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Assignment # 03

Subject:

HRM

Submitted By:

Muhammad Shahzad
Reg:

FA17-BSE-B9-B-094
Submitted To:

Mam Amina Shehzad

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Training Methods
 Training methods are usually classified by the location of instruction. On the job training is
provided when the workers are taught relevant knowledge, skills and abilities at the actual
workplace
 off-the-job training, on the other hand, requires that trainees learn at a location other than the
real workspot.
 Some of the widely used training methods are listed below.

Job Instruction Training (JIT)

The JIT method is a four-step instructional process involving preparation, presentation, performance try
out and follow up.

 It is used primarily to teach workers how to do their current jobs. A trainer, supervisor or  co-
worker acts as the coach.

The four steps followed in the JIT methods are:

 The trainee receives an overview of the job, its purpose and its desired outcomes, with a clear
focus on the relevance of training.
 The trainer demonstrates the job in order to give the employee a model to copy. The trainer
shows a right way to handle the job.
 Next, the employee is permitted to copy the trainer’s way. Demonstrations by the trainer and
practice by the trainee are repeated until the trainee masters the right way to handle the job.
 Finally, the employee does the job independently without supervision.

Coaching
 Coaching is a kind of daily training and feedback given to employees by immediate supervisors.
In coaching, the supervisor explains things and answers questions; he throws light on why things
are done the way they are; he offers a model for trainees to copy; conducts lot of decision
making meetings with trainees; procedures are agreed upon and the trainee is given
enough authority to make divisions and even commit mistakes.

When to use coaching usefully? Coaching could be put to good use when:
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 an employee demonstrates a new competency.

 an employee expresses interest in a different job within the organization.
 an employee seeks feedback.
 an employee is expressing low morale, violating company policies or practices or having
performance problems.
 an employee needs help with a new skill following a formal training programme.

Job Rotation
This kind of training involves the movement of trainee from one job to another.

 This helps him to have a general understanding of how the organization functions.
 The purpose of job rotation is to provide trainees with a larger organizational perspective  and a
greater understanding of different functional areas as well as a better sense of their own career
objectives and interests. 
 Job rotation allows trainees to build rapport with a wide range of individuals within
the organization, facilitating future cooperation among departments.
 The cross-trained personnel offer a great amount of flexibility for organizations when transfers,
promotions or replacements become inevitable.

Apprenticeship Training
Apprentices are trainees who spend a prescribed amount of time working with an experienced guide,
coach or trainer. 

 Assistantships and internships are similar to apprenticeships because they also demand high
levels of participation from the trainee.
 One important disadvantage of the apprenticeship methods is the uniform period of training
offered to trainees.
 People have different abilities and learn at varied rates.

Committee Assignments
In this method, trainees are asked to solve an actual organizational problem.

 The trainees have to work together and offer solution to the problem.

 Assigning talented employees to important committees can give these employees a
broadening experience and can help them to understand the personalities, issues and processes
governing the organization.
 It helps them to develop team spirit and work unitedly toward common goals.

Behaviorally Experienced Training

Some training programs focus on emotional and behavioral learning.

 Here employees can learn about behavior by role playing in which the role players attempt to
act their part in respect of a case, as they would behave in a real-life situation.
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  Business games, cases, incidents, group discussions and short assignments are also used in
behaviourally-experienced learning methods.

Tips For Conducting Training Needs Analysis Accurately

 Training workers is an expensive proposition for the organizations, both in terms of the costs
associated with the development and delivery of instruction and the participants’ time away
from work. More expensive, though, is the cost of lost business due to poor – quality products
and services delivered by unskilled workers.
 The bottom line for companies is that training interventions must improve employee
performance. Training can be a significant expense, especially if the outcomes fall short of
expectations. The first step in the process of ensuring the appropriateness and effectiveness of
training is an organizational need analysis process. This process clarifies organizational
objectives and the desired level of performance. Needs analysis is a common process in most
organizations. A brief review of the general process is provided here to set the foundation right.

Clarify the purpose of training needs analysis.

 The needs analyst explains the situation or problem-related to productivity and then determines
the objectives of the study.
 The purpose of the review may be as broad as an organization-wide implementation of a
strategy or as narrow as the application of new technology in a division.

Identify data sources and collection methods for training needs analysis.
 Data points are necessary to determine the information required to respond effectively to the
objectives.
 Data sources may include existing performance measures, work samples, benchmarking
studies, employee surveys, and new sources.
 In modern organizations, some of these data may reside in organizational knowledge
management systems including databases and intranet sites.
 Methods for collecting data can be categorized as unobtrusive or obtrusive.
 Unobtrusive methods are those that do not ordinarily require interaction with others and do not
interrupt routine work.
 They are inexpensive and relatively easy to execute.
 Obtrusive methods usually involve interaction with various people in the work setting
and take time away from regular work.
 These methods are often a richer source of data but are costly and time-consuming for
the organization.
 An important note is that you may need to use a combination of both methods to obtain a more
robust representation of training requirements. However, the context of the needs assessment
may dictate one type of method over another. Depending on the data sources identified, a
combination of collection methods like surveys, observations, interviews, and focus groups
provides different perspectives for identifying needs. In some cases, you may have to develop a
new data collection instrument like a survey to collect data.
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Collect, summarize, and analyze the data.

 The next step is to gather data from a variety of sources on the current state of the organization
that relates to the objectives of the analysis.
 Once data collection is complete, review the results to determine if there are trends or
patterns.
 Potential gaps or problems in reaching organizational objectives may emerge.

Share the findings of training needs analysis.

 Share the results of the analysis with all stakeholders.
 This can be accomplished in a formal or informal way.
 Sharing allows others to validate the initial findings and usually results in a jointly
developed series of recommendations for the organization to consider.
 Some recommendations may not be training related but must be shared with the team.
 Training needs generated from this process will provide a complete view of learner needs and
assist training professionals in design and delivery decisions.