006 Training Methods and Techniques

8/9/2019 006 Training Methods and Techniques

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Training Methods andTechniques


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Introduction

Training method refers to the specicmeans by which training is imparted to theindividuals.

There are various methods of training which

can be broadly classied into on-the-jobtraining methods and o-the-job trainingmethods.

The choice of a method would depend on a

wide variety of factors such as competenceof instructors relevance to the participantsthe program design the content and nallyits cost implications.


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Objectives of Training

Methods

!.To impart the basic "nowledge and s"ill to thenew entrants and enable them to perform theirjobs well. To e#uip the employees to meet the

changing re#uirements of the job and theorgani$ation.

%.To teach the employees the new techni#ues andways of performing the job or operations.

&.To prepare employees for higher level tas"s andbuild up a second line of competent managers.


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Principles of Eective Learning

and Training Methods

'ome selected aspects of the relationshipbetween principles of learning and teachingmethods are(

Motivation

Active Involvementequencing and tructuring

!eedbac"#eliver$ "ills and Program

Management%The reading material theslides if he has to present something lightingarrangements sitting arrangements the stageappearance etc)


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!actors in the election of

Training Methods


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On the site

methods&

a)*pprenticeb)+ob rotation

c),estibuled)n the job

training

O the siteMethods&a)ecture

b)'mall group

activityc)/ase studiesd)0ole playse)1n bas"et

e2ercisef)32periential

learningg)'ensitivity

Trainingmethods


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n the site methods*pprentice( * formal arrangement between an

individual who wants to learn and employerwho needs a s"illed wor"er. 1t is an earningwhile learning arrangement where theapprentice receives "nowledge and developss"ills associated with the designated trade.

+ob rotation,estibule training( combines the benets of the

classroom with the benets of on job training

ta"es place in simulated environment.classroom is a model of the wor"ingenvironment. duplication ma"es it ane2pensive arrangement.


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On'the'(ob Training

This is considered to be the most eective method oftraining to train the employees at the operationallevel

4nder this method the wor"er is trained on-the-joband at his wor" place.This enables him to get training under the same

working conditions and with the same processesmaterials and e#uipments that he will be usingultimately.

The responsibility of the training is given to hisimmediate supervisor who "nows e2actly what thetrainee should learn to do or to some outsideinstructor who is the training specialist in the eld


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n-the-job training is the most e5cientand eective method of training for theemployees because it satises the threebasic laws of learning6Thorndi"e)

i. The law of readiness

ii. The law of e2ercise

iii. The law of eect


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O'the'(ob Training

The o-the-job training methods includes(Lecture

* tal" given without much if any participation in theform of #uestions or discussion on the part of thetrainees.

1t is suitable for large audiences where participation ofthe trainee is not possible because of numbers. Theinformation to be put over can be e2actly wor"ed outbeforehand even to the precise word.

The timingcan be accurately wor"ed out.

The lac" of participation on the part of the audiencemeans that unless the whole of it from beginning to endis fully understood and assimilated the sense will be lost.


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Tal"

* tal" incorporating a variety of techniquesand allowing for participation by thetrainees.

The participation may be in the form ofquestions as"ed of trainees their #uestionsto the spea"er or brief periods ofdiscussion during the currency of thesession.

1t is suitable for putting across informationto groups of not more than twenty trainees.


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)ase tud$* history of some event or set of circumstances

with the relevant details e2amined by thetrainees.

i. Those in which the trainees diagnose the

causesof a particular problem.ii. Those in which the trainees set out to solve a

particularproblem.1t provides opportunities for exchange of ideas

and consideration of possible solutions toproblems the trainees will face in the wor"situations.


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*ole Pla$Trainees are as"ed to enact in the training

situation the role they will be called uponto play in their job of wor".

4sed mainly for the practice of dealingwith face-to-face situations 6i.e. wherepeople come together in the wor"situation).

1t is suitable where the subject is onewhere a near-to-lifepracticein the trainingsituation is helpful to the trainees.


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E+ercise Method

Trainees are as"ed to underta"e a particular task,leading to a re#uired result following lines laid downby the trainers.

1t is usually a practice or a test of knowledge put

over prior to the e2ercise.32ercises may be used to discover trainees e2isting

"nowledge or ideas before further information ornew ideas are introduced.

32ercises may be posed for individuals or for groups.1t is suitable for any situation where the trainees

need to practice following a particular pattern orformula to reach a re#uired objective.


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Application Project'imilar to an e2ercise but giving the trainee much

greater opportunity for the display of initiative andcreative ideas.

The particular tas" is laid down by the trainer but thelines to be followed to achieve the objectives are left

to the trainee to decide.

i"e exercises, proects, may be set for eitherindividuals or groups.

1t is suitable where initiative and creativity need

stimulating or testing.7rojects provide feedback on a range of personal

qualities of trainees as well as their range of"nowledge and attitude to the job.


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In'bas"et %In'tra$,Trainees are given a series of les papers and letters similarto those they will be re#uired to deal with at their place ofwor" 6i.e. the typical content of ades"-wor"ers in-tray).

Trainees ta"e action on each piece of wor".

The results are mar"ed or compared one with another.1t is suitable for giving trainee

des"-wor"ers a clear understanding of the real-life problemsand their solutions.

The simulation of the real situation aids the transfer of

learning from the training to the wor" situation.1t is also useful for developing attitudes towards the wor"

for e2ample priorities customers complaints superiors etc.


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-usiness .amesTrainees are presented with information about a

company nancial position products mar"ets etc.

They are given dierent management roles toperform.

ne group may be concerned with sales anotherwith production and so on.

These groups then run the company.

8ecisions are made and actions are ta"en.

The probable result of these decisions in terms ofprotability is then calculated.

1t is suitable for giving trainee managers practice indealing with management problems.


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ensitivit$ Training %.roup

#$namics,

Trainees are put into situations in whichthe behavior of each individual in thegroup is subject to e2amination andcomment by the other trainees9 thebehavior of the group 6or groups) as awhole is e2amined.

1t is a vivid way for the trainee to learn

the eect of his:her own behavior onother people and the eect of theirbehavior upon him.


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E+periential LearningMethod

32periential learning is an action-orientedbehavioral situation.

The purpose of the action situation is tohave participants generate their own dataabout each of the "ey concepts to bestudied or understood.

;1 hear and 1 forget1 see and 1 remember

1 do and 1 understand


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E+periential Learning Methodcontd/

To get the best from e2perientialmethods the trainer must be a goodobserver of behavior.

Thus when the group starts to e2amineits e2periences and re=ect upon themhe is in a position to assist with thisprocess.

>is responsibilities in focusing learningand ma"ing it clearer for eachparticipant are e2tremely important.


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E+periential Learning Methodcontd/

The primary tas"s of the trainer are !.8rawing out data from participants in

terms of what has actually happenedtogether with their feelings about it.

%.>elping participants to see the causeand eect of the actions of people9 thatis the initiating behavior of a personand the type of response he received toit9 and nally.

&.0elating the classroom e2perience towhat happens in on-the-job trainingprogram in the organi$ation situations.


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Out0ard -ound Learning%O-L, Method

utward ?ound Training ?T programsta"e participants out of their familiarsettings and oer unusual originalchallenges.

;1n safe but hard and demanding tas"sbased on a well-balanced combination ofoutdoor and indoor activities theparticipants verify and develop theirresponsibility self-condence cooperationrespect tolerance and learn social s"ills.

006 Training Methods and Techniques

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