INTRODUCTION TO TRAINING –HRM 113
TOPIC ONE – INTRODUCTION TO TRAINING
Training
-
“is a continuing investment in the most valuable of all our national
resources.....the energies of our people....”. (UK scholar)
-
is a learning process that involves the acquisition of knowledge,
sharpening of skills, concepts, rules or changing of attitudes and
behaviours to enhance the performance of employees.
-
A systematic and planned process to change the knowledge, skills and
behaviour of employees in such a way that organisational objectives are
achieved. (Erasmus BJ and Van Dyk PS, Training Mgt in RSA, 1999)
-
It is activity leading to skilled behaviour.
-
It is about knowing where one stands (no matter how good or bad the
current situation looks) at present and where one will be after some
point of time.
-
It is about the acquisition of Skill, Knowledge and Abilities (SKA) through
professional development.
-
Usually a short term process specifically for job related purposes (task
oriented) and targeting mostly non managerial personnel.
-
training standards are primarily derived from job description/task
requirements of a particular job.
-
It is about change.
Development
- A strategy designed to enhance skills of existing or potential managerial
employees.
- Refers to philosophical and theoretical educational concepts for general
purpose knowledge.
- Focuses on a broad range of skills including interpersonal and
managerial decision making.
- It is aimed at the long run and takes place continually throughout one’s
career.
Learning
- A continuous process by which a person acquires and develops new
knowledge, skills, capabilities and attitudes in the normal course of life.
- It is goal directed, based on experience and involves some recognisable
change in behaviour.
- A permanent change in behaviour that occurs as a result of exercise or
experience or both.
Importance of Training
- To meet the current and future organisation’s strategic, business and
operational goals through a competent, skilled and knowledgeable staff,
possessing the right attitude.
- It enhances performance of employees and the organisation to achieve
sustainable competitive advantage through quality and customer
oriented strategies.
- To stay abreast of technological advancement as well as sustaining
socio-economic pressures within the business environment (PESTELI).
- To avoid managerial obsolescence i.e failure to keep pace with new
methods and processes that enable employees to remain effective.
- Is a powerful socialisation processes for potential, new and existing
employees as it aids create a brand as an employer of choice (corporate
image is thus enhanced).
- Talented people (achievement oriented individuals) want to work for an
organisation that grows them (career mgt) thus building on employee
commitment and loyalty.
- Developed staff tends to exhibit organisational citizenship behaviour
than poaching fully trained individuals.
- Leads to increased operational productivity and company profit.
- Creates a learning culture characterised by a healthy organisational
climate, team spirit, healthy working environ, shared vision, reduced
staff turnover and absenteeism, accepting change etc.
- Increases one’s worth in the labour market (employability) as well as
entrepreneurial skills.
NB: in RSA 2.7% of total employment costs is channelled towards training, in
USA 5%, Japan 10% (strong cultural pressures and clear legislative
structure). In Zimbabwe 1% of total wage bill is training allocated.
Training and Human Resource Management
- Training is an investment because other departments such as marketing,
sales, finance, production and HR depend on it for survival.
- If training is not considered as a priority or not seen as a vital part in the
organisation, then it is difficult to accept that such a company has
effectively carried out HRM.
- Training provides the opportunities to raise the profile development
activities in the organisation.
- It helps increase commitment levels of employees and growth in quality
movement (key HRM concepts).
Training Philosophy
-It expresses the degree of importance an organisation attaches to training. It
underlies top management’s commitment to training intervention, usually
expressed by the percentage of funds allocated towards the training budget or
embedded within the mission statement of the organisation.
- it should be based on an integration of job content training as well as
leadership training and management skills, in accordance with career levels.
Training Policy
-It is an expression of intent that sets out what an organisation is preparing to
do in terms of developing its employees.
-it establishes the broad framework for its training plan which expresses the
priority training interventions of an organisation and the strategies to be
followed during a given period of time.
-the attitude of an organisation towards training and development is reflected
in its policy; this policy governs the priorities, standards and scope of its
training activities.
-a training policy defines the relationship between the objectives of the
organisation and its commitment to the training function, as well as providing
operational guidelines for management. Furthermore, it provides information
for employees and enhances public relations.
-a training policy is subject to change as decided by top management in line
with organisational goals.
- it contains information with regards to induction of new staff, procedure for
selecting trainees, types of programmes funded or conducted by the
organisation,
roles
of
various
stakeholders
and
their
obligations,
administration e.t.c
Training Plan
-a detailed statement of the training that will be implemented over a specific
period. It emanates from a reconciliation of priority training needs, the training
policy and the resources available (budgets).
-should comprise of detailed time plan (monthly, quarterly, half-yearly) of the
training requirements of each department, training outcome, responsibility,
training strategy to be implemented, summary of budget allocation per
department etc.
Training Costs and Budgets
-as part of the planning task, training should be presented as cost effectively as
possible, through using a budget.
-budgets are used as a financial control instrument for a specified period.
-should be flexible to allow for unknown factors to be factored.
-training budgets can be in 3 forms: a central budget by the training manger,
individual budgets by line managers or a shared budget where the training
department budgets for generic aspects and line managers for specific unique
items.
-training expenses must be justifiable in terms of the overall business plans of
the enterprise. The following aspects must receive attention when a training
budget is prepared;
 Existing training and future needs e.g. induction and supervisor training.
 Facilities. which ones need to be purchased at what cost etc
 Suitable personnel. Make provision for the recruitment or retraining of
training personnel.
 Salaries of training personnel.
 Personnel development.
 Sundry costs including travelling expenses, bursaries, training material,
refreshments, meals and accommodation, fees for consultants etc.
Training Options
-there are four options that an organisation can consider before providing
training to its employees:
 Internal training. Either by setting an internal division for training or by
recruiting external trainers and call them to the company site using
their tools to conduct training.
 Product related training. The dealer who delivers the machine or
installs the system offers initial training. The user may negotiate with
the dealer for regular up-grade of product related know how or
expertise instead of once- off training.
 Independent professionals. Considering the emerging threat and
opportunities, professionals need to keep themselves updated of the
developments and avoid obsolescence. The responsibility of training
entirely lies on the individual, as a better trained professional will
always have better market worth than others.
 Outsourcing. Exempts the organisation to concentrate on its core
business. It includes tying up with some reputable training or
educational institutions, sending employees for training. This way the
coy avails to its staff the required expertise and high quality training
program and saves money on content development, recruiting and
maintaining training team. Training quality has to be frequently tracked
so as to ensure the trainer’s performance and training effectiveness.
TOPIC TWO – LEARNING
Conditions for effective learning (principles)
Motivation- adopt a ‘buy them in’ approach. Involve and clarify to trainees,
performance gaps, training objectives and outcome/ purpose in line with
personal and organisational goals.
Expectations- positive expectations matter. If the trainee perceives the
training as a waste of time and resources, training will fail.
Organisation- presentation of material should build on one another, avoiding
contradictions or ambiguities. Consider the learning pace of each
trainee.
Repetition- practice makes perfect. Ask trainees to repeat the information or
behaviour as a way of recalling and refreshing.
Active Participation- trainees learn best by making active responses and learn
best by doing and getting involved, not just listening e.g. through
discussions, tutorials, role plays...
Reinforcement- learning proceeds most effectively when the trainee’s correct
responses are promptly strengthened/supported.
Feedback- reduces anxiety and lets students know areas to improve on in line
with training objectives.
Application-practice in a variety of settings will increase the range of situations
in which learning can be applied and enhances transfer of learning for
effective performance.
Only the learner can learn. The trainer acts as a facilitator, but the learner
must be able to learn independently. The responses that the trainee
makes are limited by their abilities and by the sum total of their past
responses.
Setting objectives. Outcome should be clearly indicated. The objectives should
serve as the basis for the achievement assessment.
Theories on Learning
1. The Behaviourist theory
- Asserts that learning occurs as a result of a reward or punishment.
- Learning has to do with a person’s response to stimulus. Thorndike
regarded training as a trial and error process and advanced his ‘law of
effect’ theory which states that if an organism finds the link between a
stimulus and a response satisfactory, the link will be strengthened and
the opposite is true. Skinner’s operant conditioning theory also applies.
- The theory is premised on the notion that learners must be rewarded
when they respond correctly and reprimanded when they fail.
2. The Humanistic theory
- Humans are sensitive and inquisitive (curious) and act with a view of
achieving personal objectives.
- The theory adopts McGregor’s theory X and Y as well as Maslow.
- The trainer and learner must regard themselves as unique individuals in
a complex interactive process, where the trainer’s task is to help the
learner understand learning objectives, to create favourable learning
situations and to evaluate learning outputs.
- The learning process is the focal point, where the learner must achieve
full potential and set own objectives with the trainer merely facilitating
training.
- It encourages self discovery and self directed training.
3. The Gestalt theory
- Learning is perceived as a cognitive process involving the whole
personality. People develop their own understanding of the world.
- Its proponents argue that learning takes place by means of assimilation
(expansion) or revision of the learner’s understanding of the world.
Learning Styles
Individuals learn in different ways.
1. Neurolinguistic Programming
Suggest that people have a preferred way of learning and communicating
that is tied to senses. When one wants to remember certain information,
one tries to access a certain ‘file’ in the brain where one would have stored
the information-either in visual, auditory or physical feelings form.
2. Whole brain theory
Emphasise the preference of either the right or left hemisphere. The right
side of the brain is considered the seat of creativity and emotion, while the
left side is the seat of logic and reason. It argues that a logical approach will
work for some people while an appeal to emotions may be more successful
with others.
3. Kolb’s 1974 model (Organisational Psychology)
He views learning as circular and a perceptual process whose key stages are
experience, observation of and reflection on experience, analysis of the key
learning points arising out from experience and the consequent planning
and trying out of new /changed behaviours.
4. Honey & Mumford model
They concluded that people’s predominant learning styles tended to fall into
one of the following categories;
Activists. Involve themselves fully in new experiences, are open minded and
not sceptical. They are enthusiastic about anything new, enjoy brainstorming
but tend to be bored with implementation.
Reflectors. Enjoy collecting and analysing data about experiences and events
but tend to postpone reaching conclusions for as long as possible. They
prefer to take a back seat in meetings and enjoy observing other people in
action. When they act, it is part of a wide picture which includes the past and
present and others’ observation.
Theorists. Tend to be detached, analytical and dedicated to rational
objectivity rather than anything subjective or ambiguous. They adopt a
logical approach to problems and prefer to maximise certainty and feel
uncomfortable with subjective judgements.
Pragmatists. Keen on trying out new ideas, theories and techniques to see if
they work in practice. They do not like ‘beating around the bush’. They are
impatient with lengthy or unending discussions. They are essentially down to
earth and like making practical decisions and solving problems. Their
philosophy is ‘if it works, it’s good’.
Developing a learning culture
-should be accepted by all.
-there is a shared vision.
- builds on commitment, empowerment, self managed learning and long term
capacity building.
Transfer of Learning
-is the ability to use previous learning to ease new learning. It is positive if it is
helpful and negative when previous knowledge hinders performance in a new
situation. It can be maximised by:
*maximising the similarities between the training and the job.
*providing as much experience as possible with the task being taught.
*providing a variety of examples when teaching concepts/skills.
*labelling/ identifying important features of a task.
*making sure that training is rewarded on the job.
*designing the training so that trainees can see its applicability.
*use questions to guide trainees’ attention.
*generalising from basic principles and providing prompts and hints as well as
opportunities for practice.
TOPIC THREE – TRAINING MODELS
A) Systematic Training Model
- is simple, logical and illustrates the dependency relationship between
different steps.
-it has 5 steps (IDDIE):
1. Identify and Analyse training needs- a diagnostic stage for setting training
objectives and help identify and analyse a performance gap that can be
bridged through training. The focus is on the department, the job,
employees, who needs training, what they need to learn, estimate the
training cost etc. Develop a performance measure on the basis of which
actual performance would be evaluated.
2. Design and provide training- to meet identified need. Develop objectives of
training, identifying the learning steps, sequencing and structuring the
contents.
3. Develop- list activities in the training program that will assist the participants
to learn, selecting delivery method, examining the training materials,
validating information to be imparted to ensure it accomplishes all the
goals and objectives.
4. Implementing-hardest part because one wrong step can lead to failure of
whole training program.
5. Evaluation-each phase to ensure it has achieved its aim in terms of
subsequent
work
improvements.
performance
and
making
amendments
for
B) Transitional Training Model
-
It focuses on the organisation as a whole. The outer loop describes the
Vision, Mission and Values of the organisation on the basis of which
training (inner loop) is executed.
-
Vision focuses on the milestones the organisation would like to achieve
after a defined point in time. It may include bringing some internal
transformation.
-
Mission explains the reason of organisational existence. It identifies the
position in the community. The reason of developing a mission
statement is to motivate, inspire and inform the employees regarding
the organisation. It tells about the identity that the organisation would
like to be viewed by the customers, employees and other stakeholders.
-
Values entail the translation of vision and mission into communicable
ideals. It reflects the deeply held values of the organisation and is
independent of current industry environment e.g. social responsibility,
excellent customer care etc.
-
The objectives of training are formulated keeping the 3 (V/M/V) in mind
and then the training model is further implemented in the inner loop
(which constitutes objectives, planning, implementing and evaluating).
C) Instructional Systems Development Training Model
-
Widely used model as it is concerned with the training need on the job
performance.
-
Training objectives are defined on the basis of job responsibilities and
job description and on the basis of the defined objectives individual
progress is measured.
-
it helps determine and develop favourable strategies, sequencing the
content and delivering media for the types of training objectives to be
achieved.
-
is a continuous process that lasts throughout the training program. It
highlights that feedback is an important phase throughout the entire
training period.
-
it comprises 5 stages:
1. Analyses-consists of training needs assessment, job analysis and target
audience analysis.
2. Planning-consists of goal setting of the learning outcome, instructional
objectives that measures behaviour of participants after the training,
types of training materials, media selection, methods of evaluating the
trainee, trainer and the training program, strategies to impart
knowledge i.e selection of content, sequencing of content etc.
3. Development-this phase translates design decisions into training material. It
consists of developing course materials for the trainer including
handouts, workbooks, visual aids etc for the trainee.
4. Execution- focuses on the logical arrangements, such as arranging speakers,
equipment, benches, podium, food facilities, cooling, lighting, parking
and other training accessories.
5. Evaluation- it ensures that the training program has achieved its aims of
work performance. It consists of identifying strengths and weaknesses
and making necessary amendments in order to remedy practices.
D) Systems Training Model
-
It views training as a subsystem of an organisation. It establishes a
logical relationship between the sequential stages in the process of TNA,
formulating, delivering and evaluating.
-
4 inputs i.e technology, man, material and time are required to produce
products/services. Every system must have some output from these
inputs in order to survive.
-
it is planned creation of training program using step by step procedures
to solve problems.
-
it stipulates that planned training will work effectively only if it is fully
integrated
with
the
systems
of
relationships,
interdependency and work in the organisation.
structures,
TOPIC FOUR – TRAINING NEEDS
Training Needs Identification and Analysis
- Seeks to establish a performance gap (between what employees ‘must
do’ and what they ‘actually can do’) that will be addressed through
training.
- In identifying the need the formula is P- KD = N, where P represents
expected performance, KD what the employee already knows and n for
the needs.
- It ensures that training is provided in areas it is needed and that
programs designed are relevant.
- It will establish if training is the solution at all. (alternatives include
counselling, disciplinary action, financial injection, machinery change...)
- It is conducted at 3 levels:
1. Organisational Analysis.
Analyse organisation’s wide performance.
Indicators for the need of training include accident and injuries statistics,
absenteeism, turnover, productivity, quality, labour and operating costs,
sexual harassment charges, structural changes, competition, macro
environmental demands etc. Business and HR plans give information on
the types of skills and competencies the organisation need now and in
future. Examine organisational goals, resources, climate of training,
internal and external environmental constraints (e.g. through a SWOT
analysis).
2. Operational or Task analysis. Involves a description and breakdown of
the tasks which make up a job into simple elements and analysing how it
should or is being performed (actual v desired) to establish performance
gaps. Information can be collected through job descriptions, person
specification, defined performance standards, job observation, surveys
and performance reviews.
3. Personal Analysis. Identify individuals that need training, what SKA
need to be acquired or strengthened. Data can be collected through
management committees, assessment centres, attitude surveys, group
discussions, questionnaires, skills test (e.g. typing or driving),
observation of behaviour, performance appraisals, performance
documents, exit interviews etc.
Stages in TNA
Preparation- determine scope of TNI and agree on time scale and resources to be used to collect data.
Data Collection- at any of the 3 levels cited above
Interpretation of Data- assess the results and the extent, is there a need for training?
Recommendation- training proposed, resources required, time scale of training programme,
arrangements and evaluation of programme training, estimated costs
Action plan- identify trainers and time scheduling of training.
Tools necessary in selecting needs assessment method
1. Employee involvement
2. Management involvement
2. Time
4. Cost
5. Needs assessment information must be relevant and quantifiable.
Training Objectives
- A statement comprising, various activities that have to be mastered by a
student.
- After TNA, SMART training objectives should be written to reflect what
the participants should be able to do on completion of training including
skills, knowledge, abilities and attitudes.
- Help determine appropriate training methods to adopt by focusing on
areas of employee performance that need change.
- Help clarify what is to be expected of both the trainer and the trainees
- Become a point of reference for evaluating the program.
- Should be explicit/ unambiguous.
- Should be aligned to overall strategic business objectives.
To the trainer
- Helps measure progress of trainees and make required adjustments
- Helps establish a relationship between objectives and training segments
- Aids in preparing / purchasing relevant material.
- Helps deal effectively in an unexpected situation / control purposes.
To trainee
- Helps reduce anxiety (feeling of going/ doing the unknown)
- Helps increase in concentration
- Helps increase the probability of success in training for participants in a
motivating manner.
To Evaluator
- Becomes easy to measure progress as objectives define the expected
performance of training.
Qualities of good training objectives
- A statement of outcome behaviour
- A description of the conditions under which the outcome behaviour is
expected to occur.
- A statement of the minimum level of achievement that will be accepted
as evidence that the employee has accomplished what was required.
- Involve employees when reviewing formulated objectives prior to
training and factor in their expectations
An example of a training objective for a typist;
Terminal Behaviour : to word process
Condition
: given a standard word processing operator’s exam
Min. Achievement
: 60 words per min. With error rate of less than 2%
TOPIC FIVE – TRAINING DESIGN AND IMPLEMENTATION
Training Design
- HRD or Training staff should construct a plan to help schedule and plan
what training courses will be offered within a certain time frame. They
should draw up a checklist to help ensure that everything is ready for
the training program.
- Is undertaken when clear training objectives have been produced.
- Cole (1997) states that if a training program is to be relevant and
effective the following questions with regards to the CONTENT must be
answered by the trainer:
 What are we trying to achieve in this program?
 What do we expect participants to achieve?
 What content is required to achieve the aims?
 How feasible is the content in light of time and resources available?
 How should this content be structured?
 What learning methods should we employ?
 Who should conduct the training program?
 Where and when should training take place?
 To what extent should the participants be consulted about the nature
and scope of the training program?
 How should we evaluate the success of the training program?
- The sequencing of the material to be learnt should be considered. The
trainer based on trainee SKA will decide whether to move from the
known to the unknown/ the simple to the complex / theory to pursue
practice / the concrete to the abstract / general to the particular / unit
to whole /building on previous knowledge/ dependent relationship.
- The following should be taken note of:
 The trainer- trainer should analyse his technical, interpersonal,
judgemental skills so as to deliver quality content.
 The trainees- close scrutiny of trainees and their profiles in terms of
age, experience, needs and expectations is necessary.
 Training climate- comprises of support, tone feelings and positive
perception for the training climate.
 Trainees’ learning style- learning style, age, experience, educational
background of trainees must be kept in mind in order to get a right
pitch to design the program.
 Training strategies- including translating objectives into specific
training areas and modules. Prepare a priority list of what must be
included.
 Training topics- decide on content to be delivered, breaking it into
headings, topics.
 Sequence of content- explained above
 Training tactics- choose most appropriate techniques, depending on
trainees’ background, time allocated, style preference of trainer, level
of competence of trainer, availability of facilities and resources etc.
 Support facilities- include printed and audio visual (white boards, flip
charts, markers etc)
 Constraints-should be taken note of. Include time, accommodation,
facilities and their availability, furnishings, equipment, budget etc
Training Implementation
- Putting training program into effect according to a definite
plan/procedure.
- Once the staff, course, content, equipment, topics are ready, training is
implemented as timed.
- 75% of information is easily taken visually and learning by doing is
encouraged.
- Watch body language and check by asking questions.
- It requires continual adjusting, redesigning and refining.
- Preparation is the most important factor to taste success. Therefore the
following facts be kept in mind while implementing training program:
 The Trainer- be mentally prepared before the delivery of content,
prepare materials and activities well in advance, set grounds before
meeting with participants by making sure that he/she (trainer) is
comfortable with course content and is flexible in approach.
 Physical set-up- good physical set up is pre-requisite for effective and
successful training program because it makes the first impression in
participants. Classrooms be arranged to bring people together both
physically and psychologically, with right amount of space allocated
to every participant.
 Establishing rapport with participants by:
o Greeting participants in a simple way to ease initial tense
moments.
o Encourage informal conversation
o Remembering their first names
o Pairing up the learners and have them familiarised with one
another.
o Listening carefully to trainees’ comments and opinions
o Telling the learners by what name the trainer wants to be
addressed.
o Getting to class before the arrival of learners.
o Starting the class promptly at the scheduled times.
o Using familiar examples
o Vary in instructional techniques
 Reviewing the agenda- at the start of the training program, review
the program objectives. Tell the participants the goal of the program,
what is expected out of them at the end of the program and how it
will run. The information to be included includes; kinds of training
activities,
schedule,
setting
group
norms,
housekeeping
arrangements, flow of program, handling problematic situations etc.
TOPIC SIX – TRAINING METHODS/TECHNIQUES
- They are cognitive/ behavioural and management development
methods.
 Cognitive Methods- focus more on giving theoretical training to
trainees, providing the rules on how to do something, written/verbal
information and demonstrating relationships among concepts. These
methods are associated with changes in knowledge and attitudes by
stimulating
learning.
They
include
lectures,
demonstrations,
discussions and computer based training.
 Behavioural Methods- focus more on giving practical training to
trainees. It allows trainees to behave in a real fashion. It is best used
for skill development. It includes business games and simulations
(behaviour modelling, case studies, role plays and in basket
technique).
 Management Development- more future oriented and more
concerned with education of employees to become better
performers. It attempts to instil sound reasoning processes. It is
divided into on the job training including coaching, mentoring, job
rotation and job instruction technique as well as off the job training
through sensitivity training, transactional analysis, lectures and
simulation
exercises.
Management
are
usually
exposed
to
programmes intended to prepare them for higher positions, which
have to make them aware of a wide range of subjects that may affect
the success of the enterprise.
ON THE JOB TRAINING TECHNIQUES
- Typically involve job instruction given by an employee’s supervisor or an
experienced co-worker on a day to day basis or as part of a specially
tailored program.
- Most of training in Zimbabwe is performed on the job through learning
by doing.
- Includes job rotation, lateral promotion, enlarged and enriched job
responsibilities, job instruction training, apprenticeship, coaching,
mentoring, committee assignments, demonstrations, sitting with Nellie
and secondment.
Benefits
- Employee is doing the actual work.
- Employee receives instructions from an experienced employee/
supervisor who has performed the task successfully.
- Training is performed in actual work environment under normal
conditions and requires no special training facilities.
- Training is largely informal, relatively inexpensive and easy to schedule.
- Training may build cooperative relationships between the employee and
the trainer.
- No re entry/ adjustment problems.
Challenges
- Trainer may not be motivated to train/ accept training responsibility;
thus may be haphazard.
- Trainer may perform the job well but lack the ability to teach others how
to do so.
- Trainer may not have the time to train and may omit key elements.
- Noise disruption and interruptions.
- Mistakes are costly and disruptive to work of sections.
- Pressure and inadequate time for concentration and analysis by trainees
OFF THE JOB TRAINING TECHNIQUES
- Any form of training performed away from the employee’s immediate
work area.
- Can be in-house (conducted within the organisation’s own training
facility by specialists from the training department /external consultants)
or off-site programs such as a college or university.
- Includes
lecture,
conference/
discussion,
sensitivity
training,
vestibule/simulation, technology based training, case study, role plays,
management games, in-basket exercise, assessment centres, wilderness
training, behaviour modelling and membership of professional
organisations.
Benefits
- Cost effective (training in groups)
- Makes use of more competent trainers
- Better planning and organisation (more time)
- Environment free from the normal pressures and interruptions of the
work place.
- Enables small companies with limited resources to train employees
without the formidable expenses of a large training staff and training
facilities.
Challenges
- Employees attending training are not performing their jobs (production
time lost).
- Transfer of learning may be difficult as most programs contain limited
applications for a trainee’s specific problems and situation.
On or Off the job training determinants
- Learning climate of the workplace.
- Goals and objectives of the training effort.
- Resources (budgetary/ HR /facilities etc)
TRAINING TECHNIQUES/ METHODS/ STRATEGIES (23)
Job Rotation. Can be in form of cross training or lateral promotions. It
involves placing employee on different jobs for a period of time in order
to understand how various work areas function.
Enlarged and enriched job responsibilities. Increasing autonomy and job
responsibility, redesigning the job to stretch and test the employee in
new ways. This ‘empowerment’ philosophy focuses on needs
satisfaction and motivation; employees grow in their jobs, taking more
personal responsibility and control.
Job Instruction. Includes preparation and presentation, performance try
out and follow up. Influenced by WW 11 to enable supervisors to train
their employees quickly and effectively.
Sitting with Nellie. Oldest and most common in organisations especially
in production and manufacturing. Trainee is assigned to an experienced
staff member similar to coaching. This staff member is often untrained
but uses experience to pass knowledge as quickly as possible in order to
make the trainee effective at the job.
Coaching. Involves helping an individual to make the best of their
potentials. The coach usually immediate supervisor sets goals and
provides assistance in reaching them by giving timely and constructive
performance feedback. The coach answers questions, lets employee
participate in decision making, stimulates the employee’s thinking and
helps when problems occur. Trust, cooperation and mutual respect are
imperative for coaching to be helpful.
Mentorship. Experienced person in the organisation acting as ‘parents’
providing guidance to the learner through advice, passing on of
experience and knowledge to develop employee. Often associated with
employees who have higher career aspirations. Formal and informal
mentorship can be employed.
Committee assignments. Managers spend more time serving in
committees, formed to solve current problems, plan for the future and
discuss and act on issues critical to the organisation. It enables learners
to strengthen a variety of skills especially for new recruits.
Lecture. A lengthy talk delivered uniformly to a large group in a timely
manner. A more favourable one adopts an integrative learning based
training program which creates a relaxed, positive atmosphere and uses
a wide range of methods including discussion, games, stories, poetry,
music etc.
Conference/ Discussion. Focus on organisational problems, innovative
ideas and new theories and principles. It permits a dialogue between the
trainer and the trainee, as well as among the trainees, with two way
communication for effective feedback.
Simulation. Is about imitating, making judgement, opinion on how
events might occur in a real situation. Training area is created to
resemble the employee’s actual work area. It is performed with the aid
of an instructor, who demonstrates on the same kinds of machine and
uses processes the trainee will use on the job. It can entail role playing,
in basket exercise, management games, case studies etc.
Technology based systems. CD Rom approach and web based training.
Internet offers training opportunities not bound by either time or place.
Satellite linkages, compressed video and other video conferencing
techniques
are
technology
based
approaches
that
enhance
organisational communication and training.
Case Study. Is a narrative description of an organisational problem
requiring participants to identify and analyse specific problems, develop
alternative courses of action and recommend the best alternative. Often
done in teams, giving members insight into group dynamics and group
decision making processes. Its primary purpose is to enhance problem
solving skills.
Role playing. A dramatic enactment between 2 or more people intended
to represent a situation. Is a simulation in which each participant is given
a role to play. Trainees are given limited information (with no scripts)
related to description of the role, concerns, objectives, responsibility,
emotions etc. Then a general description of the situation and problem
each one faces is given e.g. a strike situation or interviewing and
counselling followed by a discussion.
Management games. A simulation designed to replicate conditions
faced by real organisations and usually involve competing teams that
both make decisions concerning planning, finance etc of a hypothetical
organisation. The winner is usually the team that achieves the highest
net profit at the completion of the game.
In-basket exercise. A simulation consisting of notes, letters, memos and
other information that is typically of the kind of printed material that
crosses a manager’s desk daily. Designed to develop analytical and
problem solving skills of lower level managers. It forces the trainee to
make immediate decision and to determine priorities. Participants must
quickly think through alternative courses of action, select the best
solution and determine how it should be implemented. E.g. a note from
a trusted and valuable employee who will resign if she does not get a
10% increase and an anonymous letter stating that alcohol and illegal
drugs are being consumed in cars in the company parking grounds
during lunch hour.
Assessment centres. A technique that requires managers to participate
in activities designed to identify their job related strengths and
weaknesses. It is primarily a devise to select new managers (also a
developmental tool for existing managers). Activities include interviews,
leaderless group discussions, role playing and in basket. Participants
then receive detailed, specific feedback on their performance and their
developmental and growth needs.
Membership of professional organisations. A way to keep pace of new
theories, principles, methods and techniques e.g. IPMZ. Monthly
meetings, conventions, members’ network, exchange ideas and discuss
common problems. Often coy pays membership fees and travel
expenses to annual meetings.
Wilderness training/ Outdoor learning. A term describing a variety of
management and executive development programs that take place in
outdoor settings and include golfing, boat cruise, white water rafting,
canoeing etc. Its purpose is to develop and nurture interpersonal skills
such as confidence, self esteem, team work, trust and goal setting. It
may help uncover hidden talent.
Behaviour modelling. A classroom oriented technique used to teach
problem solving skills to first level supervisors. It utilises role playing,
focusing on gaining skill on how to deal with common problems such as
absenteeism.
Sensitivity training. Individuals become more aware of their feelings and
learn how one person’s behaviour affects the feelings, attitudes and
behaviours of others. An open and honest ‘no holds barred, tell it like it
is’ discussion takes place among participants.
Shadowing. Involves being assigned to someone and observing him after
a fixed period.
Resource learning. Located parallel to learning centre systems such as a
library. A good resource centre should have books, journals, databases,
study packs, videos, computers, CDs and personnel to guide the users on
how to use the resource.
Open learning. Based around the individual and his/her requirements.
An individual seeks to improve his knowledge/skills and moves at own
purpose. Should be flexible and accessible to meet the needs of the
individual and should be relevant to the job. Conventional learning can
be restricted for the employee to undertake unlike open learning e.g.
studying through UNISA or ZOU or MSU’s online study.