iii. Communication

iv. Time management

v. Presentation skills

vi. Leadership skills teamwork

vii. Energy conservation

viii. First aid

ix. Stress management

x. Absentees

There are various departments in Shri ram pistons and rings like-

Engine Valve Forge Shop,

RPTL

QA Department

R&D Department

Works Engineering.

Aluminum Foundry etc.

Among all the trainees only 45 I have taken who have also gone

through these training programs. All the 45 trainees got the skill

enhancement, personality development, first aid, stress

management, absentees, presentation skill and communication

skill training. among all 40 have got leadership training, energy

conservation. Some of them got the training on all these topics

but in different time period and in different batch. 8 of them

gone through only 3 topics.

Improvement

Not Improvement

can't say

To read the development after applying development programs

questions are asked to the workers. Responding to the questions

16 out of 45 workers say that they got improvement after the

training program, 15 told that they didn’t get any improvement

and rest 14 are unable to say anything.

Before thetraining

After the training

In any training program the material plays an important role. So

it should be provided. But the question is that, "when should be

the materials be given, before the training or after the training.”

In the responses of such Question, 30 out of 45 workers say that

materials should be given before the training and 15 says that it

should be given after the training.

Ready to facetest

Don't ready toface test

A good trainee is essential for the successful completion of any

training program. A good trainee can be selected by the test. So

a test is required for selecting appropriate trainees. Responding

this 27 out of 45 workers tell that they don’t want to go through

any test and rest 18 want to go through such test process.

The evaluation of any program is very much requiring for the

future. It can be done by asking the question from trainees, it can

be also done by taking various test related with the training

programmers. Questionnaire method is also used for evaluating

these programmed.

It can help in future to take decisions and to decide the course

of action which helps in fulfilling the companies’ objectives.

Management can change any module according to the

Results come from this. By evaluating and analyzing the

management can arrange the new

training programmer for their employees.

Skill Enhancement:

Good

Very good

Excelent

Responding to skill enhancement programs, 11 out of 45

workers say that the training program was good, 20 say that it

was very good and rest 14 trainees opine that training program

was very helpful to enhance their skills and perform their job in

batter manner.

Personality Enhancement:

Good

Very good

Excelent

Responding to the personality development questions there are

different views of the trainees, 6 out of 45 workers say that the

program was good, 18 say that it was very good and 21 workers

say that program was excellent.

Others topics:

Good

Very good

Excelent

Responding to the other topics of training questions trainees are

very much conscious about their improvement. 10 out of 45

have good experienced regarding development programs, 13 say

that program was very good and rest 22 having excellent

experience

4 Hours

8 Hours

16 Hours

20 Hours

The duration is an important factor for the successful completion

of any program. It should be according the requirement of the

trainees. 2 out of 45 trainees say that duration should be 4 hours,

6 say that duration can be 8 hours. 10 out of them want 16 hours

and rest 27 wants 20 hours for the training program.

Every month

Once in 3months

Once in 6months

Once in everyyear

Due to the changes in busy. The frequency of these types of

programs should be higher. It should be acc. to the convenience

of trainees. 10 out of 45 want this should be conducted every

month, 8 want after every 3 months but 20 thinks the gap

between two should be exceed 6 months. Rest 16 wants the

frequency of these programs to be once in a year.

CONCLUSION

In the millennium when the corporate world is designing newer

techniques for developing employees and retaining them,

Shriram Piston & Rings Ltd. Is no way behind and the

organizational structure is such that people work hand in hand to

align the organizational goals with the individual’s goals

As we know, in today’s global scenario the employees are the

most important assets for any organization. In order to cope up

with the changing market conditions, development of

technology, rising expectations of employees & introduction of

new management systems, it is essential to increase emphasis on

training & development.

LIMITATION & SUGGESTIONS

LIMITATION

(i) Duration of summer training is not sufficient to

understand complete cooperate world & due to this I

could not focus on other area, which I was planning in

the beginning of my project.

(ii) We only had an interaction with two or more HR

employees if we could make it for all HR employees to

understand other pain area.

(iii) There were no advanced & appreciation courses which

will be beneficial for the knowledge of senior

management personnel.

(iv) Facilities to train the trainers were not & adequate.

SUGGESTIONS

The training can be made effective and successful if

the following hints are considered :

1. Specific training objectives should be outlined on the

basis if the type of performance required achieving

organizational goals and objectives. An audit of

personnel needs compared with operational

requirements will help to determine the specific

training needs of individual employees. This

evaluation should from well-defined set of

performance standards towards which each trainee

should be directed.

2. The trainee should be helped to see the need for

training by making him aware of the personnel

benefits he can achieve through better performance.

He should be helped to discover the rewards and

satisfaction that might be available for him through

change in behavior.

3. Attempts should be made to create organizational

conditions that are why changes are needed. Any

distraction in the way of training environment should

be removed. The support of the upper level of

management should be obtained before applying

training at lower level.

4. It should be recognized that the trainees do not

progress at the same rate. Therefore flexibility should

be allowed in judging the rates of progress in the

training program.

5. As the trainee acquires new knowledge skills or

attitudes and applies them in job situation. He should

be significantly rewarded for his effort.

6. The trainee should be provided with personal

assistance when he encounters learning obstacles, fare

provide, lunch sac ties good cooperative environment.

7. Training method should be ascertained with the advice

of personnel manager and high officials about the

system which will suite the training.

8. A trainer must be ready before the start of the training.

He should ascertain as to what is to be taught and by

which method..

9. Trainee must be mentally prepared to learn. Training

must recognize individual difference in abilities,

interest, learning speed and other significant personnel

characteristics.

10. The instructor must prepare time table of the training

and only one sub-job should be taught in one instance.

11. All jobs must be orderly. This order should be made to

understand and time for each sub-job should be

distributed.

ANNEXURE

TRAINING & DEVELOPMENT

(QUESTIONNAIRE)

Name …………………………………………………

Department ………………………………………

Designation ………………………………………

1. What type of training and how many training have you gone

through?

(i) (ii) (iii) (iv) (v)

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

trainees?

Before the training after the training

3. Before started training programme should you go through any

test?

Yes No

4. Please rate the overall training programmed on the following

qualities:

Program Poo

r

Fair Avera

ge

Goo

d

Out

standi

ng

1. practical values

2. New ideas gain

3. help full to self

development

4. Relevance to your job

5. Efficient use of time

6. Maintaining your

interest

7. Clarity

5. Rate your particular training programme according to your

development

.Training Programme Poor Fair Good Excelle

nt

1.

2.

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

programme in your company.

Once in a month once in 3 Months

Once in 6 months Once in 12 Months

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

programme?

4 Hours 8 Hours 16 Hours 20 Hours

8. Would you like to suggest something for the training

programme?

_________________________________________________

____

_________________________________________________

____

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____

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____

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____

Date : Signature

BIBLIOGRAPHY

BOOKS :

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

enlarged edition 2001, Himalaya Publishing House.

2 Kothari C.R., “Research Methodology”, revised edition 2000,

Vishwa Prakashan.

3 Flippo B Edwin, “Personnel Management”, sixth edition, Hill

Book Company.

MAGAZINES:

Company’s catalogues & annual report year 2008.

WEBSITES:

1 www.shrirampistons.co.in

2 www.hr.com

3 google.com