 On-the-Job – Off-the-Job

 Management Games, Case study method,

Role play method
 In-basket Exercises, Laboratory training –
Experiential Learning Techniques
 Brain storming, Syndicate method,
Discussion method,
 Outward Bound Learning,
 Sensitivity Training in Organization – A
practical tool – The Fish Bowl Exercise –
BY  E-Learning and use of Technology as
MANOJ KUMAR.T B.Tech,MBA,NET.. Training
Asst Professor
Sri Kaliswari Institute of Management and Technology
 UNIT-4
TRAINING METHODS

ON THE JOB TRAINING

OFF THE JOB TRAINING

T.Manoj kumar
Asst Professor, SKIMT Training and Development
 On-the-job training Method
 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

T.Manoj kumar
Asst Professor, SKIMT Training and Development
 On-the-job training Method

6. Understudy 1 Coaching

5. Apprenticeship 2. Mentoring

4. Job Instruction 3. Job

Technology
Rotation
T.Manoj kumar
Asst Professor, SKIMT Training and Development
 On-the-job training Method

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.

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.

T.Manoj kumar
Asst Professor, SKIMT Training and Development
 On-the-job training Method

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.

T.Manoj kumar
Asst Professor, SKIMT Training and Development
 On-the-job training Method

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).

T.Manoj kumar
Asst Professor, SKIMT Training and Development
 On-the-job training Method
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.

T.Manoj kumar
Asst Professor, SKIMT Training and Development
 On-the-job training Method
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.

T.Manoj kumar
Asst Professor, SKIMT Training and Development
 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:

T.Manoj kumar
Asst Professor, SKIMT Training and Development
 Off-the-job Training Methods
1. Lectures and Conferences:
Lectures and conferences are the traditional and direct method of instruction.
Every training programme starts with lecture and conference.

It’s 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

T.Manoj kumar
Asst Professor, SKIMT Training and Development
 Off-the-job Training Methods
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

T.Manoj kumar
Asst Professor, SKIMT Training and Development
 Off-the-job Training Methods

3. Simulation Exercise
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.

T.Manoj kumar
Asst Professor, SKIMT Training and Development
 3. (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

T.Manoj kumar
Asst Professor, SKIMT Training and Development
 3.(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.

T.Manoj kumar
Asst Professor, SKIMT Training and Development
 3.(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

T.Manoj kumar
Asst Professor, SKIMT Training and Development
 3. (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.

T.Manoj kumar
Asst Professor, SKIMT Training and Development
Continuation of Inbasket Training

In this technique, the trainee or interviewee is given some information about the role to be
played such as, description, responsibilities, general context about the role. The trainee is
then given the log of materials that make up the in-basket and asked to respond to
materials within a particular time period. After all the trainees complete the in-basket, a
discussion with the trainer takes place.

In this discussion the trainee describes the justification for the decisions. The trainer then
provides feedback, reinforcing decisions made suitably or encouraging the trainee to
increase alternatives for those made unsuitably.

A variation on the technique is to run multiple, simultaneous in baskets in which each

trainee receives a different but organized set of information. It is important that trainees
must communicate with each other to accumulate the entire information required to make a
suitable decision.
 Continuation of Inbasket Training

 Scoring
 As a means of providing the satisfaction of a specific measure of performance, a simple
scoring system may be developed during the discussion. For example, the group might
use “5” to indicate an extremely good answer, and “1” to indicate a very poor one with
others slotted in between.
Assessors can score the candidates on the following; the importance given to each
point will vary according to the behaviour’s required for the job.
• How well the candidate has identified the ‘Key’ issue of the item.
• Candidate interpretation of the information provided.
• Ease and speed with which the interviewee has arrived at their decision.
• The way in which the information has been evaluated.
• How effective the actions / decisions are in dealing with the presented problem.
T.Manoj kumar
Asst Professor, SKIMT Training and Development
 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 behavioural 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.

T.Manoj kumar
Asst Professor, SKIMT Training and Development
 5. Transactional Analysis:
It provides trainees with a realistic and useful method for analyzing and understanding the
behaviour of others. In every social interaction, there is a motivation provided by one person
and a reaction to that motivation given by another person.

As by transactional analysis every person will exhibit three ego states in them such as child,
adult & parent

These three ego states are irrespective of age & gender

Ex : Sometimes when elder brother/sister when taking care of their younger sibling they may
exhibit parent ego state

T.Manoj kumar
Asst Professor, SKIMT Training and Development
 Continuation of Transactional analysis

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 behaviours states of an individual).

This will be taught or demonstrated to trainee to make aware of the behaviour of other
people they might feel & handle in the working environment

T.Manoj kumar
Asst Professor, SKIMT Training and Development
 Syndicate method is a participative
method which basically consists of dividing up
the participants into number of groups for the
purpose of discussion, in exercise, or work on
a project.

T.Manoj kumar
Asst Professor, SKIMT Training and Development
 Process

 Preparation of subject/issues.

 Subject/issues should be informed to all the participants.

 Formation of group and chairperson selection.

 Observation during the discussion and stimulate each and every members for active participation
 Collection of the reports after the completion of time.

 Report presentation.

 Discussion/question on every report .

 Conclusion of the reports should be linked up with the subject matter.

T.Manoj kumar
Asst Professor, SKIMT Training and Development
T.Manoj kumar
Asst Professor, SKIMT Training and Development
T.Manoj kumar
Asst Professor, SKIMT Training and Development
T.Manoj kumar
Asst Professor, SKIMT Training and Development
T.Manoj kumar
Asst Professor, SKIMT Training and Development
 Discussion is important to learning in all
disciplines because it helps students process
information rather than simply receive it.

Leading a discussion requires skills different

from lecturing.
Discussion
The goal of a discussion is to get students to
practice thinking about the course material
 Discussion
Steps in Discussions

• Develop a Clear Goal for the Discussion

• Problematize the Topic

• Select a Discussion Format

• Choose a Method to Assign Students to Groups

• Choose a Debriefing Method

 Challenges in Discussion
Getting Started

Attendance

Losing Control

Discussion Monopolizers

Controversial Topics

T.Manoj kumar
Asst Professor, SKIMT Training and Development
 Fish Bowl Exercise

T.Manoj kumar
Asst Professor, SKIMT Training and Development
 Fish Bowl Exercise

The general idea is that rather than a large group having an

open discussion about something, which can be difficult to
handle and often only benefits a few active participants, a
smaller group (ideally 3 – 6 people) is isolated to discuss while
the rest of the participants (maximum of 50 people) sit
around the outside and observe without interrupting.

Facilitation is focused on the core group discussion

Less people = easier to facilitate.

T.Manoj kumar
Asst Professor, SKIMT Training and Development
 Fish Bowl Exercise
Fishbowls are useful for ventilating “hot topics” or sharing ideas or
information from a variety of perspectives

can help bring transparency to the decision-making process and

increase trust and understanding about complex issues.

Although largely self-organizing once the discussion gets underway, the

fishbowl process usually has a facilitator or moderator

T.Manoj kumar
Asst Professor, SKIMT Training and Development
 Fish Bowl Exercise
• Four to five chairs are arranged in an inner circle.

• This is the fishbowl. The remaining chairs are arranged in concentric

circles outside the fishbowl.

• A few participants are selected to fill the fishbowl, while the rest of
the group sit on the chairs outside the fishbowl.

• In an open fishbowl, one chair is left empty. In a closed fishbowl, all

chairs are filled. The moderator introduces the topic and the
participants start discussing the topic
T.Manoj kumar
Asst Professor, SKIMT Training and Development
 P. Nick Blanchard and James W.
Thacker, Effective Training: Systems,
REFERENCES Strategies and Practices
Pearson India Education Services Pvt.Ltd
 mail id : [email protected]

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