Good train­ing makes the dif­fer­ence

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To develop ef­fec­tive job train­ing in to­day’s labour crunch is cru­cial. It is crit­i­cal to care­fully plan new hir­ing pro­grams and to ed­u­cate em­ploy­ees about the val­ues, his­tory and ‘who’s who’ in the or­ga­ni­za­tion. Stud­ies have found that train­ing of­ten goes to waste be­cause par­tic­i­pants do not have the op­por­tu­nity to put their train­ing into prac­tice, or su­per­vi­sors do not re­in­force the train­ing after it is de­liv­ered.

Most train­ers put their ef­forts into plan­ning and de­liv­er­ing the train­ing con­tent. But the ac­tual task of train­ing pro­grams is to change be­hav­iour, which is ne­glected in most cases. This is the rea­son why re­in­force­ment should be not left to line man­agers and the train­ers must stay in­volved. They need to make sure that peo­ple have op­por­tu­ni­ties to im­ple­ment what they have learned by pro­vid­ing tools to them, run­ning re­fresh­ers and mea­sur­ing re­sults.

While new tech­niques are un­der con­tin­u­ous de­vel­op­ment, sev­eral com­mon train­ing meth­ods have proven highly ef­fec­tive. Good learn­ing and de­vel­op­ment ini­tia­tives of­fer a com­bi­na­tion of sev­eral dif­fer­ent meth­ods that, blended to­gether, could pro­duce an ef­fec­tive train­ing pro­gram.

Ori­en­ta­tions - Ori­en­ta­tion train­ing is vi­tal in en­sur­ing the suc­cess of new em­ploy­ees. Whether the train­ing is con­ducted through an em­ployee hand­book, a lec­ture, or a one-on-one meet­ing with a su­per­vi­sor, new­com­ers should re­ceive in­for­ma­tion on the com­pany’s his­tory and strate­gic po­si­tion, the key peo­ple in

au­thor­ity at the com­pany, the struc­ture of their depart­ment and how it con­trib­utes to the mis­sion of the com­pany. The com­pany’s em­ploy­ment poli­cies, rules, and reg­u­la­tions are also de­liv­ered through a well-de­signed ori­en­ta­tion process.

Lec­tures - Lec­tures are par­tic­u­larly use­ful in sit­u­a­tions when the goal is to im­part the same in­for­ma­tion to a large num­ber of peo­ple at one time. They elim­i­nate the need for in­di­vid­ual train­ing; lec­tures are among the most cost-ef­fec­tive train­ing meth­ods. But lec­tures are ap­pro­pri­ate if the idea is only to dis­sem­i­nate in­for­ma­tion. Since they pri­mar­ily in­volve one-way com­mu­ni­ca­tion, they may not pro­vide the most in­ter­est­ing or ef­fec­tive train­ing. In ad­di­tion, it may be dif­fi­cult for the trainer to gauge the level of un­der­stand­ing of the ma­te­rial within a large group.

Case study - It is a non-di­rected method of study whereby trainees are pro­vided with prac­ti­cal case re­ports to an­a­lyze. The case re­port in­cludes a thor­ough description of a sim­u­lated or real-life sit­u­a­tion. By an­a­lyz­ing the prob­lems pre­sented in the case re­port and de­vel­op­ing pos­si­ble so­lu­tions, trainees can be en­cour­aged to think in­de­pen­dently as op­posed to re­ly­ing upon the di­rec­tion of an in­struc­tor. The main ben­e­fit of the case method is its use of real-life sit­u­a­tions. The mul­ti­plic­ity of prob­lems and pos­si­ble so­lu­tions pro­vide the trainee with a prac­ti­cal learn­ing ex­pe­ri­ence rather than a col­lec­tion of ab­stract knowl­edge.

Role play­ing - Trainees as­sume a role and play out that role within a group. A fa­cil­i­ta­tor cre­ates a sce­nario that is to be acted out by the par­tic­i­pants. While the sit­u­a­tion might be con­trived, the in­ter­per­sonal re­la­tions are gen­uine. Fur­ther­more, par­tic­i­pants re­ceive im­me­di­ate feed­back from the fa­cil­i­ta­tor, al­low­ing bet­ter un­der­stand­ing of their own be­hav­ior. This train­ing method is cost ef­fec­tive and is of­ten ap­plied to mar­ket­ing and man­age­ment train­ing.

Sim­u­la­tions - Sim­u­la­tions are struc­tured com­pe­ti­tions and op­er­a­tional mod­els that em­u­late real-life sce­nar­ios. The ben­e­fits of games and sim­u­la­tions in­clude im­proved prob­lem-solv­ing and de­ci­sion-mak­ing skills, a greater un­der­stand­ing of the or­ga­ni­za­tion, the abil­ity to study ac­tual prob­lems, and the power to cap­ture the trainee’s in­ter­est.

Com­puter-based train­ing - It in­volves com­puter-based in­struc­tional ma­te­ri­als as the pri­mary medium of in­struc­tion. The use of com­puter-based train­ing en­ables a small busi­ness to re­duce train­ing costs while im­prov­ing the ef­fec­tive­ness of the train­ing. Costs are reduced through re­duc­tion in travel, train­ing time, op­er­a­tional hard­ware, equip­ment, etc. Ef­fec­tive­ness is im­proved through stan­dard­iza­tion and in­di­vid­u­al­iza­tion. The present age of cloud com­put­ing has in­creased the flex­i­bil­ity and pos­si­bil­i­ties of CBT pro­grammes.

Team-build­ing ex­er­cises - Team build­ing is the ac­tive cre­ation and main­te­nance of ef­fec­tive work groups with sim­i­lar goals and ob­jec­tives. Not to be con­fused with the in­for­mal, ad-hoc for­ma­tion and use of teams in the work­place, team build­ing is a for­mal process of build­ing work teams and for­mu­lat­ing their ob­jec­tives and goals, usu­ally fa­cil­i­tated by a third-party con­sul­tant. Team build­ing is com­monly ini­ti­ated to com­bat poor group dy­nam­ics, la­bor-man­age­ment re­la­tions, qual­ity, or pro­duc­tiv­ity. By rec­og­niz­ing the prob­lems and dif­fi­cul­ties as­so­ci­ated with the cre­ation and de­vel­op­ment of work teams, team build­ing pro­vides a struc­tured, guided process whose ben­e­fits in­clude a greater abil­ity to man­age com­plex projects and pro­cesses, flex­i­bil­ity to re­spond to chang­ing sit­u­a­tions, and greater mo­ti­va­tion among team mem­bers. Team build­ing may in­clude a broad range of dif­fer­ent train­ing meth­ods, from out­door im­mer­sion ex­er­cises to brain­storm­ing ses­sions. An­a­lysts term the cost of us­ing out­side ex­perts as a draw­back in this con­text.

Ap­pren­tice­ships and in­tern­ships - A form of on-the-job train­ing in which the trainee gets a chance to work with a more ex­pe­ri­enced em­ployee for a pe­riod of time, learn­ing a group of re­lated skills that will even­tu­ally qual­ify the trainee to per­form a new job or func­tion. Ap­pren­tice­ships are of­ten used in pro­duc­tion-ori­ented po­si­tions. In­tern­ships are a form of ap­pren­tice­ship which com­bines on-the-job train­ing un­der a more ex­pe­ri­enced em­ployee with class­room learn­ing.

Job ro­ta­tion - Em­ploy­ees move through a se­ries of jobs in or­der to gain a broader un­der­stand­ing of the re­quire­ments of each. Job ro­ta­tion may be par­tic­u­larly use­ful in small busi­nesses, which may fea­ture less role spe­cial­iza­tion than is typ­i­cally seen in larger or­ga­ni­za­tions

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