Hi, I am working on case study. Kindly help me with your inputs.
Anand, supervisor of training for Southern Services, wondered whether the information he had just heard anything to do with the high dropout rate the company had experienced in its diesel mechanics-training program. In an informal discussion, a former trainee had said that he was afraid of the training program and had quit to avoid the possibility of failure. More than 70 percent of the trainees in the program were dropping out, which added significantly to the already high cost of training.
Anand decided to examine and compare closely the actual work performed by the firm’s mechanics with the training program. He eventually discovered that the work pattern consisted of three broad categories of tasks. About 70 percent of the work were basic in-shop work, 20 percent was out-of-shop work, and about 10 percent were diagnostic work. In the twelve-month training program, by comparison, about 30 percent of the instruction was devoted to supervised diesel mechanics work in the shop, 20 percent to unsupervised out-of-shop work, and about 50-percent to diagnostics.
Southern had operated the training program with the philosophy that every mechanic completing the training should be able to do every job he or she might encounter. Thus the training was long and rigorous. As Anand reflected on the company’s experience, he wondered whether he should make any changes in the training program.
Questions:
1. What is your opinion of Southern’s philosophy that every mechanic be able to do every job he or she might encounter?
2. How would you change the training program at Southern’s?
3. What steps are needed to understand the reasons for dropout?
4. Is the planned training commensurate with the technical profile of people?
5. Was the precision required during training so high to frighten the trainees?
6. Is the trainer more monarchy type ? not taking the team along?
From India, Hyderabad
Anand, supervisor of training for Southern Services, wondered whether the information he had just heard anything to do with the high dropout rate the company had experienced in its diesel mechanics-training program. In an informal discussion, a former trainee had said that he was afraid of the training program and had quit to avoid the possibility of failure. More than 70 percent of the trainees in the program were dropping out, which added significantly to the already high cost of training.
Anand decided to examine and compare closely the actual work performed by the firm’s mechanics with the training program. He eventually discovered that the work pattern consisted of three broad categories of tasks. About 70 percent of the work were basic in-shop work, 20 percent was out-of-shop work, and about 10 percent were diagnostic work. In the twelve-month training program, by comparison, about 30 percent of the instruction was devoted to supervised diesel mechanics work in the shop, 20 percent to unsupervised out-of-shop work, and about 50-percent to diagnostics.
Southern had operated the training program with the philosophy that every mechanic completing the training should be able to do every job he or she might encounter. Thus the training was long and rigorous. As Anand reflected on the company’s experience, he wondered whether he should make any changes in the training program.
Questions:
1. What is your opinion of Southern’s philosophy that every mechanic be able to do every job he or she might encounter?
2. How would you change the training program at Southern’s?
3. What steps are needed to understand the reasons for dropout?
4. Is the planned training commensurate with the technical profile of people?
5. Was the precision required during training so high to frighten the trainees?
6. Is the trainer more monarchy type ? not taking the team along?
From India, Hyderabad
Dear Mr. Bhagyal,
I didn't understand your case study, may be i failed to interpret or i am need of more information to answer your queries. Please provide more information point-wise, if you can.
I had noted that few points,
1) Mr. Anand the supervisor, haven't had detail conversation with Diesel Mechanics to understand as why they haven't shown interest to learn something productive, that could have helped them to perform much better than expected.
2) He should have studied "TECHNICAL PROFILES" of all Diesel Mechanic to gather more information about their EXPERIENCE, BACK GROUND, SKILLS, KNOWLEDGE, etc.
3) He should have conducted an analysis to locate TECHNICAL SKILLS LACKING in individual mechanics. This would have helped him to prepare a training module to BRIDGE THE TECHNICAL GAP.
4) TRAINING DURATION is quite long and shouldn't be RIGOROUS thus scaring them. He should have designed PHASE WISE TRAINING MODULES, supporting Diesel Mechanics to acquire relevant skills PHASE-BY-PHASE(step by step development process) followed by MENTORING/COACHING STRATEGIES helping/supporting them to IMPLEMENT whatever they had learned within specific TIME FRAME.
A trainer should consider and look into those factors that should enable trainees to attend training programme with great passion/interest. Training programmes shouldn't be rigorous but, more interactive facilitating desired skills and knowledge transfer oriented one's.
Please correct me, if i am wrong.
With profound regards
From India, Chennai
288I didn't understand your case study, may be i failed to interpret or i am need of more information to answer your queries. Please provide more information point-wise, if you can.
I had noted that few points,
1) Mr. Anand the supervisor, haven't had detail conversation with Diesel Mechanics to understand as why they haven't shown interest to learn something productive, that could have helped them to perform much better than expected.
2) He should have studied "TECHNICAL PROFILES" of all Diesel Mechanic to gather more information about their EXPERIENCE, BACK GROUND, SKILLS, KNOWLEDGE, etc.
3) He should have conducted an analysis to locate TECHNICAL SKILLS LACKING in individual mechanics. This would have helped him to prepare a training module to BRIDGE THE TECHNICAL GAP.
4) TRAINING DURATION is quite long and shouldn't be RIGOROUS thus scaring them. He should have designed PHASE WISE TRAINING MODULES, supporting Diesel Mechanics to acquire relevant skills PHASE-BY-PHASE(step by step development process) followed by MENTORING/COACHING STRATEGIES helping/supporting them to IMPLEMENT whatever they had learned within specific TIME FRAME.
A trainer should consider and look into those factors that should enable trainees to attend training programme with great passion/interest. Training programmes shouldn't be rigorous but, more interactive facilitating desired skills and knowledge transfer oriented one's.
Please correct me, if i am wrong.
With profound regards
From India, Chennai
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