Professional Documents
Culture Documents
Internship
Internship
MASTER OF BUSINESS
ADMINISTARATION
OF
MAHATMA GANDHI UNIVERSITY, KOTTAYAM, KERALA
Submitted by
VISAL SASIDHARAN
203240011107
JULY 2021
TEL: -04869-248322,248323
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DECLARATION
VISAL SASIDHARAN
RollNo:203240011107
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D C 2cpooI oL n$n$ZGmGn$
$nq LGcpnoIoZ 入
One School Avenue
Pullikkanam PO, Vagamon,
Idukki - 685 503, Kerala, India
Phone:( 91-4869) 202110
Fax: (91-481) 2564758
Web: www. dcschool. net
E- mail: info@ dcschool. net
CERTIFICATE
This is to certify that the project report entitled “Internship at DABUR INDIA LTD", is a
bonafi de record of the work done by VISAL SASIDHARAN ,Reg. No.203240011107 under my
guidance, in p artial fulfill ment of the requirement for the award of Degree of Master of Business
Administratio n of Mahatma G andhi University, Kottayam, Kerala and to endorse that this work
has not been sub mitted by her for the aw ard of any other degree, diploma or title of recognition
earlier.
This report has been accepted and forwarded to the University for evaluation based on the
recommendation of the Faculty Guide.
Principal
Name Name
Date Date
Admissions Office: DC Kizhakemuri Edam, Good Shepherd Street, Kottayam 686 001. Kerala, IndiaPhone: 0481-2563226,
2301614, Mob: 9745607093/9846869231 e-mail: dcsmat@dcbooks.com Portal: www.dcsmat.ac.in,
Web:www.dcschool.net
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ACKNOWLEDGEMENT
Primarily I would like to thank God to be able to complete this project with success.
Then I would like to thank my project guide Dr. Rudolf Wranton Perez , whose
valuable guidance has helped me patch this project and make it fool proof success.
His suggestions and instructions have served as the major contributor towards
the completion of the project.
Then I would like to thank my parents and friends who have helped me with
their valuable suggestions and guidance have been helpful in various phases of
the completion of the project.
Last but not the least I would like to thank my friends who have helped me a lot.
VISAL SASIDHARAN
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CONTENT
CHAPTER - 1
1. Company Profile 9- 19
CHAPTER - 2
2. Introduction 20-78
CHAPTER - 3
3. Methods of Training in Company
CHAPTER - 4 79
4. Data Analysis & Interpretation
CHAPTER - 5 80-93
5. Suggestions & Limitations
CHAPTER - 6 94-96
6. Annexure
CHAPTER -7 97-99
7. Bibliography
100
6
CHAPTER -1
COMPANY PROFILE
Dabur India Limited is the fourth largest FMCG Company in India with interests in
Burman, a physician tucked away in Bengal. His mission was to provide effective and
affordable cure for ordinary people in far-flung villages. With missionary zeal and fervor, Dr.
Burman undertook the task of preparing natural cures for the killer diseases of those days,
Soon the news of his medicines traveled, and he came to be known as the trusted
'Daktar' or Doctor who came up with effective cures. And that is how his venture Dabur got
its name - derived from the Devanagri rendition of Daktar Burman. Dr. Burman set up Dabur
of people who had no access to proper treatment. Dr. S. K. Burman's commitment and
ceaseless efforts resulted in the company growing from a fledgling medicine manufacturer
in a small Calcutta house, to a household name that at once evokes trust and reliability.
7
Early 1900s- Production of Ayurvedic medicines
first Company to provide health care through scientifically tested and automated production
Dabur introduces Indian consumers to personal care through Ayurveda, with the launch of
Dabur Amla Hair Oil. So popular is the product that it becomes the largest selling hair oil
brand in India.
Widening the popularity and usage of traditional Ayurvedic products continues. The
ancient restorative Chyawanprash is launched in packaged form, and becomes the first
Addressing rural markets where homemade oral care is more popular than multinational
brands, Dabur introduces Lal Dant Manjan. With this a conveniently packaged herbal
8
1978– Launches Hajmola tablet
Dabur continues to make innovative products based on traditional formulations that can
provide holistic care in our daily life. An Ayurvedic medicine used as a digestive aid is branded
1979- Commercial production starts at Sahibabad (U.P.), the most modern herbal
The Ayurvedic digestive formulation is converted into children's fun product with the launch of
Dabur establishes its leadership in health care as one of only two companies worldwide to
launch the anti-cancer drug Intaxel (Paclitaxel). Dabur Research Foundation develops an
Eco- friendly process to extract the drug from its plant source
1996- Enters foods business with the launch of Real Fruit Juice
9
1998- Burman family hands over management of the company to professionals
Dabur establishes its market leadership status by staging a turnover of Rs. 1000 corers. Across
a span of over 100 years, Dabur has grown from a small beginning based on traditional health
with the setting up of Dabur Oncology's sterile cytotoxic facility, the Company gains entry into
the highly specialised area of cancer therapy. The state-of-the-art plant and laboratory in the UK
have approval from the MCA of UK. They follow FDA guidelines for production of drugs
crore
2003- Dabur demerges Pharmaceuticals business
CORE VALUES
Passion For Winning: We all are leaders in our area of responsibility, with a deep
commitment to deliver results. We are determined to be the best at doing what matters most
People Development: People are our most important asset. We add value through result
Consumer Focus: We have superior understanding of consumer needs and develop products to
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fulfill them better
Team Work: We work together on the principle of mutual trust & transparency in a boundary-
risks
Innovation: Continuous innovation in products & processes is the basis of our success
Integrity: We are committed to the achievement of business success with integrity. We are
honest with consumers, with business partners and with each other
DABUR AT A GLANCE
Dabur India Limited has marked its presence with some very significant achievements
and today commands a market leadership status. Our story of success is based on dedication to
nature, corporate and process hygiene, dynamic leadership and commitment to our
▪ Leading consumer goods company in India with 4th largest turnover of Rs. 1163.2 Crore
(FY02)
▪ 3 major strategic business units (SBU) - Family Products Division (FPD), Health Care
▪ 5 Subsidiary Group companies – Dabur Foods, Dabur Nepal, Dabur Oncology, Dabur
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▪ 13 ultra-modern manufacturing unitsspread across 4 countries
▪ Wide and deep market penetration with 47 C&F agents, more than 5000distributorsand
FPD, dealing withpersonal care, the largest SBU contributing to 45% sales of Dabur
• Products related to Hair Care, Skin Care, Oral Care and Foods
• 3 leading brands - Vatika, Amla Hair Oil and Lal Dant Manjan with Rs. 100 crore turnover
each
• Strategic positioning of Honey as food product, leading to market leadership (over 40%) in
HCPD, dealing with dailyhealth care, 2nd largest SBU with 28% share in sales
• Products related to Health Supplements, Digestives, Baby Care and Natural Cures
• Leadership in Ayurvedic and herbal products market with highly popular brands
• Dabur Chyawanprashthe largest selling Ayurvedic medicine with 65% (Rs. 127 crore)
market share.
• Dabur Chyawanprashand Hajmola account for sales of over Rs. 100 crore each
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• Leader in herbal digestives with 90% market share
• Hajmola tablets in command with 75% market share of digestive tablets category
• Dabur Lal Tail tops baby massage oil market with 35% of total share
• Has more than 250 products sold through prescriptions as well as over the counter
–Ras Rasayanas
–Churnas
- Medicated Oils
–Madhuvaani
- Trifgol
lifestyles and an interest in herbal products. Dabur has been in the forefront of
popularizing this alternative way of life, marketing its products in more than 50 countries all
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Dabur’s products World Wide
Dabur have spread itself wide and deep to be in close touch with our
overseas consumers.
▪ Inroads into European and American markets that have good potential due to
▪ Export of food and textile grade natural gums, extracted from traditional
plant sources.
Partnershipsand Production
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MAJOR PRODUCTS AT A GLANCE
*Anmol
*Pudin Hara
* Pudin Hara G
Manjan
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Baby Care
OTC Products
*Nature Care
*Sat Isabgol
*Shilajit
*Ring Ring
*Itch Care
*Back Aid
*Shankha Pushpi
*Dabur Balm
*Sarbyna
*Daxotel *Kemocarb
*Mahanarayan Tail *Adrim *Honey
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*Juritap *Hajmola Tablets *Vinelbine
*Madhuvani *Thalix
*Shilajit
Oral Care
*Herbal Toothpaste
Hair Care
Foods
*Real Juices
*Health Supplements
*Ayurvedic Toothpaste
*New
Livfit
*Strox
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CHAPTER - 2
INTRODUCTIO N
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
• Look for potential, and find ways for staff to demonstrate potential
Equal opportunities
All staff are entitled to and can expect to receive training they need to carry out
their current role. This includes 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
of another job in order to gain an insight into the role and fuller understanding of the work.
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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
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
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
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
our business objectives, these should be recorded on the Development Needs Assessment
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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
any training and development in which we invest has a relationship to our business
organizational success.
To demonstrate this contribution, individuals will agree with their line managers,
be the means by which managers and company can measure how effective training
and development has been towards achieving our business objectives or performance.
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,
For the organization, objectives give a greater likelihood of strategic and corporate
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
There are three key stages that will be used to evaluate training and development:
learning, but it does not measure how much they have actually learned. That being said, if a
participant has a positive reaction to the learning experience they are more likely to
implement what they have learned. Evaluation at this level will be measured by a post-
learning questionnaire, which will be completed immediately after the learning activity has
taken place. Normally, Personnel Services will be responsible for issuing this type
of questionnaire.
individual performance at work. Key to this area of evaluation will be the need to
have established smart learning objectives prior to the learning experience so that when
evaluation takes place there are measures to use. For example, an important learning
objective for a junior secretary attending a Word training course may be “to produce typed
would be able to evaluate the secretary’s performance using a measure of “no spelling
approximately 3 – 4 months after the learning activity. Line managers should undertake
Personnel Services will undertake this evaluation as part of a wider training and development
evaluation process.
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In summary then, Personnel Services will evaluate training and development at
the reaction and organizational levels, and line managers will be responsible for evaluating
the effectiveness of training and development at the performance level. However, there
will be some types of learning activities, for example attending conferences or seminars,
where it may not be appropriate to undertake any evaluation. If any doubt, please contact
Personnel Services.
To assist line managers, there are a variety of methods that can be used to measure
• Participant self-assessment
• Structured interviews
• Questionnaires
• Feedback – for example, internally from colleagues, peers, and managers and/or
• Qualifications obtained
Line managers should contact Personnel Services, who will be pleased to help set- up
Funding
Funding for training and development will be paid from a central training budget,
therefore the Head of Personnel Services must approve any training and development that
involves a financial cost before any financial commitment is made. Details of how to
apply for a
22
training and development are explained under the section headed “Selecting a
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
provided. Information about the scheme can be found under the section headed
“Company sponsorship” .
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
the business needs. The Head of Personnel Services will approve any such requests, in full
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
computer aided
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training package; on- the job training; reading books; undertaking research or practising a
particular skill.
a selection of books/ videos/ computer discs available for individual use. To find out
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
Team Building training, will be co-ordinated through Personnel Services (so individuals do
not have to complete any forms) . All other training and development activities must
Company sponsorship
Company recognises the need for continuous professional development and are
employees ( whose contracts are for at least one year). The scheme covers professional,
designed to give individuals an idea of the sort of funding that may be available and
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TRAINING NEEDS IDENTIFICATION
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
For purposes of this discussion we will divide the training process into three phases:
(2) Training Systems (courses, modules, training aids, presentation, instructors, records)
(3) Evaluation
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:
of knowledgeable individuals
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3. Conduct a complete review of legislated training requirements
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,
It is important to know exactly what you are doing, and why, when undertaking ITN.
This is the reason we have included material to help you make considered decision and
take thoughtful action. You will find, however, that the return on the investment you make in
fully understanding what ITN is all about will make it well worth while.
▪ Training needs identification detects and specified the training and development needs of
▪ 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
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Identification of an individuals needs has been a result of the question ‘what’ sort of
training do you want? Effective training and development in an organization depends 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 eventually provided.
ITN is as important in the training process as the training itself and subsequent evaluation.
ADVANTAGE OF ITN
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.
unnecessary training. So every attempt must be made to identify and analyze the needs
accurately.
training system, the symptoms that ITN examines are often referred to as
perceived
27
performance deficiencies. A perceived performance deficiency exists when there is
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
employee will be able to meet future expectations for his or her current job. The second is
development approach. This is conducted when current job behavior leads to the
perception that the individual has the potential but is not yet ready to perform at a
higher level position. A proactive ITN rests on the ability of someone to predict anticipate a
future problem.
It may survey trainees to identity specific topics about which they want to learn more.
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
Supervisors see employees on daily basis and thus are another source of recommendations for
training. The HR department also reviews self- nominations to learn whether the
training actually is needed. Self- nomination appears to be less common for training
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
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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
description of how, why, and/of when a worker performs an activities preferred to as a job
description.
The organisation has objectives that it wants to achieve for the benefit of all stakeholders or
These objectives can be achieved only through harnessing the abilities of its 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,
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
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• To make learning opportunities effective and attractive.
This is what training design and delivery and implementation are about
• To keep a constant check on how far this match is being effectively continued. This is
• To keep a constant check on how far this match is being effectively continued. This is
• In order to achieve our objectives we need our people to question the way we do
things.
The training need was about learning to question the way we do things. The solution was not
to take an active involvement in their own development, thus increasing their commitment
It will useful to consider how the concepts of training need and ITN have evolved over
recent decades.
or the organisation as a whole) at three different levels. This means that the need arising
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Level 2 Improving (I2) doing things betters
Level 1
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
Level 2
Obviously, level 1 need is, in a way, about improving individual or group performance that is
currently lagging behind. However, when we refer to needs at level 2, we are talking about
economically.
Level 3
This represents a still further level of improvement – making a step-change rather than one
that is continuous or incremental. This can be done only by a through review of all our
processes and of how they are interrelated, based on a review of our purpose – why we
do
what we do. What are we trying to achieve?
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• To be successful in innovation we need to learn at level and than implement (level)
I1
Implementing
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
• 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,
their individual performance has failed to match the standard required, or if for some other
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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
• 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 these way (i.e. (4), (5)) considerable improvements
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
• 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
• 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
33
is in it” not just for ourselves, but for our colleagues, the organization as a whole,
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
Organizational needs
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
Organisational needs arise at this level we want not just to meet current objectives
I3 : innovating level
These needs occur when the organisation decides that it has to adopt a major new
or develop significant new relationships, such as joining with others to form new
partnerships. The reason that so many major change programmes fail ( over 7 5 per
cent, according to various research studies) is that they do not recognise the need to take a
34
the systems - technical, human, financial, and marketing - and they do not involve a
Group needs
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
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
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
35
• as a result of changes in methods and processes that call for new competencies and skills.
Here ITN is about looking at the extent to which individuals need to learn or be
I3 : Innovating level
Finally, this is where we find out whether individuals need to learn how to
think holistically, work across boundaries, examine their assumptions, or work with
In Table 1 individual, group, and organisational learning needs are brought together at
each of the three levels of performance, showing the wide range of what we may need
In Dabur India Ltd. , Sahibabad across training is customized product wise. If any
defect comes in a product or process, a training session is initiated to eradicate root cause.
1. Critical station
2. Normal station
At critical work station an efficient worker should produce 5000 to 6000 units in one shift.
At normal work station an efficient worker should be produce 8000 to 10000 units in
1. Permanent worker
36
2. Temporary worker
A worker get the permanent job after the good and consistent performance in the company,
Temporary worker is a layman. They don’t know any thing about the work, so these types of
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
• Ink filling
• Stopper
• Point tipping
• Capping
• Packing
After the TTC training employees are divided among various teams and send to the
different operations, on the different operations. A line- in charge is there, who will watch
each and every steps during the work. If any fault in the work is found, he takes that serious
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
37
job, he may ask the line in charge or if line in charge see any fault during the operation,
he educates the worker to do the job better. This process is repeated on each and
every operation. This is how each and every employee is familiarized to the job . The
main advantage of this job rotation is, if any worker does not come on the particular day, that
place can be filled by any other worker and the works progress without any interruption.
After job rotation and getting experienced the entire worker divided into three groups,
• 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 4 0 % out of them became as highly
efficient worker. These workers are very efficient and can handle any situation during
the work. He can work on any machine at any time without any problem. These people can
take decision at the critical point of time. So that these type of worker are called highly
efficient worker.
After highly efficient the second category is called ‘efficient’ . In this category
those type of person are master in their job. He is master in one job. In this category 50%
worker comes. These types of people are well known people in their particular job. They are
not able to handle the different machines. They feel problem in some job.
After that the third category comes, that is called adequate. This type is not beneficial
for the company. So that they are not acceptable. They have less knowledge and not will to
work.
Highly efficient person is well-known about their job. He can handle any situation.
38
Efficient people are master of just on job. So that they need training to be
Company is giving training to the efficient worker. For them there are three types of training;
• Counseling
In counseling the instructor or line in charge counsel the worker. A line in charge
tries to motivate the worker to do their job in proper way. This is a verbal communication.
With the help of words a senior person tries to make them as effective as highly efficient
worker.
The second option “ provide them opportunity to work with highly efficient people”
helps those people to learn. During the work he can watch how the highly efficient people
work? How can they handle the situation? They got the idea about the problem, which may
be arising during the work. They also get the idea about dealing those types of problems. This
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
educate them and provide full knowledge about the production process and quality control.
For adequate people company has some other way for giving them training. The work
pressure is the best way for make them work. Under this the adequate person is send to work
between two highly efficient workers. Highly efficient people can work faster than
adequate person. So from both sides he faces the pressure for work faster and effectively.
This way an adequate worker can be the efficient and highly efficient worker for company.
39
In any company some factor effect the training:
• Strategies changes
• Technical changes
If the top management of the company want to change their strategies. Here company
wants trained people for work. So firstly company looked for the experienced people, but it is
very difficult to get trained people. So they hired semi- skilled people and after joining them
they give them training. So that this can work effectively and according to the requirement
of the company.
If company wants some technical change in product, they also require trained
people for work. Technical change requires more technical people. If company wants to
retain the same people who are working form last some times then company has to give
them training. After getting training a worker can adjust in any environment and work
effectively.
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. So we need to cut the cost
of the product. For cutting the cost we need more trained worker who can work faster
and quickly. So that the production time can be reduced. At lastly we can get the low
price product.
So that in every area we need trained people. For getting trained people we have to
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METHODOLOGY OF TRAINING
❖ Cost effectiveness
❖ Learning principles
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.
teacher or trainer.
❖ The choice of the methods should take into consideration the intellectual level and
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
❖ It also depends on the time and the availability of resources and infrastructural
facilities.
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Typesof training
❖ Job rotation
❖ Apprenticeships
❖ Coaching
❖ Vestibule training
the employee to familiarize him with job situations. The induction process accomplishes
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.
group leader. Its advantages arise in so far as it is realistic and economical and does not
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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
On the Job 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
❖ Job rotation
❖ Apprenticeship
❖ Coaching
❖ Vestibule training
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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
▪ 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
▪ 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
Advantages:
▪ Easy organized
▪ Realistic
▪ Stimulates high motivation
▪ Less costly
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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
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
increase their flexibility and marketability because they can perform a wide array of tasks.
Apprenticeship:
An apprentice is a worker who is learning a trade but who has not reached the state
trades. In organization a new worker is “tutored” by an established worker for a long period
of time. An apprenticeship lasts from two to five years. Each apprentice is usually given a
workbook consisting of reading materials, tests to be taken and practice problem to be solved.
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This training is used in such trades, crafts and technical fields in which proficiency can be
acquired after a relatively long period of time in direct association with the work and
under the direct supervision of experts. Training is intense, lengthy and usually on a one
to one basis.
States. This stems from the growing realization that America' s ability to occupy a leading
competitive position in the emerging global economy hinges, to a large degree, on assuring
that the nation' s workforce is second to none. Today, unfortunately, this is not the case.
Employers frequently report that significant numbers of young people and adults alike exhibit
serious educational deficiencies and are ill-equipped to perform effectively in the workplace.
As a consequence, leaders from industry, labor, education, and government are all grappling
with how to design educational reforms and education/ training strategies that will
In the spirit of this reform, one particular training strategy - - apprenticeship -- has
captured the interest of many policy makers, educators, and others who are involved in the
national reform movement. Its growing appeal comes as no surprise and, perhaps, is long
overdue. Experience both in the U.S. and growing abroad has repeatedly demonstrated that
apprenticeship is a highly effective strategy for preparing people for work. The bulk
of apprenticeship programs offered in the U.S. and its territories are in the building trades
undermine the very pillars of its value. For example, in some instances, apprenticeship
is
46
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
an environment that begs for creativity and innovation, may be more harmful than helpful to
the cause.
Management groups that have the ability to hire and train in a work environment.
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
the building trades, for example, some apprenticeship programs are as long as five years
Federal and State laws and regulations. The National Apprenticeship Act of 1937 (also
known as theFitzgeraldAct) 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
of
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apprentices to journeypersons, apprentice selection and recruitment procedures, wage
explicit meaning, recognition and respect in the eyes of Federal and State governments
6. Apprenticeship is a training strategy that pays wages to its participants at least during the
on- the-job training phase of their apprenticeship and that increases these wages
throughout the training program in accordance with a predefined wage progression scale.
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. The
implicit social obligation gives employers or program sponsors the right to expect to
employ the apprentice upon completion of training given the investment in training
and gives the apprentice a reasonable right to expect such employment. Labor
market conditions should guide the size of training programs to enable each party to
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What Apprenticeship Is Not
is no cooperative education, vocational education, tech prep, two plus two (three or four) ,
summer or part-time work experiences or any other myriad training strategies that many are
have value in their own right, but they are not apprenticeship. What distinguishes
apprenticeship from most of these other approaches are such fundamental qualities as training
program sponsorship and location, the skills required, the value attached to the credential
earned, curricula content that is defined exclusively by the workplace, wage requirements, the
written agreement, and the implicit social contract that exists between program sponsors and
their participants. No other training strategy provides for this unique combination
is prepared to go to work as a fully trained, competent journeyperson whose skills enable him
or her to perform effectively in the workplace. Few, if any, other types of educational
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
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
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attached to the apprenticeship credential. Today, an apprentice who earns a Certificate of
Completion and attains journey worker status from a registered apprenticeship program
knows that he or she has acquired industry- defined skills at industry- accepted standards
occupational area. If alternative training strategies (ones that do not fully conform to
the essential components) are also permitted to call themselves "apprenticeship," the
apprenticeship credential stands to become devalued. Such a step makes little sense at a
time when other credentials -- such as high school diplomas -- have lost much of their
meaning.
Thus, we conclude that their term "apprenticeship" should be reserved only for those
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
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
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IM 2 ...
and future workers. This choice requires further study and broader deliberation, but,
whatever the
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outcome, the integrity of the term "apprenticeship" should not be jeopardized or
compromised.
Coaching:
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
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
Vestibule training:
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
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.
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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
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.
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.
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
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communication, which is not interaction of the audience. This method can’ t readily
adopt itself to individual differences, which may arise farthest from reality.
and videotapes. It allows seeing while listening and is usually quite good at capturing their
➢ Blackboard
➢ Flip chart
➢ Magnetic board
➢ Flannel board
➢ Overhead projector
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. Inspite of the intention to encourage general
participation the conferences are frequently dominated by a few, with the majority no
more active than they would be at a lecture. It is more effective than the lecture in changing
adult behavior and also modifying attitudes. The conference method can draw on the
attitudinal development.
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Main objectivesof conference method:
Role playing
Active participation rather than passive reception facilitate learnings. Role- playing
believes in active participation. This is a training method often aimed at enhancing either
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
Role- playing is less tightly structured than acting, where performers have to say set
lines on sue. Participants are assigned roles in the scenario to be enacted, so , in this way, it is
a device that forces trainees to assume different identities. Usually participants exaggerate
each other’s behavior. Ideally, they get to see themselves as others see them.
. The Warm Up : the objective of the warm- up is to get the trainees participate in a
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:-
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(a) Read aloud generation information,
(B) Those who have volunteered to role play are given briefing sheets and sent out of
(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.
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, (iv) enhancing ability to develop innovative solutions to human relation problems,
Case Study
and the actions others take under those circumstances. Beside learning from the content of the
case, a person can develop decision making skills. Case method is an excellent medium for
Cases are usually organized around one or more problems or issues that are confronted by an
organization. Cases can range from one page to over fifty pages.
Feedback and repetition, are usually lacking. One inherent difficulty is personal bias.
This method calls for skills with language. But many people are sent to case study courses
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When cases are meaningful an similar to work related situations, there is some
transference. There also is the advantage of participation through discussion of the case. It
home to the participant that nothing is absolutely “ right or wrong” in the field of human
behavior. Survey results indicate that the case method is considered by training directors to
Simulation
world organization so that the trainees can react to it as if it were the real thing and then
consequently transfer what has been learned to their job. Simulation training is based on
skills, particularly decision making. A very popular training technique for higher level
Simulations have many forms- some use expensive, technical equipment, while others
are far less costly. Some simulations need only one participant, others may involve as many
training techniques that can be adapted to suit a company’s need. By using the equipment
simulators, workers can practice new behaviors and operate certain complex equipment’s
free of danger to themselves. Equipment simulators can range from simple mock- ups to
computer based simulations of complete environments. Some of them are utilized to train a
single individual and the others are used for team training.
Programmed
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instruction is one of the innovations in teaching technology developed in recent years. The
▪ The participants are active in the training process. In fact they determine their own
learning pace.
▪ What is to be learned involves many discrete pieces of material, and the participants get
The major advantage of programmed instruction is that is reduces the training time.
The learning takes place at the students own pace. Participants get immediate feedback. The
themselves and the programme. Fast learners do not have to wait for slow ones
The biggest disadvantage of this method is the absence of a teacher. The book
becomes the teacher. Hence it is absolutely essential that the trainee is highly motivated to
continue learning. The material has to be broken down into a logical sequence, since there
may be several correct ways to perform the task. This methods does not appear to
extension of programmed instruction and shares many of its benefits. C. A. I. Has the
requires less time to teach the same amount of information than any conventional method.
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Trainees also react favorably to this method. The computer is capable of assessing the
progress of the trainee and can also adapt to his/her need by virtue of its storage and memory
The major drawback to C. A. I. For most organizations probably is the initial expense.
Syndicate Method
syndicate method. The essence of this method is that participants learn from each other and
contribute their own experience to the fullest. The syndicate method is designed to
provide the participant an environment that would help him to reflect critically on his
own work and experience; to update his knowledge of new concepts and techniques with
the help of other co- participants; to develop sound judgement through greater insight into
human behavior. This method is suitable for training and development students, without any
experience.
The participants are divided into groups consisting of about eight to ten participants.
These groups are called “syndicates” . Each syndicate functions as a team that can represent
various functional as well as interest areas. The syndicates are given assignments which have
to be finished and a report submitted by a specified date and time. By rotation each member
of the syndicate becomes the leader for completing a specific task. Each assignment to
the faculty. Generally, each syndicate is required to submit a report which is circulated to
The advantages of this method is that it secures a very high level of involvement
from the participants. Their own experience is the starting point in this method. It is a process
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of self business and development for participants. This method also gives the participant
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
Behavior Modeling
through modeling. When social learning theory is applied in industrial training programmes,
interpersonal and communication skills of supervisors in dealing with their employees. The
topic was first introduction by the trainers after which a film was shown to the trainees which
depicted a supervisor model effectively handing a situation, followed by a set of three to six
learning parts that were shown in the film immediately before and after the model was
presented. A group discussion is them held in which the effectiveness of the method is
discussed. After this, the practice session starts in which one of the trainee assumes the role
of an employee. And then, feedback from the training class is given on the effectiveness
At the end of each training session, the trainees are given copies of the learning points
and are asked to try and apply them to their jobs during the following week. It has been
found that this programme has had desirable effects on learning, behavior and performance
criteria.
There creation of the behavior may be videotaped so that the trainer and the trainee
can review and critique it. When watching the ideal behavior, the trainee also gets to see the
negative consequences that befall someone who does not use it as recommended. By
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observing the positive and negative consequences, the employee receives vicarious
effectively uses group interaction to develop in the participants a degree of self awareness.
The primary objectives of the method is to inculcate in the participants the discipline of
observing others and on the basis of this, provide objective and constructive feedback and to
learn about oneself, ones behavior and personality as seen through the eyes of others and
The aspects to which the fish bowl exercise can be put to effective use are;
individual and group behaviour , content of communication, roles individuals paly in groups,
intergroup conflicts, level of participation, dynamics of group problem solving and decision
The exercise can involve up to 25 participants seated in two concentric circles( one
inner, the outer).the inner circle is the target group, members of this group will either discuss
a preselected topic or move towards completion of a group task. After the discussion by the
members of the inner group, the outer group is asked to comment on the content and more
importantly the dynamics and group process of the inner group members
Participants must learn to provide feedback with clarity and precision. Feedback must
never be critical or it loses its constructive nature. After one cycle of the exercise is
completed the outer group will change palces with the inner group and become the
target group , inner group member become observers and the exercise is repeated.
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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.
UnderstudiesSystem:
In this the trainees work directly with individuals whom they are likely to replace.
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
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
Distance Learning Sessions are reserved for groups of more than five people up to
1 8 people. Each session utilized both presentation and live demonstrations. Sessions
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SKILL TRAINING
Proper training can be as important as the equipment used and other characteristics of
the job.
The money annually paid for training by business and industry also demonstrates the
importance of training. It has been estimated that American business firms spend more
than $ 30 billion per year on training and development, with some estimates running as
high as $100 billion Motorola, Inc. alone spends about $44 million annually on employee
education.
Another indication of the importance business and industrial firms attach to training
is the estimate, made a few years ago, that some forty five thousand employees across
the United States were assigned full-time to training and development activities. Since then
This broad definition of training includes both skills training, which is usually of
a technical nature and has a short-term focus, and management and career
development programs, which are aimed at educating employees above and beyond
the immediate technical requirements of their jobs in order to increase the organizations
present and future ability to attain its goals. Thus, management and career development
standards for present or near- future assignments & develop new skills and knowledge to
replace those that have become obsolete as a result of technological organizational changes.
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4. Selecting trainees
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5S TRAINING
What Is 5S?
The five S stand for the five first letters of these Japanese words:
Meaning
Seiri Sort
Seiso Shine
Seiketsu Standardization
Shitsuke Sustain
It is often promoted as being far more than simply housekeeping and some of
As well as the physical implications of junk getting in everybody's way and dirt
compromising quality, people are happier in a clean and tidy environment and hence
more inclined to work hard and with due care and attention.
Naturally enough, the elements of 5S are all Japanese words beginning with the letter
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various anglicized versions of the terms have been adopted by different writers and
educators. These are listed below against the individual elements and it can be seen
There are some symptoms by which we are able to know that we require
5 s training methodology.
1. Seiri (Sort)
It is the series of steps by which we identify things which are being held in
the workplace when they shouldn't, or are being held in the wrong area of the
workplace.
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Put simply, we may identify a large area devoted to tools or gauges, some of which
are needed regularly and some used infrequently. This brings all sorts of problems,
including:
Operators unable to find the item they need, being unable to see wood for
trees. The time spent searching is a waste (or in Japanese lean-speak a muda) and
if we only held the items needed regularly in a prominent position we would save
time.
o Quality issues when gauges are not calibrated on time because too
Some of the standard texts also talk about the elimination of excess materials and
WIP.
This is a complete restatement of all the JIT goals of releasing capital, reduced
movement, shorter cycle times and so on. The question may be asked: should we then
see inventory and WIP reduction as part of the implementation of the lean approach or
assign
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The major element of Seiri is simply a critical look at the area. Involving cross-
functional teams, or getting people to look at each other' s areas, is an obvious first
step. People tend to be blind to failings in their own area and a fresh pair of eyes can
be useful.
Another element of the standard approach is ' red tagging' where items are
given a tag which says what the item is, which location it is in and when it was
identified in this location. We then leave the area for a while and anybody using
the item notes this. We go back some time later and can readily identify things
used.
Items which have not been used can then potentially be disposed of. As a
first pass we should perhaps create a quarantine area before throwing items away,
selling them or reworking them into something else. Other items may be
found. If the operator needs a particular tool only once or twice a month then a 20-
yard walk is not a problem - especially if the space thus saved on the workbench
helps to make the area more productive, or helps address quality issues.
The standard translation is Orderliness but again some wish to keep the initial
S and use Sort (yes, that is also one of the translations of Seiri), Set in order,
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The sorting out process is essentially a continuation of that described in the
will create space. This space will be visible and facilitate the alternative layout of the
area.
In some cases, of course, we are talking about what a fitter will have on his
where we should locate a piece of plant - for example we may relocate a coin press to
enable items to be completed in one work area rather than requiring a significant
cellular manufacturing. We then look at how we can restructure the work content
so that certain operations can be carried out within the cycle of others - for example
we may carry out a trimming operation on a steel component while the press which
produced it is busy creating the next one. Again, is this a 5 S initiative, or part
which deliver work to the shop floor and track its progress.
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All of this could be said to be part of a basic Total Quality approach.
programme.
3. Seiso (Shine)
Sweeping.
covered in grease which may get into some pneumatic or hydraulic fittings. We would
not wish to compromise a PCB assembly by metallic dust picked up from an unclean
work surface. Other issues are health and safety (people perhaps slipping in a
puddle of oil, shavings blowing into people's eyes) and machine tools damaged by
Some time should be set aside for cleaning each day, or each shift. (We may
have cleaners who come in a sweep office floors, and even clean the floor in a
production area, but they do not clean the production equipment. Even if they did,
this would miss one of the opportunities available - an operator cleaning and
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maintenance.
The first is the assignment map which identifies who is responsible for which
areas.
The second is the schedule which says who does what at which times and
on which
days.
Some of these happen before a shift begins, some during the shift and some
at the end. Again, this is very reminiscent of what we do when adopting PM.
about establishing the shine method for each item / area. This includes such
exactly how each activity within the programme is to be carried out. A key aspect
is very much akin to set-up reduction (or SMED) in that we should be aiming as
Finally the standard texts talk about preparation - making sure the equipment
needed to clean is always available, always ready for use. The best parallel to this is,
again, with set- up reduction, which itself is often compared to Grand Prix teams
preparing to change tyres. As with many such topics, we are talking about here is to
a large extent simply common sense. We do not wish to allocate 5 minutes for a bed
to
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be swept on a piece of grinding equipment if the operator is going to spend 4
4. 5sSeiketsu (Standardization)
Seiketsu can be the thought of as the means by which we maintain the first
three pillars.
There is, obviously, a danger in any improvement activity that once the focus
is removed and another 'hot button' grabs management attention, things go back to
the way they were before. Seiketsu is the set of techniques adopted to prevent
this happening. Basically this involves setting a schedule by which all the
elements are revisited on a regular basis - usually referred to as the '5S Job Cycle.'
The first step in the cycle is a periodic review of the area, perhaps involving
red tagging but certainly involving people from other areas of the business.
This will identify where standards have slipped - for example where pieces of
tooling or fixtures which are used infrequently are no longer being put in the remote
location agreed at the outset and consequently a bench is now cluttered with the
regular items buried under a pile of irregular. ( In other words, the Seiri phase is
The second step is to undertake Seiton activities as required - that is, as prompted by
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Finally within Seiketsu people from other areas visit and cast a
Again, an external assessor may notice degradation that is not clear to the
people who work in the area. Hirano talks of a checklist within Seiketsu whereby the
external visitors mark the area on a number of key criteria defined at the outset of
the programme. For example, are the storage areas still clearly defined? Does the
tool rack still have clear outlines or profiles for each tool to be stored in it? Does
5. Shitsuke (Sustain)
The final stage is that of Discipline. For those who wish to retain the use of
The fifth pillar is more than this; it is not simply the mechanical means by
which we continue to monitor and refine, it is the set of approaches we use to win
hearts and minds, to make people want to keep applying best practice in shop
do not.
ongoing commitment within the workforce depends, of course, on the culture already
in place.
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As with the adoption of kaizen (continuous improvement) or quality circles we have
to press the right buttons to stimulate people. If the business has a history of treating
people like cattle, giving no credence to their suggestions and simply trying
to improve performance by driving the workers ever harder, then enthusiasm for any
generate.
There are a number of elements to any ongoing improvement activity in any business.
and culture of that organisation. Suffice to say that key points are:
techniques.
o Rewards and Recognition. People need to feel that their efforts are
recognised. Whether the reward is a senior manager walking past and saying
"that's very good, well done" or some form of award (financial gain, prize
removing swarf from the floor around their machine we have to make sure
that we allow them this time. We cannot give this as an instruction yet at the
same time push for more time spent achieving productivity targets.
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Implementing 5 S
The elements of 5 S are all valuable in their own right but they simply form
part of the bigger picture of establishing best practice. They sit alongside the other
elements ofLean Manufacturing, or Just in Time, or World Class and some of the
elements in, for example, Seiton (standardisation) are in fact straight lifts from
change programme for our own business. This is not to say that we must not launch a
project which we call "5S" - some businesses have more success if improvement
initiatives are launched with a generic, well-publicized term as project name. Equally,
this is not the best solution in other organizations. Again, the history and culture of
the company or the specific plant have to be taken into account when this decision is
taken.
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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. Evaluation of training and
accomplish the closest possible correlation between the training and the job. A
on the reactions; on the amount of learning that has taken place; on the trainees’ behaviour;
and its contribution to the job/ organization. Therefore, evaluation is a measure of how well
most serious flaw in most training and development efforts. There are many reasons
for this neglecting activity; firstly, many training directors do not have the proper skills to
conduct a rigorous evaluation research. Secondly, some managers are just reluctant
Thirdly, some of the organizations are involved in training not because it is necessary but
simply because their competitors are doing it or the unions are demanding it. Fourthly, as
training itself is very expensive, the organizations do not want to spend even a penny on
the evaluation. Fifthly, some of the training programmes are very difficult to evaluate
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OBJECTIVE
we know that training is an important factor for growing because growth is lifeline for
the company.
The main motto of this project was to know, how company conducts training program.
What are the basic requirements during this process? How does the company come to
know that some body needs training? After providing them training analysis is required.
Analysis makes the management aware of the workers or staffs whosoever had gone
through the training. Development is the main objective of any training. If there is no any
development, the objective of training is not achieved. So for achieving the objective,
good analysis reflects the true figure of the development of trainees. How the company
So the ultimate goal of this project is to study the way of providing training as well as
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CHAPTER - 3
In Dabur India Ltd., Sahibabad. 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 find any defect in the product, he instructs
the worker to do right way. If no. of worker are doing same mistake, than all of them
are taken in a group and provided training spontaneously & the process in reurded. This way
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CHAPTER - 4
Dabur basically provides three types of training to its staffs. These training programs are:
i. Skill Enhancement
iii. IT Related
20%
IT Related
40%
Personality
enhancement
40% Skill Enhancement
Out of the 20 staffs only 8 underwent the IT related training program. 8 got the training in
personality enhancement. And 1 4 got skill enhancement training. It exhibits that most
of them had all the three training program, skill enhancement, personality development and
IT related.
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35%
Before the Training
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 20, 15 trainees opt that
study material should be given before the training. And just 5 want the study material
Test Should Be
50% 50%
Test Should not be
Before any training program should there be any test for the purpose of selection of the
trainees. Regarding this out of 20, 10 trainee’s replies in the favour of the test and 10
were against any such test. There is a no difference between both the views. So it is
difficult to
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choose any one. In my opinion, before selecting a trainee there must be a test conducted
10%
20%
15%
Poor
Fair
Average
Good
55%
The competence of the training program well defined has been assessed on the basis of
certain qualities.
5%
25%
70%
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 15. Out of 20, 15
trainees
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think that new ideas gaining through the program was average. Just one person thought that,
Self Development
5% 5%
Poor
30%
Fair
Average
45%
Good
Outstanding
15%
Out of 20%, I thinks that training is poor, 6 thinks training is fair, for 3 training is average,
50% 50%
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The entire training program should be relevant to the job of worker or staffs. In search of this
idea in the training program, it was found that out of 20 trainees 10 thinks, that while
training program what-ever they got was relevant the current job. Rest 10 thinks that the
program is not related of current job. This will be very helpful in the future to perform
5%
1 5%
25%
Poor
Fair
Average
Good
40% Outstanding
20%
Efficient use of time in the training program is very much important for every worker or
15% 20%
25%
40%
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Maintaining the interest of participants is essential for the success of any program. It was
found that no one says that he didn’t have any interest in the training program. Out of 20, 7
trainees say that in the program their interest was good. Rest 13 says that, their interest in
Clarity:
15%
10%
Poor
Fair
55%
Average
Good
30%
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 20 trainees say that the program is very good on clarity. Rest 9
The training program has mainly been areas rated on three parameters.
i. Skill Enhancement
iii. IT Related
All the trainees have rated the training program differently on the basis of all the three
parameters.
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Skill Enhancement:
5%
15%
25%
55%
According to the development of skills out of 20 trainees 11 have experienced good and 14
Personality Enhancement:
10% 5%
25%
Poor
Fair
Good
Excellent
60%
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On the basis of personality enhancement 12, out of 20 trainees rated this training program
good and rest 13 rated this program average (poor, fair, excellent).
IT development:
15%
20%
20%
45%
staffs rated this training program good and rest 14 rated average (poor, fair, excellent).
5% 15%
The experienced of the training program is so impressive that all the trainees very much
interested in these types of programs. They want more of such types of training programs.
So 3, out of 24 trainees want this type of training in every month .On the other hand 10
trainees
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want such program once in every three month. 6 out of them want to hold such types
of program twice in a year. Rest of them wants to hold this once a year. In my opinion it
10%
25%
65%
The duration of the training program is a big question for the management. All trainees who
had attended the training program have different thoughts about that. 2 out of 2 0
trainees want the duration of these programs to be 8 hours. 13 of them want 6 hours and 2
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Skill
Enhancement
Personality
Development
Skill
Enhancement &
Personality
Development
Total 4 5 workers have gone through these training programs. 2 out of them got the skill
enhancement training, 4 got personality development, and 6 got skill enhancement &
personality development program. Out of 45 workers 8 got skill enhancement & IT related
training, 11 got personality development & IT related training and rest 14 got all three, skill
Improvement
Not
Improvement
can't say
To read the development after applying development programs questions are asked to the
improvement after the training program, 15 told that they didn’t get any improvement and
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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
Question, 30 out of 45 workers say that materials should be given before the training and 15
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
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The evolution of any program is very much require for the future. It can be done by
Skill Enhancement:
training program was good, 20 say that it ways very good and rest 14 trainees opine that
training program was very helpful to enhance their skills and perform their job in batter
manner.
Personality Enhancement:
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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
IT related:
Good
Very good
Excelent
Responding to the IT related development questions trainees are very much conscious about
that program was very good and rest 2 2 have excellent experienced regarding IT in
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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
every
Due to the changes in business the frequency of these types of training program should be
higher. It should be according to the convenience of trainees. 10 out of 45 want this program
should be conducted every month, 8 want after every three months but 20 thinks that the gap
between two programs should be exceed 6 months. Rest 16 wants the frequency of
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CHAPTER - 5
SUGGESTION &
LIMITATION
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CHAPTER - 5
S uggestions
There is no gainsay regarding the training programs enhance the quality of the performance.
No one is perfect in his respective field. A full flazed training program makes
Every company looks for a worker, who can work effectively. They are in search of a
person who has the maximum skills required for the job. After selecting the right person,
the company’s main aim is to make that person a perfect workman. For this they provide
them training.
First of all the management should look for that areas where workers needs training.
For this purpose management should keep eyes on each and every activity of the workers
and staffs whosoever may need training. This is a long and time taking process. In this
way the next step would be to select the trainees. There should develop a mechanism for
selecting the trainees. There should be a test for this purpose. This will give the idea about
the weak and strong points of trainees. It will be very fruitful in designing the contents of
training program.
The printed material is very useful in training. These materials should be given
before the training. Written material would provide the overall idea about the training and
Before developing the training contents some points should be taken care of. There
should be some practical values in that. The training should include new ideas and should
be helpful in the development of trainees. It must be relevant to the hob of workers and
staffs. In
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the training process the efficient use of time should be made as time is the most
the trainees as well as the management. Workers require more training so they need one in
every six month. Staffs required less training in the compression of workers, so they required
The duration of any event is the most important, which maker any program
LIMITATIONS
Training is a costly affair for the management. It needs a handsome amount and
long time. So management has to play safe game for the benefits of the company as well
as the workers. One wrong decision may enforce the company to fall into deep
troubles. So selecting the weak areas of staffs and workers should be done very carefully.
Selecting a particular trainer is again a difficult job. Trainer demands handsome money.
To conclude, it is very clear that training should be provided but not at the loss of the
company. It is very costly and time taking affair. But it is most important for the development
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CHAPTER - 6
ANNEXURE
(QUESTIONNAIRE)
Name …………………………………………………
Department ………………………………………
2. Please indicate when should the study material be given to the trainees?
Yes No
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4. Please rate the overall training programme on the following qualities:
standing
1. practical values
7. Clarity
1. Skill Enhancement
2. Personality Enhancement
3. IT Related
6. In your opinion what should be the frequency of the training programme in your
company.
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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 some thing for the training programme?
Date : Signature
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CHAPTER - 7
BIBLIOGRAPHY
➢ Casio W.F. “Managing Human Resource” Mc Graw Hill book company, New York
(1955).
(1955).
➢ Maslow “Motivaiton & Personality Harper & Row, New York (1954).
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