A.

On-the-job training Methods:

Under these methods new or inexperienced employees learn through
observing peers or managers performing the job and trying to imitate their
behaviour. These methods do not cost much and are less disruptive as
employees are always on the job, training is given on the same machines and
experience would be on already approved standards, and above all the
trainee is learning while earning. Some of the commonly used methods are:

1. Coaching:
Coaching is a one-to-one training. It helps in quickly identifying the weak
areas and tries to focus on them. It also offers the benefit of transferring
theory learning to practice. The biggest problem is that it perpetrates the
existing practices and styles. In India most of the scooter mechanics are
trained only through this method.

2. Mentoring:
The focus in this training is on the development of attitude. It is used for
managerial employees. Mentoring is always done by a senior inside person. It
is also one-to- one interaction, like coaching.

3. Job Rotation:
It is the process of training employees by rotating them through a series of
related jobs. Rotation not only makes a person well acquainted with different
jobs, but it also alleviates boredom and allows to develop rapport with a
number of people. Rotation must be logical.

4. Job Instructional Technique (JIT):

It is a Step by step (structured) on the job training method in which a suitable
trainer (a) prepares a trainee with an overview of the job, its purpose, and the

results desired, (b) demonstrates the task or the skill to the trainee, (c) allows
the trainee to show the demonstration on his or her own, and (d) follows up to
provide feedback and help. The trainees are presented the learning material
in written or by learning machines through a series called frames. This
method is a valuable tool for all educators (teachers and trainers). It helps us:
a. To deliver step-by-step instruction
b. To know when the learner has learned
c. To be due diligent (in many work-place environments)

5. Apprenticeship:
Apprenticeship is a system of training a new generation of practitioners of a
skill. This method of training is in vogue in those trades, crafts and technical
fields in which a long period is required for gaining proficiency. The trainees
serve as apprentices to experts for long periods. They have to work in direct
association with and also under the direct supervision of their masters.
The object of such training is to make the trainees all-round craftsmen. It is an
expensive method of training. Also, there is no guarantee that the trained
worker will continue to work in the same organisation after securing training.
The apprentices are paid remuneration according the apprenticeship
agreements.

6. Understudy:
In this method, a superior gives training to a subordinate as his understudy
like an assistant to a manager or director (in a film). The subordinate learns
through experience and observation by participating in handling day to day

problems. Basic purpose is to prepare subordinate for assuming the full

responsibilities and duties.

B. Off-the-job Training Methods:

Off-the-job training methods are conducted in separate from the job
environment, study material is supplied, there is full concentration on learning
rather than performing, and there is freedom of expression. Important
methods include:

1. Lectures and Conferences:

Lectures and conferences are the traditional and direct method of instruction.
Every training programme starts with lecture and conference. Its a verbal
presentation for a large audience. However, the lectures have to be motivating
and creating interest among trainees. The speaker must have considerable
depth in the subject. In the colleges and universities, lectures and seminars
are the most common methods used for training.

2. Vestibule Training:
Vestibule Training is a term for near-the-job training, as it offers access to
something new (learning). In vestibule training, the workers are trained in a
prototype environment on specific jobs in a special part of the plant.
An attempt is made to create working condition similar to the actual workshop
conditions. After training workers in such condition, the trained workers may
be put on similar jobs in the actual workshop.
This enables the workers to secure training in the best methods to work and to
get rid of initial nervousness. During the Second World War II, this method
was used to train a large number of workers in a short period of time. It may

also be used as a preliminary to on-the job training. Duration ranges from few
days to few weeks. It prevents trainees to commit costly mistakes on the
actual machines.

3. Simulation Exercises:
Simulation is any artificial environment exactly similar to the actual situation.
There are four basic simulation techniques used for imparting training:
management games, case study, role playing, and in-basket training.
(a) Management Games:
Properly designed games help to ingrain thinking habits, analytical, logical and
reasoning capabilities, importance of team work, time management, to make
decisions lacking complete information, communication and leadership
capabilities. Use of management games can encourage novel, innovative
mechanisms for coping with stress.
Management games orient a candidate with practical applicability of the
subject. These games help to appreciate management concepts in a practical
way. Different games are used for training general managers and the middle
management and functional heads executive Games and functional heads.
(b) Case Study:
Case studies are complex examples which give an insight into the context of a
problem as well as illustrating the main point. Case Studies are trainee
centered activities based on topics that demonstrate theoretical concepts in
an applied setting.
A case study allows the application of theoretical concepts to be
demonstrated, thus bridging the gap between theory and practice, encourage

active learning, provides an opportunity for the development of key skills such
as communication, group working and problem solving, and increases the
trainees enjoyment of the topic and hence their desire to learn.
(c) Role Playing:
Each trainee takes the role of a person affected by an issue and studies the
impacts of the issues on human life and/or the effects of human activities on
the world around us from the perspective of that person.
It emphasizes the real- world side of science and challenges students to
deal with complex problems with no single right answer and to use a variety
of skills beyond those employed in a typical research project.
In particular, role-playing presents the student a valuable opportunity to learn
not just the course content, but other perspectives on it. The steps involved in
role playing include defining objectives, choose context & roles, introducing
the exercise, trainee preparation/research, the role-play, concluding
discussion, and assessment. Types of role play may be multiple role play,
single role play, role rotation, and spontaneous role play.
(d) In-basket training:
In-basket exercise, also known as in-tray training, consists of a set of
business papers which may include e-mail SMSs, reports, memos, and other
items. Now the trainer is asked to prioritise the decisions to be made
immediately and the ones that can be delayed.

4. Sensitivity Training:
Sensitivity training is also known as laboratory or T-group training. This
training is about making people understand about themselves and others

reasonably, which is done by developing in them social sensitivity and

behavioral flexibility. It is ability of an individual to sense what others feel and
think from their own point of view.
It reveals information about his or her own personal qualities, concerns,
emotional issues, and things that he or she has in common with other
members of the group. It is the ability to behave suitably in light of
understanding.
A groups trainer refrains from acting as a group leader or lecturer, attempting
instead to clarify the group processes using incidents as examples to clarify
general points or provide feedback. The group action, overall, is the goal as
well as the process.
Sensitivity training Program comprises three steps (see Figure 18.7)

5. Transactional Analysis:
It provides trainees with a realistic and useful method for analyzing and
understanding the behavior of others. In every social interaction, there is a
motivation provided by one person and a reaction to that motivation given by
another person.

This motivation reaction relationship between two persons is known as a

transaction. Transactional analysis can be done by the ego (system of feelings
accompanied by a related set of behaviors states of an individual).
Child:
It is a collection of recordings in the brain of an individual of behaviors,
attitudes, and impulses which come to him/her naturally from his/her own
understanding as a child. The characteristics of this ego are to be
spontaneous, intense, unconfident, reliant, probing, anxious, etc. Verbal clues
that a person is operating from its child state are the use of words like I
guess, I suppose, etc. and non verbal clues like, giggling, coyness, silent,
attention seeking etc.
Parent:
It is a collection of recordings in the brain of an individual of behaviors,
attitudes, and impulses imposed on her in her childhood from various sources
such as, social, parents, friends, etc.
The characteristics of this ego are to be overprotective, isolated, rigid, bossy,
etc. Verbal clues that a person is operating from its parent states are the use
of words like, always, should, never, etc and non-verbal clues such as, raising
eyebrows, pointing an accusing finger at somebody, etc.

Adult:
It is a collection of reality testing, rational behaviour, decision making, etc. A
person in this ego state verifies, updates the reaction which she has received
from the other two states. It is a shift from the taught and felt concepts to
tested concepts.
All of us show behaviour from one ego state which is responded to by the
other person from any of these three states.