By far, the most common method used for training non-managerial employees is on the job training.
On the job training places the employees in an actual work situation and makes them appear to be immediately productive.’ On the job training methods hold closely development through improvement in performance on the job, in which human behavior and technological systems and organizational strength and weaknesses, have a major role to play. On the job training has the advantage of providing hands-on experience under normal working conditions and an opportunity for the trainers to build good relationships with new employees. Although on the job training is used by all types of organizations, it is often one of the most inadequately implemented training methods. Three most common mentioned demerits of on the job training include: A well-structured training environment often is absent, inadequate Training skills of managers, and a well-defined job performance criteria remains non-existent, training experts suggest the following measures to overcome these problems, develop realistic goals and/or measures for each on the job training area, plan a specific training schedule for each trainee, including definite periods for evaluation and feedback, help managers to establish a non-threatening atmosphere conducive to learning, conduct periodic evaluation, after training is accomplished, to prevent regression. Broadly on the job methods include:
1. Programmed Instruction: Programmed instruction is a method where training is given without the intervention of a trainer. Trainees get the information either in the form of a book or through a teaching machine where reading each block of material the learner must answer a issue regarding it. The trainee receives the feedback in the form of correct answers after response is given. The programmed instruction consists of presenting queries, facts, or issues to the learner, permitting the learner to reply, giving feedback on the correctness of his responses. If the responses are correct, the learner goes to the next block. If not, he repeats the same. The programmed instruction is self-paced as the learner can progress through the programs at their own speed. The learner receives strong impetus to perform learning again. The trainee receives a well structured and self-contained material offering adequate scope for practice. However, in this method the scope for learning is less as compared to other methods of training. Costs of preparing books, manuals and machinery are also considerably high.
2. Computer –Assisted Instruction: This method is an extension of the programmed instruction method. The speed, memory and data-manipulation capabilities of the computer permit greater utilization of basic PI concepts. The computer aided instruction offers three advantages:It generates greater accountability as tests are taken on the computer and management can monitor each learner’s progress and needs; the training program can be modified easily to reflect technological innovations in the equipment for which the employee is being trained; this method is more flexible in that trainees can usually use the computer almost any time they want, and get training whenever they prefer; the feedback from this method is as rich and colorful as modern electronic games, complete with audio instructions and visual displays; this method suffers from the disadvantage of high cost. But repeated use may justify the cost.
3. Apprenticeship Training: Apprenticeship training is an extension of on the job training. This method is most useful for giving thorough instructions and to individuals entering an industry, particularly in the skilled trades such as machinist, laboratory technician, or electrician both on and off the job, in the theoretical as well as practical aspects of the work. Typically, the programs require cooperation and coordination between organizations and labor unions, between organizations and native school systems or business and government. Although employee wages are typically less while the trainees are completing their apprenticeships, the method does provide compensation while individuals learn their trade.
4.
5. Case Studies: The case method helps participants learn for themselves by independent thinking and by discovering the ever tangled skein of human affairs, principles and ideas which have lasting validity and general applicability. A collateral object is to help them develop skills in using their knowledge. The case method is based upon the belief that managerial competence can best be acquired with the study, thinking, and discussion of real cases.The case is an actual situation written for the purposes of discussion purposes. Case analysis requires problem identification, comprehension of the situation and its causes. Trainees study the cases to identify problems, analyze causes, develop different solutions, select the best one, and implement it. There could different solutions to the problem, and each of these solutions and their implications require to be examined. Case study can provide simulating discussions among participants, as well as excellent opportunities individuals to defend their analytical and judgmental abilities. It appears to be an ideal method to promote decision-making abilities within the constraints of limited data.
6. Role-playing: The role play method requires participants to enact roles on the basis of a written script or an oral description of a particular situation. The process enactment of develops an insight and understanding of the demands and situations of the assigned role. Role play concentrates on emotional issues rather than real ones. The substance of role playing is simulate a real situation and then have the trainees assume the part of specific personalities in the situation. The consequence is a better understanding among individuals. Role playing helps promote interpersonal relations and attitudinal change.
7. Vestibule Training: Vestibule training uses equipment which is similar to the actual ones used for carrying out the job. However, training is imparted away from the real job. A special area is set aside from the main production area and is equipped with furnishings similar to those in the actual production area. The trainee is then allowed to learn under simulated conditions, without disturbing actual production operations. The vestibule training relieves the employee from the pressure of having to produce while learning. The focus is on learning skills the job requires. This method provides an opportunity to create an environment identical to real situations. However, the cost of creating duplicate facilities and a special trainer is a major disadvantage. Also it is difficult to simulate the pressures and realities of actual decision-making on the job. It is also found that individuals often act differently in real-life situations than they do in a simulated exercise.
On the job training places the employees in an actual work situation and makes them appear to be immediately productive.’ On the job training methods hold closely development through improvement in performance on the job, in which human behavior and technological systems and organizational strength and weaknesses, have a major role to play. On the job training has the advantage of providing hands-on experience under normal working conditions and an opportunity for the trainers to build good relationships with new employees. Although on the job training is used by all types of organizations, it is often one of the most inadequately implemented training methods. Three most common mentioned demerits of on the job training include: A well-structured training environment often is absent, inadequate Training skills of managers, and a well-defined job performance criteria remains non-existent, training experts suggest the following measures to overcome these problems, develop realistic goals and/or measures for each on the job training area, plan a specific training schedule for each trainee, including definite periods for evaluation and feedback, help managers to establish a non-threatening atmosphere conducive to learning, conduct periodic evaluation, after training is accomplished, to prevent regression. Broadly on the job methods include:
1. Programmed Instruction: Programmed instruction is a method where training is given without the intervention of a trainer. Trainees get the information either in the form of a book or through a teaching machine where reading each block of material the learner must answer a issue regarding it. The trainee receives the feedback in the form of correct answers after response is given. The programmed instruction consists of presenting queries, facts, or issues to the learner, permitting the learner to reply, giving feedback on the correctness of his responses. If the responses are correct, the learner goes to the next block. If not, he repeats the same. The programmed instruction is self-paced as the learner can progress through the programs at their own speed. The learner receives strong impetus to perform learning again. The trainee receives a well structured and self-contained material offering adequate scope for practice. However, in this method the scope for learning is less as compared to other methods of training. Costs of preparing books, manuals and machinery are also considerably high.
2. Computer –Assisted Instruction: This method is an extension of the programmed instruction method. The speed, memory and data-manipulation capabilities of the computer permit greater utilization of basic PI concepts. The computer aided instruction offers three advantages:It generates greater accountability as tests are taken on the computer and management can monitor each learner’s progress and needs; the training program can be modified easily to reflect technological innovations in the equipment for which the employee is being trained; this method is more flexible in that trainees can usually use the computer almost any time they want, and get training whenever they prefer; the feedback from this method is as rich and colorful as modern electronic games, complete with audio instructions and visual displays; this method suffers from the disadvantage of high cost. But repeated use may justify the cost.
3. Apprenticeship Training: Apprenticeship training is an extension of on the job training. This method is most useful for giving thorough instructions and to individuals entering an industry, particularly in the skilled trades such as machinist, laboratory technician, or electrician both on and off the job, in the theoretical as well as practical aspects of the work. Typically, the programs require cooperation and coordination between organizations and labor unions, between organizations and native school systems or business and government. Although employee wages are typically less while the trainees are completing their apprenticeships, the method does provide compensation while individuals learn their trade.
4.
Simulation:
Sometimes it is either impractical or unwise to train employees on the actual
equipment used on the job. A simulation is a technique that duplicates as
nearly as possible the actual conditions encountered on the job. An obvious
example is training employees to operate highly technical and expensive equipment like aircraft and spacecraft. The simulation method creates real situation in equipment and its operation at maximum safety and minimum cost and. For example, CAE Electronics and Boeing worked in close cooperation to develop flight simulators in parallel with the development of the 777 aircraft. The case study, role playing and vestibule training are more widely practiced simulation exercises.
5. Case Studies: The case method helps participants learn for themselves by independent thinking and by discovering the ever tangled skein of human affairs, principles and ideas which have lasting validity and general applicability. A collateral object is to help them develop skills in using their knowledge. The case method is based upon the belief that managerial competence can best be acquired with the study, thinking, and discussion of real cases.The case is an actual situation written for the purposes of discussion purposes. Case analysis requires problem identification, comprehension of the situation and its causes. Trainees study the cases to identify problems, analyze causes, develop different solutions, select the best one, and implement it. There could different solutions to the problem, and each of these solutions and their implications require to be examined. Case study can provide simulating discussions among participants, as well as excellent opportunities individuals to defend their analytical and judgmental abilities. It appears to be an ideal method to promote decision-making abilities within the constraints of limited data.
6. Role-playing: The role play method requires participants to enact roles on the basis of a written script or an oral description of a particular situation. The process enactment of develops an insight and understanding of the demands and situations of the assigned role. Role play concentrates on emotional issues rather than real ones. The substance of role playing is simulate a real situation and then have the trainees assume the part of specific personalities in the situation. The consequence is a better understanding among individuals. Role playing helps promote interpersonal relations and attitudinal change.
7. Vestibule Training: Vestibule training uses equipment which is similar to the actual ones used for carrying out the job. However, training is imparted away from the real job. A special area is set aside from the main production area and is equipped with furnishings similar to those in the actual production area. The trainee is then allowed to learn under simulated conditions, without disturbing actual production operations. The vestibule training relieves the employee from the pressure of having to produce while learning. The focus is on learning skills the job requires. This method provides an opportunity to create an environment identical to real situations. However, the cost of creating duplicate facilities and a special trainer is a major disadvantage. Also it is difficult to simulate the pressures and realities of actual decision-making on the job. It is also found that individuals often act differently in real-life situations than they do in a simulated exercise.
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