Discus the principles of training.

1: Clear objectives: the objectives and scope of a training program should be clearly
defined. A comparison of operational requirements and existing human resource
skills will help to determine the specific training needs of employees.

Operational requirements depend on the performance needed to achieve

organizational objectives. A well defined set of performance standards should be
created.

2: Training policy: A clearly defined training policy served as the guide for designing
and implementing training programmes. Such a policy should specify who is
responsible for training what is to be spent in training.

3: Motivation: Employees tend to be most responsive ton training programmes

when they feel the need to learn. Therefore, training must be related to the needs
and the problems of the trainees as well as to their abilities and aptitudes.
Information provided in the training material should be meaningful.

It should be presented in a sequential manner from the simple to the more complex.
Audio- visual aids should be used to avoid boredom and fatigue of the lecture
method.

4: Reinforcement: According to B.F Skinners behavior modification model, when a

behavior is repeatedly rewarded, it becomes a permanent part of ones personality.
Learning is more effective when there is reinforcement in the form of rewards and
punishments. Rewards or positive reinforcements are more effective in changing
behavior than punishments or negative reinforcements.

Pay raise, promotions and praise should therefore, be used to reward trainees who
learn and apply the knowledge and skills. Rewards should quickly follow the desired
behavior and performance, Trainees should encouraged to participate , discuss and
discover the desirable patterns of behaviour.

5: Organized material: Training material should be properly organized. A complete

outline of the whole course should be distributed in advance so that the trainnes
can prepare themselves before coming ton the class. Training material should be
prepared by the training section in consultation with line supervisiors.

6: Learning periods : learning takes time and teaching in segments is better than in
one go. Several shrt sessions spread over a long period, enabled the trainne to
learn.

7: preparing the instructor: the instructor or trainer is the key figure in a training
programme. The trainer should not only be a good teacher but must know the
subject and also the job.
8: Feedback: trainnes should be provided information on how much well they are
doing. Every trainne should know what aspect of his performance is not up to the
mark. The feedback should be positive, fast and frequent. Self graded test and
programmed learning can be used to provide feedback.

9: Practice: practice makes a man perfect. Skills that are practiced often are better
learned and less easily forgotten.

Explain the steps in training process.

The steps of Training Process are as under :

a) Organizational Objectives and Strategies :

The first step in the training process is an organization in the assessment of its
objectives and strategies. What business are we in? At what level of quality do we
wish to provide this product or service? Where do we what to be in the future? Its
only after answering these and other related questions that the organization must
assess the strength and weakness of its human resources.

b) Needs Assessment :

Needs assessment diagnoses present problems and future challenge to be met

through training and development. Needs assessment occurs at two levels i.e.
group level and individual level, an individual obviously needs training when his or
her performance falls short or standards that is when there is performance
deficiency. Inadequate in performance may be due to lack of skills or knowledge or
any other problem

c) Training and Development Objectives :

Once training needs are assessed, training and development goals must be
established. Without clearly-set goals, it is not possible to design a training and
development programme and after it has been implemented, there will be no way of
measuring its effectiveness. Goals must be tangible, verifying and measurable. This
is easy where skilled training is involved.

d) Conducting Training Activities :

Where is the training going to be conducted and how?

At the job itself.

On site but not the job for example in a training room in the company.

Off site such as a university, college classroom hotel, etc.

e) Designing training and development program :

Who are the trainees? Who are the trainers? What methods and techniques? What is
the level of training? What are the principles of learning? Where to conduct the
program?

f) Implementation of the training programme :

Program implementation involves actions on the following lines :

Deciding the location and organizing training and other facilities.

Scheduling the training programme.

Conducting the programme.

Monitoring the progress of the trainees.

g) Evaluation of the Results :

The last stage in the training and development process is the evaluation of the
results. Since huge sums of money are spent on training and development, how far
the programme has been useful must be judge/determined. Evaluation helps
determine the results of the training and development programme. In the practice,
however organizations either overlook or lack facilities for evaluation.

What are the advantages of training?

Good for your business

Training can improve business performance, profit and staff morale.

Advantages to your business include:
you choose what new skills your workforce gains, targeting skills to meet the
needs of your operation for now and in the future
training your staff can result in better customer service, better work safety
practices and productivity improvements
you demonstrate to your workforce that you value them enough to invest in
them, improving loyalty and staff retention. In turn, retention is a saving to
you.

Good for your workers

Training has many benefits for your staff:

they acquire new skills, increasing their contribution to the business and
building their self-esteem
the training they do can take them into other positions within the
organization positions with better prospects and/or better pay
theyre up skilled to do new and different tasks, which keeps them motivated
and fresh because theyre being trained on your time, they see that you
 value them enough to invest in them. A good company is seen as one that
retrains rather than churns.

What is meant by Development?

Lots of time training is confused with development, both are different in certain
respects yet components of the same system. Development implies opportunities
created to help employees grow. It is more of long term or futuristic in nature as
opposed to training, which focus on the current job. It also is not limited to the job
avenues in the current organisation but may focus on other development aspects
also.

At Goodyear, for example, employees are expected to mandatorily attend training

program on presentation skills however they are also free to choose a course on
perspectives in leadership through literature. Whereas the presentation skills
program helps them on job, the literature based program may or may not help them
directly.

Similarly many organisations choose certain employees preferentially for programs

to develop them for future positions. This is done on the basis of existing attitude,
skills and abilities, knowledge and performance of the employee. Most of the
leadership programs tend to be of this nature with a vision of creating and nurturing
leaders for tomorrow.

The major difference between training and development therefore is that while
training focuses often on the current employee needs or competency gaps,
development concerns itself with preparing people for future assignments and
responsibilities.

With technology creating more deskilled workers and with industrial workers being
replaced by knowledge workers, training and development is at the forefront of
HRD. The onus is now on the human development department to take a proactive
leadership role in responding to training and business needs.

Distinguish between training and development.

TRAINING & DEVELOPMENT

Training is a process of learning a sequence of programmed behaviour. It improves

the employee's performance on the current job and prepares them for an intended
job.

Development not only improves job performance but also brings about the growth
of the personality. Individuals not only mature regarding their potential capacities
but also become better individuals.

DIFFERENCE:
Training:

1.It's a short term process.

2.Refers to instruction in technical and mechanical problems

3.Targeted in most cases for non-managerial personnel

4.Specific job related purpose

Development:

1.It is a long term educational process.

2.Refers to philosophical and theoretical educational concepts

3.Managerial personnel

4.General knowledge purpose

PURPOSE OF TRAINING:

1.To improve Productivity: Training leads to increased operational productivity and

increased company profit.

2.To improve Quality: Better trained workers are less likely to make operational
mistakes.

3.To improve Organizational Climate: Training leads to improved production and

product quality which enhances financial incentives. This in turn increases the
overall morale of the organization.

4.To increase Health and Safety: Proper training prevents industrial accidents.

5.Personal Growth: Training gives employees a wider awareness, an enlarged skill

base and that leads to enhanced personal growth.

PURPOSE OF DEVELOPMENT:

Management development attempts to improve managerial performance by

imparting

1.Knowledge

2.Changing attitudes

3.Increasing skills
The major objective of development is managerial effectiveness through a planned
and a deliberate process of learning. This provides for a planned growth of
managers to meet the future organizational needs.

Explain the methods of management development.

Dysfunction Analysis

Simply put, this is a sort of test carried out in order to check a persons mental
stability and whether or not he has any psychological disorder. This can also help in
assessing a persons mental strength and ultimately also guides us whether or not
the individual needs to undergo a psychological training program

Professional Development

As the words suggests, it means undergoing a professional training program for

both personal progress and career enhancement. Under this, the manager is also
made aware of the functioning of the organization. Some of the most common
methods include.

Case study learning

Lesson study
Technical assistance
Consultation
Regulation

Some others include

Apprenticeship
Competency evaluation
Induction
Training and development

Mentoring

Under this, a senior person in the same organization guides the manager, as to
develop their skills and solve the organizational problems. They teach them out of
their own experiences. He also helps in building up the confidence of the manager,
by asking questions and providing them challenges while also providing the
necessary assistance and encouragement. It gives the manager a chance to look
more closely at themselves, their issues and what they want in life. It makes them
self aware, responsible and gives a direction to their life.

Action Learning
Individuals are given the freedom to solve a problem according to their
understanding and technique they think best. This lets them to attempt varied
approaches to solve various issues and problems. This approach recognizes that
individuals learn best from experience so that the process is structured.

Internal Training Programs

The organization itself develops a training program for the managers. The
advantage here is, that they get trained under your eyes, and they do not need to
be provided training externally. It also helps in breaking the communication barriers
between the old and new employees. On- the job training is the most common
internal training program where in the manager learns while doing the work itself.

Job Rotation

It is a technique in which an employee is moved between two or more jobs at

regular intervals in a planned manner. This helps the manager in learning the
aspects, roles and responsibilities of all the jobs, and ultimately of all the employees
that are going to be working under him.

Vendor Provided Training

Your own vendors and clients are invited in to provide training. You can select from
the many trainers, costs, locations and programs. You can choose the one that can
train your managers on skills and techniques that you find useful and can make a
difference to your organization.

Business Workflow Analysis

It is a method allowing managers and businesses to have an improved

understanding of their requirements and also in establishing feasible objectives. The
aim here is to reduce the costs and improve overall performance.

Upward Feedback

This concept relies on the on subsidiarys judgment and viewpoint of their managers
as a key element of assessing managerial effectiveness. This is based on the 360
degree principle that managers can only be as excellent as per their employees
opinions.

Over and above this, a firm can also formulate its own methods of management
development, which are flexible and are or can be formulated keeping in mind the
working patterns of an organization and the skill sets theyre looking for in the
manager and the employees.

What are the chief characteristics of an effective training policy?

Creating an effective training program involves an eight-step process.

Step 1: Make a business case

A mistake safety people often make when trying to launch any new initiative is
failing to build the business case. Companies are in business to make money. Any
new program or expenditure needs to be considered in the context of the overall
value of the initiative to the business. Conducting a cost-benefit analysis or
developing a formal business case to determine the financial benefit of conducting
training is a must.

Step 2: Develop objectives and learning outcomes

Objectives and learning outcomes describe what learners will be able to know and
do post-training. The learning outcomes should also establish the described criteria
by which the training will be judged a success. The training objectives and learning
outcomes should be aligned with an employees position competency profile and, at
the high level, with the organizations business goals and mission.

Step 3: Develop content and instructional design

The most effective education and training methods for a particular situation need to
be used. In todays work world, a combination of asynchronous online education
coupled with hands-on training in the workplace may provide a better, more cost-
effective and accessible solution than traditional classroom learning. Add to this
some on-the-job training that employs an element of tutoring and coaching and
optimal instructional delivery may be achieved. Many other delivery methods are
available and should be considered, such as video, video-conferencing, webinars
and other computer-based training tools.

Step 4: Access internal and external resources

Delivery of the training can be provided using in-house resources or an external

consultant. In-house trainers cost less because their salary has already been
accounted for in the company budget. An in-house trainer may also provide more
flexibility and will bring greater understanding of the issues driving the need for
training, but it is possible to find external consultants who are more skilled and
polished speakers. Using an external resource may create just enough separation
between the issue at hand and the trainer to keep the conversation in the classroom
at an objective level.

Step 5: Develop education and training materials

The education and training materials developed for the course must be carefully
aligned with the objectives and learning outcomes. The learning activities need to
allow learners the opportunity to apply the principles learned in the classroom. To
be effective the instructor must understand the audience, the company culture and
the history behind the need for the training. It is well established that adults learn
differently than younger students and understanding the challenges of adult
education and training will improve training effectiveness.

Step 6: Transfer knowledge, skills and abilities

The learner must have the opportunity to promptly apply the knowledge and skills
gained in the workplace and demonstrate new abilities. Barriers that may prevent
prompt and effective application must be identified and removed if the program is
to be successful. A supportive program that includes tutoring and coaching by
managers and supervisors is important. The overall effectiveness will be increased if
the new skills are supported by a job and task observation process with
reinforcement.

Step 7: Evaluate effectiveness

That which gets measured gets done. Evaluating the effectiveness of the education
and training is critical. Measurement supports, and hopefully validates, the business
case that was made in support of the training. The total cost of the training is easy
to measure, but it is important to also measure uptake and participant satisfaction.
Uptake can be measured by having learners take post-training tests and
demonstrate learned skills and abilities. Job observation can also be used to assess
skills development. Learners can offer their feedback using course evaluation forms.
More complex methods of evaluation may include using lagging indicators, such as
reduced incident and damage data, as measures of performance improvement.

Step 8: undertakecontinuous improvement

The final step in any such process is to undertake continuous improvement. The
improvements may include adjusting and updating the education and training
materials, adjusting the time allocated to classroom theory and work site practical
training, and even tweaking the instructor delivery and messaging. Oftentimes how
learning is measured needs to be adjusted over time to increase the value of the
measurement results. The findings from the evaluation process need to be used to
make meaningful changes to the objectives and learning outcomes, content and
instructional design.

Discuss the role of training centers in an organization.

Training and development is one of the lowest things on the priority list of most
companies. When it's organized, it is often at the persistence of the human
resources department. There is, however, enormous value in organizing proper
training and development sessions for employees. Training allows employees to
acquire new skills, sharpen existing ones, perform better, increase productivity and
be better leaders. Since a company is the sum total of what employees achieve
individually, organizations should do everything in their power to ensure that
employees perform at their peak.
Here are a few reasons that demonstrate the importance of training and
development.

New Hire Orientation

Training is particularly important for new employees. This can be conducted by

someone within the company and should serve as a platform to get new employees
up to speed with the processes of the company and address any skill gaps.

Tackle shortcomings

Every individual has some shortcomings and training and development helps
employees iron them out. For example, at RateGain we have divided the entire
headcount in several groups to provide focused training which is relevant to those
groups - sales training, first time managers, middle management, senior leadership,
executive leadership.

Improvement in performance

If shortcomings and weaknesses are addressed, it is obvious that an employee's

performance improves. Training and development, however, also goes on to amplify
your strengths and acquire new skill sets. It is important for a company to break
down the training and development needs to target relevant individuals. If I can
draw examples from my organization, every department has targeted training
groups. These generally revolve around product development training, QA training,
PMP among others where internal and external process experts facilitate various
programs.

Employee satisfaction

A company that invests in training and development generally tends to have

satisfied employees. However, the exercise has to be relevant to the employees and
one from which they can learn and take back something. It will be futile if training
and development become tedious and dull, and employees attend it merely
because they have to. As a company, we stress on industry specific training and
send many employees for international seminars and conferences that can be
beneficial to them.

Increased productivity

In a rapidly evolving landscape, productivity is not only dependent on employees,

but also on the technology they use. Training and development goes a long way in
getting employees up to date with new technology, use existing ones better and
then discard the outdated ones. This goes a long way in getting things done
efficiently and in the most productive way.

Define training need assessment.

A successful training needs analysis will identify those who need training and what
kind of training is needed. It is counter-productive to offer training to individuals
who do not need it or to offer the wrong kind of training. A Training Needs Analysis
helps to put the training resources to good use.

Many needs assessments are available for use in different employment contexts.
Sources that can help you determine which needs analysis is appropriate for your
situation are described below.

Organizational Analysis. An analysis of the business needs or other reasons the

training is desired. An analysis of the organization's strategies, goals, and
objectives. What is the organization overall trying to accomplish? The important
questions being answered by this analysis are who decided that training should be
conducted, why a training program is seen as the recommended solution to a
business problem, what the history of the organization has been with regard to
employee training and other management interventions.

Person Analysis. Analysis dealing with potential participants and instructors involved
in the process. The important questions being answered by this analysis are who
will receive the training and their level of existing knowledge on the subject, what is
their learning style, and who will conduct the training. Do the employees have
required skills? Are there changes to policies, procedures, software, or equipment
that require or necessitate training?

Work analysis / Task Analysis. Analysis of the tasks being performed. This is an
analysis of the job and the requirements for performing the work. Also known as a
task analysis or job analysis, this analysis seeks to specify the main duties and skill
level required. This helps ensure that the training which is developed will include
relevant links to the content of the job.

Performance Analysis. Are the employees performing up to the established

standard? If performance is below expectations, can training help to improve this
performance? Is there a Performance Gap?

Content Analysis. Analysis of documents, laws, procedures used on the job. This
analysis answers questions about what knowledge or information is used on this job.
This information comes from manuals, documents, or regulations. It is important
that the content of the training does not conflict or contradict job requirements. An
experienced worker can assist (as a subject matter expert) in determining the
appropriate content.

Training Suitability Analysis. Analysis of whether training is the desired solution.

Training is one of several solutions to employment problems. However, it may not
always be the best solution. It is important to determine if training will be effective
in its usage.
Cost-Benefit Analysis. Analysis of the return on investment (ROI) of training.
Effective training results in a return of value to the organization that is greater than
the initial investment to produce or administer the training.

What are the advantages of training need assessment?

Conducting a training needs assessment is a critical activity for the training and
development of employees and/or clients. Whether you are a human resource
generalist or a training specialist, you should be adept at performing a training
needs assessment. To be effective and efficient, all training programs must start
with a needs assessment. Long before any actual training occurs, the training
manager must determine the: who, what, when, where, why and how of training. To
do this, the training manager must analyze as much information as possible about
the following:

Organizational culture including its goals and objectives.

Jobs and related tasks that need to be learned.

Competencies and skills that are need to perform the job.

Individuals who are to be trained

The assessment begins with a "need" which can be identified in several ways but is
generally described as a gap between what is currently in place and what is needed,
now and in the future. Gaps can include discrepancies/differences between:

What the organization expects to happen and what actually happens.

Current and desired job performance.

Existing and desired competencies and skills.

The needs assessment should be conducted at three levels: organizational analysis,

task analysis and individual analysis. Organizational analysis looks at the
effectiveness of the organization and determines where training is needed and
under what conditions it will be conducted. The organizational analysis should
identify:

Environmental impacts (new laws such as ADA, FMLA, OSHA, etc.).

State of the economy and the impact on operating costs.

Changing work force demographics and the need to address cultural or language
barriers.

Changing technology and automation.

Increasing global/world market places.

Political trends such as sexual harassment and workplace violence.

Organizational goals (how effective is the organization in meetings its goals),

resources available (money, facilities; materials on hand and current, available
expertise within the organization).

Climate and support for training (top management support, employee willingness to
participate, and responsibility for outcomes).

A task analysis identifies the knowledge, skills, attitudes and abilities needed to
achieve optimum performance for a group of workers. Sources for collecting this
information can include:

Job descriptions

KSA analysis-- A more detailed list of specified tasks for each job including
Knowledge,

Skills, Attitudes and Abilities required of incumbents.

Performance standards-- Objectives of the tasks of the job and the standards by
which they will be judged. This is needed to identify performance discrepancies.

Observe the job/sample the work.

Job inventory questionnaire-- Evaluate tasks in terms of importance and time spent
performing.

Researching the "best practices" from other companies, review professional

journals.

Ask questions about the job-- Of the employees, of the supervisor, of upper
management.

Lastly, an individual analysis analyzes how well the individual employee is doing the
job and determines which employees need training and what kind. Sources of
information available for a individual analysis include:

Performance evaluation -- Identifies weaknesses and areas of improvement.

Performance problems -- Productivity, absenteeism or tardiness, accidents,

grievances, waste, product quality, down time, repairs, equipment utilization,
customer complaints.

Observation -- Observe both behavior and the results of the behavior.

Work samples -- Observe products generated.

Interviews -- Talk to manager, supervisor and employee. Ask employee about what
he/she believes he/she needs to learn.

Attitude surveys -- Measures morale, motivation, satisfaction.

The results of a needs assessment can then be used to plan instructional objectives,
and the design and delivery of your training program.

Explain competency modeling for need assessment.

DEFINITION

A competency model is a framework for defining the skill and knowledge

requirements of a job. It is a collection of competencies that jointly define successful
job performance.

Competency models are widely used in business for defining and assessing
competencies within organizations in both hard and soft skills. They represent a key
component of recruitment and hiring, as well as talent and performance
management activities of HR departments.

Competency assessments often help form the basis for training programs and
learning content, both formal and informal.

OVERVIEW

Competency models have emerged as valuable tools employed by human resources

and training departments to define skill and knowledge requirements of specific
jobs, to assess competencies and performances, and help set business strategy.

The models can be created for specific jobs, job groups, occupations, industries and
organizations. In certain areas such as sales and leadership, necessary
competencies have been extensively studied and a broad consensus reached
regarding specific skills, attitudes and behaviors needed to succeed.

Another reason for the growing popularity of competency models is there role in
revealing strengths and weaknesses, which benefit the training function.

Models can take on a variety of forms, but typically include several principal
elements:

Specific competencies and definitions, such as being a team player

Descriptions of activities or behaviors linked to each competency

Organizations typically employ the frameworks by arranging knowledge and skill

requirements into specific categories, such as personal effectiveness, academic,
technical, industry, occupational, management, and workplace competencies.
The rapid growth of internet-based technologies is also contributing to increased
interest in competency modeling. For example, organizations can embed success
profiles in talent management processes, learning portals and training processes
used to communicate and refresh content.

BEST PRACTICES

Effective models also form the basis for linking competency with organizational
strategy, an important best practice, training consultants advise. They also enable
organizations to link expertise with HR processes, evaluation and often productivity
goals.

The Competency Model Clearinghouse, sponsored by the U.S. Department of Labor,

recommends that organizations seeking to build competency models follow a five-
step process:

#1. Gather background information. That includes cataloging existing resources,

organizing resources, comparing contents to the building blocks framework, and
determining commonalities for an industry model.

#2. Develop a draft competency model framework. Identify themes and patterns in
the information, and relate the information to content areas.

#3. Gather feedback from subject matter experts. If possible, select experts from
across geographic and industry sub-sectors to gain the broadest perspective.

#4. Refine the framework. Add or delete competencies as appropriate.

#5. Validate the framework. This essential step ensures acceptance by the target
community of users.

Experts also recommend that the models receive sponsorship from senior leaders,
aligned to the companys business strategy and culture, based on research and tied
to talent management practices.

What is the significance of content in a training programme?

Once you know the purpose of the training program, what the coach or official
needs to be able to do, how they will be assessed, and the delivery models that will
be used, you will be in a good position to know what information learners will need
to be ready to complete the assessments. You will also need to think about how the
learners will use information. Some questions you might like to ask include:

Which modules (or chunks of learning) should be included?

How much text, audio and / or visual information should be included?
What types of learning activities should be included, and how many?
When developing the learning resources for a training program, a key consideration
is the preferred learning styles of the coaches or officials the training is designed
for. Although you cant know how every potential participant prefers to learn, you
can assume that the majority of coaches and officials will prefer to learn via lots of
visual and practical resources and activities. So what does this mean for the
learning resources you are developing?

Have less text (most people prefer not to have to read lots of information)
Have more diagrams and pictures
Have more links to video clips
Have more questions and interactive activities

A simple learning resource development process which will be effective for learners
with various preferred learning styles is presented below.

1. Include a small amount of text (could be a podcast)

2. Include a diagram or image
3. Provide a link to an engaging video clip
4. Include an interactive learning activity

Repeat steps 14

Remember, apart from being a really interesting and engaging experience, the
learning resources you develop need to prepare the learners for assessment (if you
are developing training programs which incorporate assessment). Therefore, when
deciding on modules, content and activities, think about how the learners will be
assessed and make sure the content will help them successfully complete all
assessment tasks.

What factors do you consider for designing an effective training

programme?

Organizational training plans can be tricky to work out. Anyone in a leadership

position can vouch for this. When the time comes to teach a team, or entire
company something new, especially something complicated, you cant help but
audibly sigh, knowing full well what a logistical nightmare this is going to be to
properly plan and accomplish.

People are all different, and usually this is a good thing, imagine how dull a world
this would be if we all thought and learned the same things in the same ways.
However, for a leader working out organizational training plans, diversity can be a
great dragon to be slain, rather than one of the great things in life.

So, with that in mind, lets stop and look at 5 key factors to consider when working
these training plans out, which may help to alleviate some of the logistical problems
that plague this task otherwise.
#1 Time Constraints

Time constraints in these learning plans are often mistakenly just factored in as
work hours available, during the design phase. This results in work-around such as
holding classes or lectures after hours or on weekends.

Anyone who works a salaried job will be the first to point out how awful this is, and
how receptive they are going to be to the information being dispensed, if they have
to give up all or part of their Saturday to be present for it. It will breed a
resentfulness in many that will make the whole process futile. It also breeds
discontent in employees on a level that can, if done too often, endanger the overall
quality of work and stability within an environment, and it can undermine the
confidence they have in your leadership.

Consider prioritizing actual work they perform, and find which parts of the day are
the least important, and schedule learning in small bursts during these times. Less
important or trivial filler work will be recovered by attrition over time, and they will
be receptive to learning if this dull, menial work is abated. They may even enjoy it.
Do not impinge on their breaks or lunch hours though, as this breeds the same lack
of reception and the same discontent as impinging on their weekends will, if on a
somewhat lesser level.

#2 Learning Group Sizes

Its a common mistake in any learning environment, including organizational

learning within a company, to try to teach groups that are too large. When a group
is this large, it more people will need extra attention within a group if they have
legitimate questions or something they do not understand.

When groups are large, this can drag things on unnecessarily long, reducing
reception of the whole and even breeding some discontent among employees when
individuals slow the process down.

It is better to divide and conquer, creating small learning groups.

#3 Specialization

On the note of smaller groups, it is best to compartmentalize learning groups by

what they are learning in relation to how it relates to their jobs. Avoid generalized
learning of an entire office or team if some aspects of the learning are relevant only
to specific individuals, teams or departments.

As a leader, you know what your teams and employees specialize in, and so you
know what they need or do not need to learn from new subject matter. Use this
knowledge, as employees subjected to extraneous knowledge they do not need will
become frustrated and miss out on the parts that they do need to know. This was an
issue they expected to be past once they left traditional education, and will be
rather unhappy to be confronted with it again.

This is something often not considered in organizational training plans, and is often
the source of failure.

Plus, this increases efficiency if people learn only the relevant information,
alleviating some of the problems with work hours mentioned above, requiring less
workarounds that impinge on productivity or personal time.

#4 Engagement

Traditional classroom methods of learning dont really work that well anyhow, with a
diverse group of people. On top of the issues above, the linear form of teaching this
creates is inefficient and often too dull to retain the attention of those involved.

It is better to find ways to make this engaging through gamification methods, or

through some one-on-one time with people, so they may learn as they do. Hands on
learning or motivation through unconventional means are more likely to produce
results, and guarantee reception on visible levels.

#5 Incentives

When new information needs to be learned or processes and understanding need

revised, it is best to reinforce this learning and provide incentives as well. This goes
along with gamification philosophies, which well discuss in detail some other time.

When someone learns something new and challenging, they will enjoy some
acknowledgment of their accomplishment, and will want their skill as an employee
to be viewed as more valuable afterward which it will be. Acknowledgment and
reward for their accomplishments and extra effort above and beyond their normal
jobs will improve their productivity and their drive to continue to learn and evolve as
employees, as teams and as a company.

These are some things to consider about the human animal when working out
organizational training plans, and hopefully, they provide some insight into how to
truly reach employees and ensure that learning is an enthusiastic and productive
experience for all involved.

List various on the job training methods.

On-the-job training Methods:

Under these methods new or inexperienced employees learn through observing

peers or managers performing the job and trying to imitate their behaviour. These
methods do not cost much and are less disruptive as employees are always on the
job, training is given on the same machines and experience would be on already
approved standards, and above all the trainee is learning while earning. Some of the
commonly used methods are:

1. Coaching:

Coaching is a one-to-one training. It helps in quickly identifying the weak areas and
tries to focus on them. It also offers the benefit of transferring theory learning to
practice. The biggest problem is that it perpetrates the existing practices and styles.
In India most of the scooter mechanics are trained only through this method.

2. Mentoring:

The focus in this training is on the development of attitude. It is used for managerial
employees. Mentoring is always done by a senior inside person. It is also one-to-
one interaction, like coaching.

3. Job Rotation:

It is the process of training employees by rotating them through a series of related

jobs. Rotation not only makes a person well acquainted with different jobs, but it
also alleviates boredom and allows to develop rapport with a number of people.
Rotation must be logical.

4. Job Instructional Technique (JIT):

It is a Step by step (structured) on the job training method in which a suitable

trainer (a) prepares a trainee with an overview of the job, its purpose, and the
results desired, (b) demonstrates the task or the skill to the trainee, (c) allows the
trainee to show the demonstration on his or her own, and (d) follows up to provide
feedback and help. The trainees are presented the learning material in written or by
learning machines through a series called frames. This method is a valuable tool
for all educators (teachers and trainers). It helps us:

a. To deliver step-by-step instruction

b. To know when the learner has learned

c. To be due diligent (in many work-place environments)

5. Apprenticeship:
Apprenticeship is a system of training a new generation of practitioners of a skill.
This method of training is in vogue in those trades, crafts and technical fields in
which a long period is required for gaining proficiency. The trainees serve as
apprentices to experts for long periods. They have to work in direct association with
and also under the direct supervision of their masters.

The object of such training is to make the trainees all-round craftsmen. It is an

expensive method of training. Also, there is no guarantee that the trained worker
will continue to work in the same organisation after securing training. The
apprentices are paid remuneration according the apprenticeship agreements.

6. Understudy:

In this method, a superior gives training to a subordinate as his understudy like an

assistant to a manager or director (in a film). The subordinate learns through
experience and observation by participating in handling day to day problems. Basic
purpose is to prepare subordinate for assuming the full responsibilities and duties.