National Institute of Fashion Technology, New Delhi

Department of Fashion Technology

Submission of Assignment-1

APPAREL QUALITY MANAGEMENT

TRAINING FOR QUALITY
BFT - 6

By - Eishita Mehta, Radhika Chandak and Shivani Gupta

Under the supervision of

Prof. Archana Gandhi
Introduction

Quality is a critical element that distinguishes a company from its rivals. Quality
management tools guarantee that systems and processes are altered, resulting in
higher-quality goods and services.Total Quality Management model begins with
research and collecting information about end-users followed by planning and full
participation of employees for successful implementation.
Thus , quality management also includes proper training of employees .
Quality products ensure that you survive the cut throat competition with ease.

Methods of Past

Most businesses have a designated training manager or training department.

Traditionally, the most effective strategy to satisfy a training demand would be to
consult the training person or department. This would entail appointing an expert or
group of experts from one or more functional divisions to devise a strategy for
meeting the training requirement. Some of these are :
● On-the-job training
● Classroom training
● Self-instruction through video cassettes, programmed instruction, home study, etc.
● Visits to other companies
● Membership in professional associations
● Computer-based learning

In the 1990s organisations began to realise that quality is related to every

department and organisation thus creating a competition between different
organisations for better quality training .

Management of quality training

Given the enormous challenges that quality training faces, quality training
management in this setting must be coordinated and integrated.
● A clear demarcation of roles for who contributes and in what ways,
● a strong and unwavering focus on the customer—internal and external,
● a plan designed with specific methods and tactics for quality training,
● A budget to support the plan are some critical components of this.

1. Responsibilities - Training can only succeed if there is accountability for its

implementation and effectiveness . This accountability lies with the leadership
team . They have to finalise a strategy keeping in mind that it aligns with other
 operational , cultural and financial corporate strategies and then evaluating
the results of the training . The responsible parties are :
● Executive leadership : The executive team must become quality-aware
and encourage their professional development staff to provide
quality-training opportunities.
● Human Resource : There is a growing tendency in professional
development to seamlessly incorporate excellent training into the
curriculum. Human resources may source the subject content internally
or outsource it to external quality training providers.
● Quality professionals : To guarantee that the organization's goods and
services are of the highest quality, quality specialists collaborate
closely with HR professionals.

2. . Focusing on the customer - A fundamental quality concept is to maintain a

laser-like focus on the client. A strong knowledge of the client necessitates the
inclusion of all those who will participate in or benefit from the quality training
in the design and delivery process. Customers and their objectives are
carefully identified by responsive firms.

3. Developing a training plan for Quality : A strategic training plan addresses

these key areas-
● quality awareness,
● executive education,
● management training,
● technical training,
● resources,
● budgeting,
● staffing
Quality Awareness - . The objective of quality awareness is to convey a basic
understanding of
❖ Why quality is important
❖ What quality means in our environment
❖ How quality affects our daily work
❖ Where we can begin to apply quality concepts and techniques
All staff get clear and systematic quality awareness training from organisations that
have achieved the Malcolm Baldrige National Quality Award (MBNQA).

Executive Education -
In the past, executives were requested to convene in a group and learn from a
trainer or lecturer. Today, the strategy has been tweaked to accommodate a variety
of alternative distribution and content possibilities. The principal subject matter of a
TQM system is included in the topic matter.
❖ Awareness
 ❖ Quality leadership
❖ Roles and responsibilities
❖ Reward and recognition
❖ Team processes
❖ Strategic quality planning
❖ Customer satisfaction and loyalty
❖ Benchmarking
❖ Customer supplier relationships
❖ Business process quality
❖ Self-directed work teams
Some of the contemporary delivery techniques that are particularly well suited for
executives are :
- Modular training - It permits a module to be introduced into a planned meeting
by breaking down the training subject matter into bite-sized bits of no more
than 2 hours in duration. Makes it easier to digest .
- Just in time training - This allows to immediately put the knowledge to use .
The executives' job is to recognise and grasp what kind of training is being
provided and why it's necessary for the company to learn and use this
information.
- Monitoring - This will expose the executive to high-quality subject matter while
also allowing them to apply it to issues that are important to them. The
Executive can acquire a personal understanding and sense of confidence by
asking questions and challenging concepts and approaches.
- Lecture by peers - Peer lecture gives the high-quality subject matter a sense
of realism. This is best done by having other executives, both internal and
external, share their issues and experiences.
- Self study - Executives are provided with materials . There are scheduled
review points where the quality expert will consult with the executive to assure
conformance to the education plan and exploitation of opportunities to apply
the knowledge. Self-study is usually applied in conjunction with the mentoring
approach.
- Conferences - Attending high-quality conferences and public seminars allows
the executive to choose the most appropriate topic matter and applications.

Management Training
● Management-level employees are usually the first candidates for quality
training. This group includes the organization levels from first-line manager
(just below the executive level) to supervisor.
● They make up the membership of pilot quality improvement teams, business
process quality management teams, quality planning teams, etc.
● These individuals receive an abbreviated version of the executive subject
matter, and more detailed information on the tools, techniques, and methods.
● They must understand the how-to’s of a TQM system implementation.
 ● Management training focuses on both the technical and human side of quality.
● Additionally, they must be trained to be sensitive to the organisational culture.
Quality training subject matter for this group will fall in both the strategic and
tactical categories.

Technical Training
● This type of quality training consists of a wide variety of tools and techniques
that enhance the employees’ ability to collect and analyze data and present
the resulting information for decision making.
● Because concern for quality has permeated virtually every industry and
organization, these tools and techniques vary greatly in type and application.
● There are, however, a core group of them that are applicable in most
industries. A prime example of this is a curriculum from Florida Power and
Light Co. for “Application Expert,” a series of training workshops to develop
internal experts in statistical quality control (SQC).

Resources
● Every quality training program needs resources.
● There have been many instances where an aggressive training plan for
quality has been developed and not implemented. The reasons stated are
invariably lack of funds, time, or people to carry out the plan.
● Training for quality has to be budgeted, staffed and planned like any other
business activity.
● If these resources are to be part of departmental budgets, the departments
have to be part of the planning process (as customers) and see the benefits.
● World-class quality organisations, e.g., Malcolm Baldrige National Quality
Award winners, budget a minimum of 40 hours per year for quality-related
training.
● Many of them have a very small staff of trainers, depending instead on
departmental volunteers to carry out the bulk of the training efforts.
● The funding for quality training is planned for and budgeted by the Training
department or individual departments. The Training department generally
budgets for all developmental costs. The Quality department provides a
technical consulting role to the training department in the development of
materials and qualification of instructors.

Budgeting
● Training for quality, as any other key activity, requires a dedicated financial
commitment. These finances can be centralized or decentralized. However,
they need to be committed specifically to the strategy and tactics that support
training for quality.
● Many organizations have chosen a decentralized approach, in which each
individual business unit designates a segment of its overall training budget to
training for quality.
 ● The quality projects that are planned for the year are analysed for training
requirements and prioritised. The budget for quality training is then matrixed
against these requirements and the executives make specific decisions
whether to increase, realign, or decrease their quality training resources.
● Identifying and budgeting for what is to be achieved, rather than letting the
amount of money available drive how much training will be done, gives the
executives a different perspective on training for quality and budgeting. It
allows them to make return-on-investment decisions that can dramatically
change the organization’s view of the value of training for quality.

Staffing
The personnel requirements necessary to support training for quality have changed
significantly over the past decade.
Currently there are many basic types of staffing options that organizations utilize.
There is, however, one constant trend: quality departments and the training function
for quality are leaner and multifunctional.
Various staffing structures are described below.

-Centralised: This is the traditional structure, in which there is a dedicated group of

individuals that research, develop, instruct, and evaluate the quality-training
curriculum. Participants view the quality training as something distinctly different from
other professional development activities.

-Decentralised: In this model, each department, division, or business unit has its own
approach to training for quality. There is a common strategy. However each unit is
charged with developing its own tactics and deploying them within their areas of
responsibilities. This is not an effective approach to quality training and takes a much
higher level of coordination.

-Shared: This is similar to the hub-and-spoke model, with slight enhancements. The
trainers draft volunteers from the organization to support the training plan. These
volunteers are selected from those who have received quality training in the past and
may be supporting the quality system implementation as facilitator, team leader, or
team member.

Curriculum Design

Curriculum design is the mainstay of a successful quality training system. The

process by which the subject matter is selected and shaped into a curriculum is of
critical concern.

Key elements of this process are

● Analysis of customer needs
● Instructional design
● Content development
● Pilot testing

In the past, training for quality was limited to a basic curriculum of tools and
techniques, and it was left up to the customers (those benefiting from the training) to
determine how to best apply the training to their business environment.
Contemporary quality curriculum design focuses on those areas where quality can
support the business objectives, through either some skill application or
philosophical understanding.
Once the business needs are identified, the designers develop learning objectives
(outcomes) and tie them to method of instruction (instructional design). Instructional
design consists of developing specific “learning events” or “educational tactics” that
can assist an individual in translating written word into knowledge. These learning
events may take the form of problem-solving exercises, role playing, case study
analysis, group activities, and other interactive learning techniques.

The key objective is to minimize the traditional passive approaches to learning

(lecture and reading) in favor of a more interactive, “hands-on” approach. An
effective quality-training curriculum will string these learning events together, paying
particular attention to the timing, content, sequence, and technique, to successfully
bridge from one to another while continuing to focus on achieving the learning
objectives.

Content development is also based on the learning objectives, which, in turn, is

influenced by three factors:
the performance needs,
job requirements, and
audience.

Once the content has been developed, the quality training should be pilot-tested with
a group of objective participants. This group can consist of trainers or a randomly
selected group of the target participants. The key to a successful pilot is that the
participants be given a specific set of instructions describing how to evaluate the
content and design. The pilot testing is time-consuming. If the test is improperly
planned, it will be ineffective.

IMPLEMENTATION AND DELIVERY

Training for quality is usually delivered in two steps:

1. Implementation planning and preparation

2. Delivery
Instructional Techniques.
The implementation designer must first determine which instructional strategies are
most appropriate for providing the training before selecting delivery media. When the
following conditions present, training will be most efficient in transferring skills and
enhancing knowledge:
1. The student has easy access to programme materials.
2. The training is quantifiable in terms of learned skills.
3. There is assistance available (if delivery occurs in a group setting).
4. The graphic clarity of the materials is excellent.
5. The content is interactive.
6. Learners have a significant degree of control over the pace and delivery of
training.
7. Performance-based assessment and grading are included in the training.
8. Training materials can be reused and revised. Practice and exercise are used to
supplement the training.

Media, Devices, and Delivery Systems The delivery system, medium (or media, if
appropriate), and gadgets that are most successful and cost-efficient for a given
training event are determined by the instructional approaches used. There are three
types of delivery systems: lecture-based, computer-based, and video-based, each
with its own set of delivery medium and support technologies.
Live lecture
Audience-response systems (ARS)
Workbooks and Case Studies
Audiotape, and live video (TV) are some of the media alternatives accessible.

TRAINING METHODS
Training methods are of two types:-
(i) Conventional Training Methods - On-the-job training (OJT) is an excellent training
method that is still in use today, especially for quality improvement and quality
planning teams. In an OJT setting, the student (learner) does the work for which they
are being trained while being supervised by an experienced trainer or mentor. This
method is particularly useful for quality control, quality assurance, process design or
redesign, benchmarking, and issue resolution in general (e.g., quality improvement).

(ii) Technology-Based Training - TBT (technology-based training) is a type of training

that teaches, controls, and supports the instruction process. Most significantly, it has
the ability to make learning more efficient and productive.Computer-supported
learning resources, computer-managed education, and computer-assisted instruction
are all included in TBT.

LEARNING LABORATORIES
They are intended for educational and training purposes only, not for technological
research or production. The learning laboratory model of total knowledge transfer
includes: a classroom introduction to quality management ideas through lecture,
discussion, and team activities. Practice with genuine tools and applications in a
realistic, workplace-like environment with training exercises and case studies.

Collaborative Training Systems - The most advanced kinds of computer

teleconferencing are collaborative training systems. Three significant breakthroughs
have aided the rise of participatory, on-line training and collaborative work sharing
over the last decade. These include:

1. The tremendous increase in the internal training needs of both public and private
sector businesses.
2. The emergence of work-process-oriented partnerships based on collaborative
structures including project teams, empowered cross-functional teams, and
self-directed work groups.
3. The creation of "groupware," a category of systems and software that enables
effective communication and collaborative project implementation within and among
work groups.

EVALUATION
The traditional paradigm for training assessment is based on Donald Kirkpatrick's
straightforward four-part training evaluation process, which he presented in 1976. It
evaluates the following:

1. Trainees' reactions
2. The education of trainees
3. Whether and how trainees put what they've learned into practise
4. Has the use of learning improved job performance, and if so, how?

How do big companies train and develop employees?

Google
Google has some unique ways in order to train their employees without feeling
overwhelmed .
● Whisper Courses to drive microlearning
❖ In 2017, Google began adopting Whisper Courses to encourage
microlearning, demonstrating that you shouldn't have to yell to get
people to buy into your development ethos.
 ❖ Recognizing that the bulk of knowledge learned in courses was
forgotten within days, they devised a plan to send managers a series of
weekly reminders.
❖ Google's bite-sized teachings, was to make messages "stay."
Managers were reminded of the need of displaying real and clear
gratitude for their team members through the microlearning approach."
According to a poll, 95% of participants would suggest the whisper
course to other Googlers because of its favourable impact.
❖ “A whisper course is a series of emails, each with a simple suggestion,
or ‘whisper’ for a manager to try in their one-on-ones or team
meetings.”
❖ A google sample email .

● G2G - Google to Googler

❖ Google's employee-to-employee (Googler-to-Googler) network
accounts for 80% of the company's measured learnings, with over
6,000 people throughout the company volunteering as instructors. They
freely offer their expertise and talents through seminars, one-on-one
sessions, job assistance, and other venues.
❖ Google encourages motivated teachers who are experts in the subject
matter to conduct training to workers; they are interviewed for the post
and given feedback/recognition along the way.
❖ Not only does this engage individuals, but it also reduces training
expenses by ensuring that the funding is only utilised for specialised
training programmes or sessions, as well as specialty material.
 ❖ Even if the programme is of voluntary nature , employees care for the
value it provides .

Starbucks
The Barista Basics Training Program provides the initial training for a newly hired
barista on essential skills and knowledge required to the barista role at Starbucks
Coffee Company. Through the use of simple and intuitive tools, skills are taught
through one-to-one delivery and on-the-job training.

Shift Supervisor Training Program

The Shift Supervisor Training Program focuses on the basics of people
management; training new partners, supervisory skills, floor supervision, cash
controller responsibilities, ensuring the delivery of the Starbucks Experience and
more. This program includes training on a shift supervisor’s responsibilities for
running a shift and on additional responsibilities for supporting the store manager in
running an effective store. The program uses a combined delivery method of
classroom and in-store training.

Retail Management Training Program (Assistant Store Manager or above)

The Retail Management Training Program contains information on effective
management practices and includes topics on motivation, delegation, problem
solving, improving performance, managing the Starbucks Experience and
maximizing profits. The program uses a combined delivery method of classroom and
in-store training and application.

District Manager Training Program

The District Manager Program is a foundational training program that prepares a
new district manager to be successful in their role. This foundational training is
delivered over a fifteen-week period. It combines paper and online training modules,
in-store skill practice and one-to-one delivery.

WHAT MAKES STARBUCKS TRAINING PROGRAM SO GOOD?

The following are some of the highlights of the Starbucks training programme that
take place during the first four weeks of a new employee's employment.

Work with a Store Manager or a Learning Coach on your first shift.

When new partners begin their careers, they are never given the opportunity to make
mistakes. As they learn the ropes, they are constantly accompanied by a store
manager or a learning coach.
Starbucks uses the Tell, Show, Do method. What baristas learn in training is how to
tell. The Learning Coach explains them exactly how to do something, and the barista
performs the action with the coach watching to assist, train, and reward them.

24 Hours of Classroom Learning

This training, dubbed the "Starbucks Experience," contains a review of the
company's history and culture, as well as an understanding of Starbucks' strong
social responsibility programmes. The coffee is then introduced to new partners,
including where it is grown, how it is gathered and roasted, and how Starbucks
handles its farmers.
Starbucks' new partners understand right away that they are not working for another
corporate behemoth simply focused on the bottom line. They are aware that they are
contributing to a larger cause, an organisation that gives back.
This training involves self-guided booklets (as we all do), but at the end of each
module, the Learning Coach checks in with the new partner.

TCS Training Programs

Initial Learning Program at TCS

The Initial Learning Programme (ILP) is TCS's most powerful and reliable grooming
tool for all new recruits. The ILP strives to turn fresh engineering graduates from a
variety of disciplines into leaders in their fields.
To recruit and train software professionals, as well as to introduce them to the TCS
culture.

● TCS Ignite
According to research, just approximately 2% of all graduating science
students in the United States are employable, and they often lack the basic
abilities needed to survive and advance in the technology business. TCS
Ignite is a programme designed to address this problem and build a skilled
resource pool for the IT industry. TCS Ignite is a rigorous learning programme
for young scientific graduates who work for Tata Consultancy Services (TCS).

● Aspire – An E-learning module for students

TCS has built an e-learning package called Aspire for new TCS employees to
use. Introduction to Computers, Programming Fundamentals, Problem
Solving, and Databases are the four IT Foundation skills covered in this
course. It also includes a session on the soft skills needed for IT
professionals.
Training Programs Aimed at Experienced Professionals
TCS has established a number of continuous learning programmes for its seasoned
employees throughout the years. This includes topics such as company strategy,
project requirements, technology, and future business directions. It addresses the
organisation's long-term, short-term, and medium-term needs in addition to individual
aspirations.

● Building Enterprise Architects

The EA Star programme, developed by TCS Learning & Development in
cooperation with Technology Excellence Group, is focused at developing
Enterprise Architects. The curriculum was designed to meet the growing
demand for Enterprise Architects and TOGAF certified experts in a variety of
project roles.

● Ambassador Corp
TCS Ambassador Corp is a leadership development program, that prepares
experienced employees for global sales roles. TCS’s Ambassador Corps
Programme Focuses on critical business and communication skills and also
equips managers to tackle challenges posed by cultural diversity.

Self Learning/ Competency Management Tools

● iCALMS
iCALMS is a Competency Management solution that aids in the integration of
required skills and labour at a given time. It fills the gap between current
competency and the projected proficiency of colleagues. Learning modules
tailored to the organization's needs are then used to close the gaps.

● Books 24X7
An broad, fully searchable Web-based reference tool aimed for TCS
employees' information needs. Provides a wide range of ready-to-read
materials on a variety of subjects and topics.

Knowledge Management
Knowledge management is concerned with creating organisational settings in which
individuals can share, generate, and exploit knowledge in order to gain an advantage
in terms of innovation and competitiveness.

● KNOWMAX
TCS has created KNOWMAX, a web-based Enterprise Knowledge
Management system that is available to all TCS consultants worldwide. This
platform emphasises the creation of reusable assets. KNOWMAX decreases
cycle time by acting as a central knowledge repository for all of TCS's
 projects. Apart from global assets that are accessible to all authorised users,
KNOWMAX also has customer-specific assets that can only be viewed by
project teams working for that customer.

Training as part of CSR – Supporting Inclusive Growth

● Affirmative Action Program at TCS

TCS Affirmative Action aims to "improve the employability of graduates from
socially disadvantaged sections and other underprivileged groups across
India who are unable to find work due to a lack of communication skills, low
self-confidence, or other barriers unrelated to their educational qualifications."

● TCS Udaan
Project "Udaan" is a joint and new project by the National Skill Development
Corporation (NSDC) - Government of India and the Special Industry Initiative
(SII) to assist Kashmiri youth in integrating into corporate India.

Differences between the quality training in the three

companies :

● While observing the methodologies followed by both the companies , we get

that on one hand Google follows a more “modern approach” , with steps like
small amounts of information being fed to their employees at a time ,
promoting learning amongst peers etc, . This makes it easier for the
employees and they may feel less burdened or pressurised .
● On the other hand Starbucks follows a more traditional way of training
employees. Its more hierarchical in nature .
● Contrary to starbucks philosophy, tcs gives a lot of opportunities to the young
talents and socially and economically backward classes of the society.
● Compared to the other two organisations, Google uses more creative
methods of training its employees.

How has the nature of training changed in the last 2 two years
and how companies are adapting to it?
The learning landscape has changed in ways that will foster teaching new skills to
employees, wherever they may be. COVID-19 has accelerated the adoption of fully
digitised approaches to re-create the best of in-person learning through live video
and social sharing. This transformation makes it possible to scale learning efforts in
a more cost-effective way and permits greater personalization for learners—and in
turn greater effectiveness.

Getting Personal with Technology

1. Through live video and social sharing, COVID-19 has boosted the adoption of
fully digital ways to recreate the best of in-person learning.
2. For example, just 10% of Tata's training was provided digitally in early 2017,
but by March 2020, even before the pandemic, 90% of the company's L&D
programmes were delivered digitally, with many employees opting to learn on
weekends.

Additional Skills to Impart

1. While the majority of organisations continue to train staff in fundamental skills,

others are also attempting to implant talents that aren't directly applicable to
their jobs. Even for people who are not in technological professions,
automation and digital expertise is a critical emphasis area.
2. Anand Group is also attempting to establish problem-solving skills and
creativity as a culture, as well as people-influencing abilities for leaders and
the emotional resilience of all employees.
3. Because workers have been working from home (WFH) and are less engaged
in the business than in the past, soft or behavioural skills have become more
important during the pandemic.
4. As a result, having those social skills and having those interactions is also a
priority.

Challenges faced by companies in employee training in the

post- covid world.

1. The Impact on Training Budgets

Some organisations have had to decrease their entire spending, including

people and learning initiatives, due to financial issues. In many cases, these
cuts meant that those teams and their training offerings were reduced, forcing
L&D professionals to be more creative with fewer resources.

2. Re- designing training programs

 Because the social distancing requirements dictate that classroom capacity
be drastically decreased in blended trainings, this will result in smaller
classrooms, longer sessions, and higher business costs.

3. Impact on mental health

The covid-19 epidemic has a negative impact on employee health. To help

employees deal with their mental health, the employers had to create
wellness programmes and training. Webinars, health challenges, and
mindfulness sessions are now part of everyone's daily schedule.
(https://www.shrm.org/resourcesandtools/hr-topics/global-hr/pages/india-learning-an
d-development-is-changing.aspx)

REFERENCES

● JURAN’S QUALITY HANDBOOK by Joseph M. Juran( Co-Editor-in-Chief)

and A. Blanton Godfrey (Co-Editor-in-Chief)
● https://gethownow.com/blog/how-innovative-companies-train-their-employees-
google-amazon-uber-more/
● https://valuesdrivenresults.com/starbucks-training-program-so-good/
● Training Industry- “Learning and Development, Reimagined in a Post-COVID
World: Challenges and Opportunities”
● SHRM INDIA CORPORATE INFORMATION