TRAINING MANUAL FOR CUSTOMER SERVICE AT GARMENT RETAILING WITH SPECIAL REFERENCE TO POTHYS

MADURAI

TRAINING MANUAL FOR CUSTOMER SERVICE AT

GARMENT RETAILING WITH SPECIAL REFERENCE TO
POTHYS MADURAI
THIAGARAJAR SCHOOL OF MANAGEMENT
DEPARTMENT OF MANAGEMENT STUDIES
B.AGATAA GRACE
T.ANAND KUMAR
G.DIVYA
P.POONGODI

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TRAINING MANUAL FOR CUSTOMER SERVICE AT GARMENT RETAILING WITH SPECIAL REFERENCE TO POTHYS
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I. EXCELLENT CUSTOMER SERVICE REWARDED 100% CUSTOMER LOYALTY

The Ritz-Carlton hotel chain is famous for its excellent service and for providing customers with
an experience of a lifetime. In his Harvard Business Review article, Paul Hemp (2002), describes
techniques used by the company to train employees with its special service philosophy.

New employees are chosen for their particular qualities - including a willingness to serve others,
drive and enthusiasm, and an optimistic attitude. Each employee always carries a fold-out card,
covering the company's Gold Standards - an array of service principles. Training sets about
bringing these principles to life and giving them meaning.

The hotel chain advocates sincerity when dealing with guests. The company believes that visitors
can always tell if an employee is being genuinely pleasant. It also urges that the traditional air of
refinement, usually associated with the Ritz, be complemented by a warm and friendly approach.

Hemp reveals that employees are never allowed to use the word "no" to guests. Instead, they
must take an "anything is possible" attitude, even if the outcome takes more time to achieve, and
possibly costs the customer more. Nor is it sufficient simply to provide what the guest asks for.
Employees must learn to use initiative and anticipate the individual's needs, then break off from
their routine jobs to attend to them. For example, if the guest tells you he or she is lost and asks
you to show the way, you have already failed because you have not seen and recognized the
guest walking around looking baffled, and offered to help.

The Gold Standards are kept at the forefront of the employees' minds through a daily discussion
of the Ritz principles. Every day, Ritz employees around the world discuss one of 20 principles
that they must follow. The same one is discussed after a further 20 days. The principles include
the sort of language to use when dealing with guests. For example, rather than say, "I'm sorry",
the employee should say, "Please accept my apologies."

When it comes to dealing with complaints, employees are given great freedom and flexibility -
even being allowed $2,000 to solve the problem if necessary.

This staff empowerment is all part of the philosophy of mutual respect that also extends to
employees treating one another well. It supports the idea that, if you feel confident about
yourself, you will treat others well, too. The motto frequently stated at the Ritz is that employees
are ladies and gentlemen who are serving ladies and gentlemen.

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In her T+D article, Mary Patrick Walker (2002) describes how the excellent customer service
provided by 35,000 volunteers at the Salt Lake City Winter Olympic Games rivalled even the
breath-taking athletic prowess in terms of memorability.

AchieveGlobal, a US training and consulting firm, was chosen to train the volunteer parking-lot
attendants, ticket collectors, ushers and cleaners in a way that would ensure they added to the
overall positive experience of the Games taken away by spectators.

To meet the challenge of training the college students, business people, pensioners and teachers
who had been recruited as volunteers, AchieveGlobal and the Salt Lake organizing committee
worked together to create the mnemonics Charge (committed, helpful, adaptable, respectful,
gracious, enjoy) and Warmth (willing to help, acknowledge and assure, restate to clarify, meet
the need, thank you) to help them to remember the main points of good customer service. In
addition, 33 facilitators - who came from various professional backgrounds - were selected to
conduct training sessions with volunteers. Facilitators were chosen for their enthusiasm, ability
to teach and willingness to put in long hours.

AchieveGlobal produced information for the volunteers on subjects such as Olympic history and
event venues, and a video on customer-service training. Workbooks covered topics such as how
to keep a respectful attitude when faced with rude visitors, and little reminders to say please and
thank you. And a pocket guide helped volunteers to solve visitors' problems on the spot.
Cultural-awareness training was also a key factor, making volunteers

sensitive to the idea that accepted practices of behavior can differ not only from country to
country but also by region. Once they had finished their training, volunteers were given test
events as trial runs to try out their new skills.

Walker points out that, despite volunteers often working very long hours in some challenging
weather conditions, and in an often tedious rather than glamorous role, they were able to apply
their customer-service skills because they appreciated that what they were doing was
contributing to the overall success of the Games.

The AchieveGlobal marketing director, Colleen O'Sullivan, is quoted as saying that the Games
experience helped to illustrate to a global audience the importance of soft-skills training.

In his International Journal of Contemporary Hospitality Management paper, Karl J. Mayer

(2002) demonstrates how a large US theme park referred to as the Florida Theme Park (FTP) -
uses human-resource strategies to maximize delivery of superior customer service.

Mayer argues that, to be properly responsive to customer needs, front-line staff need to be
empowered to deal with customer requests and to recover immediately when things do not go to

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plan. He points out how FTP empowers its employees to resolve all guest issues, with managers
intervening only in extreme circumstances. This leads to happy, motivated staff who can address
customer needs more quickly, and have allowed FTP to build a strong relationship with millions
of visitors from around the world.

The FTP company, of which FTP is a subsidiary, places great emphasis on providing cutting-
edge supportive technology for its staff, so they are not frustrated in their desire to deliver
service quality because of equipment failing them. To motivate staff further to deliver superior
guest services, FTP works hard at keeping morale high, and ensuring that employees feel valued.
There are more than 50 reward and recognition programs, plus employee-- training sessions,
flexible schedules and on-site day-care for working parents.

The company holds employee picnics, plus special events for its staff after park hours. Other
benefits include stock-purchasing plans, educational reimbursement and free park passes.

This review is based on "My week as a room-service waiter at the Ritz", by Hemp, "Going for
customer service gold", by Walker and "Human resource practices and service quality in theme
parks", by Mayer.

"My week as a room-service waiter at the Ritz" focuses on the day-to-day experiences of the
author, who spent seven days training and working in the new Ritz-Carlton Boston Common
hotel. It provides a first-hand perspective of customer service, and shows how the Ritz's training
program could be of value for other companies involved in customer-employee relations. This is
an accessible and journalistic piece.

In "Going for customer service gold" Walker details the recruitment and training systems used
for volunteers at the Salt Lake City Winter Olympic Games and emphasises the importance of
generating high morale through making clear to volunteers how important their contribution is to
the success of the overall customer experience. The article provides some useful tips on
providing volunteers with the information and skills they would require.

This philosophy is echoed in Mayer's article, as is the idea of staff empowerment being good for
both employee morale and customer service. The article provides a useful insight into the sort of
incentives that keep staff happy and loyal to the company.

II. ABOUT POTHYS

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The Legacy

Pothys has established itself as house hold name in the textile industry in Tamil Nadu.
The undisputed reputation stems from unflinching dedication to deliver highest quality, exclusive
and diverse clothing options and unmatched customer service.

The hard work, dedication and perseverance has earned Pothys the distinction of being
voted the most preferred saree showroom in Chennai, as per SUN TV – Neilson survey in the
year 2002. Pothys has been the first retail showroom in Tamil Nadu to be accredited with ISO
9001 certification way back in 2003. Pothys’ desire to innovate and excel in silk manufacturing
won them the Guinness World Record in the year 2005 for creating the world’s longest silk
saree.

Pothys showrooms house the largest collection of silk sarees in Tamil Nadu. At Pothys
customers get the benefit of diverse silk varieties, exclusive designs and authentic silk brands.
Pothys is the first Textile showroom in Tamil Nadu to launch its own unique brand of silk sarees
– Samudrika, Parampara and Vastrakala. These brands stand apart for their richness in silk,
exclusivity in design and luxury, genuine zari work and weaving artistry for that special look and
feel. The branded silks are truly heirlooms in their own right and are designed to last for
generations to come.

The house of Pothys has a rich legacy and vibrant history, their fore fathers served as
weavers to the royal households of the maharajas of yesteryears. Pothys itself was established
over 90 years back by K.V. Pothy Moopanar the founding father, under the name “Pothy
Moopanar” to sell cotton sarees, dhotis and towels woven in his own loom. Thus the first
showroom was set up at Srivilliputtur.

In the year 1977, his son K.V.P. Sadayandi Moopanar expanded the showroom’s
operations and christened the showroom as “POTHYS”. Over the years as the customer base
grew, POTHYS broadened its horizons by expanding its presence to other cities and towns
across Tamil Nadu. Today, Pothys can be found in Chennai, Srivilliputtur, Madurai and
Tirunelveli.

Pothys intrinsically understands contemporary client preferences and market trends, they
work round the clock to source the best and diverse clothing options from silks to western wear,
accessories, cosmetics, baby and child care products and other lifestyle products. The
showrooms are a one stop fashion destination for the entire family, with separate floors catering
to different clientele such as Sarees, Chudidhar Materials, Women’s Western Wear, Men’s Wear,
Baby and Children’s Clothing, Accessories, Cosmetics … to mention a few.

Awards

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It is this quest to achieve excellence and be daringly different that awards and recognitions
have been bestowed on Pothys:

• Pothys has been conferred with two prestigious awards from the
Government of India – The National Award for Master Weavers and The
Silk Mark distinction, which is an authentic certificate of quality and
creativity.
• Pothys is the first showroom in South India to be accredited with ISO
9001:2000 – a mark of international quality and reliability.
• Pothys has been voted as the most popular Silk Saree Showroom in Chennai
– in a survey conducted by SUN TV and Neelson in the year 2002.
• Created history in the field of silk weaving by stepping into the Guinness
Book of World Records for World’s Longest Silk Saree (1276 feet),
endowed with images that trace the rich and varied heritage of India through
Five millennia.

Product range:

• Silk Sarees
• Kids wear
• Men’s wear
• Women’s wear

Exclusive collections:

• Samudrika Pattu
• Parampara Pattu
• Vastrakala Pattu
• Bridal Collections
• Kancheepuram Silks
• Partywear Sarees
• Printed Silks

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III. RESEARCH METHODOLOGY

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OBJECTIVE: To develop training manual for over the counter salesmen at Pothys, Madurai.

DATA COLLECTION: Training needs have been identified using questionnaires enabling
collection of primary data.

SAMPLING:60/1064 employees at Pothys, Madurai are respondents. The method of sampling

used is convenience sampling. Questionnaire used for identifying training needs has been
attached in the annexure.

The data obtained in the questionnaire has been processed using SPSS (Statistical
Package for Social Sciences-Statistical Tool) and the inference drawn from processing has been
tabulated below:

What training do you prefer of the choice given?

Cumulative
Frequency Percent Valid Percent Percent
Valid Customer Service 28 46.7 48.3 48.3
Interpersonal Skills 14 23.3 24.1 72.4
Personality
16 26.7 27.6 100.0
Development Program
Total 58 96.7 100.0
Missing System 2 3.3
Total 60 100.0

IV. TRAINING DESIGN

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Training is a systematic process of changing knowledge, skill, behavior and/or

motivation of employees to improve their performance on the job as per the goals and objectives
of the organization.

ROLE OF TRAINING:

DESIGNING TRAINING PROGRAMMES:

For developing and structuring training or development programmes some essential

elements are:

• Choice of participants or trainees

• Getting trainers/faculty

• Duration of training programs

• Training method

• Training material

Training programs are relevant in following area:

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• For mew employees

• For performance improvement

• To equip trainees to tackle operational problems of the organization/job

• Employee development for future responsibilities

• For organization development to meet changing environment

Training program: The design of the training program can be undertaken only when a clear
training objective has been produced. The training objective clears what goal has to be achieved
by the end of training program i.e. what the trainees are expected to be able to do at the end of
their training. Training objectives assist trainers to design the training program.

The trainer – Before starting a training program, a trainer analyzes his technical, interpersonal,
judgmental skills in order to deliver quality content to trainers.

The trainees – A good training design requires close scrutiny of the trainees and their profiles.
Age, experience, needs and expectations of the trainees are some of the important factors that
affect training design.

Training climate – A good training climate comprises of ambience, tone, feelings, positive
perception for training program, etc. Therefore, when the climate is favorable nothing goes
wrong but when the climate is unfavorable, almost everything goes wrong.

Trainees’ learning style – the learning style, age, experience, educational background of
trainees must be kept in mind in order to get the right pitch to the design of the program.

Training strategies – Once the training objective has been identified, the trainer translates it into
specific training areas and modules. The trainer prepares the priority list of about what must be
included, what could be included.

Training topics – After formulating a strategy, trainer decides upon the content to be delivered.
Trainers break the content into headings, topics, modules. These topics and modules are then
classified into information, knowledge, skills, and attitudes.

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Training Manual Development Procedure:

1. Organization vision
and perspective

2. Conduct training need

analysis

3. Develop training
objectives

4. Review available
training methods

5. Select training
methods

1. Organization vision and perspectives plan: The vision of the organization is to establish
franchisees and to be the market leader in garments retailing. Pothys operates with
customer satisfaction as its topmost priority and bringing more product mix. Pothys has
identified its manpower as the competitive advantage.

2. Conduct training need analysis: Training needs analysis was conducted with the aid of
questionnaire. Over the counter salesman in different floors were administered the
questionnaire and the results were tabulated and processed.(Refer Research
Methodology)

3. Develop training objectives: On the basis of training needs analysis results obtained, it
was found that most of the respondents required training in customer service.
Accordingly, training module has been developed to provide training in customer service.

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4. Review available training methods: Of the various training methods available, on the job
and off the job training methods have been studied.

5. Select training methods: The following training methods have been recommended in this
training manual to train the employees on customer service skills:

• Assistant-to-Position

• Internship

• Class room training

• Video

• Case study

• Role play

• In-basket training

• Job Rotation

• Customer relationship training

RANK
Training Knowledge Changing Problem Interpersonal Participant Knowledge
methods acquisition attitudes solving skills acceptance retention
skills
Case 2 4 1 4 2 2
study
Class 9 8 9 8 8 8
room
Films 4 6 7 6 5 7
Role 7 2 3 2 4 4
Playing
Table 1. The relative effectiveness of training methods

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LEARNING CRITERIA
Methods Feedback of Permits Transfer of Estimated cost
results to practice learning to per trainee
trainee during job
training
Apprentice Yes Yes High Mod-High
program
Classroom Yes Yes High Moderate
lectures
Films No No Low Low
Case study Some No Low Moderate
Table 2. Comparison of training methods with key learning criteria and cost estimates

V. TRAINING MODULE

1. Job rotation

In some vertically integrated organizations, for example, where the supplier is

actually part of same organization or subsidiary, job rotation might be to the supplier to
see how the business operates from the supplier point of view. Learning how the
organization is perceived from the outside broadens the executive’s outlook on the
process of the organization. Or the rotation might be to a foreign office to provide a
global perspective.

For managers being developed for executive roles, rotation to different functions
in the company is regularly carried out.

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This approach allows the manger to operate in diverse roles and understand the
different issues that crop up. If someone is to be a corporate leader, they must have this type
of training. A recent study indicated that the single most significant factor that leads to
leader’s achievement was the variety of experiences in different departments, business units,
cities, and countries.

An organized and helpful way to develop talent for the management or executive level
of the organization is job rotation. It is the process of preparing employees at a lower level to
replace someone at the next higher level. It is generally done for the designations that are
crucial for the effective and efficient functioning of the organization.

2. Role play

Role play is a simulation in which each participant is given a role to play.

Trainees are given with some information related to description of the role, concerns,
objectives, responsibilities, emotions, etc. Then, a general description of the situation,
and the problem that each one of them faces, is given. For instance, situation could be
strike in factory, managing conflict, two parties in conflict, scheduling vacation days,
etc. Once the participants read their role descriptions, they act out their roles by
interacting with one another.

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Role Play helps in:

There are various types of role plays, such as:

Multiple Role Play – In this type of role play, all trainees are in groups, with each
group acting out the role play simultaneously. After the role play, each group analyzes
the interactions and identifies the learning points.

Single Role Play – One group of participants plays the role for the rest, providing
demonstrations of situation. Other participants observe the role play, analyze their
interactions with one another and learn from the play.

Role Rotation – It starts as a single role play. After the interaction of participants, the
trainer will stop the role play and discuss what happened so far. Then the participants
are asked to exchange characters. This method allows a variety of ways to approach
the roles.

Activities:

ROLE PLAY-ACTIVITIES

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1. The Scruffy Salesman

Handout

Brief for the sales manager

You run a team of 10 sales staff covering a large slice of the country. You have been remarkably
successful as a tem selling to the financial services sector.

One of your team, although he meets all his targets, is worrying you. He is scruffy and unkempt
and his car is a mess. A couple of customers have remarked to you that he always looks as if he’s
slept in his clothes. He doesn’t seem to recognize the importance of appearance , particularly in
your market where formal and smart working dress is customary.

Another customer has complained, unofficially, about a row that this man had with their buyer. It
appears that he became quite aggressive and almost rude. It is only a small firm but you do not
want to upset and lose them. You wish to remind this man of the need to retain good relations
with all his customers.

You have asked him to come and speak to you.

Brief for the salesman

You are a salesman selling to the financial services sector. You have met all the targets recently
and have built a good rapport with your customers. You have a quality range of products and will
defend them to anyone.

A couple of days ago a buyer of a small customer criticized one of your products and the
resulting discussion became a bit heated when he wouldn’t accept what you were telling him.
But you believe he was wrong and you defended the product vigorously.

Your sales manager has asked to see you and you suspect it is about the argument. You still think
you were justified in shouting. In the past year, your boss has had a go at you about your
appearance too.

2. Customer complaint

Brief for the customer

You have been a regular customer of this motor service and parts organization for a long time.
You know the manager of the parts department as well. You are responsible for a large fleet of
company cars. A recent invoice for the supply of parts is wrong and you came down personally

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with the intention of getting it altered. You want it altered straight away and you do not want any
messing about. This is the third invoice in a row that has been wrong so you want prompt action
from somebody and you will go to the top if necessary. You are very annoyed. A young assistant
is behind the counter.

Brief for the assistant

You are 20 years old and have worked for this motor service and parts company for a year. You
are standing behind the counter of the parts department with a monumental hangover after a
party last night and you were late in the morning, so you are bound to be told off by the manager.

A man in a suit has just walked in looking angry and you are not keen to deal with him. If you
can you will get rid of him. You cannot take any aggravation this morning-you do feel ill! The
man comes up to speak to you.

Brief for the shop manager

You work in a busy motor parts store and you have 3 store/sales staff working for you. One of
your staff is only 20 and thinks he knows everything. He was late in this morning and you
intended to have a word with him. You were just about to call him in when you heard raised
voices outside your office. It sounds like this young chap being very rude to a customer. From
the voice you recognize one of your most valued customers. You know him very well. You go to
sort it out.

2. In basket training

It provides trainees with a log of written text or information and requests, such as
memos, messages, and reports, which would be handled by manger, engineer, reporting officer,
or administrator.

Procedure of the In basket Technique

1. In this technique, trainee is given some information about the role to be played such as,
description, responsibilities, general context about the role.

2. The trainee is then given the log of materials that make up the in-basket and asked to
respond to materials within a particular time period.

3. After all the trainees complete in-basket, a discussion with the trainer takes place.

4. In this discussion the trainee describes the justification for the decisions.

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5. The trainer then provides feedback, reinforcing decisions made suitably or encouraging
the trainee to increase alternatives for those made unsuitably.

A variation on the technique is to run multiple, simultaneous in baskets in which each

trainee receives a different but organized set of information. It is important that trainees
must communicate with each other to accumulate the entire information required to make
a suitable decision.

3. Video

Video is a good way of showing and telling the trainees about how to perform the tasks. They
can present factual and conceptual information with visual illustrations, animations, and
graphics. This type of media is portable and can be made available to the trainees anywhere and
anytime. According to a survey 96% of the companies with the strength of 50 or more use video
as a training method. This method is rated as second best after classroom instruction.

Video is a one-way communication system and has a disadvantage of no interaction session;

therefore, companies use video along with other training methods. Video is used to enhance the
training program. The video recording and playback feature eliminated the use of film.

Training films have been transferred to the video format. The ease of use in developing
and presenting the product during the training session, makes video superior to film in
almost every instance.

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5. Case Study:

A case is a objective description of a real life business situation in which executives take action
and are responsible for results. Cases are designed to illustrate problem issues.

A ‘case’ provides a decision making situation. The trainee uses the ‘case’ data to identify the
problem, analysis, diagnose and solve it. Case method is an excellent method for developing
analytical skills.

Case study is a written description of an actual situation in business which provokes in the reader
the need to decide what is going on, what the situation reality is or what the problems are and
what can and what should be done. Taken from actual experiences of organizations, cases
represent attempts to describe as accurately as possible, real problems that managers have faced.
Trainees study the cases to determine problems, analyse causes, develop alternative solutions,
select the best one and implement it. Case study can provide simulating discussions among
participants, as well as excellent opportunities for individuals to defend their analytical and
judgemental abilities. It appears to be an ideal method to promote decision making abilities
within the constraints of the limited data. Steps while working with case study:

1. Define the problem in the case

2. Lay problem solving objectives
3. Identify alternative course of action
4. Taking decision and plan action
5.

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Classroom Training

Effective classroom training should be viewed as a three-legged stool. If any one leg of the stool
is weak or missing, it can make for unsuccessful training. The three important components of
trainer are: the trainer, classroom, and content.

Trainer

A trainee should expect a training experience that includes quality instruction from an effective
trainer, documentation, hands-on activities, and additional resources as needed. Trainers do not
have to be experts, but they should be capable of fielding questions and following up with further
research. Documentation should be clear and provide the information necessary for trainees to
use what they have learned when they return to work. Resources that provide more information
for further research and training are an important part of the learning process. As technology
continues to change, trainees need to know how to keep up with new trends and distill what is
important. A seasoned trainer will clearly outline learning objectives for the class at the outset.
This can help demystify the learning process for the student.

There are a number of potential drawbacks to classroom training. Personality differences

between the trainer and the student, for example, can impact the success of any training class.
This problem can rarely be anticipated or avoided. Additionally, fellow trainees can dictate the
pace of the training, leaving some students behind, and others bored with a pace that is too slow
for them.

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The old advice to do your homework holds true once again. Learn as much as you can about the
training class you are considering. Ask these questions:

• What is the trainee to trainer ratio? (12:1 is ideal, less is preferable when the class is
hands-on)
• What will be covered in class; is it possible to get an outline beforehand?
• What is the trainer's background and experience?
• Will there be a student workbook, additional resources, or quick guides of some kind that
I can take with me?
• Is there any kind of placement process for classes offered at a certain skill level?

Classroom

The organization of a classroom, as well as the tools available for learning, all play a role in the
effectiveness of training. The layout of a training lab should allow the trainer to interact with the
trainees easily. Trainees should be able to see any kind of visual aids that are provided. Ideally,
the classroom will have a projector for the trainer to use when giving instructions. There should
also be adequate workspace, and extra room for taking notes is preferable. An advantage to
attending training off-site is the lack of distractions. When phones are silent trainees focus solely
on the training.

Keep in mind that the equipment used in an off-site training course might be different from what
you use at work. Be prepared to transfer what you learn in the classroom to the technology you
use. For example, a training lab might use Microsoft Office XP, while you use Microsoft Office
2000 in your office.

The condition of the training facility is important. Certainly, you do not want to be training on
out-of-date or malfunctioning equipment.

Be sure to ask questions before and during the training class to make the experience as effective
as possible:

• How up to date is your training facility? (Specifications of the workstations should be

available.)
• Ask whether particular software features discussed during class are available in the
version you have at work?
• Ask the training provider to describe the training classroom. Better yet, if you are making
a big investment, take a tour.

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Content

A solid technology curriculum has key components that should go unnoticed if they are used
well. At the bare minimum, expect the following:

• Different skill levels will be addressed.

• The examples used will be relevant to the work being done.
• The layout of any training materials should be consistent and easy to read.
• There will be an equal balance between lecture time and hands-on time. (This is
especially important in technology training.)
• There should be a glossary, quick guides, and additional resources.
• As stated earlier, the student should receive a workbook or other material for continued
study after the class ends.

Unfortunately, there is not a one-size-fits-all approach when it comes to curriculum. The trainers
play an important role here. They must bring the curriculum alive and make it relevant to the
trainees. But as long as the curriculum is solid, half the battle is won. At the very least, this way
trainees leave with enough information to learn more without the trainer.

Some pointed questions will help you get to the heart of the matter:

• What kind of curriculum do you use?

• What will the learner take home? Are there any handouts?
• What will be covered in class -- could I get an outline?
6. Assistant-to-Position

Many organizations, require each manager to have at least one person, in training, in the
‘assistant-to-position’ or an ‘understudy’, to learn to do everything, that is to be done in a
managerial position. Understudy and assistant to position differ in only one aspect as in
understudy there are some regular duties to be performed along with learning managerial
job.

Requisites for personnel in assistant-to-position

1. Objective

The objective of this training is to make the trainee fully aware of the duties and
responsibilities of his superior and to look after the superior’s job during his long absence
or illness or transfer or promotion.

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2. Selection criteria for assistant-to-position

• Knowledge of operations to be supervised

• Organizing ability

• Power to judgment

• Knowledge of and cooperation in existing company policies

• Personal and physical qualification

• Ability to lead, guide and direct people

• The requisite technical ability

Requisites of superior

1. Responsibilities for personnel in assistant-to-position

• The personnel in understudy has to be open minded-receiving new ideas,

suggestions and inquisitive learning

• He must be ambitious, willing to cooperate, accept responsibilities, and take risks

• He must be self confident

• He must be friendly and get along with people well

• He needs to be tolerant

2. Superior’s responsibility towards Personnel in assistant-to-position

• He has to be capable, cooperative and competent

• He must extend whole hearted support to his assistant

• He must be genuinely interested in people and appreciate their efforts

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• He must help in redressing grievances, removing difficulties that come in the way
of performing the task

REFERENCES:

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