CH 3 (P 27) Developing HR:Consideration in designing training program

Consideration in designing training program

1. On the Job method: these on-the-job trainings are given to the employees while they are conducting their regular works at the same places. In this way they do not lose time while they are training or learning. On-the-job training techniques include orientations, job instruction training, apprenticeships, internships, assistantships, job rotation and coaching.

Coaching - a more intensive method of training that involves a close working relationship between an experienced employee and the trainee.

• The procedure of the coaching is mutually determined by the executive and coach. The procedure is followed by successive counseling and meetings at the executive’s convenience by the coach.

1. Understand the participant’s job, the knowledge, skills, and attitudes, and resources required to meet the desired expectation
2. Meet the participant and mutually agree on the objective that has to be achieved
3. Mutually arrive at a plan and schedule
4. At the job, show the participant how to achieve the objectives, observe the performance and then provide feedback

• Repeat step 4 until performance improves

For the people at middle level management, coaching is more likely done by the supervisor; however experts from outside the organization are at times used for up and coming managers. Again, the personalized approach assists the manger focus on definite needs and improvement.


Apprenticeships:

• In this method both theory and practical session are conducted. The employee is paid a stipend until he completes     training. The theory sessions give theoretical information about the plant layout, the different machines, their parts and safety measures etc. The practical sessions give practical training in handling the equipment. The apprentice may or may not be continued on the job after training.
• Most of their training is done while working for an employer who helps the apprentices learn their trade or profession.
• It is offered in vocational jobs.

Job rotation – It is the process of preparing employees at a lower level to replace someone at the next higher level. It is generally done for the designations that are crucial for the effective and efficient functioning of the organization.

• where the trainee is given several jobs in succession, to gain experience of a wide range of activities (e.g. a graduate management trainee might spend periods in several different departments)
• It provides the employees with opportunities to broaden the horizon of knowledge, skills, and abilities by working in different departments, business units, functions, and countries
• Identification of Knowledge, skills, and attitudes (KSAs) required
• It determines the areas where improvement is required
• Assessment of the employees who have the potential and caliber for filling the position

Mentoring:  is an ongoing relationship that is developed between a senior and junior employee. Mentoring provides guidance and clear understanding of how the organization goes to achieve its vision and mission to the junior employee, beyond his supervisory responsibility.

• Executives also have mentors. In cases where the executive is new to the organization, a senior executive could be assigned as a mentor to assist the new executive settled into his role. 
• Mentoring is one of the important methods for preparing them to be future executives.
•  This method allows the mentor to determine what is required to improve protégés performance. Once the mentor identifies the problem, weakness, and the area that needs to be worked upon, the mentor can advise relevant training. 
• The mentor can also provide opportunities to work on special processes and projects that require use of proficiency

Job Instruction Technique (JIT):  uses a strategy with focus on knowledge (factual and procedural), skills and attitudes development.

• Procedure of Job Instruction Technique (JIT)
• JIT consists of four steps:

1. Plan – This step includes a written breakdown of the work to be done because the trainer and the trainee must understand that documentation is must and important for the familiarity of work. A trainer who is aware of the work well is likely to do many things and in the process might miss few things. 
2. Proper documentation ensures that all the points are covered in the training program. The second step is to find out what the trainee knows and what training should focus on.
3. Then, the next step is to create a comfortable atmosphere for the trainees’ i.e. proper orientation program, availing the resources, familiarizing trainee with the training program, etc.
4. Present – In this step, trainer provides the synopsis of the job while presenting the participants the different aspects of the work. When the trainer finished, the trainee demonstrates how to do the job and why is that done in that specific manner. Trainee actually demonstrates the procedure while emphasizing the key points and safety instructions.
5. Trial – This step actually a kind of rehearsal step, in which trainee tries to perform the work and the trainer is able to provide instant feedback. In this step, the focus is on improving the method of instruction because a trainer considers that any error if occurring may be a function of training not the trainee. This step allows the trainee to see the after effects of using an incorrect method. The trainer then helps the trainee by questioning and guiding to identify the correct procedure.
6. Follow-up – In this step, the trainer checks the trainee’s job frequently after the training program is over to prevent bad work habits from developing.

Internships:

• Internship is a system of on-the-job training for white-collar and professional careers.[1][2] Internships for professional careers are similar to apprenticeships for trade and vocational jobs. Although interns are typically college or university students, they can also be high school students or post-graduate adults. Rarely, they can even be middle school or in some cases elementary students.
• Generally, the internship works as an exchange of services for experience between the student and his or her employer. Students exchange their cheap or free labor to gain experience in a particular field. They can also use an internship to determine if they have an interest in a particular career, create a network of contacts, or gain school credit. Some interns also find permanent, paid employment with the companies in which they interned. Thus, employers also benefit as experienced interns need little or no training when they begin full-time regular employment.

2. Off the job method: This occurs when employees are taken away from their place of work to be trained. Off-the-job techniques include lectures, special study, audio visual conferences or discussions, case studies, role playing, simulation, programmed instructions, and laboratory trainings.

Lectures:

• Presentations and lectures can be seen as imparting a large amount of information to many people. The purpose of this training method can be seen as delivering findings to an audience. It is usually done classroom style as part of a one-way communication with the lecturer talking to the learners. Lectures do not impart practical skills that a trainee might get from a more interactive training environment. It is however the most cost-effective training method for large audiences.

Audio visual Conferences or discussions:

• Discussions are conducted according to an organized plan that allows the trainer to develop knowledge and understanding by obtaining verbal participation from all the trainees. Techniques like films, audiotapes, videos etc can be used. This training method will be achieved by the collective ideas contributed by the various participants. Therefore one trainee learns from another in this training method. This training method can be used to modify attitudes as trainees participate in obtaining solutions and reaching conclusions from various points of views.

Case studies:

• Under this method, the trainees are given a realistic problem to discuss, which is more or less related to the principles already taught. This method provides an opportunity to the trainee to apply his skill to the solution of realistic problems. Cases may be used in either of the two ways:- 
• (i) They can be used after exposing the formal theory under which the trainee applies their skill to specific situation, or
•  (ii) They may be assigned to the trainees for written analysis or oral discussion without any prior discussion of the theory.
• Participants analyze and resolve a problem individually or in group.
• It can have many possible solutions.
• Encourage group participation and interaction to brainstorm possible solutions.

Role Playing:

• Under this method, two or more trainees are assigned different roles to play by creating an artificial conflict situation. No dialoged is given beforehand. The role players are provided with the written or oral description of the situation and the role to play. Sufficient time is given to the role players to plan tier actions and they must act their parts before the class. For instance role playing situation may be a supervisor discussing grievances with is subordinate. 
• It is done to help participants revisit past behaviors and to explore and practice new behaviors.
• It helps to participants to receive feedback on their skills and on how well they communicate.
• There are four stages in role play:

1. Provide background
2. Conduct the role play
3. Debrief the participants
4. Close the session.

Computer assisted instruction:

• “Computer-assisted instruction” (CAI) refers to instruction or remediation presented on a computer. Many educational computer programs are available online and from computer stores and textbook companies. They enhance teacher instruction in several ways.
• Computer programs are interactive and can illustrate a concept through attractive animation, sound, and demonstration. They allow students to progress at their own pace and work individually or problem solve in a group. Computers provide immediate feedback, letting students know whether their answer is correct. If the answer is not correct, the program shows students how to correctly answer the question. Computers offer a different type of activity and a change of pace from teacher-led or group instruction.
• Computer-assisted instruction improves instruction for students with disabilities because students receive immediate feedback and do not continue to practice the wrong skills. Computers capture the students’ attention because the programs are interactive and engage the students’ spirit of competitiveness to increase their scores. Also, computer-assisted instruction moves at the students’ pace and usually does not move ahead until they have mastered the skill. Programs provide differentiated lessons to challenge students who are at risk, average, or gifted. 

Simulations and games:

• Simulation involves creating atmosphere which is very similar to the original work environment. The method helps to train manager handling stress, taking immediate decisions, handling pressure on the jobs etc. An actual feel of the real job environment is given here.
• It is conducted with technology.
• The purpose is to create a realistic environment.
• Trainees are placed at a computer in which the simulation is already loaded.
• It helps to test what –if – scenarios in low risk environment.
• Provides immediate feedback.
• It specialist should be available to conduct these training sessions.

Demonstrations:

• An effective means of showing trainees exactly what topic they are learning.
• Steps of are:

1. Show once
2. Show second time, talking through each step.
3. Have the trainee conduct the steps.
4. Provide feedback.
5. Repeat.