Page 115 - DMGT406_HUMAN_RESOURCE_MANAGEMENT

Human Resource Management

Notes toward common goals. However, managers should very well understand that committee
assignments could become notorious time wasting activities.
The above on-the-job methods are cost effective. Workers actually produce while they learn. Since
immediate feedback is available, they motivate trainees to observe and learn the right way of
doing things. Very few problems arise in the case of transfer of training because the employees
learn in the actual work environment where the skills that are learnt are actually used. On-the-job
methods may cause disruptions in production schedules. Experienced workers cannot use the
facilities that are used in training. Poor learners may damage machinery and equipment. Finally,
if the trainer does not possess teaching skills, there is very little benefit to the trainee.

Off-the-Job Training Methods

Under this method of training, the trainee is separated from the job situation and his attention
is focused upon learning the material related to his future job performance. Since the trainee is
not distracted by job requirements, he can focus his entire concentration on learning the job
rather than spending his time in performing it. There is an opportunity for freedom of expression
for the trainees. Off-the-job training methods are as follows:

1. Vestibule Training: In this method, actual work conditions are simulated in a class room.
Material, files and equipment - those that are used in actual job performance are also used
in the training. This type of training is commonly used for training personnel for clerical
and semi-skilled jobs. The duration of this training ranges from a few days to a few weeks.
Theory can be related to practice in this method.
2. Role Playing: It is defined as a method of human interaction that involves realistic behaviour
in imaginary situations. This method of training involves action, doing and practice. The
participants play the role of certain characters, such as the production manager, mechanical
engineer, superintendents, maintenance engineers, quality control inspectors, foreman,
workers and the like. This method is mostly used for developing interpersonal interactions
and relations.

3. Lecture Method: The lecture is a traditional and direct method of instruction. The instructor
organises the material and gives it to a group of trainees in the form of a talk. To be
effective, the lecture must motivate and create interest among the trainees. An advantage
of lecture method is that it is direct and can be used for a large group of trainees. Thus,
costs and time involved are reduced. The major limitation of the lecture method is that it
does not provide for transfer of training effectively.
4. Conference/discussion Approach: In this method, the trainer delivers a lecture and involves
the trainee in a discussion so that his doubts about the job get clarified. When big
organisations use this method, the trainer uses audio-visual aids such as blackboards,
mock-ups and slides; in some cases the lectures are videotaped or audio taped. Even the
trainee's presentation can be taped for self-confrontation and self-assessment. The
conference is, thus, a group-centered approach where there is a clarification of ideas,
communication of procedures and standards to the trainees. Those individuals who have
a general educational background and whatever specific skills are required - such as
typing, shorthand, office equipment operation, filing, indexing, recording, etc. - may be
provided with specific instructions to handle their respective jobs.
5. Programmed Instruction: This method has become popular in recent years. The subject-
matter to be learned is presented in a series of carefully planned sequential units. These
units are arranged from simple to more complex levels of instruction. The trainee goes
through these units by answering questions or filling the blanks. This method is, thus,
expensive and time-consuming.

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