Hi, I am working on a case study. Kindly help me with your inputs.
Anand's Dilemma: High Dropout Rates in Training Program
Anand, the supervisor of training for Southern Services, wondered whether the information he had just heard had 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.
Analysis of Work and Training Program
Anand decided to closely examine and compare 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 was basic in-shop work, 20 percent was out-of-shop work, and about 10 percent was 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's Training Philosophy
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 for Consideration
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 as to frighten the trainees?
6. Is the trainer more of a monarchy type, not taking the team along?
Regards.
From India, Hyderabad
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Anand's Dilemma: High Dropout Rates in Training Program
Anand, the supervisor of training for Southern Services, wondered whether the information he had just heard had 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.
Analysis of Work and Training Program
Anand decided to closely examine and compare 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 was basic in-shop work, 20 percent was out-of-shop work, and about 10 percent was 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's Training Philosophy
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 for Consideration
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 as to frighten the trainees?
6. Is the trainer more of a monarchy type, not taking the team along?
Regards.
From India, Hyderabad
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Dear Mr. Bhagyal, I didn't understand your case study; maybe I failed to interpret it correctly, or I need more information to answer your queries. Please provide more information point-wise, if possible.
Points Noted
1) Mr. Anand, the supervisor, hasn't had detailed conversations with the Diesel Mechanics to understand why they haven't shown interest in learning something productive that could have helped them perform much better than expected.
2) He should have studied the "TECHNICAL PROFILES" of all Diesel Mechanics to gather more information about their EXPERIENCE, BACKGROUND, SKILLS, KNOWLEDGE, etc.
3) He should have conducted an analysis to identify TECHNICAL SKILLS LACKING in individual mechanics. This would have helped him prepare a training module to BRIDGE THE TECHNICAL GAP.
4) The 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 to help/support them IMPLEMENT what they had learned within a specific TIME FRAME.
A trainer should consider and look into those factors that enable trainees to attend the training program with great passion/interest. Training programs shouldn't be rigorous but more interactive, facilitating desired skills and knowledge transfer.
Please correct me if I am wrong.
With profound regards
From India, Chennai
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294Points Noted
1) Mr. Anand, the supervisor, hasn't had detailed conversations with the Diesel Mechanics to understand why they haven't shown interest in learning something productive that could have helped them perform much better than expected.
2) He should have studied the "TECHNICAL PROFILES" of all Diesel Mechanics to gather more information about their EXPERIENCE, BACKGROUND, SKILLS, KNOWLEDGE, etc.
3) He should have conducted an analysis to identify TECHNICAL SKILLS LACKING in individual mechanics. This would have helped him prepare a training module to BRIDGE THE TECHNICAL GAP.
4) The 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 to help/support them IMPLEMENT what they had learned within a specific TIME FRAME.
A trainer should consider and look into those factors that enable trainees to attend the training program with great passion/interest. Training programs shouldn't be rigorous but more interactive, facilitating desired skills and knowledge transfer.
Please correct me if I am wrong.
With profound regards
From India, Chennai
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