This document discusses various training methods that can be used for on-site and off-site employee training programs. It identifies methods for on-site training like orientation, on-the-job training, apprenticeships, coaching, mentoring, and job rotation. For off-site training it discusses lecture-based learning as well as audio-visual, videoconferencing, role-playing, simulations, and computer-based instruction. The document provides details on how each method can be implemented and their advantages.
This document discusses various training methods that can be used for on-site and off-site employee training programs. It identifies several on-site methods including orientation training, on-the-job training, apprenticeship training, coaching, mentoring, computer-based training, and job rotation. It also discusses several off-site methods such as lecture, audiovisual techniques, videoconferencing, role playing, games and simulations, and computer-assisted instruction. The document provides details on how each method can be implemented and their advantages for different types of training objectives.
The document discusses various training methods used by organizations. It describes training as part of human resource development aimed at improving employee skills and performance. The objectives of training are to orient new employees, help employees perform current and future jobs, keep employees informed, and provide opportunities for personal development. Effective training methods motivate improvement, encourage active participation, promote transferring learning to jobs, and provide timely feedback. Cognitive "off the job" methods include lectures, e-learning, simulations, and case studies. Behavioral "on the job" methods involve learning by doing through job rotation, coaching, apprenticeships, and internships.
This document describes various off-the-job training methods including vestibule training, lectures, audio-visuals, programmed instruction, computer-aided instruction, simulation, case study, role-playing, sensitivity training, discussion, demonstration, brainstorming, and field trips. It provides details on how each method works and its advantages and disadvantages.
Employee training involves determining needs, planning programs, and evaluating effectiveness. Training needs arise from changes in performance, technology, or organizational objectives. The training process involves assessing needs, developing objectives, selecting methods, conducting training, and evaluating transfer. Evaluation criteria include reactions, knowledge, attitudes, job performance, and organizational performance. Methods include pre-post testing, control groups, and feedback.
Traditional training methods can be divided into three categories: presentation methods, hands-on methods, and group building methods. Presentation methods include lectures, audio/visual techniques, and student presentations. Hands-on methods involve trainees directly in learning through on-the-job training, simulations, case studies, role plays, and behavior modeling. Group building methods develop teamwork and leadership skills through adventure learning, team training, action learning, and experimental training. Overall, traditional training provides various interactive experiences to review real-life situations and improve employees' job performance.
This document discusses web-based training as an off-the-job training method. It defines web-based training as instruction delivered over the internet or intranet to employees. There are two models: synchronous training facilitated by an instructor, and asynchronous self-paced training. Instruction can be delivered through static methods like web pages and videos or interactive methods like chats and video conferencing. The document gives examples of how HP and IBM use web-based training to provide standardized training to large numbers of employees across locations cost-effectively.
The document discusses different training methods used to impart skills and information to employees. It describes on-the-job training which focuses on learning while working, coaching which provides one-on-one feedback and correction, and job rotation to gain experience in multiple jobs. Other methods covered include vestibule training which simulates real work conditions, apprenticeship which combines theoretical and practical learning, lectures, discussion which encourages constructive thinking, and field trips outside the normal work environment for observation and experience.
Training is a process of learning behaviors and applying knowledge to guide actions. It helps improve employee skills, knowledge, and attitudes. The objective is to develop specific competencies.
On-the-job training involves learning tasks directly in the workplace. Employees are placed on jobs and learn through doing the work under instruction. Common on-the-job training methods include job rotation, coaching, job instruction, committee assignments, apprenticeships, mentoring, and understudies.
On-the-job training is simple, practical, and allows doubts to be addressed immediately. However, it carries risks of damage and accidents as trainees learn on live equipment, and production can be disrupted.
This document discusses various training methods that can be used for on-site and off-site employee training programs. It identifies several on-site methods including orientation training, on-the-job training, apprenticeship training, coaching, mentoring, computer-based training, and job rotation. It also discusses several off-site methods such as lecture, audiovisual techniques, videoconferencing, role playing, games and simulations, and computer-assisted instruction. The document provides details on how each method can be implemented and their advantages for different types of training objectives.
The document discusses various training methods used by organizations. It describes training as part of human resource development aimed at improving employee skills and performance. The objectives of training are to orient new employees, help employees perform current and future jobs, keep employees informed, and provide opportunities for personal development. Effective training methods motivate improvement, encourage active participation, promote transferring learning to jobs, and provide timely feedback. Cognitive "off the job" methods include lectures, e-learning, simulations, and case studies. Behavioral "on the job" methods involve learning by doing through job rotation, coaching, apprenticeships, and internships.
This document describes various off-the-job training methods including vestibule training, lectures, audio-visuals, programmed instruction, computer-aided instruction, simulation, case study, role-playing, sensitivity training, discussion, demonstration, brainstorming, and field trips. It provides details on how each method works and its advantages and disadvantages.
Employee training involves determining needs, planning programs, and evaluating effectiveness. Training needs arise from changes in performance, technology, or organizational objectives. The training process involves assessing needs, developing objectives, selecting methods, conducting training, and evaluating transfer. Evaluation criteria include reactions, knowledge, attitudes, job performance, and organizational performance. Methods include pre-post testing, control groups, and feedback.
Traditional training methods can be divided into three categories: presentation methods, hands-on methods, and group building methods. Presentation methods include lectures, audio/visual techniques, and student presentations. Hands-on methods involve trainees directly in learning through on-the-job training, simulations, case studies, role plays, and behavior modeling. Group building methods develop teamwork and leadership skills through adventure learning, team training, action learning, and experimental training. Overall, traditional training provides various interactive experiences to review real-life situations and improve employees' job performance.
This document discusses web-based training as an off-the-job training method. It defines web-based training as instruction delivered over the internet or intranet to employees. There are two models: synchronous training facilitated by an instructor, and asynchronous self-paced training. Instruction can be delivered through static methods like web pages and videos or interactive methods like chats and video conferencing. The document gives examples of how HP and IBM use web-based training to provide standardized training to large numbers of employees across locations cost-effectively.
The document discusses different training methods used to impart skills and information to employees. It describes on-the-job training which focuses on learning while working, coaching which provides one-on-one feedback and correction, and job rotation to gain experience in multiple jobs. Other methods covered include vestibule training which simulates real work conditions, apprenticeship which combines theoretical and practical learning, lectures, discussion which encourages constructive thinking, and field trips outside the normal work environment for observation and experience.
Training is a process of learning behaviors and applying knowledge to guide actions. It helps improve employee skills, knowledge, and attitudes. The objective is to develop specific competencies.
On-the-job training involves learning tasks directly in the workplace. Employees are placed on jobs and learn through doing the work under instruction. Common on-the-job training methods include job rotation, coaching, job instruction, committee assignments, apprenticeships, mentoring, and understudies.
On-the-job training is simple, practical, and allows doubts to be addressed immediately. However, it carries risks of damage and accidents as trainees learn on live equipment, and production can be disrupted.
The document discusses employment training and its key steps. It defines training as teaching new employees basic job skills. The main steps are need analysis, instructional design, validation, implementation, and evaluation. Various training methods are outlined, including on-the-job training, apprenticeship, job instruction training, simulated training, computer-based training, distance learning, and programmed learning.
Training employees is important for developing skills to perform jobs effectively. The process involves analyzing needs, designing instruction, implementing training techniques, and evaluating outcomes. Techniques include on-the-job, simulated, distance learning, and computer-based methods. Manager development focuses on leadership, case studies, and modeling behaviors to transfer skills. Evaluation assesses reactions, learning, changed behavior, and business results from training investments.
1) On-the-job training (OJT) is the most common and cost-effective type of employee training where new employees learn by doing actual work or observing others perform tasks.
2) OJT involves an experienced employee or supervisor demonstrating job duties and guiding a new employee as they learn. It has low costs but requires structured planning and evaluation for best results.
3) An effective OJT program includes analyzing training needs, designing training based on tasks, implementing training schedules, and evaluating the program's effectiveness in meeting business goals. OJT keeps a company's workforce knowledgeable and competitive.
The document provides an overview of training and development techniques discussed in Chapter 8. It begins with orienting new employees and describing the basic training process. It then discusses various training methods like on-the-job training, apprenticeships, lectures, and computer-based training. It also covers managing organizational change and developing managers through techniques like job rotation, case studies, and executive coaching. The document aims to help the reader understand how to effectively train employees and lead organizational change.
Training provides employees with new skills and increases knowledge to enhance job performance. It can be delivered through on-the-job methods like coaching, mentoring, and job rotation, or off-the-job methods such as lectures, case studies, and role playing. The goal of training is to bridge the gap between existing and required skills while benefiting employees through increased confidence, earnings, and opportunities for promotion. Organizations must identify training needs, design effective programs, conduct training, and evaluate results to maximize the impact on employee and business performance.
This document provides an overview of training and development principles for staff. It discusses why training is important, defines key concepts like the ASK model of addressing attitudes, skills and knowledge, and outlines a nine step process for developing and implementing training programs. Examples are provided for each step, including assessing needs, creating objectives and lesson plans, and evaluating impact. A variety of training methods are also described. The overall document serves as a guide for human resources professionals to systematically plan and deliver effective training that improves organizational performance.
This document discusses the training process and provides details on each stage. It begins by defining training, development, and education. The 5 stages of the training process are then outlined as: 1) needs assessment, 2) deriving objectives, 3) developing curriculum, 4) implementation, and 5) evaluation. Further sections provide more details on needs assessment methods, selecting trainees and trainers, and training methods like on-the-job, off-the-job, and levels of learning. The overall document serves as a guide to developing and implementing effective employee training programs.
Methods of training on the job off the jobIshfaq Dar
This document discusses various training and development methods used in business, dividing them into on-the-job and off-the-job categories. On-the-job methods like coaching, mentoring, job rotation, and apprenticeship involve learning through observation and practice on actual jobs. Off-the-job methods such as case studies, role playing, simulations, and lectures are conducted away from the work environment. Both approaches are used to develop employees' skills and prepare them to handle job responsibilities.
Assalam o alaikum!
We are students of Pharm D from Federal Urdu University Karachi.
Feel free to comment. Suggestions and constructive criticism will be highly appreciated.
The document discusses various training methods used to enhance employee skills. It compares on-the-job training, which occurs at the workplace, to off-the-job training conducted outside of work. Some common on-the-job methods include job rotation, coaching, and apprenticeships, while classroom lectures, simulations, and role plays are examples of off-the-job training. Both approaches have advantages and disadvantages depending on the type of skills and industry.
This document discusses training and development. It begins by outlining the learning objectives, which are to describe the importance of training, distinguish it from education and development, define the ASK concept of addressing attitudes, skills and knowledge, list the nine steps in the training process, and develop a training lesson plan. It then discusses why organizations need training using the gap concept to show the difference between expected and actual performance. It outlines reasons for conducting a training needs analysis and the importance and benefits of training. Key aspects of training covered include definitions of training, education, and development; the ASK concept; principles of learning; and a nine step model for the systematic training process.
The document discusses different types of employee training. It defines training as equipping employees with required knowledge and skills. There are advantages to both employees and employers, such as reduced learning time, better performance, and career development. The two main types of training are on-the-job training, where employees learn from peers, and off-the-job training, where learning takes place away from the work environment. Specific on-the-job methods include coaching, apprenticeships, job rotation, and internships. Off-the-job methods include conferences, vestibule schools, films, case studies, and computer modeling.
1. The document outlines an introduction to training and development presented by 5 students and 2 faculty members.
2. It discusses the differences between training, which focuses on short-term skills, and development, which involves long-term personality and career growth.
3. The key methods of training covered are on-the-job training, which occurs while employees work, and off-the-job training, which takes place away from the workplace through lectures and simulations.
Implementing and evaluating the training process (hrm)financialmanagment
The document discusses implementing and evaluating training processes. It begins by outlining various training implementation methods like on-the-job training, lectures, apprenticeships, and computer-based training. It then discusses evaluating training through measuring reaction, learning, behavior change, and results. The key purposes of evaluation are to improve training programs and measure return on investment. Evaluation methods include observation, questionnaires, interviews and self-reporting.
This document discusses different training methods for employees. It describes on-the-job training as training employees while performing their jobs, such as apprenticeship programs where a master guides learners. Off-the-job training takes employees away from their work to training suitable for managerial jobs, using methods like conferences, vestibule training, films, case studies, computer modeling, and programmed instructions. The document provides examples of various on-the-job and off-the-job training techniques organizations use to improve employee work efficiency and meet organizational goals.
Training & Development - Traditional trainning methodsRaja Manzar
Hands-on training methods have several advantages over traditional lecture-based training:
1) They keep trainees actively engaged in learning by involving them in activities like role-plays, simulations, demonstrations, and practicing skills. This helps trainees better retain the information compared to passive lecture formats.
2) Hands-on methods allow trainees to immediately apply their new skills and behaviors to realistic work-related situations. Being able to practice in a safe environment helps trainees transfer their learning back to the job.
3) Trainers can provide immediate feedback to trainees on their performance of key skills. This feedback helps trainees identify areas for improvement and correctly learn the behaviors demonstrated by trainers.
While hands-on training is
This document summarizes a presentation on off-the-job and on-the-job training methods. It discusses different types of off-the-job methods like lectures, case studies, simulations, and e-learning. It also covers structured on-the-job training methods like job instruction training. Examples are provided and interactive activities are used to discuss applying these methods in various workplace scenarios. The goal is for participants to understand different training options and how to select methods based on factors like the job, group size, budgets, and more.
This document discusses on-the-job training, job design, and computer-based training. It defines on-the-job training as training employees receive during their normal workday. It notes that OJT can be used to teach single skills or tasks and as part of a structured process including preparation, presentation, evaluation, and feedback. The document also discusses job design which involves specifying job content, methods, responsibilities, and location. Computer-based training is presented as an alternative to manuals that allows for interaction, but can feel isolating compared to software packages.
This document discusses training objectives and how to formulate them. It defines objectives as describing intended training results rather than processes. Objectives should be measurable and change cognitive, psychomotor, or affective domains. Objectives provide a basis for materials, methods, evaluation, and trainee effort. When writing objectives, they should describe specific, observable trainee behaviors under certain conditions using a measurable performance standard. Communicating objectives clearly is also important.
The document outlines the steps to systematically develop a training program, including selecting or modifying existing courses, defining objectives, identifying content, structuring the material, writing materials for trainers and students, preparing visual aids, getting peer feedback, and conducting pilot courses to refine the program. It also provides an example of developing a one-day overview course on Total Quality Management for contract employees.
El documento describe la realización de un sociodrama con plastilina por parte de un equipo de estudiantes. Dividieron roles como voces, escenografía y personajes. Escogieron una historia que les gustara a todas e hicieron una junta para organizar los detalles. Disfrutaron del proceso de colaborar y conocerse mejor a través de diferentes situaciones.
The document discusses training needs analysis which consists of three types of analysis: organizational analysis, task analysis, and person analysis. Organizational analysis examines factors like the environment, objectives, human resources, and climate. Task analysis identifies the tasks, knowledge, skills, and abilities required for a job. Person analysis assesses employee performance through methods like behavioral measures and tests, and diagnoses training needs. The purpose is to systematically determine where training is needed within the organization.
The document discusses employment training and its key steps. It defines training as teaching new employees basic job skills. The main steps are need analysis, instructional design, validation, implementation, and evaluation. Various training methods are outlined, including on-the-job training, apprenticeship, job instruction training, simulated training, computer-based training, distance learning, and programmed learning.
Training employees is important for developing skills to perform jobs effectively. The process involves analyzing needs, designing instruction, implementing training techniques, and evaluating outcomes. Techniques include on-the-job, simulated, distance learning, and computer-based methods. Manager development focuses on leadership, case studies, and modeling behaviors to transfer skills. Evaluation assesses reactions, learning, changed behavior, and business results from training investments.
1) On-the-job training (OJT) is the most common and cost-effective type of employee training where new employees learn by doing actual work or observing others perform tasks.
2) OJT involves an experienced employee or supervisor demonstrating job duties and guiding a new employee as they learn. It has low costs but requires structured planning and evaluation for best results.
3) An effective OJT program includes analyzing training needs, designing training based on tasks, implementing training schedules, and evaluating the program's effectiveness in meeting business goals. OJT keeps a company's workforce knowledgeable and competitive.
The document provides an overview of training and development techniques discussed in Chapter 8. It begins with orienting new employees and describing the basic training process. It then discusses various training methods like on-the-job training, apprenticeships, lectures, and computer-based training. It also covers managing organizational change and developing managers through techniques like job rotation, case studies, and executive coaching. The document aims to help the reader understand how to effectively train employees and lead organizational change.
Training provides employees with new skills and increases knowledge to enhance job performance. It can be delivered through on-the-job methods like coaching, mentoring, and job rotation, or off-the-job methods such as lectures, case studies, and role playing. The goal of training is to bridge the gap between existing and required skills while benefiting employees through increased confidence, earnings, and opportunities for promotion. Organizations must identify training needs, design effective programs, conduct training, and evaluate results to maximize the impact on employee and business performance.
This document provides an overview of training and development principles for staff. It discusses why training is important, defines key concepts like the ASK model of addressing attitudes, skills and knowledge, and outlines a nine step process for developing and implementing training programs. Examples are provided for each step, including assessing needs, creating objectives and lesson plans, and evaluating impact. A variety of training methods are also described. The overall document serves as a guide for human resources professionals to systematically plan and deliver effective training that improves organizational performance.
This document discusses the training process and provides details on each stage. It begins by defining training, development, and education. The 5 stages of the training process are then outlined as: 1) needs assessment, 2) deriving objectives, 3) developing curriculum, 4) implementation, and 5) evaluation. Further sections provide more details on needs assessment methods, selecting trainees and trainers, and training methods like on-the-job, off-the-job, and levels of learning. The overall document serves as a guide to developing and implementing effective employee training programs.
Methods of training on the job off the jobIshfaq Dar
This document discusses various training and development methods used in business, dividing them into on-the-job and off-the-job categories. On-the-job methods like coaching, mentoring, job rotation, and apprenticeship involve learning through observation and practice on actual jobs. Off-the-job methods such as case studies, role playing, simulations, and lectures are conducted away from the work environment. Both approaches are used to develop employees' skills and prepare them to handle job responsibilities.
Assalam o alaikum!
We are students of Pharm D from Federal Urdu University Karachi.
Feel free to comment. Suggestions and constructive criticism will be highly appreciated.
The document discusses various training methods used to enhance employee skills. It compares on-the-job training, which occurs at the workplace, to off-the-job training conducted outside of work. Some common on-the-job methods include job rotation, coaching, and apprenticeships, while classroom lectures, simulations, and role plays are examples of off-the-job training. Both approaches have advantages and disadvantages depending on the type of skills and industry.
This document discusses training and development. It begins by outlining the learning objectives, which are to describe the importance of training, distinguish it from education and development, define the ASK concept of addressing attitudes, skills and knowledge, list the nine steps in the training process, and develop a training lesson plan. It then discusses why organizations need training using the gap concept to show the difference between expected and actual performance. It outlines reasons for conducting a training needs analysis and the importance and benefits of training. Key aspects of training covered include definitions of training, education, and development; the ASK concept; principles of learning; and a nine step model for the systematic training process.
The document discusses different types of employee training. It defines training as equipping employees with required knowledge and skills. There are advantages to both employees and employers, such as reduced learning time, better performance, and career development. The two main types of training are on-the-job training, where employees learn from peers, and off-the-job training, where learning takes place away from the work environment. Specific on-the-job methods include coaching, apprenticeships, job rotation, and internships. Off-the-job methods include conferences, vestibule schools, films, case studies, and computer modeling.
1. The document outlines an introduction to training and development presented by 5 students and 2 faculty members.
2. It discusses the differences between training, which focuses on short-term skills, and development, which involves long-term personality and career growth.
3. The key methods of training covered are on-the-job training, which occurs while employees work, and off-the-job training, which takes place away from the workplace through lectures and simulations.
Implementing and evaluating the training process (hrm)financialmanagment
The document discusses implementing and evaluating training processes. It begins by outlining various training implementation methods like on-the-job training, lectures, apprenticeships, and computer-based training. It then discusses evaluating training through measuring reaction, learning, behavior change, and results. The key purposes of evaluation are to improve training programs and measure return on investment. Evaluation methods include observation, questionnaires, interviews and self-reporting.
This document discusses different training methods for employees. It describes on-the-job training as training employees while performing their jobs, such as apprenticeship programs where a master guides learners. Off-the-job training takes employees away from their work to training suitable for managerial jobs, using methods like conferences, vestibule training, films, case studies, computer modeling, and programmed instructions. The document provides examples of various on-the-job and off-the-job training techniques organizations use to improve employee work efficiency and meet organizational goals.
Training & Development - Traditional trainning methodsRaja Manzar
Hands-on training methods have several advantages over traditional lecture-based training:
1) They keep trainees actively engaged in learning by involving them in activities like role-plays, simulations, demonstrations, and practicing skills. This helps trainees better retain the information compared to passive lecture formats.
2) Hands-on methods allow trainees to immediately apply their new skills and behaviors to realistic work-related situations. Being able to practice in a safe environment helps trainees transfer their learning back to the job.
3) Trainers can provide immediate feedback to trainees on their performance of key skills. This feedback helps trainees identify areas for improvement and correctly learn the behaviors demonstrated by trainers.
While hands-on training is
This document summarizes a presentation on off-the-job and on-the-job training methods. It discusses different types of off-the-job methods like lectures, case studies, simulations, and e-learning. It also covers structured on-the-job training methods like job instruction training. Examples are provided and interactive activities are used to discuss applying these methods in various workplace scenarios. The goal is for participants to understand different training options and how to select methods based on factors like the job, group size, budgets, and more.
This document discusses on-the-job training, job design, and computer-based training. It defines on-the-job training as training employees receive during their normal workday. It notes that OJT can be used to teach single skills or tasks and as part of a structured process including preparation, presentation, evaluation, and feedback. The document also discusses job design which involves specifying job content, methods, responsibilities, and location. Computer-based training is presented as an alternative to manuals that allows for interaction, but can feel isolating compared to software packages.
This document discusses training objectives and how to formulate them. It defines objectives as describing intended training results rather than processes. Objectives should be measurable and change cognitive, psychomotor, or affective domains. Objectives provide a basis for materials, methods, evaluation, and trainee effort. When writing objectives, they should describe specific, observable trainee behaviors under certain conditions using a measurable performance standard. Communicating objectives clearly is also important.
The document outlines the steps to systematically develop a training program, including selecting or modifying existing courses, defining objectives, identifying content, structuring the material, writing materials for trainers and students, preparing visual aids, getting peer feedback, and conducting pilot courses to refine the program. It also provides an example of developing a one-day overview course on Total Quality Management for contract employees.
El documento describe la realización de un sociodrama con plastilina por parte de un equipo de estudiantes. Dividieron roles como voces, escenografía y personajes. Escogieron una historia que les gustara a todas e hicieron una junta para organizar los detalles. Disfrutaron del proceso de colaborar y conocerse mejor a través de diferentes situaciones.
The document discusses training needs analysis which consists of three types of analysis: organizational analysis, task analysis, and person analysis. Organizational analysis examines factors like the environment, objectives, human resources, and climate. Task analysis identifies the tasks, knowledge, skills, and abilities required for a job. Person analysis assesses employee performance through methods like behavioral measures and tests, and diagnoses training needs. The purpose is to systematically determine where training is needed within the organization.
This document appears to be a note written by a student thanking someone for their attention. It includes the student's name and what appears to be their grade or class. The note uses unconventional spelling to say "Thank you for your attention".
1) Effective teaching and learning strategies depend on both internal and external factors that facilitate training. Internally, trainees must have both the ability and motivation to learn. Externally, trainers can control conditions like practice opportunities, feedback, and meaningful material.
2) When selecting trainees, it is important to assess both their ability and motivation through tests and measures. Trainees must possess both to maximize performance.
3) External factors that facilitate learning include providing active practice, over-learning opportunities, appropriate distribution of practice sessions, optimal unit sizes, timely feedback, and maintaining motivation. The appropriate application of these strategies differs depending on the complexity and organization of the material.
This document discusses various training methods that can be used for on-site and off-site employee training programs. It identifies methods for on-site training like orientation, on-the-job training, apprenticeships, coaching, mentoring, and job rotation. For off-site training it discusses lecture-based learning as well as audio-visual, videoconferencing, role-playing, simulations, and computer-based instruction. The document provides details on how each method can be implemented and their advantages.
The document discusses training management, including determining the type of learning environment, identifying potential locations, conducting site surveys, sourcing equipment, comparing costs and availability of locations, preparing a training budget, and conducting a cost-benefit analysis. Key points include factors that influence the learning environment choice, components of a site survey, including equipment needs in the budget, and estimating both costs and benefits of training.
The document outlines the steps in the training process, including needs assessment, establishing training goals, designing training programs, implementation, and evaluation. It discusses various training techniques like on-the-job training, off-the-job training, lectures, demonstrations, simulations, and case studies. It also covers Kirpatrick's model for evaluating training programs and emphasizes the importance of needs assessment, goal setting, and evaluation in ensuring effective training.
The document discusses employee training and development. It describes the training process, which includes assessing needs, designing programs, selecting instruction methods, implementing training, and evaluating. It covers orienting new employees and common training methods like lectures, hands-on learning, and computer-based training. Management development techniques are also outlined, such as on-the-job training, case studies, and corporate universities. The document emphasizes evaluating training at multiple levels from reaction to learning to behavior and business results.
The document discusses orientation and training programs in human resources development. It defines orientation as providing new employees with background information to reduce anxiety and reinforce a positive impression. Areas covered in orientation include job duties, benefits, and safety regulations. Training is defined as efforts to help employees acquire job skills. Common training methods mentioned include on-the-job training, lectures, role-playing, and computer-based learning. The document also discusses evaluating training programs to assess trainee responses, learning, behavior change, and benefits to the organization.
Training and development by Neeraj Bhandari (Surkhet,Nepal)Neeraj Bhandari
This document discusses training and development in organizations. It begins by defining training and development, noting that training is designed to provide employees with skills for their current jobs while development focuses on long-term learning beyond the present job. Several objectives of training are outlined, including imparting new knowledge and skills, improving performance, and fulfilling organizational goals. The document then details the typical process of training including needs analysis, program development, delivery, and evaluation. It concludes by describing various training methods such as classroom lectures, role playing, case studies, and apprenticeships.
This document discusses training and development in organizations. It begins by establishing that training is needed for organizations to fill performance gaps between expected and actual results. It then provides examples of potential reasons for performance gaps, such as lack of resources, skills, or equipment. The document outlines a systematic approach to training, including assessing needs, setting objectives, designing programs, selecting instructional methods, implementing, evaluating, and planning future training. It emphasizes that training aims to develop employee attitudes, skills, and knowledge in order to improve organizational performance.
Unit 4 training and development (CHAPTER 4 HUMAN RESOURCE MANAGEMENTMAHUA MUKHERJEE
CBCS CALCUTTA UNIVERSITY HUMAN RESOURCE MANAGEMENT TRAINING AND DEVELOPMENT
various types of training
concept of development
human resources development
Training and development aims to improve employee performance through learning. It involves assessing training needs, designing training programs, selecting instructional methods, implementing training, and evaluating its effectiveness. The goals are to develop employee competencies, help people grow within the organization, and reduce learning times for new roles. Training methods include classroom programs, mentoring, coaching, simulations, e-learning, on-the-job training, and job rotation. Benefits include improved performance, skills and knowledge, motivation, customer service and morale.
This document discusses training and developing employees. It outlines why training is needed, what training is, and a systematic approach to training. The key points are:
1) Training is needed to improve employee performance, refresh skills and knowledge, and reduce mistakes.
2) Training involves improving individual and group performance in organizations through activities aimed at developing attitudes, skills and knowledge.
3) A systematic approach to training involves assessing needs, preparing a plan, specifying objectives, designing the program, selecting instruction methods, and evaluating the training.
On-the-job training is conducted in the workplace itself and involves practical training methods, such as job shadowing, mentoring, and coaching. In contrast, off-the-job training takes place in settings that are different from the employee's workplace, such as workshops, seminars, and classrooms.
The document discusses training and development in organizations. It begins by defining learning and training. Learning is a relatively permanent change in behavior from experience, while training focuses on providing employees with skills to improve performance.
The training process has four phases: needs assessment, development and delivery of training, training methods, and evaluation. Needs assessment identifies organizational, task, and personal training needs. A variety of training methods are described, including lectures, simulations, apprenticeships, and e-learning. Finally, evaluation assesses whether training objectives and goals were achieved through measures like participant feedback and pre-/post-testing.
Training is a systematic process of improving employees' knowledge, skills, and attitudes. Traditionally, organizations believed managers were born and training was costly. However, modern approaches recognize training's importance. Training enhances performance, updates skills, and creates a smarter workforce. It benefits organizations by improving employee retention, motivation, and productivity. Common training methods include on-the-job and off-the-job techniques like lectures, simulations, and computer-based modules. Organizations evaluate training to ensure it achieves desired outcomes and allows continuous improvement. Management development specifically focuses on improving managers' competencies through long-term programs.
This document outlines a training presentation that covers:
1) Why training is important for organizations and the differences between training, education, and development.
2) A systematic 9-step approach to training that includes assessing needs, setting objectives, designing the program, and evaluating impact.
3) Key concepts like the training gap, the ASK model of addressing attitudes, skills and knowledge, and principles of learning like participation.
WHAT IS TRAINING ?
•Training refers to the process of imparting of specific skills , abilities and knowledge to an employee.
•Training is specialised function & is one of the fundamental operative functions of human resource management.
•Training is an act of increasing the knowledge and skills of an employee for doing a particular job.
-Objective & Need of Training
-Process Of Training
-Methods and Techniques of Training
-On-the-job methods
-Off-the-job methods
-Conclusion.
Chapter 1 Introduction to Training and Development.pptDr. Nazrul Islam
Training means the process of increasing the knowledge and skills of an employee for doing a particular job. It seeks to improve the job performance and work behaviour of those trained.
This document outlines the topics and process of a training and development course. The topics to be covered include the concept of training, methods of training, and evaluation of training. It discusses different training methods such as on-the-job training, off-the-job training, and competency-based training. It also outlines the steps in evaluating training programs, including determining indicators of effectiveness and choosing appropriate evaluation methods. The goal of the training evaluation is to provide feedback on the value of training programs and their impact on achieving business goals.
The document discusses the key aspects of staffing, which includes recruiting, selecting, and training employees. It describes staffing as an important managerial function that is pervasive and continuous. The basis of effective staffing is the efficient management of human resources through proper recruitment and selection procedures to place the right employees in the right jobs. The document then covers the different steps involved in recruitment, selection, and training employees. It discusses various training methods commonly used like on-the-job training, classroom training, and management development programs. Finally, it mentions some types of personnel movements like transfer, promotion, and separation.
The document discusses various training methods used by organizations. It describes assessing training needs through organizational and personal analysis to determine what skills are needed. Various on-site and off-site training methods are outlined, such as on-the-job training, lectures, simulations, and role playing. The goal of training is to help employees acquire job-related skills and behaviors to improve performance. Training programs are evaluated based on reaction, learning, behavior change, and results.
The document discusses various topics related to talent acquisition, training, and development in human resource management. It defines talent acquisition as focusing on finding, attracting, hiring, growing, and retaining top talents. It also outlines the talent acquisition process and common methods used. The document then discusses the importance of training and different training methods, such as on-the-job training and off-the-job training. It also compares training and development and outlines various evaluation methods to assess training effectiveness.
Training & Development HRM by Neeraj Bhandari (Surkhet Nepal)Neeraj Bhandari
This document provides an overview of training and development. It discusses that training has a short-term focus to provide skills for present jobs, while development has a long-term focus on broader skills. It then describes various training objectives, processes, methods, and evaluation techniques. The key training methods discussed are classroom lectures, group discussions, simulations, role-playing, case studies, and management games.
This document discusses evaluating training programs. It covers:
1) The importance of evaluating training to demonstrate benefits and ROI to the company.
2) Kirkpatrick's four levels of evaluation - reactions, learning, behavior, results.
3) Choosing relevant outcomes like cognitive, skill-based, affective, results.
4) Designs like pre-post tests and comparison groups to control for threats to validity.
The document outlines the steps for pre-course and post-course administration of a training program. For pre-course administration, it describes booking locations, trainers, equipment; preparing agreements; registering participants; sending pre-work materials; and sharing participant details. For post-course administration, it discusses the trainer confirming attendance; amending training records; analyzing critiques; and completing finances. The goal is to efficiently and effectively plan, organize, and follow-up all logistical aspects of delivering the training program.
This document outlines the key steps for training administration before and after a course. It discusses pre-course tasks like booking locations, preparing agreements, registering participants, and sending pre-work. Post-course tasks include trainers confirming attendance, amending records, analyzing critiques, and completing finances. The goal is to efficiently plan, organize, and follow-up on all logistical and administrative aspects of delivering a training program.
The document outlines a systematic process for developing training courses that meet learner needs. It discusses identifying needs, selecting existing courses, modifying courses, or developing new courses. The key steps in course development include defining objectives, content, structure, methods, and materials. An example of applying this process to develop a one-day Total Quality Management course is also provided.
The document discusses training objectives, including:
1) The importance of defining clear and measurable training objectives to guide the design, evaluation, and improvement of training programs.
2) Frameworks for writing effective objectives, including considering the cognitive, affective, and psychomotor domains of learning.
3) Guidelines for specifying objectives so they clearly describe the intended learner behaviors, conditions, and criteria for demonstrating success.
The document provides an overview of training and development. It defines training and development, outlines the fundamental elements and steps of the training process, and discusses some purposes and organizational factors affecting training. Specifically, it describes the relationship between training and other HR functions like task analysis, staffing, and performance appraisal. It also explains how an organization's strategy, structure, technology, and attitudes can impact its approach to training.
The document discusses effective teaching and learning strategies for training programs. It covers conducting a trainability analysis to assess trainees' ability and motivation. It also discusses arranging training to facilitate learning through active practice, feedback, meaningful material, and accounting for individual differences. The goal is to train individuals who are trainable and ensure what is learned is transferred to the job.
This document discusses training needs analysis. It explains that needs analysis involves organizational analysis to determine if training supports business strategy, person analysis to identify who needs training, and task analysis to identify important tasks. Various needs assessment techniques are discussed, including their advantages and disadvantages. The document emphasizes that needs analysis is crucial to determine the appropriate type and content of training, and to ensure training addresses actual performance gaps.
2. Objectives of the unit
After studying this unit students will be able to:
• Identify some of the training methods that can be
used for both on-site and off-site training programs.
• Use orientation training, on-the-job training,
apprenticeship training, coaching, mentoring,
computer-based training, and job rotation for on-
site training programs.
• Use lecture, audio-visual techniques,
videoconferencing, role playing, games and
simulation, and computer-assisted instruction for
off-site training programs.
3. Introduction
• must decide which methods to use to optimize
trainee learning.
• numerous methods available for presenting
information and transmitting skills.
• can be grouped into two main categories: On-Site
Training Methods and Off-Site Training Methods.
4. A. On-Site Training Methods
• those methods that are used by the trainees to
learn the skills and knowledge while in the same
physical and social environment in which they will
work once training is completed.
• On-site training methods :
• Orientation training
• On-the-job training
• Apprenticeship training
• Coaching
• Mentoring
• Computer-based training
• Job rotation
5. 1. Orientation Training
used for new employees.
• to get new employees started in the right direction.
• trainers provide information on matters that are
organization-wide in nature.
• orientation program on the following ten tasks:
1. Introduction to the company.
2. Review of important policy and practice.
3. Review of benefits and services.
4. Benefit plan enrollment.
5. Completion of employment document.
6. Review of employer expectations.
7. Setting of employee expectations.
8. Introduction to fellow workers.
9. Introduction to facilities.
10. Introduction to the job.
6. 2. On-the-job Training
involves assigning new employees to experienced
workers or supervisors.
• trainee is expected to learn the job by observing and
by working.
• provide a favorable role model.
• method facilitates positive transfer of training.
• trainees learn by doing and receive immediate
feedback.
• ten suggestions for implementing effective OJT
programs:
1. training new employees will not on job security,
pay level, seniority, or shift status.
2. their added responsibility would be instrumental
in obtaining rewards for them.
7. OJT (Con’t)
3. trainers and trainees should be carefully paired.
4. based on their ability to teach and their desire to take
on this added responsibility.
5. should rigorously trained in proper methods of
instruction.
6. their new assignment is by no means a chance to
exploit others.
7. trainees should be rotated.
8. organization must realize that production may be
slowed down, equipment damaged, and some defective
products made.
9. trainer must realize the importance of close
supervision.
10. OJT should be used in conjunction with other training
approaches.
8. 3. Apprenticeship Training
• applicable for training tradespeople.
• has skill development as its major goals.
• usually combine classroom instruction and shop
instruction.
• sometimes, large corporations hire instructors from
trade schools on a part-time basis.
• each apprentice is typically given a workbook.
• instructors use part of their class time for
presenting lectures, giving demonstrations, etc.
9. 4. Coaching
• method where a manager or supervisor attempts to
work closely with the employee.
• serves a number of important functions:
lets subordinate know what their supervisors think
about how they do their jobs.
enables supervisors and employees to work together.
improves communication and collaboration.
provides a framework for establishing short- and long-
term personal career goals.
• can be considered as a method of motivating.
give them more open lines of communication with their
boss, concrete feedback on areas needing improvement,
positive reinforcement for what they do well, and
specific goals for change.
10. 5. Mentoring
• method where newer and younger employees
(mentees) are assigned to older and senior employees
(mentors).
• Mentors - people two or three levels higher in the
organization than the trainee.
• major goal of mentoring is the teaching of job skills.
• to derive benefit from a formal mentoring program,
the training specialist must make the following:
defined clearly the purpose and goals.
select mentors carefully.
organization should provide mentor training.
take steps to ensure that mentors are accessible.
11. 6. Computer-based Training (CBT)
• provides instruction by using the computer
terminal on an employee’s desk or in his/her office.
• information is presented on the computer terminal
and learner to go over it by following the
instructions given.
• sometimes test questions are included.
• used to teach efficiently many different types of job
skills to employees.
• it can reduce costs by cutting down on trainee
travel and training time.
• good method because computer is sensitive to
individual differences in learning rates among
trainees.
12. 7. Job Rotation
• giving the trainees a series of job assignments in
various parts of the organization.
• to expose individuals to a number of environmental
changes.
• trainees can assume an observational role, but it is
important that they become personally involved.
• assign them full functional responsibility.
• responsibility should be supplemented with
supportive coaching from an immediate supervisor.
• trainees gain an overall perspective of the
organization and an understanding of the
interrelationships.
13. Job Rotation (Con’t)
• number of ways for job rotation to be effective:
must be tailored to the needs and capabilities of
the individual trainee.
trainees’ aptitude profiles and interest patterns -
determine their particular pattern of
assignments.
length of time - determined by how fast they are
learning.
trainees should only be placed in company
locations where they receive feedback,
reinforcement, and monitoring of their
performance by interested and competent
supervisors.
14. B. Off-Site Training Methods
• allow trainees to acquire skills and knowledge
away from the job pressures.
• seven methods that we are going to look at:
Lecture
Audiovisual techniques
Videoconferencing
Role playing
Games and simulation
Computer-assisted instruction
15. 1. Lecture
• use alone is very effective for knowledge
acquisition.
• for dissemination of information.
• effectiveness will be maximized when it is
augmented by other training methods.
• also be beneficial for introducing some new area of
content, and for providing procedures or directions.
• is not an effective method for modifying attitudes,
developing problem-solving skills, or improving
interpersonal competence.
16. 2. Audio-visual Techniques
• can be used in almost any training and development
situation.
• include films, videotapes, and television.
• used mainly for knowledge acquisition.
• have unique advantages over conventional lectures
when used in the following situations:
• there is a need to illustrate how certain procedures
should be followed over time.
• there is a need to expose trainees to events not
easily demonstrable in live lectures.
• the training is going to be used organization-wide.
• audio-visual training is supplemented with live
lectures or discussions before and after the session.
17. 3. Videoconferencing
• for simultaneous training.
• individuals at multiple sites.
• network consists of a central broadcasting facility, a satellite
service line that transmit signal to receiving stations through
television projectors or screens in meeting rooms or convention
centers.
• material can be presented in a two-ways video and audio.
• can teach the trainees at multiple locations.
• is worth considering when:
the employees need to receive training immediately;
the company does not have enough trainers to do the job;
the company does not have sufficient facilities to
accommodate all trainees; or
the company does not want to spend a large amount of
money bringing people together.
18. 4. Role Playing
method to help trainees both experience certain feelings
and practice certain skills.
example: the training objective is to have trainees get
in touch with their feelings about confronting others.
set up a dramatic situation in which trainees are
required to confront someone else.
discuss the feelings generated by the role-playing
experience.
you can design a role-playing exercise to enable
participants to practice constructive methods of
confrontation.
• many choices when designing role-play exercise:
Scripting
Formatting
Processing
19. 5. Games and Simulations
• bring realism to off-site training situations.
• safety hazards are removed, pressures for
productivity are minimized, individualized
feedback is increased, and opportunities for
repeated practice are provided.
• help the trainees grasp the total course content.
• help test the behavioral style and performance of
individuals.
• allows the trainer to identify the skills that already
exist and to note which need to be strengthened.
20. Games and Simulations (Con’t)
• several things to keep in mind:
needs to be relevant to the participants.
mimic the format and character of well-known
ones.
well-known games and simulations can be
modified to suit your needs.
fun-like, contrived (artificial) games can be
followed by more serious, less contrived ones.
instructions need to be carefully thought out.
almost always need to be discussed afterward for
the experience to be an effective teacher.
21. 6. Computer-Assisted Instruction (CAI)
• is often used as a supplement to conventional instruction.
• trainees typically interact directly with the computer at a
training facility away from their office.
• is often combined with learners’ exercise manuals,
equipment simulators, and/or hands-on practice.
• computer’s role typically involves administering the
training program to the trainees and possibly testing their
performance after learning.
• computer is capable of assessing the trainee’s progress
continously and adapting the method and/or material
presented to fit the trainee’s particular needs, by virtue of
its storage and memories capabilities.
• CAI has been increasingly used in occupational settings
for teaching administrative tasks, technical information,
perceptual motor tasks, and problem diagnosis.