HPS - Training & Development

1. Workforce Classification -

Figure 1: Workforce Classification

2. Training and development system –

3. The Philosophy
 Push-Based Approach: We have defined push based trainings at two levels i.e. Organization
Level and Plant Level
 Pull-Based Approach: We aim making our employees take responsibility of their own
development rather than pushing them through various developmental initiatives.
 Holistic Development: We aim at holistic development of our employees by giving them the
right exposure, experience and education which is integrated in the IDP document.
 Focused Competency Enhancement: All the development programs are linked to SAKSHAM
- Hero Leadership Competency Framework.
 Process Approach: We follow a well-defined pre and post-training approach with clearly
documented policies and procedures to ensure systematization, consistency and scalability.
 Blended Learning: We aim at providing customized development plan to our employees
through various modes of learning
 Partnering Business: Different functions require customized training interventions basis
technical/functional assessment through Knowledge skill framework, additionally
organization wide gaps are identified basis annual business plan/mid-term plan.

1. Main Push-Based Training Programs 2. Pull-Based

4. Organization Level 5. Plant Level 3. Training Program

7. Code of conduct
8. IMS
9. Through IDP
Awareness

10. POSH
11. TPM
Awareness 12. Department specific

13. Product Training

14. Problem need
Solving

16. Ride Safe

17. Positive
thinking 18.
19. 20. Gender
Sensitization 21.  
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Figure 2: Push, Pull-based Training Program

 Training Approach for Flexible Manpower -

For flexible manpower only those trainings are applicable which are defined in 1 st
year in 5 years training calendar

 Flexible workers –
These workers hires on contract base for some time like 6 months or 1 year.
These are also named as contractual workers. Contingent workforce is divided
into 4 categories.

Contingent / Flexible workers

6 months 6 months
Trainee (1 year or contractual Job Contracts
contractual
above)
(Productions) (Non-Productions)

Apprentice
TTS Operational Sanitation In this workers
ASDC work come for
Canteen
SVSU maintence related
Dis-patch (Bike work
DST
Movement)
( AC Repairing,
Carpenter etc)
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Figure 3: Flexible workers classification

other Govt. Job

Training Topics Trainer Apprentice FTE Contractual
Schemes contract
Safety Internal ✓ ✓ ✓ ✓ ✓
POSH Internal ✓ ✓ ✓ ✓ X
Sanskar Internal ✓ ✓ ✓ X X
5'S Internal ✓ ✓ ✓ X X
TPM Internal ✓ ✓ ✓ X X
3'M Internal ✓ ✓ ✓ X X
JH Step 0~3 Internal ✓ ✓ ✓ X X
Our problem our solution Internal ✓ ✓ ✓ X X
Know your product Internal ✓ ✓ ✓ X X
My machine concept Internal ✓ ✓ ✓ X X

Figure 4: Training topics for different type of workers

 Skill Certification Process:

 Different levels of skill are –

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Figure 5: Different level of skills

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 Brief details about the training schedule for contingent/flexible

workers –
1. Non-Operational (6 months)- Ready to work

2. Operational (6 months) –

3. Trainees (12 months) –

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 Skill Level’s Details –

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 Criteria for Certification - Skill Certification criteria are defined for different levels for
different shops. Machine shop’s skill certification criteria for level 2 & Level 3 is
mentioned below as a sample:
Skill Level 2:

Skill Level 3:
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Multi skilling process –

Objective: The main objective of developing multi skilled manpower is to avoid production
loss and quality defects due to absenteeism or lack of skilled manpower.
Number of stages on which individual team member/operator should be multi skilled
depends upon the experience of the team members/operators.
Target for Multi Skilling:
• Regular manpower is considered for multi skilling
• Multi skilling will be done for critical stages first
Critical Stage Identification:
• Critical stages are identified based on following criteria
i) Critical to production
ii) Critical to quality
Multi Skilled Team Member/Operator: One who can perform the task confidently at defined
work stations as per following criteria:
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Multi skillling criteria

12

10 9
10
8
8
7
6
Stages

6 5
4
4 3
2

0
1- 1.5 1.5- 2 2 - 2. 5 2.5- 3 3 - 3. 5 3.5- 4 4- 4.5 4.5- 5

Years

Figure 7: Chart for Multi skilling criteria

Utilization of Multi Skilled Manpower:

Multi skilled manpower is being utilized for the following purposes-
i. Against absenteeism
ii. Doing Kaizen
iii. Increased job satisfaction and motivation
iv. Deployment on Specific Skill Job

Note: Upper limit of stages can be fixed as per the no. of processes in a particular section.
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4. Team Members/Operators Training Approach

Figure 8: Training approach for permanent workforce

This is extensive people development plan which is prepared keeping in view the background of
people. This includes:

1. Induction Training:
A structured induction program for every new team member/operator who joins the
company is as follows. It has 3 phases:

Gurukul Induction Section Specific On Job

Domain Training
Training Training

Gurukul Induction Training

Name of training module Trainer Induction Training
Know your company Internal Trainer
5’S Internal Trainer
Behavioral Training (Sanskar) External Trainer
Safety health and Environment Internal/External Trainer
Our problem Our solution Internal Trainer
My customer My Quality Internal Trainer
My machine concept Internal Trainer
Know your product Internal Trainer
3 ‘M’ Internal Trainer
My workstation My Min Company Internal Trainer
POSH Internal Trainer
Resource conservation Internal Trainer
Figure 9: Table for Gurukul training induction
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2. Domain Training: To familiarize new team members/operators about the key

technical & general elements of the section.
Domain’s Training
Key Elements Responsibility
Introduction to the section & general rules
Mentor-Mentee concept & DWM approach
Internal & external customer relationship
Scope & objectives of section
Basic process approach of the section
Respective Section
Familiarization with parent & child parts, Key
Heads& Mentor
equipment’s, machines& measurement facility
Do & Don't , safety measures & poka-yokes
Basic machine operation & possible defects
Key characteristics: CTQs, CTSs & bottlenecks
Machine allocation
Figure 10: Table for Domain’s Training

12.On Job Training: To develop working skill of team members/operators. This training is
imparted either on offline setups or on working line/machine depending upon the
requirement/applicability.
On Job Training
Key Elements Responsibility
4. Component loading / unloading
5. Operation on component
7. Tool change
9. Jig/Fixture Change Respective Section Heads &
11.Set up change mentors
13.CTQ Parameters
15.Inspection of component and machine
CLRI Activity
Applicable Tests
Figure 11: Table for On Job Training

4.1 Stepwise JH Training Modules

All these trainings are imparted in local language for easy to understand.
JH Step 0 & 1: Objective is to get people motivated and eradicating dust and dirt from
the main body of the equipment and its surroundings to prevent forced deterioration,
detect, identify and eliminate latent minor equipment defects through the cleaning and
tagging process.
Training on JH Step 0 & 1 Covers:
 Jishu Hozen Concept
 Concept of Forced and Natural Deterioration
 7 Types of Abnormalities
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 Types of Tags and Their Usage

 Tag Attach and Tag Removal Process
 Development of Pre- Tentative CLRI Standards
 JH Step 1 Auditing Process

JH Step 2:
Objective is to eliminate sources of dust, dirt and other contaminations, prevent
scattering, and shorten the time needed for cleaning, lubricating and inspecting by
improving inaccessible areas; help team members/operators to acquire the equipment-
improvement mindset, creating real benefits for the business.
Training on JH Step 2 Covers:
 What is HTA and SOC
 Sources of Contamination
 Mapping Process of HTA and SOC
 How to Remove Hard to Access(HTA) and Source of Contaminations(SOC)
 Kaizen Concept
 Revision of Pre-Tentative Cleaning, Lubrication, Retightening & Inspection(CLRI)
Standards
 JH Step 2 Auditing Process
JH Step 3:
Objective is to formulate basic conditions for activities designed to prevent equipment
deterioration, and to sustain cleaning, lubrication, inspection and retightening. Also to
self-formulate action standards enabling these basic conditions to be faithfully upheld
with minimal expenditure of time; to promote visual control.
Training on JH Step 3 Covers:
 Importance of Making Standards
 Concept of 5Ws and 1H
 How to Make Provisional Standards
 Visual Management- Visual Indicators and Visual Controls
 Benefits of Visual Management
 JH Step 3 Auditing Process
JH Step 4:
Objective is to understand the equipment’s structure, functions, principle, optimal
condition, acquire the skills needed to check the equipment’s main functional
components and perform a thorough check of all the main functional components, and
identify and correct potential problems.
Training on JH Step 4 Covers:
 Class room & genba training on following general inspection categories:
-Lubrication
-Pneumatics
-Hydraulics
-Fasteners
-Drives
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-Electrical
-Process Condition
-Safety
JH Step 4 Training Methodology:

Figure 12: Training Methodology for JH step 4

JH Step 5:
Objective is to review the provisional CLRI standards and develop a definitive set of Jishu-
Hozen standards. To improve the efficiency of autonomous checking tasks and introduce
comprehensive visual control and error-proofing to ensure that the Jishu-Hozen standards are
reliably upheld.
Training on JH Step 5 Covers:
In JH step 5 training modules of JH steps1, 2, 3 & 4 are reviewed and strengthened based
on past learnings and current pain areas for spiral up improvement. Here focus is to
identify and bridge the gap which was there in first phase trainings of JH Step1, 2, 3 & 4.

JH Step 6:
Objective is to review the team members’/operators’ role and rationalize and standardize their
ancillary work. To improve the level of sustainment achieved through autonomous checking,
and build a system to maintain this improvement
Training on JH Step 6 Covers:
In JH Step 6 training module focus is to make team members/operators sensitise about the
importance of standardization of ancillary work and sustainment and impart knowledge that
how to identify areas that have not been made optimally efficient and fully standardised in steps
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1 through 5 of Jishu-Hozen. Also impart knowledge for creating standards for these areas.
JH Step 7:
Objective is to consolidate the changes made to equipment and people, and the results achieved,
and build a self-managing system in which team members/operators take the initiative,
ceaselessly striving to improve. To have everyone participate actively in a relentless drive
towards zero failures, zero defects, and ‘management at the source’.
Training on JH Step 7 Covers:
In JH step 7 training will be imparted for the skills which are necessary for full self-management.

5. Staff Development Strategy –

Individual
Development
Plan

Figure 13: Staff Development strategy

Our Development Strategy stands on four pillars:

1) PACE which focuses on individual development needs that helps in succeeding in the
current role which is done in discussion with the manager at least 2 times a year (Half
Yearly, Annual) Review and round the year as well
2) Knowledge Skill Framework which focuses on the knowledge and skill gaps in an
individual with respect to the position that one is handling.
3) Organizational/Functional Talent Review which focuses at identifying right talent at the
right time and develop them as per business objectives
4) Development Centres which is applicable to only those employees who had undergone
the Development Centre in the previous year and had got an Individual Development
Report, with identified areas of development

The customized development plans for individual are prepared in accordance with the
development strategy so as to provide holistic development to the employee as well as focus on
the achievement of business goals and objectives.
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Individual Development Plan Process

IDP is a customized development plan aimed to enhance competency levels of an individual
wherein an employee sets a development goal for the year. IDP is a tool to achieve employees’
developmental goal. It describes the entire plan to progress with development goal by
considering various approaches of development for the same.
Individual development plans for employees will be prepared by reporting manager of the
employee taking into consideration business and individual’s growth requirements and
Individual training needs.

Planning and Execution of Training

 The Talent Development team would identify the faculty and the relevant training
programs / workshops
 The Location HR on receiving the information leaflet / literature about training programs /
workshops being conducted outside/in-house will recommend the name(s) of employee(s)
to be nominated for any specific training program
 In case location HR / Department Head comes across any relevant training program being
conducted outside and would like to nominate an employee for it, he / she can do so by
routing it through the Corporate Talent Development
 Monthly Learning Calendar will be published by Corporate Talent Development team

Feedback cum Evaluation Process

Once an employee undergoes training, it is all the more important to evaluate the training
impact through a structured feedback process. The feedback process not only increases the
confidence of the concerned employee, but also enhances the knowledge and effectiveness of
other employees.

Procedure
The feedback shall be invited through three different assessment forms from the concerned
employee’s / reporting managers.
Pre Assessment Form – This form aims to understand the expectations and the
desired outcomes from the reporting manager, and preferably from the employee against
the development need of the employee. Hence, the reporting Manager should fill the same
through the process of dialogue with the direct report undergoing the program. It will be
triggered 15 days prior to the program to the Reporting Manager.
Training Feedback Form – This form aims at gathering the participant’s perception &
satisfaction about the program. This feedback will provide inputs for continuous
improvement of the training program with respect to
o Course Objective
o Course Design
o Instructor
o Administrative arrangements and,
o Communication
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It will be triggered after the end of the program, to the participant.

Impact Level Assessment Form – This form aims to assess the actual impact that has
occurred after the training program which has been transferred from Classroom to the
workspace. It also aims to understand if there are any further requirements to strengthen the
learnings.
The form will be triggered after 90 days of the commencement of the training program, to
the Reporting Manager.