CraftTraining

Learning Objectives

By the end of this chapter, you should be able to:

• State the three main areas of maintenancetraining concerns.

• Prepare a skills analysis for designated crafts.• List five types of training most often followed

in maintenance.• State three classifications of vendor training

programs.• List two kinds of controls that can improve

existing on-the-job training programs.

INTRODUCTION

The increasing technological direction of facilities, systems, and equipmentover the last decade places greater demands on the maintenance function tokeep pace. One of the main signs of this phenomenon is that maintenancetechnicians are spending more time on trouble shooting and problem solvingand less time applying their basic craft skills. The changing knowledgerequirements for maintenance workers is reflected in:

• The move from single craft to multicraft knowledge.• The migration of technicians from basic skills or crafts to higher technolo-

gies involving computers, electronics, and system analysis.• The rapid rate of obsolescence of equipment and technology and of the

knowledge requirements that go with them.• The aging of the maintenance work force and the knowledge voids that

occur unless training is conducted on a continuous and planned basis.

In most organizations, the training task is assigned to the personnel orindustrial relations functions. But managers of maintenance should be awareof the training needs of their own departments. There are three areas oftraining concern: supervisory training craft and support personnel trainingand technical and managerial training. Although training professionals maydesign and present training programs, these efforts will be more effectivewith input from the maintenance function itself. Specifically, recommenda-tions for the training needs analysis, technical content of courses, properinstructors, and appropriate case examples are best made by the maintenancedepartment. The essential thing to remember is that any training program isonly as good as the maintenance manager's input and participation.

An organized, continuous training program enhances the effect of learn-ing curves. This means that repeating a task reduces the time needed to dothe task next time because the task has been learned. Good training showsthe worker the better way to do the task, enhancing the potential for fasterlearning and greater progress on the learning curve.

In this chapter, we will focus on training needs analysis, skills analysis,and types of craft training.

TRAINING NEEDS ANALYSIS

Craft training programs are often developed from four-year apprentice pro-grams in use elsewhere. Some programs are excellent and applicable to train-ing needs. But many are generalized and do not relate to needs of a particularmaintenance department. Moreover, programs that are too complicated, aca-demic, or esoteric often fail. Programs are needed that are practical andapplicable to the unique situations found at the job level. Local input makesthe training program job-related and functional, which is why training needsanalysis is important.

DOCUMENTING T RAIIVING NEEDS

When the skills and staffing distribution and the optimum number of peoplerequired to run the department have been determined (Chapter 1), the nexttask is to determine the number and type of people who should be trainedover the next five years. Assessing the training needs over a five-year periodhelps the maintenance manager anticipate appropriate lead times for trainingnew, as well as replacement, personnel. The program should be reviewedannually and an updated five-year forecast issued. Without training pro-grams, factors such as nonavailability of skilled help, union commitments,and introduction of advanced technology equipment and systems loom largeas critical management challenges. Where there are no formal training pro-grams in progress, it is necessary to hire higher-paid, experienced workers toreplace personnel who leave or retire. The training profile should encompassentry levels through highest skill levels and continue on to include supportpersonnel, supervisors, and managers. Therefore, knowing the predicted

personnel turnover and retirement rates is important. To determine thenumber of employees who will leave, retire, or transfer during the next fiveyears, a form such as Exhibit 7-1 should be used. This form estimates thenumber of currently employed skills and the number anticipated to leaveeach year. The normal rate of attrition can also be established this way. Localdefinitions of personnel attrition and retirement are necessary.

Historical information may be helpful in estimating future events, butthis should be used with some care because organizations are constantlychanging in mission, products, growth, and composition. Exhibit 7-2 is aform that may be helpful in reviewing past history and projecting futureattrition. As the bottom line shows, the number of replacements can bedetermined by adding the average level of attrition to the number of retireesof each year of the five-year period. Replacements can come through hiringnew staff who are qualified or by training personnel already on staff. It is usu-ally best if this forecasting is based on a plantwide policy so that all depart-ments approach the subject uniformly.

After a determination is made on how many skilled employees should behired, the remaining slots are filled by trainees. This projection suggests afairly long-range program with objectives that will fill the department's

unique training needs. It shows the number of personnel each year who mustbe trained and the crafts that are involved. The projection also shows thoseyears in which a projected high number of retirees might offset requirementsof planned staff reductions. Some care should be taken to ensure that theright number of crafts are retained rather than a straight head count tally.Informed decisions about staffing and training are essential.

SKILLS ANALYSIS

Skills analysis assists in determining the training needs for crafts by providingan outline for an entry level training program, or apprenticeship, or for evalu-ating the skills of more experienced workers. Skills analysis is developed byplant personnel who ensure that it reflects the needs of the plant. Consultantsoften assist or validate these efforts, but the overview of skills is a managementresponsibility.

A skills analysis represents the many tasks and tools that pertain to a skill.The tasks are then related to unique jobs in the plant. Some skills are general,such as "knowing the function of and trouble-shooting circuit breakers." Oth-ers, such as "analyzing synchro-control systems and effectively making repairson them," might be specific to the local plant. Some tasks require more experi-ence and knowledge than others, but they are all part of a single skill, definedby the organization performing the analysis. In fact, an accumulation of smallertasks is usually necessary to successfully accomplish one of the larger ones in adefined skill.

A skills analysis can be accomplished through a series of interviews withcraftpeople and knowledgeable supervisors. Each task they handle is listed anddescribed in detail. This leads to a master list of tasks, which is reviewed bysupervision, management, training, and engineering, where appropriate. Suchreviews might result in additions and deletions to the tasks, greater emphasison certain tasks, or tasks broken down into more appropriate elements. Finally,the skill may be stratified to show different grades of experience, such as junior,senior, specialist, master, and so on, needed for accomplishment.

A final list can now be compiled for all the tasks that make up a skill. Atypical page from a skills analysis is shown in Exhibit 7-3. A group of taskscommon to all crafts is then added. Some of these might include:

• Familiarity with safety rules that apply to each job.• Understanding of tools, instrumentation, and equipment items involved

with the craft.• Ability to interpret sketches, blueprints, schematics, or specification docu-

ments that might apply to the craft work.• Ability to make sketches and write up descriptions to communicate the

needs of jobs undertaken by the craft.

The finalized skills list, as agreed from the analysis, provides a guidelinefor developing a craft training program. Because the skills analysis determines

• Is able to adjust chain drives.• Is able to troubleshoot pump installations.• Understands workings of centrifugal, reciprocating, and rotary pumps.• Uses books, catalogues, and company manuals to determine parts, materials, and equipment

operations.• Knows how to disassemble, repair, and install hydraulic and pneumatic cylinders.• Knows the principles of mechanical seals and stuffing boxes, lantern rings, and O-rings. Is also

able to install, repair, and so on.• Does shaft alignment within indicator reading of .002• Does layout work within close tolerances with detailed print.• Is able to repair a complex gearbox or gearhead motor, such as a double reduction gearbox.• Uses shop math to make or sketch cams, angles, threads, radii, circumferences, and so on.• Knows how to identify types of bearings and how to use bearing identification number for inter-

changes.• Knows all tagging procedures in plant, such as electrical safety.• Determines proper belt and pulley speeds in FPM feed.• Uses transit and level in making layouts for long conveyor runs.

the real needs, the training program can now be a functional, job-related, andhands-on product.

JOB-RELATED TRAINING

Job-related training means that the results of the skills analysis are reflectedin training programs designed to meet the requirements for craft training ofassigned workers. If part of a trainee's instruction is provided by a local tech-nical school, it is important that the courses are applicable to the job thetrainee does or will be doing at the plant. However, circumstances and bud-gets frequently make it impossible for those schools to provide specific train-ing. General training is acceptable if two properties are met. First, thetraining should relate to the craft-electrical, mechanical, electronic, and soon. Second, the course should stick to the designated subject matter-forexample, blueprint reading should be just that, not preparing mechanicaldrawings. Training within the plant is usually more focused in terms of job-related emphasis because the course contents are under strict local direction.

FUNCTIONAL TRAINING

Functional training takes job-related training one step further. A functionalelectrical blueprint reading program applies universal electrical symbols and

basic schematic practices to the electrical needs within the local plant. Usingthis approach, the trainee learns principles of universal electrical blueprintreading along with the functional application of this knowledge to situationswithin the plant. Functional training cannot be learned in the classroom oron the workbench alone, and for this reason, it is a valuable element of thetraining program.

HANDS-ON TRAINING

Job-related functional training is further reinforced by hands-on training ordoing the job as part of the customized training. A good example is blueprintreading. Job-related electrical blueprint reading deals with, say, motor con-trols and transformers used in a plant, not home wiring. It becomes func-tional when we use the actual line diagrams, schematics, and prints thatpertain to the plant. Theoretical aspects of electrical blueprint reading arefurther reinforced by hands-on assembly and disassembly of actual units, orsimulators, shown on the blueprints. Hands-on training is a continuous,repetitive application of the task to reinforce what has been taught. This typeof training is more effective than on-the-job training (OJT), with which it isoften confused. OJT requires a trainee to tag along with a more skilledworker, watch what is done, and perform some tasks under supervision. OJTgenerally lacks the formal, planned aspects of hands-on training.

INSTRUCTORS

Some of the best instructors can be found in one's own organization. Engi-neers can teach math and blueprint reading; supervisors can teach craft skills;experienced workers can teach techniques or topics. If there is sufficientdemand, a local technical school staff member can be brought in. The identi-fication and selection of instructors is important and should be done early.Each instructor represents another resource to become involved in the pro-gram, from needs analysis through the design and implementation stages ofthe training program itself.

Vendors and suppliers are another source for instructors. They are notused as much as they could be. Training by these outside sources can be clas-sified into three groups:

Original equipment manufacturer (OEM). These organizations providemajor or critical equipment. Most of them run training programs at theirown sites, although many provide training at customer locations.Component vendors and suppliers. These sources generally provide train-ing programs at customer sites. These include vendors of bearings, pumps,lubricants, hydraulics, electronics, and computer devices.Specialist vendors and suppliers. These sources also provide training pro-grams at local sites and include suppliers of ultrasonic testing, vibrationanalysis, electrical testing, environmental monitoring, computer systemoperation, electronic devices, and so on.

Entire customized programs for skill, crafts, and specialist training canbe designed around vendor and supplier training. However, some care shouldbe exercised in deciding how much plant personnel training should be givenover to outside organizations that are motivated to enhance their own prod-ucts and points of view. Overview by the maintenance manager is essential.

UPGRADE TRAINING

To keep pace with changes in the field of maintenance, workers and supervi-sors need focused, formal training to continuously upgrade their skills andknowledge. New technology, which is being introduced into industry andfacilities of all kinds, presents continuing challenges in training. New skillshave been developed but greater emphasis is also being placed on some oldones. Maintenance managers and skilled workers need a broader knowledgeof electronics, computer-based devices and controls, environmental and pol-lution technology, automated equipment, and solid-state components. More-over, some new metals and nuclear-related materials require advancedknowledge and skills for operations, maintenance, and repair. Mechanicalsystems now use hydraulic and pneumatic components that had not beendreamed of a decade ago. Some organizations, such as chemical and pharma-ceutical firms, have complex, automated continuous processes that presentnew dimensions to the maintenance and support responsibilities. In the nearfuture, repairs to robots and repairs accomplished by robots will be part ofdaily routines. International, federal, and state regulations concerning envi-ronmental, safety, and accountability matters have proliferated so that it isvirtually impossible for maintenance personnel to keep up with them, letalone comply. In-plant training programs have not always kept abreast ofthese many changes. In many cases, self-originated, informal, on-the-jobtraining among the maintenance personnel has saved the day.

Skills analysis provides an approach to meeting upgrade trainingrequirements. This can be done by adding a rating column to the listing of alltasks that make up a skill. Exhibit 7-4 shows how to use the skills analysistask listing to rate the needs in upgrade training.

TRAINING MATERIALS

Some of the best books and materials on the market today for maintenancecraft training are programmed instruction, or self-paced learning, manuals,written in an easy-to-comprehend style. Many are accompanied by audiotapesor videotapes. These materials make self-study or group study easier and moreeffective. However, when selecting such materials, it is important to comparewhat is offered with the training requirements of the local organization. Someproviders sell only those portions of the materials that apply to the needs of themaintenance function.

Finding sources for training materials is not difficult. Many companies andtechnical organizations offer comprehensive and effective programmed instruc-

Rating Code1 -Training necessary.2-Upgrade training suggested-not required.3-Fully proficient-no upgrade training required.

1. Is familiar with safety rules as they apply to eachjob assigned.

2. Knows how to use shop tools, such as drill presses,arbor presses, pedestal grinders, and so on.

3. Is able to interpret any sketch, blueprint, orspecification on job.

4. Is able to sketch parts for shop fabrication withproper tolerances.

" This form lists a number of tasks that are part of the skills used by millwrights. These are only four of the sixty tasks used in a mill-wright's skills analysis. Each individual is not expected to be completely knowledgeable in all the tasks. For upgrade training, eachcraftperson should be rated on every task listed. The numerical ratings appear at the top of the form. The numbers 1, 2, and 3 areused to rate each task. For example, if No. 3 is placed after task No. 2, then training is not needed in that task. The purpose is not torate individual performance but to identify tasks or groups of tasks that need training programs or manuals.

tion materials on maintenance. A good cross-section of these can be found bychecking advertisements in trade magazines, professional and technical jour-nals, and facilities-oriented publications. Correspondence courses should notbe overlooked either. Many are good for specific needs. The American Societyof Training Directors (ASTD) can assist in identifying providers of appropriatetraining materials. The field is dynamic, and new products appear almost daily.Maintenance managers should look to these sources for cost-effective materialsfor in-house training programs.

Earlier, simulators were mentioned as an aid in training. For those whodon't care to build simulators, there are a number for sale by vendors. Manufac-turers who provide equipment often sell simulators of their equipment fortraining needs. There are firms in business solely to sell simulators for manykinds for training.

EXISTING PROGRAMS

An organization that already has a formalized program for training mainte-nance personnel will find in this chapter criteria to evaluate and validatethose programs. Training for training's sake fails. By reviewing programs

NAME

SUPERVISOR

periodically and removing things no longer needed and adding new capabili-ties, costs can be reduced and maintenance personnel trained faster. Trainedpersonnel are more productive, particularly when the trainee's understandingis enhanced by hands-on, programmed instruction in groups run by a super-visor or specialist who knows the material.

Organizations that now use some form of hands-on or on-the-job train-ing can improve an existing program by using the following controls:

• A breakdown of tasks and the number of hours that should be spent by thetrainee over the period of the employee's hands-on or OJT program. Anexample is shown in Exhibit 7-5.

• A monthly evaluation or check-off of the trainee's proficiency, new skills,effectiveness, and so on. This evaluation can be made by the senior workeror supervisor assigned to the trainee. An example of this is shown inExhibit 7-6.

Hands-on or OJT training is often weakened or doomed by assumingthat job training is completed when the trainee is assigned to a more seniorworker or supervisor for guidance in field work.

SUMMARY

There are three areas of training concern: supervisory, craft and support per-sonnel, and technical and managerial training. Regardless of who is responsi-ble for presenting the training program for these three areas, in order to besuccessful the program must be practical and applicable to the job or plant,and the maintenance manager must have input into its content.

If plans for formal training programs do not exist, and if turnover andretirement rates have not been estimated, factors such as staff shortages andthe purchase of new advanced equipment can become major and costly man-agement challenges. One way to determine training needs is to employ skillsanalysis. Such an analysis allow a trainer to create a master list of tasks, whichprovides guidelines for creating a training program.

Frequently, workers receive general training at a local technical school,although further training within the plant is usually necessary to providemore focused job-related information. Functional training, whereby theworker learns universal task information along with the functional applica-tion of the knowledge, is very effective. Taken one step further, hands-ontraining, in which the worker actually applies the theoretical and functionalaspects of training, reinforces what has been taught. This differs from on-the-job-training-in which employees simply learn by doing-because itlacks the formal, planned focus of hands-on training.

Of course, the training program is only as good as the training materialsused, which are widely available from a variety of sources, and the instructorsemployed, who can be staff members, teachers at technical schools, or evenequipment vendors or suppliers.

This form can be used to rate work performance and the personal traits of a trainee. The trainee's supervisor should fill in the appro-priate box in each area being rated (one for each of the six rating categories). There are six areas to be rated under "work perfor-mance" and five under "personal traits." The small numbers are the percentage points associated with the selected rating. Forexample, in the area of "accuracy," a trainee who "seldom makes mistakes" would receive 18 percentage points, or a rating of verygood.

The trainee should sign the sheet after a consultation to get an understanding of why each rating was made.

©Copyright 1981 by TPC Training Systems, a division of Telemedia, Inc. Reprinted with permission.

1.

is used to determine the training needs of a specific

1. (b)craft.(a) Training needs analysis(b) Skills analysis(c) Job-related training(d) Functional training

2. The list of tasks in a skills analysis can also be used to determine:

2. (a)(a) upgrade training requirements.(b) safety measurements.(c) optimum staffing requirements.(d) none of the above.

3. A skills analysis is established by interviewing

and

3. (c)reviewing results with the(a) trainees ... maintenance workers.(b) maintenance workers ... personnel department.(c) maintenance workers ... supervisors.(d) trainees ... supervisors.

4. Applying training programs to a specific job is called

4. (c)training.(a) functional(b) hands-on(c) job-related(d) vendor

5. Job-related blueprint reading should be done for a specific:

5. (b)(a) program.(b) craft.(c) piece of equipment.(d) skills analysis.

6. Simply doing the job as part of a formal training program is a fea-

6. (a)ture of(a) hands-on training.(b) job-related training.(c) vendor training.(d) functional training.

7. Vendor training may be classified as:

7. (d)(a) OEM training.(b) component vendor training.(c) specialist vendor training.(d) all of the above.

8. Blueprint reading may be taught by:

8. (d)(a) the personnel department.(b) the equipment manufacturer.(c) the industrial relations department.(d) the engineering department.

9. New technology increases the need for

training.

9. (a)(a) upgrade(b) basic skills(c) apprentice(d) safety

10. An effective training program reflects good cooperation between

10. (a)the and departments.(a) maintenance ... industrial relations(b) maintenance ... engineering(c) personnel ... engineering(d) personnel ... industrial relations