STAFF TRAINING INSTITUTE
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- Title
- STAFF TRAINING INSTITUTE
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RF_M_9_SUDHA
TISCO MANAGEMENT DEVELOPMENT CENTRE
SSGj SSDC/MDC
What is SQ3R in Learning ?
How often have you had to reread the same paragraph four or five times
because none of the ideas seemed to ’’stick”?? You
You were
were r._
not’ actually attending
to your reading; you did not have an active set to learn,. i.A method for studying
textbooks has been developed that helps establish an active set and, « * "
, simultaneously,
enables you to follow other principles of effective learning such as being familiar
with What you will read in advance, making reading meaningful, or respondihg immediately.
<
“
This method of text-book study is called SQ3R and consists of five steps:
Survey,
In order to gain an active learning set, it is useful to have
an idea of what is ahead,
Before taking a long automobile trip, you
usually look at a map of entire route; similarly, you can survey the
book you are going to read by skimming the material and reading the
summary carefully.
2• Question. To encourage an active set, it is useful to be searching
for something,
f you look for the answer to a particular question in
a book, you are more likely to have an active set than if you are only
trying
to cover the pages assigned”. Make up your own questions by
turning each major heading into a question and writing this question
down. If you are applying SQ3R to this text, you would jot down, ”How
can principles of learning help study?”
3.
You obviously need to read the material. With your question in
the back of your mind, read actively to answer the question.
4. ReciteTo complete the process, you need to answer the question. It is
suggested that you first answer the question aloud, and then jot the
answer down under your question in your notes. Once again, you are
qullyd lnt° aCtiVity 30 that you can better check your own reading ades. Rpuieu,
The previous three steps
are repeated for each major heading,
step
probably between four and eight per chapter.
The final step, which is
primarily repetition rather than active set, is to reread the summary
r.—L
and review your notes.
Such
repetition
is
useful
in
helping
you
Such repetition is useful in helping yrj see
iL
the entire chapter as a - ny/
meaningful
pattern, rather than
as isolated
segments.
Proper use of SQ3R will not <only^produce an active set for learning, but
will also supply you with a brief chapter outline,
, enable you to recall the material
longer, and reduce daydreaming.
*~The Psychology of Human Behaviour
by Richard A. Kalish
17377
Pp.73-74.
(For private circulation only)
Fl A N A CEMENT
BRIEF
Issued by the Tisco Management Development Centre, Jamshedpur
___________ _ ________________
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September, 1975
213
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MOTIVATING THE ADULT LEARNER
Proud parents who praise a good report card can keep a child motivated
and eager to learn for a long time., Parents also see that their children get
to classes on time and do their homework; in short, they do everything possible
to help their children learn. But adult learners lack these advantages.
They must be motivated in different ways - if only because they aren’t
school kids.
Every manager and supervisor at times involved in educating adults whether in formal classroom instruction or in the informal teaching of proceu
dures on the job. He or she will realize greater success by keeping in mind
the special needs of an adult learner.
Adults are interested in the immediate consequences of learning. They
don’t want to wait several years to apply what they’ve learned; they want to
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ThO
put their new knowledge to work as osoon
as possible - say,
the next ~day.
typical adult doesn’t want to focus exclusively on the theories of behavioural
science and motivation. He wants to know practically how to apply the principles on the job, tomorrow if not today.
Application now;
The adult likes to see immediate results that will give him greater
satisfac'tion in his work, including an improvement in status and increase in
income. The adult learner has been referred to as ’’anticipation-guided and
consequance-bound.” This realistic approach to tho immediate application of
learned material can be used to interest and create considerable enthusiasm
amongst adult learners.
Often the instructor can suggest practical ways to implement techniques
and then let the group apply these on the job. A discussion of what happened,
and why the theories worked or did not work, can reinforce practical learning
experiences. In a session on human relations for supervisors, for example,
the following situations could be discussed from the point view of the
practical principles underlying them:
1. A supervisor tells a subordinate: ”1 admit I made a mistake.”
2. A supervisor praises a worker; ’’You did a good job.”
3. A supervisor asks an employee: ’’What is your opinion?”
Providing realistic, job-related principles will give the adult learner
workable methods of obvious value.
Learning is often defined as a change in behaviour resulting from
three basic factors?
1. Knowledge, the what to do and how to do it.
2. Attitude, the desire to use what has been learned.
3. Skill, the ability to apply newly acquired knowledge.
Instructors of adults need to be sure that they are reaching the group
on both the content level and the process level. Content is the body of
intellectual material to be taught and the teaching methods and media being
used. Process has to do with the attitudes, behaviour, and feelings of the
group, as well as the group’s commitment to reach certain goals and objectives4
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Stimulate self-motivations
The adult must receive as much insight as possible into the relationship
between theory and practical, on-the-job application. Sessions should be struc
tured to enlarge the adult’s perspective in viewing on-the-job problems so that
he may look for solutions based on the theories he is learning.
This goal orientation of the adult student is a major motivating force, The
instructor must capitalize on this force-primarily by relating what is to be
learned to the student’s goals. If the student fails to see that what he is
learning will help him reach his.goal, he may ’’tune out” the instructor.
For continuing motivation, the adult must also feel that he is successful.
The course should include subgoals-directly related to his long-rangeobjectiyesthat he can reach throughout the course. If the adult finds that he is learning,
and that the learning is useful in reaching his goal, he will want to learn more.
Since the adult learner is an experienced individual, the instructor must
recognize several psychological factors that can hinder his learning. These
barriers can be grouped into three areas:
1. People’s interests and opinions are formed easily in their lives, and
they tend to prejudge new experiences in light of preconceived notions and
past experiences.
2. Because adults have already formed many opinions, they are sometimes
unable to examine new events objectively; often it is easy for them to become
ego-involved and caught up in defense machanisms.
3. Because each individual has a different set of experiences, he may not
be able to learn what the instructor expects him to, from a new experience.
Learning involves the process of association-relating new experiences to previous
experiences.
The instructor must keep in mind the resistance to learning caused by these
barriers. The forces of repetition formed from habit are very difficult to
change because doing so would involve sacrificing the emotional involvements^ that
Since learning does involve risks,
have developed with old behaviour patterns. F--the outcome of learning is unknown and somewhat hazardous.
Boredom, confusion, irritation, and fear are frequently encountered
learning obstacles. When an instructor advances many complex ideas uithout
establishing a relationship among them, confusion results. Many times, an
instructor’s annoying mannerisms can delay the learning process. Fear of redicule
is not frequently encountered; but when it does occur, it too significantly
blocks the learning process.
Defence tactics
An alert instructor should watch for defences used by students to avoid
learning. Here are some forms that such defences take:
T. Selective inattention: The student ui 11 ignore aspects of any subject
that threaten his self-image or self-organisation.
2. Rationalization: Through an internal dialogue with self, the learner
will develop plausible, if unsound, reasons to justify his attitude.
3. Projection: To resist changing his behaviour, the learner ascribes to
the trainer or to others some undesirable aspect of his own behaviour. In the
process of course, he reaffirms his own self-image.
4. Perceptual distortion: The learner distorts new learning so that it will
not disrupt his present concepts.
These defences dilute or destroy the adult learner’s personal motivation
to learn. They can be overcome, however, and productive learning can take place.
The instructor should systematically review the material being presented - varying
his approach and methods in order to get ever and around student defences.
- Source: Motivating the adult learner by Oames E Crockett
Supervisory Management:January, 1975 Pp.24-27^
TISCO MAiMAG£MENT DEVELOPWT CENTHE
Basic Teaching Skills-General Description
(Ft. E J Power S.J.)
1. Stimulating Variation.
This means that the teacher should be alert to vary the stimvlus in
presenting the material. It is based on the principle that variety in presentation
p-P 4-^
2-tudont. Monotony loses attention. A lecturer carjno-holds the attention of
the student.
hope to hold attention if he dropes on and on, in the sajne monotonous way. To be
effective he should be changing the classroom picture or situation or stimulus. The
skill involves deliberate changing of various attention producing types of bchkva jn
in order to keep the pupil’s attention at a high level. Such behaviour includks
teacher movement about the room or on the teacher’s platform, focusing, chcuagihg
style of interaction between teacher and pupil, shifting sensory channels, cal|inf;
on students to read, calling on one or more students to come to the front of the
room for some interchange, clianging the tone and pattern of the voice.
Set Induction^
.
This means setting the stage for what is to come. It arouses the interest
of the student and. gets him involved in what you are going to teach. You key up the
student’s mind so that he is receptive, eager to learn and can understand what i;.s
going
T"4"! on.> You whet his appetite. For example, use a map, a model, tell a story,
relate an incident, show a film, put a good outline on the board , show an experiment,
introduce an analogy or allegory.
3. Closer.
Closure cones at the end of a unit- or class. It occurs after the students
have grasped the principles and ideas of the lesson or portion which you have
covered. From the word itself, it means putting the final touch on the lesson,
rounding out the knowledge of the lesson, deepening the knowledge of the lesson,
concluding, tying all the strings together.
I
In closure, you try to get the students to relate the new knowledge to
their old knowledge, showing relationships, and thus consolidating their knowledge.
It is more than a quick summary of the portion covered, although sometimes
it may just be tying everything together at the end in a unified whole, a good
summation.
•
But a more successful closure is that mentioned above, where the teacher
gets the students to think, connect the new knowledge to the old, and thus make the
new Jmowledge their own. The more relationships you establish, the deeper the
learning.
I
Silence and Ifon-verbal cues.
•
Deliberate silence has a place in teaching. Hie class should not be a mad
rush from beginning to end, a race against time. There should be a certain rhythm
in class as there is in life. We should alternate, between activity and rest. The ’
rest periods are short, a few moments pause in the activity, but they should be
there. They should come especially at transition points, when you go from one-pciht
to a different one. These moments of silence help to give variety to the class and
help the student to assimilate what has been said. If there is constant activity
in class, without a break, the mind gets tired and is less effective.
■
Silence is especially used when you cal 1 on a student to answer a question.
Give him time to think and respond before you go to another student or before you
come to his rescue. This silence encourages more participation on the part of those
students who usually take the easy way out by not answering. If you wait for him in
silence, there is chance of his opening up.
Non-verbal cues means gestures of the head or hands, or facial expression •
that encourages or directs the student to go on.
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Finally' note that silence alerts the senses.
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5« Reinforcing; student participation
This simply means that when a student gives a right answer, you
respond by showing approval or agreement. Students need encouragement to speak
out, especially the silent ones. Use the positive approach by encouraging them.
When they arc right, give appropriate approval. Wen they are wrong, do not
discourage them, although you have to point out their error. Reinforcement is
done by simple things, such as saying: ’yes’, ’good’, ’that’s right’, ’fine’,
’I like that idea1, ’Now you are thinking’, etc. Encouragement can also be given
by a nod of tne head or a smile or a pleasant look on the face. This is read 1 y
a part of the friendly, wai'm atmosphere which the teacher should establish in
Ms class. The classroom atmosphere should be personal, not cold.
6. Fluency in Questioning
This skill is clear from its name. It means using the maximum number
of questions in a given period, i.e., during the time set aside for questioning
at the beginning of a lesson or other time when you wish to question the students,
However, no question is worthwhile unless it is followed by effective student
answers.
Probably the best way to assure a successful question period is to have
the questions written out beforehand with the answers.
7. Probing questions
§7 probing questions, the teacher forces the student to go more deeply
into the point.
; requires that the teacher asks questions that make the student
‘ ‘
It
go beyond the superficial,
', ’first answer’ questions. This can be done in five
ways:
a. by asking the pupil for more information and/or to rephrase his answer
b. by requiring the pupil to justify his response, giving reasons
c. by re-focusing the pupil’s attention on a related issue
d. by prompting the pupil or giving him hints
o. by redirecting, ■•■he question to others
Recognizing a^bntdirg behaviour
Teachers can be trained to become more sensitive to the classroom
behaviour of
enus. The ‘successful teacher, through visual cues, quickly
notes indications of interest or boredom, comprehension or bewilderment. Facial
expressions, direction of the eyes, the tilt of the head, and bodily posture
offer commonly recurring cures which make it possible for the skilled teacher
to evaluate his classroom performance according to the pupil’s reactions. He can
change his pace, vary the activity, introduce new instructional strategies as
necessary and improve the quality of his classes.
9. Using examples end illustrations
'^camples, illustrations, anologies, comparisons, si*nr?3a.rities, is basic to teaching. Examples are necessary to .clarify, verify or substan
tiate concepts t. Examples can be used in both induction and deduction. By
induction a teehor pan give a lot of examples and let the students try to discover
he general principle. Or he can teach the theory with a few examples of his own,
and
vhen get the students to give their own examples to see if they
have undero
“T./A H
u
stood.
Effective use of examples requires:
a. starting with couple examples and progressing to more complex ones
b. using examples that are familiar to the students, within their
experience, leading fi-om the known to the unknown
c. relating the examples to the principles or ideas being taught
a. checking to see if the students have understood by asking students
to give examples illustrating the point.
e. using the inductive method
10. Skill in explaining
Skill in explaining means that the teacher can set out a complicated
senes of ideas in a systematic my so that they form a unified, i ntel 1 i /i hie
whole, and make the matter clear.
Positive rules for good explaining are:
3
a. Have your ideas in correct order before you start - outline* plan
b. Use appropriate words
c. Stick to the point
d. Take up one aspect at a time
e. Have some outline and division of your matter
f. Use link words to show transition or connection between parts of
ycur lecture
g. Have summaries at.the beginning and end of each section or unit
ix. Repeat difficult ideas in diffei‘ent ways
i. Have planned repetition of the main ideas
j. Put questions now and then to see if you are getting across
k. Above all, be prepared
l. Memorising your points
Hhe following are negative rules or ’don’t©* for good explaining?
a. Avoid unnecessary digressions
b. Avoid using words that are unknown without defining them
c. Avoid using difficult words or phrases when simple ones wf 11 do
d. Avoid jargon
e. Avoid vague words or phrases
f. Avoid hesitancy, hemming and hawing
h. Avoid useless, habitual phrases such as ’You know1, ’You see’.
It ’ s worth mentioning in this context ’ •
question of effective language comes in here. I would recommend
for further study one of the many books on more effective English composition,
-L1*
in increasing student participntn nn
This skill involves integrating the four other skills which have
been mentioned, namely,
a. creating set
b. questioning
c. encouraging student participation by silence and pausing
d» allowing the students to interrupt
12. Skill in using the blackboard
_
Eiis is a most important and neglected skill. A teacher should
consider himself a failure if the blackboard is clean at the end of his lecture.
He can^almost be evaluate as a teacher by his use of the blackboard. It is
axiomatic that a good teacher is one who makes skilfull use of the blackboard.
For good blackboard work you require the following:a. a good, clear handwriting
b. reasonable skill in drawing and draftsmanship
C* P11?
lnakin£ liters distinct, accurately made, large enough
vo t* seen by all, adequately spaced.
d. blackboard work should be planned beforehand
e. As far as possible it should be written on the board before
the class begins, to save time and to make sure you have everythin#
in intelligible order
*
f. there should be no over-writing
g. erase what you have finished with
h. retain only that which is under attention at the time
i. there should be continuity in your blackboard material
j. do not just jot words on the board, exception
k. your outline should be full enough to bo into] 1 igible
!!• Skill in classrocm management
^There are certain classroom activities such as collecting papers that
have no educational value in themselves, but if they are not done systematically,
uhey lead to confusion. These should be reduced to a systematic wutipe and
done the same v^ay every time. These routine activities should be
a. Carefully determined
b. Plarned in detail
c. Clearly explained
d. insisted on
o. Made habitual and automatic
4
Some examples of such routine activities are:
a. a system of taking attendance
b. a definite way starting the period, e.g., by review questions,
collecting the assignment; giving next assignment
c. definite seating arrangement, at least until you know the students
d. a method for commenting on and returning corrected assigjunonts
e. Routine ending and summing up
f. setting students tc take notes
14» Skill in usin£ audio-visual aids : This is a whole bourse in itself <
15. Skill in ;:-x'<Tin.g assignments
An assignment is a task given by the teacher to an individual or to
the whole class and it should bo planned along with the planning of the daily
lecson.
5he assignment should be well thought out ahead of time. It should
serve some useful purpose and should not be given on the spur of the moment or
just out of routine.
Some rules for assignment giving:
a. The assignment should be clear and definite
b. The teacher should arouse interest in. the assignment
c. The assignment should be checked and evaluated soon after it is received
d. Even if your assignment is just to read the next chapter, you should try
to give some direction on what to lock for and hew to go about it. At
least give a short preview of the chapter.
16. Skill in pacing a lesson
'Hie pacing of a lesson means the variation in the speed of teaching,
iou have to go fast or slow according to;
a. the di.fficulty or importance of the matter
b. the ability of your class to follow you
c. the amount of time at your disposal
d< the amount of preliminary work that has been done. If the students
have studied the matter at home on their own, you can go faster.
If you have already laid the ground work, then your treatment can
be faster because the students can finish the work themselves.
Rules for pacing the class:
a. Vary your speed, now slow, now fast .
b. Budget your time and keep a close watch on the time
c. Don’t get side-tracked
d. Ihiow beforehand exactly how much you want to cover
e. Don’t try to cover too much
f. Use the time effectively
All this depends on careful preparation and thought beforehand.
17. Us<p of Ugher order questions
Tirese are questions which cannot be answered by memory alone’ or Juat
by description or narration. They go deeply into the rules and principles behind
the subject matter. It prompts students to use ideas rather than just’ remember
them.
18. Use of cHvergc-nt questions
Divergent questions are those to which there is no one single answer.
Uicy are questions on which there may bo a difference of opinion. Their purpose
is to get the students thinking creatively, and originally to train them in the
higher order skills that are involved in problem-solving.
19. Placed repetition
Ihe purpose of this skill is to clarify and reinforce major ideas
key words, principles and concepts that have been given, in any lecture or unit
of work.
1012/6
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CASE
TISCO MANAGEMENT DEVELOPMENT CENTRE
Somayajulu1s
I
Dilemma
Mr Somayajulu was the Section Officer, Bills Section, of the
Accounts Department of Kaveri Structurals. There were eight clerks
working in the Bills Section who were directly reporting to Mr Somayajulu.
Because of the nature of work involving speedy and timely payment
of bills to a large number of suppliers, it was normally not possible for
Mr Somayajulu to grant leave to more than two clerks at a time. Further,
the authority vested in Mr Somayajulu did not permit him to grant leave
to his subordinates for a duration of more than three days. No overtime
was allowed and work had to be managed. The Company had also made a rule
that leave applications should normally be submitted two days in advance.
Three clerks, Mr Moorthy, Mr Basu and Mr Prasad wanted leave on
a certain festival day. As required, all three of them sent in their
applications, two days in advance. Mr Somayajulu was prepared to release
only two men. He looked up the leave records of the three applicants and
found that Prasad on a previous occasion had absented without permission
and further had already taken leave on three occasions during the last
two months. The other two - Mr Moorthy and Basu - had not availed of
leave during the last few months. Mr Somayajulu, therefore, decided not
to grant leave to Prasad.
Prasad pleaded that he had invited his relatives to celebrate the
festival with him and refusal of leave was going to upset all his plans.
Somayajulu explained the difficulties to him and said that since the
pressure of work was heavy, he was sorry his leave had to be refused.
The next day, Karim, another clerk, brought in his leave appliHo wanted leave to attend on his sick father at home. He said
cation.
he could not foresee this earlier and hence the delay in giving the leave
application. Somayajulu, having already granted leave to Moorthy and
Basu, was unhappy at this sudden request for leave. He casually asked
another clerk, Abdul, who was also Karim's neighbour , if he knew anything
about the health of Karim's father. Abdul replied that he had not seen
the old man during the last two weeks or so and guessed he must be in a
pretty bad state. Upon this information, Somayajulu decided to grant
leave to Karim and lined up the work accordingly.
The next day when Prasad failed to show up for duty, Somayajulu
was indeed very upset. He had to rush about from one place to another to
keep the work going.
...2.
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Subsequently, on the following day, when Prasad reported for work,
Somayajulu accused him of absenting from work even though his leave was
not granted. He asked Prasad to submit a written explanation immediately.
Prasad’s explanation was rather annoying, He wrote "I had invited
relatives
and had made elaborate arrangements to entertain them. I
my
could not, therefore, report for work, I had taken my relatives to the
riverside in the morning for a picnic, There I had seen Karim also gambling
away with his friends. In the afternoon, when we had all gone to a cinema,
I saw Karim again at the cinema also. I do not understand why action is
being taken against me alone while Karim is being allowed to resume duty
without a question”.
Somayajulu made further enquiries about Karim and his father from
the other clerks. He learnt that Karim’s father was 80 years old and had
been ailing for seijfie'months. Karim nor anyone else in the house took any
notice of the old man.
Meting upon this information, Somayajulu confronted Karim and
took him to task for obtaining leave on false pretext. Karim protested
that he had done nothing of the sort. When shown Prasad’s written state
ment, Karim at once took an entirely new line of defence. He said Since
I was granted leave, I am authorised to stay away from work, It is no
business of yours how I spent my time when not on duty”,
—0O0—
17578
CTAFF T RAH INC INSTnUTS
F&SS2.
CO WNICATIORS_ IN .II\DU8TRY
Loudness
r
I
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Speed
I
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Clarity
punctuation
Intonation
Emphasis on
certain words
Pauses
Unnecessary
words
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Mannerisms
Other things
f
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CTAFF TRATING INSTHFJTBJ
F&SS2,
OLMJNICATIO^S IN INDUSTRY
Loudness
I
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Speed
i
Clarity
punctuation
Intonation
Emphasis on
certain words
Pauses
Unnecessary
words
f
Mannerisms
Other things
EPT5
Effoctiue Prasentation of Technical Subjects
CRITIQUE SESSION
In the process of learning by doing, critique sessions can
serve a useful purpose. The purpose of a critique session is. to
bring out the good points of the demonstration and also suggestions
for further improvement. The critique session is not for appraisal
or merit rating., The points brought out can help to focus our
attention on difficulties, problems and situations trainers are
likely to face during the training sessions and how to handle them.
It will be better if the members offer constructive criticism
and helpful suggestions, Instead of merely saying ’’Interest was not
created in the trainees” they can say, ’’Interest might have been
created in the trainees by mentioning advantages of learning this
subject”. They may also point out what were the strong points in the
demonstration and what was done well.
The demonstrator can benefit by listening to the criticism and
suggestions with an open mind and sporting spirit as these are meant to
help one another.
For the maximum. benefit to be derived from the critique session
the observers can watch the demonstration carefully and note down
points they wish to comment upon later during the critique session.
-x-
16578
EPTS
TISCO MANAGEMENT DEVELOPMENT CENTRE
Effective Presentation of Technical Subjects
A questionnaire for presentation
(T K Hhanu)
Motivation of trainees
- —11- -
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1. How was interest created?
2. How were the trainees involved?
3. Was there adequate rapport between the trainer and the taught?
4. Was it sustained throughout?
Presentation
5. Did the trainer work out according to a lesson plan?
6. Were the topics logically connected?
7. Were the essential points covered?
8. How was the build-up : Easy to Complex?
familiar to Unfamiliar?
Concrete to Abstract?
9. Was the talk suited to the level of the audience?
Personal Attributes
10. Was the trainer's voice s too louds just right: feeble?
11. Did he speak too fast or too slow?
12. Was there inflexion or monotony in the voice?
13. Did he have poise?
14. Did he have eye-contract with all sections of audience?
15. Were the gestures purposeful and effective?
16. Any distracting mannerisms?
Teachino Aids
17. What teaching or visual aids were used?
18. Where they used at the appropriate time?
19. Was the board work tidy and effective?
20. Could all the trainees view, see or read easily things which
were exhibited?
Any comments about the presentation as a whole?
Any suggestions for improvement?
(p.t.o. )
TISCO 1WAGEIWT DEVELOPMENT CENTRE
2-Day Training Course for Trainers
(For faculty members at TMDC)
OBJECTIVE
To locus attention on diffeiont training methods and
techniques with a view to further improving participants’
skill in effective presentation of topics.
Course Schedule
Aftemoo]!. Sessions
Morning Sessions
9,15 a.m. - 10.30 a.m.
1.
2. 11.00 a.m. - 12.15 p.m.
3. 2.15 p.m. - 3.30 p.m.
4. 4.00 p.m. - 5.15 p.m.
1. (a) Briefing
(b) Process of Learning
2. (a) Lecture Method - Demonstration by Participants
WEDNESDAY
(b) Critique Session
17.5.78
Lecture method, topic development and
3.
Discussion Leading
THURSDAY
18.5.73
4.
Case Study
1.
Audio-Visual Aids in Training Sessions
Film-aided Discussion
2.
Syndicate Discussion
Use of exercises in Training Sessions
3.
4.
How to make training sessions more effective
- Panel
Tea Break between 10.30 & 11.00 a.m. and 3.30 & 4.00 p.m.
15573
FACULTY
TOPIC
DAY/DATE
SVF Murthy
0140 C Faculty
VS Vasan
OU
Go el
TK Bhanu
JA panakal
EN Chari
jj J A Panakal
j EN Chari
EFFECTIVE
Tagfr-i
WRITING
- E.N. Chari.
A. Vocabulary test
1. Give one word to convey the exact meaning of the following
a) Understood without being definitely told
b) Applicable to the past
c) Lack all bearing on the subject under discussion
d) Position midway between two opposite views
e) Capable of wre than one interpretation
f) One who is authorised to act for another
2.Pair off correct equivalents to show that you know the meaning of
the words:
Gore
Corps
Corpse
Council
Counsel
Counsul
Compliment
Complement
Beside
Besides
Confident
Confidant
a) Friend trusted with secrets
b) Advice
c) Praise
d) Trustful
e) The centre
f) A resident representative of a foreign state
g) That which completes
h) A dead body
i) not only
j) An assembly of persons
k) A body of troops of soldiers
i) By the side of
3. Doctors are sometimes inclined to keep patients in their place by
using pompous phrases* what common misfortunes are concealed by these
pomposites:
a) nasal catarrh
b) surface abrasion
c) expectoration
d) The deceased individual of masculine category.
4. Give a single verb with prefix re
meaning
a) Check one who makes advances
b) Give .and receive mutually
c) Bring back to mind
d) Go quickly through again
e) To kiep in a fixed position
5. For the word ’OX’ there is no adjective found directly from it.
Instead the word ’Bovine’ which comes from the Latin is used, Find
similar adjectives for the following
a) Body
b) Cat
c) Son
d) Sun
e) Name
6. A Kangaroo word is one which carries within its spelling (in normal
order) a smaller word which is a perfect synonym for itself, For
example, note how the word SALVAGE contains, in its natural se quence,
the synonym SAVE.
]Find the synonyms hiding in each one below
a) DECEASED
b) OBSERVE
c) SEPARATE
d) RECLINE
®)
EXISTS
(r .T»0<
*
I
Spelling Test
1. Which of the given spellings is correct?
a) EMBARASS, EMMBARASS, EMBARRASS, EMBERASS
b) HARRASS, HARAS, HARRAS, HARASS
c)
DESSICCATE, DESICATE, DESSICATE, DESICCATE
d) CEMATERY, CEMET'iRY, CEMATARY, CEMETRY
e)
NEUCLEUS, NUCLIEUS, NUCLEUS, NUCLEES
f) AGREABLE, AGREEuWLEr AGGREE.XBLE, AGREEBLE
g) ACCOMADATE, AC0M1CDATE, ACCOMODATE, ACOMODATE
h) OCURRENCE, OCCURANCS, OQCURENCE, OCCURRENCE
2. Fill up the missing letter with ’a', ’e’, or ’i ’ :-
a) Tax_ ble
b) Accept^ ble
d) Revers_ ble
e) Inloler^' ble
f) ELigj ble
g) Inevit ble
h) Existjc nee
i) Griev_ nee
j) Coincide nee
C.
Grammatical Corrections:
1. Tick the one correct word out of the two shown in brackets:
a) ffow (is, are) your mother and father today?
b) Is this the man (who, whom) you claim defrauded you?
c) All except (she, her) have given their papers?
d) Neither of the girls (are,is) here
e) He is lot older than (l, me)
2. Correct the following sentences:a) The rainy season has or is soon to arrive
b) You can rely on me being there.
c) When one hears of such things, you are disheartened
d) Hurrying across the ground, ny books fell in the mud
e) Men whom 1 believed were honest have deceived me.
D. Punctuation
1. Punctuate the following in two ways to give different meanings
a) The supervisor said the employee is a fool
b) Far below the street was a mass of people
c) George the porter is waiting outside
d) What have you seen Raj
e) They gave me a shilling more than I expected.
f) Before leaving the girls clean up the office.
2. Punctuate the following:
a) Grip the right knob pull to release the liquid.
b) Every lady of the land has twenty nails upon each hand Five and
twenty on hands and feet This is true without deceit.
FORMS FOR EVALUATION
OF
TECHNICAL REPORTS
f
j
:
!
Factors For Evaluation
o
o
Qu
A, OB.JECTIVE
1. Does the title say what the report^ is about,
unambiguously & concisely ?
2. Is the statement of purpose of study clear ?
3. Is the background to the problem sufficiently
explained ?
■3. GEMERAL' APPEMANCE
<
4. Is the layout like that of picture in a frame
with well adjusted margins ?
5« Does the material seem logically grouped into
appropriate sections •
6. Does the report have appropriate guides &
appendages ? (Title page. Table of Contents,
Glossary, Index, Bibliography etc.)
7. Is the report free from slipshod erasures, i
smudges &■ strike overs ?
........
j 8. Does the tone seem positive & pleasant ?
! 9. Dqcs it talk tho reader1 s language ?
j 10. Does the thought flow smoothly from
: beginning to end ?
: 11. Are the paragraphs appropriate in length, with
clear headings & sub-headings ?
? 12. Are the sentences varied, .coherent & easy to
understand •
; 13. Are the words chosen with exactness ?
j 14*-Is the report free from punctuation,
spelling & grammatical errors ?
15. Has needless repetition been avoided ?
16. Does.it avoid worn-out & stock phrases ?
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t
......
Dt PROCEDURES
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17. Doos tho report mention the assumptions made
& the limitations ?
18. Does it def irie... import ant terms ?
19. Ar-j- all the facts & figures relevant &
significant ?
20. Is the selection & documentation of source
material appropriate ?
21. Are the findings stated clearly & compre
hensively ? Are they clearly interpreted from
Jihe investigations ?
E. CONCLUSIONS & RECOMMENDATIONS
22. Do the conclusions indicate sound & logical
reasoning ?
2-3. /iTg the recommendations positive & practical ?
F. TABlftAR & GRAPHICAL PRESENTATION
24. ^as the data been prestned accurately & clearly
in tabular or graphical form ?
25. Are the illustrations &. sketches complete in
every detail & can they bo easily referred to ?
ENG:kka
000OO000
L
M
fA Eh
• -w* ■
■ V- •
w-
"
w.-
I N STRU CT I 0:N S
1. Read the Report carefully & Evaluate
p .....
1k
3.
.i
it on the. basis of questionnaire
provided on the reverse.
r
Rating to be done for factors, which are applicable.
The grading system will be as follows
1 V
J
POOR
a
' MEDIOCRE
b
GOOD
c
i
«
. i
excellent
4'0
d
POINT WING & TQTAL SCORE
!
(KALE .
i
NO.
MULTIPLYING
FACTOR .
a
2_
b
2
c
3
d
4
TOTAL
POINTS
/
GE1AND TOTAL
oooOCooo
ENCrkka
/
*
A SPECIMEN REPORT FOR EVALUATION
PICKLING AT OUR SHEET MILLS
In the construction of a pickling tank which
is used to pickle sheets at our sheet mills
(not to be confused and confounded with mango
pickles) one of the important items used to
hold the wooden blocks m position - wood is
used for pickling tanks - is monel metal tie
rod. Great difficulty is being experienced
to procure these tie rods from abroad as these
are imported items. Further if the total cost
of a pickling tank which is around &12000/about~Rs9000/- constitutes the cost of these monel
metal tie rods. Of course once upon a time the
whole pickling tank used to be improtod. But
the greatest defect of these wooden tanks is
the leakage of acid through the joints Cf the
tank. Howevr much you may bind the blocks
together the leakage is inevitable. And it only
increases with the life of the tank. The cost
of loss of act id because of the leakage is
estimated to be about 1^20000 in the first year^
progressively increasing to as much as Rs 2 lakhs
in the fourth year for all t|-^ pickling tanks
in service in sheet mills. There are 8 tanks
in service and each tank is replaced after every
two years. So it means txiat every year 2 tanks are
replaced. If these tanks are replaced by reinforced
polyster tanks the loss of acid through- the joints
which occuring today in the wooden tanks can be
minimised. It may be that there will be no leakage
at all in rein forced tanks. Further the present
wooden tanks are frequently repaired to reduce
the acid leakage. At present wooden tanks are
manufactured at our pattern shop. Haldee wood
which it seems is locally and easily available
is the material from which the wooden tank is
fabricated. The cost of installation at sight
is another Rs6000/-f or each tank.
It is therefore recomended tliat the existing wooden
tank which may appear cheap for their initial
cost but incur lot of costs in service due to
leakage of acid and repairs be replaced by the rein
forced tanks* Eventhough the initial cost of such
a tank may appear to be higher it has lots of
advantages. The leakage of loss of acid can be
completely saved. The leakage of acid comes to
about RsldOOO per tank per annum. The pollster
tank is definitely expected to give a higher life
than compared to a wooden tank. It is surprising
how sheet mills is continuing to use such crude type
of wooden tanks with all its disadvantages of acid
leakage so far.
It might be that in the past no
polyster tanks were available in the country but
now it is understood that such tanks are available
in the country. It is also understood that these
tanks will give a very long life definitely not
less than about 8 years. Evon if the cost of
each tank is a lakh of rupees it may be worth
going for such tanks. It is suggested that enquiries
be sent to various plastic manufacturers in the
country.
...contd. o .
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ii
(2)
The average repairing cost of Rs4000/- per annum
per tank can also be saved after change over.
Another point against use of wooden tanks is the
inherent limitation of wood to bear higher
temperatures. With the result that the tempera
ture of the acid bath cannot be increased beyond
115°F. But with polyster tanks it is possible to
increase the temperature beyond 200°F. It is
a well known/higher fact that/temperatures will
permit a higher rate of pickling. This is another
major advantage of using polyster tanks. Another
factor in favour of polyster tanks is its light
weight and so it is easy to handle. The increase
in pickling rate due to higher temperature is ex
pected to bo
This will be reflected in lower
consumption of acid for pickling. If’ the estimated
cost of acid consumed in pickling tanks per annum
is estimated to bo about ten lakhs of rupees the
saving in acid consumption itself is expected to
be 509t 000 per annum.> If'
’ ' any
„ one can calculate and. compute
the advantages of polyster tanks in terms of rupees
and paies? it may be observed that the initial
high cost of the tank is more than of set by the
savings in running costs.
I
WREITEN
COMxMUNI CATION
REWRITE the following by reorganising the material and making necessary
corrections
REPEAT COURSE ON
PRODUCTIVITY IMPB3VEME1VT IN OFFICES
The Jamshedpur Chapter of SAE is planning to arrange a repeat
course on "Productivity Improvement in Offices1 from tuesday the
14th Oct. 197S to Friday 24th Oct, 1978, at Jamshedour Management
Development Centre.
As mentioned in August, 1977 issue of CONTACT, we held a
course of the same title during 4th to 15th Jan. 1977 in which we
were forced to accommodate 38 participants and refused a few last
minute entry.
Mr. K.R. REGE-GM, J/IMSHEDPUR CONSTRUCTION CO. LTD.,
was the Chief Guest in the valedictory function.
On repeated request from many comers we are again repeating
the course as mentioned above,
'The participation fee has been kept
same as last time, as follows:-
Nominees of Industries
Nominees of Industries (inst.Members, of SAE)
Individuals
Rs. 150/.. Rs 125/Rs’. 100/-
In addition, a limited number of seats has been kept reserved
for members of SAE or those who have completed the part time courses
conducted by our chapter
c1* association
1^11:
„L_ ~I.E.E., Jamshedour.
in
with
Sofar 6 batches of supervisors from various Industries have completed
this course.
The participation fees for SAE members or alumkU-s of the above
mentioned courses of SAS are only its.50A . The
xue last date for accepting
such concessional candidates is 6th October 1978.
PLEASE CONTACT QUICKLY YOUR CHAPTER COUNCIL
MMBERS TO AVAIL THIS OPPORTUNITY
2.
/A
executive and Professional Industrial Engineer
like Mr. John,’ :^presenting us in the NHQ, we are confident that
our activities will be more glamoured in future with further
co-operation from NHQ.
diffinnJf f314 that employees have stood by the company during the
ficuit times created by the last recession which is happily in
offing now and earlier by shortage of raw materials and power which
the
dUe 7
WTlllnS co-operation and matured judgement of
the employees and the management.
Mechanisation, improved technology and sophistication may create
industries
COnsumers ^ods which ^eate more, and more employment in other
Sheet No* 2
Office Supervisory Development Course(Refresher)
Extract from a minutes of a safety meeting
11.
It was decided that effective on or about
March 1st all supervisors including Assistant
Foremen would be required to make a weekly
report very briefly in writing on the
housekeeping in their departments,
Generally
speaking, this report should be brief and yet
include all improvements or changes which
have been made in the sections from the time
*
of one inspection to the time of another
inspection.
Sheet No. 2
Office Supervisory Development Course(Refresher)
Extract from a minutes of a safety meeting
".11.
It was decided that effective on or about
March 1st all supervisors including Assistant
Foremen would be required to make a weekly
report very briefly in writing on the
housekeeping in their departments.
Generally
speaking, this report should be brief and yet
include all improvements or changes which
have been made in the sections from the time
of one inspection to the time of another
inspection.
H
Sheet No.2 A
The narration given on sheet No.2
could be concised as follows*”11» weekly report on housekeeping
It was decided that from 1st March 1978,
all supervisors should send a brief
weekly report on housekeeping in their
areaso
The report should also indicate
the improvements made between any two
successive inspection dates*
All supervisors”
Sheet No®3
Extracts from the
Minutes of the meeting held with the
President^ Tata Workers* Union, Jamshedpur
Meeting No
Date;
Times
Pl ac e;
0
16/78
13-2-78
3 o 00 p .m.
G qM . (Op ) & D' s room
Present;
3a ri Do?.Kharia
ii
U.V»rini
Dp o J -J .Irani
31 ri S,N.Mishra
si •
Shri K.CoCherian
I!
If
H
S.N.Patel
K.P. Verma
RoP. Sinha
subject
Shri VoGoGc Pal
ii
U .N .P rasad
act ion k-
Sheet No93
Extract s f ran the
Minutes of the meeting held with the
President^ Tata Workers1 Union, Jamshedpur
Meeting Noo
Bates
Times
Pl ac e..
16/78
12-2-78
3 o 00 p #m •
GoM.(Op) & D* s room
Present s
Shri DoP.Kharia
ii
U.VoFini
Dr. J .J .Irani
d'iri S.N .Mishra
si •
Shri K.CoCherian
SoN.Patel
It
K.P. Verma
!!
RoP. Sinha
H
subject
Shri VoGoGcpal
”
U .N .Prasad
act ion by
3-Day Office Supervisory Development Course
------------------ -- -------- (Refresher)__________
-M-AID TO MINUTES WRITING
1.
TMDC - 23. 2/78
What is a "minutes"
Relevant to style of management
4
I
3.
Minutes - a tool for action; a record for future use;
a document of interpretations
4.
Preparing for a meeting
'
4. 1.
4.2.
4.3.
4.4.
4.5.
4.6.
4.7.
4.8.
4.9.
previous experience
awareness of the subject
better attend the first meeting as an Observer
participants - who is who?
formal agenda - makes task easy
full background papers necessary
subjectwise folders - in serial order
use of a note book preferred instead of loose sheets
Check whether participants have been informed
5. Attending the meeting
? ■
5.1.
5.2.
5.3.
5.4.
Choose a comfortable and necessarily, a seat of vantage
seek introduction if this is the first meeting
date/ time/place/ attendance
Concentrate on discussion
(i) people like their own words being quoted
(ii) look for facts - missing a fact is risky
(iii) look for decisions
(iv) personal remarks to be excluded
(v) ’action by whom’ should be stated
(vi) jot down associated words - no verbatim record
6. Format
6.1.
6.2.
standard format
-enumeration, indention, pagination
7. Writing the minutes
•i
7.1.
7.2.
7.3.
7.4.
7.5.
7.6.
language - simple, understandable, brief
Dse of name depends upon the convention
]must write immediately after the meeting
consult others when in doubt
approval/confirmation of minutes (as per convention)
signing of minutes (again convention)
8- Typing
8.1.
8.2.
8.5.
generally single space
legible copies/cyclo styling (care in stencilling)
endorsement of copies
9. Despatch
9.1.
9.2.
*
clear instruction as to number of copies
a good gesture if the minutes is sent side-punched
(but exceptions)
9.3.
extra copies
10. 1 Follow up1 action
11. Indexing
M
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INTRODUCTION
(Strictly for private circulation)
f,The Guide Line to Domestic Enquiry” has been prepared in detail
to ensure that the enquiry is conducted in a proper way so that the
action based on the proceeding by the management is not challenged in the
court 01 law and undesirable ‘element is not thrust under the reinstatement
order of the court which may create a problem of increasing indiscipline
in the organisation affecting the efficiency of the industry. It has also
al so
to.be borne in mind that by challenging the action of the management in the
Tribunal/High Court/Supreme Court the discharged/dismissed employee is
in a favourable position because the Tribunals are not strictly bound by the
contractual terms between the employer and the employee but are guided also
by the principles of equity - i.e. what is fair and right having regard to
the interest of the community as a whole
i'
which requires industrial peace
and ensures certain amount of security
’ \ of service to the employee.
~
~It stay
be noted in this context that there is no specific code like Criminal and
Civil Procedure Codes to regulate the proceedings of the domestic enquiiy
in our country. Of course,’ the Law Courts have expressed their views as to
what should be done and what should be avoided in the domestic enquiry to
ensure justice to the aggrieved employee and at the same time to protect the
right of the management for administering the industiy with efficiency and
discipline.
Supreme Court in case of Indian Iron & Steel Co.Ltd. Vs. the Workmen
1958(1) - LLJ - 260 approved the jurisdiction of the Tribunal to interfere
with the order of the management (dis charge/dismiss al) in the following
circumstances :
i)
ii)
iii)
iv)
Where there has been want of good faith or
Where there is a violation of the principles of
natural justice or
Where there has been victimization or unfair labour practice or
Findings of the enquiry is perverse or not supported by the facts/
evidence adduced in the enquiiy.
Further, in the case of Sur Enamel and Stamping Works ltd. Vs. their
Workmen 1963 IT.J
357 the Supreme Court has outlined the procedures to
ensure natural justice to delinquent employee. They are
1) The employee proceeded against has to be informed dearly of the
charges levelled agiinst him.
2) The witnesses are examined in presence of the chargesheeted
employee.
3) The employee has been given fair opportunity to cross-examine the
witnesses deposing against him.
4) xle is given fair opportunity to examine/his witnesses including
aim self in his defence if ne so wishes.
p.2
5) Enquiry Offic-er records the findings with reason
for tne same in the enquiry report.
The principles followed in'formulating the guide lines are
based,on the above views of the Supreme Court in keeping with
tne fundamental rights of each individual employee and the
management on one hand and the existing procedure being followed
in our Company on the other.
10 Mar 1978
(S.S. 4HMSD)
DY. PERSONNEL MAN4GER(EMPLOYMENT)
p.3
7.
The Enquiry should start with the Management Representative
stating the Management case in brief.
8.
After stating the Management case in brief, the Management
Representative should present his witnesses one by one, and in
each case, the charge sheeted employee should be allowed to
cross-examine the witness.
9-»
After the Management’s case is over, tne witnesses of the charge
sheeted employee should be examined in tne same manner, and the
Management Representative should be asked to cross-examine the
charge sheeted employee’s witnesses.
XO.
The statement of the charge sheeted employee should be recorded
in the end. In the last 3.0./C.E.C. must ask the delinquent
employee whether he has to submit anything more, In case be has
nothing further to submit, the same may be recorded at the end of
the statement before closing the Enquiry.
But if the delinquent employee has admitted his guilt clearly
without any inducement or fear, his statement may be recorded f irst
and in this case the lengthy process of enquiry may b? avoided,,
This view has been expressed by the Supreme Court in the case of
Central Bank of India Ttd. Vs. Karunamay Banerjee - 1967(2) T’T J - 739.
11.
(a)
The charge sheeted -employee cannot cross-examine his
own witnesses.
(b)
The charge sheeted employee can cross-examine his own
witnesses only after declaring him hostile, if ha is convinced
that particular witness has been acting against his interest-.
(c)
Ine charge sheeted employee will be allowed to examine his
own witness to clarify any point if he so desires, during his
examination •
12.
(a)
Witnesses may be recalled during the enquiry for re-examination/
seeking clarification by tne either j^arty but in such a case
one opposite party may cross-examine him if he so desires.
13.
Signatures of tne members of the Enquiry Committee, Management
Representative and charge sheeted employee should be taken on t|ie
statements of all the witnesses, along witn the signature of* the
witness concerned. These signatures should be clear and legible
and date of signing the statement must be mentioned.
p.4
p.4
14.
In case the statement is recorded in English, which is'not
understood by the witness or the c harge sheeted employee, the
.same, should be read out and translated and explained to him in
xiindi by the Enquiry Of lie er/ Chairman, before obtaining his
signature, and the same should be duly endorsed on the stated ent
by the Enquiry Oil icer/Chairman.
15.
During the enquiry when a witness is being examined, no other
witxiess, either from the side of the Management or the - charge
sneeted employee, should be allowed to be present.
16.
It is essential that the enquiry is completed expeditiously, and
should be finished in minimum number of sittings, at a stretch.
Care should be taken to see that all the persons involved in the
enquiry, including the .members of the Enquiry Committee and the
management Representative, should not normally be. allowed to
proceed on leave, to avoid delay in completing the enquiry.
The enquiry can be postponed on the request of either the*
Management Representative nr the chargesheeted employee only on
reasonable grounds, provided the Chairman, Enquiry Committee/
Enquiry Officer is fully convinced of th° same. In short,
long adjournments of the Enquiry should he avoided.
17.
The Chairman of the Enquiry Committee np the Enquiry officer
shall conduct the enquiry ax-parte, provided hn is 'satisfied
that the chargesheeted employee is deliberately avoiding to
appear before the Committee, on one pretext or the other, and he
is fully convinced of the same.
.
18.
The Enquiry Officer can disallow an irrelevant question
mentioning proper reason for the same, but he should be discreet
in doing so.
19.
In case waere an employee lodges a complaint against another
employee and on which an Enquiry Committee is constituted, there
is no need to appoint a Management Representative.
20.
If any member of the Enquiry Committee is not able to attend the
enquiry on a particular date due to unavoidable circumstances,
the proceedings of the enquiry should continue.
21.
Once the proceedings of an enquiry start, neither the
Enquiry Officer/Chairman, Enquiry Committee, nor any member of
the Committee can either be changed or replaced. '
22.
On03 the proceedings of an enquiry is marked as closed, it should
not be re-opened unless agreed by both the parties.
23.
If the delinquent employee refuses to sigp his own statement or
the statement of any witness examined/cross-examined in his
presence, the act of not signing the same should be mentioned by
the E.O./C.ft.C. certified by two independent witnesses.
p *6
?
Q
P 5
ROLE OF THE GHAIRM^,
GCWilTTSE/KT^UIRY OFFICER.
After being appointed the Chairman, Enquiry Committee, or
Enquiiy Officer, in writing, he may proceed as follows :
a)
Intimate in writing to the charge-sheeted employee, other members
of the Eaquiry Gcmmittee, and the Management Representative, the date,
time and place of enquiry. This should be followed for the subsequent
dates of the enquiiy sc fixed, in case it gets adjourned. Where enquiiy is
postponed, to the next day or for a short period and the date and time is
agreed upon by all concerned and recorded in the order sheet, this notice
need not be given for subsequent sittings.
b)
If the charge-sheeted employee requests the presence of the Uni on
Committee Member or the representative of the Tata Workers’ Unicn (in case
there is no Union Committee Member in the section), an extra copy of t he
intimation letter with the date, time and place of the enquiry may he
handed over to the charge-sheeted employee, to be delivered to the Union
Committee Member or the Union Representative, as the case may be.
The Enquiiy Officer shall maintain an order sheet in which he shall
record in brief,
c)
(i)
(ii)
(iii)
day-to-day proceedings,
reason for postponing the enquiry on the date it is fixed , and
attendance of the persons who attend the enquiry.
The (ordsr sheet -shall be signed by- - the Siquiry Officer/Chairman
•
*
.
after noting down the details and he shall also obtain the signatures of
the Management Representative and the charge-sheeted onployee
snployee on the
same date.
d)
The Enquiry Officer/Chairman shall open the proceedings of the
enquiry in the following order. It is always preferable that the
Enquiry Officer/Chairman should note the proceedings of the enquiry in. his
own handwritings. In case he takes the assistance of a stenographer i..n
recording the statement, then in that case he should make an endorsement
at the bottom of each statement recorded during the enquiiy ’’dictation at
my instance”, and put his signature, along with the signature of the
stenographer.
(i)
He should ask the Management Representative.to.state the
case before all present and note down the details given b^
the Management Representative in his order sheet.
(ii)
After the Management Representative presents the case, the
Management witnesses should be examined one by one. In each
case, the charge-sheeted employee should be given opportunity
to cross-examine the Management witnesses.
p.7
P«6
(iii)
On the conclusion of the evidence from the Management’s side,
the Enquiry Officer/Chairman should request the charge-sheeted
employee to present his witnesses and evidences, if any.
(iv)
The Management Representative should be given opportunity to
Cross-examine the charge-sheeted employee’s witnesses.
(v)
The piquiry Officer/Chairman and/or the other members of the
Bnquiiy Committee may put question to any witness of the
anagement or the charge-sheeted employee to seek clarification
on any relevant point •
(vi)
The Enquiry Officer/Chairman should see to it that.no irrelevant
question is permitted in the enquiry.
(vii)
He should, if asked for, clarify any point raised either by the
charge-sheeted employee, or by his Union Representative or
Committee Member. •
(viii)
On completion of the enquiiy, the inquiry Officer shoujld prepare
the enquiry report and pass it on to the punishing authority.
The writing and submission of report is essential even if the
enquiry officer is himself the punishing authority - Samunagar
Jute Factory Go.Ltd. Vs. their workmen 1964(1) LLJ - 634.
(ix)
While preparing the enquiry report, the enquiry Officer/C.E.C.
must submit his findings which should be supported by the
evidence adduced in the enquiry and he must also mention his
reason for arriving at the conclusion. It is not necessary that
the charge alleged against the delinquent employee must be^
proved beyond all doubts. In other words, in a domestic enquiry,
same.degree of proof is not necessary which is required' in
criminal cases. The highest court in India in the case of
Martin Burn Ltd. Vs. R.M.Banerjee (1958(1) LT.J-247) has observed
• ...a prima facie case does not mean a case proved to the
hilt. .It is to be seen whether on the evidence adduced in the
case, it was possible to arrive at the conclusion drawn by the
management” .
(x)
The Chairman, ^hquiry Committee/'Enquiiy Officer, should not
recommend punishment to be given to the charge-sheeted employee
while submitting his report.
-
■
•;
.
.
.
*
P 7
ROLB OF MAiUGmaiT WRfcSl'JTATIVB
The Management Representative is appointed by the Management to
present its case before the Enquiry Committee. In doing so, he has the
following role to perform:
i)
At the very outset of the enquiry, he will state in brief,
the case before the Enquiiy Committee.
ii)
He will present and examine the witnesses and produce relevant
documents on behalf of the Management.
ill)
He will clearly mention the names of the witnesses to be presented
before the Enquiry Committee, on behalf of the Management.
iv)
He should cross-examine the charge-sheeted employee and his
witnesses.
v)
Ha will raaain present throu^i out the enquiiy.
vi)
The Management Representative will have the right to declare
the Management witness hostile if he finds that the witness is
giving inconsistent evidence to Management’s case, and then
cross-examine him.
vii)
The Management Representative, while examining a management
witness, should not ask leading questions.
viii)
The Management Representative is allowed to put leading
questions to the witnesses of the charge-sheeted employee, while
cross-examining them. But this should be avoided as far as
possible.
NOTE;
Care should be taken that a witness in the case directly or
indirectly, should not be appointed as a Management
R ep reseatative•
*
«
p«8
i
RCLE OF LIE UNION Cqi^ilTTEjg
MAHha
thf ch*r€e-sheeted employee wants the Ccsnmittee
Member of the Union to be present during th« enauirv
Tn
Officer any such points relating to the procedure as hf my consider
appropriate. As an observer, he is not, however, expected to mt
dirpcf Iv °r eV°n
de^in<luen't employee in answering questions <or
directly cross-examine witnesses." - DPL/10177/73 of 30 Nov 1973,
•?ar thQ benefit of our friends, it is necessary to know the
legpl views expressed by the Supreme Court on the issue of representation
by the representative of the Union in the domestic enquiry. The
*
Supreme^Court in case of N.Kalindi Vs. Telco - i960 II LI J
22a
Brooke Bond India Ltd. Vs. Subra Raman - 1961 II T.Tj 417 observed that
the employee against whom an enquiry has been held has no right to be
represented by a representative of the Union.
“
b9
The same view has been
reiterated clearly by the Supreme Court i..
in case of Dunlop Rubber Co.Ltd.,
65 I - LLJ
427 that the refusal to allow
llou representation by any
Union unless the Standing Orders confer such ri^it did not
’
proceedings of domest-ic enquiiy, However, the position of vitiate the
our
Company
has been explained in the above <cited circular. Since our
rules
provide
representation by the Union Officials
- 1 as an observer with limited^
scope, it is proper to allow such
representation by the Union executive
committee member of the section in the enquiiy as an observert
»
*
t
4
APPEJDH A
7
THE TATA IROH & STEEL. COMPLY, LIMITED
IDEM AT OF ORDER SHEET
proceedings of domestic enquiry relating to Charge-sheet No.
dated
. IssuedDepartment
P.No.
(Designation)
T.No.
RQC.etiv.ed. MD! s/^s/GSi s/Superin tend ent ’ s Letter/Memo No.
appointing me as an Enquiry. Officer to conduct the
Dt.
above enquiry.-
Dt.
Notice issued to parties concerned vide Memo No.
on
Issued on
intimating them that enquiry will be held
(say 5-4-74) at 9 a.m./2 p.m. in the office of the
Sd/-Jhquiry Officer
t
The cojup.lainant/Management representative is present.
The charge-sheeted employee is also present. The. Complainant/
Management representative- has given a list of witnesses and
Sig .ature of
Date
documents. The chargesheeted employee has also/has not-given
hot l the
fixed list of witnesses and■ documents. At the outset the undersigned
parties.
5-4-74 explained to both the parties about the procedure which would be
for
followed during the enquiry. They did not raise any objection,
Sd/enqui- In the beginning the Management witnesses were first examined and
Sd/after
that
they
were
cross-examined
by
the
charge-sheeted
employee.
iy)
j
The enquiry was then adjourned to 9-4-74 as agreed by both
parties.
from the charge-sheeted
Received an application dated
employee that he would not be able to attend the enquiry due to
his wife’s illness. Time allowed till 12-4>.74. Parties
informed.
9-4-74
The Complaiaant/Management representative is present.
The charge-sheeted employee is also present. The chargesheeted employee cited Sri 1R’ as his defence witness.
Sri ’R‘ was examined by him and after that he was cross-examined
by complainant/Management representative. The charge-sheeted
workman was examined in the last and cross-examined by the
Gomplainant/Management representative .
12-4-74
The enquiry report is enclosed.
Enquiry Officer
U
Memo No*
Dt.
Issued on
Sd/-
Si lature
of rhe
pa -ies.
Sd/-
Sd/L
<
17-4-74
Enquiry. Report submitted to Supdt ./GS/®f/MD
Enquiry Officer.
■List of documents produced by-Complainant/
Managemeiit Representative.
.Letter No.
'
Dated
1.
This letter relates to
■M-l
2.
.M-2
3.
I
.M-3
List of documents produced by
Workmen/Opp. party Sri
1.
2.
3.
W-l/S-1
.W-2/S.2
.W-3/S.3
♦
&
J
ITS CO MAiJAGEbEk T DEVELOPbSNT CENTRE
THE NEW TRUCK DILEEMA.
(General
Instructions)
You work for the. telephone company and one of you will be
the foreman whale the others will be repairmen.
Hie job of a
repairman is to fix phones that are out of order, and requires
knowledge and diagnostic skills as well as muscular skills.
Repairman must climb telephone poles, work with small tools, and
meet customers. The foreman of a crew is usually an exrepairman
and this happens to be true in this case. He has an office at
the garage location but spends a good deal of time making rounds,
visiting the places where the men are working. Each repairman
works alone and ordinarily does several jobs in a day. The foreman
gives such help and instruction as are needed.
t
The repairmen drive to the various locations in the city
to do repair work. Each of them drives a small truck and takes
pride in keeping it looking good. The repairmen have a possessive
feeling about their trucks and like to keep them in good running
order. Naturally, the men like to have
new tracks too,
because a new truck gives them a feeling of pride.
i
Here are some facts about the trucks and the men in the
crew that report to Walt Marshall, the supervisor of repairs.
George
17 years with the company, has a 2-year-old Ford
truck
t?
ft
!!
ii
5-year-old Dodge
rt
ft
i?
If
4-year-old Ford
ii
ii
3-year-old Ford
ii
w
n
5- year-old Chevrolet H
Bill
11
John
10
Charlie 5
Hank
3
Most of the men do all of their driving in the city, but John
and Charlie cover the jobs in the suburbs.
- A Role-Play Exercise
IT
♦
CAPITAL
PROJECT
DE7EL0PMEM
Board
Board’s approval
C. E. C. 0.
Preparing the
case for GECC-
For sanction
j 4- C.
A.
0.
K
Departments
C. E. & D. D.
Consultation on
technical aspects
Development. / \ of projects
Hxing
priorities
Divisional Head
Study Group
j--- >
Scrutiny of estimate, .
return on investment
etc.
>L.
D.
F.
A.
Working of Return oil
Investment
C• E« & Di D•
Preliminary scrutiny &
updating of estimates.
Proposals j
Department - I
Proposals
Department - II
i___ ____________
I
Proposals
Department - III
SOURCES AtJD UTILISATION OF FJNDS
(Rupees in crores)
1974/75
1973/74
1972/73
1971/72
15.18
9.77
5.52
6.17
15.11
0.60
16.63
17.51
16.07
0.32
30.89
26.72
1.44
24.47
13.96
1.46
4.23
7.70
Total for
1970/71 1970/71 to
1974/75
SOURCES OF FUNDS
1 . Cash generated
from operations
(a) Profit after
taxes
(b) Depreciation
(c) Other income*
(d) Total
2. Net increase in
borrowings
3. Net decrease in
working capital**
44.06
0.67
7.42
16.10
0.80
22.91
24.32
129.31
2,62
81.42
3.83
27.35
3.26
5.88
44.85
28.18
31.32
30.61
27.58
162.54
18.21
19.66
26.05
20.27
20.67
104.86
5.27
1.64
24.21
UTILISATION OF FUNDS;
4. Capital investment
5. Net decrease in
borrowings
6. Dividends
7. Net increase in
wor’ring capital**
5.11
3.29
21.53
5.23
44.85
28.18
5.27
5.27
5.07
31.32
30.61
31.83
27.58
* Including reserves created by a charge to operation, tax refunds etc.
** Stocks and stores, book debts, advances and cash balances less trade
creditors, provisions etc.
162.54
t
I
Budget and Budgetary Control
The formulation of Budgets - setting out targets for achievement,
priorities in spending is an attempt at self-discipline and serves as a
guideline for the future. In fact it is not enough to-day to budget on a
short time basis. Perspective planning is necessary to achieve results.
Our capital budget projections to-day cover periods of 10/15 years.
CAPITAL 3UDGBTS:
Following the broad category of divisions, there are five capital
budgets covering activities of the Companyi) Works Capital Budget:
ii) Town Capital Budget;
iii) Mines Capital Budget;
iv) Collieries Capital Budget;
v) Miscellaneous Capital Budget (Administrative offices outside
the Works, stockyards etc.)
Capital budgeting is a continuous process and in any capital budget
there will be one part covering the ’carry-cver’ i.e. the projects sanctioned
in the past years and in course of execution. In the allocation of funds
priority lias to be given for the carry over items w?nich have to be completed
to earn a return.
The second part of the budget will be the new items proposed for the
year. The proposals originate at the departmental level and in case of
diversification, improvements, modernisation etc., at higher levels.
There is a format for presentation of a proposal, the major factors
to be put forward being the essentiality, the priority to be accorded, estimate
and a working of the return on the investment. Hie Divisional Head will
screen the proposals and give priority according to the available finance.
The selected items are then forwarded to the Engineering Division for
processing into comprehensive schemes with first stage estimates and financial
studies by the Accounts Division expressing the expected return. These schemes
are further scrutinised by the Study Group and placed before the Capital
Expenditure Control Committee, on whose approval they are then forwarded to
the Head Office for taking Board’s approval. This exercise in respect of
schemes pertaining to renewals and replacements is done in four quarterly
instalments. Major schemes i.e. those costing above Rs.25.00 lakhs are not
bound by the procedure for quarterly submission.
The detailed, processing schedule has been shown in the chart which
has been distributed to the participants of the course.
After receiving the Board sanction before expenditure is incurred,
it is obligatory that the Executing authority obtains an executive sanction
from the competent Sanctioning authority. The sanction request will relate
the expenditure to of the first stage estimate of the scheme, which is the
first control at source. The Data Processing Department later submit a quarterly
..2.
2
report of the recorded costs, and the undischarged commitments to the
Divisions, from which the progress of expenditure will be availaole to
the executing authority. Corrective action in case of potential over-run
is to be taken when such over-run is detected by submitting a revised
estimate.
Project control is important for timely execution and control
of costs. The conventional Status Reports etc. are being replaced by
more sophisticated techniques such as PERT and GPM.
The project completion is granted only after a ’’Make—Good Report”
is made out by the Accounts Division, so as to display the results against
objectives set out.
REVENUE BUDGETS;
The producing departments are controlled through operation
rendering general services both inside and outside
budgets. 1Departments
~
the Works, are controlled through a number of Revenue Budgets. There are
9 major revenue budgets as follows:
iii)
xv)
Vl)
vii)
viii)
ix)
Town Revenue Budget.
Medical Revenue Budget.
Technical Institute Revenue Budget.
Welfare Revenue Budget.
Community Development Revenue Buiget.
Public Relations Department Revenue Buiget.
Tisco House Revenue Budget.
St. John Ambulance Brigade Revenue Buiget.
General Administration & General Works Expenses Budget.
The revenue budgets are compiled on the basis of historic actuals
of the past up-dated by any special features pertaining to the current period.
A large bulk of the provision under revenue budgets relate to wages
and salaries, which is already controlled through the fixing of the standard
>
other
items
lias
to
be
achieved
by
keeping
commitment
force.
The control on c-- ----- --- registers for each item and watching the balance available before msking
An expenditure statement prepared by the Accounts
further commitments.
sent
to
the
various divisions from which over-runs may be
Division is
detected and corrective action taken.
In administering the Revenue Budget, re-appropriations are illowe(i
to certain extent between one head and another, so long as the total buiget
is not exceeded.
***
TISOO LLANAGSMENT DEVELOPMENT CENTRE
THS FACTORIES ACT, 1948
(Summarised. Version by TIME)
Object
The object of this Act is to regulate he 1th, safety, welfare
and working hours of the factory workers, so tnat the workmen can
have a safer healthier and pleasant environment. The Act has special
provisions relating to employment of women and children.
Sec. 2(m) Factory means any premises including the precincts thereof
(1) Whereon ten or more workers are working or were working on any
day of the preceding twelve months, and in any part of which a
manufacturing process is being carried on with the aid of power, or
is ordinarily so carried on, or
(ii) Whereon twenty or more workers are working or were working on
any day of the preceding twelve months, and in any part of which a
manufacturing process is being carried on.
Sec. 2(k)
Manufacturing process means any process for:-
(i) making, altering, repairing, ornamenting, finishing,
packing, oil.ing, washing, cleaning, breaking up, demolishing
or otherwise treating or adapting any article or substance
with a view to its use, safe transport, delivery or disposal,
or
(ii) Pumping oil, water, sewerage, or any other substance, or
(iii) generating, transfoiming. or transmitting power, or
(iv) composing types for printing, printing by letterpress, litho
graphy, photogravure or other similar process or book
binding or
(v) Construction, reconstructing, refitting, finishing or break
ing up ships or vessels
(vi) Preserving or storing any article in cold storage
Sec. 2(1 ) Worker means a person employed, directly or by or through
any agency (including a contractor) with or without the knowledge
of the Principal Employer whether for remuneration-or not whether
for wages or not, in any manufacturing process, or in cleaning any
part of the machinery or premises used for a manufacturing process,
or in any other kind of work incidental to, or connected wiUx the
manufacturing process, or the subject of the manufacturing process
but does not include any member of the armed forces of the union.
Sec. 2(n) Occupier of a factory means the person, who has ultimate
control over the affairs of the factory, and where the said affairs
are entrusted to a managing agent, such agent shall be deemed to be
the occupier of the factory.
The Inspecting Staff
The State Government has conferred powers on the Inspectors, who are
specially appointed to enforce the provisions of this Act and other
(p.t.o.)
2
industrial laws.
These inspectors visit factories periodically.
Health
This Act contain provisions to ensure that cleanliness is main
tained in the factories and that suitable arrangements are made for the
disposal of wastes and affluents. There are also provisions for pro
viding adequate ventilation, maintaining a comfortable temperature,
preventing' over crowding by providing a minimum space of 350 to 500
cubic feet per worker, adequate lighting, pro Lsion of drinking water,
latrines, urinals and spittons.
Safety
This act makes a provision for fencing of machinery. Wsmen and
young persons are not allowed to lubricate or adjust any machines while,
they are operating. There are provisions to ensure precautions against
dangerous fumes, explosives or inflammable gas .and fire hazards..
Welfare
Provisions are also made for welfare purposes like washing,
storing and drying facilities, first aid appliances, ambulance room,
canteens, shelters, rest room, lunch rooms and creches.
Working Hours
Working hours are specified in the Act as not more than 4$ hours
in a week, not more than 9 hours a day but not more than 5 hours con
tinuously after which a person is entitled to half an hour!s rest.
Overtime wages are specified as double the ordinary rate of wages.
Special Provisions
Some of the special provisions under the Act make it obligatory
for the manager of a factoiy to renort to the authorities fatal acci
dents and injuries which keep the workers away from his work for more
than 43 hours. Under these provisions the State Government has armed
itself with the power to appoint any competen person to enquire into
the causes of any accident occurring in a factoiy or of a notifiable
disease.
Penalties
Penalties for contraventions of any provisions of the Act
on the part of occupier and the manager, punishable with imprison
ment upto 3 months or with fine upto Rs. 2000 or with both. Conti
nued contravention attracts an additional fine of Rs.75/- per day.
Repeated convictions may result in imprisonment upto 6 months and
fine which may extend up to Rs. 5000 or with both.
- IIPM Annual. Conference Souvenir (1977)
151277
TISCO fWlAGEINENT DEVELOPMENT CENTRE
INDUSTRIAL EMPLOYMENT (STANDING ORDERS) ACT, 1946
(Summarised Version by IIMB)
The purpose of the Act is to remove a certain number of the causes of
Industrial Disorder and is to require the employers to make the con
ditions of employment precise and definite. The Act intends to pres
cribe the conditions in the form of standing order governed statutorily
The best introduction of this Act is to read the schedule to the Act,
which lists of matters which are to be provided for in standing orders.
They are:
1.
(Classification of workmen, e.g. whether permanent,temporary,
apprentices, probationers, or badlies.
2.
Manner of intimating to workmen periods and hours of work,
holidays, pay-days and wage rates.
3.
Shift Working
4.
Attendance and late coming
5.
Conditions of procedure in applying for, and the authority which
may grant leave and holidays.
6.
Requirement to enter premises by certain gates and liability to
search.
7
Closing and reopening of sections of the industrial establishment
and temporary stoppages of work and the rights and liabilities of the
employer and workmen arising therefrom.
6.
Termination of employment, and the notice thereof to be given by
the employer and workmen.
9.
Suspension or dismisal for misconduct and acts or omissions which
constitute misconduct.
■
10.
Means of redress for workmen against unfair treatment or wrongful exaction by the employer or his agents or servants.
11.
Any other matter which may be prescribed.
The Act applies to every Industrial Establishment as defined in Payraent
of Wages Act, wherein one hundred or more workmen are employed or were
employed on any day of the preceeding twelve months,. Appropriate Government will be competent to extend the Act to ather classes of Industrial
Establishments rr tgrant exemption where necessary by notification in the
official gazette after two months notice.
The Act provided that any establishment to which the Act applies or
becomesapplicable must draft standing orders concerning all the matters
listed in the schedule and within six months five copies of draft stand
ing orders should be submitted to certifying officer or labour commissioner.
This must he accompanied by a statement giving prescribed particulars of
the workmen employed in the Industrial Establishment including the name
of the trade union to which the workmen belong pending the certification
of the standing orders model standing orders must be applied in the estab
lishment and it is not necessary that the draft standing orders conform
perrectly with the model standing orders. However they should not be in
conflict with it. 1In the
‘’ certifying process, the certifying officer will
hear the worker’s objections,,
any, and must determine whether all the
(p.t.o)
2
matters provided in the schedule are properly covered.
Cnee the certified orders came in'.-o operation they may not be modified
for a period of six months except by mutual consent. After the.lapse
of six months they may be modified at the request of either side by
another application to the certifying officer.
;
As per the provisions of the Act, an employer who fails to submit draft
standing orders, as required by the Act or who modifies his standing orders
contrary to the provisions of the Act shall be punishable with fine which
may extent to upto Ks.5,000/- and in case of continuing offence with a
further fine up to Rs.200/- per day. Any employer who does any act in
contravention of standing, orders finally certified under the Act shall be
punishable with fine extending up-to Rs.1000/- and in case of continuing
the offence with a further fine up to Rs.25/- per day. But before the
prosecution government sanction should be obtained.
-IIPM Annual Conference Souvenir
(1977)
loOol
23178
s
TISCO MANAGEMENT DEVELOPMENT CENTRE
INDUSTRIAL DISPUTES ACT, 1947
(Summarised Version by IIMB)
i
The purpose of The Act is to harmonise the relations between the
employer and employes. It affords a machinery to settle disputes that arise
between the management and workers which, if not settled would undermine
industrial peace and cause dislocation and even collapse of business essen
tial to ths life of the community,
'Industrial Dispute' means any dispute or difference between employees
and employers, or between
-’
empluyers
and* workmen, or between workmen and
workmen, which is connected with the employment
z-- j or non-employment or the
terms of employment or with the conditions of labour, or any person.
'Workman' means any person employed in industry to do mannuaJ, clerical, tech
nical er supervisory work but excludes supervisors drawing wages exceeding
Rs.500 P.F1. and managarial administrative staff.
diistr<=?d!i^-A2t W?rks Committees are required to he constituted in inlal establishments employing 100 or more workmen. The ..committee should
consist cf equal number'of representatives of employers and workmen.
The works committees are charged with responsibility of promoting
measures for securino and preserving amity and good relations between emplo
yer and workmen, and to that end to comment upon matters of their common
in erest cr concern or to endeavour to compose any material difference of
opinion in respect of such matters. The committee is not intended to supp
lant or supersede the unions.
Conciliation:
The appropriate Government may appoint such number of con
ciliation officers charged with the duty of mediating in and promoting the
settlement cf industrial disputes. For such purposes Boards of conciliation
fAlh1r!yHfernn2Tvt^'3d\ Co?ciliat°rs, i? not successful, have to report the
failure nf conciliation to the Government based on which the Government may
decide tc refer or not to refer a dispute for arbitration or adjudication.
he agreements entered in conciliation are binding on all parties while agree
ments entered directly between parties bind only the parties concerned.
4. Ths EpproPriate Government may refer an industrial dispute
fwithn! b •
hear both Parties on the matter and give an award
ithout judicial proceedings) which is binding on parties. The voluntary
tratnr^Z -H ^rbltration normally before adjudication, mutually agreed arbitrator decided by agreement between the parties is also provided under the
Adjudication: The
The appropriate
appropriate GovernmentGovernment may refer any dispute on matters
fCo"rn:d0 uliSS :
t0 3 L£b0Ur C°Urt’ C0Urt
Inquiry or Tribunal
for
adjudication
and 0rdTTTT-°?„_
determination OfThe d^PUte throu9h an auara or ri3Port
to the
GovernmTt.Tw
—5 are binding cn parties.
Strikes & Lockouts:
Special provisions are made relating to strikes and
is mandatnrv
n
Lock°uts relating to public utility services. Notice
prohSuo^ of sf
tO StrikeS 01
There is a general
a«<JudSation oroceadinnr
dbrin9 “nciliation, arbitration and
o«judicaticn proceedings and for a further period cf seven days in the former
case and two months in the later two cases. So also during the period in
which a settlement or award is in operation the workmen cannot strike or
hv thB em^°yers °annot lock-out in respect of any of the matters covered
cLX ' tl8mBnLnr ^d- 5trike'S and 1-k-outs against the statutory
Strike nr a^tr^k
lnci<-out declared in consequence cf an illegal
net be ilJana?
declared in consequence of an illegal Icck-cut will
net
illegal. Financial aid to illegal strikes or lockouts is prohibited.
Lay Off:
The provisions of the Act in respect of lay-off will not
apply to
seasonal character8Jn.e®tabl|isl?ment ^ot being an establishment of a
whirh
4- i
which work is perf urmed only intermittently)
»h„h
j...
„e„
8nt-;ork_
p .t .□
s
TISCO MAiWMT DEVEL0H4ENT CENTRE
JAP
THE NATURE OF GROUPS
1.
A group is different from an aggregate of people.
2.
The difference is qualitative. An aggregate of people becomes
a group if there is:
a. a common task
b. interdependence amongst the members
c. interaction
3.
The conversion of an aggregate of individuals into a group does
not happen at a point. It happens on a continuum, In other
words, there are degrees of !groupness’.
4«
Degree of ’groupness depends on the amount of cohesion within
the group. Cohesion is determined by valence.
5.
Valence is the attraction a member of the group feels for the
group. Valence is increased by:
a. greater prestige within the group
b. valued members are likely to be more attractive
c. co-operative relationship rather than competing reliionship
d. heightened interaction
e. size - smaller units more likely to be cohesive
f. similarity of interest
g- events outside the group, i.e. danger
h. if position of the group is improved in respect of other groups
6.
Valence is^decreased:
a. when members disagree about the"way'“to solve ‘ the Tpro-blem
b. if one has unpleasant experience in it, i.e.,
i. not being able to take responsibility for own roles
ii. not being able to make a contribution
c. when a group makes excessive and unreasonable demands on its
members
d. when other members are too dominating
e. law status of the group in the community
f. competition within the group
7.
Consequences of cohesion:
a . members who are highly attracted to the group exhibit
behaviour beneficial to it
b. they are more willnng to take on responsibilities
c. they participate more readily in discussion
d. they persist longer in working towards difficult goals
e. they remain members longer
f. they more readily try to influence others
they are more will ing to listen to others
gt
h. they are more ready to accept others1 opinions
they more often change their minds to take the views
of their fellow members
j- they place greater value on group roles
k. they adhere more closely to group standards
l. they are more eager to protect group standards by exerting
pressures upon or urging persons who transgress them
m. they are less likely to be jumpy or nervous in group activities
n. release from tension in membership activities
x
9977
i
TISCO MANAGEMENT DEVELOPMENT CENTRE
OAP
PEER
RATING
1.
Participations
2O
Talkativeness:
3.
Acceptance s
4.
Influence in the groups
5.
Positive contribution to decisions:
6.
Function in the group
7.
Contribution to group atmospheres
8.
Feelings expressed in the group:
FORM
(task or maintenance role)s
i
9.
9977
Other comments, if any;
TISCO IWAGENENT DEVELOPMENT CENTRE
COMMUNICATION IN TATA STEEL
Communication in Tata Steel is not just a matter of giving and
receiving orders. Aware of the benefits of good communication as well
as of the dangers resulting from its absence, the Company management has
evolved a multi-lateral system suited to its needs. With more than
36,000 persons under its employ at Jamshedpur, Tata Steel relies for
communication mostly on its 3,000 and odd supervisors and executives.
It is these men who form the most vital link between top management and
the employees. To facilitate their task in maintaining effective
communication, they are continuously fed with information on Company’s
policies end progrc'.mmes as well as on matters of interest to employees
not all of whom know English or Hindi, the two languages used in the
Company for written communication.
The most common objectives of Tata Steel’s communication policy are:
*
To maintain effective transmission and reception of orders
and instructions;
*
To ensure adequate upward reporting;
To encourage ideas and suggestions from all levels and
to redress grievances;
*
To make available such facts and opinions as will assist
employee development and advancement;
♦
To provide adequate formal communication and. thus to
eliminate rumours.
For the fulfilment of these objectives the Company employs the
following media for _(al upward and (b) downward communication.
ORAL
K
Media common for both (a) & (b)
WRITTEN
Media common for both (a) & (b)
Meetings
Dialogue Sessions
Open Interviews
Telephones
House Journals
Social Functions & Picnics
Downward
Downward
Personal Instructions
Counselling
Programmes at TMDC
Films & Slides
Canteen Broadcast
Upward
Face-to-face Reports
Union Representation
Letters and Circulars
Notice Boards
Works Standing Orders
Annual Reports
Handouts
Upward
Reports
Grievances
Suggestions
Surveys
...2.
2
MEETINGS
Heads of the Departments;
A meeting of the heads of departments under the General
Superintendent is held once a week. Other Divisional Heads, too, meet
week the officers reporting to them. The Managing Director also
holds his daily noon meeting with Divisional Heads and others. All
these meetings are held with the objective of gathering information,
tnSfhpSf9dPrOfb 1rS WhiCh ariS8 eUBry Week’ 9iuing necessary information
to the heads of departments and following-up pending items.
Personnel Officers;
taking place there, and any other worthwhile information.
Departmental Meetings;
The heads of departments hold regular meetings with their
afJfectina^them0,r1t1htU^?,
v^ws and reX •
10
higher level of management^
UJorkmerl to acquaint them with matters
a11 ths aboue stings the
310
transn,ittsd to the next
bonus etr0rm!ro°n-0f ar\ur9Gnt nature Hke new wage structure, annual
called bJ^.hPT 91-en n1 SPSCial meetin9S °f heads °f departments
caned by the Managing Director.
Dialogue Sessions;
travel down
•°r9an^sation> communications get distorted when they
travel down the line. Many employees have suggestions to offer on
company polioies and practices, besides improving the effectiveness
of
company operations9j
n order to meet these requirements, a series of
dialogue sessions are being held in the organisation with profit.
They are;
1.
MD’s monthly dialogue session
with about 100 senior
e:xecutives•
2.
MD’s quarterly dialogue
session with the first three levels
of officers in each department, numbering about 1300,
3.
Divisional Head' s quarterly dialogue session with his \
officers; and
; 4.
Departmental Head’s
mini-dialogue session with his
supervisors.
At each dialogue
session, action taken or proposed to be
on
each
?ne previous
previous session, is reported.
there is ^-^raised
a <. - at the
.
a11
taken
Thereafter,
Puestion-and-answer session at which
questions on all matters
------------j are discussed.
Open Interviews;
Procedure, a system of
object of allowing the
...3.
I
3 ;-
aggrieved employees to voice their grievances. This helps in the
redressal of grievances at the lowest possible level. The Deputy
Personnel Nanager (Employment) holds an open interview every week to
meet employees to hear problems relating to employment. At open
interviews held by the General Nanager (0) & Director, representatives
of the Personnel Division process all grievance cases.
ND has earmarked an hour in the morning, when he is in
Damshedpur, for employees at all levels with problems and grievances
to meet him at TNDC, Such interviews give considerable satisfaction
to each interviewee in as much as he has a patient hearing of his
problems by the chief executive of the Company, This also helps to
bridge the wide hierarchical gap in the organisation, ND also signs
and sends a reply to each interviewee within 15 days.
Telephone;
Nost of the officers have been provided with P & T and Tisco
telephones in their offices and homes to facilitate the process of
communication. Outside general shift duty hours, instructions are
passed and reporting done through telephone.
Social Functions and Picnics;
men
Social functions provide ample opportunities for officers and
to freely interact and exchange information regarding the Company.
Picnics, held by the various departments from time to time, alsp
allow ample opportunities for free and frank discussions between
workers and supervisors. Since picnics have established their use
fulness as an important medium of communication, they are encouraged
by managementc
Personal Instructions;
Another tool of communication in Tisco is face-to-face exchanges.
Such dialogues mostly during supervisors’ round in their respective
sections, offer opportunities for knowing each other’s views and also
for talking them over. Since not all employees can read and write,
oral communication assumes great importance. That is why much reliance
is placed in all departments and sections on this method.
Counselling;
Employees often approach their supervisors or personnel officers
either to relate their domestic problems of to seek clarifications
about departmental procedures and actions. Such meetings provide the
supervisors opportunities to educate workers and to know their minds.
This kind of counselling is adopted in all departments.
Programmes at TMDC;
The various training programmes at TNDC provide yet another
forum for participants to establish a two-way communication between
the various levels of management. It provides a forum for the
supervisors to get acguainted with the policies and practices of the
Company in their proper perspective. At the same time, it inculcates
in the supervisors a sense of belonging and responsibility, besides
a feeling of participation in management.
v
Problem-oriented courses offered to supervisors at TNDC give
them a better idea of the inter-relationship and inter-dependence of
of each section
----- in a department and each department in a division.
..,4.
-? 4 ?-
Dialogue sessions regularly held with senior executives at these courses
help participants to understand and appreciate current issues and problems
facing the Company from time to time, as also the action taken thereon.
Another special feature of training sessions is to elicit participants’
suggestions on departmental problems during the course and at special
syndicate sessions. Later, a reporting back session is arranged to
intimate to participants the action taken or proposed to be taken on
their suggestions. All these serve as effective channels of communication
in the company.
Films and Slides;
Audio-visual aids are also employed to educate employees about
steel making, joint consultation, community development and other subjects.
The Company has even produced films on these subjects and these are
occasionally screened at TMDC, clubs and other organisations.
Central Broadcasting in Canteens;
A >very effective
‘
and reliable system of communication with employees
is maintained by canteen broadcasts.* Know as the Central Communication
System, these broadcasts, originating from a small room in the. G. S Office,
are heard in all the central canteens inside the Works. Besides keeping
the workers posted with important Company circulars, notices and
achievements of the different departments and individuals, these broad
casts seek to spread the messages of safety, family planning 9 small
savings. In addition, international and national news, based on news
agency reports, are also featured.
Face-to-Face Reports?
Workmen’s instructions down the line and their reports to supervisors
on the day’s activities are instances of upward channel of communication.
Meetings of 39 Joint Departmental Councils, where matters relating to
production, safety and welfare are discussed, help to maintain a vital
link with the higher management.
Union Representations;
Union representatives in each department keep meeting departmental
heads to discuss problems connected with production and personnel. Such
meetings are a good source of information about happenings in the plants.
Whenever anything important is reported at these meetings, the matter is
communicated to the higher levels of management.
Written Communication?
The media of written communication are also varied and multilateral.
House Journals;
Tisco News and Tisco Samachar , which are brought out by the Public
Relations Department every monthi, keep employees and supervisors informed
of achievements and important events in the various departments inside
and outside the Works.
Supervisor’s Newsletter prepared by the Joint Consultations Section
every month, is distributed free to all supervisors and above. This
Newsletter publicises policies of management, organisational changes from
time to time, promotions, appointments and other matters. For technical
personnel, the Company brings out Tisco (quarterly), Technical Bulletin
(monthly) and Information Bulletin (monthly).
...5.
I
5
Reports:
Heads of departments submit to G 5 reports on production every
day. Other heads of departments submit monthly reports to their
divisional heads. Personnel Officers also report to Chief Personnel
Manager daily events of significance, if any. CPM in turn, submits a
summary to General Manager (0) & Director and Director of Industrial
Relations. These regular reports help in maintaining uninterrupted
communication between the workers and the supervisors on the one hand
and between different levels of management on the other.
Grievances $
Voicing of grievance is another method by which information
travels upwards. The reaction of employees to the various practices
followed in departments is measured through grievances. By knowing
employees’ minds, management takes steps for improving faults in the
administrative system, and by removing their grievances, it helps in
keeping
industrial
. '
1 peace.
Suggestions g
One of the most effective media for upward written communication
is the system of submitting suggestions. The Suggestion Box Scheme,
introduced in Tisco in 1945, has evoked excellent response from
employees and led to greater production, productivity, better work
methods, lower costs, and the like.
Circulars and Annual Reports;
Other media of written communication which help in keeping
employees in touch with management are notices, circulars, letters,
standing orders, Company’s annual reports and the reports of various
departments. Through a net-work of notice boards,notices and circulars
are displayed in all departments for the information of employees.
Surveys on various matters affecting the Company are conducted
from time to time. Information thus gathered helps management in
formulating new policies and in removing communication gaps.
(Adapted from ’’Man Management in Tata Steel” published on the occasion
of the Silver Dubilee Celebration of Tisco’s Personnel Division,
1973. Pp 89 - 93)
--- 0O0---
25.3.78.
STAFF TRAINING INSTITUTE
Kindly read all the questions under three groups
and tick five under each group which you feel
are most important as a supervisor in Tisco<
GROUP-I:
-■J
PROBLEl^ YOU FACE
Absence of clearly laid down policies
Inconsistencies in practices
Frequent changes in decisions by higher level(s)
Absence of adequate authority to take decision(s)
Frequent interference in work by superior(s)
Inflexible rules acting as deterrent effective
and speedy decisions
( ) Apathy of subordinate(s) to assume responsibility
( > Lack of competonco on the part of subordinate (s)
( ) Lack of involvement of superior (s)
( ) Lack of guidance on the job
( ) Absence of an objective reward system to
encourage better performance
(
(
(
(
(
(
♦
*
)
)
)
)
)
)
( )
( )
)
)
( )
Lack of trust and openness amongst peers
Interdepartmental/lntersactional Conflicts
Interpersonal conflicts
Lack of team spirit
Poor morale among middle and junior level
supervisors
(}
)
( )
Indiscipline amongst workers
High rate of absenteeism among workers
Absence of a well-planned strategy to meet
emergency in work
Any other important problem(s)
«
( )
GROUP-II: SKILIS YOU NEED
I
(
(
(
(
(
)
)
)
)
)
(
(
(
(
(
)
)
)
)
)
(
(
(
(
(
)
)
)
)
)
( )
( )
( )
( )
( )
Administrative skill
Skill in organising for results
Analytical skill
Docision making skill
Communication skill
Interpersonal competence
Human Relations skill
Leadership skill
Motivational skill
Conflict Management skill
Planning skill
Skill in administering changes
Skill in dovo loping subordinate (s)
Skill in delegation
Skill in Committee work
Skill in instruction
Skill in methods improvement
Skill in interviewing
Skill in counselling
Any othe-' skill(s)
2
GROUP-m: TWINING YOU WISH TO UNDERGO
( ) Principles of Management
( ) Administnative Management
( ) General Management
( ) Personnel Management
( ) Industrial Relations and Labour Laws
( ) Discipline and Morale
( ) Domestic Enquiry
( ) Group Dynamics
( ) Effective Communication (oral and written)
( ) Quantitative Management Techniques
( ) PERT/CPM
( ) OR
( ) Target Seeting and Evaluation
( ) Work Planning
( ) Finance Management
( ) Marketing Management
( ) Materials Management
( ) Inventory Control
( ) Production Management
( ) Quality Control
( ) Cost Control/reduction
( ) Systematic Maintenance
( ) Office Organisation and Methods
( ) Government Relations
( ) Computer Management
( ) Systems Management
( ) Industrial Engineering
( ) Official Correspondence/Report writing
( ) Any other training needs.
J
r
- Media
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