The training must start from the level at which trainees are The trainers must provide opportunity

to the trainees to equip themselves with techniques to grapple with the appropriate specific problems There should be adequate participation and involvement of the trainees There should be a three way process of passing information
From the trainer to the trainees From the trainee to the trainee From the trainees to the trainer

The trainees should be placed in an informal atmosphere in which they can react and participate Training should be supplemented by visual aids There should be concurrent evaluation of training

1.

Training

Short term process utilizing a systematic and organized procedure by which non managerial persons learn technical knowledge and skills for a definite purpose

1.
Development

Long term educational process utilizing a system and organizational procedure by which managerial persons learn theoretical and conceptual knowledge for general purpose

2.
3.

Refers to the instructions in technical and mechanical operations Designed for non- managers

2. 3.

Refers to philosophical and theoretical educational concepts Involves managerial personnel

Two approaches to identify training needs accurately for different categories of personnel
Role analysis
Job analysis

Role may be defined as a set of various expected behavior of a person occupying a leadership in an organisation It is highly personal and dynamic The important factors determining the role are

Personal qualities Growth Perceptions Values Ambitions

This concept is suitable for middle, supervisory and technical level personnel whose jobs are usually structured In order to identify training needs, role and job descriptions are prepared along with their specifications, following organisational analysis Individual capabilities and qualities of the person occupying the position are analysed

Involves performance of different category of personnel ranging from top management to bottom level employees and recording performance problems associated with job category
Organizational Analysis

Comprehensive Analysis

Critical Incident

Management Perception

Involves the organisation as a whole This analysis has to be conducted under situations when management desires to prepare a comprehensive training plan for the entire organisation or if the management is unable to contribute positively in the matter of training

In this method, the training specialist concentrates on the problem areas of the organisation and suggests which priority problems need training solution

Here the training designer should study and analyze only those sections or departments or units regarding which the management feels that there is a need for the training of the personnel

An instrument or a technique that a trainer employs for delivering training content or for facilitating the learning process, in pursuance of predetermined learning objectives. Means of communicating with a particular group of participants or reaching out to them in context of a training program with the expressed purpose of enhancing learning Means to achieve certain specific objectives

Assist in creating an appropriate learning environment Enhance Participation and Involvement of the Group Give Greater Control of the Learning Process to the Participants Promote Group Interaction and Cohesion

Method is dependent upon situation

Nature of the programme Training objectives

Composition & Level of Training Group

Trainers own experience Expertise in using the method

Training Methods

On the Job Training

Off the Job Training

Advantages Requires no extra space and attention It is very practical

Most common way that employees receive

instruction in industry Allows to practice what he is expected to do after training and is allowed to learn in the true environment of his job Highly economical

Disadvantages Expensive equipment and work space is tied

up High wastage Trainee will be under pressure

Induction Orientation Training Job Instruction Training Apprentice Training Internship and assistance ship Job rotation Coaching Demonstration Junior Board

For new employees or transferred or promoted

Introduce to specific job environment

Introduce to company policies and

objectives Supervise during early introduction period Introduce to the people with whom he works

For white and blue collar employees

Specialized training Supervised practice

Step by step demonstration of job operation

Trained until satisfactory level

Lathe, drill press, milling machine operators

Employee is placed under supervisor for

specified number of years Program is not systematically planned Length of the training is too strong Tested after training

Trainee is assigned a temporary job Supervisor reviews his shortcomings Supervises in improving the performance Trainee is evaluated

Represents an excellent method for broadcasting the manager or potential managers horizons for turning specialists into generalists Refers to the transfer or movement of executives from one job to another and from one plan to another on some planned basis for educational learning purposes Often designed for beginning level managers May continue for a period from 6 months to 24 months Provides a great deal of job experience for those who are potential executives and who need broadening of outlook and an increased understanding of various aspects of management

Merits
It develops inter departmental co-operation Reduces boredom and monotony of jobs

Infuses new ideas into the old inter

departmental personnel and new concepts injected into them Awareness of what is happening elsewhere and familiarity with other task centers helps a balanced and informed attitude to enterprise goal and activities

Demerits
It becomes difficult for a subordinate to

adjust himself to new surroundings New incumbent is likely to bring in new changes. But ill conceived and hasty innovations may lead to costly experimentation

Used in developing managerial thinking processes as well as operative skills Superior plays the role of the guide Coach sets some mutually agreed upon goals and suggests how these goals can be achieved Coaching is not only to teach and guide a subordinate in the performance of his immediate assignments but also provide him with diversified work to so that he may grow and progress

Periodic feed back and evaluations is also a part of coaching which provide immediate benefits to an organization, to the coach and to the subordinate

Requirements of a Good Coach

To be effective, coaching demands that the

superior should render assistance when subordinate seeks or needs it The superior should have the ability to communicate and to stimulate and should have the patience to help the subordinates He should set aside time for scheduling sessions He should avoid being too dominant in the performance process so that the trainee can experience things himself

Demerits of Coaching
The coach may be authoritarian Coaching method success relies heavily on

the coachs ability to be a good trainer The training atmosphere, free from worries of the daily routines is not available

Ineffectiveness of coaching
Rivalry between the coach and trainee Ambiguous relationship Coach is intolerant of mistakes

Demonstration

Method Demonstration

Result Demonstration

Method Demonstration
A procedure is carried out step by step

slowly and accurately before the trainees, the demonstrator ascertaining that the trainees understand how to perform it

Result Demonstration
Results of some activity carried out by the

trainer are demonstrated and discussed

The following steps may be followed in regard to steps for demonstration

Prepare a room with proper equipment for

the demonstration The participants may also be associated in preparing the room Introduce the purpose of demonstration Describe the steps of the demonstration as it is being performed

 Define ways of using the procedure

Divide the group into sub groups to carry out

the steps in which they were demonstrated The demonstrator should involve the trainees in discussion Summarize the activities of the session Evaluate the learning session

Advantages
Trainees are more convinced because they

see things for themselves. It does not sound theoretical but practical Gives an opportunity to the trainees to practice. Hence it gives them confidence

Lectures Conference Method Seminar of Team Discussion Case Studies (Learning by Doing) Role Playing Programmed Instruction T- Group Training

Generally used for the teaching of facts, concepts, principles, attitudes, theories and problem solving skills Lectures impart knowledge in the form of organized formal talks Eg: Induction training usually begins with the lecture sessions, the aim being to impart theoretical knowledge on relevant subject/ aspects to the trainees

Reduces the cost per trainee when large groups are to be trained in a short span of time As the method clearly explains the purpose, the trainees feel less anxious about the forthcoming events or organizational changes This method is simple and effective Presents more material within a given time as compared to any other method

In this method, we can find only passive participants as it provides for only learning and not doing No feedback from the employees due to one way communication May be less effective as the management personnel or trainees often lack time for preparation Normally, a listener can only pay attention for 15-20 minutes and later gets distracted The listener may get confused when an untrained lecturer lacks information or provides more information than required Common listeners may not understand an extremely professional presentation Sometimes the lecture may concentrate more on the facts and figures and ignore the actual applications of the knowledge The same material may not be applicable to individuals at a time while it may be applicable to a group

Kind of interactive session in a formal meeting where the trainees are encouraged by the trainer to participate actively, thus developing their knowledge and understanding
Conference Method

Directed Discussionexplains the facts and concepts

Training Conferenceknowledge of the trainee is pooled based on their past experience

Seminar ConferenceSolution to the problem is found by participation of trainees

This method is very useful in analyzing the problems and issues and examining them from different view points It is very helpful in developing the conceptual knowledge in the trainees Since the trainees are actively involved, dogmatism is reduced, attitudes are modified and solutions are easily sought

This method is limited only to small groups It is a long process and hence the progress also gets delayed Irrelevant issues may creep in sometimes as part of discussions

The trainees may prepare a paper on a selected subject after consulting the person in charge of the seminar The person in charge may distribute the material to be analyzed and / or may provide valuable material from the actual files for discussion

Under this method, the trainees are presented with a case and they are allowed to master the facts by acquainting themselves with the contents of the case They are expected to
i. ii. iii. iv. v. vi. vii.

Identify the problems in the case Discover the probable causes Develop alternative course of action Examine the alternatives using the objectives Select the best alternative Defines the controls to bring that chosen alternative into action and finally; To role play the action to test its effectiveness and find conclusions that may limit it

Since the trainees are encouraged to think and act, their analytical skills and problem solving abilities are improved Enhances an open minded approach and thus serves as a means of integrating the knowledge obtained from different basic disciplines Since the cases are real incidents, trainees are more interested to learn This method is acceptable to everyone as it is based on the real life situations As the trainees learn about the problems faced by their managers or superiors, they prepare themselves and learn to handle similar situations with possible remedies.

If the trainees are taught purely from the books, it may become difficult for them to cope up with the future uncertainties Instruction in method of analysis may not be given due importance The cases used by the trainees may become permanent in their minds and may be used by them indiscrminately

In this method the trainees enact a given role while others observe their projections Merits

The trainees learn more effectively by doing Human sensitivity and interactions are

stressed Immediate results are known High involvement of trainees is seen This method is bringing a desired change in the trainees behavior and attitudes

Reinforcement of the desired behavior may be sometimes lacking when the trainer fails to state the criteria for behaviour

A programmed instruction involves breaking information into meaningful units and then arranging these in a proper way to form a logical and sequential learning program or package The program involves presenting questions fact or problems to the trainees to utilize the information given and the trainees instantly receive feedback on the basis of the accuracy of their answers

Trainees learn from their own efforts and are free form the supervision of the instructors The material to be learnt is broken down into parts or small units which provides for easier and quick learning Feedback is available immediately Learners take an active part at each step of the program Training can be imparted at anytime and any place High levels of learners motivation is possible

The setting of instructions is impersonal Further study is not possible until the preliminary information is acquired Only factual subjects can be programmed This method is of little use in teaching motor skills etc. Creating such program is expensive

In this type of training, members belonging to a professional association receive training in new techniques and ideas pertaining to their own vocation They are kept informed of the latest developments in their particular field through a regular supply of professional journals and informal social contacts and gatherings This method usually comprises audio visual aids and planned reading programs Its main application is on the probationary officers/ trainees in the public sector

Simulations In basket exercises Incident process Sensitivity training Syndicate Method AV Methods Movies/ Videos/ computer based training Panel Ice breakers, warm ups and inclusion activities Management Games Outbound Training

Pre course evaluation Concurrent evaluation Mid course evaluation Final terminal evaluation

Evaluation conducted at the entry point Questions regarding the knowledge and skill could be given to the trainees so that the trainer knows the level of trainees Trainees should also list up their expectations in order of priority Areas in which the trainees would like to further improve or learn should also be listed

Ongoing evaluation runs through the programs (weekly, fortnightly etc.) depending upon the length of the program Here each participant is asked to give his own views through a scheduled questionnaire filled at the end of each course Discussion takes place between the trainees and the trainers in the classroom on the assessment of the program/ course and the trainer takes notes

Evaluation in the middle of the course if the course is of longer duration Similar to concurrent evaluation

End course evaluation Here the trainee feedback is reaction oriented and not learner oriented Mostly used in short term courses