TABLE OF CONTENTS

Training: .........................................................................................................................................................................2 Training Need Analysis: .................................................................................................................................................2 Techniques for Determining Specific Training Needs: ...................................................................................................3 Methods of Training: .....................................................................................................................................................5 Cognitive Methods: ...................................................................................................................................................5 Lecture Method: ...................................................................................................................................................6 Demonstration Method: .......................................................................................................................................7 Discussion Training method: .................................................................................................................................8 Computer Based Training (CBT) ............................................................................................................................9 Behavioral methods: ...............................................................................................................................................11 Behavior Modeling: .............................................................................................................................................12 Business games: ..................................................................................................................................................12 Case Studies: .......................................................................................................................................................13 In Basket Technique ............................................................................................................................................15 Role Play: ............................................................................................................................................................16 On The Job Training:................................................................................................................................................17 Coaching: ............................................................................................................................................................18 Job Rotation: .......................................................................................................................................................20 Mentoring: ..........................................................................................................................................................21 Job Instruction Technique (JIT) ...........................................................................................................................22 Off The Job Training: ...............................................................................................................................................23 Education Industry RELATED PROGRAMS ...................................................................................................................25 Banking Industry: .........................................................................................................................................................25 Medical Industry: .........................................................................................................................................................26 Categorizing approaches of training method: .............................................................................................................27 Conclusion: ..................................................................................................................................................................28

TRAINING METHODS:
TRAINING: Training is the acquisition of knowledge, skills, and competencies as a result of the teaching of vocational or practical skills and knowledge that relate to specific useful competencies. Training has specific goals of improving one's capability, capacity, and performance. It forms the core of apprenticeships and provides the backbone of content at institutes of technology (also known as technical colleges or polytechnics). In addition to the basic training required for a trade, occupation or profession, observers of the labor-market recognize as of 2008 the need to continue training beyond initial qualifications: to maintain, upgrade and update skills throughout working life. People within many professions and occupations may refer to this sort of training as professional development. TRAINING NEED ANALYSIS: Training Analysis (sometimes called Training Needs Analysis (TNA)) is the formal process of identifying the training gap and its related training need. Training Needs Analysis (TNA) is defined as the Identification of training requirements and the most cost effective means of meeting those requirements. A TNA should always be performed where a major new development in policy, equipment acquisition or procedures is deemed to have potential impact upon the current training regime. Carrying out all TNA activates in accordance with SAT principles ensures rigorous visibility in each design stage with clear audit trails from the initial Scoping Study through to the recommended solution.

TECHNIQUES FOR DETERMINING SPECIFIC TRAINING NEEDS: There are a number of practical methods we can use to gather data about employees performance. Each works well in given circumstances; therefore, we must determine which the best for us. None of these methods can stand alone. Always use at least two, if for no other reason to validate our findings. One of those we choose should always be observation. 1. Observation In this approach, an employees performance itself is you source of information. You evaluate a workers performance through first-hand observation and analysis. This is best accomplished by watching the worker and playing the role of non-participating observer. This means that you watch and listen and evaluate what you see and hear, but do not get involved in his work process in any way. 2. Interviews The use of interviews in conducting the needs analysis is strongly urged. The prime value of interview guides is that they ensure the same types of data from all sources. This allows you to determine whether a piece of information is one persons opinion, or part of a widespread perception. Since the interview guide forces you to ask each worker a number of predetermined questions, you must select those questions that are essential to what you are trying to learn. Interviews allow you to meet employees face to face to discuss their impressions of performance. Because you are in conversation with workers, you can explore their responses in depth. You can ask or clarification of comments and for examples of what they mean. In this way, you obtain a full understanding of their performance deficiencies.

3. Questionnaires A questionnaire is a sort of interview on paper. You create your own questionnaire by writing down all the questions you want employees to answer for you. Then you mail it to them and await their responses. The key advantage of a questionnaire is that you can include every person from whom You want input. Employees can complete the questionnaire when and where they choose. You need not travel and spend time with all respondents. Every employee is asked the identical questions, and consequently data is very easy to compile and analyze. Questionnaires can be useful in obtaining a big picture of what a large number of employees think while allowing everyone to feel that they have had an opportunity to participate in the needs analysis process. 4. Job Descriptions Before establishing a job description, a job analysis must be made. This job analysis involves a thorough study of all responsibilities of the relevant job. It is company wide in scope and should be detailed to such a degree that those conducting the training can use the job analysis as a yardstick for their course content. After the job analysis phase has been completed, the writing of job description and needs analysis is a relatively simple task. When an employees job description has been defined, the trainer can easily tailor his training curriculum to a very close proximity of what will be expected of the employees. 5. The Difficulty Analysis The Job Analysis will focus attention on enumerating the numerous duties that a worker must perform. On the other hand, the Difficulty Analysis establishes which of the duties cause the employee the greatest amount of troubles and how this trouble can be reduced through better training.

6. Problem Solving Conference Another time-tested technique for gathering needs analysis material from employees is to conduct periodic problem solving conferences which may take the form of or be part of a plan for a new product, task or technology, or tied in with a training program It is always helpful to utilize an outside consultant to moderate such sessions. This outside sponsorship has a tendency of letting the workers express their feelings about his organization, and the session can then be geared to training needs. The current problems will evolve that represent potential areas for training. 7. Appraisal Reviews During the periodic counseling performance interview, an employee should be ques- tioned regarding the duties and training of a worker. Comments rendered during the appraisal interviews normally are genuine, and can frequently assist in establishing the needs, variations and penetrations that a training program should include. Feed- back at appraisal interview time is valuable since it is timely information. Training needs differ from worker to worker, and appraisal sessions allow the employee and supervisor / manager to uncover the cause of weaknesses in performance. These deficiencies represent areas for training. METHODS OF TRAINING: There are various methods of training, which can be divided in to cognitive and behavioral methods. Trainers need to understand the pros and cons of each method, also its impact on trainees keeping their background and skills in mind before giving training.
COGNITIVE METHODS:

Cognitive methods are more of giving theoretical training to the trainees. The various methods under Cognitive approach provide the rules for how to do something, written or verbal information, demonstrate relationships among concepts, etc. These methods are associated with changes in knowledge and attitude by stimulating learning. The various methods that come under Cognitive approach are:

LECTURE METHOD:

It is one of the oldest methods of training. This method is used to create understanding of a topic or to influence behavior, attitudes through lecture. A lecture can be in printed or oral form. How it is done: Lecture is telling someone about something. Lecture is given to enhance the knowledge of listener or to give him the theoretical aspect of a topic. Training is basically incomplete without lecture. When the trainer begins the training session by telling the aim, goal, agenda, processes, or methods that will be used in training that means the trainer is using the lecture method. It is difficult to imagine training without lecture format. There are some variations in Lecture method. The variation here means that some forms of lectures are interactive while some are not.

Straight Lecture: Straight lecture method consists of presenting information, which the trainee attempts to absorb. In this method, the trainer speaks to a group about a topic. However, it does not involve any kind of interaction between the trainer and the trainees. A lecture may also take the form of printed text, such as books, notes, etc. The difference between the straight lecture and the printed material is the trainers intonation, control of speed, body language, and visual image of the trainer. The trainer in case of straight lecture can decide to vary from the training script, based on the signals from the trainees, whereas same material in print is restricted to what is printed. A good lecture consists of introduction of the topic, purpose of the lecture, and priorities and preferences of the order in which the topic will be covered. Advantages: Less expensive Can be reached large number of people at once Knowledge building exercise

Disadvantages:
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Inability to identify and correct misunderstandings Less effective because lectures require long periods of trainee inactivity No feedback

DEMONSTRATION METHOD:

This method is a visual display of how something works or how to do something. As an example, trainer shows the trainee show to perform or how to do the tasks of the job. In order to be more effective, demonstration method should be should be accompanied by the discussion or lecture method. How it is done: To carry out an effective demonstration, a trainer first prepares the lesson plan by breaking the task to be performed into smaller modules, easily learned parts. Then, the trainer sequentially organizes those modules and prepares an explanation for why that part is required. While performing the demonstration, trainer: demonstrates the task by describing how to do, while doing Helps the focusing their attention on critical aspects of the task Tells the trainees what you will be doing so they understand what you will be showing them Explains why it should be carried out in that way

The difference between the lecture method and the demonstration method is the level of involvement of the trainee. In the lecture method, the more the trainee is involved, the more learning will occur. The financial costs that occur in the demonstration method are as follows: Cost of training facility for the program Cost of materials that facilitate training Food, travel, lodging for the trainees and the trainers Compensation of time spent in training to trainers and trainee
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Cost related to creating content, material Cost related to the organization of the training

Advantages: This method of teaching serves as model laboratory instruction. Experiment shown as demonstration points out this matter of observation and indicates this inference. It makes the pupils familiar with the nature and use of apparatus. Experiments requiring special skill will merely be shown by the teacher. In this method no time is wasted. Teacher's time is properly utilized in watching the students doing experiments. While doing practical, there remains no necessity for explaining except educating precautions. Disadvantages: There is danger of students being dishonest when teacher has to play the main role in the discussion and demonstration of the topic. Teachers may be tempted to lecture rather than to teach. Teachers do not try for more experiments than those given in the text book prescribed. Oral discussion may not be encouraged, since it will go to restrict the demonstration experiment. Practical as required may not go hand in hand with demonstration work.

DISCUSSION TRAINING METHOD:

This method uses a lecturer to provide the learners with context that is supported, elaborated, explains, or expanded on through interactions both among the trainees and between the trainer and the trainees. The interaction and the communication between these two make it much more effective and powerful than the lecture method. If the Discussion method is used with proper sequence i.e. lectures, followed by discussion and questioning, can achieve higher level knowledge objectives, such as problem solving and principle learning.
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How it is done: The Discussion method consists a two-way flow of communication i.e. knowledge in the form of lecture is communicated to trainees, and then understanding is conveyed back by trainees to trainer. Understanding is conveyed in the form of verbal and non-verbal feedback that enables the trainer to determine whether the material is understood. If yes, then definitely it would help out the trainees to implement it at their workplaces and if not, the trainer may need to spend more time on that particular area by presenting the information again in a different manner. Questioning can be done by both ways i.e. the trainees and the trainer. When the trainees ask questions, they explain their thinking about the content of the lecture. A trainer who asks questions stimulates thinking about the content of the lecture. Asking and responding questions are beneficial to trainees because it enhance understanding and keep the trainees focused on the content. Besides that, discussions, and interactions allow the trainee to be actively engaged in the material of the trainer. This activity helps in improving recall. Advantages: We aren't learning from just the instructor. We get to hear a wider range of opinions and learn from many people... and contribute and teach others ourself. The discussion will necessarily get deeper than a lecture, and will probably apply more to everyday life, since students often focus on their own experiences to back up their points. Disadvantages: Takes a lot more time. Could devolve into an argument if the teacher doesn't strictly control it... and even then, sometimes.
COMPUTER BASED TRAINING (CBT)

With the worldwide expansion of companies and changing technologies, the demands for knowledge and skilled employees have increased more than ever, which in turn, is putting

pressure on HR department to provide training at lower costs. Many organizations are now implementing CBT as an alternative to classroom based training to accomplish those goals. Some of the benefits of Computer Based Training are: According to a recent survey, about 75% of the organizations are providing training to employees through Intranet or Internet. Internet is not the method of training, but has become the technique of delivering training. The growth of electronic technology has created alternative training delivery systems. CBT does not require face to face interaction with a human trainer. This method is so varied in its applications that it is difficult to describe in concise terms. The various methods that come under Cognitive approach are: INTELLEGENT TUTORIAL SYSTEM(ITS) PROGRAMMED INSTRUCTION (PI) VIRTUAL REALITY

Advantages: easy delivery of training to users opportunities for group training (asynchronous and synchronous) as well as individual training multi-platform capabilities (Windows, Mac, UNIX, PDA, phone, other wireless devices) easy updating of content quicker turnaround of finished product requires less technical support billing options by user ID, number of accesses, date/time of access access is controllable options for installations on private networks for security or greater bandwidth options to link with other training systems multitasking capability suitable for electronic performance support systems (EPSS) vast market for distributed training
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growing level of acceptance

Disadvantages: bandwidth/browser limitations may restrict instructional methodologies limited bandwidth means slower performance for sound, video, and intense graphics someone must provide server access, control usage, bill users

BEHAVIORAL METHODS:

Behavioral methods are more of giving practical training to the trainees. The various methods under Behavioral approach allow the trainee to behavior in a real fashion. These methods are best used for skill development.

Games and Simulations are structured and sometimes unstructured, that are usually played
for enjoyment sometimes are used for training purposes as an educational tool. Training games and simulations are different from work as they are designed to reproduce or simulate events, circumstances, processes that take place in trainees job. A Training Game is defined as spirited activity or exercise in which trainees compete with each other according to the defined set of rules. Simulation is creating computer versions of real-life games.

Simulation is about imitating or making judgment or opining how events might occur in a real situation. It can entail intricate numerical modeling, role playing without the support of technology, or combinations.

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BEHAVIOR MODELING:

Behavior Modeling uses the innate inclination for people to observe others to discover how to do something new. It is more often used in combination with some other techniques. Procedure of Behavior Modeling Technique How it is done: In this method, some kind of process or behavior is videotaped and then is watched by the trainees. Games and simulation section is also included because once the trainees see the videotape, they practice the behavior through role plays or other kind of simulation techniques. The trainee first observes the behavior modeled in the video and then reproduces the behavior on the job. The skills that are required to build up are define A brief overview of the theory is then provided to the trainers Then, trainees are given instructions that what specific learning points or critical behavior they have to watch Then the expert is used to model the suitable behaviors Then, the trainees are encouraged to practice the suitable behavior in a role play or through any other method of simulation Trainees are then provided with some opportunities to give reinforcement for appropriate imitation of the models behavior In the end, trainer ensures that trainees appropriately reinforces the behavior on the work place.
BUSINESS GAMES:

Business games are the type of simulators that try to present the way an industry, company, organization, consultancy, or subunit of a company functions. Basically, they are based on the set of rules, procedures, plans, relationships, principles derived from the research. In the business games, trainees are given some information that describes a particular situation and are then

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asked to make decisions that will best suit in the favor of the company. And then the system provides the feedback about the impact of their decisions. Again, on the basis of the feedback they are asked to make the decisions again. This process continues until some meaningful results do not came out or some predefined state of the organization exists or a specified number of trails are completed. As an example, if the focus is on organization's financial state, the game may end when the organization reach at desirable or defined profitability level. Advantages:

It develops leadership skills It improves application of total quality principle It develops skills in using quality tool It strengthen management skill It demonstrates principles and concepts It explores and solves complex problem

CASE STUDIES:

Case Studies try to simulate decision making situation that trainees may find at their work place. It reflects the situations and complex problems faced by managers, staff, HR, CEO, etc. The objective of the case study method is to get trainees to apply known concepts and ideologies and ascertain new ones. The case study method emphasize on approach to see a particular problem rather

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than a solution. Their solutions are not as important as the understanding of advantages and disadvantages. Procedure of the Case Study Method: The trainee is given with some written material, and the some complex situations of a real or imaginary organization. A case study may range from 50 to 200 pages depending upon the problem of the organization. A series of questions usually appears at the end of the case study. The longer case studies provide enough of the information to be examined while the shorter ones require the trainee to explore and conduct research to gather appropriate amount of information. The trainee then makes certain judgment and opines about the case by identifying and giving possible solutions to the problem. In between trainees are given time to digest the information. If there is enough time left, they are also allowed to collect relevant information that supports their solution. Once the individuals reach the solution of a problem, they meet in small groups to discuss the options, solutions generated. Then, the trainee meets with the trainer, who further discusses the case.

Advantages: Building decision making skills Assessing and developing Knowledge, Skills and Attitudes (KSAs) Developing communication and interpersonal skills Developing management skills Developing procedural and strategic knowledge

Disadvantages: May not see relevance to own situation Insufficient information can lead to inappropriate results Not appropriate for elementary level
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With a researcher observing the specimen closely, the specimen is likely to change their behavior

IN BASKET TECHNIQUE

In-Basket Technique It provides trainees with a log of written text or information and requests, such as memos, messages, and reports, which would be handled by manger, engineer, reporting officer, or administrator. Procedure of the in basket Technique: In this technique, trainee 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 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. Advantages: Building decision making skills Assess and develops Knowledge, Skills and Attitudes (KSAs) Develops of communication and interpersonal skills Develops procedural knowledge

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ROLE PLAY:

Role play is a simulation in which each participant is given a role to play. Trainees are given with some information related to description of the role, concerns, objectives, responsibilities, emotions, etc. Then, a general description of the situation, and the problem that each one of them faces, is given. For instance, situation could be strike in factory, managing conflict, two parties in conflict, scheduling vacation days, etc. Once the participants read their role descriptions, they act out their roles by interacting with one another. Advantages: Developing interpersonal skills and

communication skills Conflict resolution Group decision making Developing insight into ones own

behavior and its impact on others There are various types of role plays, such as: Multiple Role Play In this type of role play, all trainees are in groups, with each group acting out the role play simultaneously. After the role play, each group analyzes the interactions and identifies the learning points. Single Role Play One group of participants plays the role for the rest, providing demonstrations of situation. Other participants observe the role play, analyze their interactions with one another and learn from the play. Role Rotation It starts as a single role play. After the interaction of participants, the trainer will stop the role play and discuss what happened so far. Then the participants are asked to exchange characters. This method allows a variety of ways to approach the roles. Spontaneous Role Play In this kind of role play, one of the trainees plays herself while the other trainees play people with whom the first participant interacted before.

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ON THE JOB TRAINING:

The most frequently used method in smaller organizations that is on the job training. This method of training uses more knowledgeable, experienced and skilled employees, such as mangers, supervisors to give training to less knowledgeable, skilled, and experienced employees. OJT can be delivered in classrooms as well. This type of training often takes place at the work place in informal manner. Some key points on on the job Training: on the job Training is characterized by following points It is done on ad-hoc manner with no formal procedure, or content At the start of training, or during the training, no specific goals or objectives are developed Trainers usually have no formal qualification or training experience for training Training is not carefully planned or prepared The trainers are selected on the basis of technical expertise or area knowledge

Formal OJT programs are quite different from informal OJT. These programs are carried out by identifying the employees who are having superior technical knowledge and can effectively use one-to-one interaction technique. The procedure of formal on the job training program is: The participant observes a more experienced, knowledgeable, and skilled trainer (employee) The method, process, and techniques are well discussed before, during and after trainer has explained about performing the tasks When the trainee is prepared, the trainee starts performing on the work place The trainer provides continuing direction of work and feedback
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The trainee is given more and more work so that he accomplishes the job flawlessly

The four techniques for on the job development are:

COACHING:

Coaching is one of the training methods, which is considered as a corrective method for inadequate performance. According to a survey conducted by International Coach Federation (ICF), more than 4,000 companies are using coach for their executives. These coaches are experts most of the time outside consultants. Procedure of the Coaching: The procedure of the coaching is mutually determined by the executive and coach. The procedure is followed by successive counseling and meetings at the executives convenience by the coach. Understand the participants job, the knowledge, skills, and attitudes, and resources required to meet the desired expectation Meet the participant and mutually agree on the objective that has to be achieved Mutually arrive at a plan and schedule At the job, show the participant how to achieve the objectives, observe the performance and then provide feedback Repeat step 4 until performance improves

For the people at middle level management, coaching is more likely done by the supervisor; however experts from outside the organization are at times used for up and coming managers. Again, the personalized approach assists the manger focus on definite needs and improvement. Advantages: Achievement of goals.

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Coaching may encourage you to achieve your goals. It may teach you a practical method to approach problems and work your way through or around them. Personal Growth.

All coaching proceeds at the rate you require. This can help you learn faster and essentially grow much more quickly than if you were left on your own to tutor or train yourself. Disadvantages: Coaching Costs.

Coaches have to make a living, just like everyone else. As a result, they will charge you for their services. This can be difficult if you are on a low or reduced income as such services are inevitably costly. Personal Matching.

Training with coaches always involves a working relationship with them. The problems of personal contact in a pressurized environment with another human being can sometimes be awkward. Some coaches may not necessarily get along with you, and this will impact on the standard of coaching you receive. Standard of teaching.

The coach needs to be accredited, as well as having a proven track record. There is no point in employing a coach who has poor teaching methods or doesn't know his subject particularly well. This is more likely to regress you rather than progress you. Conflicting goals.

Be very sure of what you are trying to achieve in employing a coach in the first place. If your goals do not match each other, for instance wanting to run a marathon but at the same time looking to have more time to relax in, then the coaching will be difficult, if not impossible.

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JOB ROTATION:

For the executive, job rotation takes on different perspectives. The executive is usually not simply going to another department. In some vertically integrated organizations, for example, where the supplier is actually part of same organization or subsidiary, job rotation might be to the supplier to see how the business operates from the supplier point of view. Learning how the organization is perceived from the outside broadens the executives outlook on the process of the organization. Or the rotation might be to a foreign office to provide a global perspective. An organized and helpful way to develop talent for the management or executive level of the organization is job rotation. It is the process of preparing employees at a lower level to replace someone at the next higher level. It is generally done for the designations that are crucial for the effective and efficient functioning of the organization. Advantages: Some of the major benefits of job rotation are: It provides the employees with opportunities to broaden the horizon of knowledge, skills, and abilities by working in different departments, business units, functions, and countries Identification of Knowledge, skills, and attitudes (KSAs) required It determines the areas where improvement is required Assessment of the employees who have the potential and caliber for filling the position

Disadvantage: A disadvantage for job rotation is that because staff members would be performing different tasks, if they discover it as a weakness, the task wont be performed as well as by someone that is strong at it. Another disadvantage is that staff could be rotated away from a task that they
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enjoy, or perform very well to a high standard which could lead to other staff members not performing the same tasks as well.
MENTORING:

Mentoring is an ongoing relationship that is developed between a senior and junior employee. Mentoring provides guidance and clear understanding of how the organization goes to achieve its vision and mission to the junior employee. The meetings are not as structured and regular than in coaching. Executive mentoring is generally done by someone inside the company. The executive can learn a lot from mentoring. By dealing with diverse mentees, the executive is given the chance to grow professionally by developing management skills and learning how to work with people with diverse background, culture, and language and personality types. Executives also have mentors. In cases where the executive is new to the organization, a senior executive could be assigned as a mentor to assist the new executive settled into his role. Mentoring is one of the important methods for preparing them to be future executives. This method allows the mentor to determine what is required to improve mentees performance. Once the mentor identifies the problem, weakness, and the area that needs to be worked upon, the mentor can advise relevant training. The mentor can also provide opportunities to work on special processes and projects that require use of proficiency. Some key points on Mentoring Mentoring focus on attitude development Conducted for management-level employees Mentoring is done by someone inside the company It is one-to-one interaction
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It helps in identifying weaknesses and focus on the area that needs improvement

Advantages: Access to a support system during critical stages of your academic and career development An insider's perspective on navigating your career Clearer understanding and enhancement of academic and career plan Exposure to diverse perspectives and experiences Direct access to powerful resources within your profession Identification of skill gaps Greater knowledge of career success factors The foundation of a lasting professional network

Disadvantages: There can be some problems, mentor and mentee may not get on; the mentor might be keen but not psychologically suitable for mentoring or may be transmit to the mentee bad attitudes towards the organization. Also the mentee might not consider the mentor to be sufficiently wellqualified to undertake the job.
JOB INSTRUCTION TECHNIQUE (JIT)

Job Instruction Technique (JIT) uses a strategy with focus on knowledge (factual and procedural), skills and attitudes development. Procedure of Job Instruction Technique (JIT) JIT consists of four steps: Plan This step includes a written breakdown of the work to be done because the trainer and the trainee must understand that documentation is must and important for the familiarity of work. A trainer who is aware of the work well is likely to do many things and in the process might miss few things. Therefore, a structured analysis and proper

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documentation ensures that all the points are covered in the training program. The second step is to find out what the trainee knows and what training should focus on. Then, the next step is to create a comfortable atmosphere for the trainees i.e. proper orientation program, availing the resources, familiarizing trainee with the training program, etc. Present In this step, trainer provides the synopsis of the job while presenting the participants the different aspects of the work. When the trainer finished, the trainee demonstrates how to do the job and why is that done in that specific manner. Trainee actually demonstrates the procedure while emphasizing the key points and safety instructions. Trial This step actually a kind of rehearsal step, in which trainee tries to perform the work and the trainer is able to provide instant feedback. In this step, the focus is on improving the method of instruction because a trainer considers that any error if occurring may be a function of training not the trainee. This step allows the trainee to see the after effects of using an incorrect method. The trainer then helps the trainee by questioning and guiding to identify the correct procedure. Follow-up In this step, the trainer checks the trainees job frequently after the training program is over to prevent bad work habits from developing.
OFF THE JOB TRAINING:

Under these methods, employees are trained out of their usual workshop and offices. In other words, they are away from their regular workplaces. Usually, off the job training methods are theoretical. General principles and rules are given systematically to participants in these training methods. The trainee is not regarded as a productive worker from the beginning, the initial work often consisting of exercises. Off the job training may take place on the employers premises, at a training center attended by trainees from several employers, or at a college. Common methods of off-the-job training include: Day release (employee takes time off work to attend a local college or training centre)
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Distance learning / evening classes Block release courses - which may involve several weeks at a local college Sandwich courses - where the employee spends a longer period of time at college (e.g. six months) before returning to work Sponsored courses in higher education Self-study, computer-based training

ADVANTAGES: Off the job training allows the trainee to acquire skills and knowledge in a setting-away from the day-to day job pressures. For instance, the building mechanic, assembly-line worker and chemical plant operator can each learn their jobs without worrying about a boiler explosion, the stoppage of an entire assembly line or the faulty generation of toxic gases. The use of competent outside resource people who are trained trainers. Such people may include technicians, university faculty and consultants. As the training is given by a special instructor, it should be of higher quality. Special equipment, simplified if necessary, can be used. The trainee can learn the job in planned stages, using special exercises to enable the trainee to master particularly difficult aspects. In the long-term off-job training may be less costly because it enables worker to reach higher standards of speed and quality. It is free from the pressures of payment-by-results schemes, noise, danger or publicity. The trainee will learn correct methods from the onset. The trainee does not damage valuable equipment or produce spoiled work or scrap. It is easier to calculate the cost of off-job training because it is more self-contained than on-job. Disadvantages: Depending on the course, the overall cost could prove quite expensive for example; many courses may require an overnight stay at a hotel if the course is outside the area or the
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course itself may prove to be expensive due to the level of expertise or equipment need to deliver the course. As there is no real way to know the abilities both as a trainer and their subject knowledge of the people delivering the external training courses, there is no guarantee that sufficient skills of knowledge will be transfers or valuable. The different learning speeds of individuals who are usually forced to progress at a compromise rate. Not all the learners will be starting at the same knowledge or skill level and there is a risk that those starting at the lowest levels, if account is not taken of this, will be lost from the start. EDUCATION INDUSTRY RELATED PROGRAMS Universities can provide executive education and continuing education programs in leadership, supervision and the like. These can range from one-to-four day programs to executive development programs lasting one to four months. The Advanced Management Program of the Graduate School of Business Administration at Harvard University is one traditional example. A class in this program consists of experienced managers from around the world. It uses cases and lectures to provide top-level management talent with the latest management skills and with practice analyzing complex organizational problems. Many universities offer both credit and noncredit courses intended to help meet the management development needs of organizations. Professors from different universities, good at their branches, inform theoretic side of daily issues to the managers. Professional associations which use many of classroom techniques also offer a wide variety of management development programs. BANKING INDUSTRY: Banker training programs often are geared toward office and administrative staff. The U.S. Bureau of Labor Statistics (www.bls.gov) reported that, in 2008, 64% of banking jobs were held by bank tellers, new accounts clerks and customer service representatives. Management

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positions, such as financial managers and loan and trust officers, accounted for 25% of banking industry positions. Excellent communication and customer service skills, as well as proficiency in math, are necessary for all occupation levels in the banking industry. Banking professionals must be polite, accurate and trustworthy. Many banking professionals must undergo criminal background checks prior to employment. Banker training is often offered through informal, in-house programs. However, those interested in management positions may need to pursue a formal degree in accounting, business administration or finance. Many banks have customized training programs that offer workshops or seminars for future and current banking employees, including bank tellers, clerks, support staff and administrative assistants. These programs typically teach check-handling skills, transaction procedures, account-balancing tasks, counterfeit currency recognition and daily settlement procedures. They also emphasize customer service strategies and emergency preparedness techniques. MEDICAL INDUSTRY: The health care industry, or medical industry, is a sector within the economic system that provides goods and services to treat patients with curative, preventive, rehabilitative, and palliative care. The modern health care sector is divided into many sub-sectors, and depends on interdisciplinary teams of trained professionals and paraprofessionals to meet health needs of individuals and populations. Many healthcare industries have utilized the benefits of Six Sigma training. In the case of this industry, Six Sigma concepts can help in reducing quality issues which may lead to defects which can prove fatal, in extreme cases. It is important to keep in mind, as you read this article, that Six Sigma training is fairly new to the health care industry, and therefore does not have the data supported, systematic evidence to support success that can be gathered within other service sectors.

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In Healthcare and Pharmaceutical Industry, Safety Training is most important since it is crucial to maintain a safe work environment and avoid workplace accidents. Every employee needs to be trained to take safety precautions on the job- to know how to prevent accidents and to learn how to respond to dangerous situations. It is not always possible to have classroom training sessions for this purpose. At the same time training cannot be unduly delayed. In such situations, online safety training ensures timely training for employees, who will then feel confident and reassured at work, which makes them much more productive. Here are some instances where eLearning is valuable for training.... CATEGORIZING APPROACHES OF TRAINING METHOD: Cognitive Lecture Demonstration Discussion Behavioral Role Playing Case Study Games Traditional Case study Lecture Discussion Modern Role play CBT AVT model On-the-job Coaching Mentoring Job Rotation Computer Based Training(CBT) In Basket Training Case study Mentoring JIT method CBT Behavior Modeling Demonstration Distance learning JIT method Lecture Off-the-job Role play Simulation AVT method

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CONCLUSION: Training is a process that contains the trainee and trainer, so its effectiveness is due to the trainers choice about the most suitable training method to the trainee, the training subject and the aim of the training. In order to apply training program there are lots of techniques and every day new methods and techniques are being found. We tried to explain general methods of training. We did three main classifications. It could be classified differently but in the end the methods are various and the most important thing choosing the suitable one. To give the best training the related managers should know about all methods. And they should be careful about that the choice is not only economic decision, it is a complex and important process.

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