THE SOLUTION

1. INTRODUCTION
2. OBJECTIVES AND GOALS
3. PRODUCT PLAN
4. ORGANAZATION PLAN
5. ASSESSMENT OF TRAINING NEEDS
6. TRAINING PROGRAM
7. APPENDICES

A.  LIST OF TOPICS

B.  A TYPICAL MANAGEMENT DEVELOPMENT PROGRAM

C. JOB ANALYSIS

D. QUIZ ON OBSOLESCENCE

E.  TRAINING NEEDS CHECKLIST

F.  CURRICULUM FOR VARIOUS GRADES OF PEOPLE

 INTRODUCTION

"The pace of events is so fast that unless we can find some way to keep our sights on tomorrow, we cannot expect to be in touch with today."

-    Dean Rusk

Dean Rusk could not possibly be more right. The challenge of the 1910s is already here and to be faced  Now! A rather popular cliché a few years ago used to be, "I wish to grow with 'the company". Today's giant corporations find themselves saying, "We grow with the individuals who make us".

And in this growth of the individual, we find the need for a long range personnel development program.

With the ever increasing rate of technology, whole new industries are literally being born overnight. The inevitable companion of the new is the obsolescence of the old. The most crucial and damaging of all the obsolescence is the 'human' obsolescence. (At this point, I cannot resist from making a reference to the quiz on 'personal obsolescence' - please see appendix D ).

All of us at 1&T owe our existence within the company to a market which needs the products we manufacture. And these needs change with the changes in :-

population growth

per capita consumption expenditures

geographical shifts in population

population composition

consumer tastes.

In the words of Kline, 'it is obviously better for a company to replace its own products than to let a competitor do so’.

Such a planned obsolescence of our old products by our new products sounds logical and may be just the right thing to do.

The analogy between the 'product obsolescence' and the 'personnel obsolescence' however ends here.

No one in his right mind would think of replacing old employees by new employees every now and then! The dangers to a company following such a procedure are too obvious to narrate.

The one and the only course open is to educate, to train the individuals making up this company. Whitehead, in his 'Aims of Education' says,

"In the conditions of modern life, the rule is absolute; the race which does not value trained intelligence is doomed. Not all your heroism, not all your social charm, not all your wit, not all your victories on land or at sea, can move back the finger of fate. Today we maintain ourselves. Tomorrow science will have moved forward yet one more step, and there will be no appeal from the judgment which will then be pronounced on the uneducated."

To be sure, the individual bears the major responsibility for overcoming his personal obsolescence. But chances are, no one can do the job alone. And the longer a man has been in Industry, the less he is able to do it alone. On the other hand, the company cannot be expected to drag a man against his will, kicking and screaming into the 1970s.

Company can only provide encouragement, incentive and perhaps some of the facilities for learning. The manager him­self must take the initiative. Still company environment is a strong influence. Group pressures to keep up, forge ahead, drift quietly - or stagnate - largely determine the action or inaction of all but the most self-sufficient individuals.

And the company that "can't afford" to repay at least a part of an employee's investment in staying up-to-date may n find that it cannot afford to meet its payroll.

We at L&T have been trying our bit at training personnel. At best, it has been a part time job. The awareness has perhaps existed all along, but a sense of urgency has been missing. If a manager received the brochure from the National Institute for Training in Industrial Engineering in time, he rush off the applications of a few of his staff; if a foreman came up with a request to attend the course at Victoria Jubilee Technical Institute, he would get a pat on the and be asked to wait his turn next year; if a manager himself chanced upon an ad in the newspapers about a suitable. course at the Institute of Management at Calcutta, he would feel worried to propose his own name lest others might think that he, of all, is in need of training!

Our efforts so far, I feel, have been more in the nature of 'keeping-up-with-the-Joneses'. Ours have been hit- and-miss methods. The realization that the training has to be a way of life - the industrial way of life - is overdue.

Before proceeding to lay down the objectives and goals, I wish to· emphasis one point. At the very outset, the cardinal principle of the process of learning, of education, of training, must be understood and accepted, that it is a never-ending process, whether applied to an .individual or to the corporation. If anything, the growth of the company shall follow the growth of its training efforts. Since every known thing in the universe is growing or decaying, the surest down-hill road for. a company would be to stop training its individuals, to tray to 'cease' growing.

Training is not a destination - something to be arrived at. Once again to quote Whitehead, "For successful education, here must always be a certain freshness in the knowledge dealt with ••• Knowledge does not keep any better than fish.

OBJECTlVES AND GOALS

In any long range plan, the first task is to list the objectives.

Before we proceed to make such a list. However, we must ask ourselves,

"In relations to what, can objectives be defined?"

The components making up an industrial system like L&T are

1     Management, which directs                   )

2     Men, who control and operate        )

3     Machines, which convert                      ) Internal

4     Materials, into products and services      )

made available to                               )

5     Consumers, whose purchases are also    )

       Sought by                                         )

6     Competitors.                                      ) External

7     Government and the public                   )

Clearly objectives can be defined in relation to any one or more of the above components. Of these, the first four can be considered 'internal' and the remaining three 'external'.

Of the first four, Management is but a concept which, at best, can be defined vaguely. Men, machines and the materials are physical entities, although definitions may vary from the philosophers to the income-tax officers!

Since setting objectives for management is outside the scope of this report, no attempt shall be made in that direction.

Having further agreed that, in the final analysis, it is the man who matters most, the stage is now set for listing the objectives for our long range personnel development program. with reference to Switchgear Division, these objectives, briefly defined, are: 

For attaining an approximate sales value of 8 crores by 1971-72, to train and develop the following staff -

At Corporate Level

A Divisional Manager in overall charge of the 'division; responsible and accountable to the Board of Directors for the sales, the profits and the return-on-investment goals set for him by the Board.

At Divisional Level

The Works Manager

The Sales Manager (to be called The Marketing Manager)

The Staff Manager

The Administrative Manager

The Finance Manager

The Advertising Manager

 

At Operational Level

The Manager - Manufacturing

The Manager - Design

The Manager - Purchase

The Manager - Personnel

The Manager - Training

The Manager - Accounts

The Market Research Officer

The Sales Promotion Officer

The Sales Training Officer

The Chief Accountant - Sales

 

At the works Level

The Chief Engineer – Industrial Engineering

The Chief Engineer – Tool Engineering

The Chief Engineer - Planning

The Chief Engineer - Production & Control

The Chief Cost Accountant – Works

The Chief Engineer -Plant & Maintenance

The Chief Engineer - Quality Control

The Plant Superintendent

 At The Supervisory Level

1. All the Section Heads (see organization chart, pp )
2. All the Foremen (see organization Chart)

A t this point, I must make 'a confession. For more than a year now, I have been seized with the thought of improving the calibre of the personnel in

The Production Planning and Control Department

The Plant Department

The Quality Control Department

Manufacturing Shops and Stores

and all of my efforts at assessing the training needs were directed in these areas alone. The suggestion to present my thoughts in the manner of a brief report came from Mr G Ramkrishna. While preparing the notes, I felt compelled to include, at least at the managerial level, such other areas as design, Purchase, Finance, etc as well, as the proposed origanisation charts would otherwise be incomplete.

Although I would include certain generalization regarding the training needs in some of these other areas, these are more in the nature of 'corollaries' to the central Theme.

By now, we have answered the first question,

To train whom?

Our objectives would be devoid of all meaning, unless we now answer the second question,

To train for what?

The answer to this and some more pertinent questions shall be found in the next chapter.

PRODUCT PLAN

A separate report on a 15-year long range plan for the Switchgear Division is attached. All other corporate objectives, policies and plans have their roots in the growth rate envisaged in the growth rate envisaged in this Master Plan.

ORGANIZATION PLAN

Organization planning begins with two questions -

1     What is our present organization structure and personnel inventory?

2     Anticipating our products and services of the future,

what sort of organization and what talents will enable

us to manage our 'business most efficiently in the years ahead?

It is with these two questions in mind that the organization charts that follow have been prepared.

To attain a 20% ,rate of growth and reach a sales volume of Rs.44 crores by 1981, it soon becomes apparent that Switchgear Division, before long, must assume all functional responsibilities under a Divisional Manager, who will directly report and be responsible to the Board of Directors. An organization of the kind pictured cannot arrive tomorrow. It must be here by 1970 if the challenge of the 70s is to be faced boldly. The demands made on such a management team will be tremendously complex.

Of the two essential, assets, management is by far the more significant. With a highly talented team organized so that each member can make maximum use of his ability, most companies quickly arrive at a' position enabling them to obtain the working capital they need.

Even before we can get down to organizing, the unresolved questions are-

Wherefrom to recruit and how to retain these highly "talented men?

Will such large scale executive recruitment from outside upset the balance of the existing organization?

Even when we had time, recruitment remained a painstak­ingly slow process fraught with frustrations and uncertainty of the choice made.

Now we are a people in great hurry with little time on our hands. At the same time we want to be very sure that we have the right kind of people in the right positions. The stakes are so high that we have to be very right in all our moves.

The foregoing suggests that we cannot depend on a large ­scale recruitment of talents from outside but we must necessarily develop these from within. An organization chart as it might appear in 1970, supplemented by job specifications of every posi­tion shown thereon, would be our best guide to the type of talents will require.

Here then again we have a concrete basis for

-   to train whom?

-   to train for what?

 

 

ASSESSMENT OF TRAINING NEED

The assessment of training needs is the story of three little questions –

1     To train for what

2     To train how

3     To train when.

Training is basically a process of changing people. The areas in which people need 'changing' are

1     Knowledge

2·    Skill or technique

3     Attitude (as reflected in behaviour).

Not necessarily, persons at all levels require all the three types of training. To be most effective, the specific training needs must be assessed for each individual. In practice, however, even if this is done, the training programs themselves cover a group of persons rather than individuals, in consideration of the costs involved.

Earlier we asked a question,

Why train people?

and the brief answer was,

'to meet the challenge of 1970s'.

The specific details of this challenge are -

1     Ever increasing standards of performance are being set by the Management - the standards of sales, costs, profits, return on investment, rejects, inventories, overheads, labour and equipment utilization, absenteeism, labour turnover, etc. etc.

2     New products, new equipment, new facilities will be required to be added continuously.

To meet this challenge not only the number of persons (quantity) required will be higher but the quality of these people will also have to be much higher, in the following areas:

a     Knowledge of their job.

b     Knowledge. of their responsibilities.

c     Ability to divide work i.e. to supervise.

d     Ability to make improvements in the methods of work and to put them into practice.

e     Ability to lead i.e. knowledge of human problems.

f      Ability to discuss the problems of the business, be it individually or at gatherings of employees.

The techniques for determining training needs, listed by the American Society of Training Directors are

1     Observations

2     Management requests

3     Interviews

4     Group conferences

5     Job activity analysis

6     Questionnaire surveys

7     Tests or examinations

8     Merit or performance ratings

9     Personnel records

10    Business and production records

11    Long range organizational planning

The needs as assessed by me have been based on tech­niques 1, 8 and 11.

It is suggested that a further detailed assessment making use of techniques 3, 4 and 7 be made in the course of next 2/3 months. Such an assessment may initially be confined to the following departments -

Production Planning and Control

Quality Control

Plant and Maintenance

Shop Foremen/Stores Personnel

An assessment based on techniques 5, 6 and 9 is already undertaken and under progress.

The assessment vide 'Questionnaire Survey' has been divided. into two main groups, -

1     Training needs in technical subjects (knowledge)

2     Training needs in subjects dealing with 'skills' or  ‘techniques’

1hen the entire assessment is over, it will be possible to draw up a comprehensive Training Program for the sections mentioned earlier.

A comprehensive program for the Switchgear Division as a whole can be launched only when

-      The Top Management accepts that 'personnel development through formal training' is the only way to keep L&T abreast of the others.

-      The 'Pop Management order a systematic assessment of the training needs of the entire Switchgear Division along the lines discussed above.

-      Upon completion of such an assessment instruct our Training Office to prepare a co-ordinate Training Program.

-      Entrust our line Managers with the responsibility of implementing the Program in their respective sections. It has been universally accepted that training has to be always a 'line' function.

-      The Top Management call for a 'Training Performance Evaluation' report from the line Managers once 3. year.

The lines along which such a program may be organized are given in the next chapter.

 

 

 

TRAINING PROGRAM

Having answered the questions

-      To train whom?

-      To train for what?

we must turn our attention to,

To train how?

To train when?

The answers to these, then, will make up the complete program. Let us attempt to answer,

To train when?

If training and self development are perpetual, it is obvious that the training will have to be 'on' the job as well as 'off' the job.

without exception, all supervisors like to think that they spend a good deal of their time on training their assis­tants. In reality most of us are trying to impress our subordi­nates by telling them how efficiently we would have handled a particular job, which the subordinate has got all messed up! The man is obviously not 'getting trained on-the-job' even though he may be listening.

The few who are trying to do an honest job of training are all too unfamiliar with the training techniques and the achievements are non-coherent. Besides no line supervisor can tackle the total training job single-handed. Today's training needs encompass a vast number of widely varying disciplines which no single person can be expert in.

This one person to another person approach then has very limited usefulness and cannot be the answer.

And then, as already stated earlier, very few people can be expected to read books at home and train themselves on a 'do-it-yourself' basis.

The answer is,

When and how do we then train people?

We must have a full-fledged training school at Powai. A self-contained building having

-      a central library of books and films

-      an auditorium

-      10/15 lecture rooms.

The building must be equipped with all sorts of teaching aids. And then we must breathe soul into this edifice by recruiting a few full-time and a few part time professors. The part-time lecturers can be had from

1     the VJTI

2     The Engineering College, Andheri

3     NITIE

4     The BPC

5     The Jamanlal Bajaj Institute of Management

6     The Central Labour Institute

7     The Indian Institute of Technology, Powai

8     Professional Consultants such as

a     BEAM

B     IBCON

C     BEACONS

D     Personnel and Productivity Services

E     The British Institute

F     ALMECO

The efforts of the faculty can and must be supplemented by each one of our managers and departmental heads (all of whom are experts in some or other field) delivering one lecture every week.

Since the training is an investment in future by the company as well as by the employee concerned~, the time for training must be shared by both in equal proportions. This would mean that if an employee is required to spend a total of 6 hours/week attending lectures, 3 hours of these would be on· the company's time i.e. during his normal working hours and the remaining three hours when he is off-duty. This would mean that a large percentage of the total number of lectures would have to be arranged after 4 pm as also on Saturday afternoons.

The training program initially will have to be voluntary. After 2/3 years of successful operation, a certain amount of indirect pressure can be brought to bear upon the employees. This can be done. by introduction of ' Qualification Bars' in salaries and promotion to higher grades, for persons not having successfully completed a specified training course.

In the preceding chapter we discussed two types of training needs

- for technical subjects

-for business management techniques

Appendix A gives a comprehensive list of topics which meets both types of training needs. Appendix B gives a typical management Training Program. Appendix C furnishes data regarding different curricula.

with some modifications, a training program to suit )cal needs can be quickly drawn up.

The Top Management is then requested

-      to recognize the need for and accept the urgency of a Management Development Program.

-      to issue instructions- to our Training Office to prepare and- submit for MGM approval, a detailed proposal of capital investment and recurring expenditure.

The proposal should also include a comprehensive 'Pilot Program' for the switchgear factory staff.

-      to approve the proposal and issue instructions for implementation. Pending construction of a separate building for the training school, use may be made of the existing 3/4 conference rooms as well as the welfare centre at Powai.

-      until such time that satisfactory training facilities

are established at Powai, to issue a directive for an extensive use of the training courses offered by

1         NITIE

2         VJTI

3         Jamanlal Bajaj Institute of Management

4         BPC

5         IIM Ahmedabad

6         IIM Calcutta

7         Administrative Staff College, Hyderabad

8         Management Consultants

The target for such an external training may be made subject to the following constraints:

-      not less than 10 of the salaried staff be sent to attend external courses every year.

-      a minimum of 3 of the departmental salary bill be . budgeted towards such external training~ (For switch­gear factory this is less than 1.5 for 1967-68).

It is, at this point, worthwhile to remember that the amount if not spent , would attract an income-tax rate of 55% on the gross profits.

It is difficult to sum up this report because summing up denotes the end of a discussion and training has no end!

 

LIST OF TOPICS

 

MANAGEMENT

• Analyzing organization effectiveness
• Audi ting
• Budgeting
• Business Law
• Data processing
• Decision making - simulation Financial planning and forecasting
• Human relations
• Job evaluation
• Performance appraisal coaching
• Product planning
• Selection and assessment of personnel
• Understanding individual and group behavior in work situations (industrial psychology)
• Value analysis
• Supervisory training

ENGINEERING SCIENCES

• Engineering materials
• Engineering economics
• Engineering analysis
• Computer programming
• Information data processing
• Electronics
• Heat transfer
• Construction materials

ENGINEERING ANALYSIS, DESIGN AND SYSTEMS

• Automation
• Instrument measurement, process control
• PERT
• Production Management·
• Systems engineering
• Work simplification and measurement

BASIC SCIENCES

• Calculus - review
• Differential equations
• Mathematics - review
• Modern algebra
• Modern analysis
• Numerical analysis
• Probability and statistics
• Physics - review
• Statistical inference

COMMUNICATIONS

• Business letter writing
• Composition and rhetoric
• Conference leadership
• Effective communication
• Engineering graphics
• Exposition narrative writing

COMMUNICATIONS - contd

• Interviewing skills
• Listening skills
• Oral presentation of statistical and technical papers
• Public speaking
• Rapid reading
• Technical report writing

SPECIAL PROGRMAS

• Aeronautical and space engineering technology
• Air conditioning and refrigeration technology
• Chemical technology
• Chemical engineering technology
• Drafting and design technology
• Electrical and electronic technology
• General engineering technology
• Instrumentation and control technology
• Maintenance technology
• Nuclear engineering technology
• Production technology
• Solid State technology
• Surveying technology
• Computer technology

 

• AEROSPACE INDUSTRIES ASSOCIATION (AlA) SURVEY

The accelerating pace of civilian and military developments has resulted in an ever increasing demand for a higher level of technical and managerial capability in the manufacturing engineering complex. This demand is becoming more difficult to meet as time goes on, and the industry feels that unless concrete steps are taken immediately, the time is not far distant, if indeed it is hot already here, when it will be unable to maintain the pace set by the rapidly advancing state of the art.

 

• MANUFACTURING ENGINEERING COURSE

Industry Preferences                   

• Manufacturing processes        Engineering Metallurgy                
• Machine tool performance       manufacturing analysis                
• Electrical circuits and control Statistical analysis                
• Technical report writing         Production control                       
• Fluid mechanics and hydraulics Machine design
• Production tool design           Management and supervision
• Engineering mechanics           Personnel relations
• Dynamics and Kinematics       Tooling standards
• Strength of materials             Composition
• Manufacturing research problem Engineering
• Industrial cost accounting      Electronics
• Stresses in machine elements Speech
• Production planning        Basic economics
• Motion and time study           Computer programming
• Automation programming & controls
• Thermodynamics                   Plant layout & material handling
• Differential equations

 

 

• Larsen & Toubro Limited                                           Sr. No. :
• Switchgear Division                                                  Date:
•  
• JOB ANALYSIS
• 1   a.  Name    :  ______________  d. Married or Single :  ___________
•     b.  Department    :  __________ e. Age                   :  ___________
•     c   Section   :  ___________ f. Date Employed  :  ___________
• 2   By what name is your position known? _______________________________________
• 3   To whom are you immediately responsible? ___________________
• Please answer the following questions in separate sheet and attach to this.
• 4    Do you supervise the work of others? If so, list by name and position.
• Describe briefly.
• 5    What do you do? (Name job 8 performed and show time required whether                       daily, weekly, monthly or at other intervals, Group accordingly to this so time classifications.
• Daily:                                                      Approximate
• Weekly:                                                   Time Required
• Monthly:
• Other:
• 6   Do you do any Special or occasional work which cannot be foreseen, or provided for in advance? If so illustrate.
• 7'   Do you do any fill-in work belonging regularly to another position or department? If so describe nature and extent of such work,
• 8   Where or from whom do you get work? (From what department, or from Which function or Individual, in your own dept.)
• 9   Where or to whom does it go, etc.? (Next operation in your department or the department to which it is next forwarded.}.
• 10  In what other departments of this business have you worked and when?
• 11  What special training or education have you had?
• 12  Do your regular duties require overtime work? If so, how much?
• 13  Can you suggest any improvement uh i.ch might be made in performing your work?

 

 

 

 

OBSOLESCENCE

Appendix D

How do you score on this quiz?

How does systems engineering differ from systems and procedures? value analysis? industrial engineering? Operations research? project management? process engineering?

Can you explain, to your wife's satisfaction, terms such as total systems, materials management, information retrieval, direct costing, closed loop, group processes, theory x and theory y, interface, parameters, on-line, ambivalence, binary logic, motivational research, transducer, polymer, learning curves, simulation?

Have you quit reading your professional journal because the material is getting too hard to understand - 'too technical' too impractical'? Do you have trouble keeping up the jargon peculiar to your industry or your field of specialization?

What does PERT have to do with: linear programming? probability theory? computers? How does it differ from critical path scheduling? flow charting? Gantt charting?

Can you name two major changes that have taken place, over the last five years, in the fields of job evaluation, powder metallurgy, work measurement, data processing, Purchasing, packaging, metalworking, materials handling, bench assembly?

Do you trouble helping the kids do their math or science homework? Can you still let your old texts fall open to any page and handle the problems on it?

List the six most important innovations or trends that have shown up in your industry in the last 10 years. (Clue what are leading companies in the industry doing, changing, or planning? ) .

Are you frankly snowed-by some of the speakers at con­ventions and seminars in your field? Do you find yourself retreating to familiar 'primer' sessions?

If computers were free, what five jobs would you first put on yours?

What's the difference between line balancing and line of balance? quality control and reliability? programmed instruction and teaching machines? analog and digital computers'? cryogenics and cybernetics? scientific management and management science?

Name three ways your plant could use operations research if the money were available. (It is not 'big plant stuff' !)

What are the two most important management or technical books you have read in the last year? (Good intentions don't count.)

 

 

TRAINING NEEDS CHECKLIST

Appendix E

Directions for use - Read this list over carefully.

Circle 'yes' areas you want training in. Circle the Question

mark if uncertain. 'No' if you need no improvement on your job

or for promotion to a better job.

1 How to train people Quickly and easily        Yes  ?     No

2 How to lead or direct, others                     Yes  ?     No

3 How to plan                                            Yes  ?     No

4 How to organise                                      Yes  ?     No

5 How to control                                        Yes  ?     No

6 How to interpret and apply company policies Yes ?     No

  and procedures

7 How to get out more work - motivate people Yes ?     No

8How to discipline workers                          Yes  ?     No

9 How to improve job methods                     Yes  ?     No

10 How to do research work                        Yes  ?     No

11 How to learn a new job                           Yes  ?     No

12 How to understand myself and others -     Yes  ?     No

  sensitivity

13 How to break down a job into elements     Yes  ?     No

14 How to work out new ideas                      Yes  ?     No

15 How to develop my own manual skill        Yes  ?     No  

16 How to keep machines in working condition Yes ?     No  

17 How to keep things in order                      Yes ?     No

18 How to evaluate and rate employee performance Yes ?     No

19 How! to reduce waste (time, materials,     Yes  ?     No

   supplies)

20 How to improve my performance on the job Yes ?     No

21 How to improve the morale of my unit        Yes ?     No

22 How to sell ideas to a superior                 Yes  ?     No

23 How to manage the boss                         Yes  ?     No

24 How to delegate authority                       Yes  ?     No

25 How to hold people responsible for results Yes  ?     No

26 How to get people to work together -        Yes  ?     No

   co-operate

27 How to be diplomatic - tactful                  Yes  ?     No

28 How to improve my written and oral expression  Yes ?     No

29 How to recognize details that count          Yes  ?     No

30 How to read blueprints and drawings        Yes  ?     No

31 How to read charts and tables                 Yes  ?     No

32 How to improve my reading and speaking Yes  ?     No

   ability

33 How to judge the importance of instructions Yes       ?     No

34 How to recognise causes of fatigue           Yes  ?     No

35 How to improve my memory                    Yes  ?     No

36 How to reduce disagreeable factors on jobsYes  ?     No

37 How to sell safety to my workers – preventYes  ?     No

   accidents

38 How to work more comfortably.                Yes  ?     No

39 How to avoid tensions - conflicts              Yes  ?     No

40 How to conduct conferences and staff meetings Yes   ?     No

41 How to communicate - upwards, downwards, etc Yes ?     No

42 How to interview others                          Yes  ?     No

43 How to & apply the principles of managementYes      ?     No

44 How to make staff 'studies and do staff work Yes      ?     No

45 How to make or write reports                  Yes  ?     No

 

CURRICULUM FOR VARIOUS GRADES OF PEOPLE

Appendix F

Group	No. of	Total	On-the	Hourly	No. of
	Topics	Class	Job As-	Lectures	Weekks
		Hours	signrilent	per Week
			Hours __
I PHASE
Managers	10	300	150	3	100
Dept Heads	10	300	150	3	100
Supervisory Grade	10	300	150	3	100
Jr/App Engineers	12	400	400	4	100
Tech Asstts	6	200	100	4	50
Foremen	10	300	100	3	100
II PHASE
Storekeepers	5	150	75	3	50
Inspectors	5	150	100	3	50
Chargehands	3	75	35	3	25
Setters	3	75	35	3	25
Clerks	2	75	35	3	25
Draftsmen	2	75	35	3	25
Workers	2	75	35	3	25

 

 

1. INTRODUCTION
2. OBJECTIVES AND GOALS
3. PRODUCT PLAN
4. ORGANAZATION PLAN
5. ORGANAZATION PLAN- CHARTS
6. ASSESSMENT OF TRAINING NEEDS
7. TRAINING PROGRAM
8. APPENDICES

A.  LIST OF TOPICS

B.  A TYPICAL MANAGEMENT DEVELOPMENT PROGRAM

C.  JOB ANALYSIS

D. QUIZ ON OBSOLESCENCE

E.  TRAINING NEEDS CHECKLIST

F.  CURRICULUM FOR VARIOUS GRADES OF PEOPLE