1. Training for Everyone Involved
As indicated in the outlined literature, training and development is an integral
component TPM strategy. Training enables organisations to ensure people develop
and are constantly updated with required competencies for managing the given
organisation (Wakjira and Singh, 2012:4). Training helps in initiating change and
absorbing newer technologies and can be viewed as a systematic development of
knowledge, skill, attitude and behavioural patterns that will help a person achieve a
higher level of competence (Srivastava, 2005:97).
Srivastava (2005:100) suggests that a training needs analysis should be performed
for the different people working in the plant as it’s more effective in identifying gaps
in areas of knowledge and skill. Once the training analysis is complete appropriate
training material must compiled into friendly modules to ensure that the training
facilitator can adequately transfer the knowledge (Angeles, 2011:9 and Srivastava
2005:102). According Kumar and Suresh (2008:224) and Wakjira and Singh
(2012:4), both propose that TPM training should be carried out in four phases.
Pahse1: Lack both theoretical and practical ability (needs to be taught)
Phase 2: Knows theory but not in practice
Phase 3: Has mastered practice but not theory
Phase 4: Mastered both practice and theory (Suresh, 2008:224 and Wakjira and
Singh, 2012:4).
For effective transfer of learning’s, Wireman (2009:157), recommends the use of
methods such as role plays, simulations, lectures, panels, demonstrations, on the job
training, and case studies. Training is expensive and must be evaluated to meet
multiple outcomes such as participant satisfaction, applicability of training,
performance improvement, training impact, and return on investment (Wiseman,
2011:28).
In a TPM environment, education and training is a continuous process
and an important step in meeting the business objectives (Angeles, 2011:9).
Angeles, R. (2011). Total Productive Maintenance. [online]. Available from:
http://www.rsareliability.com/TPM%20Materials.pdf [Accessed 22 June 2013].
2. Wireman, T. (2009). Training Programs for Maintenance Organisations. Industrial
Pres Inc.: New York.
Wiseman, M.L. (2011). Evaluating the Effectiveness and Efficiency of Continuous
Improvement Training. Masters Thesis. Oregon State University. Available from:
http://ir.library.oregonstate.edu/xmlui/bitstream/handle/1957/21737/WisemanLindsay
M2011.pdf?sequence=3 [Accessed 22 June 2013].
Srivastava, D. K. (2005). Strategies for Performance Management. Excel Books:
New Delhi.
![Training for Everyone Involved
As indicated in the outlined literature, training and development is an integral
component TPM strategy. Training enables organisations to ensure people develop
and are constantly updated with required competencies for managing the given
organisation (Wakjira and Singh, 2012:4). Training helps in initiating change and
absorbing newer technologies and can be viewed as a systematic development of
knowledge, skill, attitude and behavioural patterns that will help a person achieve a
higher level of competence (Srivastava, 2005:97).
Srivastava (2005:100) suggests that a training needs analysis should be performed
for the different people working in the plant as it’s more effective in identifying gaps
in areas of knowledge and skill. Once the training analysis is complete appropriate
training material must compiled into friendly modules to ensure that the training
facilitator can adequately transfer the knowledge (Angeles, 2011:9 and Srivastava
2005:102). According Kumar and Suresh (2008:224) and Wakjira and Singh
(2012:4), both propose that TPM training should be carried out in four phases.
Pahse1: Lack both theoretical and practical ability (needs to be taught)
Phase 2: Knows theory but not in practice
Phase 3: Has mastered practice but not theory
Phase 4: Mastered both practice and theory (Suresh, 2008:224 and Wakjira and
Singh, 2012:4).
For effective transfer of learning’s, Wireman (2009:157), recommends the use of
methods such as role plays, simulations, lectures, panels, demonstrations, on the job
training, and case studies. Training is expensive and must be evaluated to meet
multiple outcomes such as participant satisfaction, applicability of training,
performance improvement, training impact, and return on investment (Wiseman,
2011:28).
In a TPM environment, education and training is a continuous process
and an important step in meeting the business objectives (Angeles, 2011:9).
Angeles, R. (2011). Total Productive Maintenance. [online]. Available from:
http://www.rsareliability.com/TPM%20Materials.pdf [Accessed 22 June 2013].](https://image.slidesharecdn.com/training-131216072911-phpapp01/85/training-1-320.jpg)
![Wireman, T. (2009). Training Programs for Maintenance Organisations. Industrial
Pres Inc.: New York.
Wiseman, M.L. (2011). Evaluating the Effectiveness and Efficiency of Continuous
Improvement Training. Masters Thesis. Oregon State University. Available from:
http://ir.library.oregonstate.edu/xmlui/bitstream/handle/1957/21737/WisemanLindsay
M2011.pdf?sequence=3 [Accessed 22 June 2013].
Srivastava, D. K. (2005). Strategies for Performance Management. Excel Books:
New Delhi.](data:image/gif;base64,R0lGODlhAQABAIAAAAAAAP///yH5BAEAAAAALAAAAAABAAEAAAIBRAA7)