FEED BACK ON STUDENTS INDUSTRIAL TRAINING FOR ...

V. K. Bansal et. al. / International Journal of Engineering Science and Technology Vol. 2(9), 2010, 4807-4816

FEED BACK ON STUDENTS INDUSTRIAL TRAINING FOR ENHANCING ENGINEERING EDUCATION QUALITY: A SURVEY BASED ANALYSIS V. K. BANSAL Department of Training and Placement Y.M.C.A. University of Science and Technology Faridabad-121006, India

SANDEEP GROVER Department of Mechanical Engineering Y.M.C.A. University of Science and Technology Faridabad-121006, India

ASHOK KUMAR Department of Electrical Engineering Y.M.C.A. University of Science and Technology, Faridabad-121006, India Abstract: Indian industrial sector is passing through highly competitive phase due to globalization. Cut throat competition is predominant and quality is one of the decisive factors for sustainability. The role of industrial training in the engineering curricula of different universities is unarguable. Industrial training which is pre-existing in every technical institute is being reassessed through survey based questionnaires. The industrial feed back provides information’s on effective duration and academic slot of industrial training, theory to practice relationship in student’s curriculum, relation of stipend during training in arousing student’s interest, industrial participation in student’s training evaluation, institute training monitoring system, its effectiveness and percentage gainful employment through industrial training. The present work is about assessing the industrial views and issues related to industrial training with a view to redesign modular curricula of undergraduate student’s for enhancing engineering education quality and providing better satisfaction to all its stake holders. Keywords:

Industrial training, Education Industry-Academia-Interface.

quality,

Survey

analysis,

Industrial

feedback,

1. Introduction: Quality has become a decisive factor in attracting students and faculty to an institution. The institutions which offer quality education will survive present scenario [Pandi and Rao, 2007]. Industrial training is one of the essential curriculum requirements of every technical institute. Fresh young students graduating from the finest engineering colleges are like uncut diamonds and look useless like trifles, give them proper training and they will dazzle forth in all their glory [Nambudiripad, 2003]. Universities curriculum too have provision of industrial training and various training schemes are in force. Some of these industrial training programs have not made a considerable impact as expected and needs quick redress. With mushrooming of institutions demand for academic training has increased many folds. Student does prefer to have training in a reputed house. There is a wrong notion that good training is not available in a smaller unit. On the contrary industries are not in a position to handle such pressure as it effect their own day to day work. Some of the industries under pressure prefer to issue training certificates instead of providing actual training to students. Shadows have been cast on student’s interest in training.

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V. K. Bansal et. al. / International Journal of Engineering Science and Technology Vol. 2(9), 2010, 4807-4816 Present paper deals with feed back on effective duration and academic slot of industrial training, rotational and non-rotational training, paid and unpaid training. Student’s seriousness during training, institute training monitoring system and its effectiveness, training evaluation by industrial staff, trainee’s worthiness and reward to performer trainees, theory to workshop ratio and gainful employment through training. 2. Purpose and Methodology of Study: The study aims to assess the present system of industrial training, effective duration and academic slot of training, preference of industries for rotational or non-rotational training for affectivity, paid or unpaid training and student’s seriousness about academic industrial training. Amount of stipend and its relation in creating interest amongst student’s during industrial training. Institute training monitoring system and its effectiveness, industrial participation in students training evaluation, worthiness of trainees and reward to performer trainees, theory vs. practical/ workshop ratio in student’s curriculum and absorption through training. The information gathered through survey was analyzed and based on the feed back certain corrective action can be taken by academic institutions and universities to redesign modular curricula, to refine educational programs and to reorient working system to enhance educational quality and training affectivity in order to bring greater satisfaction to its stake holders. Industries from different states and union territories such as Delhi, Haryana, Uttar Pradesh, Maharashtra, Himachal Pradesh and Chandigarh with diverse business processes were approached to have fair assessment of the study. Surveys were used as tools to obtain information from industries. Based on industrial interaction and personal experience, 18 questionnaires on student’s industrial training were prepared. These questionnaires were sent to 110 industries through post, e-mail and by hand with a request to return the completed questionnaires with in two months. However, the survey was spread over 6 months. Out of 110 approached industries 64 industries responded. Some of the industries answered these questions partly, where as few others provided their own options. The statements were carefully designed to cover the essential aspects. The respondents were asked to rate on a 5-point scale: 1 (to great extent), 2 (to large extent), 3 (to some extent), 4 (to little extent), and 5 (not at all). 3. Presentation and Analysis of Study: Technical institutions groom students so that they are able to carry forward industrial businesses and can suggest innovative techniques. Industrial training helps to broaden student’s knowledge and develops selfconfidence. An attempt is made through study to understand various parameters to strengthen industrial training. 3.1 Provision of Industrial Training in Industries: Industrial training is necessity of every student, as it is an integral part of student’s academic curriculum. To become successful global player in technology, industry-institute-interaction must be more intensive [Murthy, 2002]. Study reveals that large numbers of industries are associated with institutions in training the trainees. 92.18% respondent industries are open to training. Remaining industries somehow have not shown interest. It may be possibly on account of secrecy or other reasons. 3.2 Number of Students, Industries ready to Accommodate: Different industries absorb different number of students on training. It may be on account of their needs or they may have to accommodate trainees as per Board of Apprenticeship legislation. Large number of industries prefers to accommodate up to 5 students. Willingness of respondent industries to accommodate different number of students on industrial training is shown in Fig. 1

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Willingness to Accom m odate Students on Training

Percent Industries

60

48.44

50

Up to 5 6 to 10

40 23.44

30

11 to 15

20

12.5 6.25

10

>15

9.37

Not Answ ered

0 Fig. 1

3.3 Status of Free/ Paid Industrial Training: Out of 64 respondent industries, 60 industries don’t charge any money from students for industrial training. Three industries have not responded whereas the 4th industry which is also a training house provides free as well as paid training depending upon individual caliber of students. 3.4 Stipend during Industrial Training: Some of the industries are always in need of trainees who can extend helping hand to their staff in their projects. Such industries prefer to hold training interviews in order to attract best talents and offer handsome stipend for their meaningful and active participation. Survey indicates that 42.19% respondent industries offer stipend, where as 6.25% industries have not responded. Some of the industries even pay stipend up to Rs.12000/-P.M during industrial training. 3.5 Interest Linkage with Stipend: Stipend is always a point of great interest amongst students during industrial training. 65.63% respondent industries, contrary to 26.56%, are of the opinion that stipend increases students interest. 6.25% industries have not responded and 1.56% industries are not very sure.

3.6 Effective Duration of Training: Different institutions have different industrial training calendar as per their university curriculum. The industrial feedback recommends that industrial training of larger duration leading to 6 months is more consequential. Certain industries have given more than one option in which they feel training can be effective. Industries perception about effective duration of training is projected in Fig. 2.

Effective Duration of Training

Percent Industries

80 6-8 Weeks

57.82

60

Up to 6 Months > 6 Months

40 20

18.75

6-8 Weeks & up to 6 Months

14.06 1.56

4.69

Up to 6 and > 6 Months

3.12

Not Responded

0

Fig. 2

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V. K. Bansal et. al. / International Journal of Engineering Science and Technology Vol. 2(9), 2010, 4807-4816 3.7 Training Monitoring Status and its Effectiveness: For training to be more significant training monitoring system has to be quite effective. It provides confidence in young buddies that institution faculty is at their back to extend helping hand to tackle various bottlenecks which come in their way during training. It also helps to check non serious students to put them on right track. It provides information to institutions that what new is going on in industrial arena so that they can update themselves for necessary reforms in meeting industrial challenges. 48.44% respondent industries believe that institutions do visit industries to monitor students training. 4.69% industries remained silent on this issue. Out of the respondent industries 25.01% industries are of the opinion that institutions monitor training seriously, where as the response of the remaining industries is not very encouraging. The industrial feed back about training monitoring effectiveness by institutional faculty is highlighted in Fig. 3

Training Monitoring Effectiveness

Percent Industries

50

40.91 To Great Extent

40

To Large Extent

30

20.46

15.9

20 10

18.18

To some Extent To Little Extent

4.55

Not At All

0 Fig. 3

3.8 Seriousness about Industrial Training: There is always a question mark on seriousness of student’s on industrial training. 34.38% respondent industries are of the view that students are quite serious about their training. Small section of industries feels the other way around and the remaining industries believe that student’s are serious only from small to little extent. Views of industries about students seriousness on industrial training is projected in Fig. 4. Seriousness about Industrial Training 56.25

Percent Industries

60 50

To Great Extent

40

To Large Extent 25

30 20

9.38

10

To some Extent To Little Extent 6.25

3.12

Not At All

0 Fig. 4

3.9 Trainees an asset for an industry: Students from all type of institutions enter industrial arena for their industrial training. Industrial assessment about trainee being an asset for an industry indicates that 29.69% students who come for training are really very good. Overall industrial assessment about student’s being an asset is predicted in Fig. 5

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Trainees an Asset 54.69

Percent Industries

60

To Great Extent

50

To Large Extent

40

To some Extent

30 20

12.5

To Little Extent

17.19

Not At All

10.94

10

3.12

Not Responded

1.56

0 Fig. 5

3.10 Rewards to Trainees: Good performers are always an asset for an organization. Are such trainees being rewarded in any way, who contributes in the growth of the organization? Study reveals that 60.93% respondent industries do consider the contributing students in terms of job as per availability, 9.38% each believe in terms of offering money and kind to trainees, 3.12% industries have not responded, and 17.19% industries don’t consider the students at all for any reward.

3.11 Trainees Evaluation: Many students work on live projects during industrial training or work on other assigned work, where as the faculty involvement in these projects is practically minimal to nil. Are such student’s really to be evaluated by institute faculty when they are doing project under industrial staff. Feedback reveals that those who are responsible in nurturing student’s during industrial training their participation in trainee’s evaluation is quite low. Feed back of industrial participation in student's training evaluation is shown in Fig. 6

Trainees Evaluation by Industries 45.32

Percent Industries

50

To Great Extent

40

To Large Extent 26.56

30 20 10

To some Extent To Little Extent

14.06

Not At All

7.82 3.12

3.12

Not Responded

0

Fig. 6

3.12 Practical/ Workshop Exposure: Institutions have their own curriculum as per university norms, which appear to be more theoretical as per stake holders. 98.43% industries recommend that for better perception and understanding students must have sufficient practical/ workshop exposure before they are deputed to industry for industrial training.

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V. K. Bansal et. al. / International Journal of Engineering Science and Technology Vol. 2(9), 2010, 4807-4816 3.13 Theory vs. Practical/Workshop Ratio: Students are groomed in institutions with a view that they find successful solution to industrial problems and achieve set targets as laid down in their management policy. Industries expect that students must have sound theoretical and practical knowledge and be productive from day one. 48.44% respondent industries feel that 1:1 theory- practical ratio is more meaningful. Some of the respondent industries suggested their own views about theory-practical ratio. Industries expectation about effective theory-practical curriculum ratio is shown in Fig. 7

Theory Vs Practical Ratio Th./Pr. Ratio: 1:1

60

Percent Industries

50 40

48.44

Th./Pr. Ratio: 1.5:1 Th./Pr. Ratio: 7:3

34.38 Th./Pr. Ratio: 4:1

30

Th./Pr. Ratio: 9:1

20

Others Th./Pr. Ratio: 1:1.5

12.5

Others Th./Pr. Ratio: 1-1.5:8.5-9.5

10 0

0

1.56 1.56 1.56 Not Responded

0

Fig. 7

3.14 Rotational Vs Non-Rotational Training and its Effectiveness: During training students are either put on rotational or on non-rotational training. Both the systems are quite common in use and have relative merits and demerits in comparison to each other. Feed back indicates that almost equal weight age goes to rotational as well as non-rotational training. 48.44% respondent industries provide rotational training, where as 1.56% industries are quiet on this issue. However 45.31% industries out of the respondent industries believe that training in one department (nonrotational) is more effective. Views pertaining to effective training in different number of departments are highlighted in Fig. 8 Effectiveness of Rotational Vs Non-Rotational Training

Percent Industries

50

45.31 Trg. In one deptt.

40

Trg. In tw o deptts. 30 20

25

Trg. In three deptts. >Three deptts.

15.63

Trg. In 2-3 deptts.

9.38 10

1.56

3.12

Not Responded

0 Fig. 8

3.15 Effective Training Slot in Academic Curriculum: Different institutions follow different industrial training slots as per university calendar. Which training slot is best suited for students is still a point of discussion amongst various institutions as well as researchers.

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V. K. Bansal et. al. / International Journal of Engineering Science and Technology Vol. 2(9), 2010, 4807-4816 Industrial training in final semester seems to be the choice of most of the respondent industries. Industrial views about appropriate industrial training slot is depicted in Fig. 9

Effective Training Slot

Percent Industries

50

43.75 Trg. In 8th sem

40

Trg. In 7th sem

28.12

30

Trg. In 6th sem Trg. In 5th sem

20 9.37 10

4.69

7.81

Trg. In 7th and 8th sem 6.25

Trg. In 6th and 7th sem

0 Fig. 9

3.16 Class Room Contact Program during Industrial Training: Structured training with class room contact program is gaining importance in enhancing trainee’s performance. Feed back indicates that 35.94% respondent industries do take care of this aspect, where as 6.25% industries are silent on this issue. 3.17 Placement through Training: Industry always looks forward for talented staff. Training is a mode through which trainee interacts with the industrial staff. It provides an edge to superior’s in the industry to understand the trainee’s talent, potential, interpersonal and attitude skills which help them to recruit the manpower which suited best to them. Through training, industry is also able to generate data of the potential viable candidates to be absorbed at a later date as per the need of the industry. Large number of industries absorb up to 2% of trainees. Few respondent industries have provided their own option about this ratio. Feed back on placement through training is shown in Fig. 10. Absorption through Training

Percent Industries

35

No Absorption

29.7

Up to 2% Absorption

30

25

25 20

5-10% Absorption

18.75

All good performers

15 10 5

2-5% Absorption

10.94

40-50% Absorption

7.81 3.12

10-15% absorption

1.56 1.56 1.56

0

20% Absorption Not Responded

Fig. 10

4. Conclusions: Industrial training is one of the strongest viable modes of interaction between industry and institute. The present work highlights industrial feed back on various issues related to industrial training which can be useful in updating student’s curriculum and improving governance in order to enhance education quality, training

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V. K. Bansal et. al. / International Journal of Engineering Science and Technology Vol. 2(9), 2010, 4807-4816 effectiveness and to strengthen industry-academia-interface. Based on survey analysis, following conclusions may be drawn:          

Large number of industries accommodates students on training, but they prefer to have small number of students. Long academic training up to 6 months duration is more meaningful than 6-8 weeks training. Last semester of an academic program is an effective slot for industrial training. Equal weight age to theory and practice is a better proposition. Institute faculty monitoring system needs reassessment. Industries offer stipend to students during industrial training and it enhances student’s interest and performance. Industries are able to generate data of potential viable candidates through training mode and small percentage of trainees gets absorbed in the trainer industry. Non rotational training has better effectiveness in comparison to rotational training. Small percentage of trainees is an asset for an industry. Industry which is responsible for industrial training, their participation in student’s industrial training evaluation is not encouraging.

Acknowledgement: The authors are thankful to all the industries that responded to the questionnaires and spared time to provide valuable feed back on account of which the present study has become possible. References: [1]

Murthy, S.S. (2002) Industry Institute Interaction, The Indian Journal of Technical Education, Vol. 25, No.2, pp. 32-35.

[2]

Nambudiripad, K. B. M., (2003), On Designing a Curriculum for Undergraduate Engineering Degree, The Indian Journal of Technical Education, Vol. 26, No.3, pp. 18-28.

[3]

Pandi, A. Pal and Rao, U.Surya (2007) Implementation of Total Quality Management in Engineering Institution, The Indian Journal of Technical Education, Vol. 30, No.2, pp. 82-86.

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V. K. Bansal et. al. / International Journal of Engineering Science and Technology Vol. 2(9), 2010, 4807-4816 Annexure- I INDUSTRIAL TRAINING Industrial Training is an integral part of an academic syllabus of any technical institution. It may exist in the form of long or short term training. The purpose of this section is to analyse the effective duration and period of industrial training along with its impact on student skills. Kindly tick (√ ) the relevant column which you consider the most appropriate. Q1

Do you provide industrial/project training to engineering college students? a) yes b) no

Q2

In case if answer to Q1 is yes, please specify how many students/ year you accommodate on training. a) up to 5 b) 6-10 c) 11-15 d) more than 15

Q3

Do you charge any fees from students for providing training? a) yes b) no

Q4

i) Do you pay any stipend to a student during training? a) yes b) no ii) if yes to Q4 i) please specify the stipend which you pay to students. a) up to Rs. 1500/- p.m. b) Rs 1500-3000/- p.m. c) Rs 3000-5000/- p.m. d) more than Rs 5000/- p.m.

Q 5)

Do you feel a student who gets stipend takes more interest in training & performs better. a) yes b) no

Q 6)

In your opinion what duration of training is more effective a) 6-8 weeks b) 6 months c) more than 6 months & less than a year d) any other(please specify) _________________________

Q 7)

i) Do institute faculty monitors students’ training. a) yes b) no

Agree 1 To great extent ii)

Q 8) . Q9

2 To large extent

3 To some extent

4 To little extent

5 Not at all

If answer to Q 7 i) is yes, please rate on scale 1:5 the effectiveness of faculty, monitoring the training Rate the seriousness of students regarding industrial training. Do you feel trainees are an asset for an industry and they make significant contribution to the growth of the company? Rate it on scale 1:5.

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Q10

Rate industrial participation in students evaluation during training

Q 11)

Do you reward trainees who contribute in the growth of organization? i) yes a) in terms of money b) in terms of job c) in terms of kind d) any other(please specify)_____________________________ ii) no

Q12)

Do you feel sufficient practical / workshop input is necessary in the institute before the students are deputed on training in industries. a) yes b) no

Q 13)

If answer to Q12 is yes, please specify what % of practical / workshop exposure is required in relation to class room training. (Th. & Pr. stands for Theory & Practical) a) Th. 50 %, Pr. 50 % b) Th. 60 %, Pr. 40 % c) Th. 70 %, Pr. 30 % d) Th. 80 %, Pr. 20 % e) Th. 90 %, Pr. 10 % f) any others (please specify)_____________

Q14

Out of the following, which type of training industries provide to the students? Please tick the appropriate option. a) rotational b) non- rotational

Q 15

Tick the appropriate option from the following for training to be more a) if undergoes training in one department. b) if undergoes training in two departments c) if undergoes training in three departments. d) if put on training in more than three departments.

Q 16

During 4 year B.E/ B.Tech. program, in which semester do you feel industrial training should be incorporated to make it more effective. a) eighth b) seventh c) sixth d) fifth e) any other (please specify)_____________________

Q17

During industrial training program, do you provide any class room training also? a) yes b) no

Q18

What %age of trainees normally you absorb who undergoes training in your organization. a) No, we don’t provide any employment to the trainees on the basis of industrial training. b) up to 2% c) 2 to 5 % d) 5 to 10 % e) any other (please specify)________________ essentially

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