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Section 7.2: Different Methods of On-the-job Training

Manmeet Brar; Sonia Bolina; and Shazia Kazani

The following sections will discuss the different methods of on-the-job training and how they can be applied in the workplace. They include helpful hints and multiple-choice and reflective questions that will assist you with learning the material in this chapter.

Peer Teaching

Peer teaching occurs when students or colleagues teach one another. Peer teaching is a method in which one person educates another person on any material the first person has mastered, but the second person is new to. This learning method is beneficial as it promotes active learning. It allows those teaching to reinforce their own learning, and it promotes greater comfort while peer teachers and students interact with each other (Briggs, 2017).

Leveraging Technology

With the rapid advancements in technology, many organizations leverage technology to support job training. Implementing these programs helps cut costs, provides mobile learning opportunities, and reduces the carbon footprint. Some examples of how organizations have been leveraging technology in the workplace in terms of on-the-job training are web-conferencing (Skype, Zoom, Big Blue Button), using social networks, learning modules, blogs, vlogs, podcasts, media-sharing, and mobile learning (U.S. Office of Personnel Management, 2020).

Stewardship

Stewardship involves promoting the well-being of employees at a given organization. It requires the careful and responsible management of something entrusted to one’s care. There are four principles of providing stewardship.

• The principle of ownership
• The principle of responsibility
• The principle of accountability
• The principle of reward (Eldon’s Porch, 2016).

Four Principles of Workplace Stewardship

Coaching involves the development of one-on-one relationships between employees and managers. This training method provides guidance and feedback on how the coachee is performing their given task. The manager provides support and offers suggestions for improvement. Coaching helps instill the skills needed by giving employees the opportunity to apply them at work. This process is valuable because it is tailored to each individual’s needs, and it helps establish a strong workplace culture and an environment of trust and continuous improvement.

Job Rotation

Job rotation involves the movement of trainees from one job to another. This is very important, as it allows the trainees to gain knowledge and experience in each job assignment. This gives them an opportunity to understand the challenges of other jobs and gain a sense of respect for their coworkers. This encourages professional development and gives employees a break from always doing the same job.

Apprenticeship Training

Apprenticeship training is a more formalized method of training. It combines education learned in the classroom with supervised on-the-job work. Most apprenticeship programs take up to 3-4 years until they are considered complete in that trade or profession. People who work in crafts, trades and technical areas are the ones who are most likely to have to complete an apprenticeship program. This is important not only for the employee but for the organization as well because it builds a skilled workforce, improves job satisfaction and allows organizations to save money as they do not have to spend as much on training their employees.

Committee Assignments

Committee assignments are when a group of trainees are asked to solve an organizational problem. The trainees work together and offer solutions to the problem. This is important, as it helps the trainees develop the teamwork skills needed to achieve a common organizational goal.

Special Project Assignments

Trainees are assigned a project related to their jobs. This could involve one or multiple trainees working together on a project that relates to their functional area. They analyze the problem and submit recommendations based on their analysis and what they have experienced. Special project assignments help in identifying organizational problems from a different perspective. When trainees work together, they obtain knowledge and learn how to work with others who have a viewpoint different from their own (Naorem, 2019).

Example: Someone may be interested in event planning, and so they are given the opportunity to work as part of a special events team. This is work they may not otherwise do but are interested in.

Mentoring is similar to coaching in that they both support growth establish confidence in relationships and provide constant guidance to the trainees. Coaching is a short-term process, whereas mentoring is a long-term process based on mutual trust and respect (Published: Feb 19, 2016).

A mentor is usually someone other than a supervisor or manager, who has but a high level of knowledge or expertise. They invest their time, and effort in the person over a period of time. Based on mutual consent, the mentor and mentee focus on career or professional development. The mentor and mentee relationship can be established through the organization if they are paired up, and it can could continue for nine months to a year depending on the type of mentorship (Naorem, 2019).

The mentor helps the organization by supporting their trainee to ensure they are working to the expected standards. Organizational values and processes are taught to the trainee through the mentor as developing the trainee is their objective (Naorem, 2019).

The trainee and mentee have constant access to support, friendship, information, learning, and coaching (Naorem, 2019).

Selective Readings

Selective readings are geared towards executives who are provided with reading tools to further develop their understanding and boost their knowledge in their functional area. The reading tools can vary from books, to journals, or articles (Naorem, 2019).

eLearning is a cost-effective method organizations can implement that does not require the presence of an instructor. Employees can be trained remotely, and access to trainers can be made readily available through social networks and eLearning platforms. Techniques for delivering content can include audio and video recordings, presentations, quizzes, surveys, games, discussion groups and much more.

Trainees have the advantage of logging into the eLearning courses at their convenience, and they are not required to be at a specific physical location. Courses can provide the trainee with hands-on training, as they go through various scenarios on how to conduct a transaction as if they were in real time (Dutta, 2021).

Example: A bank teller can take an online course on how to complete a deposit transaction for a customer. They will be given the details as if there was someone in front of them, and they will go through the steps as they would in real time.

Organizations can develop customized courses to equip their employees with the skills necessary for their position. Ongoing training through e-Learning channels allows employees to stay current with the knowledge and skills they require throughout their duration of employment.

People Learning and Development Copyright © by Manmeet Brar; Sonia Bolina; and Shazia Kazani is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License , except where otherwise noted.

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On the Job Training Methods

Everything you need to know about on the job training methods. A number of training methodologies and techniques have been developed over the years to meet certain specific needs.

On-the-Job training refers to the methods that are used at the workplace, while the employee is actually working.

It means ‘learning while doing’. The trainees learn in the real work environment and gain practical experience dealing with the tasks and challenges during a normal working day. The main advantage of on the job training is that trainees understand the rules, regulations and the work procedures by adopting them in their day-today performance.

On-the-Job methods do not have to incur any additional cost or loose working time.This is a common method of training for employees performing operative functions.

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For examples, the employees are trained on new machines so that they adapt easily to the new working conditions. The success of this method depends upon the quality of the trainer; thus, it is essential to properly select the trainer to make the system work.

The various on-the-job training methods are:-

1. Induction 2. Apprenticeship 3. Internship 4. Coaching and Counselling 5. Delegation of Authority 6. Promotions and Transfers 7. Retraining 8. Vestibule

9. Job Rotation 10. Special Projects 11. Committee Assignments 12. Selective Readings 13. Multiple Management 14.  E-Learning 15. Self-Instructional Mode.

Also learn about the suitability, merits and demerits of different on the job training methods.

On the Job Training Methods: Induction, Apprenticeship, Coaching, Vestibule, Job Rotation, Promotions and Transfers

On the job training methods – top 9 methods: coaching and mentoring, understudy , job rotation, special projects assignments & a few others.

In the on-the-job training method, the employees are trained on-the-job at their workplace. This is a common method of training for employees performing operative functions. For examples, the employees are trained on new machines so that they adapt easily to the new working conditions. The success of this method depends upon the quality of the trainer; thus, it is essential to properly select the trainer to make the system work.

Method # 1. Coaching and Mentoring:

Coaching and mentoring constitutes the most commonly used method to train the employees while they are on their jobs. Coaching involves the development of one-to-one relationship between the employees and supervisors, which ensures continued guidance and feedback of the employees on how well they are handling their tasks. Mentoring is a particular form of coaching used by experienced executives to groom the junior employees. Normally, mentoring involves one-to-one coaching for a period of several years until the employee is eventually capable enough to replace the mentor itself.

The merits of coaching and mentoring are explained in the following points:

a. Provides an excellent opportunity to learn quickly through continuous interaction

b. Offers constant guidance to the trainees to be on track and make optimal utilization of available facilities

The demerits of coaching and mentoring are as follows:

a. Creates a feeling of jealousy among other employees who are not able to show equally good performance.

b. Results into unwanted favouritism if mentors form overly strong bonds with trainees. This can also have a demoralizing effect on other employees.

Method # 2. Understudy :

Understudy refers to the method in which trainees are prepared to perform the work or fill the position of their superiors. In this technique, a trainee who is likely to assume the full duties and responsibilities of the position currently held by his/her superior is called as an understudy. The understudy fills the position of his/her superior that is about to leave the job due to promotion, retirement, or transfer. For instance, the departmental head may pick up one competent person from the department to become his/her understudy. This gives the understudy an opportunity to try out his/her leadership skills.

Method # 3. Job Rotation :

Job rotation involves the movement of employees from one job to another, so that they can attain the understanding of different functions and processes of an organization. In addition, to release boredom, it allows employees to build a rapport with a wide range of individuals within the organization, which further facilitates cooperation among the departments. The cross-trained workforce provides the organization a great amount of flexibility when transfers, promotions, or replacements become inevitable.

Job rotation may create numerous serious problems when the trainees are shifted to various jobs very frequently. In such a situation, the trainees do not get enough time to explore and learn one phase of a particular operation and develop a strong degree of expertise. Further, it would create a situation of chaos for the trainees when they are exposed to rotating managers, having contrasting styles of operation.

Method # 4. Special Projects Assignments :

Special project assignments denote a highly useful training technique, under which trainees are assigned a project that is closely related to their jobs. Sometimes, a number of trainee executives are put together to work on a project directly related to their functional areas. Trainees analyze the problems and submit the written recommendations, which provide them with a valuable experience in tackling the problem.

These special project assignments help the trainees to analyze the organizational problems from different angles and perspectives. When trainees work as a member of the team, they not only acquire knowledge but also learn how to work with others having different viewpoints.

Method # 5. Committee Assignments :

Committee assignments refer to the method in which the trainees are asked to solve an actual organizational problem. In committee assignments, trainees have to work together in a team and offer solution to the problem. This method of training helps the trainees to develop team spirit to achieve a common organizational goal.

Method # 6. Selective Readings :

Selective readings refer to individual self-development programs that are meant for executives. Some organizations have a planned reading program under which the executives are provided books, journals, and articles related to their functional areas. This helps the executives in enhancing their knowledge and understanding of various aspects of their business.

Method # 7. Multiple Management :

Multiple management represents a system, under which a junior board of young executives is constituted that analyzes major problems of the organization. The junior board makes recommendations to the board of directors after analysing the major problems. In this method, the young executives learn decision-making skills and the board of directors receives the benefit of wisdom of the executive team. Moreover, in the long-run, the vacancies in the board of directors can be filled by these junior board members.

The aforementioned on-the-job training techniques are cost effective, as the employees actually work while they learn alongside. Moreover, on-the job training techniques provide immediate feedback to the trainees, which motivates them to absorb and learn the right way of doing things.

Method # 8. E-Learning :

E-learning refers to a sequential or procedural method of learning supported by electronic media. An e-learning module normally does not have an instructor, and the knowledge and information is transferred through various tools, such as the Internet. In addition, it comprises knowledge pools and virtual classrooms. Such learning may be self-initiated or encouraged by an educationist to overcome the geographical and time boundaries. E-learning is not user-friendly for everyone. For example, generally, people in their late 40s and above are not very tech savvy; therefore, they may not consider E-learning a very good option.

Method # 9. Self-Instructional Mode :

Self-instructional mode of learning implies learning through self- guidance with the help of various resources. It is a self-initiated process that has to be taken up by trainees. In self-instructional mode, trainees can learn at their own pace, without face-to-face interaction with an instructor. The most important merit of self-instructional mode of learning is that it can be taken up at one’s own pace, as and when the trainee wants to learn .

On the Job Training Methods – 8 Important Methods: Induction, Apprenticeship, Delegation of Authority, Promotions and Transfers, Retraining & a Few Others

It is a fact, all personnel of a business establishment or company get some sort of on the job training at the time of joining the establishment. This training is very essential for employees in skilful comfortable performance of job. The main advantage of on the job training is that trainees understand the rules, regulations and the work procedures by adopting them in their day-today performance.

This system of training is most economical. Since additional personnel or facilities are required for conducting this type of training. It is most suitable for teaching a particular job, which can be procured in a short period.

(1) Orientation or Induction Training:

It is meant for the newly-selected employees and its sole object is to adapt them to the specialized job requirements and work methods of the enterprise.

Thus, the new employee is, to begin with, given a description of his job. At the same time, he is provided with a set of policies, rules and procedures which have a bearing on his performance. He is also told about his immediate superior and the subordinates who will work under him—the person from whom he will take orders and those to whom he will give orders.

In many organizations, there is a formal orientation program for new employees to help them to adjust and adapt to their work environment. This includes taking new employees round the offices or plants of the organization, giving lectures, and showing them films which familiarize them with the history, growth and achievements of the organization. Also, they are informed about the personnel policies of the enterprise and the benefit schemes operated for employees.

Most small and medium-size organizations provide orientation training by attaching the new employee(s) with a senior employee who teaches him techniques of performing the job besides keeping him informed on all matters related to the organization

(2) Apprenticeship Training:

It is one of the oldest forms of training. The new worker(s) is appointed as an apprentice. He is placed under the charge of a qualified senior worker. The apprentice learns the methods of work by observ­ing and assisting his senior. In skilled trades, apprenticeship training is the most common. Electricians, machine-men and plumbers usually learn their jobs through such training.

The period of apprenticeship may be different from job to job. It may be anything between two and five years. During apprenticeship, the worker is paid less salary than a trained worker. The Gov­ernment too has taken measures to safeguard the interests of apprentices, including regulating their wages, hours of work, insurance, etc.

(3) Delegation of Authority and Assignment of Responsibility:

It is an arrangement where a superior assigns a duty or responsibility to his subordinate and also delegates to him matching authority to control the necessary human and technological resources for performance of the said duty or responsibility. It boosts the morale of the subordinate who now feels at liberty to make and implement his decisions without looking up to his superior.

Delegation as a form of training has several advantages. It enables superiors to train their subordi­nates in specific jobs by making them take their own decisions and also enjoy a sense of accomplish­ment when a given task is successfully performed.

However, for various reasons, delegation as form of training is not very popular. The superiors may have their own reasons for not sharing authority with their subordinates and the subordinates too may not be very keen to accept responsibilities.

(4) Promotions and Transfers:

A promotion or transfer in the case of an employee may significantly change the nature of his duties and responsibilities. His transfer to a different workplace will require him to build equations with a new set of co-workers. The same may be the case with promotion which may bestow authority on him besides increase in his remuneration package.

But it may not always be safe to try out promotion or transfer as a means of training. This is because the subordinate will harbour a feeling of insecurity until his superior confirms him in the new job.

Moreover, holding a temporary incumbent accountable for any lapse on his part may be neither possible nor desirable. In any case, he will himself be afraid to make any important decisions for fear of incurring the displeasure of his superior.

(5) Refresher Training or Retraining:

Rapid scientific and technological changes can make even the properly trained workers feel out-dated. Changes in technology and work methods will also lead to changes in job requirements. As a result, even trained workers may need to learn new work methods and techniques.

Refresher training helps workers in learning new work methods and skills but it also enables them to improve the work methods they had learnt earlier. Change in technology and work methods leads to production of new goods and services and old hands will need refresher training to adapt themselves to the requirements of new environment.

(6) Vestibule Training:

“Vestibule” means a passage or room between the outer door and the interior of a building. Vesti­bule training means training given to new workers by special instructors inside the factory prem­ises, but away from the shop floor.

Vestibule training is similar to on-the-job training. The only difference is that while on-the-job training is provided by the line supervisor on the shop floor itself, vestibule training is provided by special instructors, away from the shop floor.

Vestibule training becomes necessary if the number of workers to be trained is large, the work methods to be taught are too many, and the line supervisor, because of responsibilities of his job, can­not spare time for training.

Vestibule training offers several advantages. First, it can be imparted to a large number of workers without affecting the work on the shop floor. Second, the instructors are specialists who devote full time and attention to training and do not attend to shop floor duties. Third, trainees can concentrate on learning because they are away from the distracting sounds on the shop floor. Last, the line supervisor, relieved of the responsibility to impart training, can attend to his duty efficiently.

But vestibule training also suffers from certain drawbacks. First, it is imparted at a place away from the shop floor and trainees are denied opportunity to experience the actual work conditions there. Second, there will be avoidable blame-game between the instructors at vestibule training and the line supervisor, in case a worker trained by them commits a mistake. Last, the organization has to incur extra expenditure to acquire machines and tools for vestibule training.

(7) Job Rotation:

Job rotation may be vertical (in which case it is same as promotion) or horizontal (in which case it may be a transfer).

The object of job rotation is to provide diversified training to an employee by making him learn the nature of work at different work-centers. Job rotation may take different forms. For example, the employee selected for training may be assigned jobs, one after the other, in different departments in a specified period.

Another form of job rotation may be to send the employee to observe the work performed by dif­ferent departmental heads. Here, the employee himself does not do anything; he merely observes how various departmental heads perform their duties.

Yet another form of job rotation may be creating certain positions to be occupied by trainees only. The object here is to provide actual work experience to the trainees.

(8) Creation of “Assistant to” Positions:

This involves posting a trainee as an assistant to different departmental heads. The object is to broaden his outlook and to prepare him for wider managerial responsibilities. It is common to find civil ser­vants in India being given this training.

Working as assistant will enable the trainee to acquire actual managerial experience in each depart­ment. The departmental head will be always at hand to offer expert advice on performance of jobs assigned to the trainee.

(9) Committee or Board Membership:

A committee means a group comprising members which is assigned a task to report on, or resolve a problem situation and also delegated authority for the purpose. The authority is in terms of the “right to vote” which is granted to each member irrespective of his placement in the organization. Thus, if a supervisor and his subordinate are both members of a committee, they will have equal authority to participate and vote in the deliberations of the committee.

Membership of a committee is a useful training device. It enables members to interact with one another and pool their ideas and experience to resolve problem-situations faced by the organization. It enables members to learn how to arrive at a consensus decision (official agenda) after members have given expression to their emotions and angry reactions (hidden agenda).

On the Job Training Methods   – 3 Main Forms: Coaching and Counselling, Understudy & Position Rotation (With Advantages and Disadvantages)

In this method, training is mostly imparted on the job. The employee is trained while he/she is engaged in the work by utilizing the actual work situation for the purpose, wherein an experienced worker or supervisor instructs the trainee on the job. This method is particularly adopted where the process of pro­duction is automated.

Although it is apparently simple and relatively less costly, if not handled properly, the cost can be high in terms of damaged machinery, unsatisfied customers, misfiled forms, and poorly taught workers. Simple observation and practice, which are informal techniques, are two of the greatest sources of on-the-job knowledge.

A person learns his job simply by watching others doing it and then eventually duplicating or copying these observed behaviours. Another aspect of on-the-job training may be more formal, for example, when a new employee on the way to run a certain machine is assigned to a senior employee.

The primary responsibility in on-the-job training rests on the employee’s line supervi­sor. This is a part of the supervisory function which he/she must have learnt to perform competently and sympathetically. It is for the HR department to ensure that supervisors are adequately trained so that they can, in turn, be responsible for the on-the-job training of their sub-ordinates.

On-the-job training is suitable in cases where skills can be learnt in a short span or when few employees have to be trained on the same job at the same time.

There are three forms of on-the-job training which are discussed below:

Form # 1. Coaching and Counselling:

The line supervisor not only teaches the job, knowledge, and skills to his/her sub-ordinates, but also councils them very often. The emphasis in coaching is on learning by doing. Coaching and counselling are similar in many respects. When a supervisor is interacting with a sub-ordinate, it is often difficult to clearly define whether he/she is performing a coaching or counselling role. Theoretically, these concepts may differ, but pragmatically it is not possible to totally separate these training techniques.

Form # 2. Understudy:

The line supervisor is assigned an understudy or assistant, and in addition to his/her regular duties is expected to give training to his/her understudy. An understudy is prepared to perform the work or fill the position of another. He/she is a trainee who at a future time shall assume the duties and responsibili­ties of the position currently held by his immediate supervisor. The understudy is an off shoot of man­power and succession planning which ensures that a fully qualified person will be available to take over a manager s job whenever a line supervisor leaves his/her position due to promotion, transfer, retirement, and so forth.

Form # 3. Position Rotation :

Also known as job rotation, this involves the transfer of trainees from job to job and sometimes from plant to plant on a co-ordinated, planned basis for learning purposes. Job rotation is intended to give the trainee a broad perspective of the organizational activities.

The trainee is systematically transferred from one job to another so that he may get the experience of different jobs. This will broaden his horizon and capacity to do a variety of jobs. Rotation of an employee from one job to another should not be done frequently. He should be allowed to stay on a job for a sufficient period so that he may acquire the full knowledge of the job.

Job rotation is used by many organisations to develop all-around workers. The employees learn new skills and gain experience in handling different kinds of jobs. They also come to know the interrelationship between different jobs. Job rotation is also used to place workers on the right jobs and prepare them to handle other jobs in case of need.

On-the-job training offers the following advantages:

(i) On-the-job training is suitable for teaching those skills that can be learnt in a relatively short time.

(ii) It has the advantage of strongly motivating the trainee to learn.

(iii) It is not located in an artificial situation. It permits the trainee to learn at the actual equipment and in the environment of the job.

(iv) On-the-job training methods are relatively cheaper and less time consuming.

(v) The line supervisors play an important part in imparting training to their subordinates. Because of the above advantages, on-the-job training is superior to off-the-job training.

However, on-the-job training suffers from the following limitations:

(i) It takes longer time for the employee to learn the required skills.

(ii) Expert guidance may not be available to the employee. The weaknesses of the supervisor or instructor from whom the new employee learns are passed on to him.

(iii) There is disturbance in the production schedules. The supervisor is more interested in getting work than imparting the skills.

On-the-Job Training Methods   –  With Its Suitability, Merits and Demerits

On-the-Job training refers to the methods that are used at the workplace, while the employee is actually working. It means ‘learning while doing’. The trainees learn in the real work environment and gain practical experience dealing with the tasks and challenges during a normal working day. On-the-Job methods do not have to incur any additional cost or loose working time.

The various on-the-job training methods are:

i. Apprenticeship Programmes:

It is a method of training where an employee works under the guidance of a master worker to acquire higher level of skills. During the training period, the trainee receives salary in the form of stipend, which is lesser than the normal salary he/she may earn after being trained.

This training requires a trainee to:

a. Work under guidance of a master worker or mentor.

b. Acquire the specifically designed higher level of skills required to enter the respective trade.

c. Spend prescribed amount or additional time to acquire skills.

Suitability:

This training is suitable for jobs requiring:

a. Detailed and in-depth practice of skills or

b. In-depth technical knowledge.

Example – A sales executive is appointed as an assistant to the assistant sales manager for a period of six months to learn about company products and marketing skills.

Merits of Apprenticeship Training:

a. Trainee receives stipend during training period which encourages him to work.

b. Helps trainee to acquire skills to enter skilled traits like plumbing, electrician etc.

c. Enables trainee to combine theoretical knowledge with practical skills.

Demerits of Apprenticeship Training:

a. It is an expensive and time-consuming method.

b. Trainee may leave the organisation after acquiring skills resulting in loss of efforts.

c. It requires contiguous supervision for a long period of time.

ii. Coaching:

It is a method of training where a superior guides and instructs the trainee as a coach to learn skills and processes.

Coaching involves:

a. Setting of mutually agreed upon goals.

b. Suggesting the means to achieve the agreed goals.

c. Periodic review of trainee’s performance to ensure that goals are achieved as planned or suggesting ways to improve performance in case of any deviations.

This training is suitable to:

a. Prepare managers for future.

b. Train a subordinate who is eligible for a promotion to a higher position.

Example – Supervisors in a factory train new or inexperienced machine operators with basic knowledge about machines and skills to run the machine.

Merits of Coaching as a method of training:

a. Cheapest method to train managers.

b. Trainee is groomed to replace or relieve seniors from his responsibilities.

Demerits of Coaching as a method of training:

a. Senior may be biased towards his/her subordinates.

b. Training quality is entirely dependent on the senior.

iii. Internship Training:

Internship training is the combined effort of the educational institutions and business organisations where selected candidates continue regular studies for a prescribed period and also work in a business enterprise for a specific period of time to acquire practical knowledge and skills.

Internship training involves:

a. Joint effort of educational institutions and business enterprises.

b. Educational institutions impart theoretical knowledge whereas business enterprises impart practical knowledge.

c. It brings the balance between the theoretical knowledge and practical skills required to perform a job.

It is adopted by professional or technical organisations who prepare professionals for managerial positions or technical experts.

Example – The engineering courses require the third year students to gain experience in their field by working in the business organisations for a period of two-three months. MBA students also work on real life projects in their second year programme to gain managerial experience.

Merits of Internship Training:

a. It brings balance between theoretical and practical knowledge.

b. It provides students the exposure to real world.

c. Training cost is shared between educational institutes and business enterprises.

Demerits of Internship Training:

a. This type of training may be limited for technical people.

b. Business organisations may not give appropriate practical knowledge to trainee for the fear that they may learn and leave leading to waste of time and cost.

iv. Job Rotation:

Job rotation is a training method where members of staff rotate roles or tasks by shifting from one job to another or from one department to another so that they gain experience of a full range of jobs. Job rotations help employees to have a broader understanding about the organisation and learn skills to perform different types of functions or jobs.

Job rotation helps staff to:

a. Involve in operations of various departments and test his/her ability and aptitude.

b. Interact with employees of other departments and improve social relationships.

c. Acquire skills to undertake responsibilities at different levels within the organisation.

Suitability – It is a method suitable to train employee for general management positions, transfers, promotions and replacements.

Example – Mr. Murthi working in the accounts department of Sell Well Ltd. is responsible to look after the medical reimbursements of all employees. Recently he is given the responsibility to take charge of purchases for the factory. Another employee looking after collections against sales is given the responsibility of dispatches. All these transfers are within the organisation at similar levels but different roles.

Job rotations are a common phenomenon in government organisations. Officers are transferred from one office to another. For example, an employee working in the South Campus office of Delhi University may be transferred to the North Campus office.

Merits of Job Rotation:

a. It helps to develop cooperative approach towards different functions or positions in the organisation.

b. It helps to develop broader horizon and perspective of managers.

c. It helps employees to understand problems of different jobs.

Demerits of Job Rotation:

a. Frequent shifting might create confusions in the mind of an employee.

b. Frequent transfers or rotations may decrease employee efficiency and productivity.

c. Employees may not enjoy job satisfaction.

On the Job Training Methods – Job Instructions Training, Coaching, Job Rotation, Apprenticeship Training and Mentoring

A number of training methodologies and techniques have been developed over the years to meet certain specific needs. There is no one method of training that can be treated as best for everyone or for every group because different situations demand different methods and approach.

When the employees are taught relevant knowledge, skills and abilities at the actual work place it is called on the job training.

The following methods used for on the job training are:

(i) Job Instructions Training:

The learning that occurs is centered on the job. The trainee is placed into the real work situation and shown the job by superior after that the trainee is permitted to copy the trainer’s way. This method is simple and fairly economical if handled properly.

To improve the effectiveness, three points should be kept in mind:

(a) It is a joint effort involving both the trainer and trainee

(b) The trainer is responsible for creating a climate of trust.

(c) The trainer must be a good listener.

This method provides immediate feedback on result and quick corrections of errors. However, it demands a skilled trainer.

(ii) Coaching:

It is a kind of daily training in which the trainer works with one or more trainees. It is informal and unplanned type of training. The trainer or coach assigns tasks, monitors trainee’s behavior and provides reinforcement and feedback. This method can be expensive if one person serves as a full time coach for only few trainees.

(iii) Job Rotation:

This kind of training involves moving of employees from one job to another for the purpose of providing them with a larger organisational perspective and a greater understanding of different functional areas. This added knowledge may be needed for performing higher level tasks. These are several potential problems related to use of job rotation such as increased work-load for trainees and frequent job change may produce stress and anxiety. The trainee may not be very productive during this time.

(iv) Apprenticeship Training:

This method is traditionally used in crafts trades and in technical areas. The trainees spend prescribed amount of time working with an experienced trainer or coach. The training period varies from one year to two years depending upon the nature and type of apprenticeship. A major part of training time is spent on the job productive work. The trainee is paid stipend which is less than the salary of skilled workers.

The main advantage of this method is that the skilled manpower is maintained but on the other hand, one weakness is that the period of apprentice is predetermined and those who learn fast may quit the programme in frustration.

(v) Mentoring:

In this type of training, a senior employee who act as a mentor sponsors and support a junior or less experienced employee who is a mentee. A mentor is a teacher, coach, counsellor, host, guide, and facilitator in the realisation of the vision of the young person (protégé). The mentor shares experiences with the men tee, act as a role model and provides guidance on how to survive and get ahead in the organisation.

In general mentor shape the behaviour of mentee in a work situation, both formal and informal mentoring can take place depending on the work culture and the philosophy of top management of the organisation. In India the mentoring is based on the “Guru-Shishya” relationship. As per Economic Times, 25 October 2002 organisation like TISCO, Neyveli Lignite Corporation, Polaris and Coca – Cola India are using mentoring system.

On-the-Job Training Methods – 6 Most Popular Training Methods: Job Instruction, Coaching, Mentoring, Job Rotation, Apprenticeship, and Committee Assignments

The most popular on-the-job training methods are as follows:

1. Job Instruction Training (JIT)

2. Coaching

3. Mentoring

4. Job Rotation

5. Apprenticeship Training

6. Committee Assignments

Method # 1. Job Instruction Training :

One approach to systematic on-the-job training is the Job Instruction Training (JIT) developed during World War II to train the solders.

The various steps in JIT are:

i. Preparation of the Learner:

a. Put the learner at ease.

b. Find out what he or she already knows about the job.

c. Get the learner interested and desirous of learning the job.

ii. Presentation of the Operations and Knowledge :

a. Tell, show, illustrate and question in order to put over the new knowledge and operations.

b. Instruct slowly, clearly, completely, and patiently, one point at a time.

c. Check, question, and repeat.

d. Make sure the learner really knows.

iii. Performance Try-Out:

a. Test the learner by having him or her perform the job.

b. Ask questions beginning with why, how, when, or where.

c. Observe performance, correct errors, and repeat instructions if necessary.

d. Continue until you know that the learner knows.

iv. Follow-up:

a. Put the employee on his or her own.

b. Check frequently to ensure that the learner follows instructions.

c. Taper off extra supervision and close follow-up until the person is qualified to work with normal supervision.

Method #   2. Coaching:

According to Brad Humphrey and Jeff Stokes (2000, book-The 21st Century Supervisor), coaching employees is one of the supervisor’s single greatest contributions to the organization. They identified coaching as one of the nine essential skills for organizational leaders. Edgar Schein has emphasized the OD consultant’s role in coaching and counselling.

In 1969, coaching assumed a new level of importance when Paul Hersey and Ken Blanchard introduced a management model entitled Situational Leadership.

Coaching process is a relationship. It is only through working together that the coach and the individual (or team) can take an activity that at first seemed impossible, and try to make it possible through sincere effort. In this relationship, the coach provides the environment, support, feedback and encouragement, while the individual or team must be open and committed to change and improvement.

In an ideal world, successful coaches keep creating situations where they are no longer needed. The qualities of a good coach are- positive, supportive, trusting, observant, respectful, patient and assertive. Furthermore, it is also important that a coach be focused and clear.

To illustrate the attributes of a good coach, Marshall Cook (1999) developed a useful tool that compares and contrasts the traits of the archetypal “boss” with the ideal “coach”.

Attributes of Good Coach:

a. Talks a lot

d. Presumes

e. Seeks control

h. Puts products first

i. Wants reasons

j. Assigns blame

k. Keeps distance

a. Listens a lot

c. Prevents

d. Explores

e. Seeks commitment

f. Challenges

g. Works with

h. Puts process first

i. Seeks results

j. Takes responsibility

k. Makes contact

This list provides a useful profile of what an ideal coach would look like. There are diversified opinions in deciding the work of a coach. In general, however, there are three factors that are repeatedly identified as central to the work of a coach.

i. Focus on Communication :

Commitment to good communication is very much required for successful coaching.

A good coaching session should:

a. Have a clear purpose

b. Have established ground rules

c. Keep focused

d. Be based on clear and simple communication

e. Depends on openness to new ideas

f. Have an open door policy

g. Place special attention on modelling good behaviours and body language

h. Have competing demands placed on a manager’s time.

ii. Invest in Problem Identification :

In a coaching programme the problem should be identified properly. Effective problem diagnosis is critical to improving performance.

The skills required for effective diagnosis are:

a. Listening skills- Coaches must avoid the temptation of immediately rushing in and naming what they see as the problem. They should ensure that there are no distractions and should avoid the temptation of leading the conversation.

b. The ability to develop good questions.

iii. Identify an Effective Problem Solving Strategy :

Effective and successful coaches keep creating situations where they are no longer needed. Marshall Cook (1999) provides some simple, pragmatic insights into solving problems by coaching. He prescribes a seven-step methodology for coaching employees to solve problems.

The methodology challenges the coach and the person(s) being coached to:

(a) Define the opportunity (problems are often opportunities in disguise)

(b) Define the goal

(c) Create the action statement

(d) Create the action plan

(e) Set the evaluation standard

(f) Confirm the understanding

(g) Plan the follow up.

Pros and Cons of Coaching:

a. Coaching is not a therapy. It assumes that the client is healthy rather than suffering from some pathology.

b. Coaching is future and action oriented.

a. The limits of a coach’s skills and abilities must be acknowledged.

b. Sometimes people of the organization are unable to accept the coach.

Method #   3. Mentoring :

While coaching by an employee’s immediate superior usually focuses on job performance, mentoring is usually much broader and focuses on general career and personal development. Mentor’s role is usually filled by someone other than the immediate superior, and usually by a person of higher rank from outside the employee’s department.

Generally a mentor is an individual of higher status who is willing to invest time, interest, and support in a subordinate person over an extended period of time. According to Ostroff and Kozlowski (1993), a mentor is a senior and experienced organizational member who specifically helps a young professional to develop their technical, interpersonal, and political skills.

However, this differs slightly to the view of Burlew (1991) who states that the definition of a mentoring relationship has changed from the intense, exclusive, multiyear relationship between senior and junior colleague, to now include an individual involved in a variety of short-term, low-intensity interactions with peers and direct supervisors.

Most definitions agree that a mentoring relationship is an interactive and dyadic relationship. Mentoring can be accomplished on a person-to-person basis, or the mentor can meet with a small group of four to six proteges. With the group approach, the group has the potential to evolve into a learning team whose members can coach each other.

The Organization Development (OD) consultant can provide valuable training, such as training in active listening or training in small-group process interventions, for those involved in this process.

The main objective of mentoring is to help an employee attain psychological maturity and effectiveness and get integrated with the organization. In a work situation such mentoring can take place at both formal and informal levels, depending on prevailing work culture and the commitment from the top management.

Differences between Coaching and Mentoring:

i. Coaching takes place within the confines of a formal manager- employee relationship.

ii. Focuses on developing individuals within their current jobs.

iii. Interest is functional, arising out of the need to ensure that individuals can perform the tasks required to the best of their abilities.

iv. Relationship tends to be initiated and driven by an individual’s manager.

v. Relationship is finite-ends as an individual transfers to another job.

i. Mentoring takes place outside of a line manager-employee relationship, at the mutual consent of a mentor and the person being mentored.

ii. Mentoring is career-focused or focuses on professional development that may be outside a mentee’s area of work.

iii. Interest is personal and professional – a mentor provides both professional and personal support.

iv. Relationship may be initiated by a mentor or created through a match initiated by the organization.

v. Relationship crosses job boundaries. Relationship may last for a specific period of time (nine months to a year) in a formal programme, at which point the pair may continue in an informal mentoring relationship.

Features of Mentoring:

a. Listen and understand

b. Challenge and stimulate

d. Build self-confidence

e. Teach by example

f. Act as role model

g. Share experiences

h. Offer encouragement

b. Act on advice

c. Show commitment to learn

d. Check ego at the door

e. Ask for feedback

f. Be open minded

g. Be ready to change

h. Be proactive

Functions of Mentoring :

The various functions the mentor provides for the protégé and the organization are broadly categorized as career-development, psychosocial, and organizational functions.

a. Career Development Functions :

Career-oriented functions are activities which not only help the protégé’s to develop his/her career within the current organization, but to help in developing general career progression. These functions include sponsorship, protection, coaching, challenging the protégé, and giving them exposures which are described below. According to Scandura (1998) these mentoring functions are “vocational career support”.

i. Sponsorship:

To fulfil the function the mentor acts in a proactive way to benefit the protégé’s career by championing their suitability for promotion and career benefiting assignments.

ii. Protection:

Protection of the protégé is similar to sponsorship, but in a defensive manner. The mentor protects the protégé from undesirable assignments and internal politics which may harm their career development or advancement.

iii. Coaching:

Here the mentor provides advice, analysis, and feedback with the intention of improving decision-making, organizational fit, and skills of the protégé.

iv. Challenge:

Mentors help mentees to develop necessary competencies through challenging job assignments and appropriate feedback.

v. Exposure:

Mentors expose their protégés to senior-decision makers to demonstrate their abilities and aid them in the creation of their own internal and external networks.

b. Psychological Functions :

Psychological functions are aimed at improving the protégé’s psychic development. These functions include- role modelling, confirmation and acceptance, counselling, and friendship.

i. Role Modelling- Mentors offer mentees a pattern of values and behaviours to imitate.

ii. Confirmation and Acceptance- Confirmation and acceptance is the process of the protégé building a sense of self as a professional through the mentor affirming and understanding the protégé’s experiences.

Mentors offer support, guidance and encouragement to mentees so that they can solve the problems independently and gain confidence in course of time. Mentors help people to learn about the organization’s culture and understand why things are done in certain ways.

iii. Counselling- Mentors functions as counsellor to protégé’s or mentees. Mentors help mentees work out their personal problems, learn about what to do and what not to do, offer advice on what works and what does not, and do everything to demonstrate improved performance and prepare them for greater responsibility.

iv. Friendship- Mentors also provide friendship and a role model for protégés. They offer practical help and support to mentees so that they can indulge in mutually satisfying social interactions with peers, subordinates, bosses and customers.

c. Organizational Functions :

The third type of mentoring function is the organisational function. Covan (2002) argues that mentors help the organization by monitoring their protégé and assuring they work to the appropriate standards. He also states that mentors help the organisation by teaching organizational values and processes to the new employee. There are less organizational related functions in mentoring, as the focus of mentoring is more concerned with developing the protégé to benefit the organization.

1. Mentees have easy access to someone for support and friendship; information and learning; coaching; and advocacy.

2. Mentoring is linked to a new employee’ learning the ropes faster than an un-mentored newcomer

1. Feeling of jealousy may be created among the mentees who do not get a good mentor.

2. Sometimes the mentor forms strong bond with the mentees creating unwarranted favouritism which leads to a demoralizing effect on other workers.

Organizations like TISCO, NTPC, Polaris, CITI Bank, Proctor and Gamble and many more have given a lot of importance to mentoring programme.

Mentoring can succeed if- (i) there is genuine support and commitment from top management, (ii) mentors take up their job seriously and transfer ideas, skills and experiences in a systematic way and (iii) mentees believe in the whole process and carry out things in an appropriate manner.

Method #   4. Job Rotation :

This training allows employees to rotate themselves among different narrowly defined tasks and gain experiences of those tasks. This implies periodic shifting of an employee from one task to another. When a job is no longer meaningful, interesting and challenging the employee is rotated to another job especially at the same level having similar skill requirements.

The objective is to expose the employees to different experiences and wider variety of skills to enhance job satisfaction and to cross-train them. It gives future managers a broad background.

For example an administrative employee may spend two or three days of a week looking after reception areas of the business and directly dealing with customers and enquiries. Next two days he/she may spend in doing his/her current work. Another example may be in an auto assembly line, one worker whose job is installing carpets would be rotated periodically to a second workstation where he/she would install only seats in the car.

After that he/she might be rotated to a third work station, where his/her job would be to install only the cars’ instrument panels. During the course of a day on the assembly line, the worker might be shifted at two-hour intervals among all three workstations.

a. It reduces boredom and monotony of the job.

b. It teaches the employees multi skill.

c. Employees with a wider range of skills give management more flexibility in scheduling work, adapting to changes, and filling vacancies.

d. It helps in managing the work in the absence of employees.

e. It motivates the employees for better productivity.

a. It increases training costs.

b. The productivity is reduced by moving an employee to a new position, just when efficiency at the previous job is creating organizational economies.

c. Job rotation creates disturbances in the sense that members of the work group have to adjust to the new employee.

d. Supervisor has to devote more time by answering the queries of the newly rotated employee.

Method #   5. Apprenticeship Training :

Apprenticeship is typically associated with the skilled trades, derived from the medieval practice of having the young learn a trade from an experienced worker. Apprentices (or in early modern usage “prentices”) or protégés build their careers from apprenticeships. Most of their training is done while working for an employer who helps the apprentices learn their trade.

This is in exchange for their continuing labour for an agreed period after they become skilled. Theoretical education may also be involved, informally via the workplace and/or by attending vocational schools while still being paid by the employer. Apprenticeships are route to certain skilled blue- collar jobs.

In Europe, apprenticeships are still one of the major ways for young men and women to gain entry to skilled jobs. In the United States, apprenticeships are largely confined to adults wanting to work certain occupations, such as carpentry and plumbing. These apprenticeships generally last four years, and the apprentice’s pay starts at about half that of the more experienced “journey workers”.

In India, The Apprentices Act was enacted in 1961 and was implemented effectively in 1962. Initially the Act envisaged training of trade apprentices. It regulates the programme of training of apprentices in the industry so as to conform to the syllabi, period of training etc. as laid down by the Central Apprenticeship Council and to utilize fully the facilities available in industry for imparting practical training with a view to meeting the requirements of skilled manpower for industry.

The Act was amended in 1973 to include training of graduate and diploma engineers as “Graduate” and “Technician” Apprentices. The Act was further amended in 1986 to bring within its purview the training of the 10+2 vocational stream as “Technician (Vocational)” Apprentices. Overall responsibility is with the Directorate General of Employment and Training (DGE&T) in the Union Ministry of Labour.

DGE&T is also responsible for implementation of the Act in respect of Trade Apprentices in the Central Govt. Undertakings and Departments. This is done through six Regional Directorates of Apprenticeship Training located at Kolkata, Mumbai, Chennai, Hyderabad, Kanpur and Faridabad.

State Apprenticeship Advisers are responsible for implementation of the Act in respect of Trade Apprentices in State Government Undertakings/Departments and Private Establishments. Department of Education in the Ministry of HRD is responsible for implementation of the Act in respect of Graduate, Technician and Technician (Vocational) Apprentices.

This is done through four Boards of Apprenticeship Training located at Kanpur, Kolkata, Mumbai and Chennai.

Pros and Cons of Apprenticeship:

a. Apprentices get chance to work with an experienced guide, coach or trainer.

b. Apprentices can clear the doubt first handedly.

a. Uniform period of training is offered to trainees.

b. People have different abilities and learn at varied rate. Fast learner may quit the programme in frustration while slow learner may require extra time.

c. Technologies are being changed rapidly. Hence trainees who spend years learning specific skills may find, upon completion of their programmes, that the job skills they acquired are no longer appropriate.

Internships:

Internships are a route to white-collar or managerial jobs in a variety of fields. Internships are opportunities for students to gain real-world job experiences, often during the time they do their summer project. Although most internships offer very low or no pay, student interns can often gain college credits and, possibly, the offer of a full-time job after graduation.

Method #   6. Committee Assignments :

In this type of training, the trainees are asked to solve an actual organizational problem by working in a group. Talented employees are being assigned important committees in order to broaden their experiences. By this they also understand the personalities, issues and processes governing the organization.

This develops the team spirit of the trainees to achieve the common goal. But sometimes committee assignment leads to “social loafing”, which is the tendency for individuals to expend less effort when working collectively than when working individually. Some other times, committee assignment becomes notorious time wasting activities.

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7 Types of Training Methods (and How to Choose)

By Emily Gore

February 9, 2023

Traditional types of training methods are exactly what they say they are—traditional. Instead of engaging learners by being innovative, creative, fresh, lightweight, and sometimes funny, they often feel like a burden and unwelcome obligation.

Old days’ training methods fall short of everything they can do to maximize learners’ attention and information recall . Additionally, and in corporate settings, they ignore the collateral effects of effective training methods. As a result, companies miss a terrific opportunity to make their employees happier and more productive.

It’s not just the training materials—it’s the training method.

Many organizations focus on creating good-looking training materials. However, design is not all about aesthetics—it’s primarily about function. And if an employee training course doesn’t meet its functional goals, it fails—no matter how pretty the materials are. 

Nowadays, the variety of training methods can seem overwhelming. Therefore, we compiled a list of the best types of training methods for employees. We’ll also give you some advice on how to select the method that best suits your employees.

How Important Is It To Choose the Right Training Method?

Choosing the best option from a long list of training methods for employees can seem daunting. But corporate training is essential for employee onboarding and employee retention. Figuring out what works best for your employees doesn’t have to be difficult. 

Onboarding is a perfect moment to deliver training. A new staff member is bursting with excitement about joining your company. They’re like sponges ready to soak up all the information they possibly can—about the company, the business, or their function.

Existing employees are also eager to extend and develop their skills. In any case, for the sake of learning effectiveness, the training method is as important as the content and activities.

On top of the different levels of employees that need training, we have an indisputable truth: everyone learns differently. Some prefer to learn by watching, others by listening or reading and writing, and others by doing. Some learners change their preference depending on certain conditions. The topic might also influence the appropriateness of one method over the other.

Powered by technology, the types of training methods are numerous. And we didn’t discard any of the traditional training methods yet, because they do have their perks. Let’s explore the features of each training method for employees.

Types of Training Methods

Most training methods target more than one learning style, whereas some focus on one particular style. And that’s okay! Because if you offer training using different types of methods, you’ll satisfy the styles of different employees. And unless the topic calls for a particular training method, you might even offer a variety of methods for a single topic. You can also give your staff options to learn in different ways depending on the circumstances. For instance, they might wish to learn by listening on one day and by watching on another.

Below are seven of the best types of employee training methods:

• Case Studies
• Instructor-Led Training
• Interactive Training
• On-the-Job Training
• Video-Based Training

Check out the details and benefits of each type!

1. Case Studies

This type of training is great for developing critical thinking, problem-solving, and analytical skills. The scenarios can be real or imaginary, but in the context of employee training, they all illustrate situations at work.

Learners read the case studies and then analyze and solve them individually or in a group. Some solutions might be better than others, depend on assumptions, and be either optimal or the best possible given the circumstances.

Although case studies allow your staff to learn at their own pace, they’re most useful for less complex topics.

2. Coaching

Mentorship—another name for coaching—should be an impactful and memorable learning experience. At least, that’s the expectation of mentors and mentorees.

When your experienced staff dedicates time and effort to coaching new employees, those new employees will feel valued and supported. Put some emphasis on the time and effort required by mentors, and remember that it pays off.

Although coaching and on-the-job training might seem similar, coaching:

• Focuses on the mentor-mentoree relationship
• Is more inspiring
• Is most likely to make the employee comfortable asking questions

You can also deliver coaching sessions online—making them even more accessible.

3. eLearning

You might know this one by online training. It’s computer-based training that’s delivered from a distance, online. The advantages?

• Learners can go through the content and activities at their own pace.
• There’s no need to hire an instructor.
• It scales beautifully, so the number of simultaneous learners can increase tremendously.

Oftentimes, this type of training:

• Resembles classroom training
• Uses visuals with a voiceover
• Complements lessons with videos and reading materials

As you don’t have an instructor monitoring engagement levels, you must use other means to do it. Quizzes and other types of interactive activities are wonderful for that purpose. They also allow you to appraise the progress of each employee and the effectiveness of the training.

4. Instructor-Led Training

Whether it’s in-person or online, an instructor-led training session is very much based on the dynamics of a classroom.

• Led by an instructor
• With a presentation—just like a lecture

Although an academic-like classroom experience may not seem thrilling to some learners, the method has some significant pros.

• Learners can ask the instructor questions that the materials don’t cover in real-time.
• Instructors can monitor learners’ progress and engagement.
• Learners and instructors can build a relationship with each other.
• Complex topics are sometimes easier to teach in a classroom.

On the other hand, whether they’re online or physical, classrooms—or instructor-led training sessions—have some cons.

• A high number of learners prevents the instructor from interacting one-on-one with all of them.
• Learners can’t learn at their own pace since there are multiple learners in the (in-person or virtual) room.

5. Interactive Training

Anything interactive has the potential to grab our attention. And training is no different! That’s why interactive training is highly engaging and effective. Learners absorb more information, retain it faster, and recall it for longer periods of time.

The success of interactive training comes from being practical rather than theoretical. So, employees learn by applying knowledge in a realistic setting.

Here are three examples of interactive training:

• Game-based training. Using rewards like points increases motivation levels, and this type of training can make learning fun.
• Roleplaying. A facilitator manages the process of acting out different work scenarios with the learners. It’s especially effective for client or customer interaction training as it explores difficult situations in a controlled environment.
• Simulations. These can be appropriate for learning specialized, complex skills, like for medicine or aviation training. Simulations set up real work scenarios for the learners, so augmented or virtual reality can be great simulation tools.

6. On-the-Job Training

Also known as hands-on training, on-the-job training is all about the practical skills that a job requires. Therefore, the employee learns by going through the experience of executing real activities at work.

On-the-job training reduces the time before the employee starts performing their job function. It can take different forms, such as:

• Internships. Interns obtain guidance, support, and training from the company that hired them. And the more prior knowledge they have of what the job entails, the better for their future success.
• Rotations. Job rotations boost employee motivation, satisfaction, cooperation, and commitment to the company. By exposing the employee to different business areas of your company, they develop skills they might not otherwise have and a deeper understanding of and commitment to the company as a whole. This increases retention levels and your employees’ chances of moving up in their own department or in another.
• Shadowing. New hires observe existing employees while they work, ask questions, and sometimes help with tasks. By doing that, new hires understand how they’ll have to do their work before they actually have to do it.

Employee engagement—or interest and involvement—is vital for the success of on-the-job training. Engagement is typically heightened with on-the-job training since it’s individual and the learning activities intimately relate to the employee’s job.

On-the-job training produces results quickly and is also appropriate for teaching and developing leadership skills.

7. Video-Based Training

Speed and efficiency—these are the keywords that propelled video as an employee training vehicle. Additionally, it became popular because it can be way more interesting than traditional training methods. It’s highly engaging and can be entertaining as well!

Animations raise information recall to impressive levels. Live-action videos are great for demonstrations. Webinars and screen recordings of step-by-step procedures can take a simple list and turn it into an entertaining, story-based how-to.

Video-based training is easily accessible and repeatable—the employee can watch the video as many times as they need. Also, it doesn’t require an instructor.

Now that you know each one of the types of training methods for employees, are you ready to choose? Here are some tips on making the right choice for your organization!

How To Choose the Right Employee Training Method

To choose a training method, you should analyze your training needs from two perspectives.

• Coaching is perfect for teaching leadership, emotional intelligence, or change-management skills.
• eLearning is especially useful for teaching company policies.
• Roleplaying works well for teaching how to deal with employees who don’t follow company policies.
• Video-based training is great for teaching new knowledge, such as industry or technological trends.
• Older employees might feel more comfortable with instructor-led training.
• Millennials often prefer training methods compatible with mobile devices, such as games and video.
• Any online training is most effective when employees are remotely located, are senior-level staff with limited availability, or travel a lot.

Training Methods for All Tastes and Needs

Long story short, employee training is continuous, and companies need it to thrive and prosper. Without developing their employees’ skills, companies can’t face the competition.

Choosing the right training method for your employees is integral to effective training. And you might find value from using varied training methods. It all depends on why you’re delivering the training program and to whom.

The suitability of your training methods to your goals and audience is indispensable to the success of your training program. Finding the right training method makes your employees more skilled and aligned with their job and your company.

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• Methods of Training

Every organization wants its employees to work with complete efficiency. But is it so easy? No, is the right answer. It is because of the fact that the changes in the environment are taking so rapidly that working with the same set of skills is almost impossible.

It creates the concept of enhancing the skills and expertise of the workers. In other words, the changing environment creates the demand for changing and developing skills in the workers or training them.

In this article, we will look at the various Training Methods under 2 major heads viz, On the Job Training and Off the Job Training.

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1. on-the-job training methods, (a) job rotation.

There are various jobs in all organizations. Each job or work requires a different set of skills in the workforce. In order to develop the workforce in all the sectors and zones of the organization, this method is used.

In this method, a worker gets an opportunity to work on different posts with a different set of responsibilities without any increase in the pay scale. Hence, it is also known as ‘lateral movements’.

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(b) Job Instructions

There are various steps to accomplish a  particular task. In this method of training, a worker is guided by a supervisor or a trainer who tells him/her about the exact steps for the accomplishment of the work. Moreover, new works are being taught to the workers by the supervisor.

Learn more about Training and Development here in detail

(c) Coaching

There is a need for both theoretical as well as practical development of the worker in any organization. In order to do so, most of the organizations opt for this method of training.

In this method, the company provides the worker with a coach who trains him. Also, the trainer provides him regular feedbacks.

(d) Committee assignments

Under this method of training, the organization organizes a meeting or seminar of workers where they get a real life problem of the organization.

The organization asks them to take it as an assignment and try to solve it with their wits. Hence, it leads to the generation of teamwork, leadership qualities, etc. among all the workers in the organization.

2. Off-the-Job Training Methods

(a) vestibule training method.

Vestibule Training Method is a very famous means of training the employees especially the manual workers. If the company starts to train the workers in the factory or the workplace itself then there are chances of mishappening with the machinery of the factory.

In this method, similar tools and machinery are arranged outside the organization. Hence, this allows the workers to enhance their skills by working with the same tools and machinery.

(b) Case Study Method

Generally, case study deals with an issue which a business confronts and provides an opportunity for workers to come out with a solution.

This provides them the opportunity to analyze the case and come out with effective solutions. This method can enhance the critical and creative thinking of an employee.

(c) Incident Method

Under this method, firstly the organization prepares a list of series of real incidents. Then they ask the employees to state their reaction to the incident or the situation.

Later, everyone sits and decide a common solution to the incident on the basis of the individual as well as group decisions.

(d) Conferences

Whenever several people meet to discuss any particular topic or subject, that is known as a ‘Conference’. Each worker analyzes and discusses various problems related to the topic. Moreover, this method enables each worker to express their respective viewpoints.

Solved Question on Training Methods

Question: Explain the Off-the-Job Training method of ‘Simulation’.

Answer: Simulation is an Off-the-Job training method in which the organization provides an imaginary situation to the workers. They have to act on those situations which will show their respective viewpoints on various sets of situation. For Example, the role of a Sales Manager solving the sales issues or creating a new sales strategy etc.

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I liked that you said that one thing to consider when you own a business is to conduct performance appraisals. I would imagine that this would help you to evaluate which areas of the business need improving. I would be sure to have performance appraisals in order to help my business to become more successful.

We at 9 links believe for performance appraisal to be done objectively…they should be assessed using psychometric assessments.

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A Guide to Behavioral Skills Training in Special Education and ABA

• September 26, 2023
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Navigating the educational landscape, whether as a parent, teacher, or caregiver, can sometimes feel like an uphill battle—especially when we're aiming for meaningful skill development. That's where Behavioral Skills Training (BST) comes in as a saving grace. Let’s explore the mechanics of BST and how it can transform not only educational settings but also relationships, special education programs , and ABA programs. Read on for teaching strategies with this four-step approach!

What is Behavioral Skills Training? A 4-Step Guide to Mastering Skills

Behavioral Skills Training, or BST, is a technique to get everyone on the same page—whether you're a parent, caregiver, or staff member. Think of it as a skill-building combo, balancing what you do with how well you do it. It's broken down into four steps: Instruction, Modeling, Rehearsal, and Feedback (Miltenberger, 2004).

Step 1: Instruction —Clearly outline the skill you're teaching. Think of it as the “Tell” phase where you go over the what and the how.

Tell : Go over what the skill is and how to do it

Step 2 : Modeling—This is the “Show” stage. Act out the skill so the learner can see it in action.

Show : Model the skill to the learner

Step 3: Rehearsal —Now, it's the learner's turn to “Do” it. Let them practice the skill under your supervision.

Do : Have the learner try it!

Step 4: Feedback —The “Review” part. Give constructive feedback, pointing out what was done well and what needs improvement.

Review : Provide feedback on how they did

Rinse and repeat until they got it!

This works for teacher to student, parent to child, teacher to para, mentor to mentee, and so on. Just a good system for teaching someone something new!

Unlocking Skill Development: The Impact of BST on Special Education

Behavioral Skills Training is a game-changer in specialized educational settings, providing a structured approach to skill development. With its focus on step-by-step learning and immediate feedback , BST fits perfectly with the individualized needs often required in special education classrooms. The framework makes it easy for teachers to adapt and modify their instruction, meeting students where they are. This is particularly helpful for teaching functional skills, social cues, or even complex academic concepts. As a result, special education professionals can provide targeted, effective learning experiences, bolstering not just skill sets but also confidence and autonomy among their students. The beauty of BST is its adaptability, making it an indispensable tool in the special education toolbox.

Examples of BST in Skill Acquisition

In a preschool setting, Behavioral Skills Training (BST) can be an effective way to teach a student to match pictures. Here's how a preschool teacher might implement BST for this specific skill:

Instruction (Tell) :

The teacher first explains the task to the student: “Today, we're going to learn how to match pictures like ‘dog' and ‘ball’.”

Modeling (Show) :

The teacher puts three pictures on the table of a dog, a ball, and a car and picks up another picture card of a dog. She shows how to put the second picture of the dog on the dog card on the table, saying, “See, this is a dog and this is the SAME dog. I match dog.”

Rehearsal (Do) :

The teacher then picks up the cards, shuffles them, and puts the three pictures on the table again. Teacher then gives the second picture of the dog to the student and encourages them to try matching them. “Your turn! Match ‘dog!’”

Feedback (Review) :

After the student attempts the task, the teacher provides constructive feedback. “Great job matching ‘dog’!” or “Let’s try again!”

The teacher then continues to practice with the student, repeating the steps until the student masters the skill.

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How to use Behavioral Skills Training in Staff Training

In a special education or ABA setting, Behavioral Skills Training (BST) can be instrumental in equipping paraprofessionals with the necessary skills for daily data collection on students. Here's how a special education teacher might go about it:

The special education teacher sits down with the paraprofessional and explains, “We need to track daily progress for our students to adapt our teaching methods effectively. I'll show you how to fill out this data sheet during a classroom activity.”

The teacher proceeds to model the process during a real or simulated classroom activity. They fill out the data sheet, noting specific behaviors or milestones of a student, saying, “Here, I'm noting that Johnny was able to sit for five minutes during circle time.”

The paraprofessional is then handed a blank data sheet and asked to do the same during the next activity. The teacher observes but doesn't interfere.

After the activity, the teacher reviews the paraprofessional's data sheet and provides feedback. “You did well capturing the data points. Just remember to also jot down the time each activity took place.”

The BST process can be repeated until the paraprofessional is comfortable and accurate in taking daily data, ensuring that both teacher and paraprofessional are on the same page when it comes to monitoring student progress.

How Behavioral Skills Training Improves Parent-Child Relationships

BST is more than just a teaching tool—it's a relationship builder. When used effectively, BST fosters mutual understanding between parents and children, as well as teachers and students. The 4-step approach establishes a clear line of communication and sets expectations, which is key in any relationship. In the “Instruction” and “Modeling” phases, trust is built as learners see that you not only talk the talk but walk the walk. During “Rehearsal,” learners feel empowered as they try out the new skill, and in the “Feedback” stage, constructive criticism opens the door to improvement and growth. Whether you're a parent aiming for smoother mornings or a teacher striving for a more engaged classroom, BST helps in creating a collaborative and nurturing environment.

Behavioral Skills Training (BST) can be a powerful tool for parents as well, even for tasks as seemingly straightforward as teaching a child to brush their teeth. Here's how a parent might use BST to teach this essential skill:

The parent starts by explaining the importance of brushing teeth to the child: “We brush our teeth to keep them clean and healthy. You can do it by yourself!”

The parent then demonstrates the proper technique, showing how to apply toothpaste on the brush, how to position the brush in the mouth, and the correct brushing motions. They may say, “See how I'm making small circles with the brush on each tooth? That's what we need to do.”

The child is then given a toothbrush and asked to mimic what they've just seen. The parent observes without interfering, allowing the child to try brushing on their own.

After the child has attempted to brush their teeth, the parent offers specific feedback. They may say, “You did a good job with the bottom teeth, but let's try to spend a little more time on the top ones next time.”

The cycle can be repeated until the child has mastered the skill, ensuring that they understand not just what to do, but why it's important—a crucial element in fostering long-term healthy habits.

So there you have it! Whether you're a parent, teacher, or someone who works closely with learners of any kind, Behavioral Skills Training offers a structured, effective, and adaptable approach to teaching new skills. Its impact isn't confined to the classroom—it extends to improving relationships and is especially valuable in specialized educational settings. Adopting BST into your toolkit can be the missing link in achieving both learning objectives and fostering more meaningful interactions.

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Training Techniques

Bass and Vaughan have classified on-and off-the-job training techniques. This classification is based upon the location in which such techniques are generally used/when, in actuality, some of the techniques may be used in either setting.

For example, job instruction training is classified as on-the-job, even though it may be used off the job as well. Objectives, principles of learning, and organizational contingencies will all influence the appropriateness of the techniques selected.

Learning normally takes place through informational methods of training or through experiential training methods. The effectiveness of each varies from the context and type of training. Informational methods are normally used to teach factual material, skills, or attitudes. Generally, they do not require the trainee to actually experience or practice the material taught during the training session.

Some of the training techniques can be categorised into main headings:- A. On-the-Job Techniques B. Off-the Job Techniques.

ADVERTISEMENTS:

A: Some of the on-the-job techniques of employee training are: 1. Job Instruction Training 2. Apprenticeship Training 3. Job Rotation 4. Committees and Special Assignments 5. Coaching.

B: Some of the off-the-job techniques of employee training are:- 1. Lectures, Special Studies and Discussion 2. Programmed Instruction 3. Orientation Training 4. Vestibule Training 5. Films 6. Videotape 7. Correspondence.

Training Techniques – On the Job and Off the Job Training Techniques

Training techniques – on-the-job and off-the-job training techniques.

Bass and Vaughan have classified on-and off-the-job training techniques. This classification is based upon the location in which such techniques are generally used/when, in actuality, some of the techniques may be used in either setting. For example, job instruction training is classified as on-the-job, even though it may be used off the job as well.

Objectives, principles of learning, and organizational contingencies will all influence the appropriateness of the techniques selected. Following is a discussion on a number of the techniques, which are utilized primarily for on-the job and off-the-job training techniques.

1. On-the-Job Techniques :

In this action we will discuss five on-the-job training techniques:

(i) Job instruction training,

(ii) Apprenticeship training,

(iii) Job rotation,

(iv) Committees and special assignment, and

(v) Coaching.

(i) Job Instruction Training (JIT):

Job instruction training (JIT) was developed during World War II to provide a guide for on-the-job skill training of white- and blue-collar employees as well as technician. Essentially, JIT involves four steps – (1) preparing the trainee, (2) demonstrating the job, (3) having the trainee perform the job, and (4) following up on the employee’s performance.

Trainee preparation involves relaxing the new employee through anxiety reduction. Trainers can do this by showing interest in the new workers, introducing them to co-workers, describing the importance of the trainees’ jobs and the objectives of the training, and pointing out the responsibilities and duties of the trainees. Formal job descriptions and specifications can help, employees know what is expected of them, thereby facilitating the learning process.

In demonstrating the job, trainers should also tell trainees how to do the job. Such parallel auditory and visual measures help to foster learning by melding use of two sensory organs rather than one. Learning is further facilitated and made easier to follow if the job is broken down into subparts and a step-by-step sequencing followed when appropriate.

Trainees should also be positioned so that they will observe the demonstration from the same perspective they will have when actually performing the task. For example, in demonstrating a word processor, trainees should be positioned directly behind the trainer so they will not see the job performed backwards or upside down. In addition, the JIT technique utilizes the principle of repetition, and requires even the simplest of jobs to be demonstrated at least twice.

JIT also requires trainees to perform the job at least twice. During the second performance, the trainees must explain how and why they are doing each doing each step. This procedure helps trainees conceptualize the task better, and also shows the trainer how well trainees understand the task. Trainers should point out errors and omissions as trainees are doing the job, and should not wait until the total task is completed.

This allows immediate feedback (KOR) and an opportunity to correct behaviors before they become incorrectly leaned procedures. Another reason for immediate correction of errors is to avoid damage to machinery or products, or injury to the trainee or other employees. Trainers must correct trainees in a non- threatening manner in order not to create too much anxiety which could impede motivation and learning.

The final step in JIT is follow-up on employee performance. The organization must make certain that the worker is correctly performing the task in order to assess the need for additional training. An important aspect of this step is to let trainees know to whom they may go for help after the formal training period has completed-for example, their immediate supervisor, fellow employees, or a combination of the two.

Follow-up also provides information to trainers and the firm for evaluating and modifying existing training programs. Finally, follow-up lets trainees see that the organization is in rested in correct performance, and it provides feedback to the worker as to the effectiveness of that performance.

(ii) Apprenticeship Training:

Skilled crafts, such as carpentry, plumbing, iron working, and airline mechanics, utilize apprenticeship training. These crafts require a diverse range of knowledge, skills, independence of judgment, and maturity.

A broad definition of an apprentice is:

A person at least 16 years of age who is covered by a written agreement registered with the State Apprenticeship Council providing for not less than 4,000 hours of reasonably continuous employment under an approved schedule of work experience and supplemented by a recommended minimum of 144 hours per year of related class-room instruction.

Each apprentice is assigned to an experienced worker who has already learned the trade, and who is referred to as a journeyman. As this discussion indicates, apprentice­ship programs are formal and lengthy, frequently involving two or more years, and emphasize combining off-the-job and on the-job supervision under skilled instructors. There are many trades which use apprentices, and there are a great many workers involved in apprenticeship training. In one survey, one-third of all firms which responded indicated that they conducted apprenticeship training.

Apprenticeship training is widely used when complex skills are involved. When such training is well planned and correctly conducted, it permits the integration of the best features of both on-the-location and on-the-location training. It also provides the apprentice with an opportunity to earn while learning, and’ thereby increases motivation. The company also receives some benefits from these programs in the form of some productive output.

There are limitations to apprenticeship training as well. Some of these limitations are the same as those discussed for on-the-job training in general. Sometimes apprenticeship programs are unplanned or haphazardly conducted. In addition, production rather than learning may be emphasized. Programs may be too long for some individuals, too short for others, and just about right for others. Because apprenticeship programs have fixed rates which apply to all trainees, differences in individuals’ learning curves and learning rates simply cannot be taken into account.

(iii) Job Rotation:

Job rotation is associated with a number of meanings. It may refer to assigning managerial trainees to different jobs in order to broaden their supervisory skills, knowledge, and experience, and to acquaint them with the functions of various departments in the organization.

In some instances, this managerial training may be for experienced managers who are being groomed for top- level management positions. Even managers who are not likely candidates for promotion can benefit from this procedure, since it provides them with the ability to handle more varied assignments.

Job rotation can also be used for non-managers as a technique to reduce boredom brought on by specialization. For example, production workers can be taught to perform three jobs, and rotated from one to another every month. In addition to reducing boredom, such procedures may allow employees to understand how their jobs relate to other jobs in the company. It also provides the company with a pool of trained resources that can be quickly utilized in the event of sickness, vacation, terminations, or other emergencies.

The following example of a one-year management training program highlights some important aspects of this development technique. During the first half of year, trainees were assigned to the head-office and moved from department to department for periods ranging from four to eight weeks. In addition, for a period of two months trainees were “loaned” to subsidiary firm with whom the main office had extensive dealings. During the second half of year, trainees were assigned to a field office.

This provided the trainees with additional information about the company and its relationships to subordinate units as well as with an opportunity for hands on managerial experience. Following completion of the training program, participants selected two departments in the main office to which they would like to be assigned. They were then assigned to one of these two choices a decision based upon both the needs of the organization and the desires of the individual trainee.

This particular program had two primary benefits (for both worker and firm. First, trainees were given opportunities to acquire specific skills, knowledge, experience, and information about the work of various functional departments. Such development included an understanding of the relationship of specific departments to the total organization, other departments, and outside customers.

It also enabled trainees to personally assess their styles and personalities, and to choose a department where they felt they might best fit in. The firm also benefited from this program by permitting a number of managers an opportunity to evaluate trainees in a variety of settings. This type of information can be helpful to personnel departments and top management in evaluating trainees’ strengths and weaknesses, and in developing career planning for these new entrants into the work force. Although a number of problem areas surfaced during the program the overall effects proved beneficial from both the organizational and individual sides.

Job rotation may also facilitate cooperation among departments, since those rotated become much more familiar with each other’s problems. When trainees are assigned to departments later on a permanent basis, they will have a much better feel for inter-departmental working relationships. Further, management trainees may bring new ideas to the departments to which they are assigned.

The procedure also provides a better basis for trainees to choose the department to which they would like to be assigned on a permanent basis.

For example, unlike apprenticeship training, job rotation can actually take advantage of individual differences by structuring the program to meet the needs of the individual being trained. One trainee spent the entire two years in the main office, since the final assignment for which the trainee had been hired did not involve working with the field offices.

There are also limitations to job rotation. Some programs require movement from one geographical area to another. Such moves may be hard on the individual, but refusal to move could limit chances for promotion within the firm. Frequent movement also tends to reduce loyalty to the firm. Also, for trainees who are practicing managers, such moves result in their focusing primary attention on short-range projects with quick payoffs to make their performance look good.

This short-range focus may lead manager trainees to view their supervisor as the person to please, and to fail to develop good peer relationships or adequately represent their subordinates. The short-range focus is a two-sided problem in that subordinate of fraudulently rotated managers may not adopt their suggestions because they view those managers as only temporary supervisors. Such subordinates believe that if they change now, they will simply have to change again when another new manager arrives.

Another limitation related to an emphasis on showing immediate results is that some capable trainees may adjust slowly, have difficulty showing immediate results, and therefore receive unfavorable evaluations which may or may not be justified. For example, slow adjustment may appropriately be negatively evaluated if the organization is a dynamic one in which all managers must adapt quickly to rapid change. However, slower adjustment in a stable environment may not represent a problem at all.

Another problem is that training may be uneven from one department to another. As a consequence, trainees may learn a great deal from one assignment but relatively little from others. Family job rotation may be difficult in smaller companies because opportunities to move are limited by the small number of available positions and by the fact that individuals cannot be spared to conduct the training efforts.

Trainees must be informed of the goals of the program is they are to gain the most from job rotation. In addition, such programs are most effective when they take into account the individual differences between trainees and thus are tailored for each person in order that the specific types of learning needed by each individual are obtained.

(iv) Committees and Special Assignments:

Many types of special assignments are available for on-the-job training. First, trainees may be give special projects on which to work in order to broaden their experiences. For example, if a trainee is assigned to a project involving data collection or employee turnover, the trainee may learn not only about the reasons for and consequences of turnover but also how to conduct surveys and evaluate their results.

Trainees assigned as assistants to managers may become prepared to perform the tasks of the manager if necessary. For example, a professional in personnel department who is being groomed as a possible successor to the manager may be taken from a specialized area (for example, testing administration), and assigned to work directly with the manager in handling all functional areas of personnel management.

Individuals may also be given committee assignments in order to broaden their experience. In a unionized plant, for example, a trainee in personnel might be assigned to a committee handling employee grievances. This could provide insight into how the grievance procedure works from both the management and union perspective. Or a junior university faculty member might be assigned to the college grants committee in order to better understand the kinds or research conducted by others as the budgetary procedures of the university.

Closely related to committee assignments is the concept of junior boards of directors, or multiple management for management development. Under this approach, lower- and middle-level managers “participate formal” along with top management, in the planning and administration of corporate affairs through what amounts to permanent advisory committees. Such junior boards may investigate specific problems and recommend solutions, or they may actually carry on activities which are representative of those undertaken by the firm’s real board of directors.

2. Off-The-Job Training Techniques:

We will now focus on off-the-job training techniques which are based on the classification of Bernard M. Bass and James A. Vaughan. We will not discuss films and television. These media have many of the same characteristics as lectures, and they are really aids to training the fare “used to erase the effectiveness of a training program” rather than techniques for conducting training.

i. Lectures, Special Studies and Discussion :

The lecture is probably the most commonly used method for both on-the-job and off-the-job training. Its principle advantage is that it can provide factual information to large numbers of people, making it a relatively low-cost alternative. Such economy can be false, however, because merely exposing trainees to information does not mean they will acquire knowledge.

A number of limitations of the lecture method are frequently cited. First, in lectures per se, communication is one-way. Trainees are passive, have no opportunity to practice, and receive neither reinforcement nor KOR. In addition, individual differences in learning rates are not taken into account, so some trainees may be hopelessly lost while others are bored. This results because trainers do not receive feedback about whether or not trainees understand the materials presented.

Because of these limitations, much criticism has been voiced against the lecture method. In one study, the lecture method (with questions permitted) was ranked last of nine development techniques evaluated. In this same study, two other techniques (films and television) that also involve one-way communication, passive learning, lack of opportunity for practice, and no feedback were rated seventh and eighth.

Thus, the lecture, even with provisions for questions, was ranked lower than two communications media that did not permit any two-way communication. It appears that such strong criticism of the lecture method is unwarranted. Although this technique is not appropriate for teaching complex skills and may not be appropriate for trying to change attitudes and values, it does appear to be effective for imparting factual information.

Given the costs associated with certain training techniques such as television, films, computer-assisted instruction, and programmed instruction, the lecture method does have significant cost advantages when the goal of training is knowledge acquisition. The conference or discussion method has some disadvantages as well. It is restricted to relatively small groups, since active participation by most individuals is less likely to occur in large groups. Further, discussion takes time, and less factual information may be imparted in a given period of time than would be the case in a lecture.

It is possible to combine discussion with special studies to facilitate teaming. Such would be the technique used in a seminar on personnel management where students would be assigned outside materials and come to class prepared to discuss the content and issues involved. This technique has applicability in business as well.

For example, it was reported that the chairman of the board of the Koppers Company met three times a month for three hours in his office with a group of ten young managers for discussion of some previously assigned readings. The goal of the meetings was to provide managers with an opportunity to see how upper-level executives thought.

ii . Programmed Instruction :

During the 1950s’ programmed instruction (PI) was widely discussed as a revolutionary development technique. Although the revolution never materialized, and PI did not turn out to be the solution to all-training problems, this technique has taken its place as an important form of instructional technology.

Programmed instruction involves dividing the materials to be learned into small units or parts called frames. These frames may be provided through different media, such as sequential sections of a PI text-book or visual images on the screen of a teaching machine, or by a combination of the two.

Trainees read the first frame, which provides them with certain information. Each subsequent frame provides additional information and builds upon the materials previously presented to the trainee. Typically, trainees are required to respond to specific questions about the materials by filling in a blank or selecting a true-false alternative. Trainees are immediately informed whether their choice is correct or incorrect.

In some instances, when incorrect answers are given, trainees are merely informed of the error and permitted to continue. In other instances, the concept of branching is used. Branching means moving trainees to other predetermined questions based on their previous responses. For example, if trainees respond incorrectly, they may be moved back for remedial materials.

In very complex PI programs, multiple branching may be used. Trainees who answer a number of questions in a row correctly are moved to more advanced materials. Trainees who miss one question may be moved to remedial materials, and if they miss the first few questions in the remedial section, they are sent to even more basic materials or perhaps even referred to the instructor.

A major advantage of PI is that it utilizes a number of the principles of learning. It is individualized, since trainees proceed through the frames at their own rate. Learning is active, since trainees must respond in some manner to each frame. In addition, KOR is immediate. Reinforcement is immediate also if responses are correct, and even if responses are incorrect, the immediacy of KOR permits trainees to correct errors before incorrect information is learned.

A second advantage of PI is that groups do not have to be assembled at the same time, as would be the case in the lecture method. The resultant flexibility in assigning individual trainees may permit more efficient allocation of organizational resources. For example, Tata Iron and Steel Co. (TISCO) has developed a series of audio-visual tapes on a variety of technical materials. These tapes and learning machines are provided to units of 40 or more workers, and subjects included in this program range from basic accounting to how to manufacture a complex alloy.

A final advantage of PI is that consistent information is transmitted to each trainee since everyone works with precisely the same materials.

Given the extent to which PI appears to utilize the principles of learning, one would expect it to be a very effective development technique. However, a review by Nash, Muczyk, and Vettori of more than 100 research studies dealing with the effectiveness of PI as opposed to conventional techniques (primarily the lecture) in both industrial and academic settings revealed contradictory findings. Comparisons were made in terms of training time, materials learned, and retention of the learning.

In terms of training time, PI appeared to have some clear advantages over conventional methods. The results on immediate learning were less clear, since PI was superior in only rune studies, not significantly different in 20, and less effective in three. In terms of retention, PI was found to be equivalent to conventional techniques.

In addition to the inconclusive nature of the research on its effectiveness, PI possesses other disadvantages. First, it is primarily effective with factual materials, especially those which can be presented in a logical sequence, such as basic statistics, accounting, or instructions on cleaning and assembling a rifle. Therefore, PI may not be useful for programs dealing with human relations training and attitudinal change.

PI may be very expensive, at least during its initial design and development stages. Therefore, organizational size will influence whether PI is utilized, since unless there is a large enough number of trainees who will use the program, the cost of development may be prohibitive. In addition, even if the number of trainees is large, the cost of PI may be prohibitive if the content is rapidly changing in a dynamic organization, thereby necessitating frequent updating and change.

One relatively recent development closely related to PI involves algorithmic learning. Tavemier has reported the results of such a program at Morgan Guaranty Trust Company in training individuals in investigating and resolving customer complaints. Prior to the adoption of this new technique, the firm- had utilized an on-the-job training program requiring four to six months. The bank “developed a self-instruction manual complete with algorithms (a kind of decision tree) outlining the decision ­making process used by experienced… [personnel].”

Algorithmic learning appears to be a promising technique for a variety of training situations. It could be utilized, for example, “to clarify complex administrative and clerical procedures, labor-management agreements, hiring and promotion policies and practices, and to handle warranty claims and training manuals for technical employees.”

In addition to its applicability to a broad spectrum of training programs, algorithmic learning proved cost- effective at Morgan Guaranty. It “saved on overtime, hiring costs, and training time; obtained higher output from the trainees at an earlier stage; and reduced the number of mistakes both during and after the training period.”

In addition, the bank “saved” the time of experienced workers who continued to devote their full time to work during the training period. This pilot program has proven to be so successful that the bank is currently developing additional training programs based on algorithmic learning for use with new employees in other job classification.

Training Techniques – 2 Commonly Used Techniques: On-the-Job and Off-the-Job Techniques

Some of the commonly used techniques for training are described below:

1 . On-the-Job Techniques :

On-the-job training, role-play, case study, etc. are used as experiential techniques of training.

i. On-the-Job Training:

A session during which a job or part of a job is learned through explaining and demonstrating the ideal way of performing it and, thereafter, asking a trainee to do the job under supervision. This can be done through talk, demonstration, and practice.

The method ensures that the required skills and knowledge are transferred to the trainee and involves limited trainer cost. The effectiveness of this method largely depends on the trainer’s skills and willingness.

ii. Role-Play:

Trainees are asked to enact, in the training situation, the role they will be called upon to play in their work. It is mainly used for the practice of dealing with face-to-face situations. This method ensures active learning under simulated situations that are close to reality. However, this method may not be suitable, if trainees do not take the role enactment seriously.

iii. Case Study or Analysis:

A history of some event or set of circumstances, with relevant details, is examined by the trainees. Case studies may focus on diagnosing the causes behind the problem or a solution to it. It helps in developing decision ­making and problem-solving skills. The method ensures active learning. However, the case studies need to be continuously updated and trainer should be careful not to dominate the discussions.

iv. In-Tray:

Trainees are given a series of files, papers, and letters similar to those they will be required to deal with at the place of work, to take action on each piece of work. The results are marked or compared with one another. This method is suitable for giving a trainee desk worker a clear understanding of the real-life problems and their probable solutions.

v. Games and Simulations:

Trainees are provided with information about a company’s financial position, products, market, etc. They are given different management roles to perform. These groups/individuals run the company. Decisions are made and actions are taken. The probable results of these decisions in terms of profitability are then calculated.

This method is suitable for giving trainee managers a practice in dealing with management problems. It provides feedback to the trainee and presents him/her situations involving realistic challenges. However, this method is highly competitive, time consuming, and may stifle creativity.

vi. Project:

This gives an opportunity to the trainee to display his/her initiative and creative ideas. The trainer lays down the particular task but the lines to be followed to achieve the objectives are left to the trainee to decide. This method can be used where initiative and creativity need stimulating or testing.

vii. Computer-Assisted Instruction:

This method allows trainees to move at their own pace. The training gets standardized over a period of time. Feedback is provided to the trainee. This method is relatively costly and provides very limited opportunity and flexibility for trainee interaction.

viii. Group Dynamics:

Trainees are put into a situation in which the behaviour of each individual is subject to examination and comment by the other trainees. Feedback is made available to the trainee. This method is effective in developing interpersonal skills.

ix. Sensitivity Training:

In this method a small group of trainees, say 8-14, work together to develop interpersonal skills. Sensitivity training can help a lot in improving self- concept, reducing prejudice, and changing interpersonal behaviour. However, this method may at times become threatening to the trainee.

x. Mentoring:

The trainee is attached to a mentor, that is, an experienced member of the organization who serves as a friend, adviser, and confidant to a trainee to acquire knowledge and skills under one-to-one guidance. The relationship with the mentor in an organization or outside the organization may be formally planned or informally developed.

2 . Off-the-Job Techniques :

Various informational techniques such as lecture, talk, discussion, etc. are used as training methods.

i. Lecture:

A talk given to the trainees about the essential components of the task involved, without much participation in the form of questions or discussions on the part of the trainees. It is suitable for a large audience.

The timing and information that has to be shared has to be worked out beforehand. It is as good as programmed instruction and is low-cost. The major limitation of the lecture method is that the learner is passive and it is not tailored to suit an individual trainee. As a result, the transfer of knowledge may be poor.

It allows the participation of trainees. It could be through questions asked by either of the party and discussions during the session. It is suitable when the number of participants is small, say less than 25. The main advantage of this method is greater interaction and the involvement of trainees that facilitates learning.

iii. Discussion:

Knowledge, ideas, and opinions on a particular topic are freely exchanged among the trainees and instructors. This method is suitable where the application of information is a matter of opinion, when attitudes need to be induced or changed, and obtaining feedback from the instructor about the way in which trainees may apply the knowledge they learnt.

iv. Audio-Visuals:

Audio-visuals as an informational training method can reach a large audience. It allows for replays and is quite a versatile method. However, the major limitation of this method is that it is not tailored to individual trainees and learners remain passive during audio-visual demonstration.

v. Independent Study:

This method allows trainees to learn at their own pace and does not require very intensive involvement and participation of the trainer. However, it requires, for its effectiveness, good library resources taking care of the requirements of the trainees at varying levels. The major limitation of this method is the trainee’s motivation level. This method would not be applicable to all jobs.

vi. Programmed Instructions:

It allows trainees to move at their own pace and can be very effective at a specified level. It encourages trainees’ involvement and helps them to get an immediate feedback. However, it is quite expensive to develop and is not suitable for cognitive tasks.

Training Techniques – Most Common Employee Training Techniques

Several of the most common employee training techniques are briefly described below and evaluated by application of the above criteria:

1. Off-the-Job Techniques:

The trainee is typically not producing a product or service which engaged in these forms of training.

a. Orientation Training:

Objectives of this technique vary from firm to firm but typically include an attempt to develop a positive attitude toward the firm (loyalty). The length of formal orientation programs ranges from less than 1 to several days’ duration. Orientation usually precedes the beginning of any productive work experience.

Its content includes such diverse topics as the history of the organization, company policies and procedures, employee benefits, career paths available, a tour of organizational facilities, a review of resources (counseling, cafeteria, recreational programs), and major organizational philosophies and programs (e.g., the use of transactional analysis at American Airlines).

Two major issues pervade the design of orientation programs. One is the question of how much material should be included and in what form (written, verbal, or visual). The answer to this question depends heavily on the trainer’s assessment of how much content will likely be retained (that is the objective) or how much “selling” must be done to develop a positive attitude.

Experience suggests that better received by most employees, who are probably anxious to begin work and demonstrate their usefulness to the organization. Later (perhaps after 2 weeks) they can be scheduled for a second session, at which time the more extraneous material can be presented and their questions can be answered.

The other major issue concerns the ease of evaluating the effectiveness of orientation programs. If the objective is to communicate content-oriented materials, then it is possible to test the new employees on their retention at the end of the training seminar (or later). Alternatively, if the objective is to reduce future employee turnover by developing more loyal employees, then not only will the evaluation be delayed substantially, but so many other factors intervene as to make objective evaluation almost worthless.

b. Vestibule Training:

Used almost exclusively for skill development, vestibule programs involve setting up realistic production-like equipment and materials away from the actual workplace. It reproduces the workplace tasks in an environment conducive to close observation and individualized instruction. Many of the learning principles are incorporated (participation, practice, feedback), and the assessment of skills developed is readily observable or measurable.

The time required is typically flexible, depending on the learner’s pace of development and the job’s complexity. The costs of development and operation may both be high, however, and prohibitive for the small firm. Vestibule training is most appropriate for those positions requiring use of mechanical equipment, ranging from the use of punch-press machines to key-punch machines.

Films are often used to demonstrate appropriate supervisory behaviors, or even to convince the viewers to change their perspective on a given issue. Purchased commercially, films typically cost $400 to $500, or rent for approximately 10 percent of that amount. They have frequently been misused organizationally, as fillers or as entertainment rather for true learning purpose.

A projector, screen, and suitable room are required, as is a trainer who has, at a minimum, previewed the film, prepared introductory comments, and developed a thoughtful plan for stimulating focused discussion subsequent to the showing. A critique of films by learning theorists shows them to be among the poorer techniques for incorporating learning concepts.

d. Videotape:

A technique closely aligned with films is the use of videotape equipment, available in either black and white or color playback, with sound. This equipment is typically used to provide feedback to trainees on their actual behavior; therefore, it is more clearly skill-oriented. Costs can range up to several thousand dollars of initial investment, but the operating costs are relatively low and the uses limited only by the trainer’s imagination.

Several learning concepts are directly incorporated, such as participation, feedback, and reinforcement. A dysfunction is that the tech individual trainee (as in the development of personal selling skills) and less effective as simply a group demonstration device. An outstanding example of the use of videotape is by the Armour-Dial Management Institute, which uses this technique in a vestibule setting to conduct its week-long Professional Salesman Workshops.

e. Lecture:

The lecture is singularly useful for transmitting knowledge and impractical for attitude change or skill development. It is widely used, economical to develop, flexible in application both with regard to time required and group size, and its effectiveness can be readily assessed by objective tests of knowledge. It incorporates very little of good learning theory, and perhaps is most blatant in its violation of the concept of trainee involvement.

Although no special facilities other than an auditorium or classroom are required, the importance of platform presentation skills are often underestimated, thereby depreciating the value of the technique in practice.

f. Programmed Instruction:

This technique (PI) has acquired increasing popularity. Oriented primarily toward knowledge acquisition, PI most clearly incorporates the major principles of learning. Its highlights are self-pacing, individualized entry at the appropriate background level, immediate feedback, correction and reinforcement, active involvement of the trainee, and arrangement of the material in ascending order of complexity.

The essence of the PI technique is the systematic presentation of small units of material (one or more sentences) coupled with the requirement of an overt response (fill in the blank or choose one of several alternative answers) from the trainee. After self- checking the response, the individual is directed on the next material. Mastery at one level, then, is a prerequisite to further learning.

Programmed instruction requires minimal trainer supervision, but it is time-consuming to properly prepare materials. PI texts can be used with almost any size group.

A PI program is inexpensive to administer, although relatively costly to develop. Its effectiveness, particularly in reducing the total time required for learning, has been well documented. Honeywell information Systems, for example, incorporated programmed instruction texts into their courses in basic COBOL computer programming—and reduced their training costs for 40,000 students by 25 percent per year. Many observers feel that the uses of PI have not yet been fully explored and will expand rapidly in the years ahead.

g. Correspondence:

This method involves the receipt of input (texts, manuals, instructional guides) by mail and requires the student to absorb the material and usually submit a completed examination before receiving the subsequent phases of the material. The objectives are typically two fold- (1) acquisition of knowledge and (2) development of basic skills. Frequently and (3) development of basic skills. Frequently a certain amount of technical equipment (e.g., electronic test devices) will be included as part of the package so that the trainee can practice the skill while at home.

Training costs are fixed (the cost of the course is known in advance), supervision required is minimal or absent, and any number of trainees can be simultaneously handled. Trainee participation, self-pacing, and feedback are typically incorporated. The most serious weakness is probably the difficulty (time lag) in obtaining answers to student questions.

In other words, the student can become extremely frustrated at the lack of on—the spot supportive feedback and redirection when needed. Effective correspondence courses are often expensive to develop (especially for small groups of employees or in specialized areas), and, therefore, many organizations rely on commercial programs or those offered by colleges and universities or by trade schools.

2. On-the-Job Techniques:

These techniques are defined as those that allow the worker to produce a product or provide a service simultaneously as the training taken place. This “learn as you earn” approach has great appeal to organizations and trainees alike, from the dual perspectives of cost effectiveness and motivation of the student (feeling of contribution). In general, total training time using on- the-job techniques is quite extended. Also, the usual orientation of the programs is toward skill development, in sharp contrast to several off-the-job approaches.

a. Apprenticeship:

As typically practiced, apprenticeship programs combine the features of on-the-job and off-the-job techniques. New workers joining the organization (and entering the craft, trade, or occupation for the first time) are provided with a balance of the theoretical and practical through both instruction and experience. Persons in sales, clerical, managerial, or professional occupations would normally not participate in apprenticeship programs. Examples of apprenticeship programs of 1 to 5 years’ duration abound in careers such as mechanics, hairdressing, drafting, plumbing, and printing.

The administrative cost of apprenticeship progress is a function of several factors, but primarily the length of the program, the proportion of classroom hours to work hours, the number of individuals enrolled, and the expected level of productivity of the trainees while they are working. The training staff includes trained workers in the occupation who supervise the trainees while they work.

This can be a strength or weakness of the program, depending upon the technical knowledge and ability of these trained workers to effectively develop subordinate workers. Little, if any, specialized training highlighted are participation, logical progression from step to step, feedback, the use of multiple sense, and adequate practice time.

b. Job Instruction:

This method (JIT) of training trainers to train workers has been used for over three decades. Appropriate for both white-and blue-collar workers, the prerequisites to JIT are evaluation of the trainees prior to instruction, thorough job analysis to determine the important components, and a detailed schedule of instruction.

There are four major steps in JIT:

(1) The trainer explains the task thoroughly.

(2) The trainer demonstrates the performance of the skill.

(3) The trainee is asked to explain the steps involved.

(4) The trainee is asked to perform the operation.

Steps 3 and 4 may be repeated as many times as necessary until the frequency of mistakes reaches a satisfactory level.

The costs of JIT can be substantial in terms of both the analysis required, and the high ratio of trainers to trainees in the early phases. Time ratio of is quite efficient, however, since the trainer can gause the progress of the trainee through direct observation. Skill development is the primary objective (e.g., safety) that can also be evaluated. In terms of learning principles, JIT utilizes feedback, correct sequencing of tasks, practice time, communication of learning objectives, and the opportunity for rein-forcement of appropriate behavior.

c. Job Rotation:

This technique involves the systematic movement of an individual from one job to another after sufficient time intervals to allow for basic competency (if not proficiency) in each succeeding job. The jobs may or may not be arranged in ascending order of difficulty of skill requirements. The purpose is to acquaint the employee with the nature of, and interrelationship between each of several jobs.

This can have a motivational effect in terms of developing the trainee’s skill in several areas (job enlargement). It also has a beneficial effect on the organization in that it produces backup employees who can be called upon when other employees are ill, are on vacation, are terminated, or when extra world and demands arise.

All three training objectives may be accomplished through job rotation. Multiple skills are developed, the trainees accumulate knowledge of several jobs, and the trainees’ attitudes are expected to improve by virtue of better understanding and variety of jobs. The primary expense factor is the relative inefficiency (low productivity, disruption of work flow, possible safety threat) of the workers as they become acclimated to the new position.

Little or no direct expenses are involved, nor is a formal trainer-required. In terms of time, some job rotation programs are almost endless; however, the more structured ones typically last 1 to 2 years, with rotation taking place at intervals of 2 weeks to 6 months.

Unless carefully constructed, job rotation programs seldom fit neatly into a format of planned progression from simple to complex. Also, the limited amount of time spent in each position virtually precludes the opportunity to practice newly, acquired skills adequately.

Objectives of each phase must be carefully delineated to each trainee and reviewed at the conclusion. Although job rotation has the capacity to individualize itself to fit personal needs, it typically disregards trainee backgrounds and preferences, and instead forces each person into each phase in lock-step fashion. On the positive side, the factors of feedback, active participation, and opportunity for reinforcement may be present.

d. Coaching:

This method involves the formal pairing of a skilled person with an unskilled trainee, and making the coach responsible for the trainee’s skill development. This has the merit of being inexpensive form a direct cost standpoint, and it effectively utilizes the years of experience that older workers may have. It is highly personalized from the standpoint of teacher-student ratio (often 1:1) and requires no special equipment or facilities. It is similar to job rotation in its multiple objectives of skill, knowledge, and attitude development.

Coaching incorporates the use of multiple senses, makes it easier to gauge the trainee’s desire to learn (because of the extensive degree of coach-trainee contact), and provides opportunity for feedback, reinforcement, involvement, and practice. Perhaps the single biggest drawback is the difficulty of discovering on developing persons with effective coaching skills who can not only demonstrate but also explain why they work as they do.

Related Articles:

• Training Methods
• Top 12 Techniques of Value Analysis
• Social Measurement Techniques: 7 Techniques
• Top 11 Techniques used in Management Accounting

Creating Inclusive Assignments and Assessments

This resource guide, adapted from from a LSA Technology Services webinar (full recording at the bottom of the page), details practices for creating inclusive assignments and assessments. Inclusive assignments and assessments focus on accessibility and leverage a variety of skillsets that students can use to demonstrate their learning. Whether you are assigning an individual or group assignment/assessment, it is vital to ensure that students understand what an inclusive assignment looks like by providing a clear rubric and roadmap for success. If instructors stress the importance of accessibility in individual and/or group assignments, accessibility becomes a learning objective for students as they strive to meet accessibility standards in their work.

Resource Goals:

• To define what accessibility and inclusive mean for assignments/assessments.
• To provide instructors with strategies to make individual and group assignments/assessments more inclusive.
• To encourage instructors to think about the different modalities of assessment for students.

Creating Inclusive Assignments and Assessments Resource Guide:

Related posts:, lsa technology services webinar on this topic:.

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• Table of Contents
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• Section 3. Delivering a Training Session

Chapter 12 Sections

• Section 2. Designing a Training Session
• Section 4. Conducting a Workshop
• Section 5. Organizing a Conference
• Section 6. Organizing a Teleconference
• Section 7. Organizing a Retreat
• Section 8. Choosing a Consultant
• Section 9. Serving as a Consultant
• Main Section

What are the advantages of holding a training session?

When should you host a training session, how do you deliver a training session.

When a training session runs well , most people come out thinking, "Wow, I learned a lot about X ," or, "Great! Now I can do Y ." On the flip side, however, is what people think about when a training goes badly: "That speaker was awful ." "I never got to ask any of my questions." "This training really didn't fit my needs." "I ended up showing up 45 minutes late because I didn't understand the directions -- how embarrassing."

In the last Tool Box section, we talked about how you design a training, both its content and its presentation. However, when you have that down, you only have the battle half won. There is still a lot more work to be done -- important work that can be a smooth and seamless backdrop for your training, or work that can turn into a nightmare for trainers and trainees alike if it's done poorly. This work is all the pieces that go into the delivery of a training session.

In this section, we're going to step onto that more practical ground and map out the logistics of running a training session. We'll start with a look at the advantages to your organization of holding a training session. Then, we'll look at when might be the perfect time for your organization to hold such a training. Finally, we'll come to the training delivery itself: what you do in the days preceding the training session, during the session itself, and finally, as follow up in the days after the session.

Generally speaking, your organization will hold a training session for one basic reason: to get information and skills to people who need them. However, there are a lot of other "extra" advantages to delivering a training session. Some of them include:

• Improve organizational morale . Holding a training session can brighten spirits in your organization by increasing the satisfaction employees and/or volunteers feel with their work. Learning to run a training can be a terrific confidence builder for people who don't have a lot of experience in managing group projects. One reason that this is true is because the results of running a training session are so tangible -- organizers can watch people learn and gain confidence with their skills. Also, if attendees fill out evaluation forms at the end, organizers have almost immediate feedback on their strengths and weaknesses.
• Holding training sessions can make your organization more effective . This can happen in several ways. First, if the training (at least in part) is for staff or volunteers involved with your organization, you'll see immediate benefit as they get better at what they do. If the training also includes other community members who are not directly involved with your organization, the attendees will learn more about your cause and your organization -- and they might even decide to sign on as volunteers! Finally, a good teacher (or facilitator) always learns from his or her students. So if the trainer or trainers has/have an ongoing relationship with the organization (for example, if they are employees, or if they always run trainings for your group), they might very well learn things they can use to help the organization in other ways. So, delivering a training session truly can be a situation where everyone wins.
• Increase community awareness . Finally, your training can be directed (at least in part) towards the general public. This can help increase awareness of your organization and your cause -- a definite side benefit that can occur as you try to increase community members' competence on a given subject.

Let's look at how all of these advantages might occur together. For example, let's say that your organization is working to reduce the incidence of heart disease in your community. One of your actions is to host "heart healthy" cooking classes, demonstrating healthy recipes to people who have had heart problems and their families. In doing the class, you ask one of your newest employees to co-facilitate the class, helping her to hone her presentation and organizational skills. During the class, members learn new, healthier recipes, and they also learn healthy variations of old favorites. The facilitators also talk a little about the organization's purpose and upcoming events, and several class members decide it would be fun to help out at a community walk/run the organization is putting on in a few months. Finally, towards the end of the class, everyone brings in some of their favorite healthy recipes to share among themselves and for the facilitators to use at future trainings.

Even with all of the good things your group can gain from running a training session, your organization probably still won't want to do them every day. So how do you decide when to take the time and resources away from other projects to run a training?

The simple answer is that it depends on the type of training you are planning as well as the needs of your organization. Consider the following types of training, and the situations in which they might be useful:

• Regular, repeated trainings . If your organization is planning to run trainings on topics that everyone involved with the organization needs to understand, then trainings might be best scheduled to occur on a regular schedule, such as biannually or quarterly, as new members join the organization. For example, a crisis counseling center that is manned by entirely by volunteers might decide to accept new volunteer counselors two or three times a year, and run training sessions at those times.
• Regular, topical training sessions . An organization may choose to have regular, ongoing training sessions on different topics to keep staff and volunteers interested, educated, and up to date on the organization and its work. For example, a teen pregnancy prevention project might try to run quarterly training sessions on topics that will be important to its members and also to different segments of the community. The group might decide to give trainings on topics that they themselves are currently contending with, or maybe on topics that have recently been talked about in the news, and in which there exists a good deal of interest. For example, their classes one year might include, "Preventing second pregnancies among teenagers," "Working with the faith community," "Contraception for teenagers: What messages are we sending our children (and what do they hear)?" and "It's not just a woman thing: Reaching out to young men."
• Trainings done occasionally on an "as needed" basis . An organization might also not have any set training schedule, but be prepared to present occasional trainings on topics as they become an issue in each community. For example, in a community where several high school students have recently committed suicide, a youth organization might put together a series of educational sessions for teens and parents on recognizing the signs of depression and understanding how to get their children or friends the counseling they need.
• Trainings that "piggyback" onto other events. Sometimes, it makes sense to run training sessions when interest in your issue is likely to be high. For example, your organization might use Mothers' Day to kick off your new parent skills classes; or you might offer short trainings on nutrition at a local health fair.
• Trainings done to fulfill professional requirements . Many professions require a certain number of continuing education units, or CEUs, to retain licensure. Your group might choose to offer these units in conjunction with any of the types of training listed above, depending on your target audience. This topic is discussed in more depth in the previous Tool Box section.

Along with the needs presented above, there are other things your organization will need to consider when deciding if right now is the right time to hold a training session. These things will include:

• Does your organization have the time to deliver a training session?
• Do you have the resources to do so (financial resources, experienced trainers, et cetera)?
• Does the training you are considering fit with your organization's mission?
• Is there another organization that already runs a similar training, or that is considering doing so?
• Is there a need in your community for the training you want to provide?

Looking over these options, it might be very clear to you what type of training your organization wants to run, and when would be a smart time to run it; or you might not be very sure of what you want. In either case, our suggestion is to sit down with the group of people who is considering delivering the training session. (An ideal group would include members of the staff, a Board member or two, and if possible, an experienced trainer.) In your meeting, talk about what kind of trainings you have in mind, the list of questions above, and any additional concerns people have about organizing such a session.

Delivering a training session really has three major parts -- what you do before, during, and after the session. Let's look at each part one by one.

Before the training session:

A lot of what you do before the training happens in the weeks or even months before the training occurs. Even if you are using a training outline developed elsewhere (for example, if you are using a Red Cross format to educate volunteers as HIV educators ), many of the same points will still apply. To recap very briefly, some of your group's key steps will include:

• Determine your organization's specific training needs.
• Clarify the goals of the training session.
• Decide who will run the session.
• Develop (or choose, or modify) the training outline you will use for the training session.
• Recruit trainees for the session.

If you haven't gone through these steps already, now is probably a good time to refer back to the last section.

Then, when you're up to speed on those pieces, you're ready to focus on game day, or on the run-up just before it.

There's not an absolute "right" time to start on figuring out the logistics -- a last minute training might be offered very casually to interested learners with very little notice; a year in advance isn't too soon to start on a very large, professional training. But for most moderate sized trainings run by community groups, a month or two ahead of time is probably a good time to start preparing.

Set a budget.

The first thing you'll need to consider is how much you have to spend, and where you want to spend it.

Secure space for the training session.

This step will be very important if you will be renting or borrowing a place to hold the training, as opposed to using your own facility. But even if you're planning on holding the session at your office, you should still consider carefully all of the following issues. Your group may decide that it's actually better, in the long run, to spend the money and rent a place that is more appropriate, if it turns out there are some very big disadvantages to your home base.

Issues to consider:

• Is it accessible? This includes how user-friendly the building is for people who are physically challenged, and also how easy to get to is the building site itself. For example, is the training site many miles from where your students live? If members of your audience take the bus or subway, is it on the route? If you're having Sunday evening classes, will transportation still be available?
• What facilities are available? Is there a bathroom? How about vending machines? These are an especially welcome perk if the training will go on for more than an hour or two.
• What will parking be like? Are there enough places for your estimated audience? Is it free and safe?
• How is the lighting in the space you're looking at? Is it too bright or too dingy?
• Is there adequate ventilation? Are there windows? Although windows aren't a necessity, they can certainly help brighten a room.
• Do you have access to the temperature controls? On a similar note, if you're planning for some or all of the training to occur outside, do you have a rainy day back-up plan?
• What kind of seating is available? This includes how many seats there are, how comfortable they are, and how flexible they are. Can the seats be moved around? And can tables appear/disappear if you do/don't want them?
• How much does the space cost to rent? Is that figure all-inclusive? How does that number compare to your budget?
• Is equipment available? Is everything you will need, such as televisions/VCRs, AV equipment, et cetera, on hand? If not, do you own it, or can you rent it? How much will that add to the cost of the facility?
• Is food available? Are there kitchen facilities, or at least restaurants nearby? Also, check to be sure that the space you are looking at allows food and drink to be brought in.
• Are there equipment hookups for things you might want to bring in? Enough outlets? If you will want to connect to the Internet, are there phone jacks you'll be able to use?
• Is there technical support available? This includes for the equipment, of course, but also for little things like someone to let you in. You don't want to plan a session, and then not be able to get in because the person with the key isn't around.
• Will childcare be available on site? If not, will this hurt attendance?
• Finally, what is the general feel of the space; does it just feel good to be there? If you don't feel personally comfortable there (especially if you're the trainer ), and if you have a choice, don't take it.

Prepare materials for the session.

Make sure to purchase and/or duplicate any necessary materials. It's probably a good idea to have a list that you can check before you go to the training site. Also, check to see if you will be able to photocopy things on site; if not, you might want to learn where the closest copier is.

Expert tip: Some professional trainers will have a prepacked bag full of training supplies and extras -- pens, markers, clips, tape, post-its, stuff for making signs, spare bulbs, name tags, generic sign-in sheets and evaluation forms, certificates, aspirin -- that they can take with them on very short notice. If you plan on doing trainings as a not-infrequent part of your professional life, you might consider developing a similar bag of your own.

Make sure everyone knows when and where the training will be.

If the training will include people who don't come to the organization's headquarters every day (ie, volunteers, or community members you have recruited especially for this meeting), be sure to send a reminder out to arrive one week before the meeting. A postcard can be a great way to do this; if your group is small enough and/or you have the manpower, you might also consider phone calls. Also, be sure to send out clear directions, with maps, to arrive well before the meeting takes place.

Send "homework" to training participants.

If you want people to have done any reading or other homework for the meeting, it's probably a good idea to send that out even earlier -- about two weeks beforehand, if possible. And even with no homework, it's nice to send out some materials around then, to welcome participants in advance, to give them a sense of what's going to happen, to set the tone, and to psych them up.

One idea is to ask people to fill out a paper with questions they would like answered during the training. The questions can be mailed back early to allow the trainer to prepare (be sure to include a self-addressed stamped envelope), or they can be given to the trainer at the beginning of the training session.

Have the trainer himself do "homework."

A good trainer knows that adequate preparation is key. This includes understanding the content to be delivered, a plan for the pace of the session, and learning as much about your audience in advance as you can, in order to gear your presentation to them and their needs and styles. Some trainers also like to visualize the training: how it should run, how events will unfold, and anticipate obstacles and possible glitches to be able to counter them in your presentation, and/or through making appropriate physical arrangements.

During the training session:

Arrive early to set up shop.

The trainer(s) will probably want to get there at least half an hour early. Things to check include:

• Is the room set up the way you want?
• Are signs in place?
• Food accounted for?
• Coffee perking?
• Test the equipment; does it work today, as vs. last week?
• If you're collecting money at the door, do you have a cash box, receipts, and change?

Be ready to greet people when they arrive.

Make sure someone is ready to welcome folks as they walk in. Some welcoming and /or a registration table are often appropriate; generally speaking, the larger the training, the more formal the welcome. Also, if you have materials to pass out, now is the time to do it.

If appropriate, make sure everyone knows everyone else.

If you have under about 30 people, it's possible (and often preferable) to introduce everyone. As your numbers get larger than that, introductions may be too time consuming and overwhelming. A good alternative for a larger crowd is the use of nametags or badges, (badges are for a more formal training).

Set (share) the agenda.

This program could be given out as part of the packet at the beginning, with other materials. Alternatively, it could be posted on newsprint, or even written in chalk. Wherever it is written the leader/trainer will probably want to review the agenda at the very beginning, including any particular goals for the day, desired outcomes, and/or decisions that need to be made. She will probably also want to go over any important logistical points as well, such as:

• Bathroom locations
• Food availability
• Asking those with cellphones and beepers to turn them off, or switch them to "vibrate "

Set ground rules.

These may be set in advance, or the trainer may wish to ask the audience to help set them. Some commonly used ground rules include:

• No interrupting others.
• Setting a "choice point" for asking questions (ie, deciding if the trainer will take questions at any time, at prearranged intervals, or only at the very end).
• Setting a limit on the amount of time for which each person may speak, if this is likely to be necessary.
• Keep interactions respectful, even if participants are feeling frustrated or hurt. Avoid put-downs, name calling, etc.
• Everyone participates in the training
• Try to avoid side conversations.

The trainer or group can develop other ground rules that are appropriate as necessary.

Make sure everyone has the chance to talk and ask questions, as appropriate.

This will depend heavily on the type of training you are doing. Some trainings are really didactic, and trainees are best advised to listen, take notes, and learn. Even in these trainings, however, there should be room for some questions, if not necessarily discussions across the room. Other trainings are less formal, and encouraging discussions may be one of the points of the training.

Another factor to take into consideration is the size of the training. If you've got 100 people in the room, not everyone is going to talk -- but again, even in this situation, people should generally be given the chance to do so. It's especially important in larger trainings to make sure participants will have some way to contact the trainer at a later date, in case time or shyness kept them from asking all the questions they had.

Stick to the schedule, as much as possible.

If you have only a certain pre-determined amount of time to spend on each part of your training, try to remain within the limits you have allotted yourself for each part of the training. Of course, things come up -- issues that need to be dealt with. But generally speaking, try to remain more or less on course. It can be very frustrating for participants if important parts of the program are cut or shortened without just cause, or if trainings run late, which can cause other problems for the trainees.

One idea you might consider is having a later activity that you are willing to cut, if that becomes necessary. That way, if trainees are having an outstanding conversation, the trainer won't necessarily have to cut a good thing short. Conversely, you might also have an extra activity that you can insert at any time, in case things run quickly, or if one part of the training has to be canceled at the last minute.

A lot more could be said here about how to run an effective session, but much of this is already well-covered in other parts of the Community Tool Box.

Follow-up: After the session is over:

Ask participants/leaders to evaluate the session . This might be done verbally, but is more commonly done with anonymous evaluation forms. However you do it, though, it's almost always a good idea to seek honest feedback from participants to see what they liked and didn't like about the session, and what they would change in the future. See Tools for a form that you can adapt and use.

Other ways to evaluate the session include using pre- and post-tests, or organizing a group project to see if people can integrate what they have learned.

Outline next steps for participants . Make sure the training participants not only have the information they need, but that they also know how to use it. Even more than that, you want to make sure that folks have a structure or institutional pathway in place to make it more likely that they will go out and practice what they have learned. This may not be in the trainer's direct control, especially if he comes from outside of the organization. But even then, the trainer can make recommendations for institutionalizing the training content -- recommendations that might even be followed!

A health educator in the southeast has this to say, "There's a story -- I don't know where it's from, I heard it at an HIV Educators workshop put on by the Red Cross. Anyway, it's the story of a group of birds who go to school to learn to fly. Well, these birds sit through their lectures, watch simulations, and practice their technique. And when it's all over, they are praised for their attention and excellent questions, and they all receive certificates of accomplishment from their instructor. So what do they do? Well, they all just waddle on home, certificates tucked safely beneath their wings."

Leave the room neat and tidy.

This is especially true if you've borrowed the space or had it donated; but in any case, be sure to do your part here. You may want to come back some day!

Follow up, as appropriate.

This can mean different things for different organizations, but typically follow -ups will consist of doing the following things:

• Send thank you notes to donors, co-trainers, volunteers, et cetera.
• Send minutes out to participants, along with any other materials that were promised during the session.
• Enter participants' names in a database to be notified for upcoming trainings and events.
• Have a debriefing session with everyone who ran the session to talk about what they learned, what didn't work, and so on.
• Make modifications to the existing training outline for future sessions based on this experience.

Especially if the training is long -- if it takes place over several weeks or months -- some token of accomplishment is often appreciated by those who have gone through the training. Many longer trainings have certificates of achievement passed out to those who have successfully completed the training.

In Summary:

In this section, we're really talking about all of the behind the scenes activity that makes a training session work. If trainers and planners have done their job well, participants probably won't remember the details of how things were put together -- they'll just remember the people they met and the things they learned. And in the end, that's really what it's all about.

Online Resources

Energize, Inc.  A self-proclaimed website "for leaders of volunteers." Browse the site to find plenty of useful information, including some that is pertinent to training.

The Free Management Library . An outstanding resource with information on a wide variety of topics for nonprofit professionals.

The Points of Light Foundation . Offers a wide variety of training opportunities for nonprofit groups across the nation.

Learningwire . A bi-weekly newsletter for people in the training and personal development industry.

Print Resources

Gaines R., & Robinson, J. (1989). Training for impact: How to link training to business needs and measure the results . San Francisco: Jossey-Bass.

Powers, B. (1989). Instructor Excellence: Mastering the delivery of training . San Francisco: Jossey Bass.

Quinlivan, D., & Renner, P. (1994). In search of solutions: 60 ways to guide your problem-solving group . San Diego, CA: Pfieffer and Company.

Vineyard, S. (1990). The great trainer's guide: How to train (almost) anyone to do (almost) anything . Downers Grove, IL: Heritage Arts Publishing.

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Tiered Assignments

What are tiered assignments.

According to Tomlinson (1995), tiered assignments are used by teachers within a heterogeneous classroom in order to meet the diverse needs of the students within the class. Teachers implement varied levels of activities to ensure that students explore ideas at a level that builds on their prior knowledge and prompts continued growth. Student groups use varied approaches to explore essential ideas.

Williams (2002) offers the following definition on her website: Tiered assignments are parallel tasks at varied levels of complexity, depth and abstractness with various degrees of scaffolding, support, or direction. Students work on different levels of activities, all with the same essential understanding or goal in mind. Tiered assignments accommodate mainly for differences in student readiness and performance levels and allow students to work toward a goal or objective at a level that builds on their prior knowledge and encourages continued growth. 

How can tiered assignments help your students?

Using tiered assignments allows for the following:

• Blends assessment and instruction,
• Allows students to begin learning where they are,
• Allows students to work with appropriately challenging tasks,
• Allows for reinforcement or extension of concepts and principles based on student readiness,
• Allows modification of working conditions based on learning style,
• Avoids work that is anxiety-producing (too hard) or boredom-producing (too easy), and
• Promotes success and is therefore motivating. (Tomlinson, 1995)

How can you implement tiered assignments in order to effectively meet the diverse learning needs of students?

One of the main benefits of tiered assignments is that they allow students to work on tasks that are neither too easy nor too difficult. They are highly motivating because they allow students to be successful at their level of readiness. Tiered assignments also allow students to work in their specific learning styles or preferences (Williams, 2002).

What are the guidelines for implementing tiered assignments?

Tomlinson (1995) offers the following guidelines for implementing tiered assignments:

• Be sure the task is focused on a key concept.
• Use a variety of resource materials at differing levels of complexity and associated with different learning modes.
• Adjust the task by complexity, abstractness, number of steps, concreteness, and independence to ensure appropriate challenge.
• Be certain there are clear criteria for quality and success.

Where can you find more information about tiered assignments?

Cherokee County Schools This homepage by Eulouise Williams has additional information on tiered assignments including examples of tiered assignments created by teachers in their district.

Module 16: Globalization and Business

Effective training for international assignments, learning outcomes.

• Differentiate between documentary training, cultural simulations, and field simulation training.

Living and working in an international community, such as Hong Kong, can be rewarding and challenging—if you are adaptable and prepared for what to expect.

Global companies often send managers from the home country office to work in foreign subsidiaries. Sometimes this is done for the development of the manager, so she can gain experience in the global operations of the company. It may also be so the company can exert more control over the subsidiary. When the assignment is for a long period, the manager’s family may also be sent. This represents a significant investment for the company, and it does not want to see the manager fail and return home early. The cost of a three-year assignment averages $1 million. [1] One way the company can help the manager succeed is to provide training before she leaves so she knows what to expect.

What constitutes an effective training program depends a lot on its “rigor,” or how thorough and challenging the program is. If the employee is going for a relatively short time, say less than a month, then a low-rigor program may suffice. If the employee and his family are moving for a year or more with the intent of living in the host country, then high-rigor training is required. With a brief assignment, adequate training may involve watching some videos on local culture, going to lectures, and attending briefings on company operations in the host (destination) country. For longer assignments, extensive experiential learning, interactions with host country nationals, and language training may be offered not just for the employee but for the whole family. Studies have shown that international assignments are more effective when the employee’s family is included and consulted in the relocation and training processes.

Documentary Training

Documentary training is textbook and classroom learning, which focuses on looking at differences between cultures and is a key part of both low-rigor and high-rigor training approaches. Differences are examined because they are potential friction points that create misunderstandings and hurt feelings. You have probably heard many examples of cultural differences involving common human interactions, such as greetings, gender relations, and the giving of gifts. For example, Asian business people defer to authority very differently from Westerners. They will not correct their managers nor will they make suggestions in public that would cause their managers embarrassment. Food in China is served hot, and to be offered cold food may be offensive or off-putting.

The perception of sickness and disease differs greatly in different cultures even among closely related ethnicities. A British worker would probably not take kindly to what you consider to be sympathetic inquiries about his latest illness and treatment. Americans, on the other hand, tend to “over share” and be more frank about personal health issues. Americans also tend to be casual about invitations and don’t like to pressure people on the spot. An expatriate in India may invite a coworker to a party he is having on the weekend and then follow up with “Come over if you want to.” To many cultures this is heard as “We don’t really care if you come or not.” There are many excellent sources of information on specific cultural traditions and norms of various countries, but multinational businesses often arrange for professional cross-cultural trainers to provide onsite lectures, videos, or workshops on cultural differences.

Cultural Simulation Training

After learning the cultural “do’s and don’ts” of a host country, many companies will ask their employees to participate in cultural simulations in which they will role play various situations and practice responding in culturally sensitive ways. This process is most effective when the training takes place in the host country or when the trainer can include people from the actual host country to help. The goal is to duplicate as closely as possible scenarios that the employees may face, such as having to question or to reprimand a local employee, making a presentation to host country upper-level managers, or how to approach a person of the opposite gender in countries where the sexes do not mix as freely as in the United States.

Field Simulation Training

When the company believes that the employees have successfully passed the “survival training” stage, it is time for field simulation training . The employee (and family) visits a neighborhood of the same ethnic background as the destination or, if the trainees are already in-country, then they move out to the “real world.” Depending upon the conditions, an individual may be dropped into a rural area with limited resources and told to get back to the office. Or a family may be moved into temporary housing so that they can meet their neighbors, shop for food, locate transportation, and just explore the area. When the simulation is over, the trainees come back to the center to compare notes and share experiences.

Benefits of Rigorous Training Programs

For extended assignments, a rigorous training program benefits both the employee and the employer. It prepares an employee (and family) for success by the following:

• Providing practical assistance for relocation efforts. Some questions the employee might have about the new location include: How long will it take to get there? What kind of money will I be using? How far is the office from my home? Do I need a car? What medicines can I get and what must I bring with me? What should I bring in the way of technology, and will I have to pay duties on imported goods?
• Giving the employee information that will allow her to make an informed decision about the assignment.
• Providing emotional security about the change. A rigorous training program greatly reduces the chance that the employee will leave the assignment early because of a misunderstanding.
• Increasing the cultural sensitivity of the employee. By training employees on cultural matters, the company lessens the likelihood that its reputation will suffer among the host country employees.

The disadvantage to the company involves the cost of the training and the out-of-office time of the employee to undergo the training, but this is a small price to pay considering the potential benefits.

Finally, companies preparing their employees for an expatriate experience should also offer readjustment counseling when the employee is due to return. Re-entering the home country can produce a reaction called reverse culture shock that describes the bewilderment and distress experienced by individuals suddenly exposed to a new, strange, or foreign social and cultural environment—in this case, their own.

Practice Question

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• J. Stewart Black and Hal Gregerson, “The Right Way to Manage Expats,” April 1999, accessed July 31, 2017, https://hbr.org/1999/03/the-right-way-to-manage-expats ↵
• Effective Training for International Assignments. Authored by : John/Lynn Bruton and Lumen Learning. License : CC BY: Attribution
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The Impact of Training and Development on Staff Performance in Tertiary Educational Institutions in Sierra Leone

The strength of every institution is determined by the knowledge that resides in its staff and a well-trained and developed workforce is a recipe for outstanding performance and goal achievement. Nonetheless, the cost of training staffs in tertiary educational institutions is a critical sensation that restrains the conduct of training and developing them. This study seeks to carefully examine the impact of training and development on staff performance in tertiary educational institutions in Sierra Leone. The thrust for this theoretical research led to the retrieval of secondary sources published about the subject matter in order to structurally organize its content towards meaningful outcome. Analysis drawn from the retrieved information disclose to us that training can be conducted either on-the-job or off-the-job, which requires an assessment of the necessity of training which states the analysis of the organisation, person and task before an appropriate method could be selected. The reviewed content states that method selected should be followed by an evaluation process to ascertain its effect whether negative or positive. In relation to the evaluated evidences in the reviewed content, we are able to establish that training and development has a positive impact on employee performance as efficiency and effectiveness is activated or inspired by the quantum of knowledge that resides in employees. This study is relevant to human resource management practitioners, professors in tertiary educational institutions, management consultants and employees who are determined to improve their performance through training and development.

Related Papers

Asian Online Journal Publishing Group

Training and development is one of the key factors in improving employee performance in most organisations today. Evidence derived from research showed that there is now a broad discussions amongst commentators that skills training and career development improve employee performance in the organization. The study focused on the effect of training and development on employee performance in a private tertiary institution in Ghana; a case study of Pentecost University College. The study used the simple random sampling technique to select staff from all levels of management. A high response rate of ninety-six percent was obtained using the personal method of data collection, based on which the analysis was made using the frequency tables and charts. The study found out that employees are aware of the purpose of training in the organisation, the training objectives are clear to them before the training as well as the selection criteria. The study also found out that employees are motivated through training; and training and development results into higher performance. The study recommended that training and development of all staff should be vigorously pursued and made compulsory.

FRIDAY CHRISTOPHER

The study was to investigate Employee training and Organizational performance at African College of Commerce and Technology in Kabale district. The study was guided by the objectives which were; to establish the employee training programmes and to establish the levels of organizational performance. The study adopted a case study design which incorporated both qualitative and quantitative design approaches. The study used a population of 80 who were staff and clients. The researcher used a sample of 40 respondents because it was affordable by the researcher during data collection. Interview guides, documentary review and questionnaires were used in data collection. Frequency counts of the responses were obtained to generate descriptive information about the respondents that had participated in the study to generate trend of findings. This involved the use of descriptive statistics such as frequencies and percentages. Findings indicated that a number of programmes that were employed during training were presented in the table above. These were important in understanding the different training trainees receive. From table 4.5, 4 (10%) of the respondents strongly agreed, 6 (15%) agreed while 30 (75%) disagreed that there is mentoring. Furthermore, 26 (65%) of the respondents strongly agreed while 14 (35%) agreed that, there is job rotation as another training programme that was used to train employees. As noted in the table 4.5, 32 (80%) of the respondents strongly agreed while 8 (20%) agreed with orientation training as a method of training that was used to train staff. Special assignment was also strongly agreed by 5 (12.5%) followed by 8 (20%) agreed while 27 (67.5%) disagreed as another method of training used. This implies that special assignment is not commonly used to train employees. In table 4.5, 10 (25%) of the respondents strongly agreed, 13 (32.5%) agreed with lectures and conferences as another programme for training employees while 17 (42.5%) disagreed. As noted in the table, 8 (20%) strongly agreed, 13 (32.5%) agreed while 19 (47.5%) disagreed with demonstrations and examples as other methods of training. Results also indicated that 9 (22.5%) of the respondents strongly agreed, 13 (32.5%) of the respondents agreed, 13 (32.5%) disagreed while 5 (12.5%) of the respondents strongly disagreed that there was operating efficiency and effectiveness. From the findings there was to some extent improved operating efficiency and effectiveness. The organization should improve on its training programmes to enhance the performance of staff so that they can contribute to efficiency and effectiveness of organsational performance. The goals of the organization were being achieved and there was high growth rate was strongly agreed by 10 (25%) of the respondents, 15 (37.5%) agreed 11 (27.5%) disagreed while 4 (10%) strongly disagreed. The findings indicated that the bank was to some extent achieving goals and high growth rate was being realized. Retention of customers and workers was strongly agreed by 9 (22.5%) of the respondents, 14 (35.0%) of the respondents agreed, 14 (35.0%) while 3 (7.5%) strongly disagreed. Training programmes are vital issues of career progression of every employee in an institution. In order to provide quality services to the clientele, staff needs to commit themselves to continuous learning and for that matter training is necessary. Therefore, it is important for the organization to engage their staffs in the training activities on regular basis to enable them acquire knowledge and skills that will enhance staff performance. From the study, it was established that training is used to fill identified gaps in competence and so it helps to improve the competency of the beneficiary and so his or her performance on the job is improved. It was also concluded that training is an important factor that motivates and inspires workers and makes them value their jobs and perform better for increased productivity. Training generates performance improvement related to benefits for the staff and influences staff performance through the development of staff knowledge, skills, ability, competencies and behavior. The study recommends that the organization should provide training programs to the workers to improve their skills as well as their capabilities and the employees should also be more committed to the training and give off their best after the training. Therefore, identification of training needs should be done more professionally and the modalities for selection made known to staff. It is also very important to evaluate training in order to assess its effectiveness in producing the learning outcomes specified when the training intervention is planned, and to indicate where improvements or changes are required to make the training even more effective. All staff members must participate in both on-thejob as well as off-the-job training to enhance their knowledge for improved performance.

Adebimpe R A C H E L Ajiboye

Training and development is a critical process that seeks to improve the performance of workers in an organisation. Well-trained and highly developed employees are considered the cornerstones of organisational success. In order to form competent committees, employees' relevant expertise and intellectual capacity need to be improved. Moreover, the ineffectiveness of training and development of employees in an organisation reduces the organisation's productivity, as organisations depend on having people with the right skills, attitudes, and capabilities in order to reach goals effectively. Consequently, the purpose of the study was to establish the impact of training and development on employees' performance at Caleb University, Imota, Lagos. A purposive sampling technique was used by the researcher to gather responses from employees through a questionnaire. The study was limited to employees of Caleb University, Imota. Subsequently, the findings revealed that working conditions and a lack of resources affect the training and development of employees. It is recommended that certain areas be improved, namely, management support, the provision of feedback to employees, and the conduct of employee training on a continuous basis. The findings show that this would improve employee performance in the organisation. Information and data for this write-up were gathered through primary and secondary sources, which adopted a quantitative approach as well as descriptive and narrative methods. Previous works on this study were also consulted.

Berhan Ketema

Dr Matarr Njie

The purpose of this paper is to assess the effect of training practices on the performance of the staffs of the University of the Gambia (UTG). A stratified sampling technique was used together with various other methods, including a mixed research approach, using both quantitative and qualitative research to assess the effect of training on staff performance. Primary data was collected from the UTG Human Resources Department and from the academic and administrative members of staff selected from all the Schools of the University, using semistructured interviews and questionnaires. The quantitative data was gathered using the 5-point Likert scale items, and this was analyzed using Excel. The results of the study were presented together with its interpretation, using tables, pie charts and bar graphs. The findings of the study indicated that on-the job training is widely practised in the University of the Gambia. However, the process of staff training was found to be unplanned and unsystematic. It was further gathered that there is a lack of commitment from the senior management team regarding staff training. Overall, the findings of the study revealed that the training provided in University of the Gambia has not helped them realize any significant improvement in their work performance. These findings are contrary to the general consensus in the literature, which contend that training in fact does help improve staff performance. Nevertheless, taking these findings of the study into consideration, it is recommended that the University of the Gambia need to endeavor to set aside funds solely dedicated for training staffs on a continuous basis. The key recommendation will be to revise its current staff training and development policy to make training more effective.

Hagar Bampoh Addo

Manyando Muyunda

manyando muyunda

The purpose of this research was to look into the effect of training and development on employee performance at the Ministry of Agriculture for Livestock and Fisheries in Chilanga District. The research questions for the study were as follows: 1) Determine the role of training and development in relation to job performance among ministry employees; 2) Investigate whether training and development affect public service delivery; and 3) Identify methods for implementing training and development to improve job performance. This study's research design was descriptive rather than experimental. The sample population in Chilanga District consisted of 30 professional personnel from the Ministry of Livestock and Fisheries. Secondary data was gathered through journals, unpublished papers, and published materials, while primary data was gathered using a semi-structured questionnaire particularly constructed for the project. SPSS version 23 was used to analyze the data. According to the findings, employee training and education have a considerable impact on the work performance of individuals inside a business. Several recommendations were made in light of these findings. To begin, it was proposed that a well-coordinated training program be formed with defined eligibility criteria, a schedule, a duration, and an application process for interested staff. This initiative should be available to all eligible workers, rather than just a small number of people. Second, the ministry should set aside funds at the start of each year to ensure that the training program runs smoothly. This proactive strategy enables the departments involved to plan appropriately with the resources available. Finally, clear criteria must be developed to guarantee that individuals attending training receive training that is relevant to their job tasks and duties

Journal of Resources Development and Management

Oladimeji A lawal

Systematic and timely training and development of employees is crucial to attaining optimal performance in both the private and public sectors. This study examines the extent to which employees' training and development enhance employees' performance in the Gombe State Ministry of Women Affairs and Social Development. The study adopted a survey design with a questionnaire and unstructured interview as the instrument of data collection. The study has a population of 271, out of which 155 was sampled through stratified and random sampling techniques. Data were presented using tables and simple percentages, while chi-square was used to test the research hypothesis. The study found no significant difference among the staff in the perception that training and development does not support employees' performance in the Ministry as training and development programmes are not being organised for staff. The study also established that the Ministry's leadership had not shown a good appreciation of the critical role of regular training of staff in enhancing employees' performance. The study recommends, among others, a change in the disposition of the leadership of the Ministry and the Office of the Head of Service to the training of staff through the development of mechanisms for establishing employees' skills deficiency; and requesting the Government to make a budgetary line for staff training in the State's yearly budgets.

Asian People Journal (APJ)

mohammed abdullahi

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