WORKSHOP TRAINING

M. L. Puri (June 5, 1958)

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Here the author assesses the needs of workshop training, stressing the importance ongoing evaluation and the conditions in which training is to be imparted. Keeping all this in mind, he goes on to identify ideal training methodologies with a view to minimize costs and maximize productivity. He emphasises the importance of eliminating redundant learning load and draws up a framework for best training practices.

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ASSESSMENT OF WORKSHOP TRAINING NEEDS

IDENTIFICATION OF IDEAL TRAINING METHODOLOGIES TO MINIMIZE COST AND MAXIMIZE PRODUCTIVITY

CASE STUDIES AND ANALYSIS

1. SCHEME FOR TRAINING FOR APPRENTICES [Mechanical]                                  

1.1 ASSESSMENT:

1.11 At present, theoretical knowledge of the apprentice is assessed through sessional examinations, but his practical knowledge is assessed in an interview with which lasts a few minutes.  Accordingly, the main concern of apprentices is to fare well in the interview and concentrate on finding answers to the pet questions, which have come into vogue over a period of years.  There is not enough attention to gaining a basic skill or in understanding the practical details, which is so important for an engineer to make a contribution towards improvements in design or more efficient operation, repair and maintenance.  The position needs to be rectified.

1.2 Recommendations:

1.21 Performance of the apprentice should be assessed on as continuous a basis as possible.  On the theory side, along with sessional examinations, greater weightage should be given to day to day application in the class room, drawing office and laboratory.  With regard to practical work, regular assessment should be made on the basis of answers to written / oral questions and practical jobs / studies given to the apprentices.  Further, at the end of each practical training session, there should be an examination by an independent authority.  Final assessment in respect of practical work should take into account the results of day to day assessment and sessional examinations.

1.22 The scheme of assessment for theoretical and practical knowledge, as also for personnel qualities and attainments should be made clear to the apprentices from the very start, so that there is no doubt in their minds as to what is expected of them and how they can meet the requirements.

1.23 A basic training centre should be provided with up-to-date machines and other equipment to represent a fair cross section of what is employed in good workshop practice.  Audio-visual aids should be used to the maximum possible extent for both theoretical and practical instruction.

1.24 On completion of 3 years probation in a working post, the ex- Apprentices should be screened at the time of their confirmation for their aptitude for workshop operations  and design and development work.  Those amongst them who are picked for development assignments should be given a ‘tailor made’ post graduate training course for the particular branch to which they are to be assigned. 

PROPOSED COURSE OF THEORETICAL INSTRUCTION FOR  APPRENTICES [Mechanical]

1. BASIC SUBJECTS:

1. Mathematics.
2. Physics and Chemistry.
3. Mechanics.
4. Engineering Materials and Metallurgy.
5. Engineering Drawings.
6. Engineering Measurements.
7. Applied Statistics.

2. GENERAL ENGINEERING SUBJECTS:

1. Strength of Materials.
2. Theory of Machines.
3. Thermodynamics and Heat Engines.
4. Combustion and Fuel Technology.
5. Applied Electricity and Electronics.
6. Hydraulics.
7. Vehicle Dynamics.
8. Machine design.
9. Workshop technology & Production Engineering.
10. Standards, Specifications 7 Quality Control.
11. Work Study, Rationalisation & Productivity. 

3. MANAGEMENT SUBJECTS:

1. Industrial Administration and Leadership.
2. Industrial Relations and Legislation.
3. Investigation, Planning and preparation of Programmes.
4. Budgeting and Cost control.
5. Engineering expression & Office Management.
6. National Resources and development.

TRAINING SCHEME FOR TECHNICAL PERSONNEL – DESIGN AND RESEARCH  WING - (CLASS III & II) – Mechanical side

Proposal

1. BASIC CONSIDERATIONS

1.1 The proposed training scheme cannot be considered in isolation.  It will have to be properly interlocked with the other factors constituting the overall development plan for the organization: organizational streamlining and re-equipment; and, data building, codification and documentation; and, on the side of personnel, rationalization of selection, placement, assessment and promotion methods.

1.2 Training should be accepted as a continuous process for all the categories of staff.  It will be operated on a flexible basis, with due regard to the changing needs of the organization and the caliber of the available human material.

1.3 Both the theoretical and practical training should be with a strong aim to analyze the requirements of different positions & develop comprehensive Job Specifications, as also syllabuses of instruction and the necessary instructional material to meet the job specifications.  As the needs of the organisation will change with technological advances, it will be a continuous task to review the existing material and develop fresh material.

1.4 As the training requirements of the organization would be of a special nature and as there would be considerable emphasis on flexibility, it is very desirable for organisation to develop its own training facilities.

Dependence on outside Technical Training agencies is not considered advisable, as the organisation will have no control on their curricula or their quality of instruction.  On the other hand, the organisation’s own training facilities would be geared to its overall development plan and the budget provision and selection of teaching personnel will be in that context.  Further, training facilities within the organisation will have the strong support of part time instruction from a large number of specialists in applied subjects, which would not be available in outside training institutions.

1.5 As a corollary from (1.4), the organisation should take responsibility for the entire course of technical orientation of its future recruits after they complete their schooling.  This would have the additional advantage of building up organizational loyalties and traditions and reducing ‘fall-outs’.

2. THE LONG TERM TRAINING SCHEME

2.1 The categories of Tracer and draftsman should be left as avenues of promotion.  These promotions will be subject to possession of minimum educational qualifications and a successful period of training in the basic requirements of the job.

2.2 The appointment to Draftsman will be from the organisation’s existing apprentices on successful completion of a course of 3 years apprenticeship, the minimum qualification for recruitment in apprenticeship being Higher Secondary with mathematics and science as selected subjects.

2.3 A certain percentage of the apprentices, who complete the 3 year course with honors, will be selected for further period of 2 years Advanced training, on successful completion  of which they would be appointed as Design Assistants in Gr.II For the aforesaid advanced training, a quota would also be reserved for selected Draftsman, who have put in minimum service in that category and whose performance is assesses as “Above Average’.

2.4 Promotion from draftsman Gr.II to Gr.I will be by selection.  Similarly a proportion of design Assistant Mechanical side. Gr.II posts will be filled by selection from Draftsman Gr.I.  Further promotions from Design Assistant Gr.II onwards will all be by selection.

NOTE.      The above proposals relate to the mechanical (Design) staff.  The categories and requirements of the Mechanical (Research) Staff would be different.

In the circumstances, it is envisaged that while the same pattern of apprenticeship would meet the needs of both the Design and Research Wings and there would be uniformity in the basic training of apprentices for both the Wings, there would be differentiation in the courses of instruction after the basic training.  Such differentiation would also exist in the latter part of the training of apprentices for the mechanical (Design) Wing to suit particular requirements of the different branches of the Wing.

3.TRAINING OF THE PERSONNEL ALREADY IN POSITION

3.1 After proper Job Specifications have been developed for different positions in the organisation, a systematic screening of the existing staff will be essential to determine their placement and to find out their deficiencies for the positions to which they are assigned by virtue of their grades.  The same screening would reveal the subjects in which they need further development to qualify for promotion.

3.2 The next step will enable the personnel concerned to remove their deficiencies for their existing positions and to prepare for promotion. 

4. Their training will be through

4.1 Guided self instruction in spare time.  For this purpose the staff concerned would need the syllabus of instruction and instructional material covering the syllabus, which they may study themselves.

4.2 Morning / evening and Day Release classes taken by full / part time teachers.

4.3 Study visits to Builders works , workshops and district centers.

4.4 Special courses of theoretical instruction and / or practical training in-house or at outside institutions in the country or abroad.

4.5 Deliberate job rotation.

5.2 Three levels of attainment should be set for each subject :

A – Advanced
B – Intermediate
C – Elementary

The intention is that for each subject there would be three self-contained syllabuses and corresponding instructional pamphlets / books.

5.3 This system is calculated to afford flexibility in preparing instructional texts for any particular job specification, by simply putting together the relevant syllabuses sheets and subject pamphlets / books of required level according to ‘prescription’.  The other advantages of the system are : facility in revision, being confined to compact pamphlets or books; low cost of instructional material due to the exclusion of non-essential matter from the instructional texts, and avoidance of over-strain or confusion for the pupil, which may be caused by redundant matter.

5.4 The syllabuses of instruction and instructional material should be sold to staff on a ‘no profit’ basis, singly or in form of complete texts to cover particular job specifications.  This would enable the staff to appreciate the requirements of particular positions and what they have to do it in order to qualify for promotion.  With this facility, the staff would be motivated to utilize their spare time in improving their qualifications, which would in turn result in a general lifting of professional standards in the organization.

5.5 The real problem would be the preparation of the instructional material.  This task would be best tackled by the knowledgeable personnel in the organization itself, particularly as a number of subjects would be of an applied nature.  Accordingly, suitable incentives should be provided for the staff to undertake such work: lump sum remunerations and / or copyright benefits, special opportunities for further training, etc.

Similarly, instruction in morning / evening and ‘day release’ classes would have to be given to a large extent by competent staff and incentive should exist for such instruction also: honorarium for the lectures delivered and bonus when a pupil passes and independent test in a given time.  To promote enthusiasm for learning, pupils who pass advanced tests too, should be given some ‘qualification bonus’.  Some incentives could also be considered for full time teachers.

5.6 In order to accelerate the preparation of instructional material, the available standard texts and codified matter pertaining to different subjects should be carefully screened and wherever suitable material is located, it should be adopted en bloc or in extract form.  This is expected to cover a considerable part of the requirement.  The balance, however, will have to be covered by suitable adoption of available material and preparation of new material.

5.7 In the training of technical personnel, the standard of instruction is of paramount importance and this aspect should be specially monitored.  Accordingly, a Select Committee should be set up to prepare job specifications and also to certify that all instructional material that is authorized, adequately meets the requirements of the respective syllabuses.

6.CENTRAL TRAINING INSTITUTE

6.1 A Central Training Institute is proprosed in order to place the training scheme on a properly organized footing.

6.2 The institute should be provided with the following facilities:

1. Office and staff rooms.
2. Lecture rooms and drawing offices.
3. Laboratories: Mechanics & testing, heat, Hydraulics, electrical, metallurgical & science.
4. Basic training workshop
5. Library, museum, model room and demonstration yard.
6. Assembly hall.

NOTE : Facilities for audio-visual instruction should be provided in lecture rooms, drawing offices, laboratories, basic training workshop and assembly hall.

BETTERMENT OF TRAINING FACILITIES

PUBLICATION OF TECHNICAL AND ALLIED INSTRUCTIONAL LITERATURE

1. INTRODUCTION.

1.1 The following observations and recommendations were made by the author in a circumstance where there was an cute shortage of technically trained personne, and the management was considering ways to reduce the period of training of regular apprenticeship and other short term courses of instructions, without lessening the scope or quality of training.  In fact, the management expected that through the introduction of contemporary scientific and intensive methods of training there would be an actual improvement in the caliber and equipment of the trained personnel, notwithstanding reduction in the training period. 

1.2 These proposals have been formulated in consultation with the representatives of Supervisory Staff and Instructors.

2. APPROACH:

2.1 Regular training is imparted to Probationary Assistant Mechanical Engineers, Apprentices Mechanics, Trade Apprentices and a certain number of class IV staff for skilled positions.  In addition, facilities have to be created for training inspectors and Specialists for production Control work.  At the same time, short term “Re-orientation” courses have also to be organized for managers, Supervisors and Workmen, so that they all clearly understand the purpose and implications of the drive for “higher productivity through scientific management.”

2.2 In fulfilling the training task envisaged in paragraph  2.1 effectively, in the minimum possible time, it is essential to build up instructional literature in English and Hindi pertaining to rational workshop and office practices.  Such literature should conform to contemporary standards obtaining in the industrially advanced countries, but it should be carefully processed and adapted to suit local requirements.  From a psychological stand point, it is very desirable to have exercises and examples for purposes of instruction from the actual work being done in the organisation.  Unfortunately, instructional material of this type is not available, and that constitutes the most serious bottleneck in the way of successful intensive training.  Accordingly, it is considered that building up of the aforesaid instructional material should receive the highest priority in our training program.

2.3 The modern approach to intensive training is that there should be complete harmony between what the trainee is taught and what he actually finds on the Shop Floor or in the office.  This makes it essential that instructional literature in the different fields of workshop and office activities is prepared by people actually doing the work and not outsiders.  This method has the additional advantage, in that when someone has to write about what he is doing he is induced to introspect and specialize and, thereby, also improve the method of working in his jurisdiction.  Accordingly, it is proposed to draw the authority of the instructional material from the broadest possible cross-section of staff .

2.4 It has been the experience in the industrially advanced countries that training is made effective by teaching the trainee everything that is essential and nothing that is not essential.  This spares the trainee the redundant load of irrelevant matter that is, not infrequently, found in our conventional training curricula, and permits him to concentrate on the essentials of what he ought to know, such a scheme of training could not be organized, so long as we depend upon external training material prepared for different conditions of working.  The correct approach is to restrict the use of the external material to authors, who can extract and adapt the relevant portions there-from, and can shape the same into material that our training requires, by filling in the gaps from the author’s personal knowledge and experience.  It is envisaged to develop self-contained leaflets, pamphlets and broachers on specific subjects. Where necessary those would be graded as elementary, intermediate and advanced. According to the training course in view, this instructional material would be put together in a folder to form the text for the instructor and the trainee.

2.5 It is considered that in the beginning the aforesaid instructional material would be compiled mostly by Supervisors and Officers.  However, as the authorship drive and, with it, self-improvement drive gather momentum, it is expected that artisans and clericals staff also would specialize in their respective subjects and cultivate good expression.  They would then be able to play their legitimate part in the preparation of instructional material, independently or in the capacity of helpers.  The success of this drive will, however, depend upon the successful motivation.

3. PROPOSALS

3.1 In order to place the building up and publication of instructional literature on a sound footing, the following factors are considered essential.

3.11 An incentive for Officers, supervisors and other promising staff to specialize in their respective sphere and to bring out their best in preparing instructional leaflets, pamphlets and brochures pertaining to their subjects.

3.12 A Library-cum-documentation  center which would assist the staff to keep in touch with the latest technological developments and overcome their shortcomings.

3.13 A Publication center where the approved instructional material could be published in the “Unit” form envisaged in paragraph 2.4, in English and Hindi, at a reasonable price, which would suit the pockets of the Workshop Staff.

3.2 All the factors enumerated in paragraph 3.1 should be embodied in a composite organization to be called “Technical Association” The scope of this association would in due course be enlarged in the light of experience.  This Association would function on a “No profit no loss” basis,

The Association would remunerate the authors, most of whom would be doing the work along with  their normal duties, according to the merits of individual contribution.  Permission of the competent authority would, therefore, be required for all categories of staff, including Officers to receive such remuneration from the Association.

TRAINING OF SPECIALIST AND NON - SPECIALIST STAFF WITH THE OBJECT OF INTRODUCING SCIENTIFIC PRODUCTION / REPAIR CONTROL WITH INCENTIVES IN THE WORKS

1. INTRODUCTION

1.1 In order to meet targets, the management has directed that the output of Workshops should be increased to the maximum possible extent through HIGHER PRODUCTIVITY.

1.2 Higher Productivity can only be achieved through systematic application of the modern concepts of Scientific management.  Workshops should immediately embark upon a program of:

1.201 MECHANIZATION of the system, office procedures and practices of production / Repair Control.

1.202 Development of an effective scheduling organization to regulate engine programming and progress engine repair work.

1.203 Development of an effective shop and central Progress organization for production and other repair work not covered by the scheduling organization.

1.204 Development of sub-stores organization.

1.205 Development of independent Incoming Inspection for engine repairs with Central Requisitioning for material therefore.

1.206 Development of Stage and Final Inspection for repairs and new manufacture.

1.207 WORK STUDY

1.208 RATIONALISATION of component and sub-assembly design from the standpoints of Producibility and maintenance.

1.209 RATIONALISATION of material handling in the works.

1.210 Increased employment of jigs, fixtures and special tools and measuring instruments.

1.211 Increased employment of carbide tooling to operate machine to their optimum capacity.

1.212 Standardisation of repair practices and workshop methods and CODIFICATION thereof.

1.213 Development of QUALITY CONTROL standards and statistics.

1.214 Compilation of STANADRD TIME DATA pertaining to new production / repair work.

1.215 Introduction of INCENTIVE.

1.216 Introduction of COST CONTROL.

The management desire that the aforesaid program should cover the entire works activities and should be undertaken by a cadre of specialists headed by a qualified senior Production engineer.

1.3 Apart from the creation of the Specialist cadre indicated in paragraph 1.2, it is also essential that the managers, Supervisors and Workman clearly understand the purpose and implications of the drive for “HIGHER Productivity through Scientific management”.  Accordingly, depending upon the position occupied, each member of the Works Staff would have to be given a re-orientation course to ensure that he actively co-operates in the aforesaid drive, or at least does not obstruct the same.  Similarly, a re-orientation would be necessary in the training of all categories of Apprentices and Trainees to ensure that new entrants to the working cadre are already equipped to function effectively under the altered set-up.

1.4 The management has clearly stated that it is the responsibility of the local management of a workshop to train the specialist cadre from amongst the existing staff, Accordingly, the training of Specialists and induction / instruction of the non-specialist staff for the new set-up should be completed well in advance.  We should lose no time in making an earnest start with “TRAINING FOR HIGHER PRODUCTIVITY”.

2. THE CURRENT POSITION AT THE WORKS

2.1 Facilities exist for training Apprentice are on conventional lines.  This training will have to be RE-ORIENTED in terms of paragraph 1.3.  There are no facilities for training specialists or for giving part time induction / instruction to the non-specialist staff to equip them for the new set-up that is envisaged.  These facilities will have to be CREATED.

2.2 In the re-orientation of the existing training facilities and creation and of new training facilities, the most important factors are:

2.21 A clear-cut specification of the Personal and Professional equipment required in the Trainee, when he passes out.

2.22 A scientific system of screening and selecting candidates for training.

2.23 Suitable instructional material in the form of printed matter, motion pictures, film strips, recorded talk and, where necessary, instructional models.

2.24 Cadre of qualified teachers and instructors who could ensure that the average type of trainee would reach the stipulated  standards with a normal period of instruction.

2.25 Scientific methods of assessment to test a trainee’s progress during the course of the training and then finally at the time of passing out.

2.26 Machinery to ensure that the prescribed tests are effectively and impartially carried out.

2.27 Incentives for the teacher / instructor and the trainee to put in their best in reaching stipulated test standards.

2.3 Apart from the regular long term and short term courses of training for Specialist and non-specialist staff, machinery will also have to be developed for a program of SELF INSTRUCTION for all levels. Self Instruction is intended to enable promising candidates to pass the initial selection test for the regular course of instruction, or, if the candidate can manage it, go even beyond that and appear directly for an intermediate or final test of any particular course.  In fact, to begin with, self instruction would be the mainstay of the Training Drive.

2.4 In order to mobilize effort towards self instruction the following steps are necessary:-

2.41 Provision for carefully screening the volunteers for a particular Specialist or non-Specialist course of instruction, and advising them of their deficiencies in particular subjects and skills.

2.42 Creation of a panel of qualified staff, who would impart instruction in particular subjects / skills along with their normal duties.

2.43 Guidance and instructional material in a self-contained form for each subject / skill which could be used as the text by he Instructors and the Trainees.
Note:- this would be adopted from the instructional material prepared as per item 2.23.

2.44 Incentive for promising staff to take advantage of self instruction facilities and for those empanelled as instructional staff to take genius interest in their pupils.

3. SUMMARY OF REQUIREMENTS

3.1 Development of comprehensive test specifications, which would ensure that the Specialist and non-Specialist staff who pass those tests are really up to the standard expected of them.

3.2 Establishment of a machinery to ensure that the prescribed tests would be carried out in the correct detail, effectively and impartially.

3.3 Drawing up of a scheme of courses of instruction for both Specialist and non-Specialist staff, calculated to enable the available caliber of trainee, both new entrants and those already in service, to pass the prescribed tests in the normal time under incentive conditions.

3.4 Preparation of instructional material to support the courses of regular instruction and also self instruction.

3.5 Bringing into position a cadre of full time and part time teachers and instructors for both regular courses of instruction and also for assistance to staff taking self instruction.

3.6 Provision for lump sum qualification awards for the staff who are successful in the tests indicated in 3.1

3.7 Provision for lump sum qualification awards for the staff who are successful in the tests indicated in 3.1

3.8 Provision for honorarium / lump sum awards for teachers and instructors, linked to the success of their trainees in the finals tests, to compensate them for the additional effort that they have to put in to preparing their subjects.

3.9 Provision for lump sum awards or copyright benefits for staff who prepare instructional material to the satisfaction of an expert Screening Committee to be created for the purpose.