hrm-training methods and techniques
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Training Methods and Techniques
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Introduction
Training method refers to the specific meansby which training is imparted to the individuals.
There are various methods of training whichcan be broadly classified intoon-the-job
training methods and off-the-job trainingmethods.
The choice of a method would depend on awide variety of factors, such as competence ofinstructors, relevance to the participants, theprogram design, the content and finally its costimplications.
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Objectives of Training Methods
1. To impart the basic knowledge and skill to thenew entrants and enable them to perform theirjobs well. To equip the employees to meet the
changing requirements of the job and theorganization.
2. To teach the employees the new techniques
and ways of performing the job or operations.
3. To prepare employees for higher level tasks andbuild up a second line of competent managers.
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On the sitemethods:
a)Apprentice
b)Job rotation
c)Vestibuled)On the job training
Off the site
Methods:
a)Lecture
b)Small group
activityc)Case studies
d)Role plays
e)In basket
exercisef)Experiential
learning
g)Sensitivity
Training methods
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On the site methods Apprentice: A formal arrangement between an
individual who wants to learn and employer whoneeds a skilled worker. It is an earning whilelearningarrangement where the apprentice receivesknowledge and develops skills associated with the
designated trade. Job rotation-A job design technique in which
employees are moved between two or more jobs in aplanned manner. The objective is to expose theemployees to different experiences and wider varietyof skills to enhance job satisfaction and to cross-trainthem.
Vestibule training: combines the benefits of theclassroom with the benefits of on job training takesplace in simulatedenvironment. classroom is a modelof the working environment. duplication makes it an
expensive arrangement.
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On-the-Job Training
This is considered to be the most effective methodof training to train the employees at the operationallevel
Under this method, the worker is trained on-the-joband at his work place.
This enables him to get training under the sameworking conditions and with the same processes,
materials and equipments that he will be usingultimately.
The responsibility of the training is given to hisimmediate supervisor, who knows exactly what thetrainee should learn to do or to some outside
instructor, who is the training specialist in the field
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Off-the-Job Training
The off-the-job training methods includes:
Lecture
A talk given without much, if any, participation in the
form of questions or discussion on the part of the
trainees.
It is suitable for large audiences where participation of
the trainee is not possible because of numbers. The
information to be put over can be exactly worked out
beforehand even to the precise word. The timingcan be accurately worked out.
The lack of participation on the part of the audience
means that unless the whole of it, from beginning to
end, is fully understood and assimilated the sense will
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Talk
A talk incorporating a variety of techniques,and allowing for participation by the trainees.
The participation may be in the form of
questions asked of trainees, their questions tothe speaker, or brief periods of discussion
during the currency of the session.
It is suitable for putting across information to
groups of not more than twenty trainees.
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Case Study
A history of some event or set of circumstances,with the relevant details, examined by thetrainees.
i. Those in which the trainees diagnose thecauses of a particular problem.
ii. Those in which the trainees set out to solve aparticularproblem.
It provides opportunities for exchange of ideasand consideration of possible solutions toproblems the trainees will face in the worksituations.
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Role Play
Trainees are asked to enact, in the trainingsituation, the role they will be called upon to
play in their job of work.
Used mainly for the practice of dealing withface-to-face situations (i.e. where people
come together in the work situation).
It is suitable where the subject is one where a
near-to-lifepractice in the training situation ishelpful to the trainees.
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Application Project Similar to an exercise but giving the trainee much
greater opportunity for the display of initiative and
creative ideas.
The particular task is laid down by the trainer but the
lines to be followed to achieve the objectives are leftto the trainee to decide.
Like exercises, projects, may be set for either
individuals or groups.
It is suitable where initiative and creativity needstimulating or testing.
Projects provide feedback on a range of personal
qualities of trainees as well as their range of
knowledge and attitude to the job.
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In-basket (In-tray) Trainees are given a series of files, papers and letters
similar to those they will be required to deal with at their
place of work (i.e. the typical content of a
desk-workers in-tray).
Trainees take action on each piece of work. The results are marked or compared one with another.
It is suitable for giving trainee
desk-workers a clear understanding of the real-life
problems and their solutions. The simulation of the real situation aids the transfer of
learning from the training to the work situation.
It is also useful for developing attitudes towards the
work, for example priorities, customers complaints,su eriors etc.
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Business Games Trainees are presented with information about a
company financial position, products, markets, etc.
They are given different management roles to
perform.
One group may be concerned with sales, another withproduction and so on.
These groups then run the company.
Decisions are made and actions are taken.
The probable result of these decisions in terms of
profitability is then calculated.
It is suitable for giving trainee managers practice in
dealing with management problems.
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Sensitivity Training (Group
Dynamics)
Trainees are put into situations in which thebehavior of each individual in the group is
subject to examination and comment by the
other trainees; the behavior of the group (or
groups) as a whole is examined.
It is a vivid way for the trainee to learn the
effect of his/her own behavior on other people
and the effect of their behavior upon him.
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Experiential Learning Method
Experiential learning is an action-orientedbehavioral situation.
The purpose of the action situation is to have
participants generate their own data abouteach of the key concepts to be studied or
understood.
I hear and I forget,
I see and I remember,
I do and I understand.
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Experiential Learning Method
contd
The primary tasks of the trainer are1. Drawing out data from participants in terms
of what has actually happened together withtheir feelings about it.
2. Helping participants to see the cause andeffect of the actions of people; that is, theinitiating behavior of a person and the typeof response he received to it; and finally.
3. Relating the classroom experience to whathappens in on-the-job training program inthe organization situations.
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Outward Bound Learning (OBL)
Method
Outward Bound Training OBT programs takeparticipants out of their familiar settings and
offer unusual, original challenges.
In safe but hard and demanding tasks basedon a well-balanced combination of outdoor
and indoor activities the participants verify and
develop their responsibility, self-confidence,
cooperation, respect, tolerance, and learnsocial skills.
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Outward Bound Learning (OBL)
Method contd
Basically this method helps a personinternalize the whole training program as heexperiences most of learning, he learns fromobserving other people and also the feedback
and since he has a chance to apply thatlearning there itself he internalizes it.
A facilitator watches them play and observesa trainees behavior individually, in-group,
learning skill etc. The facilitator gives each of the trainee
feedback and then observes again how he
applies this learning and also helps him
connect this learning to the corporate world.
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Benefits of Outward Bound
Management Training contd
Most of the exercises designs as part of OBLhelp the participants specifically in the
following areas.
Discover their potential. Increase their self-awareness and confidence.
Confront their self-imposed limits and
overcome them.
Develop leadership qualities.