Training methods fall into broadly two categories: On-the job training or internal training Off-the-job training or external

training On-the-job training (OJT) means training a person to lean a job while working at it. On-the-job uses more experienced and skilled employees, whether coworkers or supervisors, to train less skilled and experienced employees. OJT is characterized by the following: It has not been carefully thought or prepared. It is done on an ad hoc basis with no predetermined content or process. Trainers are chosen on the basis of technical expertise, not training ability. Trainers have no formal training in how to train..

Training on the job locations tend to be viewed as being very applicable to the job. OJT is relatively inexpensive; trainees learn while producing; and there is no need for expensive off-site facilities like class room or programmed learning devices. It saves the cost of sending employees away for training, and it often avoids the cost of outside trainers. It also facilitates learning since trainee learn by doing and get quick feedback on their performance.

However, trainees who are learning while working can incur costs in the form of lost customers, and broken equipment, and they get frustrated if matters do not go well. Carefully train the trainers themselves and provide the necessary training materials. Trainers should know the principles of learning . Low expectation on the trainers part may translate into poor trainee performance.

Here are some steps to help ensure success: Prepare the learner. Put the learner at ease-relieve the tension. Explain why he is being taught. Create interest, encourage questions and find out what the learner already known about this or other jobs. Explain the whole job and relate it to some job the worker already knows. Place the learner as close to the normal working position as possible. Familiarize the workers with equipment, tools and trade terms.

Present the operation Explain quantity and quality requirements, Go through the job at the normal work pace. Go through the job at a slow pace several times, explaining each step.

Do a tryout Have the learner go through the job several times, slowly, explaining each step to you. Correct mistakes and if necessary do some of the complicated steps the few times. Run the job at the normal pace. Have the learner do the job, gradually building up skills and speed. As soon as the learner demonstrates ability to do the job, let the work begin, but do not abandon him.

Follow up. Designate to whom the learner should go for help. Gradually decrease supervision, checking work from time to time against quality and quality standards. Correct faulty work patterns before they become a habit. Show why the learned method is superior. Compliment good work; encourage the worker until he is able to meet the quality and quantity standards.

External training occurs for several reasons: It may be less expensive for an employer to have an outside trainer conduct training in areas where internal training responses are limited. There may not be sufficient time to develop internal training materials. The HR staff may not have the level of expertise needed for the subject matter where training is needed. There are advantages to having employees interact with managers and peers of other companies on training programs held externally.

On-the-job training includes the following methods: A. Apprenticeship programs. Apprenticeship training is a structured process by which people become skilled workers through a combination of classroom instruction and on-the-job training. People seeking to enter skilled trades to become, for example, plumbers, electricians, ironworkers are often required to undergo apprenticeship training before they are accepted to journeyman status. Typically this apprenticeship period is from two to five years. During this period, the trainee is paid less than a qualified worker. These programs put the trainee under the guidance of a master worker.

Informal learning Most of the industrial training is not formal at all but results from day to- day unplanned interactions between the new worker and his colleagues. Informal training is any learning that occurs in which the learning process is not determined or designed by the organization.

Job instruction training (JIT) Many jobs consist of a logical sequence of steps that are best taught step-by-step. This step-by-step process is called JIT. The steps show what is to be done and how it to be done and why. JIT consists of four basic steps: a) Preparing the trainees by telling them about the job and overcoming their uncertainties; b) Presenting the instruction, giving essential information in a clear manner; c) having the trainees try out the job t demonstrate their understanding; and d) placing the workers into the job, on their own, with a designated resource person to call upon should they need assistance.

Planned progression. It is a technique that gives employees a clear idea of their path of development. They know where they stand and where they are going. They must know the requirements for advancement and the means of achieving it.

Job rotation: It involves periodically moving people from one job to another or from one department to another department. The purpose of job rotation is to broaden the knowledge and understanding of managers or potential managers. It also increases their experiences. Trainees learn about the different enterprise functions by rotating into different positions. They may rotate through (1) non-supervisory work, (2) observation assignments, (3) various managerial training positions, and (4) middle level assistant positions. Such movement prevents stagnation. Other reasons for rotating people include compensating for a labor shortage, safety and preventing fatigue. There are several ways to improve a rotation programs success. It should be tailored to the needs, interests, and capabilities of the individual trainee.

Creation of assistant to positions. Assistant-to positions are frequently created to broaden the viewpoints of trainees by allowing them to work closely with experienced managers who can give special attention to the development needs of trainees. Managers can give selected assignment to test the judgment of trainees. This approach can be very effective when superiors are also qualified teachers who can guide and develop trainees until they are ready to assume full responsibilities as managers.

Committees and junior Boards These give trainees the opportunities to interact with experienced managers. The trainees become acquainted with a variety of issues that concern the whole organization. They learn about the relationships among different departments and the problems created by the interaction of these organizational units. Trainees may be given the opportunity to submit reports and proposals to the committee or the board and to demonstrate their analytical and conceptual abilities.

Coaching: On-the-job training is a never-ending process. Here an experienced workers or trainees supervisor train the employee. A good example of on the job training is athletic coaching. To be effective, which is the responsibility of every line manager, must be done in a climate of confidence and trust between the superior and the trainees. Patience and wisdom are requiring of superiors who must be able to delegate authority and give recognition and praise for jobs well done. Effective coach will develop the strengths and potentials of subordinates and help them overcome their weakness. Coaching requires time, but if done well, it will save time and money and will prevent costly mistakes by subordinates; thus, in the long run, it will benefit all superior, the subordinates, and the enterprise.

Temporary promotions: Individuals are frequently appointed as acting managers when, for example, the permanent manager is on vacation, is ill or is making an extended business trip or even when a position is vacant. When the acting manager makes decisions and assume full responsibility, the experience can be valuable.

Off-the-job training methods: Lectures The lecture is one of the oldest forms of training, second to demonstrations. In early days, knowledge was transferred through demonstrations. Lecture may be printed or oral. It is best used to create understanding of a topic or to influence attitudes through education about a topic. The lecture is merely telling some-one about something. There are variations of lecture format.

Straight lecture. It is an extensive presentation of information, which the trainee attempts to absorb. The lecture is typically thought of in terms of a person (trainer) speaking to a group about a topic. A good lecture is well organized and begins with an introduction, which lays out the purpose of the lecture and the order in which topics will be covered

The introduction should cover any rules about interrupting the lecture for questions and opportunity for clarification. The main body of the lecture, the topic content, follows the introduction. These parts of topic area should be logically sequenced so that trainees are prepared for each topic by the content of the preceding topics. The lecture should conclude with a summary of the main learning points or conclusions.

Lecturette. It is a short version of a lecture. It has same features as the lecture but usually lasts fewer than twenty minutes if done orally. During a straight lecture, the trainee does little except listen, observe and perhaps take notes. It is useful when a large number of people must be given a specified set of information. The oral lecture should not contain too many learning points unless printed text accompanies the lecture. Trainees will forget information provided orally. Short lectures are usually better. Longer lectures can be effective if the length is due to examples and clarifying explanations. A major concern about the straight lecture method is the inability to identify and correct misunderstandings.

Lecturing is a quick and simple way to provide knowledge to a large groups of trainees. How to make lectures effective Give your listeners signals to help them follow your ideas. Do not start out on the wrong foot. Example: I do not know why I was asked to speak here today. Keep your conclusions short. Be alert to your audience. Watch body language for negative signals. Maintain eye contact with the trainees. Make sure everyone in the class room can hear. Use a mike if necessary. Control your hands. Talk from notes rather than from a script. Braking a long talk into a series of five minute talks. Practice. if possible rehearse under conditions similar to those under which you will actually give your presentation.

Discussion method The discussion method uses a lecturete to provide trainees with information that is supported, reinforced and expanded on through interactions both among the trainees and between the trainer and trainees. Lecture followed by discussion and questioning can higher level knowledge objectives. It provides a two way flow of communication. Knowledge is communicated from trainer to the trainees. Quick feedback is ensured. Better understanding is possible. Questioning can be done by both the trainer and the trainees.

Demonstration

A demonstration is a visual display of how to do something or how something works. To be effective, a demonstration should, at a minimum, be accompanied by a lecture and preferably by a discussion. Break the tasks to be performed into smaller and easily learned parts. Sequentially organize the parts of the tasks. Complete each of the following steps for each part of the task: Tell the trainees what you will be doing so they understand what you will be showing them, It will serve to focus their attention on the critical aspects of the task, Demonstrate the task, describing what you are doing while you are doing it, After you demonstrate each part of the task, explain why it should be performed in that way. Following steps will increase the value of demonstration:

Following steps will increase the value of demonstration: Ask the trainee to talk through the task before actually doing it. Give the trainee opportunity to do the task and describe what h or she is doing. Provide feedback , both positive and negative, Let the learner practice. Financial cost associated with developing and implementing lectures, discussion and demonstration include the following: Development costs related to creating the content and organization of the training, Cost of ancillary ,materials to facilitate learning, Compensation of trainer and trainee time spent in training, Cost of training facility for the program, Travel, lodging, and food for the trainer and trainees