Page 124 - DMGT518_TRAINING_AND_DEVELOPMENT_SYSTEM

Unit 8: Training Methods

The development of operatives calls for specific increase in skill and knowledge to perform a Notes
particular job. There are primarily four basic methods in use: (a) on-the-job training, (b) vestibule
school, (c) apprenticeship, and (d) special courses.
(a) On-the-job Training: Since most jobs in an industry can be learned in a relatively short
period of time, this method is the most widely used. It has the advantage of strongly
motivating the trainee to learn since it is not located in the artificial situation of a classroom.
The fact that the success of the system depends almost entirely upon the immediate
supervisor, the trainer, means that the personnel unit has a major responsibility for making
a good, effective teacher out of every supervisor. As outlined in Figure 8.1 the supervisor
typically follows a set procedure in training an employee to perform a particular task. The
suggestions accompanying each step are general guides evolved from both experience
and research.
(b) Vestibule Schools: A vestibule school is operated as a special endeavour by the personnel
department. It usually trains for the same type of job as on-the-job training. The reason for
a vestibule school lies in the law of functional growth. When the amount of training that
has to be done exceeds the capacity of the line supervisor of this training it is evolved from
the line supervisor assigned to the staff through a vestibule school. It should be noted that
this situation sometimes creates typical line-staff difficulties. The Staff School trains the
employee and turns him over to the supervisor. If the employee is deficient in performance,
the supervisor may “pass the buck” to the school and attribute the poor performance to
improper training. The school may return the ball to the supervisor and attribute it to
poor induction that led to the confusion of the employee. The advantages of using the
vestibule school system are the advantages of specialisation. The instructor, a specialist,
may be more skilled at teaching. The student avoids the confusion and pressure of work
situation and thus is able to concentrate on learning. More individualised instruction can
be given, and training activities do not interfere with the regular processes of production.
(c) Apprenticeship Programmes: The third system of training, apprenticeship programmes, is
designed for a higher level of skill. Apprenticeship programmes tend to be more towards
education than on-the-job training or vestibule schools, where knowledge of doing a craft
or a series of related jobs is involved.

There are two types of apprentices; one who is engaged voluntarily by an employer is
classified as a workman under the Industrial Employment (Standing Orders) Act, 1946.
Second is a learner who is paid an allowance under the Apprentice Act and is a trainee and
not a work of the employer. The Apprentice Act, 1961 attempts to regulate and control the
training of apprentices in trade and to supplement the availability of trained technical
personnel for the industry. The Act was amended in 1973 to provide for practical training
to the graduate engineers and diploma holders, thereby improving their employment
potential. The employer and the apprentice must enter into a contract of apprenticeship
which is registered with the Apprenticeship Adviser of the Government. Depending upon
the designated trade, the period of apprenticeship varies from one to four years.
The employer should make suitable arrangements in his establishment for imparting
practical training to the apprentices engaged under him. He should appoint a qualified
person as the learning-in-charge of the apprentices.

(d) Special Courses: The last system of operative training may be classified by some as
education rather than training. Yet special courses, such as shop mathematics or blueprint
reading, cannot be labelled as general education and can be directly related to person’s
particular job.

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