Craft

Training
Learning Objectives
By the end of this chapter, you should be able to:
State the three main areas of maintenance
training concerns.
Prepare a skills analysis for designated crafts.
List five types of training most often followed
in maintenance.
State three classifications of vendor training
programs.
List two kinds of controls that can improve
existing on-the-job training programs.
INTRODUCTION
The increasing technological direction of facilities, systems, and equipment
over the last decade places greater demands on the maintenance function to
keep pace. One of the main signs of this phenomenon is that maintenance
technicians are spending more time on trouble shooting and problem solving
and less time applying their basic craft skills. The changing knowledge
requirements for maintenance workers is reflected in:
The move from single craft to multicraft knowledge.
The migration of technicians from basic skills or crafts to higher technolo-
gies involving computers, electronics, and system analysis.
The rapid rate of obsolescence of equipment and technology and of the
knowledge requirements that go with them.
The aging of the maintenance work force and the knowledge voids that
occur unless training is conducted on a continuous and planned basis.
109
In most organizations, the training task is assigned to the personnel or
industrial relations functions. But managers of maintenance should be aware
of the training needs of their own departments. There are three areas of
training concern: supervisory training craft and support personnel training
and technical and managerial training. Although training professionals may
design and present training programs, these efforts will be more effective
with input from the maintenance function itself. Specifically, recommenda-
tions for the training needs analysis, technical content of courses, proper
instructors, and appropriate case examples are best made by the maintenance
department. The essential thing to remember is that any training program is
only as good as the maintenance manager's input and participation.
An organized, continuous training program enhances the effect of learn-
ing curves. This means that repeating a task reduces the time needed to do
the task next time because the task has been learned. Good training shows
the worker the better way to do the task, enhancing the potential for faster
learning and greater progress on the learning curve.
In this chapter, we will focus on training needs analysis, skills analysis,
and types of craft training.
TRAININGNEEDS ANALYSIS
Craft training programs are often developed from four-year apprentice pro-
grams in use elsewhere. Some programs are excellent and applicable to train-
ing needs. But many are generalized and do not relate to needs of a particular
maintenance department. Moreover, programs that are too complicated, aca-
demic, or esoteric often fail. Programs are needed that are practical and
applicable to the unique situations found at the job level. Local input makes
the training program job-related and functional, which is why training needs
analysis is important.
DOCUMENTING TRAIIVING NEEDS
When the skills and staffing distribution and the optimum number of people
required to run the department have been determined (Chapter 1), the next
task is to determine the number and type of people who should be trained
over the next five years. Assessing the training needs over a five-year period
helps the maintenance manager anticipate appropriate lead times for training
new, as well as replacement, personnel. The program should be reviewed
annually and an updated five-year forecast issued. Without training pro-
grams, factors such as nonavailability of skilled help, union commitments,
and introduction of advanced technology equipment and systems loom large
as critical management challenges. Where there are no formal training pro-
grams in progress, it is necessary to hire higher-paid, experienced workers to
replace personnel who leave or retire. The training profile should encompass
entry levels through highest skill levels and continue on to include support
personnel, supervisors, and managers. Therefore, knowing the predicted
110 How to Manage Maintenance
personnel turnover and retirement rates is important. To determine the
number of employees who will leave, retire, or transfer during the next five
years, a form such as Exhibit 7-1 should be used. This form estimates the
number of currently employed skills and the number anticipated to leave
each year. The normal rate of attrition can also be established this way. Local
definitions of personnel attrition and retirement are necessary.
Historical information may be helpful in estimating future events, but
this should be used with some care because organizations are constantly
changing in mission, products, growth, and composition. Exhibit 7-2 is a
form that may be helpful in reviewing past history and projecting future
attrition. As the bottom line shows, the number of replacements can be
determined by adding the average level of attrition to the number of retirees
of each year of the five-year period. Replacements can come through hiring
new staff who are qualified or by training personnel already on staff. It is usu-
ally best if this forecasting is based on a plantwide policy so that all depart-
ments approach the subject uniformly.
After a determination is made on how many skilled employees should be
hired, the remaining slots are filled by trainees. This projection suggests a
fairly long-range program with objectives that will fill the department's
111 How to Manage Maintenance
112 How to Manage Maintenance
unique training needs. It shows the number of personnel each year who must
be trained and the crafts that are involved. The projection also shows those
years in which a projected high number of retirees might offset requirements
of planned staff reductions. Some care should be taken to ensure that the
right number of crafts are retained rather than a straight head count tally.
Informed decisions about staffing and training are essential.
SKILLS ANALYSIS
Skills analysis assists in determining the training needs for crafts by providing
an outline for an entry level training program, or apprenticeship, or for evalu-
ating the skills of more experienced workers. Skills analysis is developed by
plant personnel who ensure that it reflects the needs of the plant. Consultants
often assist or validate these efforts, but the overview of skills is a management
responsibility.
A skills analysis represents the many tasks and tools that pertain to a skill.
The tasks are then related to unique jobs in the plant. Some skills are general,
such as "knowing the function of and trouble-shooting circuit breakers." Oth-
ers, such as "analyzing synchro-control systems and effectively making repairs
on them," might be specific to the local plant. Some tasks require more experi-
ence and knowledge than others, but they are all part of a single skill, defined
by the organization performing the analysis. In fact, an accumulation of smaller
tasks is usually necessary to successfully accomplish one of the larger ones in a
defined skill.
A skills analysis can be accomplished through a series of interviews with
craftpeople and knowledgeable supervisors. Each task they handle is listed and
described in detail. This leads to a master list of tasks, which is reviewed by
supervision, management, training, and engineering, where appropriate. Such
reviews might result in additions and deletions to the tasks, greater emphasis
on certain tasks, or tasks broken down into more appropriate elements. Finally,
the skill may be stratified to show different grades of experience, such as junior,
senior, specialist, master, and so on, needed for accomplishment.
A final list can now be compiled for all the tasks that make up a skill. A
typical page from a skills analysis is shown in Exhibit 7-3. A group of tasks
common to all crafts is then added. Some of these might include:
Familiarity with safety rules that apply to each job.
Understanding of tools, instrumentation, and equipment items involved
with the craft.
Ability to interpret sketches, blueprints, schematics, or specification docu-
ments that might apply to the craft work.
Ability to make sketches and write up descriptions to communicate the
needs of jobs undertaken by the craft.
The finalized skills list, as agreed from the analysis, provides a guideline
for developing a craft training program. Because the skills analysis determines
113 How to Manage Maintenance
Is able to adjust chain drives.
Is able to troubleshoot pump installations.
Understands workings of centrifugal, reciprocating, and rotary pumps.
Uses books, catalogues, and company manuals to determine parts, materials, and equipment
operations.
Knows how to disassemble, repair, and install hydraulic and pneumatic cylinders.
Knows the principles of mechanical seals and stuffing boxes, lantern rings, and O-rings. Is also
able to install, repair, and so on.
Does shaft alignment within indicator reading of .002
Does layout work within close tolerances with detailed print.
Is able to repair a complex gearbox or gearhead motor, such as a double reduction gearbox.
Uses shop math to make or sketch cams, angles, threads, radii, circumferences, and so on.
Knows how to identify types of bearings and how to use bearing identification number for inter-
changes.
Knows all tagging procedures in plant, such as electrical safety.
Determines proper belt and pulley speeds in FPM feed.
Uses transit and level in making layouts for long conveyor runs.
the real needs, the training program can now be a functional, job-related, and
hands-on product.
JOB-RELATED TRAINING
Job-related training means that the results of the skills analysis are reflected
in training programs designed to meet the requirements for craft training of
assigned workers. If part of a trainee's instruction is provided by a local tech-
nical school, it is important that the courses are applicable to the job the
trainee does or will be doing at the plant. However, circumstances and bud-
gets frequently make it impossible for those schools to provide specific train-
ing. General training is acceptable if two properties are met. First, the
training should relate to the craft-electrical, mechanical, electronic, and so
on. Second, the course should stick to the designated subject matter-for
example, blueprint reading should be just that, not preparing mechanical
drawings. Training within the plant is usually more focused in terms of job-
related emphasis because the course contents are under strict local direction.
FUNCTIONAL TRAINING
Functional training takes job-related training one step further. A functional
electrical blueprint reading program applies universal electrical symbols and
114 How to Manage Maintenance
basic schematic practices to the electrical needs within the local plant. Using
this approach, the trainee learns principles of universal electrical blueprint
reading along with the functional application of this knowledge to situations
within the plant. Functional training cannot be learned in the classroom or
on the workbench alone, and for this reason, it is a valuable element of the
training program.
HANDS-ON TRAINING
Job-related functional training is further reinforced by hands-on training or
doing the job as part of the customized training. A good example is blueprint
reading. Job-related electrical blueprint reading deals with, say, motor con-
trols and transformers used in a plant, not home wiring. It becomes func-
tional
when we use the actual line diagrams, schematics, and prints that
pertain to the plant. Theoretical aspects of electrical blueprint reading are
further reinforced by hands-on assembly and disassembly of actual units, or
si mulators, shown on the blueprints. Hands-on training is a continuous,
repetitive application of the task to reinforce what has been taught. This type
of training is more effective than on-the-job training (OJT), with which it is
often confused. OJT requires a trainee to tag along with a more skilled
worker, watch what is done, and perform some tasks under supervision. OJT
generally lacks the formal, planned aspects of hands-on training.
INSTRUCTORS
Some of the best instructors can be found in one's own organization. Engi-
neers can teach math and blueprint reading; supervisors can teach craft skills;
experienced workers can teach techniques or topics. If there is sufficient
demand, a local technical school staff member can be brought in. The identi-
fication and selection of instructors is important and should be done early.
Each instructor represents another resource to become involved in the pro-
gram, from needs analysis through the design and implementation stages of
the training program itself.
Vendors and suppliers are another source for instructors. They are not
used as much as they could be. Training by these outside sources can be clas-
sified into three groups:
Original equipment manufacturer (OEM). These organizations provide
major or critical equipment. Most of them run training programs at their
own sites, although many provide training at customer locations.
Component vendors and suppliers. These sources generally provide train-
ing programs at customer sites. These include vendors of bearings, pumps,
lubricants, hydraulics, electronics, and computer devices.
Specialist vendors and suppliers. These sources also provide training pro-
grams at local sites and include suppliers of ultrasonic testing, vibration
analysis, electrical testing, environmental monitoring, computer system
operation, electronic devices, and so on.
115 How to Manage Maintenance
Entire customized programs for skill, crafts, and specialist training can
be designed around vendor and supplier training. However, some care should
be exercised in deciding how much plant personnel training should be given
over to outside organizations that are motivated to enhance their own prod-
ucts and points of view. Overview by the maintenance manager is essential.
UPGRADE TRAINING
To keep pace with changes in the field of maintenance, workers and supervi-
sors need focused, formal training to continuously upgrade their skills and
knowledge. New technology, which is being introduced into industry and
facilities of all kinds, presents continuing challenges in training. New skills
have been developed but greater emphasis is also being placed on some old
ones. Maintenance managers and skilled workers need a broader knowledge
of electronics, computer-based devices and controls, environmental and pol-
lution technology, automated equipment, and solid-state components. More-
over, some new metals and nuclear-related materials require advanced
knowledge and skills for operations, maintenance, and repair. Mechanical
systems now use hydraulic and pneumatic components that had not been
dreamed of a decade ago. Some organizations, such as chemical and pharma-
ceutical firms, have complex, automated continuous processes that present
new dimensions to the maintenance and support responsibilities. In the near
future, repairs to robots and repairs accomplished by robots will be part of
daily routines. International, federal, and state regulations concerning envi-
ronmental, safety, and accountability matters have proliferated so that it is
virtually impossible for maintenance personnel to keep up with them, let
alone comply. In-plant training programs have not always kept abreast of
these many changes. In many cases, self-originated, informal, on-the-job
training among the maintenance personnel has saved the day.
Skills analysis provides an approach to meeting upgrade training
requirements. This can be done by adding a rating column to the listing of all
tasks that make up a skill. Exhibit 7-4 shows how to use the skills analysis
task listing to rate the needs in upgrade training.
TRAINING MATERIALS
Some of the best books and materials on the market today for maintenance
craft training are programmed instruction, or self-paced learning, manuals,
written in an easy-to-comprehend style. Many are accompanied by audiotapes
or videotapes. These materials make self-study or group study easier and more
effective. However, when selecting such materials, it is important to compare
what is offered with the training requirements of the local organization. Some
providers sell only those portions of the materials that apply to the needs of the
maintenance function.
Finding sources for training materials is not difficult. Many companies and
technical organizations offer comprehensive and effective programmed instruc-
116 How to Manage Maintenance
Rating Code
1 -Training necessary.
2-Upgrade training suggested-not required.
3-Fully proficient-no upgrade training required.
1 . Is familiar with safety rules as they apply to each
job assigned.
2. Knows how to use shop tools, such as drill presses,
arbor presses, pedestal grinders, and so on.
3. Is able to interpret any sketch, blueprint, or
specification on job.
4. Is able to sketch parts for shop fabrication with
proper tolerances.
" This form lists a number of tasks that are part of the skills used by millwrights. These are only four of the six ty tasks used in a mill-
wright' s skills analysis. E ach indiv idual is not ex pected to be completely knowledgeable in all the tasks. For upgrade training, each
craftperson should be rated on ev ery task listed. The numerical ratings appear at the top of the form. The numbers 1 , 2, and 3 are
used to rate each task. For ex ample, if N o. 3 is placed after task N o. 2, then training is not needed in that task. The purpose is not to
rate indiv idual performance but to identify tasks or groups of tasks that need training programs or manuals.
tion materials on maintenance. A good cross-section of these can be found by
checking adv ertisements in trade magazines, professional and technical jour-
nals, and facilities-oriented publications. Correspondence courses should not
be ov erlooked either. Many are good for specific needs. The American Society
of Training Directors (ASTD) can assist in identifying prov iders of appropriate
training materials. The field is dynamic, and new products appear almost daily.
Maintenance managers should look to these sources for cost-effectiv e materials
for in-house training programs.
E arlier, simulators were mentioned as an aid in training. For those who
don' t care to build simulators, there are a number for sale by v endors. Manufac-
turers who prov ide equipment often sell simulators of their equipment for
training needs. There are firms in business solely to sell simulators for many
kinds for training.
E XISTIN G PROGRAMS
An organization that already has a formalized program for training mainte-
nance personnel will find in this chapter criteria to ev aluate and v alidate
those programs. Training for training' s sake fails. By rev iewing programs
N AME

SUPE RVISOR
117 How to Manage Maintenance
periodically and removing things no longer needed and adding new capabili-
ties, costs can be reduced and maintenance personnel trained faster. Trained
personnel are more productive, particularly when the trainee's understanding
is enhanced by hands-on, programmed instruction in groups run by a super-
visor or specialist who knows the material.
Organizations that now use some form of hands-on or on-the-job train-
ing can improve an existing program by using the following controls:
A breakdown of tasks and the number of hours that should be spent by the
trainee over the period of the employee's hands-on or OJT program. An
example is shown in Exhibit 7-5.
A monthly evaluation or check-off of the trainee's proficiency, new skills,
effectiveness, and so on. This evaluation can be made by the senior worker
or supervisor assigned to the trainee. An example of this is shown in
Exhibit 7-6.
Hands-on or OJT training is often weakened or doomed by assuming
that job training is completed when the trainee is assigned to a more senior
worker or supervisor for guidance in field work.
SUMMARY
There are three areas of training concern: supervisory, craft and support per-
sonnel, and technical and managerial training. Regardless of who is responsi-
ble for presenting the training program for these three areas, in order to be
successful the program must be practical and applicable to the job or plant,
and the maintenance manager must have input into its content.
If plans for formal training programs do not exist, and if turnover and
retirement rates have not been estimated, factors such as staff shortages and
the purchase of new advanced equipment can become major and costly man-
agement challenges. One way to determine training needs is to employ skills
analysis. Such an analysis allow a trainer to create a master list of tasks, which
provides guidelines for creating a training program.
Frequently, workers receive general training at a local technical school,
although further training within the plant is usually necessary to provide
more focused job-related information. Functional training, whereby the
worker learns universal task information along with the functional applica-
tion of the knowledge, is very effective. Taken one step further, hands-on
training, in which the worker actually applies the theoretical and functional
aspects of training, reinforces what has been taught. This differs from on-
the-job-training-in which employees simply learn by doing-because it
lacks the formal, planned focus of hands-on training.
Of course, the training program is only as good as the training materials
used, which are widely available from a variety of sources, and the instructors
employed, who can be staff members, teachers at technical schools, or even
equipment vendors or suppliers.
118 How to Manage Maintenance
119 How to Manage Maintenance
T h i s f o r m c a n b e u s e d t o r a t e w o r k p e r f o r m a n c e a n d t h e p e r s o n a l t r a i t s o f a t r a i n e e . T h e t r a i n e e ' s s u p e r v i s o r s h o u l d f i l l i n t h e a p p r o -
p r i a t e b o x i n e a c h a r e a b e i n g r a t e d ( o n e f o r e a c h o f t h e s i x r a t i n g c a t e g o r i e s ) . T h e r e a r e s i x a r e a s t o b e r a t e d u n d e r " w o r k p e r f o r -
m a n c e " a n d f i v e u n d e r " p e r s o n a l t r a i t s . " T h e s m a l l n u m b e r s a r e t h e p e r c e n t a g e p o i n t s a s s o c i a t e d w i t h t h e s e l e c t e d r a t i n g . Fo r
e x a m p l e , i n t h e a r e a o f " a c c u r a c y , " a t r a i n e e w h o " s e l d o m m a k e s m i s t a k e s " w o u l d r e c e i v e 1 8 p e r c e n t a g e p o i n t s , o r a r a t i n g o f v e r y
g o o d .
T h e t r a i n e e s h o u l d s i g n t h e s h e e t a f t e r a c o n s u l t a t i o n t o g e t a n u n d e r s t a n d i n g o f w h y e a c h r a t i n g w a s m a d e .
C o p y r i g h t 1 9 8 1 b y T P C T r a i n i n g S y s t e m s , a d i v i s i o n o f T e l e m e d i a , I n c . R e p r i n t e d w i t h p e r m i s s i o n .
120 How to Manage Maintenance
1.

is used to determine the training needs of a specific

1. (b)
craft.
(a) Training needs analysis
(b) Skills analysis
(c) Job-related training
(d) Functional training
2. The list of tasks in a skills analysis can also be used to determine:

2. (a)
(a) upgrade training requirements.
(b) safety measurements.
(c) optimum staffing requirements.
(d) none of the above.
3. A skills analysis is established by interviewing

and

3. (c)
reviewing results with the
(a) trainees ... maintenance workers.
(b) maintenance workers ... personnel department.
(c) maintenance workers ... supervisors.
(d) trainees ... supervisors.
4. Applying training programs to a specific job is called

4. (c)
training.
(a) functional
(b) hands-on
(c) job-related
(d) vendor
5. Job-related blueprint reading should be done for a specific:

5. (b)
(a) program.
(b) craft.
(c) piece of equipment.
(d) skills analysis.
121 How to Manage Maintenance
6. Simply doing the job as part of a formal training program is a fea-

6. (a)
ture of
(a) hands-on training.
(b) job-related training.
(c) vendor training.
(d) functional training.
7. Vendor training may be classified as:

7. (d)
(a) OEM training.
(b) component vendor training.
(c) specialist vendor training.
(d) all of the above.
8. Blueprint reading may be taught by:

8. (d)
(a) the personnel department.
(b) the equipment manufacturer.
(c) the industrial relations department.
(d) the engineering department.
9. New technology increases the need for

training.

9. (a)
(a) upgrade
(b) basic skills
(c) apprentice
(d) safety
10. An effective training program reflects good cooperation between

10. (a)
the and departments.
(a) maintenance ... industrial relations
(b) maintenance ... engineering
(c) personnel ... engineering
(d) personnel ... industrial relations
122 How to Manage Maintenance