We live in an era of fierce competition, be it at an individual or at an organizational level. Businesses today have to be ready to compete against each other as advancements in technologies take the world by storm. Companies, therefore, have to seek ways to respond quickly to the ever-changing markets and their requirements to not only stay afloat but also to thrive and surpass their competitors. Cross-training and multi-skilling can be looked at as one of the methods for improving the efficiency and productivity of individual employees, and hence the organization at large. Topics to be covered What is multi-skilling? Advantages of multi-skilling Categories of multi-skilling Key elements of a multi-skilling program How multi-skilling helps organizations.

1. A unique way to train, retain and develop

2. Multi-Skilling is a talent that can prove to be very beneficial and effective in the workplace. This skill is valuable for both employee and
employer, especially in today’s fast-paced nature of modern organisations.
How multi-skilling is beneficial to employees;
•Greater job opportunity, collaboration and flexibility
•Personal goals achieved efficiently
•Increased Job security
•A deeper understanding regarding the Business as a whole
•Better growth prospects and employee development/building on existing skills
How multi-skilling is beneficial to an organisation;
•Optimal utilisation of workforce, aware of organisational needs
•Easy development of employees across projects and departments
•Increased productivity and better quality of deliverables
•Flexible and adaptable workforce
The scope of any multi-skilling program is to:
•Identifying critical skills for multi-skilling
•Identifying the personnel for multi-skilling
•Measuring the effectiveness of the skills imparted
•Identifying trainers and train them for future skill development
•Effective retention and C&B policy and process
Objective & Scope

3. Pre- Requisites to Rolling out the Multi-Skilling Framework
•Visualizing change
• Imagining the impact of multi-skilling on the organization
•long-term employment
•stable working environment
• Evaluate different options for multi-skilling viz. cross-
functional or in related fields
•Fair appraisal and treatment
•Better pay and rewards for skilled workforce
•Buy-in from different stakeholders
• Consultation in a wider context having buy-in from all
stakeholders (including HR) fitting in the overall organization
culture.
• Consultation with the workforce on the program and having a
buy-in.
• Receiving feedback from program results in discussions with
supervisors, whilst setting the next target.
•Types of Multi Skilling
•Vertical Multi Skilling
•Horizontal Multi Skilling
•Different forms of Horizontal Muti-Skilling
•Skill Broadening
•Cross Skilling / Dual Skilling
•Depth Multi Skilling

4. Approach Methodology
Analysis Implementation Sustainability
Key Skill Assessment Identification of Resources Imparting the key skills Ensuring Effectiveness Developing Sustainability
Defining and finalization of the skill Identifying individuals with the right Training staff in the requisite activities Reviewing or laying down the Laying down economic, social and
catalogue basis key skills required for potential, not necessarily high and assessing the effectiveness of successful induction, internal job environmental factors governing
multi skilling performance commensurate with the necessary skills and knowledge movement and retention processes sustenance
skill catalogue. acquired.
Critical skills assessment and
identification
Necessary to separate highly specialized
jobs from the cross-functional training
program
Necessary to invest in training programs
which encourage staff to set their own
training objectives, so as to internalize
the objectives of the program
To avoid stagnation and deskilling By creating an enabling culture, a
robust retention strategy is required for
skilled manpower.
 Review the exiting skill catalogue
 Establishing the basis for
identifying tasks and skills as
critical
 Grouping skills on the basisof
type and level of complexity
Identifying tasks as routine and
non-routine, activities carried out
under normal, abnormal and
emergency conditions
Identification is done basis following
inputs:
 Detailed job profiles, including
key performance areas and
performance measurement
criteria
Performancemanagement
aligned to staff’s key
performance areas, indicators
and targets
 Complete record of the staff
demographics
 Defining the training needs for
each staff from Skill Matrix
 On-the-job training, followed up
by assessment and validation
Refreshertraining
 Blended training – degree
programs with specificskills
training
 Augmented Reality (AR) for
computer based simulation
learning modules
 Awareness among supervisors
and FLMs of the new skills
acquired by the workforce and
make sure that staff use them
 Review of current policies and
process related to C&B, rewards,
retention, PMS, training,
development and deployment
 Identifying trainers from amongst
the trainees for future trainings
 Review of training programs for
adequacy
 Update Skill Card / Boards /
Matrix / Catalogue as per
schedule
 Frequent development of
questionnaires and modules for
continuous learning.
Set of key skills to be used as basis for
multi skilling program – Skill Catalogue
Job level and category agnostic pool of
resources for multi skilling– Skill Matrix
Updated Skill Chart providingindividual
and function strengths andweaknesses
Clearly laid out retention and C&B
policies, processes & Increased
Deployability
Continuous and consistent supply of
multi-skilled human resources.
KEY STEPS
IMPERATIVES
KEY ELEMENTS
OUTPUT

5. Review and Development of the Skill Catalogue
KEY ACTIVITIES DELIVERABLES
•A comprehensive skills catalogue
•grouped as per complexity
•prioritized for criticality
• Core and cross-functional skills segregated
under each level of complexity
• Recording procedure for the activities being
carried out for a job / process
• Following activities are done with team leader, supervisor, manager, process
owners and HR:
• Validate the existing skills and tasks vis-à-vis the KRAs and task analysis
for both simple and complex tasks
•Identify any new tasks and skills required to work in a process or team
• Compare the above list with skills listed in National Skills Qualifications
Framework (NSQF)
•Segregate all tasks into
•Core Skills (CS) and Cross-functional Skills (CFS)
•Check for duplication of tasks/ activities
•CFS is the laundry list for possible areas of multi-skilling
•Establish the basis for identifying tasks/ skills as critical
•Do a deep dive on the CFS to prioritize them as per above criterion
• Evaluate the current job responsibilities (in terms of skills, knowledge &
behavioral requirements) from the perspective of training needs for each
complexity level
PHASE 1 – IDENTIFICATION OF CRITICAL SKILLS – 1 OF 2
Sustainability
A CB Implementati
on
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6. S. No. Skill Group Process Core Skills Cross Functional Skills
1 Machine Operation Sole Press Operation Machine Operating
PVC Machine Operation PVC Machine Oerating
Split Machine Operation SplitMachine Oerating
Groving Operation Groving machine operating
Embossing Operation Embossing machine operating
Clicker Operation Clicker machine operating
2 Calander Operation Strap Calander Operation Strap calander operating
Strap Press Opereation Strap press operating Mixing Mill Operating
Kneader Operation Kneader operating Mixing Mill operating EVA calander operating Weighingman
PHASE 1 – IDENTIFICATION OF CRITICAL SKILLS – 2 OF 2
SAMPLE OUTPUT
Sustainability
A CB Implementati
on
Skill Catalogue - Sample
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7. KEY ACTIVITIES DELIVERABLES
• Skill Matrix giving job level and category
agnostic pool of resources for the multi-
skilling program
•Process to update the matrix periodically
• Communication to employees on perceived
skills and gaps for better transparency
• Interviews/ interactions with team leader, supervisor, HR to:
•Set the expectations from the Multi-Skill programme
•Understand current roles and responsibilities and skill matrix
•Know the existing PMS system , career path, if any
• Gather the demographic data of the relevant employees to spot the
potential for new roles and training (max potential)
• Conduct FGDs with the supervisor and HR to capture their views on
current skills catalogue, skill matrix and performance parameters.
•Identify the set of employees for multi-skilling program basis
otheir potential to grow horizontally and vertically
oand meeting the Level criteria (ideally Level 3 & 4)
• Identify learning and development needs vis-à-vis skills identified for
multi skilling
PHASE 2 – IDENTIFICATION OF RESOURCES – 1 OF 2
Sustainability
A CB Implementati
on
What it takes to be part of this Multi-Skilling Program…
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8. Skill Matrix - Sample
Sustainability
A CB Implementati
on
Ason Department:
0
1
2
3
Do not know
Knows but can not do
Can do undersupervision
Can do independently
Can do independently and train others also 4
Photo
of
worker
Photo
of
worker
Photo
of
worker
Photo
of
worker
Photo
of
worker
Photo
of
worker
Photo
of
worker
Photo
of
worker
Name ofworker Name ofworker Name ofworker Name ofworker Name ofworker Name ofworker Name ofworker Name ofworker
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
Photo
of
worker
Name ofworker
Soft&MandatoryJobrelatedMultiSkill
PHASE 2 – IDENTIFICATION OF RESOURCES – 2 OF 3
SAMPLE OUTPUT
Skill Matrix Board
Location
S. No.
Name with Photoof
Workers
Process/Skill
Manpower
Level 0 Level 1 Level 2 Level 3 Level 4
Helper Fresh / New Entry Semi Skilled Skilled Expert
Required
Available

9. SAMPLE OUTPUT
PHASE 2 – IDENTIFICATION OF RESOURCES – 3 OF 3
Skill Matrix – Levels
Sustainability
A CB Implementati
on
•Demonstratementalandphysicalabilitytoperformajobwithoutaspecificskill intechnical/ functionalarea
•Demonstrateknowledgebyrecall(narrowrangeof areas),basicpracticalskills (useof relevanttools)
•Performasequenceofroutinetasksgivenclear direction
•Receiveandpassonmessages/information
•Demonstratebasicoperationalknowledgeinamoderaterangeof areas;
•Applyadefinedrangeofskillsandknownsolutionstoalimitedrangeofpredictableproblems
•Performarangeoftaskswherechoicebetweenalimitedrangeofoptionsisrequired
•Assessandrecordinformationfromvaried sources
•Takelimitedresponsibilityforownoutputsinworkandlearning.
•Demonstratesomerelevanttheoreticalknowledge
•Applyarangeofwell-developedskillsandknownsolutionstoavarietyofpredictableproblems
•Performprocessesthatrequirearangeofwell-developedskillsrequiringsomediscretionandjudgment
•Interpretavailableinformation,usingdiscretionandjudgment
•Takeresponsibilityforownoutputsinworkandlearning
•Takelimitedresponsibilityfortheoutputof others
•Demonstrateunderstandingofbroadknowledgebaseincorporatingsometheo. concepts
•Applysolutionstoadefinedrangeofunpredictable problems
•Identifyandapplyskill/knowledgeareastowidevarietyofcontexts,withdepthin someareas
•Identify,analyzeandevaluateinformationfromavarietyofsources
•Takeresponsibilityforownoutputsinrelationtospecifiedquality standards
•Takelimitedresponsibilityforthequantityandqualityoftheoutputof others
4
3
2
1
0
SKILL LEVELS

10. KEY ACTIVITIES DELIVERABLES
• Refined skill matrix including desired skills
levels and recommended trainings for each
level
• Certificated employees for individual skills at
each level and department wise skills
inventory
Putting MS program in operation will involve following steps:
• Assign the desired task and skill level for each individual in the skill matrix
• Identify gaps in consultation with the managers / supervisors /
employees vis-à-vis desired levels
• Develop the training calendar based on TNI study and skill gap analysis of
Skill Matrix
•Training sessions to ensure:
o Availability of content in local language (Hindi in this instance)
o Sessions scheduling to minimize production losses (half day or
weekend sessions)
o Training content is available in local language (Hindi in this
instance)
o Duration and timing of sessions to be set to minimize production
losses (half day or weekend sessions)
PHASE 3 – IMPARTING THE KEY SKILLS – 1 OF 2
Analysis
A C
Sustainability
B
Imparting the Key Skills to Develop a Pipeline of Multi-Skilled Resources
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11. S. NO. NAME LEVEL
MACHINE /
OPERATION 1
MACHINE /
OPERATION 2
MACHINE /
OPERATION 3
MACHINE /
OPERATION 4
MACHINE /
OPERATION 5
PPROBLEM
SOLVING
SKILL
COMM. SKILL
POINTS
REQUIRED
POINTS
OBTAINED
PRESENT
EXPERTISE
TARGET FOR
NEXTMONTHBusiness Line Department
TRAINER A C D B B EXTERNAL EXTERNAL
1 Hawai
PU
Moulding
ABC
AT PRESENT 3 3 3 2 2 1 0 14
74%
15
REQUIRED 3 3 3 3 2 3 2 19
2 DEF
AT PRESENT 1 2 1 0 0 1 0 5
36%
6
REQUIRED 3 3 3 0 0 3 2 14
3 GHI
AT PRESENT 2 2 2 1 0 2 0 9
53%
10
REQUIRED 3 3 3 3 0 3 2 17
4
AT PRESENT 1 1 1 1 0 1 0 5
29%
6
REQUIRED 3 3 3 3 0 3 2 17
5
AT PRESENT 0 0 0 1 1 0 0 2
13%
2
REQUIRED 3 0 3 3 3 2 2 16
6
AT PRESENT 1 0 1 2 2 0 0 6
40%
7
REQUIRED 3 0 3 3 2 2 2 15
7
AT PRESENT 0 0 0 0 0 0 0 0
0%
0
REQUIRED 2 0 0 0 0 2 2 6
8
AT PRESENT 1 0 0 2 1 0 0 4
33%
4
REQUIRED 2 0 0 3 3 2 2 12
9
AT PRESENT 1 0 0 1 1 0 0 3
27%
3
REQUIRED 2 0 0 2 3 2 2 11
EMOPLOYEE SKILL STATUS CHART
SKILL LEVEL COMPETENCE COLOUR CODE
POINTS OBTAINED : 48 EXPERT LEVEL ABLE TO TRAIN OTHERS OR LEAD 4
TOTAL POINTS : 127 SKILLED LEVEL CAN PERFORM INDEPENDENTLY 3
EXISTING MULTISKILLING % : 38% LEARNING LEVEL CAN DO THE JOB UNDER SUPERVISION 2
TARGET TILL MAR-07 : 42% INFORMATIONAL LEV HAS KNOWLEDGE 1
ENTRY LEVEL INCOMPETENT 0
Skill Chart - Sample
PHASE 3 – IMPARTING THE KEY SKILLS – 2 OF 2
SAMPLE OUTPUT
A
Analysis
C
Sustainability
B
 Use of on-the-join the process, refresher, blended,
role plays, shadowing, mentoring, and AR training
delivery methods for effective dissemination
 Skill development institutes (like Amity Skill Dev
Cell) to be leveraged
 Gurukul at M&M and Paathshala at Minda are
training initiatives worth emulating
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12. KEY ACTIVITIES DELIVERABLES
• Effective deployment schedule
• Measuring ROI on training imparted
• Reduction in errors, absenteeism, attrition,
complaints
• Linking rewards & recognition with multi-
skilling program
• Involve employees in the process so that they feel encouraged to participate.
• Supervisors are aware of the new skills acquired so that it can be used effectively for
deployment schedules, salary increases, promotions & retention.
• After 15-30 days of training, review effectiveness of learnings imparted and acquired
before and after the training using Kirk Patrick model of effectiveness:
• Reaction: Towhat extent did the participants find the training useful, challenging,
well-structured, organized, and so on?
• Learning: Towhat extent did participants improve knowledge and skills and change
attitudes as a result of the training?
• Behavior Application: Towhat extent did participants change their behavior back in
the workplace as a result of the training?
• Performance Impact: What measurable organizational benefits resulted from the
training in terms such as productivity, efficiency and revenue?
• ROI approach by Jack Phillips.
• Review the policies and processes (like rewards, recognition, retention, PMS and
deployment) for effective assimilation of learning behaviors. Eg., linking pay,promotion &
increment with the skill level and degree of multi-skilling.
PHASE 4 – ENSURING EFFECTIVENESS – 1 OF 3
Analysis Sustainability
A C
B Implement
ation
Deriving Effectiveness out of the Program
Reactions Learning Behaviour Results
Questionnaires Tests Behavioural or
competency
questionnaires
Performance
data
Group review Simulations Focus groups
Self assessment Interviews
Trainer
assessment
Observation
Action plans and
assignments
Critical incidents
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13. 0 .0 0
1 0 .0 0
2 0 .0 0
3 0 .0 0
4 0 .0 0
5 0 .0 0
20 units
30 units
B e f o r e trai ni ng After trai ni ng
Productivity
SAMPLE OUTPUT
Deployment Schedule / Effectiveness Chart - Sample
PHASE 4 – ENSURING EFFECTIVENESS – 2 OF 3
Analysis
A C
Sustainability
B
Please give us your frank reactions and comments. They will help us to evaluate
this program and improve future programs.
Program :
Facilitator :
1. How do you rate the subject (interest, benefit,etc)
a.Excellent
b.Very Good
c.Good
d.Fair
e.Poor
2. How do you rate the facilitator? (knowledge, ability to deliver and communicate?)
a.Excellent
b.Very Good
c.Good
d.Fair
e.Poor
3. How do you rate the facilities? (comfort, convinience, etc)
a.Excellent
b.Very Good
c.Good
d.Fair
e.Poor
4. What would have improved theprogram?
…………………………………………………………………………………
…………………………………………………………………………………
Net Program Benefits
Program Costs
X 100ROI =
Example :
•Costs per program (25 participants) Rs 88,500
•Benefits per program (1st year) Rs 230,625
Rs 230,625 – 88,500
Rs 88,500
ROI = X 100
ROI = 161 %
Measuring and
Analyzing trainee
feedback
Measuring the benefits
Collect
Data
Effects of
Training
Isolate the Convert Data
to Monetary
Values
Calculate ROI
of Training
Tabulate
Program
Costs
Identify
Intangible
Benefits

14. Deployment Schedule / Effectiveness Chart - Sample
PHASE 4 – ENSURING EFFECTIVENESS – 3 OF 3
SAMPLE OUTPUT
Analysis
A C
Sustainability
B
RESPONSIBILITY MATRIX POST TRAINING
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15. KEY ACTIVITIES DELIVERABLES
• Reduction of training cost in the future
• Revised training content
• Continuous and consistent supply of multi-
skilled resources
• 30% of what is actually taught transfers to the job in a way that
enhances performance. Repeat such programs.
• Closely evaluate the effectiveness of the 20% trainings costing 80% of
the money. As lot of money is invested (2% - 5% of payroll cost), remove
such programs.
•Conducting regular trainings every 3-6 months.
•Use multi-skilling for horizontal growth and prepare for next level role.
•Revise the training content and modules for continuous learning.
• Keep in mind the resources whose salary is lower in the compa ratio.
This would give a window to give them a hike even in tough times.
•Supervisors and HR to review training programs for adequacy.
•Regular update of Skill Card / Matrix / Board on weekly / monthly basis.
•Identify Trainers (Level 4) and award them “Trainer Cap”
PHASE 5 – Developing Redundancy / Sustainability
Analysis
A CB Implementat
ion
Ensuring Continuity of the Program and its Effective Utility…
The Transfer Partnership
Trainee Trainee recognizes need for
new skills
Trainee Trainer
Trainer designs and/or
delivers learning experiences
Trainee Trainer
Manager supports learning
and application on the job
Manager
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16. Thisis aconfidentialdocumentsolelyfor the useof client personnel. Nopart of it maybecirculated,quoted, or reproduced for distributionoutside the client organization without priorwrittenapproval from ElezorConsultingServices
Contact
Elezor Consulting Services
B-50, 2nd Floor, Dayanand Colony,
Lajpat Nagar – 4
New Delhi –110024
India
ManjotSinghAulakh
Phone+919560017779
Emailmanjot.singh@elezorcs.com
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