Off the job training
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Off the job training

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Off the job training Presentation Transcript

  • 1. Unit III
  • 2.  Off the Job Training Methods  Vestibule Training  Lectures  Audio-Visuals  Special Study  Programmed Instructions  Computer Aided Instruction  Simulation  Case Study  Role-Playing  Sensitivity Training  Discussion Method  Demonstration  Brainstorming  Field Trip
  • 3.   Uses equipment which closely resembles the actual ones on the job  A special area or room is set aside from work environment  Trainee is permitted to learn under simulated conditions  No pressure to produce while learning  Duplicate facilities and trainer cost are disadvantages Vestibule training
  • 4.   Verbal presentation by an instructor  Lecturer should have considerable knowkedge in training area  Used for very large groups  Used in colleges & Univ. – application restricted in training factory employees Lectures
  • 5.   AV includes television slides, OHPs and films  Provide wide range of realistic examples and job conditions  One-way system of communication Audio - Visuals
  • 6.   Programmed Instruction (PI)  Training is offered without intervention of a trainer  Information provided thru blocks, books or thru teaching machine  After reading each block of material, learner should answer questions about it  Feedback in the form of correct answers is provided after each response  Present questions & facts/problems – allow trainee to respond – provide feedback on accuracy – if answer is correct, allow trainee to proceed to next block Special Study
  • 7.   Computer Aided Instructions (CAI)  Extension of PI method  The speed, memory and data-manipulation capabilities of computer permit greater utilisation of basic PI concept  Learner’s response may determine the frequency and difficulty level of next frame Special Study (CONT..)
  • 8.   A Simulator is any kind of equipment or technique that duplicates as nearly as possible the actual conditions encountered on the job  Attempt to create realistic decision-making environment for trainee  Ex: Activities of an organization may be simulated and trainee may be asked to make a decision in support of those activities  Feed back on decision is given  Learning pace is created  Widely used simulations are – Vestibule training, case study, role play Simulation
  • 9.   Written description of an actual situation  Provokes reader with the need to decide on what is going on  What the situation really is? Or what the problems are? And what should be done?  Cases are attempts to describe in accurate the real problems faced by managers – trainees can determine problems – analyze causes – develop alternative solutions – select best one and implement it  Excellent opportunity for individuals to defend their analytical and judgmental abilities Case Study
  • 10.   Focuses on emotional (human relations) issues rather than actual ones  Essence of role playing is to create a realistic situation as in case study  Have the trainees assume the parts of specific personalities in the situation Role Playing
  • 11.   ST uses small no. of trainees (less than 12)  Meet with a passive trainer and gain insight into their own & other's behavior  Meetings have no agenda – held away from workplace  Questions deal with “here & now” of the group process  Discussions focus on “why participants behave as they do, how they perceive one another and the feelings and emotions generated in the interaction process”  Other names  Laboratory training  Encounter Groups  T- Groups (Training Groups) Sensitivity Training
  • 12.   To provide participants with increased awareness of their own behavior and how others perceive them  To provide greater sensitivity to the behaviors of others, and increased understanding of group processes  Specific results  Increased ability to emphasize with others  Improved listening skills  Greater openness  Increased tolerance of individual differences  Increased conflict resolution skills Objectives of ST
  • 13.   Once the training is over, the participants are themselves again  They resort to their old habits Disadvantages of ST
  • 14.   A lecturer uses this method to support, elaborate, explain, expand or interact  Improves two way communication Discussion
  • 15.   Physical display of form, outline or substance of an object/ event  In laboratories  In shop floors Demonstration
  • 16.   Idea generation method  Creative solution to problems  Trainees should deliberately come out with different solutions to a problem  Not only come out with ideas but also spark off from associations with other people's ideas by developing and refining them Brainstorming
  • 17.   A field work or FT is a journey by a group of people to place away from a normal environment  Purpose of trip will be –  Observation for education  Non-experimental research  Provide experience outside normal everyday activity Field Trip