Identifying Training Needs of DMS Bhimtal

Indian Society for Training & Development,
New Delhi
Diploma in Training and Development

Project Internship Report
On
“Analyzing and Identifying Training and Development Needs
of Department of Management Studies, Bhimtal”
In the Partial Fulfillment of Dip T.D, Programme

Of
ISTD, New Delhi
Submitted On:
th
14 September 2013
Research Guide:
Prof. P. C. Kavidayal
Professor & Head
(Deptt. Of Mgmt. Studies, Bhimtal)
Submitted By:
Sumit Prasad
Roll No: 61/ 19295
tndsumit@gmail.com
1
izcU/k v/;;u foHkkx Department of Management

Studies
¼dqekÅWa fo'ofo|ky;½ (Kumaun University)
Hkherky & 263136 BHIMTAL-263136(Uttarakhand)
¼mRrjk[k.M½ : 91-5942 – 247136
Fax : 91-5942 – 247700
E-mail : kumba_btl@yahoo.co.in
14th September 2013
Certificate of Internship Completion
This is to certify that Er. Sumit Prasad, pursuing his Diploma in Training and Development
from Indian Society for Training and Development- New Delhi has undergone a Project
Internship, on Option – 1 as per ISTD Guidelines, for 4 months dated 08th May 2013 to 14th
Sep, 2013 on ‘Analyzing and Indentifying Training and Development Needs of Department
of Management Studies, Bhimtal’. He has also fulfilled the minimum requirement of 25
contact hours with the guide.
During his internship we found him sincere, hardworking and a result oriented person.
We wish him all the best for his future endeavors.
(Prof. P. C. Kavidayal)
Head of Department
Department of Management Studies,
Kumaun University Campus, Bhimtal.

2
Student Declaration
I Sumit Prasad hereby declare that the project report entitled “Analyzing
and Indentifying Training and Development Needs of Department of
Management Studies, Bhimtal” being submitted to Indian Society for
Training and Development- New Delhi for the partial fulfillment of
Diploma in Training and Development, is my own piece of work and it has
not been submitted to any other institute or published at any time before.
The information and findings in this report are based on the data collected by
me. It is my original work.
Counter Signed By:

(Prof. P. C. Kavidayal) (Sumit Prasad)
3
Acknowledgement
I take this opportunity to express my deep gratitude towards Indian Society for Training
and Development, New Delhi for providing me the opportunity to do my Internship Project
effectively with Department of Management Studies, Bhimtal.
I am sincerely thankful to my Project Guide and H.O.D. Prof. P. C. Kavidayal for giving me
this opportunity to perform this internship under his guidance and a chance to acquire an
experience of my life time. Also I would like to thank him for the knowledge from the
repository of his vast experience.
I would like to thank all the faculty members of Department of Management Studies, Bhimtal
for their continued help, motivation and positive criticism that I have received during my
interaction with them.
Last but not the least I also express my sincere gratitude to my Parents and God, family
members and my friends for providing their continued moral support during my project
internship.
Sumit Prasad
Index
Chapter No. Chapter Name Page No.
Certificate of Internship Completion i

Student Declaration ii
Acknowledgement iii
1 Introduction to the Topic 1-5
1.1 Option for Internship

1.2 Introduction to the organisation
1.3 Detailed Work Plan
1.4 Methodology Followed
1.5 Limitation of the Study
2 Objective 1: One study report 6 - 12

bringing out training requirement of
the Department of Management
Studies, Kumaun University Campus,
Bhimtal
2.1 Introduction
2.2 Process of Training Need Identification
3 Objective 2: Report of Five Training 13 - 87

Sessions, Conducted by the candidate
(or any other person). The report
should include session objective(s),
methodology, content, training aids/
reading material.
3.1 Report of First Training Session: How to Use 14 - 24

Measurements Instruments in an Industry
3.2 Report of Second Training Session: 25 – 33
Introduction of Production
3.3 Report of Third Training Session: Role and 34 – 47
functioning of Workshop Technology in any
Production Unit
3.4 Report of Fourth Training Session: 48 – 77
Comprehensive Package On Occupational
Health and Safety
3.5 Report of Fifth Training Session: Basics of 78 – 87
Mechanical Tools
Chapter No. Chapter Name Page No.
4 Objective 3: One Evaluation Study of 88 – 116

a Specific Training Programme,
Conducted by self or any other
person/agency, using appropriate
methodology.
4.1 Introduction
4.2 Evaluation Process
5 Objective 4: Two Cases prepared by 117 – 121

the candidate, which may be used in a
Training Session. The text of cases
should be supported by questions for
discussion, possible learning point,
and faculty notes etc.
5.1 Case 1
5.2 Case 2
6 References 122
Chapter 1: Introduction to the Topic
Training and Development
TRAINING
Definition- “Training is a process to change employee’s behaviour at work through the application
of learning principles. This behavioural change usually has a focus on knowledge or information,
skills or activities and attitudes or belief and value system.”
Training is work or task-based and it deals with a short time frame geared to the mastery of specific
tasks. Education is broader based and traditionally it has dealt with the ‘higher order’ knowledge or
cognitive aspects of learning over a longer time horizon. In the past it has tended to be institutional-
based and geared to raising standard of reasoning ability and judgment. The adoption of MBA course
for specific management training initiatives can blur the traditional distinctions between training and
business education. In other aspects of education, the distinction would fit more closely the traditional
divergent picture between training and education.
DEVELOPMENT
Definition: Development, under the traditional vision, falls in the middle between training and
education. Development can cover the present role or some grooming for future greatness. A cynical
view is that we ‘develop managers but trained workers’ this may be indicative of the lack of latitude,
hence the lack of real development potential, in most non-professional and non-managerial jobs.
Thus, we may say that training is imparted to operatives, whereas development is a process of
grooming mainly used for executives or managers. The impact of a training program ends with
learning the skill, while that of a developmental program is a continuous and on-going process.
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1.1 Option Selected for Internship Project Report:
Objective for Option 1:

1. One Study Report bringing out training requirement of the faculties Department of
Management Studies and Department of Pharmaceuticals of Kumaun University
Campus, Bhimtal.
2. Report of Five Training Sessions, Conducted for Heinz Industries Pvt. Ltd, Sitarganj
Unit by Amrapali Institute Haldwani. The report should include session objective(s),
methodology, content, training aids/ reading material.
3. One Evaluation Study of a Training Programme, Conducted by self for the students of
DMS Bhimtal, using appropriate methodology.
4. Two Cases will be prepared which may be used in a Training Session. The text of
cases will be supported by questions for discussion, possible learning point, and
faculty notes etc.
1.2 Introduction of the Organization:
Department of Management Studies Bhimtal: The department opted for the internship project
report is the ‘Department of Management Studies’, Kumaun University Campus, Bhimtal.
Kumaun University was established in 1973 under the Uttar Pradesh University's Act. The
University is the member of Association of Indian Universities (A.I.U.) as a State University.
It has also been conferred with the four Stars rating by the National Academic Accreditation
Council (N.A.A.C).
It is a residential cum affiliating University with its administrative office at Nainital. The
University has two campuses, Deb Singh Bisht (D.S.B.) Campus at Nainital and Sobhan
Singh Jeena (S.S.J) Campus at Almora, 31 affiliated Government Colleges, 27 Self-financed
Institutes, 5 Semi-Government colleges/Institutions are affiliated to it. The University
provides teaching and research facilities under the following faculties:-
* Faculty of Arts
* Faculty of Commerce and Management
* Faculty of Education
* Faculty of Law
* Faculty of Medicine
* Faculty of Science
* Faculty of Technology
Excellent teaching and research facilities at the University attract students from all parts of
the country and abroad. The University is committed to excellence and as a socially
responsible institution has now assumed even greater responsibility after the creation of the
State of Uttarakhand.
The Department of Management Studies (DMS) was established in 1997 under the aegis of
the University Grants Commission (U.G.C.) and has acquired concurrence from the State
2
Government. The MBA (F.T.) programme is approved by the All India Council for Technical
Page
Education (A.I.C.T.E) and is the only such programme under a State University in
Uttarakhand.
The DMS is a University Department under the Faculty of Commerce and Management
located at Bhimtal-a satellite town of Nainital and is situated in the Himalayan foot-hills.
Bhimtal is fast emerging as an educational hub. The Department of Bio-Technology and the
Department of Pharmaceutical Sciences of Kumaun University are also located at Bhimtal.
Besides these, Bhimtal also has several National and State level research centres.
The Department has pioneered management education in the region and has established itself
as the foremost and most sought after Department imparting management education in the
region. It is committed to provide quality educational facilities for training young men and
women for taking up careers in management and create knowledge through research.
Management education is ever changing and dynamic. Keeping in view the present state of
the Business and requirement of the corporate Department of Management studies took
initiative of starting 5 year MBA integrated program, and running it successfully. It is aligned
to the changing need of the corporate world and thus designed in collaboration with and
feedback provided by the industry stalwarts and academicians of the highest order.
1.3 Detailed work Plan:
The Genesis of the project undertaken/ Idea Formulation:
Like any other industry, education industry is delivering a high quality of end products, for
meeting the changing requirement and increasing the level of satisfaction of the society. The
satisfaction that an end product can deliver to the end users is known as the quality of that
product, and in terms of education industry the end product are the students and the end users
are the recruiters. The purpose for any professional education is to bridge the gap between the
requirement of the end users and the quality of the end products they are delivering, for
increasing the probability of employability of the students. Development of the persona,
attitude and the decision making ability of any student is dependent on the quality of the input
variable. Over a period of time expectations of the recruiters have changed a lot, so as the
need of the education, to evolve itself again to meet that pace of change. Hence resulting to
think, once again, upon the input variable and try to enhance their quality. Unlike in any other
industry, here also we are dealing with human resource, in terms of students and teachers.
The quality of students is dependent on various input variables, one of which is the teacher.
Hence there arises a need to develop a training system for the development of the teachers, so
that the quality of the input provided by them, match the requirement of the recruiters.
In the present scenario, teachers are more concern to the knowledge they are providing to
their students, with the help of developed tools and techniques. Also to meet the pace of
change, they are continuously updating and enhancing their knowledge by attending various
training and development programs, by self identification of training needs. Here, where we
are taking about the teachers, indulged in the noble profession of knowledge creation, are
3
non-professionally self-identifying training needs for themselves. This effort of author is to

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develop a complete training system for teachers, so that they can directly attend the training
and development programme, relevant to their current level of skill set and their learning
behaviour. The system for training is not a step by step approach; there exists an overlapping
between its different phases.
The work plan for internship task is to study the working of Department of Management
Studies and study out the training requirement for students. Also to prepare reports on five
training sessions conducted in the department / university including session objective,
methodology, and content, training aids and reading material. After identifying one of the
training programmes, the scholar will prepare a training evaluation study using different
evaluation techniques like CIRO Approach or etc.
1.4 Methodology Followed and Time schedule for attainment of the

objectives:
1. One Study Report bringing out training requirement of the Department of

Management Studies, Kumaun University Campus, Bhimtal.
The department of management studies has a staff of 10 faculty members, which is an
adequate sample size, will be considered for the study. Apart from the faculty of DMS
the faculties of Bachelor of Pharmaceuticals will also be considered as population for
the study to make the study more effective.
The objective of this study is to identify the proper training needs for the faculty
members in the department, so that the training programme which are conducted for
the faculty members will become more effective.
For the attainment of above said objective a competency mapping sheet for the
faculties will be prepared by the responsible team, on the identified attributes, so that
a proper annual calendar can be prepared for the identified trainees. The process will
take approximately four to five weeks. The concerned persons are the head of
departments, faculties and staff.
The study will be done considering the constraints of time, availability of the possible
trainees and other academic constrains.
2. Report of Five Training Sessions, Conducted by the candidate (or any other
person). The report should include session objective(s), methodology, content,
training aids/ reading material.
Heinz India Pvt. Ltd. (Sitarganj Unit) in collaboration with Amrapali Institute of
Technology and Sciences, Haldwani conducts a Training Programme for the
employees of Heinz India Pvt. Ltd. at Amrapali Institute. The sequence of training
programme is comprises of various modules depending upon various identified topics,
which were prepared by the people of Amrapali and Heinz, in consensus.
The researcher has himself designed the outline of the sequence of training
programme and will now select five training sessions and prepare a training report on
the session objective(s), methodology, content, training aids/reading material. The
complete report preparation will be done in two to three weeks.
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3. One Evaluation Study of a Specific Training Programme, Conducted by self or

any other person/agency, using appropriate methodology.
Depending upon the training needs which will be identified by the team, for students,
in DMS Bhimtal, one evaluation study of a specific training programme will be done.
The evaluation will include pre and post training competency evaluation, post training
reaction evaluation and intermediate outcome evaluation. The evaluation process will
take about two weeks.
4. Two Cases-prepared by the candidate, which may be used in a Training Session.
The text of cases should be supported by questions for discussion, possible
learning point, and faculty notes etc.
During the course of project work, while keeping in mind about the case-studies, the
situation which came will be compiled and formulated as a case with the necessary
questions, possible learning point and faculty notes.
After studying the database and the relevant information of different organisations,
the case which be considerably relevant to the study undertaken will also be consider
as second case. The study will take around three to four weeks.
1.5 Limitation of the study:

1. The study of human behaviour will have a chance of biasness in study, intensity of
which will be minimised by discussions, interview and feedback from various
sources.
2. Availability of the targeted population.
5
Page
Chapter 2
Objective 1: One study report bringing out training requirement
of the Department of Management Studies, Kumaun University
Campus, Bhimtal
The objective of this study is to identify the proper training needs for the faculty members of
Department of Management Studies; Bhimtal so that the training programmes which are
conducted for the faculty members or the faculty development programmes they undergo, can
become more effective.
For the attainment of above said objective a competency mapping sheet for the faculties will
be prepared by the responsible team, on the identified attributes, so that a proper annual
calendar can be prepared for the identified trainees. The process will take approximately four
to five weeks. The concerned persons are the head of departments, faculties and staff.
The study will be done considering the constraints of time, availability of the possible
trainees and other academic constrains.
6
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Chapter 2
2.1 Introduction:
Training is an instructor-lead content based intervention which is done to develop a desired
change in the behaviour of an individual, so that the trainee can perform same task
repeatedly, with more efficiency and accuracy.
Training is tool for improving any organisation’s efficiency. The need of the hour is that in
every organisation, because the changes which are taking place in internal and external
environment, every organisation is keen to update its human resource in a manner so that it
can appreciate with time with proper training interventions. Training is also a tool to protect
the skill obsolescence of the employees of any organisation; it is also an effective change
agent with which we can introduce a change in the organisation without generating any
dissatisfaction in the organisation among its employees.
Every organisation, while performing its task and duties, faces may problems a time which
cause a performance dip to it. This can be improved by a proper Analysis of Organisational
Training Need (AOTN). AOTN is the process of identifying all the problematic areas of an
organisation and prioritizing them according to their solutions which training can offer to
that. While performing AOTN, all the problems which are resulting into organisational
performance dip, are identified and a list is generated stating that to which area training can
be the best solution. The list so generated, is later on, converted into a priority list indicating
the best training solution and giving the least priority to the problem for which training can
contribute minimum. On successful generation of priority list, excluding the problems for
which training is the best solution rest of the problems communicated to the departments to
which the problems are associated. And for the problems to which training is the best solution
are selected and solved one by one.
For undertaking the task of bringing out training requirement of the Department of
Management Studies, Kumaun University Campus, Bhimtal, the researcher has followed the
same procedure for identifying the training need of the department. The steps for which are
explained below.
2.2 Process of Training Need Identification of Department of Management

Studies (DMS), Bhimtal:
The process of training need identification or analysis of organisational training need starts
with the process of appointment of a responsible person for undertaking the AOTN activity.
Step 1: Appointment of a Responsible Person:
For conducting an effective AOTN, it is first and foremost required that the responsibility of
identifying the training need is to be assigned to an unbiased person who is the direct or line
manager of the potential trainees so that an appropriate training need can be identified. Also
the person must have the legal/official ability to access the resources which are required to
7
conduct the training programme.

Page
Chapter 2
For identifying training need of DMS Bhimtal the responsibility of conducting AOTN is
assigned to the Head of Department (HOD) of DMS Bhimtal, as he is the immediate superior
or line manager of all the teaching staff who is working in the department. Also he is the one
who undertakes the process of student’s feedback, regarding the performance of every faculty
member in the classroom and during other academic activities.
Step 2: Preparation of Training Need Identification and Competency Mapping Sheet:
The next step is to identify the Key Responsibility Areas (KRA’s) based on which the
training needs can be identified and competency mapping can be done to know the
competency gap among all the faculty members of the department. Below is the Training
Need Identification and Competency Mapping Sheet, on which the competency gap for every
faculty member is measured. The present and forecasted skills are identified by the HOD
based on which the competency gap is measured. Where present skill means the present skill
wet acquired by the faulty member while performing his present job in the current academic
session and forecasted skills means the skill set required to perform the same jobs in future in
next academic session.
Annexure: 1.1
Training Need Identification and Competency Mapping Sheet
Required Existing
Name of
Key Result Skills* Skills# Competency
S.No. Faculty Attributes
Areas (5 point (5 point Gap
Member
Scale) Scale)
Subject
4 4 0
Knowledge
Technical
Research
4 3 1
Aptitude
Dr. L. K.
1
Singh Approach to
4 3 1
Students
Behavioural
Teaching
3 2 1
Techniques
Subject
4 4 0
Knowledge
Technical
Dr. Amit Research
2 3 3 0
Joshi Aptitude
Approach to
8
Behavioural 3 1 2
Students
Page
Chapter 2
Teaching
3 1 2
Techniques
Subject
4 3 1
Knowledge
Technical
Research
4 2 2
Aptitude
Dr. Hitesh
3
Pant Approach to
3 2 1
Students
Behavioural
Teaching
3 2 1
Techniques
Subject
4 3 1
Knowledge
Technical
Research
3 2 1
Mr. Aptitude
4 Asheesh
Bisht Approach to
3 2 1
Students
Behavioural
Teaching
3 2 1
Techniques
Subject
4 3 1
Knowledge
Technical
Research
3 1 2
Aptitude
Mr. Sunil
5
Kumar Approach to
3 1 2
Students
Behavioural
Teaching
3 2 1
Techniques
Subject
Mrs. 4 3 1
Knowledge
6 Pratibha Technical
Pant Research
3 2 1
Aptitude
9
Page
Chapter 2
Approach to
4 3 1
Students
Behavioural
Teaching
3 2 1
Techniques
Subject
4 3 1
Knowledge
Technical
Research
4 3 1
Aptitude
Er. Sumit
7
Prasad Approach to
3 2 1
Students
Behavioural
Teaching
3 2 1
Techniques
Subject
4 3 1
Knowledge
Technical
Research
3 1 2
Dr. Aptitude
8 Neelam
Pandey Approach to
4 3 1
Students
Behavioural
Teaching
3 2 1
Techniques
Subject
4 2 2
Knowledge
Technical
Research
3 1 2
Mr. Aptitude
9 Narendra
Kumar Approach to
3 2 1
Students
Behavioural
Teaching
3 2 1
Techniques
Mr. Udit Subject

10
10 Technical 4 3 1
Pandey Knowledge
Page
Chapter 2
Research
3 2 1
Aptitude
Approach to
3 2 1
Students
Behavioural
Teaching
3 2 1
Techniques
* Existing Skills: Present Competency Domain in current academic year (2013-2014).
* Required Skills: Skills required for the teaching performance in the next Academic Year
(2014-2015).
Step 3: Preparation Analysis of Organisational Training Need Chart:
On successful measurement of the competency gap between the present performance of all
the faculty members and their required performance, an Analysis of Organisational Training
Need (AOTN) is performed based on Annexure 1.2. The Analysis of Organisational Training
Need depict us all the areas where training can be the best solution and what is the exact
number of trainees who are identified for a particular training need.
An AOTN done in proper manner helps us in different manner such as it tell us, depending
upon the number of trainees identified on a particular topic, when can we schedule the
training programme, what type of training programme will be appropriate and how much
time it must be repeated for making an effective learning.
This chart is prepared by using the information obtained while training need identification
and competency mapping process.
Annexure: 1.2
Analysis of Organisational Training Need Chart
S.No. Training Need Identified (Topic) Number of Trainees Identified
1 Subject Knowledge 08
2 Research Aptitude 09
3 Approach to Students 10
4 Teaching Techniques 10
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Chapter 2
Step 3: Annual Calendar Preparation:
This is the third and last phase of training need identification process of DMS Bhimtal, in
which the information compiled in AOTN sheet is analysed by the HOD with the other senior
professors from our university & other universities and compiled in the form of annual
calendar (Annexure 1.3) depicting the details of the schedule for conducting the training
programme.
The annual calendar contains information about topic identified, number of trainees, duration
of the training programme, repetition of programme (on annual basis), type of trainer
(internal or external) and last the type of training required. On the completion of annual
calendar we have detailed information about the Training Needs Indentified for the faculties
of Department of Management Studies, Bhimtal.
Annexure: 1.3
Annual Calendar Preparation
Repetition Type of
Type of
S. Topics Number of Duration Of Trainer
Training
No. Identified Participants (in Hrs.) Programme (Internal /
Required
(Annually) External)
1 Subject
08 4 Hrs. 2 External Case Study
Knowledge
2 Research
09 8 Hrs. 4 External Mentorship
Aptitude
3 Approach External
Role
to Students 10 2 Hrs. 4 and/or
Playing
Internal
4 Teaching Case
Techniques 10 2 Hrs. 3 External Studies/
Mentorship
12
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Chapter 3
Objective 2: Report of Five Training Sessions, Conducted by the
candidate (or any other person). The report should include
session objective(s), methodology, content, training aids/ reading
material.
Heinz India Pvt. Ltd. (Sitarganj Unit) in collaboration with Amrapali Institute of Technology
and Sciences, Haldwani conducts a Training Programme for the employees of Heinz India
Pvt. Ltd. at Amrapali Institute. The sequence of training programme is comprises of various
modules depending upon various identified topics, which were prepared by the people of
Amrapali and Heinz, in consensus.
The researcher has himself designed the outline of the sequence of training programme and
will now select five training sessions and prepare a training report on the session objective(s),
methodology, content, training aids/reading material.
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Chapter 3
3.1 Report of First Training Session:
1. Session Objective: How to Use Measurements Instruments in an Industry.

2. Methodology: Off-the-Job Training Methods using seminar, classroom teaching,
mentoring and simulation.
3. Content: Detailed study and practical application of Measuring Tapes, Vernier
Calipers, Micro meters, Dial gauge and etc., Digital Instruments and their Calibration.
Content of the training programme are:
a. Introduction.
b. Necessity of Measurement.
c. Ruler.
d. Measuring Tape.
e. Vernier Calipers.
f. Micro meter.
g. Dial Gauge.
h. Digital Instruments and their calibration.
4. Training Aids/ Reading Material:
Index
• Introduction
• Necessity of Measurement
• Ruler
• Measuring Tape
• Vernier Calipers
• Micro meter
• Dial Gauge
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Chapter 3
Introduction
• Measurement: In science, measurement is the

process of obtaining the magnitude of a
quantity, such as length or mass, relative to a
unit of measurement, such as a meter or a
kilogram.
Necessity of Measurement
• Taking proper medicine.

• Cooking properly.
• Purchasing clothes.
• Playing sports.
• Making estimations.
• Keeping yourself warm or cool.
Necessity of Measurement
• Understanding weight.
• Proper use of capacity.
• Telling time.
• Transportation.
• Constructing structures.
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Chapter 3
Measuring instruments
The instrument that shows the extent or

amount or quantity or degree of something.
Least Count
The least count of any measuring equipment is the smallest quantity that can
be measured accurately using that instrument. Thus Least Count indicates the
degree of accuracy of measurement that can be achieved by the measuring
instrument.
All measuring instruments used in physics have a least count.

• A meter ruler's least count is 1 millimeter.
• an electronic scale has a least count of 0.001g, although this may vary.
• a Vernier caliper has a least count of 0.02 millimeters, although this too may
vary.
• micrometer screw gauge's least count is 0.001 millimeter.
Ruler
• It is an instrument used in geometry, technical

drawing and engineering/building to measure
distances and/or to rule straight lines.
• They are made of wood, plastics & metal.
• The standard sizes for ruler are 6 inches or 15 cm, 1
feet or 12 inches or 30 cm, 18 inches or 45 cm & 1 m
long.
• The accuracy of ruler is 1 mm and of some, more
16
accurate rulers can measure 0.5 mm also.

Page
Chapter 3
Rulers
15 cms plastic ruler
30 cms steel ruler
100 cms wooden ruler
Measuring tape
• A tape measure or measuring tape is a flexible

form of ruler.
• It consists of a ribbon of cloth, plastic, fiber
glass, or metal strip with linear-measurement
markings.
• Measuring tape was invented for use in
tailoring.
Measuring tape
• For tailoring purposes It is made from flexible

cloth, plastic or fiberglass.
• For carpentry or construction purposes it is
made of curved metallic ribbon that can
remain stiff and straight when extended.
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Page
Chapter 3
Reading a measuring tape

Understand, what inches are. Inches are the
long lines that cross either half of, or all of the
1" width of the tape. They usually are preceded
or followed by numbers.
Understand what 1/2 of an inch is. A 1/2 (half)

inch is exactly what it sounds like: Half of 1
inch.
Understand what 1/4th of an inch is. 1/4 of an

inch is every four marks on your tape measure.
Understand what an 1/8 is. An 1/8 of an inch is

twice as big as the 1/16 of an inch. It is every
other mark.
Inside caliper
• The inside calipers are used to measure the

internal size of an object.
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Chapter 3
Outside caliper
• Outside calipers are used to measure the

external size of an object.
Divider caliper
• In the metalworking field divider calipers are

used in the process of marking out suitable
work pieces.
Oddleg caliper
• Oddleg calipers, Hermaphrodite calipers or

Oddleg jennys, are generally used to scribe a
line a set distance from the edge of work
piece. The bent leg is used to run along the
work piece edge while the scriber makes its
mark at a predetermined distance, this
ensures a line parallel to the edge.
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Chapter 3
Oddleg caliper
Vernier caliper
1. Outside jaws: used to measure external diameter or width of an object

2. Inside jaws: used to measure internal diameter of an object
3. Depth probe: used to measure depths of an object or a hole
4. Main scale: gives measurements of up to one decimal place (in cm)
5. Main scale: gives measurements in fraction (in inch)
6. Vernier scale: gives measurements up to two decimal places (in cm)
7. Vernier scale: gives measurements in fraction (in inch)
8. Retainer: used to block movable part to allow the easy transferring a measurement
Vernier caliper
• A variation to the more traditional caliper is the inclusion of a Vernier

scale. This makes it possible to directly obtain a more precise
measurement.
• Vernier calipers can measure internal dimensions, external dimensions,
depth measurements by the use of a probe that is attached to the
movable head and slides along the centre of the body.
• The Vernier scales may include both metric and inch measurements on
the upper and lower part of the scale.
• Vernier calipers commonly used in industry provide a precision to a
hundredth of a millimetre (10 micrometres), or one thousandth of an inch.
• Vernier Caliper is made of an alloy steel, Nickel Chromium steel.
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Chapter 3
Types of Vernier Calipers
• Dial caliper: In this instrument, a small gear rack drives a pointer on a

circular dial. Typically, the pointer rotates once every inch, tenth of an
inch, or 1 millimeter, allowing for a direct reading without the need to
read a Vernier scale
Types of Vernier Calipers
• Digital caliper: A refinement now popular is the replacement of the analog

dial with an electronic digital display on which the reading is displayed.
• The advantage of digital caliper is that it can measure accurately up to
0.01 mm.
Micro Meter
• instrument for making precise linear measurements of dimensions such as

diameters, thicknesses, and lengths of solid bodies.
• It is one of the most accurate mechanical devices in common use.
• The least count of micrometer is 0.01 mm.
• It works on the principle of screw thread.
• Micrometers are available in sizes of 0-25 mm, 25-50 mm, 50-75 mm & so
on.
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Chapter 3
Types of Micrometer
• Outside micrometer (aka micrometer caliper): typically used to measure

wires, spheres, shafts and blocks.
• Inside micrometer: used to measure the diameter of holes.
• Depth micrometer: measures depths of slots and steps.
• Bore micrometer: typically a three-anvil head on a micrometer base used
to accurately measure inside diameters.
• Tube micrometer: used to measure the thickness of tubes.
Types of Micrometer
Outside micrometer
Inside micrometer
Depth micrometer
Parts of Micrometer
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Chapter 3
Dial indicator
• Dial indicators, also known as dial gauges

and probe indicators, are instruments
used to accurately measure small linear
distances.
• They are named so because the
measurement results are displayed in a
magnified way by means of a dial.
Digital Instruments
• The instruments which measure the intended values with the help of electronics circuitry and
display the values directly on a LCD are known as Digital instruments.
• These days there is greater trend of using the digital instruments for measurement of all the
important quantities like weight, length, temperature, humidity, current, voltage, rpm and even
the blood sugar level.
Digital Scale
Digital Thermometer
Digital Multimeter
Digital Instruments contd.
The advantages of the digital instruments over the analogue instruments:

• They are very easy to read.
• Since there are very few moving parts in the electronic instruments, they are usually more
accurate than the analogue instruments. Even the human error involved in reading these
instruments is very less, which adds to the accuracy of digital instruments.
• The electronic items tend to be cheaper than the mechanical items.
• The data from the instruments can be recorded for future reference.
• The output of the digital devices can be obtained in the computer
There are also some disadvantages of the digital instruments.

• Sometimes they tend to indicate erratic values due to faulty electronic circuit or damaged
display.
• In case of high humidity and corrosive atmosphere the internal parts may get damaged and
23
indicate the faulty values.

• Sometimes these instrument show some readings even though there is no applied measurable
parameter.
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Chapter 3
Calibration
• Calibration of the measuring instrument is the process in which the readings obtained from the
instrument are compared with the sub-standards in the laboratory at several points along the
scale of the instrument.
• As per the results obtained from the readings obtained of the instrument and the sub-
standards, the curve is plotted.
• If the instrument is accurate there will be matching of the scales of the instrument and the sub-
standard.
• If there is deviation of the measured value from the instrument against the standard value, the
instrument is calibrated to give the correct values.
• After continuous use of the instrument for long periods of time, sometimes it loses its
calibration or the scale gets distorted, in such cases the instrument can be calibrated again if it is
in good reusable condition.
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Chapter 3
3.2 Report of Second Training Session:
1. Session Objective: Introduction of Production.

2. Methodology: Off-the-Job Training Methods using seminar and classroom teaching
using handouts and power point presentation.
3. Content: Introduction to Production Inputs, Plant Layout, Manufacturing System,
Maintenance, Productivity.
Inputs (5 Ms)
• Manpower
• Machinery
• Materials
• Methods
• Money
Plant Layouts
Plant layout refers to the arrangement of physical facilities such

as machinery, equipment, furniture etc. with in the factory
building in such a manner so as to have quickest flow of material
at the lowest cost and with the least amount of handling in
processing the product from the receipt of material to the
shipment of the finished product.
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Chapter 3
Objectives of Plant Layouts
a) Proper and efficient utilization of available floor space.

b) To ensure that work proceeds from one point to another point without any delay.
c) Provide enough production capacity.
d) Reduce material handling costs.
e) Reduce hazards to personnel.
f) Utilize labor efficiently.
g) Increase employee morale.
h) Reduce accidents.
i) Provide for volume and product flexibility.
j) Provide ease of supervision and control.
k) Provide for employee safety and health.
l) Allow ease of maintenance.
m) Allow high machine or equipment utilization.
n) Improve productivity.
Product or Line Layout
Product Layout showing two products
Suitability: Product layout is useful under following conditions:

1) Mass production of standardized products
2) Simple and repetitive manufacturing process
3) Operation time for different process is more or less equal
4) Reasonably stable demand for the product
5) Continuous supply of materials
Product or Line Layout
Advantages: Product layout provides the following benefits:

a) Low cost of material handling, due to straight and short route and absence of backtracking
b) Smooth and uninterrupted operations
c) Continuous flow of work
d) Lesser investment in inventory and work in progress
e) Optimum use of floor space
f) Shorter processing time or quicker output
g) Less congestion of work in the process
h) Simple and effective inspection of work and simplified production control
Disadvantages: Product layout suffers from following drawbacks:

26
a. High initial capital investment in special purpose machine

b. Heavy overhead charges
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c. Breakdown of one machine will hamper the whole production process

d. Lesser flexibility as specially laid out for particular product.
Chapter 3
Process or Functional Layout
Process Layout showing two products

Suitability: Process layout is adopted when
1. Products are not standardized
2. Quantity produced is small
3. There are frequent changes in design and style of product
4. Job shop type of work is done
5. Machines are very expensive
Process or Functional Layout
Advantages: Process layout provides the following benefits

a) Lower initial capital investment in machines and equipments. There is high degree of machine utilization,
as a machine is not blocked for a single product
b) The overhead costs are relatively low
c) Change in output design and volume can be more easily adapted to the output of variety of products
d) Breakdown of one machine does not result in complete work stoppage
e) Supervision can be more effective and specialized
f) There is a greater flexibility of scope for expansion.
Disadvantages: Process layout suffers from following drawbacks

a. Material handling costs are high due to backtracking
b. More skilled labor is required resulting in higher cost.
c. Time gap or lag in production is higher
d. Work in progress inventory is high needing greater storage space
e. More frequent inspection is needed which results in costly supervision
Fixed Position or Location Layout
Fixed Position Layout of a ship
Suitability: The fixed position layout is followed in following conditions

1. Manufacture of bulky and heavy products such as locomotives, ships, boilers,
generators, wagon building, aircraft manufacturing, etc.
2. Construction of building, flyovers, dams.
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3. Hospital, the medicines, doctors and nurses are taken to the patient (product).
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Chapter 3
Fixed Position or Location Layout
Advantages: Fixed position layout provides the following benefits

a) It saves time and cost involved on the movement of work from one workstation to another.
b) The layout is flexible as change in job design and operation sequence can be easily incorporated.
c) It is more economical when several orders in different stages of progress are being executed
simultaneously.
d) Adjustments can be made to meet shortage of materials or absence of workers by changing the sequence
of operations.
Disadvantages: Fixed position layout has the following drawbacks

a. Production period being very long, capital investment is very heavy
b. Very large space is required for storage of material and equipment near the product.
c. As several operations are often carried out simultaneously, there is possibility of confusion and conflicts
among different workgroups.
Combined layout
Certain manufacturing units may require all three processes namely intermittent process (job
shops), the continuous process (mass production shops) and the representative process
combined process [i.e. miscellaneous shops]. In most of industries, only a product layout or
process layout or fixed location layout does not exist. Thus, in manufacturing concerns where
several products are produced in repeated numbers with no likelihood of continuous
production, combined layout is followed.
Production
Production is a conversion function by which goods and services are produced.

A typical production system comprises of three main components:
Inputs,
Transformation process
Output.
(i) Inputs are men, materials, machines, instructions, drawings, and paper work and
instructions.
(ii) The Transformation Process involves operations, mechanical or chemical, to
Change/convert inputs into outputs.
(iii) Output is goods and services (e.g. products, parts, paper work, served customers etc.
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Chapter 3
Manufacturing System
The combination of operations and activities stated above

employed to create goods and services are known as
manufacturing system.
Classification of Manufacturing System
Types of
Production
Intermittent Continuous
Production Production
Project Jobbing Batch Mass & Flow Process

Production Production Production Production Production
Intermittent System
• In this system, the goods are manufactured specially to fulfill orders made
by customers rather than for stock.
• Here the flow of material is intermittent.
• Intermittent production systems are those where the production facilities
are flexible enough to handle a wide variety of products and sizes.
• These can be used to manufacture those products where the basic nature
of inputs changes with the change in the design of the product and the
production process requires continuous adjustments. Considerable
storage between operation is required, so that individual operations can
be carried out independently for further utilization of men and machines.
• Examples of intermittent system are: machine shops, hospitals, general
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office etc.
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Chapter 3
Types of Intermittent System
• Project production:
Project production where a single assignment of complex nature is
undertaken for completion within the given period and within the
estimated expenditure.
Project production is characterized by complex sets of activities that must
be performed in a particular order within the given period and within the
estimated expenditure.
Where output of a project is a product, such products are generally
characterized by immobility during transformation. Operations of such
products are carried out in “fixed position assembly type of layout” which
can be observed in production of ships, locomotive and aircraft,
construction of roads, buildings, etc.
• Job production:
Jobbing production where one or few units of a product are produced to
customer’s requirement within the given date amid within the price fixed
prior to the contract.
Jobbing production is characterized by the manufacture of one or few
numbers of a single product designed and manufactured strictly to
customer’s specifications, within, the given period and within the price
fixed prior to tile contract.
Some typical examples of industries engaged in jobbing production are:
general repair shops; special purpose machine tool manufacturers;
workshops to manufacture jigs and fixtures for other units; building
contractors; tailoring shops manufacturing made-to-measure suite of
clothes; manufacturers of ships, cranes, furnaces, turbo-generators,
pressure vessels; and others manufacturing articles made to customers
orders.
• Batch production:
Batch production where limited quantity of each type of product is
authorized for manufacture at a time.
product (but many such, quantities of different products) produced at
regular intervals and stocked in warehouses as finished goods (or finished
parts,) awaiting sales (or withdrawal for assembly).
Typical examples of batch production are : Process industries such as
pharmaceuticals, paints, chemicals; medium and heavy engineering
industry engaged in the manufacture of electric motors, switch gears,
heavy motor vehicles, internal combustion engines; manufacturers of
ready made garments; manufacturing and assembly shops such as
30
machine tools; sub-contractors which take on machining of batches of

components to the drawings of a large manufacturer.
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Chapter 3
Continuous System
• In this system the items are produced for the stocks and not for specific
orders.
• Before planning manufacturing to stock, a sales forecast is made to
estimate likely demand of the product and a master schedule is prepared
to adjust the sales forecast according to past orders and level of inventory.
• Here the inputs are standardized and a standard set of processes and
sequence of processes can be adopted. Due to this routing and scheduling
for the whole process can be standardized.
Types of Continuous System
• Mass production.
Mass and flow production where a production run is conducted either on
a single machine or on a number of machines, arranged according to the
sequence of operations and several number of a product are
manufactured at a time and stocked in warehouse awaiting sales.
Here items are produced in large quantities and much emphasis is not
given to consumers orders. In fact the production is to stock and not to
order.
The system can produce only one type of product at one time. These days,
mass production system is generally used to manufacture sub-assemblies
or particular parts/components of an item. These parts are assembled
together by the enterprise to get the final product.
Types of Continuous System
• Process production.
Process production is characterized by tile manufacture of a single product
produced and stocked in the warehouses awaiting sales. The flexibility of
such plants is almost zero as only one type of product can be produced in
such plants. Typical examples of such plants are sugar, steel, cement,
paper, coke, refineries, etc.
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Chapter 3
Production Terms
• Line efficiency: Line efficiency is the percentage of good parts at the end
of the line vs. the theoretical number that the line should produce in a
given time period.
• Availability: Availability is defined as the total time the machine is
available for production in a specific duration, removing breakdowns,
workers problems, etc.
Maintenance
• Combination of actions carried out to retain an item / machine /

equipment / system / plant in order to restore it to an acceptable working
condition.
Preventive Vs Breakdown Maintenance
Preventive maintenance Breakdown Maintenance

Maintenance is done in order to ensure the fully Maintenance is done in order to restore normal functioning
operational & normal working of system of system
Maintenance is done before breakdown or in normal Maintenance is done after breakdown
running condition of machine
There is no loss of machine hours or system operation Loss in normal operation of machine or system occurs
Preventive maintenance is on regular schedule Break down maintenance is random

Preventive maintenance is done in order to find any Breakdown maintenance is done after failure to rectify that
such condition so that breakdown may occur or cause of failure
system may fail
Preventive Maintenance is done in order to reduce Breakdown Maintenance is done after the breakdown
expenditure on maintenance occurs in maintenance and is hence costly
Customers schedule & customer satisfaction never Customer schedule & satisfaction may fail due to loss in
fails due to preventive maintenance production or unavailability of system
In preventive maintenance the operator are taught to It may occur due to negligence of operator
proper handling of system & is expected that they
don’t misuse the system
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Chapter 3
Productivity
• Productivity is a measure of output from a production process, per unit of

input. For example, labor productivity is typically measured as a ratio of
output per labor-hour, an input.
• There are many different ways of measuring productivity. For example, in
a factory productivity might be measured based on the number of hours it
takes to produce a good, while in the service sector productivity might be
measured based on the revenue generated by an employee divided by
his/her salary.
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Chapter 3
3.3 Report of Third Training Session:
1. Session Objective: Role and functioning of Workshop Technology in any Production

Unit.
2. Methodology: Off-the-Job Training Methods using Simulation, Mentoring, Seminar,
and Classroom Teaching.
3. Content: Detailed study and practical application of Fundamentals of Welding,
Cutting, Milling, Fitting, Shaper, Grinding, Buffing, etc. Practical exposure to
Turning, Drilling, Shaping, Boring, Filing, Grinding & Milling. Job work for these
machining processes, Hot Work Permit, and General Work Permits.
Welding
• Welding is the process of coalescence of two

similar or dissimilar metals, with the
application of heat, with or without
application of pressure & with or without use
of filler material.
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Chapter 3
Types of Welding
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Chapter 3
Arc Welding
• Arc welding uses a welding power supply to create an electric arc between
an electrode and the base material to melt the metals at the welding
point.
• They can use either direct (DC) or alternating (AC) current, and
consumable or non-consumable electrodes.
• The welding region is sometimes protected by some type of inert or semi-
inert gas, known as a shielding gas, and/or an evaporating filler material.
• The process of arc welding is widely used because of its low capital and
running costs.
Gas Welding
• In oxy-fuel welding, a welding torch is used to

weld metals. Welding metal results when two
pieces are heated to a temperature that
produces a shared pool of molten metal.
• The molten pool is generally supplied with
additional metal called filler. Filler material
depends upon the metals to be welded
• In the oxyfuel gas welding process heat is
produced by burning a combustible gas, such as
acetylene, mixed with oxygen.
• Gas welding is widely used in maintenance and
repair work because of the ease in transporting
oxygen and fuel cylinders.
Electric Resistance Welding
• Electric resistance welding (ERW) refers to a group of

welding processes such as spot and seam welding
that produce coalescence of faying surfaces where
heat to form the weld is generated by the resistance
of the welding current through the work pieces.
• Some factors influencing heat or welding
temperatures are the proportions of the work pieces,
the electrode materials, electrode geometry,
electrode pressing force, weld current and weld
time.
• Small pools of molten metal are formed at the point
of most electrical resistance (the connecting
surfaces) as a high current (100–100,000 A) is passed
through the metal.
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Chapter 3
Milling
• Milling is the process of cutting away material by feeding a work piece

past a rotating multiple tooth cutter.
• The cutting action of the many teeth around the milling cutter provides a
fast method of machining.
• The machined surface may be flat, angular, or curved. The surface may
also be milled to any combination of shapes.
• The machine for holding the work piece, rotating the cutter, and feeding it
is known as the Milling machine.
Types of Milling
Milling Operations
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Chapter 3
Types of Milling
• Peripheral Milling: In peripheral (or slab) milling, the milled surface is generated by
teeth located on the periphery of the cutter body. The axis of cutter rotation is
generally in a plane parallel to the work piece surface to be machined.
• Face Milling: In face milling, the cutter is mounted on a spindle having an axis of
rotation perpendicular to the work piece surface. The milled surface results from
the action of cutting edges located on the periphery and face of the cutter.
• End Milling: The cutter in end milling generally rotates on an axis vertical to the
work piece. It can be tilted to machine tapered surfaces. Cutting teeth are located
on both the end face of the cutter and the periphery of the cutter body.
Types of Milling Cutters
Types of Milling Machines
Vertical milling machine. Horizontal milling machine.

1: milling cutter 1: base
2: spindle 2: column
3: top slide or overarm 3: knee
4: column 4 & 5: table (x-axis slide is integral)
38
5: table 6: overarm
6: Y-axis slide 7: arbor (attached to spindle)
7: knee 8: base
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Chapter 3
Shaper
• A shaper is a type of machine tool that uses linear relative motion

between the work piece and a single-point cutting tool to machine a linear
tool path.
• Its cut is analogous to that of a lathe, except that it is linear instead of
helical. A shaper with the cutter riding a ram that moves above a
stationary work piece, rather than the entire work piece moving beneath
the cutter.
• The ram is moved back and forth typically by a crank inside the column.
• The hydraulically actuated shapers also exist.
Working of Shaper
Grinding
• Grinding is a finishing process used to improve surface finish, abrade hard

materials, and tighten the tolerance on flat and cylindrical surfaces by
removing a small amount of material.
• In grinding, an abrasive material rubs against the metal part and removes
tiny pieces of material. The abrasive material is typically on the surface of
a wheel or belt and abrades material in a way similar to sanding.
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Chapter 3
Why use Grinding
• The material is too hard to be machined economically.

• Tolerances required preclude machining. Grinding can produce flatness
tolerances of less than ±0.0025 mm (±0.0001 in) on a 127 x 127 mm (5 x 5
in) steel surface if the surface is adequately supported.
• Machining removes excessive material.
Types of Grinding Machines
• Belt grinder: which is usually used as a machining method to process metals and other materials, with the
aid of coated abrasives. Sanding is the machining of wood; grinding is the common name for machining
metals. Belt grinding is a versatile process suitable for all kind of applications like finishing, deburring, and
stock removal.
• Bench grinder: which usually has two wheels of different grain sizes for roughing and finishing operations
and is secured to a workbench. It is used for shaping tool bits or various tools that need to be made or
repaired. Bench grinders are manually operated.
• Cylindrical grinder: which includes the center less grinder. A cylindrical grinder may have multiple grinding
wheels. The work piece is rotated and fed past the wheel/s to form a cylinder. It is used to make precision
rods.
• Surface grinder: which includes the wash grinder. A surface grinder has a "head" which is lowered, and the
work piece is moved back and forth past the grinding wheel on a table that has a permanent magnet for
use with magnetic stock. Surface grinders can be manually operated or have CNC controls.
• Tool and cutter grinder: and the D-bit grinder. These usually can perform the minor function of the drill bit
grinder, or other specialist tool room grinding operations.
• Jig grinder: which as the name implies, has a variety of uses when finishing jigs, dies, and fixtures. Its
primary function is in the realm of grinding holes and pins. It can also be used for complex surface grinding
to finish work started on a mill.
Belt Grinder
Bench Grinder
Centerless Grinder
Or
Cylindrical Grinder
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Chapter 3
Surface Grinder Tool & Cutter Grinder
Grinding Wheel
• A grinding wheel is an expendable wheel that is composed of an abrasive

compound used for various grinding (abrasive cutting) and abrasive
machining operations. They are used in grinding machines.
• The wheel is generally made from a matrix of coarse particles pressed and
bonded together to form a solid, circular shape, various profiles and cross
sections are available depending on the intended usage for the wheel.
They may also be made from a solid steel or Aluminium disc with particles
bonded to the surface.
Characteristics of Grinding Wheel
There are five characteristics of a cutting wheel: material, grain size, wheel grade, grain spacing, and bond
type. They will be indicated by codes on the wheel's label.
• Material: the actual abrasive, is selected according to the hardness of the material being cut.
Aluminum Oxide (A), Silicon Carbide (C), Diamond (D, MD, SD), Cubic Boron Nitride (B)
• Grain size: from 8 (coarsest) 600 (finest), determines the physical size of the abrasive grains in the wheel. A larger
grain will cut freely, allowing fast cutting but poor surface finish. Ultra-fine grain sizes are for precision finish work.
• Wheel grade: from A (soft) to Z (hard), determines how tightly the bond holds the abrasive. Grade affects almost
all considerations of grinding, such as wheel speed, coolant flow, maximum and minimum feed rates, and grinding
depth.
• Grain spacing, or structure: from 1 (densest) to 16 (least dense). Density is the ratio of bond and abrasive to air
space. A less-dense wheel will cut freely, and has a large effect on surface finish. It is also able to take a deeper or
wider cut with less coolant, as the chip clearance on the wheel is greater.
• Wheel bond: how the wheel holds the abrasives, affects finish, coolant, and minimum/maximum wheel speed.
41
Vitrified (V), Resinoid (R), Silicate (S), Shellac (E), Rubber (R), Oxychloride (O)
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Chapter 3
Types of Grinding Wheel
Straight wheel: These are by far the most common style of wheel and can be found on bench or pedestal
grinders. They are used on the periphery only and therefore produce a slightly concave surface (hollow ground)
on the part. This can be used to advantage on many tools such as chisels.
Straight Wheels are the kind of generally used for cylindrical, centreless, and surface grinding operations.
Wheels of this form vary greatly in size, the diameter and width of face naturally depending upon the class of
work for which is used and the size and power of the grinding machine.
Cylinder or wheel ring: Cylinder wheels provide a long, wide surface with no center mounting support
(hollow). They can be very large, up to 12" in width. They are used only in vertical or horizontal spindle
grinders. Cylinder or wheel ring is used for producing flat surfaces, the grinding being done with the end face of
the wheel.
Tapered wheel: A straight wheel that tapers outward towards the center of the wheel. This arrangement is
stronger than straight wheels and can accept higher lateral loads. Tapered face straight wheel is primarily used
for grinding thread, gear teeth etc.
Straight cup: Straight cup wheels are an alternative to cup wheels in tool and cutter grinders, where having an
additional radial grinding surface is beneficial.
Types of Grinding Wheel
Dish cup: A very shallow cup-style grinding wheel. The thinness allows grinding in slots and crevices. It is used
primarily in cutter grinding and jig grinding.
Saucer wheel: A special grinding profile that is used to grind milling cutters and twist drills. It is most common
in non-machining areas, as saw filers use saucer wheels in the maintenance of saw blades.
Diamond wheel: Diamond wheels are grinding wheels with industrial diamonds bonded to the periphery. They
are used for grinding extremely hard materials such as carbide cutting tips, gemstones or concrete. The saw
pictured to the right is a slitting saw and is designed for slicing hard materials, typically gemstones.
Diamond mandrels: Diamond mandrels are very similar to their counterpart, a diamond wheel. They are tiny
diamond rasps for use in a jig grinder doing profiling work in hard material.
Cut off wheels: Cut off wheels, also known as parting wheels, are self-sharpening wheels that are thin in width
and often have radial fibers reinforcing them. They are often used in the construction industry for cutting
reinforcement bars (rebar), protruding bolts or anything that needs quick removal or trimming. Most
handymen would recognize an angle grinder and the discs they use.
Polishing & Buffing
• Polishing and buffing are finishing processes for smoothing a work piece's surface
using an abrasive and a work wheel.
• Technically polishing refers to processes that use an abrasive that is glued to the
work wheel, while buffing uses a loose abrasive applied to the work wheel.
• Polishing is a more aggressive process while buffing is less harsh, which leads to a
smoother, brighter finish.
• A common misconception is that a polished surface has a mirror bright finish,
however most mirror bright finishes are actually buffed.
• Aluminium oxide abrasives are used on high tensile strength metals, such as
carbon and alloy steel, tough iron, and nonferrous alloys. Silicon carbide abrasives
are used on hard and brittle substances, such as grey iron and cemented carbide,
and low tensile strength metals, such as brass, Aluminium, and copper
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Chapter 3
Lathe
• A lathe is a machine tool which spins a block of material to perform various

operations such as cutting, sanding, knurling, drilling, or deformation with tools
that are applied to the work piece to create an object which has symmetry about
an axis of rotation.
• Lathes are used in woodturning, metalworking, metal spinning, and glass working.
Turning
• Turning is the machining operation that

produces cylindrical parts. In its basic form, it
can be defined as the machining of an external
surface:
• with the work piece rotating,
• with a single-point cutting tool, and with the

cutting tool feeding parallel to the axis of the
work piece and at a distance that will remove
the outer surface of the work.
• Taper turning is practically the same, except that

the cutter path is at an angle to the work axis.
Similarly, in contour turning, the distance of the
43
cutter from the work axis is varied to produce

the desired shape.
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Chapter 3
Boring
• Boring always involves the enlarging of an

existing hole, which may have been made by a
drill or may be the result of a core in a casting.
• An equally important, and concurrent, purpose
of boring may be to make the hole concentric
with the axis of rotation of the work piece and
thus correct any eccentricity that may have
resulted from the drill's having drifted off the
center line.
• When boring is done in a lathe, the work usually
is held in a chuck or on a face plate. Holes may
be bored straight, tapered, or to irregular
contours. Boring is essentially internal turning
while feeding the tool parallel to the rotation
axis of the work piece.
Facing
• Facing is the producing of a flat surface as the

result of a tool's being fed across the end of the
rotating work piece.
• Facing may be done either from the outside
inward or from the center outward. In either
case, the point of the tool must be set exactly at
the height of the center of rotation. because the
cutting force tends to push the tool away from
the work.
Parting
• Parting is the operation by which one section of

a work piece is severed from the remainder by
means of a cutoff tool.
• Because cutting tools are quite thin and must
have considerable overhang, this process is less
accurate and more difficult.
• The tool should be set exactly at the height of
the axis of rotation, be kept sharp, have proper
clearance angles, and be fed into the work piece
at a proper and uniform feed rate.
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Chapter 3
Threading
• Lathe provided the first method for cutting

threads by machines.
• Consequently, they often are used for cutting
threads on special work pieces where the
configuration or nonstandard size does not
permit them to be made by less costly methods.
• There are two basic requirements for thread
cutting. An accurately shaped and properly
mounted tool is needed because thread cutting
is a form-cutting operation. The second by
requirement is that the tool must move
longitudinally in a specific relationship to the
rotation of the work piece, because this
determines the lead of the thread.
Drilling
• Drilling is the most common machining process whereby the

operation involves making round holes in metallic and
nonmetallic materials.
• The drill bit is a multipoint, end cutting tool. It cuts by applying
pressure and rotation to the work piece, which forms chips at the
cutting edge.
• Cutting fluid is commonly used to cool the drill bit, increase tool
life, increase speeds and feeds, increase the surface finish, and
aid in ejecting chips.
• The chips must exit out of the hole created by the cutting.
• The drill can wander upon entrance and for deep holes.
Operations related to Drilling
• Reaming: It is done to provide better tolerance of its diameter and to improve

surface finish
• Tapping: It is done to provide internal screw threads on an existing hole
• Counter boring: It is done to provide a step hole in which a larger diameter follows
a smaller diameter partially into a hole
• Countersinking: It is similar to counter boring but the step in the hole is cone
shaped
• Centering: It is to create hole to accurately establish its location for subsequent
drilling
• Spot facing: It is similar to milling where it is used to provide a flat machined
surface on the work piece in a localized area
45
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Chapter 3
Operations related to Drilling
(a) reaming (b) tapping (c) counterboring (d) countersinking (e) centre drilling (f) spot facing
Drilling Machine
Twist Drill 46
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Chapter 3
47
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Chapter 3
3.4 Report of Fourth Training Session:
1. Session Objective: Comprehensive Package On Occupational Health and Safety.

2. Methodology: Off-the-Job Training Methods using Seminar, group discussion and
Classroom Teaching.
3. Content: Detailed study of electrical safety, selection function & use of ppe, ptw,
unsafe act and unsafe condition near mist and accident , reporting, developing safety
culture, wps, electrical safety act.
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Chapter 3
Personal Protective Equipment

Definition: Devices used to protect an employees from
injury or illness resulting from contact with chemical ,
radiological, physical, electrical, mechanical, or other
workplace hazards (OSHA)
The need for PPE and the type of PPE used is based on
hazard present; each situation must be evaluated
independently
Importance of Personal Protective

Equipment (PPE)
When hazards can not be eliminated through
engineering and /or administrative controls, PPE
must be used to protect the eyes, face, head,
feet, hands, arms, body, ears, and lungs.
Preventable Injuries
Chemical burns to the eyes
Chemical irritation to the eyes and skin
Particulate matter in the eye
Heat burns
Slips, trips, and falls
Cuts and abrasions
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Chapter 3
Importance of Personal
Protective Equipment (PPE)
What is PPE?
Equipment that workers wear to protect
themselves from hazards in their work
environment.
Examples:
hearing protection safety goggles
safety glasses safety shoes
gloves
PPE Regulatory
Occupational Safety and Health Act of 1970
Occupational Safety and Health Administration

(OSHA)
Public Employees Risk Reduction Act of 1994
Public Employees Risk Reduction Program (PERRP)
29 CFR 1910 Subpart I
DISTRIBUTION OF TASK(RESPONSIBILITY)
Responsibilities
Occupational Safety and Health Specialist
Management (Department Chairpersons and Directors)
Supervisors
Employees
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Chapter 3
Occupational Safety and Health

Specialist
coordinating the PPE Program;
assisting departments with hazard assessments, analysis
of injury / illness data, selection of PPE and training;
considering and assisting in the implementation of
engineering controls for recognized hazards and;
maintaining copies of hazard assessments,
reassessments, and PPE selection documentation
Management Responsibilities
supplying PPE to employees at no cost and;
providing employees with adequate training.
Supervisor Responsibilities
attending the PPE1 training session offered by
Environmental Health and Safety;
performing hazard assessments and reassessments;
fitting employees with PPE, issuing PPE, and
providing the manufacturers instructions for use,
care, limitations, and warnings;
providing documentation to Environmental Health and
Safety of hazard assessments and reassessments;
ensuring all employees are trained on the PPE program
and it’s requirements;
51
providing a copy of the PPE Program to employees upon

their request.
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Chapter 3
Employee Responsibilities
attending the PPE2 training session offered by
Environmental Health and Safety;
properly wearing, cleaning, maintaining, and inspecting
all assigned PPE, according to the manufacturer’s
instructions, and following the PPE program
requirements;
returning all damaged PPE to their immediate
supervisor, to receive a replacement and;
only using the PPE provided by the university.
OBJECTIVES OF TRAINING
Employees required to use PPE must be trained to know
at least the following
When PPE is necessary
What type of PPE is necessary
How to properly put on, take off, adjust, and wear
Limitations of the PPE
Proper care, maintenance, useful life and disposal
PPE
Eye and Face protection
Head protection
Hand protection
Foot and Leg protection

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Eye and Face Protection

Why Eye and Face Protection is Important
Thousands of people are blinded each year from work
related eye injuries. Injuries that could have been
prevented, if only people would have used eye or face
protection
Eye and Face Protection

Types of eye/face hazards
Impact
Heat
Chemicals
Dust
Light and/or Radiation
Elimination or Control of Hazard
Ventilation
Ventilation, along with damping systems, can significantly
reduce the amount of airborne particles that could be
hazardous to your eyes
Lighting
Good lighting reduces eye strain and glare
Signs and Warnings
Obstructions and protruding objects should be identified and marked
Eyewash Stations
Eyewash stations should be located within 100 feet of your work area.
If you accidentally get something in your eyes, go directly to the
eyewash station and f lush your eyes with water for 15 minutes. Be sure
to hold your eyes open with your fingers and "look" directly into the
water streams.
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Types of Eye and Face PPE

Safety Glasses
Goggles
Face Shields
Welding Helmets
Absorptive Lenses
Head Protection
Why is Head Protection Important?
In and around your head are:
Your eyes, with which you see
Your ears, with which you hear
Your nose, with which you smell
Your mouth, with which you eat and speak
Your brain, with which you think
Injuries to the head are very serious. For this
reason, head protection and safety are very
important .
Potential Incidences of Head Hazards

Impact
Falling or flying objects
falling or walking into hard objects
injuries include neck sprains, concussions, and skull
fractures
Electric Shock
Live exposed electric wires
Injuries include electrical shocks and burns
Drips
Toxic liquids such as acids, caustics, and molten metals
can irritate and burn the head/scalp
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Elimination or Control of
Hazards
Safe Work Practices
Grounded equipment/shock resistant tools
Signs posted warning of hazards
Types of Head PPE

Hard hats
Class A Hard Hats
Protect you from falling objects
Protect you from electrical shocks up to 2,200 volts
Class B Hard Hats
Protect you from electrical shocks up to 20,000 volts
Class C Hard Hats
Bump Caps
Bump caps are made from lightweight plastic and are designed to
protect you from bumping your head on protruding objects
Hand Protection
Why is Hand Protection Important?
It has been estimated that almost 20% of all
disabling accidents on the job involve the
hands
Without your fingers or hands, your ability to work
would be greatly reduced
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Chapter 3
Potential Incidences of Hand

Hazards
Traumatic Injuries
Tools and machines with a sharp edges can cut your hands.
Contact Injuries
Coming into contact with caustic or toxic chemicals,
biological substances, electrical sources, or extremely cold or
hot objects can irritate or burn your hands
Repetitive Motion Injuries
Whenever you repeat the same hand movement over a long
period of time, you run the risk of repetitive motion problems
Elimination or Control of Hazards
Engineering Controls
Machine guards
Procedures
Lock out/Tag out
Housekeeping and Hygiene

Poorly maintained machinery, tools, sloppy work areas, and
cluttered aisles all contribute to hand injuries
Types of Hand PPE
Gloves
Heat resistant gloves
Latex disposable gloves
Lead-lined gloves
Padded cloth gloves
Thumb Guards and Finger Cots
Hand Pads
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Foot Protection
Why is Foot Protection Important?
The human foot is rigid enough to support the
weight of your entire body, and yet flexible enough
to allow you to run, dance, play sports, and to take
you anywhere you want to go. Without your feet
and toes, your ability to work at your job would be
greatly reduced.
Potential Incidences of Foot Hazards
Impact Injuries
At work, heavy objects can fall on your feet. If you work around
sharp objects, you can step on something sharp and puncture your
foot
Injuries from Spills and Splashes
Liquids such as acids, caustics, and molten metals can spill
into your shoes and boots. These hazardous materials can
cause chemical and heat burns
Extremes in Cold, Heat, and Moisture
If not protected, your feet can suffer from frostbite if you must work in an
extremely cold environment. Extreme heat, on the other hand, can
blister and burn your feet. Finally, extreme moisture in your shoes or
boots can lead to fungal infections
Slipping
Oil, water, soaps, wax, and other chemicals can cause you to slip and
Elimination or Control of Hazards

Housekeeping
Poorly maintained machinery, tools, sloppy work
areas, and cluttered aisles all contribute to foot
injuries
Signs
Identify temporary slip/trip areas
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Chapter 3
Types of Foot PPE

Safety Shoes and Boots
Steel toe footwear
protects your toes from falling objects and from being crushed
Metatarsal footwear
special guards that run from your ankle to your toes and protect your
entire foot
Reinforced sole footwear
metal reinforcement that protects your foot from punctures
Latex/Rubber footwear
resists chemicals and provides extra traction on slippery surfaces
Electrical hazard footwear
insulated with tough rubber to prevent shocks and burns from
electricity
PERMIT TO WORK OR
WORK PERMIT
A PERMIT TO WORK IS A FORMAL

WRITTEN STATEMENT OF WORK
TO BE DONE, SAFETY
PRECAUTION TO BE TAKEN AND
CONFERMATION THAT
ASSOCIATED RISK…….
WORK PERMIT SYSTEM

WHY WORK PERMIT IN
INDUSTRY
USE OF HYDROCARBONS AND TOXIC MATERIALS
BASIC PURPOSE IS SAFETY OF PERSONNEL
PERSONNEL ARE UNFAMILIAR WITH PROCESS
CONDITIONS
PROTECT PROPERTY FROM DAMAGE
AVOID FIRE
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Chapter 3
WORK PERMIT SYSTEM

ENSURE THAT ALL WORK IS
CARRIED OUT
IN SAFEST POSSIBLE MANNER..
PERMIT SPECIFIES THE

CONDITIONS AND
PROCEDURE FOR SAFE
EXECUTION..
WORK PERMIT REQUIREMENT

PERMIT IS REQUIRED FOR THE
FOLLOWING JOBS
INSPECTION
CONTRUCTION
PROCESS EQUIPMENT CLEANING
ENTRY INTO CONFINED SPACE
EXCAVATION
TYPES OF WORK PERMITS

7 TYPES OF WORK PERMIT WITH SPECIFIED
COLORS
HOT WORK AND VEHICLE ENTRY
PERMIT(PINK,LIGHT GREEN AND WHITE).
CLEARANCE & AND COLD WORK
PERMIT(YELLOW & WHITE).
EXCAVATION PERMIT(PINK,LIGHT GREEN AND
WHITE).
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types of work permit

continued….
ROAD CUTTING & BLOCKAGE PERMIT(PINK
,YELLOW & LIGHT GREEN).
VESSEL ENTRY & VESSEL BOX UP(YELLOW &
WHITE).
WORK AT HEIGHT PERMIT(YELLOW & WHITE).
RADIATION WORK PERMIT(PINK & WHITE).
FEATURES OF WORK PERMIT FORM

WORK PERMIT FORM GENERALLY CONSIST OF
THE FOLLOWING FEATURES :
THE ORIGINAL AND COPIES
ORIGINALIS UNMARKED AND BELONGS TO
”EXECUTING AUTHORITY”-pink copy
PRINTED SERIAL NUMBER.
SPECIAL INSTRUCTION PRINTED ON THE PERMIT.
WHO CAN SIGN A WORK PERMIT

PERSONNEL WHO ARE AUTHORISED TO SIGN ON
THE WORK PERMIT SHALL HAVE THROUGH
KNOWLEDGE OF THE WORK TO BE PERFORMED
AND THE CONDITIONS UNDER WHICH THE
WORK WILL BE PERFORMED
TATA PAINT SHOP
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Chapter 3
Electricity
Safety…….Why????
About 5 workers are
electrocuted every week
Causes 12% of young worker
workplace deaths
Takes very little electricity to
cause harm
Significant risk of causing
fires
OSHA Office of Training & Education 38
Electrical Injuries
There are four main types of electrical injuries:
Direct:
Electrocution or death due to electrical shock
Electrical shock
Burns
Indirect - Falls
39
Electrical Shock
An electrical shock is received when electrical
current passes through the body.
You will get an electrical shock if a part of your

body completes an electrical circuit by…
Touching a live wire and an electrical ground, or
Touching a live wire and another wire at a different
voltage.
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40
Chapter 3
Shock Severity
Severity of the shock depends on:
Path of current through the body
Amount of current f lowing through
the body (amps)
Duration of the shocking current
through the body,
LOW VOLTAGE DOES NOT MEAN
LOW HAZARD
41
Falls
Electric shock can also cause
indirect injuries
Workers in elevated
locations who experience a
shock may fall, resulting in
serious injury or death
42
Dangers of Electrical Shock

Currents above 10 mA* can paralyze
or “freeze” muscles.
Currents more than 75 mA can
cause a rapid, ineffective heartbeat
-- death will occur in a few minutes
unless a defibrillator is used
75 mA is not much current – a
small power drill uses 30 times as
much Defibrillator in use
* mA = milliampere = 1/1,000 of an ampere

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43
Chapter 3
Burns
Most common shock-related
injury
Occurs when you touch electrical
wiring or equipment that is
improperly used or maintained
Typically occurs on hands
Very serious injury that needs
immediate attention
44
Control – Cords & Wires

Insulate live wires
Check before use
Use only cords that are 3-wire type
Use only cords marked for hard or
extra-hard usage
Use only cords, connection devices,
and fittings equipped with strain
relief
Remove cords by pulling on the
plugs, not the cords
Cords not marked for hard or extra-
hard use, or which have been
modified, must be taken out of
service immediately
45
Permissible Use of Flexible Cords

DO NOT use flexible wiring where frequent
inspection would be difficult or where damage
would be likely.
Flexible cords must not be . . .

• run through holes in walls, ceilings, or floors;
• run through doorways, windows, or similar
openings (unless physically protected);
• hidden in walls, ceilings, floors, conduit or other
raceways.
Stationary equipment-to
facilitate interchange
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46
Chapter 3
Grounding
Grounding creates a low-
resistance path from a tool
to the earth to disperse
unwanted current.
When a short or lightning

occurs, energy flows to the
ground, protecting you
from electrical shock,
injury and death.
47
Control – Ground Tools & Equipment

Ground power supply systems,
electrical circuits, and electrical
equipment
Frequently inspect electrical
systems to insure path to ground is
continuous
Inspect electrical equipment before
use
Don’t remove ground prongs from
tools or extension cords
Ground exposed metal parts of
equipment
48
Training
Train employees working with electric
equipment in safe work practices, including:
Deenergize electric equipment before inspecting or
repairing
Using cords, cables, and electric tools that are in
good repair
Lockout / Tagout recognition and procedures
Use appropriate protective equipment
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49
Chapter 3
Summary
Electrical equipment must be:
Listed and labeled
Free from hazards
Used in the proper manner
If you use electrical tools you must be:
Protected from electrical shock
Provided necessary safety equipment
50
The term safety climate should be used to refer to
psychological characteristics of employees (i.e. ‘how people
feel’), corresponding to the values, attitudes, and perceptions
of employees with regard to safety within an organisation.
The four indicators of Safety

culture
Leadership,
Two-way communication,
Employee involvement,
Learning culture,
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Chapter 3
Leadership
The Leadership has key criteria of successful
leadership, which are likely to promote a positive
safety culture. The main learning points are listed
below:
Performance versus Safety Priority
High Visibility of Management’s Commitment to
Safety
Safety Management Systems
Performance versus Safety Priority

Senior management should give safety a high status
within the organization's business objectives, and
safety should be prioritized in all situations. This can
be demonstrated by providing sufficient:
Health and safety budget,
Opportunities for safety communication,
Health and safety training,
Support to personnel,
Manpower (including health and safety specialists).
High Visibility of Management’s

Commitment to Safety
Senior managers should visibly and repeatedly
demonstrate their commitment to safety throughout
all areas of the organization. This will create a shared
vision of the importance of safety. This can be
achieved by the use of:
Verbal communication (e.g. scheduled safety tours

and meetings).
Written safety communication (e.g. statements,
66
newsletters).
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Chapter 3
Safety Management Systems

Organizations should have effective systems in place
for the management and co-ordination of safety. This
should be led by a strategic safety management team.
Two-Way Communication
A positive safety culture requires effective channels for
top-down, bottom-up and horizontal communication
on safety matters. The main learning points are listed
below:
Top-down Communication
Safety Reporting
Horizontal Communication
Top-down Communication
Effective communication from management to staff is
key to providing successful health and safety
leadership. This can be achieved through a visible
safety policy statement, and newsletters describing
safety news, safety issues, and major accident risks.
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Chapter 3
Safety Reporting
Communicating a problem or concern is only one step
on the route towards a good safety culture. Feedback
mechanisms should be in place to respond to the
reporter (if required) concerning any actions taken.
Horizontal Communication
The organization should provide a system for the
effective transfer of information between individuals,
departments and teams. In practice, appropriate safety
information should be available when required.
Involvement of Staff
The best practice approaches in relation to the involvement
and participation of staff. The consensus is that active
employee participation is a positive step towards
preventing and controlling hazards. The main points have
been summarized below:
Ownership for safety can be increased by providing effective training
Safety specialists should play an advisory or consultancy role
It should be easy for staff at all levels to report concerns about decisions
that are likely to affect them
Feedback mechanisms should be in place to inform staff about any decisions that
are likely to affect them.
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The existence of a learning culture

The existence of a learning culture enables organisations to
identify, learn and change unsafe conditions. A system should be
in place that allows all employees to proactively contribute ideas
for improvement.
In-depth analysis of incidents, and good communications with
provisions for feedback and sharing of information enable a
learning culture to develop.
All levels of the workforce should be included in safety climate
surveys. This helps to increase employees’ involvement in the
company and it provides the opportunity for issues or concern to
be raised. Feedback regarding the outcomes of the survey, and
any actions taken should be disseminated throughout the
company
Electricity Act,2003
a) to regulate tariff of generating companies owned or
controlled by the CentralGovernment
b) to regulate tariff of generating companies other than

those owned or controlled by the Central Govt., if such
companies have a composite scheme for generation and
sale of electricity in more than one state
c) to regulate inter-State transmission of electricity
d) to determine tariff for inter-State transmission of

electricity
CONTINUE………
e) to issue licenses to persons to function as
transmission licensee and electricity trader with
respect to inter-State operation
f ) to levy fees for the purpose of this Act
g)to specify Grid Code having regard to Grid
standards
h) to specify and enforce the standards with respect
69
to quality, continuity and reliability of service by

licensees
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Chapter 3
65
Benefits of a Workplace
Inspection
Reduce unsafe conditions and practices

Improve procedures and system effectiveness
Determine opportunities for improvement
Reduce accident frequencies
66
What You Will Learn

How to effectively plan an investigation ahead of time
How to identify and assess hazard risk
Identify the elements of an effective inspection report,
including findings and recommendations for corrective
action
70
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Chapter 3
What are the hazards?

Exits are barred and blocked
because of poor
housekeeping
Tiles are missing from the

ceiling
68
Safety Hazards
Unsafe workplace conditions
Hazardous physical conditions or circumstances which could
directly permit the occurrence of an accident
Unsafe work practices or acts

Violation of known or accepted safe procedures which could permit
the occurrence of an accident
69
Chemical Hazards
Solids, liquids, vapours, gases, dusts, fumes or mists
Flammables, corrosives, toxics, compressed gases, oxidizers,
controlled substances
Harmful through inhalation, ingestion, and skin contact
71
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Chapter 3
Physical Hazards
Noise, vibration, energy, electricity, radiation, pressure,
moving mechanical parts, extreme heat and cold
Bacteria, viruses, fungi, insects, proteins from animals or

substances from plants
May cause acute or chronic health effects through inhalation,
injection, ingestion or contact with the skin
71
Ergonomic Hazards
Hazards that arise from interactions between man and his
total working environment
Ergonomic stress factors deal with workstation, equipment,
tool design and environmental factors in the workplace
Repetitive motions, awkward postures, improper lifting,
manual material handling, excessive forces
72
Environmental Hazards
Comfort factors (temperature and humidity), poor indoor air
quality, inadequate ventilation, inadequate or excessive
illumination
Eg: moulds, dirty ceiling vents, dusty floors, heavy
perfumes
72
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Chapter 3
Steps for reducing unsafe conditions

Review Workplace Inspection Policy and Procedure
Review and develop an Inspection Checklist
Review previous inspection reports
Review applicable legislation and standards
Obtain floor plan and list of locations that belong to your department
Obtain workplace inspection report form
Determine what area will be inspected
Determine inspection schedule
Determine who will conduct the inspection
Determine what tools/equipments will be needed
74
What if you don’t feel qualified?

Ask questions!
Ask for demonstrations
Ask someone who is qualified to accompany you
Some areas of the industry will have to be inspected by someone who is

authorized to be in that space and that might not be you –
Those areas must be identified so as not to slow down the inspection
process
75
Area-specific Inspection
LABORATORIES
Eyewash stations
Proper signage, adequate water supply, readily accessible,
clean and clear, clear drains
Chemicals
Are MSDS current (within 3 years of the issue date) and
readily available?
Are all containers labeled?
Are chemical storage and use areas designated?
General
Do fume hoods have adequate air f low?
Are PPE being worn?
Are sharps properly disposed into sharps container?
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Chapter 3
OFFICES
Are computer workstations arranged in an ergonomic way?
Is adjustable seating available?
Is working space adequate?
Are desks and file cabinets organized such that drawers do not open into
aisles or walkways?
Does office arrangement allow easy egress under emergency conditions?
Is there cardboard, paper, or other combustible materials on the f loor?
77
CLASSROOM/MEETING ROOM/BOARDROOM
Is furniture and equipment in good condition?
Are room occupancy limits and safe seating arrangements
posted?
KITCHEN FACILITIES
Are all appliances in good condition and CSA/UL-approved?
Are f loors and counters clean and dry?
78
Web of wires
under the desk
that can act as a
tripping hazard
Wires should
be tied together
neatly and be
close to the
wall
74
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Chapter 3
Corridor is full of waste materials; may
impede evacuation in an emergency
Room needs
housekeeping, also
represents a fire hazard
as papers and boxes are
combustible materials
80
Evaluating a Hazard – Consider the Following:

Where the hazard is
What employees are exposed to
What is the level of exposure?
What does the legislation say?
What equipment/PPE is used?
What controls are in place?
What procedures are in place?
What do other employers do?
What is the risk?
Is the risk acceptable?
81
Hazard Class
Class “A” Hazard: A condition or practice with the
potential for permanent disability, loss of life or body
part, and/or extensive loss of structure, equipment
or material
Class “B” Hazard: A condition or practice with the
potential for serious injury or illness (resulting in
serious or temporary disability) or property damage
that is disruptive but less so than Class “A”
Class “C” Hazard: A condition or practice with the
potential for injury and illness, or disruptive (non-
disabling) property damage
75
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Chapter 3
Elimination or Substitution
Use a different less dangerous piece of equipment
Fix faulty machinery
Redesign the workplace
Use safer materials or chemicals
Reduce energy, speed, voltage, sound level, force
Automate material handling
83
Change the Way the Job is Done

Provide training, information and signs to increase
awareness
Implement safe work procedures and control
programs
Implement rotation of workers
Increase equipment inspections and preventative
maintenance programs
84
Reporting Hazards
Everyone has the responsibility to find and report
hazards!
Report identified hazards to area supervisor or
lecturer
Report hazards immediately if they can cause
death or serious injury/illness OR harm a number
of people
Don’t wait for an inspection
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Chapter 3
Supervisors Duties
A supervisor, under the Occupational Health
and Safety Act, means a person who has
charge of a workplace or authority over a
worker
Supervisors must take action to fix hazards
when a hazard is found or reported
If fixing a hazard is not possible, action must
be taken to minimize the immediate risk to
health and safety
86
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Chapter 3
3.5 Report of Fifth Training Session:
1. Session Objective: Basics of Mechanical Tools.

2. Methodology: Off-the-Job Training Methods using Simulation, Mentoring, Seminar,
Group discussion and Classroom Teaching.
3. Content: Detailed study and practical application of basic mechanical tools i.e.
Spanners, Hammers, Files Screw drivers, Allen Key, Bearing Pullers, Unsafe tools-
Right tool for right job.
Tools
• An instrument or device to facilitate manual & mechanical work.
Functions of tools
Many tools or groups of tools serve to perform one or more of a set of
basic operations, such as:
• cutting (knife)
• concentrating force (hammer, maul, screwdriver)
• guiding (set square, T-square, straight edge)
• seizing and holding (pliers, spanners, glove)
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Chapter 3
Spanners
• A spanner is a tool used to provide grip and mechanical

advantage in applying torque to turn objects, usually rotary
fasteners, such as nuts and bolts or keep them from turning.
• It is knows as spanner in British English & Wrench in American
English.
• Higher quality spanner are typically made from chromium-
vanadium alloy tool steels and are often drop-forged. They
are frequently chrome-plated to resist corrosion and ease
cleaning.
Types of Spanners
1. Open-ended spanner:
a one-piece spanner with a U-shaped opening that grips two opposite faces
of the bolt or nut.
This spanner is often double-ended, with a different-sized opening at each
end. The ends are generally oriented at an angle of around 15 degrees to the
longitudinal axis of the handle.
Types of Spanners contd…
2. Ring spanner:
a one-piece spanner with an enclosed opening that grips the faces of the
bolt or nut.
The recess is generally a six-point or twelve-point opening for use with nuts
or bolt heads with a hexagonal shape.
Ring spanners are often double-ended and usually with offset handles to
79
improve access to the nut or bolt .

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Chapter 3
3. Cross Wheel spanner:
Known as lug wrench in the U.S.A &

wheel brace in U.K.
It is used to turn lug nuts on
automobile wheels.
It is made in the shape of a cross, with
different sized sockets on each of the
four ends.
4. Combination spanner:
a double-ended tool with one end being like an open-ended spanner, and
the other end being like a ring spanner. Both ends generally fit the same size
of bolt.
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Chapter 3
Types of Hammers
1. Claw Hammer: Claw head

Handle
It has a cut in center and is bent like a sharp curve.

It is used both for nailing and for nail-pulling & is used in carpentry or pattern making
shop.
The surface of the hammer face is slightly convex to minimize marring the surface
when a nail is driven in flush with the wood.
Curved claw hammers are sold by weight. The most popular weights are 455-680g
Types of Hammers contd…
2. Ball Peen Hammer: Peen Neck
Handle
Face
Peening means the technique of surface-hardening or working metal by hammering
it. A ball-peen hammer is the tool that is used.
Its one side is flat and the other is spherical (like a ball).
These are most commonly used in fitting shop & are used for shaping metal (ex.
flattening surfaces) and closing rivets.
Ball peen hammers are available from 55 - 165g & are the most suitable for general
use.
3. Cross Peen Hammer:

Head
Handle
Face
Pole
A cross peen hammer has a flat face on one end and an edge or peen at right
angles to the handle.
The flat edge of this hammer is used for striking and the cross peen is used
making indentations or grooves on work pieces.
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Chapter 3
4. Straight Peen Hammer:
A straight peen hammer has a flat face on one end and an edge or peen
parallel to the handle.
The flat edge of this hammer is used for striking and the cross peen is used
making straight indentations or grooves on work pieces.
5. Sledge Hammer:
Sledges, or sledge hammers, are used for heavy work & are used by
blacksmiths, woodcutters or stone breakers.
Sledge hammers are rated by the weight of their head. With heads weighing
from 907 g to 9.07 kg, sledge hammers are most often used with two hands.
6. Mallet Hammer:
Mallets have large square heads, usually wood or rubber.

They tend to have shorter wooden handles and a large surface area on the
striking faces, which are often inclined.
They are used to shape metal, to drive chisels, and for fitting pieces together
82
by tapping them into place, for example, hinge-pins or plasterboard, which

would be damaged if a metal-headed hammer were used.
Page
Chapter 3
7. Soft Faced Hammer:
Soft faced hammers are made of hard and soft rubber, plastic or copper
faces.
They are useful for striking finished jobs where a steel face would cause
damage and aligning jobs on a machine.
Files
• Filing is a method of removing small amounts of material

from the surface of a metal.
• A file is hardened steel tool, having small parallel rows of cutting edges or
teeth on its surfaces.
• On the faces, the teeth are usually diagonal to the edge. One end of the
file is shaped to fit into a wooden handle.
• Files are classified according to their cutting teeth, shape and pitch or
grade of the teeth.
Types of Files
• On the basis of their teeth:

• Files have either single-cut or double-cut teeth.
• Single-cut files have rows of teeth cut parallel to each other, the teeth being set at an angle
of about 65° with the centerline. Single-cut files are used for sharpening. tools, finish filing,
and draw-filing. They are also the best tools for smoothing the edges of sheet metal.
• Double-cut files have criss-crossed rows of teeth, the double cut forming teeth that are
diamond-shaped and suitable for quick removal of metal and for rough work.
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Chapter 3
Types of Files contd…
• On the basis of their shape:

• Flat files are general purpose files, tapering in
width and thickness, and generally used when
a fast cutting tool is desired.
• Hand files, not shown, are somewhat thicker
than flat files, but their edges are parallel.
• Half-round file is a general purpose tool, the
rounded side being used on curved surfaces
and the flat face on flat surfaces. When filing
an inside curve, a round or half-round file
with a curve most nearly matching the curve
of the work should be used.
• On the basis of their shape contd…:

• Square files are tapered on all four sides and
are used to enlarge rectangular-shaped holes
and slots.
• Round files serve the same purpose for round
openings. Small round files are often called
rat-tail files.
• Triangular files, are tapered on all three sides.
They are used to file cutters, acute internal
angles, and to clear out square corners.
• Needle files, are thin small files having a
parallel tang and a thin, narrow and pointed
blade made in different shapes of its cross
section to suit the particular need of the
work. These are used for filing very thin and
delicate work.
• On the basis of pitch or grade of teeth:
• The spacing between the consecutive • Rough-cut: 8 teeth per cm

teeth is known as pitch of the file.
• Middle-cut: 10 teeth per cm
• Files are also graded according to the
• Bastard: 12 teeth per cm
spacing and size of their teeth, or their
coarseness and fineness. These grades • Second-cut: 16 teeth per cm
are known as:
• Smooth: 20 to 24 teeth per cm
• Dead-smooth: 40 or more teeth per
84
cm.
Page
Chapter 3
Procedure for filing

• Cross filing • Straight filing
In cross filing the In this process the man stands exactly in
movement of file is carried front of the vice and the file is moved straight
from one corner across to and fro from the body to make surface
the other corner over full smooth. This process removes a good
length of the stroke. In this amount of material but maintenance of
process much surface balance is difficult to maintain.
gets smoothens in a
shorter time. This type of
filing is used for broader
surfaces.
• Draw filing
Draw filing is when the file is
moved over the item with a
sideways action. It is a good
technique for removing
scratches left by the other filing
techniques and can be used to
polish the surface.
Screw drivers
• A screwdriver is a tool for driving screws and rotating other machine elements
with the mating drive system.
• The blade is made of steel, is available in different lengths and diameters & is
specified by the length of the metal part from handle to the tip.
• A typical hand screwdriver comprises an approximately cylindrical handle of a size
and shape to be held by a human hand, and an axial shaft fixed to the handle, the
tip of which is shaped to fit a particular type of screw.
• The handle and shaft allow the screwdriver to be positioned and supported and,
when rotated, to apply torque.
• A star screw driver is specially designed to fit the head of star screws. The end of
the blade is fluted instead of flattened.
Types of Screw drivers
• Flat Blade Screwdrivers

• The flat blade screwdriver and matching screws with a vertical slash through their
heads are the most common screws that most people see. The tip of the
screwdriver should fit snugly into the slot and not slip around when turned. It
should also be the same width as the screw head.
• Phillips Head Screwdrivers

• This is possibly the second most common type of screw, with an x-shaped head
that matches the X on the head of the screw. Invented by Henry Phillips and
patented in the 1930s, the screw first became important in automobile
manufacture.
85
Page
Chapter 3
Types of Screw drivers contd…
• Allen Key or Allen Wrench or Hex Key or Hex Head Wrench

• An Allen key is an L-shaped piece of metal with a hexagonal
head. There are special ballpoint Allen keys made to work on
an Allen screw that can’t be reached at a right angle.
• Cordless Electric Screwdrivers or Power Screwdrivers

• Run on a rechargeable battery, cordless electric screwdrivers
end in a chuck, into which a screwdriver bit is inserted. They
may have one or more speeds, and may have a reverse
button. Electric screwdrivers are similar to power drills, but
drills take more kinds of bits.
Allen Keys
• The Allen key is an everyday tool that goes by many names. Commonly known as a hex key,
Allen wrench, zeta key, or hex head,
• The Allen key is a six-sided tool used as a driver for screws, bolts, and other fasteners
designed to fit the tool.
• The Allen key comes in several different shapes and sizes, but the most typical shape for an
Allen key is an L-shape.
Allen Keys contd…
• Some Allen keys come with a ball end on the longer arm of
the L-shape to further aid in reach and allowing the wrench
to be used at odd angles. The ball end, however, should not
be used for torque purposes, as it can easily slip and damage
the fastener as well as the tool itself.
• Allen key sizes are measured from one flat side to the other
as opposed to corner-to-corner. They come in an array of
sizes in both metric and standard and are available in
extremely small sizes other drivers are not capable of
accommodating. One of the advantages of the Allen key is its
contact points: six sides in contact with the bolt or screw
ensure plenty of surface area to turn the screw effectively.
86
Page
Chapter 3
Unsafe tools
Tools are unsafe if following precautions are not taken.
• Never carry a tool by the cord or hose.
• Keep cords and hoses away from heat, oil, and sharp edges.
• Disconnect tools when not in use, before servicing, and when changing accessories such as
blades, bits and cutters.
• All observers should be kept at a safe distance away from the work area.
• Secure work with clamps or a vise, freeing both hands to operate the tool.
• Avoid accidental starting. The worker should not hold a finger on the switch button while
carrying a plugged-in tool.
• Tools should be maintained with care. They should be kept sharp and clean for the best
performance. Follow instructions in the user's manual for lubricating and changing
accessories.
• Be sure to keep good footing and maintain good balance.
87
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Chapter 4
Objective 3: One Evaluation Study of a Specific Training
Programme, Conducted by self or any other person/agency, using
appropriate methodology.
Depending upon the training needs which were identified by the team of Head of Department
and Faculty Members, for students, in DMS Bhimtal, one evaluation study of a specific
training programme on confidence, communication, Presentation, Language and Body
Language is done. The evaluation includes pre and post training competency evaluation, post
training reaction evaluation and intermediate outcome evaluation. The evaluation process will
take about two weeks.
88
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Chapter 4
4.1 Introduction:
The process of evaluation of a specific in-house training programme on Confidence,
Communication, Presentation, Language and Body Language, which is conducted for the
students of Department of Management Studies, starts with a pre-training evaluation of the
identified trainees. The training programme is conducted on the topic based on Soft-Skills
which are required by the students in their daily professional communication which is related
to the knowledge and awareness of Confidence, Communication, Presentation, Language and
Body Language and their role in Professional Communication.
The students identified for the training programme are MBA 2nd semester students from
MBA 2 Year Programme, 4th and 2nd semester students from MBA 5 Year Integrated
Programme, the detail of which is mentioned in coming pages.
The process of pre-training evaluation starts with the identification and formation of a
responsible team who will be responsible for the conducting and evaluating the training
programme. The team comprises of our Head of Department, Faculty members and Staff
members who are in direct contact with the students. On the basis of interviews conducted for
the students and their class performance the team had performed a pre-training evaluation for
them. The process of pre-training evaluation has taken a week to get compiled scores of the
students on a 5 point scale, detailed in coming pages.
The process of training programme evaluation comprises of Pre and Post Training Learning
or Competency Evaluation and a Post Training Reaction Evaluation and ultimately
Intermediate Outcome Evaluation.
The process used for Pre and Post Training Learning or Competency Evaluation is Interviews
and Class Performance. Whereas, the Post Training Reaction Evaluation and Intermediate
Outcome Evaluation is done using Training Evaluation Sheet (Annexure.1). For obtaining a
feedback of the entire training programme a Trainer Evaluation Sheet is also filled by the
students (trainees), which will serve as a benchmark for inculcating further improvement in
our upcoming training sessions for better and improved learning.
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Chapter 4
4.2 Explaining Evaluation Process Step by Step:

The process of Evaluation of the training programme is undergone as:
Step 1: A Pre-Training Evaluation, using interview and class performance of the students, is
conducted for all the students by the appointed team for measuring their present
competencies under the categories of identified attributes which are Confidence,
Communication, Presentation, Language and Body Language.
Step 2: On the scheduled day of training and during the entire training programme, the
behaviour and performance all the trainees had been monitored by the team and on the
completion of training programme, conducting an Interview a Post-Training Competency
Evaluation is performed.
Step 3: On the completion of the training programme and during the feedback session,
different feedback forms are filled by the trainees for serving various purposes as:
i. Training Evaluation Form: The training evaluation form is divided into two
sections which are Post Training Reaction Evaluation and Intermediate Training
Outcome Evaluation. The post training evaluation sheet is filled by the trainees
themselves indicating their experience and their self-evaluation of the training
effectiveness.
ii. Trainer Feedback Form: The overall response of trainees toward the training
programme is measured using a Trainers Feedback Form. The trainer feedback sheet
includes information about trainer, training programme, tools and techniques used.
Step 4: After completion of two weeks the Training Evaluation Sheet is forwarded to the
appointed team headed by Head of Department for intermediate training outcome evaluation.
The intermediate training outcome is measured based upon their class room and other
personality based performances. 90
Page
Chapter 4
(Annexure. 1)
Department of Management Studies, Bhimtal
Training Evaluation Sheet
Name of Trainee:..........................................................................................................................
Topic of Training Programme:......................................................................................................
Course
Name:.......................................................................Year/Semester:....................................
Duration of Training Programme: From.............................to.............................
Self Assessment (Reaction Evaluation):
Please tick (√) the point which you find most suitable to your training outcome:
(4) I am able understand and explain it, also find out how it will help me to improve my complete
performance in my personal life. ( )
(3) I am able to understand and also able to explain it & its advantages to my colleagues.( )
(2) I am able to understand but unable to explain it to others. ( )
(1) I am able to understand a little bit of the training objective and content. ( )
(0) I did not understand anything and it is wastage of time. ( )
Any other comment:
Training Intermediate Outcome Evaluation by Head of Department:

EFFECTIVENESS OF TRAINING
RATING OBSERVATION
4 Understood concept and can very well explains as well as show
practicality, and have groomed his personality in totality.
3 Understood concept and can very well explain to others.
2 Understood the concept but is not in a position to explain.
1 Understood the concept.
0 Did not understand at all.
To: Student File and Future Record.
Name Previous Skill Level HOD’s Present Rating (0, 1, 2, 3, 4)
91
Signature of HOD
Page
Chapter 4
Department of Management Studies, Bhimtal
Trainer Feedback Form
Training Title:____________________ Your Name:___________________
Trainer Name:____________________ Training Duration: From

_________to_________
The Trainer Feedback Form is intended to capture your reactions to the training you have just
completed.
1. On a scale of 1-5 how would you rate the following for this training:
Strongly Strongly
Agree Neutral Disagree
Agree Disagree
1. The training met my expectations.
2. I will be able to apply the knowledge

learned.
3. The training objectives for each topic

were identified and followed.
4. The content was organized and easy

to follow.
5. The materials distributed were

pertinent and useful.
6. The trainer was knowledgeable.
7. The quality of instruction was good.
8. The trainer met the training

objectives.
9. Class participation and interaction

were encouraged.
92
Page
10. Adequate time was provided for

Chapter 4
questions and discussion.
2. Please describe specific issues and/or special circumstances that were raised in this
training
3. Did you need to deviate at all from the curriculum? If so, how and why?
4. Please highlight factors that had a positive effect on this training and on accomplishing the
learning objectives. This includes the learning environment, group dynamics, Partnership
coordination and support, pre-training preparation by supervisors, curriculum issues, and
trainer related issues:
Suggestions for enhancing the positive effects?
5. Please highlight factors that had a negative effect on this training and on accomplishing
the learning objectives. This includes the learning environment, group dynamics, Partnership
coordination and support, pre-training preparation by supervisors, curriculum issues, and
trainer related issues:
Suggestions for correcting the negative factors?
6. Were the following adequate?
Yes No If no, why not?
AV
Equipment
93
Page
Chapter 4
Facility
Handouts
Other
Training
Materials
7. Please answer the following questions related to transfer of learning activities:
a. How much time did you devote to Action Planning? If none, why not?
b. What 3 concepts from the training content or key issues that were raised in the
training sessions would you choose to highlight as suggestions for supervisors
to review with their staff after training?
1._________________________________________________________
2._________________________________________________________
3._________________________________________________________
8. Please comment on the support provided to you by the Partnership and offer
suggestions for any ways we can help you in our shared goal of providing a high
quality training program.
94
Thank you for taking the time to provide your feedback.

Page
Chapter 4
Pre and Post Training Competency Evaluation Sheet

Course: MBA 2 Year Programme 2nd Semester
Skill Com Skill Skill Skill Body Body Skill
S. Confi Confi Comm Prese Presen Lang Lang
Student Up munic Up Up Up Lang Lang Up
N dence dence unicati ntatio tation- uage- uage-
Name gradati ation- grad grad grad uage- uage- grad
o. -Pre -Post on-Pre n-Pre Post Pre Post
on Post ation ation ation Pre Post ation
Mr.
Arun
1 1.5 2.5 1 1.5 2.5 1 1.5 2.5 1 1 2 1 1 2 1
Kumar
Duhan
Mr.
Bhaska
2 r 1.5 2.5 1 1.5 2.5 1 1.5 2.5 1 1 2 1 1.5 2.5 1
Palariy
a
Mr.
Dhiren
3 1.5 2.5 1 1.5 2.5 1 1.5 2.5 1 1 2 1 1.5 2.5 1
dra
Singh
Mr.
4 Govind 1 2 1 1 2 1 1 2 1 1 2 1 1 2 1
Singh
Mr.
Hem
5 1.5 2.5 1 1 2 1 1 2 1 1 2 1 1.5 2.5 1
Chandr
a Bhatt
Mr.
6 Heman 1 2 1 1 2 1 1 2 1 1 2 1 1 2 1
t Suyal
Chapter 4
Mr.
Himans Abse Abse Absen Abse Absen Abse Abse Abse Abse Abse Abse Abse
7 Absent Absent Absent
hu nt nt t nt t nt nt nt nt nt nt nt
Joshi
Mr.
8 Khusha 1.5 2.5 1 1.5 2.5 1 1.5 2.5 1 1.5 2.5 1 1.5 2.5 1
l Singh
Mr.
Manin
9 1.5 2.5 1 1.5 2.5 1 1.5 2.5 1 1.5 2.5 1 1.5 2.5 1
der
Singh
Mr.
10 Mitul 2.5 3.5 1 2.5 3.5 1 2 3 1 2 3 1 2.5 3.5 1
Binwal
Mr.
Mohd.
11 1.5 2.5 1 1.5 2.5 1 1.5 2.5 1 1.5 2.5 1 1.5 2.5 1
Wasif
Khan
Mr.
Monis
12 1 2 1 1 2 1 1 2 1 1 2 1 1 2 1
Kaleem
Ansari
Mr.
Narend
13 ra 1 2 1 1 2 1 1 2 1 1 2 1 1 2 1
Singh
Dhami
Mr.
Neeraj
14 1 2 1 1 2 1 1 2 1 1 2 1 1 2 1
Singh
Dewari
Chapter 4
Mr.
Pankaj
15 2 3 1 2 3 1 2 3 1 2 3 1 2.5 3.5 1
Bhaku
ni
Mr.
Pankaj
16 2 3 1 2 3 1 2 3 1 2 3 1 2 3 1
Singh
Mehra
Mr.
Pawan
17 3 3 0 3 3 0 3 3 0 3 3 0 3 3 0
Puneth
a
Mr.
18 Piyush 2.5 3.5 1 2.5 3.5 1 2.5 3.5 1 2.5 3.5 1 2.5 3.5 1
Pandey
Mr.
Ratnes
19 2 3 1 2.5 3.5 1 2 3 1 2.5 3.5 1 2 3 1
h
Kumar
Mr.
20 Salman 1.5 2.5 1 1.5 2.5 1 1.5 2.5 1 1.5 2.5 1 1.5 2.5 1
Khan
Km.
Alka
21 1.5 2.5 1 1.5 2.5 1 1.5 2.5 1 1.5 2.5 1 1.5 2.5 1
Khana
yat
Km.
22 Anchal 2 3 1 2 3 1 2 3 1 2 3 1 2 3 1
Tamta
Km.
23 Chandr 1.5 2.5 1 1.5 2.5 1 1.5 2.5 1 1.5 2.5 1 1.5 2.5 1
akala
Chapter 4
Km.
24 Bhawn 1 2 1 1.5 2.5 1 1 2 1 1.5 2.5 1 1.5 2.5 1
a Sirari
Km.
25 Bhawn 1 2 1 1.5 2.5 1 1 2 1 1.5 2.5 1 1 2 1
a Bisht
Km.
Deepik
26 1 2 1 1 2 1 1 2 1 1 2 1 1 2 1
a
Dhaila
Km.
Deeksh
27 1 2 1 1.5 2.5 1 1 2 1 1.5 2.5 1 1 2 1
a
Bhagat
Km.
28 Garima 1.5 2.5 1 1.5 2.5 1 1.5 2.5 1 1.5 2.5 1 1.5 2.5 1
Negi
Km.
29 Garima 1 2 1 1.5 2.5 1 1 2 1 1.5 2.5 1 1 2 1
Pandey
Km.
30 Himani 2.5 3.5 1 2.5 3.5 1 2.5 3.5 1 2.5 3.5 1 2 3 1
Tewari
Km.
31 1.5 2.5 1 1.5 2.5 1 1.5 2.5 1 1.5 2.5 1 1.5 2.5 1
Janki
Km.
32 Jyoti 1.5 2.5 1 1.5 2.5 1 1.5 2.5 1 1.5 2.5 1 1.5 2.5 1
Dayal
Km.
33 Jyotsna 2.5 3.5 1 2.5 3.5 1 2.5 3.5 1 2.5 3.5 1 2.5 3.5 1
Arya
Chapter 4
Km.
34 Kamini 1.5 2.5 1 1.5 2.5 1 1.5 2.5 1 1.5 2.5 1 1.5 2.5 1
Deopa
Km.
35 Kavita 1.5 2.5 1 2 3 1 1.5 2.5 1 2 3 1 1.5 2.5 1
Joshi
Km.
Kiran Abse Abse Absen Abse Absen Abse Abse Abse Abse Abse Abse Abse
36 Absent Absent Absent
Harbol nt nt t nt t nt nt nt nt nt nt nt
a
Km.
Manju
37 1.5 2.5 1 1.5 2.5 1 1.5 2.5 1 1.5 2.5 1 1.5 2.5 1
Kumar
i
Km.
38 Meera 1 2 1 1.5 2.5 1 1 2 1 1.5 2.5 1 1 2 1
Mehra
Km.
Pooja
39 1.5 2.5 1 1.5 2.5 1 1.5 2.5 1 1.5 2.5 1 1.5 2.5 1
Kandp
al
Km.
40 Preeti 1.5 2.5 1 1.5 2.5 1 1.5 2.5 1 1.5 2.5 1 1.5 2.5 1
Pandey
Km.
41 Priya 1.5 2.5 1 1.5 2.5 1 1.5 2.5 1 1.5 2.5 1 1.5 2.5 1
Rautela
Km.
Priyan
42 2 3 1 2 3 1 2 3 1 2 3 1 2 3 1
ka
Bisht
Chapter 4
Km.
43 Rajvee 1.5 2.5 1 1.5 2.5 1 1 2 1 1.5 2.5 1 1.5 2.5 1
r Kaur
Km.
Rupali
44 1.5 2.5 1 1.5 2.5 1 1.5 2.5 1 1.5 2.5 1 1.5 2.5 1
Chaud
hary
Km.
45 Saloni 2 3 1 2.5 3.5 1 2.5 3.5 1 2 3 1 2 3 1
Pandey
Km.
46 Shradh 3 3 0 2.5 3.5 1 3 3 0 2.5 3.5 1 3 3 0
a Bhatt
Km.
47 Sonali 1.5 2.5 1 1.5 2.5 1 1.5 2.5 1 1.5 2.5 1 1 2 1
Verma
Km.
48 Sonu 1.5 2.5 1 1.5 2.5 1 1.5 2.5 1 1.5 2.5 1 1.5 2.5 1
Rautela
Km.
49 Sushm 1.5 2.5 1 1 2 1 1.5 2.5 1 1.5 2.5 1 1 2 1
a Bisht
Km.
50 Yogita 2.5 3.5 1 2.5 3.5 1 2 3 1 2.5 3.5 1 2 3 1
Bhatt
Km.
51 Yashod 2 3 1 2.5 3.5 1 2 3 1 2.5 3.5 1 2 3 1
a Rai
0.97 0.95
Average Skill Up gradation 0.9591 0.98 0.96
95 92
Chapter 4
Analysis and Interpretation of the Competency Evaluation Sheet:
On the complete study of Pre and Post Training Evaluation sheet it can be observed
that the Average skill Up gradation, on a 5 point scale, for the students of 2nd
semester of MBA 2 Year Programme has reported an up gradation of Average
Confidence as 0.9591, Average Communication as 0.98, Average Presentation as
0.96, Average Language as 0.9795 and Average Body Language as 0.9592
respectively.
It can also be observed that some of the students are unable to have any improvement
in their skill set in some of the key results areas identified such as Mr. Pawan Punetha
has shown no improvement in any of the KRA’s and Ms. Shraddha Bhatt has shown
no improvement in Confidence, Presentation and Body Language, which means that
they are required to retrain on the following KRA’s.
The results obtained above are required to cross checked with the intermediate
training outcome evaluation and reaction evaluation.
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Chapter 4
Reaction and Intermediate Training Outcome Evaluation
Course: MBA 2 Year Programme 2nd Semester
Intermediate Training
Reaction Evaluation
S.No. Student Name Outcome Evaluation
(on a 0 to 4 Scale)
(0 to 4)
1 Mr. Arun Kumar Duhan 2 2

2 Mr. Bhaskar Palariya 2 2
3 Mr. Dhirendra Singh 3 3
4 Mr. Govind Singh 2 2
5 Mr. Hem Chandra Bhatt 2 2
6 Mr. Hemant Suyal 2 2
7 Mr. Himanshu Joshi Absent Absent
8 Mr. Khushal Singh 2 2
9 Mr. Maninder Singh 3 3
10 Mr. Mitul Binwal 2 2
11 Mr. Mohd. Wasif Khan 2 2
12 Mr. Monis Kaleem Ansari 2 2
13 Mr. Narendra Singh Dhami 2 2
14 Mr. Neeraj Singh Dewari 2 2
15 Mr. Pankaj Bhakuni 2 2
16 Mr. Pankaj Singh Mehra 2 2
17 Mr. Pawan Punetha 2 1
18 Mr. Piyush Pandey 3 3
19 Mr. Ratnesh Kumar 3 3
20 Mr. Salman Khan 2 1
21 Km. Alka Khanayat 3 3
22 Km. Anchal Tamta 3 3
23 Km. Chandrakala 2 2
24 Km. Bhawna Sirari 2 2
25 Km. Bhawna Bisht 2 2
26 Km. Deepika Dhaila 3 3
27 Km. Deeksha Bhagat 3 3
102
28 Km. Garima Negi 3 3

29 Km. Garima Pandey 3 3
Page
30 Km. Himani Tewari 3 3

Chapter 4
31 Km. Janki 3 3
32 Km. Jyoti Dayal 3 3
33 Km. Jyotsna Arya 2 2
34 Km. Kamini Deopa 3 3
35 Km. Kavita Joshi 3 3
36 Km. Kiran Harbola Absent Absent
37 Km. Manju Kumari 3 2
38 Km. Meera Mehra 2 2
39 Km. Pooja Kandpal 2 2
40 Km. Preeti Pandey 2 2
41 Km. Priya Rautela 2 2
42 Km. Priyanka Bisht 3 3
43 Km. Rajveer Kaur 3 3
44 Km. Rupali Chaudhary 2 2
45 Km. Saloni Pandey 3 3
46 Km. Shradha Bhatt 3 3
47 Km. Sonali Verma 2 2
48 Km. Sonu Rautela 2 2
49 Km. Sushma Bisht 2 2
50 Km. Yogita Bhatt 3 3
51 Km. Yashoda Rai 2 2
Analysis and Interpretation of the Reaction and Intermediate Training outcome

Evaluation Sheet:
On continuation of the post training evaluation result of Mr. Pawan Punetha and Ms.
Shraddha Bhatt, it is observed in their reaction evaluation and intermediate training
outcome evaluation that there is a higher level target setting of self or reaction
evaluation of Mr. Pawan Punetha for himself i.e. 2. However during his intermediate
training outcome evaluation he is not able to meet these standards and that’s why his
evaluation is only 1, and he requires a retraining. Where else for Mr. Shraddha Bhatt
her self evaluation meets her intermediate training outcome evaluation, which can be
interpreted as for the beginner level of training which she has presently under gone is
already her strength and she require training on higher level of modules.
Rest other students has attained an intermediate performance level which they have
103
self assessed for themselves during reaction evaluation phase.
Based upon the above information of Post Training Evaluation and Intermediate
Page
Training Outcome Evaluation next training session can be planned accordingly.

Chapter 4

Course: MBA 5 Year Integrated Programme 4th Semester
Bod
Skill
Con Skill Com Skill Prese Skill Lan Skill y Body
S. Confi Comm Prese Lang Up
Student fide Up muni Up ntati Up gua Up Lan Lang
No dence unicati ntatio uage- grad
Name nce- grada cation gradati on- gradati ge- grada gua uage-
. -Post on-Pre n-Pre Post atio
Pre tion -Post on Post on Pre tion ge- Post
n
Pre
Mr.
1 Abhay 1.5 2.5 1 1.5 2.5 1 1.5 2.5 1 1.5 2.5 1 1.5 2.5 1
Kapkoti
Mr. Abs Abse Abse Abse Absen Abse Abs Abse Abse Abs Abse Abse
2 Amaltas Absent Absent Absent
ent nt nt nt t nt ent nt nt ent nt nt
Dwivedi
Mr. Ankit
3 2 3.5 1.5 2 3.5 1.5 1.5 2.5 1 1.5 2.5 1 1.5 2.5 1
Harnwal
Mr.
Chandra
4 1.5 2.5 1 1.5 2.5 1 2 3.5 1.5 1.5 2.5 1 2 3.5 1.5
Shekhar
Arya
Mr.
5 Deepak 1.5 2.5 1 1.5 2.5 1 1.5 2.5 1 1.5 2.5 1 1.5 3 1.5
Rahi
Mr.
6 Deepansh 1.5 2.5 1 1.5 3 1.5 1.5 2.5 1 1.5 2.5 1 2 3.5 1.5
u Bhatt
Mr.
Digvijay
7 2 3.5 1.5 2 3.5 1.5 2 3.5 1.5 1.5 2.5 1 2 3.5 1.5
Singh
Bisht
Chapter 4
Mr.
8 Himansh 1.5 2.5 1 1.5 2.5 1 1.5 2.5 1 1.5 2.5 1 1.5 2.5 1
u Joshi
Mr.
9 Jayant 1.5 2.5 1 1.5 2.5 1 1.5 2.5 1 1.5 2.5 1 2 3.5 1.5
Kandpal
Mr.
10 Kartik 2 3.5 1.5 1.5 2.5 1 2 3.5 1.5 1.5 2.5 1 1.5 2.5 1
Bisht
Mr.
11 Kaushal 2 3.5 1.5 1.5 2.5 1 1.5 3 1.5 1.5 2.5 1 1.5 3 1.5
Pathak
Mr.
12 Lokesh 1.5 2.5 1 2 3.5 1.5 1.5 2.5 1 1.5 2.5 1 1.5 2.5 1
Karnatak
Mr.
13 Manish 1.5 2.5 1 1.5 2.5 1 2 3.5 1.5 1.5 2.5 1 1.5 2.5 1
Jalal
Mr.
14 Mayank 1.5 2.5 1 1.5 3 1.5 1.5 3 1.5 1.5 2.5 1 1.5 3 1.5
Bhatt
Mr.
15 Rachit 2 3.5 1.5 1.5 2.5 1 2 3.5 1.5 2 3.5 1.5 1.5 2.5 1
Khulbe
Mr.
16 Rajesh 1.5 2.5 1 1.5 2.5 1 2 3.5 1.5 2 3.5 1.5 1.5 2.5 1
Pathak
Mr.
17 Shubham 1.5 2.5 1 1.5 3 1.5 1.5 3 1.5 1.5 2.5 1 1.5 3 1.5
Budhori
Mr.
18 2 3.5 1.5 2 3.5 1.5 1.5 2.5 1 2 3.5 1.5 1.5 2.5 1
Shubham
Chapter 4
Kumar
Yadav
Mr. Vijay
19 1.5 2.5 1 1.5 2.5 1 1.5 2.5 1 1.5 2.5 1 1.5 2.5 1
Tamta
Mr. Abs Abse Abse Abse Absen Abse Abs Abse Abse Abs Abse Abse
20 Vishal Absent Absent Absent
ent nt nt nt t nt ent nt nt ent nt nt
Shukla
Ms.
21 Akanksha 1.5 2.5 1 1.5 2.5 1 2 3.5 1.5 1.5 2.5 1 1.5 2.5 1
Tamta
Ms.
22 Archana 2 3.5 1.5 2 3.5 1.5 2 3.5 1.5 2 3.5 1.5 1.5 3 1.5
Dubey
Ms.
23 Bhawna 1.5 2.5 1 1.5 3 1.5 1.5 2.5 1 1.5 3 1.5 2 3.5 1.5
Chilwal
Ms.
24 Chandrak 2 3.5 1.5 2 3.5 1.5 2 3.5 1.5 2 3.5 1.5 1.5 3 1.5
ala
Ms. Divya
25 2 3.5 1.5 2 3.5 1.5 1.5 2.5 1 1.5 2.5 1 1.5 2.5 1
Pant
Ms.
26 Gunjan 1.5 2.5 1 1.5 2.5 1 1.5 3 1.5 1.5 2.5 1 1.5 2.5 1
Bisht
Ms.
27 Harshita 2 3.5 1.5 2 3.5 1.5 1.5 3 1.5 1.5 2.5 1 2 3.5 1.5
Negi
Ms.
28 Himani 1.5 2.5 1 1.5 2.5 1 1.5 2.5 1 1.5 2.5 1 1.5 2.5 1
Karnatak
Chapter 4
Ms.
29 Kanchan 2 3.5 1.5 2 3.5 1.5 1.5 2.5 1 1.5 2.5 1 2 3.5 1.5
Punera
Ms.
30 Kanika 1.5 2.5 1 1.5 2.5 1 1.5 3 1.5 1.5 2.5 1 1.5 2.5 1
Bhakuni
Ms.
31 Kavita 2 3.5 1.5 1.5 2.5 1 1.5 2.5 1 1.5 2.5 1 2 3.5 1.5
Khati
Ms.
32 Kavita 1.5 2.5 1 2 3.5 1.5 1.5 2.5 1 1.5 2.5 1 2 3.5 1.5
Shah
Ms.
33 Monika 2 3.5 1.5 1.5 2.5 1 1.5 2.5 1 1.5 2.5 1 1.5 2.5 1
Mer
Ms.
34 Pallavi 1.5 2.5 1 2 3.5 1.5 1.5 3 1.5 1.5 2.5 1 1.5 2.5 1
Joshi
Ms. Pooja
35 2 3.5 1.5 1.5 2.5 1 1.5 2.5 1 1.5 2.5 1 2 3.5 1.5
Kholia
Ms.
36 Prakriti 1.5 2.5 1 1.5 2.5 1 2 3.5 1.5 1.5 2.5 1 1.5 2.5 1
Kaushik
Ms.
37 Prerna 2 3.5 1.5 2 3.5 1.5 1.5 2.5 1 1.5 2.5 1 2 3.5 1.5
Kharkwal
Ms. Priya
38 2 3.5 1.5 1.5 2.5 1 2 3.5 1.5 1.5 2.5 1 2 3.5 1.5
Singh
Ms.
39 Rupali 1.5 2.5 1 1.5 2.5 1 2 3.5 1.5 1.5 2.5 1 1.5 2.5 1
Saxena
Chapter 4
Ms. Somi
40 2 3.5 1.5 1.5 2.5 1 1.5 2.5 1 1.5 2.5 1 2 3.5 1.5
Sangela
Ms.
41 Srishti 2 3.5 1.5 1.5 2.5 1 2 3.5 1.5 1.5 2.5 1 1.5 2.5 1
Nagar
Average Skill Up gradation 1.076 1.24
1.231 1.2051 1.2564
9 35
On the complete study of Pre and Post Training Evaluation sheet it can be observed that Average skill Up gradation, on a 5 point scale,
for the students of 4th semester of MBA 5 Year Integrated Programme has reported an up gradation of Average Confidence as 1.231,
Average Communication as 1.2051, Average Presentation as 1.2564, Average Language as 1.0769 and Average Body Language as
1.2435 respectively.
The above results are an indicator to the successful accomplishment of training objective and a benchmark for upcoming training
programmes. The results found above are well indicator that average skill up gradation in any key responsibility area is more than 1. It is
also an indicator that on successful accomplishment of basis level of training we can proceed further for an advanced level of training
programme.
Chapter 4

Course: MBA 5 Year Integrated
4th Semester
Programme
Reaction Intermediate Training
S.No. Student Name Evaluation Outcome Evaluation
(on 0 to 4 Scale) (0 to 4)
1 Mr. Abhay Kapkoti 2 2
2 Mr. Amaltas Dwivedi Absent Absent
3 Mr. Ankit Harnwal 2 2
4 Mr. Chandra Shekhar Arya 2 2
5 Mr. Deepak Rahi 1 1
6 Mr. Deepanshu Bhatt 2 2
7 Mr. Digvijay Singh Bisht 2 2
8 Mr. Himanshu Joshi 2 2
9 Mr. Jayant Kandpal 3 3
10 Mr. Kartik Bisht 2 2
11 Mr. Kaushal Pathak 3 3
12 Mr. Lokesh Karnatak 2 2
13 Mr. Manish Jalal 2 2
14 Mr. Mayank Bhatt 2 2
15 Mr. Rachit Khulbe 2 2
16 Mr. Rajesh Pathak 2 2
17 Mr. Shubham Budhori 2 2
18 Mr. Shubham Kumar Yadav 3 3
19 Mr. Vijay Tamta 3 3
20 Mr. Vishal Shukla Absent Absent
21 Ms. Akanksha Tamta 3 3
22 Ms. Archana Dubey 3 3
23 Ms. Bhawna Chilwal 2 2
24 Ms. Chandrakala 2 2
25 Ms. Divya Pant 3 3
26 Ms. Gunjan Bisht 2 2
27 Ms. Harshita Negi 3 3
28 Ms. Himani Karnatak 3 3
29 Ms. Kanchan Punera 2 2
30 Ms. Kanika Bhakuni 3 3
31 Ms. Kavita Khati 3 3
32 Ms. Kavita Shah 2 2
109
33 Ms. Monika Mer 2 2

34 Ms. Pallavi Joshi 2 2
35 Ms. Pooja Kholia 3 3
Page
Chapter 4
36 Ms. Prakriti Kaushik 2 2

37 Ms. Prerna Kharkwal 2 2
38 Ms. Priya Singh 2 2
39 Ms. Rupali Saxena 2 2
40 Ms. Somi Sangela 2 2
41 Ms. Srishti Nagar 3 3

Evaluation Sheet:
All the students have attained an intermediate performance level which they have self
assessed for themselves during reaction evaluation phase which means that their
reaction evaluation is equivalent to their intermediate training outcome evaluation.
Training Outcome Evaluation next training session can be planned accordingly with
advanced training modules.
110
Page
Chapter 4

Course: MBA 5 Year Integrated Programme 2nd Semester
Skill Skill Body Body Skill
Skill Comm Comm Skill
S. Confi Confi Presen Presen Up Lang Lang Up - - Up
Student Up unicat unicati Up
N dence dence tation- tation- grad uage uage grad Lang Lang grad
Name gradat ion- on- grada
o. -Pre -Post Pre Post atio -Pre -Post atio uage uage atio
ion Pre Post tion
n n -Pre -Post n
Mr. Anil
1 1 1.5 0.5 1 2 1 1 2 1 0.5 1.5 1 1 2 1
Kumar
Mr.
2 Chetan 1 2.5 1.5 1 2.5 1.5 1 2.5 1.5 1 2.5 1.5 1 2.5 1.5
Pandey
Mr.
Chhatrap
3 1.5 3 1.5 1.5 3 1.5 1 2.5 1.5 1.5 2.5 1 1.5 3 1.5
ati
Kandpal
Mr.
4 Deepak 1.5 3 1.5 1 2.5 1.5 1 2.5 1.5 1 2.5 1.5 1.5 3 1.5
Pandey
Mr.
5 Gaurav 2 4 2 2 3.5 1.5 1.5 3.5 2 1.5 3.5 2 1.5 4 2.5
Rawat
Mr.
6 Gaurav 1 2.5 1.5 1.5 3 1.5 1 2.5 1.5 1 3 2 1 2 1
Goswami
Mr.
7 Kartik 1 1 0 1 1 0 1 1 0 0.5 0.5 0 1 1 0
Bhatt
Mr.
8 1 2.5 1.5 1.5 3 1.5 1.5 3 1.5 1.5 3 1.5 1 2.5 1.5
Kuldeep
Chapter 4
Mr.
9 Mayank 1.5 3.5 2 2 3.5 1.5 1.5 3 1.5 1.5 3.5 2 1.5 3 1.5
Gurang
Mr.
10 Neeraj 2 3.5 1.5 1.5 3 1.5 2 3.5 1.5 1 3 2 1.5 3 1.5
Nayal
Mr.
11 Sandeep 2 3.5 1.5 1.5 3.5 2 1.5 3 1.5 1.5 3.5 2 1.5 3 1.5
Jalal
Mr.
12 Saurabh 1 2.5 1.5 1 2.5 1.5 0.5 2.5 2 1 2.5 1.5 1 2.5 1.5
Kumar
Mr.Shub
ham
13 2.5 4 1.5 2.5 4 1.5 2 4 2 2.5 4 1.5 2.5 4 1.5
Kumar
Arya
Mr.Shya
14 mSunder 2.5 4 1.5 1.5 3 1.5 2 3.5 1.5 1.5 3 1.5 2 3.5 1.5
Masiwal
Mr.
15 Somesh 2.5 4 1.5 2.5 4 1.5 2.5 4 1.5 2 3.5 1.5 2.5 4 1.5
Martolia
Mr.
16 Sumit 1.5 3 1.5 2 3.5 1.5 1.5 3 1.5 1.5 3 1.5 1 2.5 1.5
Dalakoti
Ms.
17 Kirtika 1.5 3 1.5 1.5 3.5 2 1.5 3 1.5 1 3 2 1.5 3 1.5
Tripathi
Mr.
18 Siddharth 2 3.5 1.5 1.5 3 1.5 1.5 3 1.5 1 2.5 1.5 1.5 3 1.5
Singh
Chapter 4
Mr. Vivek
19 2 3.5 1.5 2.5 4 1.5 2 3.5 1.5 2.5 4 1.5 2.5 4 1.5
Lohami
Ms.
20 Aastha 1.5 3 1.5 1.5 3 1.5 2 3.5 1.5 1.5 3 1.5 2 3.5 1.5
Agarwal
Ms.
21 Himani 1.5 3 1.5 1.5 3.5 2 1.5 3.5 2 1.5 3.5 2 1.5 3 1.5
Sah
Ms.
22 Kavita 1 2.5 1.5 1 2.5 1.5 1.5 3 1.5 1 2.5 1.5 1.5 3 1.5
Tripathi
Ms.
23 Komal 2.5 4 1.5 2 3.5 1.5 2 3.5 1.5 1.5 3 1.5 2 3.5 1.5
Bisht
Ms.
24 Mansi 1 2 1 1.5 2.5 1 1.5 2.5 1 1 2.5 1.5 1 2.5 1.5
Kaushik
Ms.
25 Minakshi 2 3.5 1.5 2 3.5 1.5 1.5 3 1.5 2 3.5 1.5 1.5 3 1.5
Pandey
Ms.
26 Sarika 2 3.5 1.5 2 3.5 1.5 1.5 3 1.5 1.5 3.5 2 1.5 3 1.5
Bhatt
Ms.
27 Shruti 1 3 2 1 2.5 1.5 1 3 2 1 3 2 1 2.5 1.5
Gaur
Ms.
28 Tanushre 2.5 4 1.5 2.5 4.5 2 2.5 4 1.5 2.5 4.5 2 2.5 4 1.5
e Mehra
1.58 1.44
Average Skill Up gradation 1.4464 1.4821 1.5
9 6
Chapter 4
On the complete study of Pre and Post Training Evaluation sheet it can be observed that Average skill Up gradation, on a 5 point scale,
for the students of 2nd semester of MBA 5 Year Integrated Programme has reported an up gradation of Average Confidence as 1.4464,
Average Communication as 1.4821, Average Presentation as 1.5, Average Language as 1.589 and Average Body Language as 1.446
respectively.
The above results are an indicator to the successful accomplishment of training objective and a benchmark for upcoming training
programmes. The results found also represents that average skill up gradation in any key responsibility area is more than 1.4 which is a
qualitative improvement. It is also an indicator that on successful accomplishment of basis level of training we can proceed further for an
advanced level of training programme.
However, while observing Post Training Evaluation Sheet we can see that the performance of Mr. Kartik Bhatt does not show any
improvement in any Key Result Area (KRA). So, for deducing any conclusion we have to be dependent on Reaction Evaluation and
Intermediate Training Outcome Evaluation of the students.
Chapter 4

Course: MBA 5 Year Integrated
2nd Semester
Programme
Intermediate
Reaction Evaluation
S.No. Student Name Training Outcome
(on 0 to 4 Scale)
Evaluation (0 to 4)
1 Mr. Anil Kumar 2 2
2 Mr. Chetan Pandey 2 2
3 Mr. Chhatrapati Kandpal 3 3
4 Mr. Deepak Pandey 3 3
5 Mr. Gaurav Rawat 2 2
6 Mr. Gaurav Goswami 2 1
7 Mr. Kartik Bhatt 1 1
8 Mr. Kuldeep 2 2
9 Mr. Mayank Gurang 2 2
10 Mr. Neeraj Nayal 3 3
11 Mr. Sandeep Jalal 2 2
12 Mr. Saurabh Kumar 2 2
13 Mr.Shubham Kumar Arya 3 3
14 Mr.ShyamSunder Masiwal 3 3
15 Mr. Somesh Martolia 3 3
16 Mr. Sumit Dalakoti 3 3
17 Ms. Kirtika Tripathi 3 3
18 Mr. Siddharth Singh 2 2
19 Mr. Vivek Lohami 3 3
20 Ms. Aastha Agarwal 2 2
21 Ms. Himani Sah 3 3
22 Ms. Kavita Tripathi 3 3
23 Ms. Komal Bisht 3 3
24 Ms. Mansi Kaushik 2 2
25 Ms. Minakshi Pandey 3 3
26 Ms. Sarika Bhatt 3 3
27 Ms. Shruti Gaur 3 3
28 Ms. Tanushree Mehra 2 2
115
Page
Chapter 4

Evaluation Sheet:
On continuation of the post training evaluation result of Mr. Kartik Bhatt, it is

observed in his reaction evaluation and intermediate training outcome evaluation that
his reaction evaluation and intermediate training out evaluation are quite very low, but
still he is able to implement what he had learnt during the training programme. He is
low level performer and might be the training objectives which are defined for him
are quite difficult for him. So, for an effective learning implant in him, we require to
retrain him which will help in improving his reaction evaluation and hence resulting
into improved intermediate performance.
While studying the other results also we have found another case of Mr. Gaurav
Goswami, whose Post Training Competency Evaluation Sheet has shown an average
improvement of more than 1 point in a 5 point scale but his self reaction evaluation
does not matches with his intermediate training outcome evaluation. Which means
that, what he had learnt during his training programme he is quite able to grasp it, but
he is not able to implement it effectively. Failure of its implementation has resulted
into a gap in his intermediate training outcome evaluation.
Rest other students has attained an intermediate performance level which they have
self assessed for themselves during reaction evaluation phase.
Training Outcome Evaluation next training session can be planned accordingly.
116
Page
Chapter 5
Objective 4: Two Cases prepared by the candidate, which may be
used in a Training Session. The text of cases should be supported
by questions for discussion, possible learning point, and faculty
notes etc
During the course of project work, while keeping in mind about the case-studies, the situation
which came will be compiled and formulated as a case with the necessary questions, possible
learning point and faculty notes.
After studying the database and the relevant information of different organisations, the case
which will be considerably relevant to the study undertaken will also be considered as second
case. The study will take around three to four weeks.
117
Page
Chapter 5
5.1 Case: 1
Mahesh worked as a labourer for a gas utility in Nainital, Uttarakhand. When the opportunity
came to apply for a JCB front-end-loader operator job, he was excited. Five people applied
for the job. To select the one who get the job, the company asked each of them to actually go
out and work on the JCB for a day. Mahesh felt his chance for the job disappears, because he
had never even driven a tractor. When he went out, he did not know how to start the tractor.
One of the other JCB operators who was getting his machine had to show him. He managed
through the day, and to his surprise, did, better than others. He was given the job.
On his first day at the new job, one of the other JCB operator showed him where to check the
hydraulic fluid and said, “These old Massey are foolproof. You will be okay.” Mahesh told
himself how to dig a hole by trial and error. He initially believed that the best way was to fill
the bucket as much as possible before lifting it out of the hole and emptying it. He would
wiggle the bucket back and forth until it was submerged and then curl it. When it came out of
the hole, the earth would be falling off the side. The job was not difficult after all, he thought.
He cut through his first water line about 2 weeks after starting his new job. Going into deep,
muddy hole did not make the crew happy. After Mahesh cut through his third water line, the
crew chief pulled him aside and said, “ you are taking too much earth out with each bucket so
you don’t feel the bucket hitting the water line; ease up a bit”. Water lines were usually 6 to 8
feet down, so Mahesh would dig until about 5 feet and then try to be more careful. It was then
he pulled up some telephone lines that were only about 3 feet deep.
Realizing more was involved in operating a JCB than he first thought, he sought out Ravi,
who was known to have broken a water line only twice in his 15 years career. It was said he
was so good he could dig underneath the gas line- a claim that Mahesh doubted. Bill said you
need to be able to feel any restriction. The way to do that was to have more than one of your
levers open at the same time. Operating the bucket lever and the boom lever at the same time
reduces the power and causes the machine to stop rather than cut through a line of any type.
Mahesh began to use this method but still broke water lines. The difference now was that he
knew immediately that he broke a line. He could feel the extra pull, whereas in the past he
found out either by seeing water gushing up or by hearing the crew chief swearing at him. He
was getting better. Mahesh never did become as good as Ravi. In fact 2 years later he applied
for another job as gas repairperson and was promoted, but the training as a gas repairperson
was not much better.
Case Questions:
i. What are the potential costs to this training programme? Why do you think the
company operated in this manner?
ii. What type of training programme would you recommend: OJT, classroom, mentoring,
118
or a combination? Describe what the training might entails?

Page
iii. What type of training environment would you provide?

Chapter 5
iv. Who would you get to do the training and why?
v. Would you consider purchasing a training programme for JCB operator? Provide your
rationale.
vi. Do you think that orientation programme will somehow control the on-the-job
performance of Mahesh? Elucidate.
Possible Learning Point:
i. Importance of unlearning before new learning.
ii. Role of induction and orientation programme.
iii. Importance of training environment.
Faculty Notes:
i. Internal dissatisfaction among Mahesh, which has resulted into his switching from
JCB Operator to Gas repairperson, would have reduced using induction and
orientation programme. On his successful selection as a JCB operator he was given a
direct placement without any induction and orientation programme, during which
Mahesh could have been introduced to the organisation and its culture. The
programme also tells him about job duties, job standard, job performance that he has
to perform and also the job stress involved in it.
ii. A proper mentoring might be a solution for improving on-the-job performance.
iii. The experience and knowledge of Ravi can be a good way out for providing technical
training to the fresher’s joining
119
Page
Chapter 5
5.2 Case: 2
Woods Lumbar Company is a retail lumbar and home improvement operation that caters to
both contractor and do-it-yourself. The company has outlets across Northern Part of India,
with each outlet under the direction of general manger. One of the largest outlets, Rudrapur,
is located on the outskirts of a rapidly growing District and employs 22 sales people. The
home office wants to improve the customer service and outlets’ sales performance and
intends to use Rudrapur as a model operation. Given these aspirations central’s regional
manager, Kawaljeet Singh, has been instructed to assess the current situation at Rudrapur. To
begin, Kawaljeet sent some of his employees to pose as customers at the Rudrapur outlet, and
returned with reports on what they observe and experienced.
The report did not make Singh happy. A central complaint was the sales people behaviour.
They seemed to treat contractors much better than they treated do-it-yourself. Several of
spotters saw sales people leave the service counter to carry out extended conversation with
people who appeared to be their personal friends. In addition, sales people were several times
heard using crude and vulgar language in front of customers.
Singh summarised these problems in a memo and sent it to Mahendra, Rudrapurs’ General
Manager, along with the description of headquarters’ plans for the operation. Shortly after he
paid a personal visit to Rudrapur. “Listen, Mahendra,” he said, “this is a second rate
operation and headquarters wants to move it upto the world class. Frankly, I doubt that can be
done with your current workforce. I think you should seriously get rid of most of your sales
people and bringing in higher quality.”
“Oh, come on,” responded Mahendra. “You know that these guys know their stuff. They are
just a little rough around the edges- same as sales staff at all our outlets. It comes with the
Lumber Territory. Besides I could hire a new set of sales people who have great manners but
don’t know the difference between a two-by-four and a one-by-two. Then where would we
be?”
Singh knew Mahendra was right. None the less, something have to be done about the sales
force’s attitude toward customer service. “That may be true, Mahendra, but we can’t
capitalise on the do-it-yourself market until we turn around the behaviour of our people.
Rudrapur isn’t going to be a model of customer service and sales performance until we
smooth out those rough edges. How you do it is upto to you. Just do it! I’ll check with you in
three months.”
Mahindra is worried about the ultimatum. His sales people were not perfect, but they knew
the Lumbar business and some of them had been with the company for more than 10 years.
What could he do?
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Page
Chapter 5
Case Questions:
i. Do you think Rudrapur’s problem should be solved through training or replacement?

Should an assessment phase be carried out? Why?
ii. Describe the kind of training you think would be effective in the situation. How
would you go about developing such a training programme for sales staff?
iii. What criteria could be used to determine the effectiveness of a new training
programme at Rudrapur?
Take Action:
i. Develop a training programme outline.
ii. Identify basic content and presentation options (such as video, computer and so on).
iii. Include in your training an unlearning phase. Describe how the trainers can help with
the unlearning process.
Do it together:
i. What types of location and presentation options could be used for a training
programme at Rudrapur. Brainstorm the possibilities with your partner or team and
present your best idea to the class.
Faculty Notes:
i. A proper Analysis of Organisational Training Need is required before designing a

new training programme.
ii. Based upon the above information it can be deduced that the people are already
technically aware about their work, all we require is a behavioural alteration. For that
we can identify behavioural attributes for their training need identification.
iii. The training programme must also give proper emphasis on unlearning of old
techniques of client handling for improved performance of the employees.
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Page
Chapter 6
References
6.1. Smith, B.O., (1966): Towards a Theory of Teaching Teachers College Press,
Columbia University, Columbia.
6.2. Pulla Rao, D., (2009): Development of Teachers Education in India: An Historical
Perspective.
6.3. Rajasungh, S., and Rajasekaran, B., (2009): Perceptual Difference Between Industry
and Academic Leaders.
6.4. Cave, M., and Hanney, S., (1992): Performance Indicator in B.R. Clark & G.R.Neave
(Eds.) The encyclopedia of higher education. Oxford: Pergamon Press.
6.5. Nandeau, G.G., Donald, J.G., & Konrad, A. (1992, April). Criteria and indicators of
Quality and excellence in Canadian college and university. Paper presented at the annual
meeting of the American Educational Research Association, San Francisco.
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6.18. College Record Files.

Identifying Training Needs of DMS Bhimtal

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Indian Society for Training & Development,

Diploma in Training and Development

In the Partial Fulfillment of Dip T.D, Programme

izcU/k v/;;u foHkkx Department of Management

14th September 2013

Certificate of Internship Completion

We wish him all the best for his future endeavors.

Department of Management Studies,

Kumaun University Campus, Bhimtal.

Counter Signed By:

Certificate of Internship Completion i

1 Introduction to the Topic 1-5

1.1 Option for Internship

2 Objective 1: One study report 6 - 12

3 Objective 2: Report of Five Training 13 - 87

3.1 Report of First Training Session: How to Use 14 - 24

4 Objective 3: One Evaluation Study of 88 – 116

5 Objective 4: Two Cases prepared by 117 – 121

1.1 Option Selected for Internship Project Report:

Objective for Option 1:

1.2 Introduction of the Organization:

1.3 Detailed work Plan:

The Genesis of the project undertaken/ Idea Formulation:

non-professionally self-identifying training needs for themselves. This effort of author is to

1.4 Methodology Followed and Time schedule for attainment of the

1. One Study Report bringing out training requirement of the Department of

3. One Evaluation Study of a Specific Training Programme, Conducted by self or

1.5 Limitation of the study:

2.2 Process of Training Need Identification of Department of Management

Step 1: Appointment of a Responsible Person:

conduct the training programme.

Step 2: Preparation of Training Need Identification and Competency Mapping Sheet:

Training Need Identification and Competency Mapping Sheet

Mr. Udit Subject

* Existing Skills: Present Competency Domain in current academic year (2013-2014).

Step 3: Preparation Analysis of Organisational Training Need Chart:

Analysis of Organisational Training Need Chart

S.No. Training Need Identified (Topic) Number of Trainees Identified

Step 3: Annual Calendar Preparation:

Annual Calendar Preparation

3.1 Report of First Training Session:

1. Session Objective: How to Use Measurements Instruments in an Industry.

4. Training Aids/ Reading Material:

• Measurement: In science, measurement is the

• Taking proper medicine.

The instrument that shows the extent or

All measuring instruments used in physics have a least count.

• It is an instrument used in geometry, technical

accurate rulers can measure 0.5 mm also.

15 cms plastic ruler

30 cms steel ruler

100 cms wooden ruler

• A tape measure or measuring tape is a flexible

• For tailoring purposes It is made from flexible

Reading a measuring tape

Understand what 1/2 of an inch is. A 1/2 (half)

Understand what 1/4th of an inch is. 1/4 of an

Understand what an 1/8 is. An 1/8 of an inch is

• The inside calipers are used to measure the

• Outside calipers are used to measure the

• In the metalworking field divider calipers are

• Oddleg calipers, Hermaphrodite calipers or

1. Outside jaws: used to measure external diameter or width of an object