Methods of Training - Training and Development, Human Resource Management | Human Resource Management - B Com PDF Download

Methods of Training
The following methods are generally used to provide training :
On-the-Job Training Methods : This type of training is imparted on the job and at the work place where the employee is expected to perform his duties. It enables the worker to get training under the same working conditions and environment and with the same materials, machines and equipments that he will be using ultimately after completing the training. This follows the most effective methods of training the operative personnel and generally used in most of the individual undertaking.

1. On Specific Job : On the job training methods is used to provide training for a specific job such a electrician moror mechanic pluming etc.
(a) Experience : This is the oldest method of on-the-job training. Learning by experience cannot and should not be eliminated as a method of development, though as a sole approach, it is a wasteful, time consuming and inefficient. In some cases, this method bas proved to be very efficient though it should be followed by other training methods to make it more meaningful.
(b) Coaching : On-the-Job coaching by the superior is an important and potentially effective approach is superior. The technique involves direct personnel instruction and guidance, usually with extensive demonstration.

2. Job Rotation : The major objective of job rotation training is the broadening of the background of trainee in the organisation. If trainee is rotated periodically from one job to another job, he acquires a general background. The main advantages are : it provides a general background to the trainee, training take place in actual situation, competition can be stimulated among the rotating trainees, and it stimulates a more co-operative attitude by exposing a man to other fellow problem and view-points.

3. Special Projects : This is a very flexible training device. The trainee may be asked to perform special assignment, thereby he learns the work procedure. Sometime a task-force is created consisting of a number of trainees representing different functions in the organisation.

4. Apprenticeship : Under this method, the trainee is placed under a qualified supervisor or instructor for a long period of time depending upon the job and skill required. Wages paid to the trainee are much less than those paid to qualified workers. This type of training is suitable in profession, trades, crafts and technical areas like fitter, turner, electrician, welders, carpenters etc.

5. Vestibule Training : Under this method, actual work conditions are created in a class room or a workshop. The machines, materials and tools under this method is same as those used in actual performance in the factory. This method gives more importance to learning process rather than production.

6. Multiple Management : Multiple management emphasizes the use of committies to increase the flow of ideas from less experience managers and to train them for positions of greater responsibility. The McCormick & Company of Baltimore, U .S.A. developed the programme. The company claims that the plan has increased employee efficiency, reduced labour turnover and absenteeism, and enabled the company to pay higher wages than those prevailing in the area and industry. In this method; a junior board authorized to discuss any problem that the senior board may discuss, and its members are encouraged to put their mind to work on the business a whole, rather than too concentrate to their specialized areas.

Off-the-job Training Methods
Following are the off the job training techniques :
1. Special Courses and Lectures : Lecturing is the most traditional form of formal training method Special courses and lectures can be established by business organizations in numerous ways as a part of their development programmes. First, there are courses, which the eorganizations themselves establish to be taught by members of the organizations. Some organizations have regular instructors assigned to their training and development such as Tata and Hindustan Lever in private sector; Life Insurance Corporation. State Bank of India and other nationalized commercial banks, Reserve Bank, Hindustan Steel, Fertilizer Corporation and many others in public sector. A second approach to special courses and lectures is for organizations to work with universities or institutes in establishing a course or series of course to be taught by instructors by these institutes. A third approach is for the organizations to send personnel to programmes established by the universities, institutes and other bodies. Such courses are organized for a short period ranging from 2-3 days to a few weeks.

2. Conferences : This is also an old method, but still a favorite training method. In order to escape the limitations of straight lecturing many organizations have adopted guided, discussion type of conferences in their training programmes. In this method, the participants pools, their ideas and experience in attempting to arrive at improved methods of dealing with the problems, which are common subject of discussion; Conferences may include buzz sessions that divide conferences into small groups of four or five intensive discussion. These small groups then report back to the whole conference with their conclusions or questions. Conference method allows the trainees to look at the problem from a prouder angle.

3. Case Studies : This technique, which has been developed, popularized by the Harvard Business School, U.S.A is one of the most common form of training. A case is a written account of a trained reporter of analyst seeking to describe an actual situation. Some causes are merely illustrative; others are detailed and comprehensive demanding extensive and intensive analytical ability. Cases are widely used in variety of programmes. This method increases the trainee‘s power of observation, helping him to ask better questions and to look for broader range of problems.

4. Brainstorming : This is the method of stimulating trainees to creative thinking This approach developed by Alex Osborn seeks to reduce inhibiting forces by providing for a maximum of group participation and a minimum of criticism. A problem is posed and ideas are invited. Quantity rather quality is the primary objective. Ideas are encouraged and criticism of any idea is discouraged. Chain reactions from idea to idea often develop. Later these ideas are critically examined. There is no trainer in brainstorming and it has been found that the introduction of known eports into it will reduce the originality and practicability of the group contribution, Brainstorming frankly favours divergence, and his fact may be explain why brainstorming is so little used as yet in developing countries where no solutions ought to carry the highest premium.

5. Laboratory Training : Laboratory training adds to conventional training by providing situations in which the trains themselves experience through their own interaction some of the conditions they are talking about. In this way, they more or less experiment on themselves. Laboratory training is more concerned about changing individual behaviour and attitude. There are two methods of laboratory training: simulation and sensitivity training.
 

(a) Simulation : An increasing popular technique of management development is simulation of performance. In this method, instead of taking participants into the field, the field can be simulated in the training session itself Simulation is the presentation of real situation of organisation in the training session. It covers situations of varying complexities and roles for the participants. It creates a whole field organisation, relates participants, through key roles in it, and has them deal with specific situations of a kind they encounter in real life. There are two common simulation methods of training : role-playing is one and business game is the other.
 

(i) Role-playing : Role-playing is a laboratory method, which can be used rather easily as a supplement of conventional training methods. Its purpose is to increase the trainee‘s skill in dealing with other people. One of its greatest use, in connection with human relations training, but it is also used in sales training as well. It is spontaneous acting of a realistic situation involving two or more persons, under classroom situations. Dialogue spontaneously grows out of the situation, as the trainees assigned to it develop it. Other trainees in the group serve as observers or critics. Since people take rules even day, they are somewhat experienced in the art, and with, a certain amount of imagination they can project themselves into roles other than their own. Since a manager is regularly acting roles in his relationship with other it is essential for him to have role awareness and to do role thinking so that they can size up each size up each relationship and develop the most effective interaction position.

(ii) Gaming : Gaming has been devised to simulate the problems of running a company or even a particular department. It has been used for a variety of training objectives from investment strategy, collective bargaining techniques to the morale of clerical personnel. It has been used at all the levels, from the executives for the production supervisors. Gaming is a laboratory method in which role-playing exists but its difference is that it focuses attention on administrative problems, while role-playing tend to emphasis mostly feeling and tone between people in interaction. Gaming involves several terms, each of which given a firm to operate for a number of periods. Usually the periods is short one year or so. In each period, each-team makes decisions on various matters such as fixation of price, level of production inventory level, and so forth.
Since each team is competing with others, each firm‘s decisions win affect the results of all others. All the firm‘s decisions are fed into a computer, which is programmed to bebave somewhat like a real market.
 

(b) Sensitivity Training : Sensitivity training is the most controversial laboratory training method. Many of its advocates have an almost religious zeal in their enhancement with the training group experience. Some of its critics match this favour in their attacks on the technique. As a result of criticism and experience, a somewhat revised approach, often described as 'team development‘ training. has appeared. National Training Laboratories at Bethel U.S.A. The training groups themselves called 'T GROUP‘ first used it. Since then its use has been extended to other organizations, universities and institutes.
Training is essential for the smooth, economic, timely and efficient production, work or service in any organisation. To get work accomplished well from a worker or employee, it is a must that he is given proper training in methods of work. Training is the organized producer by which people learn knowledge and skill for a definite purpose management can‘t make a choice as between 'training‘ or 'no training‘. On the other hand, it is a must. The only choice lies in the method of training.

Induction Training
The introduction of the new employee to the job is known as induction. It is the process by which new employees are introduced to the practices, policies and purposes of the organisation. Induction follows placement and consists of the task of orienting or introducing the new employee to the company, its policy and its position in the economy. Induction literally means helping the worker to get or with his own environment. After an employee is assigned his job, it is necessary to introduce him to his job situation, his associates in the job and the overall policies of the company. The induction stage demands great care because the first impression made on the mind of the employee is very critical in the employment life and the treatment he receives during the early days on the new job helps him to form an opinion about his employer and the company.
An induction process properly designed should serve the following purposes :
(a) to help the newcomer to overcome his natural shyness, any nervousness he may experience in meeting new people in the new environment;
(b) to integrate the new employee into the organisation and develop a sense of belonging which is a strong motivational force;
(c) to supply information about the nature for workforce, conditions of service and welfare facilities

Training requirement for different types of employees
Employees at different levels require training. Unskilled workers squire training in improved methods of handling machines and materials to reduce the cost of production and waste and to do the job in the most economical way. Such employees are given training on the job itself and the training is imparted by their immediate superior officers, sardars or foremen. The training period ranges from 3 weeks to 6 weeks.

Semi-skilled workers require to cope with the requirements of an industry arising out of the adoption of mechanization, rationalization and technical processes. These employees are given training either in their own sections or departments, or in segregated training shops where machines and other facilities are easily available. The trainings is usually imparted by the more proficient, workers, bosses or inspectors, and lasts for few hours or a week, depending upon the number of operations, and the speed and accuracy required on a job. Training methods include instruction in several semi-skilled operations because training in one operation only creates difficulties in adjustments to new conditions, lends the colour of specialisation to a job and makes work somewhat monotonous for an individual.

Skilled workers are given training through the system of, apprenticeship, which varies in duration from a year to three or five years. Craft training is imparted in training centres and the industry itself.
Other employees : Besides the above types of employees, others – typists, stenographers, accounts clerks and those who handle computers – need training in their particular fields; but such training is usually provided outside an industry.
Salesmen are given training so that they may know the nature and quality of the products and the routine involved in putting through deal; they are trained in the-art of salesmanship, audio handling customers and meeting their challenges.
The supervisory staff need training most for they form a very important link in the Chain of administration. The training programmes, for supervisors must be tailor-made to fit the needs of an undertaking. Their training enables supervisor to cope with the increasing demands, of the enterprise in which they are employed and to develop team spirit. Supervisory training aims at :
(i) Helping the present supervisors to improve their performance;
(ii) Helping them to prepare for greater responsibilities of the higher levels of management;
(iii) Building, up the security and status of supervisors; and '.
(iv) Ensuring their technical competence with a view to enabling them to know and understand all about the processes and operations in which their workers participate.