t

ining t
r ~mployees haYe been selected for variom positions in
r~:.1nis:.1tion, training giYen to them for the specific tasks 1
,·hil:h they have been assigned and assumes great~
rt anee . Trai11ing is the act of increasing the kno\\'ledge u
skills of an en1plo~'ee for perfor1ning a particular job. It
ks an employee to do his present job more efficiently C
prep:ue himself for a higher level job. Training is the act o
ncreasing the knowledge and skill of an employee for ta
g a particular job. ,,.,
ording to Flippo, "Training is the process by which ➔Jo.
po\\'er is filled for the particular jobs to perfonn." · pr
tr,
pe? of Training trc:
· · b categon·sed b)' industrial ecc
unng progran11nes can e tra
cems for different specific purposeS. .
lfl ,
n li,w[), training of Jl'Orkers may be offollowing types me
• t> .., T . . It refers to the initial training, provided eq,
1tct1011 ra11u11g
_ ::...:,:__::..:,...;;.;.;-_,,,,,. . b"ective i~- o intro
. duce t he empIoyee
,
fre1
employ~es. Its basic o I t and its personneVmanagement
the business/depart~en
 ra"irucc,urc of the organi~;._tj_®t,_ ym~ t,__f:l!!P}~'J'.C.~ .. !'.:"_
a:lh!!!_'C _with ~~,ut_of !!uil~ing -~~'~!!Y!!~!!kC:'>Jt term~
condnio n~ of employment., t,u-.inc~-. rule~, ~nd
procedures and revclenr perwnn d P"flde<,, c,uch :i<, tramm1,,
P[,<>rnotion, health and ~afoty etc:, Jt provi<Jc<. ~c,11:raf idc;i
a ou he organi,a tion tc, the emplrr;cc,
Training The objective of j,,h training i<i t1-' incrca.t,.e tht
knowledge of w,,rkcrs about the ;,,b,. with whkh they ::ire
co~':m ed, ~o that their cffidcnC'f and <,kill enhance . J<Jb
training enable~ the worker to learn u,rre(.1 ,n(..-th<Jd', ,,f
handlin g machine s and equipment<,, which rc\ult•, in
~~ acciden ts, wa~tagc and 1tccumulati<,n <Jf •.11(,rY etc
romot,onal Training Many <,rg:mhatiom h<1ve ad<JpH:d a
policy of filling !>ome of the vacande , rhmugh pmm<J1ir,n
from existing cmpl(Jyccs. When f..-xic,tin_g ernpl<Jyees <1rc
promote d in an or7,anhation, they are required th b~r
addition al rc!>-ponsibilitic'>. for thi.,, it ic, necc'>'><try tn prr,viclt
~ p r o p e r training . .

Refresher Training At the time (Jf app<Jintrncnt, emplr)yec'>

arc formally trained , hut with the pa<,<.agc <Jf time, many r, f
the method, ; and imtruct iom may be forgr,ttcn <JT ~<Jmc <>f
., have bccr,mt: ,,ut-datcd
the method< , or all of them mav
because of technolo gical advance ment. Hence, refre-,he r
training h arranged for cxi'>ting empl,,ycec, in ,,rder t <J give
them opportu nity tu refrc'>h ;;ind improve their '> l<ill '> and
kn~d ge.
v""pro vement in Adaptab ility Continuou1, training
stimulates mental develop11:ent of the worker which change
their mind set and they become keen to lc:arn about new
technolo gies.

~:~:~fi~,~~~~'~" hmad categori es dependi ng

upon location of instructi on. '/11ese tire (IS fol/1J1Y\

On-th e-job Traini ng Metho ds --

0 -th -job training is provided , when the worker<. arc
ta:ghtrelevan t knowled ge, !>kills and ahilit It.''> at the actual
,.
work place, It includes
-,"4-ion Trainin (/IT) The JII .met.hod i.1,. u.1,cd
ob Lnst, -• eac workers how to do t hcir current JOb. A
pnman y tO t h
. rvi·sor or co-worker acts as t c coach. Here
- '
tramer supe • d b
trainee learns fast through p~acttce an _o J scrv~t1on, It is
, . 1 •t does not require any spec,a setting and the
econom 1~ as J fidence quickly as he does the work himself .
1
trainee gams •conwith help from supervis• D
or. crncrits of thi1
in actual ~etung while teaming trainee may damage
15 th at, terials and can cause accidents
method
equipment, waste ma
frequently.
 j fl .• th ll'I, gi\'l'I ll· (II,
C h . !7 It is a kind of d 31·t} • train ing arn
.
1sors
.
.
l l • n1<1nm
In .
g.
oac in!!. · , . llcr-Y
. . ,11 . l <I thll'W ltg111
..,cmpI oycc.s by immediate su lll'St1ons
supe rviso r expl ain thin gs, ans wer ,'\ :m.
Coa chin g nwl hm 1
I
Why thin vs are don e the way I ll:•. • • ··ss dl'1w mh on I he
. Its cffcc11vc.:lll .. . I '
on /') supe rior and also "1
favours learning by dom g. k·· bv 1hc
capa city and the intcres~ la en , t <lew lop muc h hcyo lH
. b t tram ee. cann o
the subo rdin ate u bilitics.
.
f h" own supc nor a 111
is . L • I ·1 seni or m:111agn
the limi ts o . . __..
I . n ship ' m w1H C, • •
·1 ' litv for groo rrnn ,1 g
Men torin g It is a re atw >t • I
the respons1 f me ntor ing is to he Pan
an orga nisa tion assumes . . . 1vc1 . 1c.:·ss•
l·uni orpe rson . Th e main ob1e. ct1ve o ··ty . and cfkct
chol og1c al matu r r k
. :rnis ation
L
. In a wor
employee atta m psy wrth t e org,. h I I
. ted I I· at both forr na am
and get mteg ra
·ng can ta <.e pac e iling wor k cult ure
L

situation, such menton_ I rcva

1 I el depe ndrn g on t ,c p
infor rna comev mitm'. ent f rom the top man agem ent. f
d the
. . . . involves the mov eme nt o
an
Job Rotation This kind of tra111111g . f . b rota tion b to
.. b to anot her. Purp ose
o 10
c..
.. tion al pers pect ive ·1·1 a nd
tramee from one with JO r orga n1sa . .. ,
rovide train ees a large
ap greater und ersta nd mg ' of diffe rent func tion n ·1 Tt f al arc.i s. ie
unt of . ext >1 I y or
cross-trained personnel offer a grea t amo .
organisations.
Apprenticeship Training ~p rent ices
arc t_ra111ee~ w'.10
.wor king. with .cln.
...._spen d a prescn'bed amo unt of time
s and m~ernsh1ps
expn ienc ed guide or train er. Assi stan tship
dem and high leve ls
are simi lar to appr entic eshi ps. The y also
r~sh ip_is a ki'.1d_of
of part icipa tion from the train ee. An inte
bine s 10b 1 ra1n111g
the on-t he-j ob train ing that usua lly com
ols, colleges or
with classroom instr ucti on in trad e scho
universities.
train ees arc a~kcd
Com mitt ee Assi gnm ents In this m etho d,
lem . The train cl's
t o solve an actu al orga nisa tion al prob
to the prob lem .
have to wor k toge ther and offe r solu tion

f aff-the-job Training Methods

ee is sepc ratc d from
Und er this meth od of train ing, the train
sed upo n lear ning
the job situa tion and his atte ntio n is focu
rmance. OJf-tl,e-job
the mate rial relat ed to his futu re job perfo
trai11i11g methods nre as follows
~l wor k condition<,
.!!st'.bu/l Tr~ 11~ In this method,_ actu
. Mat eria ls, ftlcs and equ ipm ent
are srmu ated 111 a c assr oom
ance arc also u<,ed
thos e that are used in actu al job perf orm
dura tion of this train ing rang es from
fow
in training. Theweek s.
days to a few
of hurn an
Role Playing It has been defi ned as a met hod the
beha viou r in
inte ract ion, wfiich involves rcali~tic
train ing, a conf lict
imag inar y situa tion s. In the role play ing
or mor e trainee<, are
situ atio n is artificially crea ted and two
both may he give n a
assi gned different roles to play. The n
ond as they expe ct
typi cal wor k situ atio n and aske d to re!ip
 do. Such role playing result in '1
others tod_ among individua ls and helps to· .....
· ·· · - Pro ·.,
~I
understan mgrelations and attttu • · d · ·c h
e ange.
interperso na,1 . .. 'i
Lecture Methot!_ The lect~re 1s a trad1t1~nal
.- method~o f instructio n. The instructo
. . h c
r organises•
and di
the Illa~
. ·t to a group of trainees 1n td ec 1orm of talk· ~ - :.,
....
~"'l
.•
t·
l~

and gives 1
• direct and can be use 1or a large group ,.,,.'i'
method 1s . d
. thus costs and time invo1ve . are reduced • "' :~·
tramees,
1 Conference/Discussio11_Approach In t~1s m~tho~, the trainer 1t
- delivers a lecture and involves the trainee ma d1seussion,50 ~-
that his doubts about the j~b- get classified. This . /
additional infom1a~on t_o part1~1pants and enables th~
~ use the same in their daily routine. -.··
,i

l Programmed Jnstn1ction In this ~ethod, subject matterto-".'

• he learned is presented m a senes of carefully plannl.-;.,
1
sequential units. These units are arranged from simple to :•
f more complex level of instructio ns. The trainees goes ..!i
through these units by answerin g questions· or filling ~(I'
blanks. ' · 1
~

• ';_irtual Orga11isatio11 and E-learning Virtual organisation ' ~

r a temporary network of compame s that come ·together ~
quickly to e::-..ploit fast changing opportun ities. A virtual ·
) classroom employs special collabora tion software to enab(
1 multiple remote learner, using their PCs or laptops to ~
5 participate in live audio and visual c;liscussions, j
; cornmuni~ate Pia writ~en text and learn via content such8'~
power pomt presentat ion. _ 4:
7
; £-learning methods include training delivered by CD-RO
intranet or internet, satellite broadcast s and di ·
collaboration between partners; willi11g to learn from
1 other. '.
i
Behaviourall erienced Trainilig In this me .
emp oyees learn about behaviou r ole playing in
th e role players attempt to act their part in respect ofa
as th ey would behave in real life situation . :Business
· 'dents, group discussio ns and short as51•nnnPWI
cases, mci
are also used in behaviou rally CJl'Perienced learning in
EJ1aluation of a Training Programme The P
~ evaluation has been defined aS any•
obtam informati on on the effects of training
~d to assess the value of training in the ~
, mf~~atio n. Thus, training evaluatio n ~
tra1rung had the desired impact or not. \ •