METHODS OF TRAINING

On-the-job Techniques

Coaching
Position rotation
Committee assignment
Multiple Management
Selected readings

METHODS
Coaching

Off-the-job Techniques

Lectures
Case Studies
Group Discussions
Role Playing
Management Games
In basket Exercise
Sensitivity Training
Programmed Instruction

WHAT IT IS
Coaching is the continuous process of providing instructions, correcting errors or giving
positive reinforcement. In this method, the superior guides and instructs the trainee as a
coach. The coach or counselor sets mutually agreed upon goals, suggests how to
achieve these goals, periodically reviews the trainees progress and suggest changes
required in behavior and performance. It involves several steps.
1. Identify significant job segments and standards of performance.
2. Tell the employee-trainee how he or she is doing.
3. Select one or more performance areas in which the employee-trainee needs to
improve.
4. Develop a performance-improvement plan.
5. Coach to implement the performance improvement plan.
When on-the-job coaching is used, the supervisor acts as a tutor, instructing the
employee on how to perform a task and providing assistance to facilitate learning. To
assure effective results, the coach should be trained and prepared for the training
activities, and the proper environment (adequate time, freedom from interruptions)
should be established. In addition, trainees should be given ample opportunity to
practice what they learn and should be properly rewarded for using new knowledge and
skill s on the job.
Coaching can be effective if the coach is a good communicator; enable motivator and a
patient listener. Coaching will work well if both can be open to each other, if the coach
accepts his responsibility fully, and if he provides the trainee with recognition of his
improvement and suitable rewards. It is a very useful for orientation of new executives
and developing operative skills.

Job
Instruction

Job instruction training (JIT) is a method developed by the War Manpower Commission
during World War II to train supervisors in large numbers in a short period of time. In this
method, the trainer explains the job to the trainee, allows the trainee to perform the
tasks, observes the trainees performance, and then gives feedback in terms of ways to
improve performance. The table below shows how these steps are outlined on a pocket
card for supervisors. The JIT method uses the principles of distributed learning,
rewards, feedback, transfer of learning to job, and individual differences.
JIT-HOW TO TRAIN
Step 1-Prepare the Employee
a. Put the worker at ease.
b. Find out what he or he knows.
c. Arouse interest.
d. Place the worker correctly.
Step 2-Present the job
a. Tell
b. Show
c. Explain
d. Demonstrate
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Step 3-Tryout performance

a. Have the worker perform the operation.
b. Have the worker explain the key points.
c. Correct errors and omissions.
d. Reinstruct as needed.
Step 4-Follow-up
a. Put the worker on his own.
b. Encourage questioning.
c. Check frequently.
d. Taper of assistance.
If the Learner hasnt learned, the trainer hasnt taught.
Job Rotation

Committee
Assignment
Multiple
management

Selective
Readings

Lectures:

Group
Discussions
or
Conference

Case
Studies

Job rotation is a process of horizontal movement that widens the managers experience
horizon beyond the limited confines of his own. It involves movement or transfer of
executives from one position or job to another on some planned basis. It may continue
for a period ranging from six month to two years.
While this method is considered essential in many organizations, it is expensive and
may fail if supervisors are unprepared or have no interest in or time for training.
A permanent committee consisting of trainee executives is constituted. All the trainees
participate ion the deliberations of the committee. Through discussions in committee
meetings they get acquainted with different viewpoints and alternative methods of
problem solving. They also learn interpersonal skills.
McCormick corporation of Baltimore, USA, developed this technique. Under it a junior
board of young executives is constituted. Major problems are analyzed in the junior
board that makes recommendations to the Board of Directors. The young executives
learn decision-making skills and the Board of Directors receive collective wisdom of the
executive team. Vacancies in the Board of Directors can be filled from the junior board
members who have received considerable exposure to problems and issues.
Selective readings constitute an individual self-development program for executives. By
reading selected professional books and journals, managers can keep in touch with the
latest research findings, theories and techniques in management. Many organizations
maintain libraries for their executives and managers are encouraged to continually read
and improve their skills.
The lecture method is the oldest and most commonly used techniques for training.
These are formally organized talks by an instructor on specific topics. It is used
largely to build up basic theoretical knowledge that must be gained before practice.
The method is often supplemented with audiovisual aids, motion pictures, or
television.
Suitable for large audiences where participation of the trainees is not possible
because of numbers. The information to be put over can be exactly worked out
beforehand even to the precise world. The timing can be accurately worked out.
The discussion, or conference, method combines presentation of information with
participation in small groups (buzz sessions). With the objectives of developing
problem-solving and decision making capabilities and learning about new and
complex materials, the learner actively participates in discussions with other group
members. The discussions are oriented toward specific problems or new areas of
knowledge selected by the leader or by the participants. The leader provides
guidance and feedback, but no instruction.
Suitable where the application of information is a matter of opinion. Also when
attitudes need to be induced or changed. Trainees are more likely to change attitudes
after discussion than they would if they were told during a talk that their attitude
should be changed. Also suitable as a means of obtaining feedback to the instructor
about the way in which trainees may apply the knowledge learned.
Under this method, a real or hypothetical business problem or situation demanding
solution is presented in writing to the trainees. They are expected to identify and
analyze the problem, suggest and evaluate alternative courses of action and choose
the most appropriate solution. Then, the solution and its justification are presented to
the group, where they will be discussed and defended. The trainer guides the
discussion and ensures that no relevant fact is overlooked.
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In-Basket
Technique

Role Playing

Management
Games

Sensitivity
Training

Behavior
Modeling

Vestibule

The in-basket technique is a simulation exercise designed to develop decisionmaking, problem solving, and organizing ability by placing the trainee at the desk of a
manager. The trainee is presented with a description of the managers job and an inbasket containing correspondence, memos, requests from other departments,
customer complaints, operating statements, and the like.
The purpose of the exercise is to introduce the trainee to a realistic workday in the life
of a manager and determine how well the trainee performs in this situation. The
trainee works through the in-basket by making decisions, determining which material
will be given first priority, making recommendations, drafting communications, and
giving advice.
At the end, a follow-up discussion is held to evaluate how well the trainee performed
and to make recommendations for improving the trainees managerial skills.
Role-playing is a simulation technique that requires trainees to act out prescribed
roles. For example, in a training program on conducting interviews, one trainee may
be assigned the role of a job applicant and another given the role of the interviewer.
The focus of the exercise usually is on interpersonal or human relations aspects of a
managers job. It helps to bring about desired changes in attitudes and behavior.
Role-playing primarily involves employer-employee relationship, hiring, firing,
discussing a grievance procedure, conducting a post appraisal interview or
disciplining a subordinate or a salesman making a presentation to a customer.
Trainees interest and involvement tends to be high due to learning by doing and
immediate feedback. There is a high degree of learning by observing and listening.
Each trainee tries to excel due to the competitive atmosphere.
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 with production 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.
Business games typically require trainees to assume various roles in a company
(e.g., president, marketing vice president) where they are given several years worth
of information on the companys products, technology, and HRs and asked to deal
with the information in a compressed time period (several weeks or months). They
make decisions regarding production volumes, inventory levels, and prices in an
environment in which other competitors are running competitor companies.
The most successful business games keep the focus on specific corporate objectives
or problems such as profits, customer service, or labor costs.
This method also called T-Group training and laboratory training. In this method, a
small group of about 8 to 14 individuals work together to develop interpersonal or
team-building skills. Meetings have no agenda, and held away from workplaces, and
questions deal with the here and now of the group process to describe issues of
interest or concern to them. Trainees are put into situations in which:
i.
the behavior of each individual in the group is subject to examination and
comment by the other trainees;
ii.
the behavior of the group (or groups) as a whole is examined.
The trainer is a psychologist; sociologist or a person who has himself received
special training.
The purpose is to help trainees develop as individuals, to improve listening skills, to
gain insights into why individual behave as they do, or to practice new ways of
behaving in an environment where feedback and practice are allowed.
Behavior modeling is quickly growing as a technique for training managers on
interpersonal and communication skills. Based on Banduras theory of social learning,
the method consists of four consecutive components:
attention (watching someone perform a behavior usually through videotapes);
retention (processes to help the trainee retain what was observed);
motor reproduction or behavioral rehearsal (using role-plays to practice new
behaviors); and
motivation or feedback/reinforcement (receiving feedback on the behaviors
performed).
The success of this approach to training is based on the notion that many of us learn by
observing others.
Vestibule training requires trainees to do the whole job, using the same tools and
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Training

Computer
Assisted
Instruction
(CAI)
Interactive
Video
Training

machines that are used on the job. However, the training takes place in a vestibule, or
separate workshop used just for training. A trainer is present at all times, and the
trainees are protected from the hustle and pressure that occur on the job itself.
Vestibule training provides a very high rate of transfer of training.
Computer Assisted Instruction (CAI) is an outgrowth of the programmed learning
methods. In these applications, the computer simply presents a block of information and
then asks the trainee questions to assess his or her mastery. If the trainees answer is
correct, the computer proceeds to the next block of information. If the trainees answer is
wrong, the program may repeat the same material or may branch to a different remedial
exercise, depending on which wrong answer the trainee gave.
The latest high-tech training method is called Interactive Video Training (IVT). This is
computer based training with the addition of a videodisc player and a color monitor. It
has the advantages of CBT plus the ability to use sound and high quality moving
pictures to demonstrate learning content and provide problems for trainees to solve.

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