Page 113 - DMGT406_HUMAN_RESOURCE_MANAGEMENT

Human Resource Management

Notes workplace; off-the-job training, on the other hand, requires that trainees learn at a location other
than the real workspot. Some of the widely used training methods are listed below.

On-the-Job Training Methods

1. Job Instruction Training (JIT): The JIT method (developed during World War II) is a four-
step instructional process involving preparation, presentation, performance try out and
follow up. It is used primarily to teach workers how to do their current jobs. A trainer,
supervisor or co-worker acts as the coach. The four steps followed in the JIT methods are:
(i) Present Overview: The trainee receives an overview of the job, its purpose and its
desired outcomes, with a clear focus on the relevance of training.

(ii) Demonstrate and Show the way: The trainer demonstrates the job in order to give the
employee a model to copy. The trainer shows a right way to handle the job.
(iii) Copy and Handle the Job independently: Next, the employee is permitted to copy the
trainer's way. Demonstrations by the trainer and practice by the trainee are repeated
until the trainee masters the right way to handle the job.

(iv) Follow-up: In this step, the trainer checks the trainee's job frequently after the training
programme is over to prevent bad work habits from developing.
2. Coaching: Coaching is a kind of daily training and feedback given to employees by
immediate supervisors. It involves a continuous process of learning by doing. It may be
defined as an informal, unplanned training and development activity provided by
supervisors and peers. In coaching, the supervisor explains things and answers questions;
he throws light on why things are done the way they are; he offers a model for trainees to
copy; conducts lot of decision making meetings with trainees; procedures are agreed upon
and the trainee is given enough authority to make divisions and even commit mistakes.
Of course, coaching can be a taxing job in that the coach may not possess requisite skills to
guide the learner in a systematic way. Sometimes, doing a full day's work may be more
important than putting the learner on track.
3. Mentoring: Mentoring is a relationship in which a senior manager in an organisation
assumes the responsibility for grooming a junior person. Technical, interpersonal and
political skills are generally conveyed in such a relationship from the more experienced
person. A mentor is a teacher, spouse, counsellor, developer of skills and intellect, host,
guide, exemplar, and most importantly, supporter and facilitator in the realisation of the
vision the young person (protégé) has about the kind of life he wants as an adult. The main
objective of mentoring is to help an employee attain psychological maturity and
effectiveness and get integrated with the organisation. In a work situation, such mentoring
can take place at both formal and informal levels, depending on the prevailing work
culture and the commitment from the top management. Formal mentoring can be very
fruitful, if management invests time and money in such relationship building exercises.
Mentoring in India is based on the time-honoured guru-shishya relationship where the
guru would do everything to develop the personality of the shishya, offering emotional
support, and guidance. When young people are bombarded with conflicting viewpoints -
about how things should go - from a series of advisors, they may find it difficult to get
ahead with confidence. Mentoring can succeed if (i) there is genuine support and
commitment from top management, (ii) mentors take up their job seriously and transfer
ideas, skills and experiences in a systematic way, and (iii) mentees believe in the whole
process and carry out things in an appropriate manner.

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