What is the training method in which trainees are exposed to different jobs functions and areas within an organization?

Businesses and organisations of all sizes are constrained by limited resources, but they need to utilise those resources to achieve their organisational goals. Implementing effective Human Resources (HR) training methods is essential to get the most out of your budget, keep recruitment costs down, and elevate your employees so that they’re skilled and efficient members of the workforce working towards your common goals.

The most effective training methods vary depending on the learning styles of your trainees, the number of trainees, the content and skills you’re teaching, and the environment within which you conduct the training. By balancing these variables among available training options, you can find the right HR Training Methods for your organisation. 

Choosing a particular training method may seem like a daunting task, but as with any complex decision-making, it’s best to break it down. Let’s examine what might make any HR training methods most effective for you. 

What is the Purpose of HR training?

Training employees gives them the opportunity to better their skills, gain technical knowledge, increase their morale and enables them to evolve towards more challenging roles. When done right, HR training increases employee retention and satisfaction while simultaneously increasing the productivity and efficiency of the workforce to maintain the organisation’s competitive edge and relevancy in the industry.

What are the Different HR Training Methods?

Some of the most commonly used HR training methods include:

Case Study - By examining documented experiences of others, this method can enhance problem solving skills, increase confidence, develop incumbent knowledge, and strengthen analytical skills of trainees as they study real world cases. 

Games-Based Training - By using game play as a tool for simulated situations with defined learning outcomes, learners use their initiative, logical, and cognitive abilities to problem-solve and develop skills that they can then apply to the real world.

Internship - A period of work experience offered by an organisation, with or without pay, for the opportunity to learn on the job through peer guidance or to complete requirements for education or other qualifications.

Job Rotation - Provides an opportunity to broaden the skillsets of individual employees by rotating them through different positions to gain on the job experience, understanding, and exposure to different roles.

Job Shadowing - This method enables trainees to follow and observe an experienced employee while they work, to learn from their experience, and understand what is required of the role. 

Lecture - A popular training method whereby an expert in a specific field provides an educational talk to a group of employees. Lecturers can incorporate many other training methods into their presentation.

Mentoring and Apprenticeship - A partnership between a mentor and a mentee or an apprentice where an experienced tradesman will teach their trade and pass on knowledge and skills to a new hire via on the job training. A mentor can be a life-long training method relationship.

Programmed Instruction - A method of presenting a subject matter from a research based system in a series of controlled steps, with corresponding activities to improve retention. It can be in the form of a multiple choice questionnaire or activity-based.

Role-Modeling - Similar to mentoring, a role model is someone that is looked up to as a good example to emulate. They can inspire others to follow, imitate, and learn from them. This can be formal or informal.

Role Play - A technique encouraging learners to spontaneously practice a task or scenario in a realistic manner to gain experience, confidence, and provide feedback to help them in real life situations in their day to day roles.

Simulation - Similar to Role Play, simulation is a programmed reality that simulates real life work situations and is designed to respond based on what the trainee does. The trainees can put knowledge and skills into practice through hands-on activities to learn by experience.

Stimulus Based Training - Using types of stimulus such as music, art, or narratives to stimulate relaxation in the trainees and help them learn by creating a conducive environment.

Team Training - An interactive style of training to encourage team building, to train a whole team on a specific skill, or to improve mutual knowledge within the team.

Traditional vs. Modern Day Training Methods

Teaching styles have evolved considerably throughout the ages. More traditional methods include recitation and memorisation techniques, where trainees would be called upon to recite lessons and be tested on their memorisation skills. Modern day training methods are more progressive, focusing on different learning styles that include more interaction, recall, demonstration, and collaboration.

By using a mix of traditional and modern day training methods within a training session, HR teams can ensure individuals of all learning styles have a better chance of understanding and retention. It is important to identify your students’ learning styles during the assessment and development stage of training so you can use the most effective techniques to aid their learning. 

Individual vs. Group Learning Considerations

Individual learning encourages students to work at their own pace and manage their time effectively. For some learners, this is preferred while others may struggle with this; trainers can also teach study skills to help trainees who find this style difficult. 

Group learning usually takes more planning from the trainer. Training can proceed at a faster pace since they can work together and help each other with the materials. The trainer should assign tasks and roles for each group member and explain expectations thoroughly. Additionally, activities should be closely monitored by the trainer to assess their level of understanding.

How to Choose the Right Training Method?

One thing we’ve learnt through generations of training techniques is that everyone learns differently and some people may be more receptive to certain training techniques than others. Choosing the correct training method comes down to the many variables we’ve discussed. It’s important to ask yourself these questions when deciding which training methods will be the best:

How many people do you need to train?

Some people will learn better in smaller groups and some training methods work better and can be easily monitored in smaller groups. If you have a larger group, you may be better off splitting them into smaller groups, but this can be time and resource limited. 

How will you train your employees?

Just as there are different teaching methods, there are also different learning styles. Different learning styles have influenced the way we learn and there is significant overlap between the different styles in any individual. Examples of learning styles include:

• Visual (spatial): Need to see and observe what is being taught.
• Aural (auditory): Need to hear the content to fully process it.
• Verbal (linguistic): Repeating or speaking out loud reinforced learning.
• Physical (kinesthetic): Need to perform tasks to learn.
• Logical (mathematical): Need logical constructs and systematic learning.
• Social (interpersonal): Need to engage with others to learn best.
• Solitary (intrapersonal): Need to work alone to learn best.

What are the objectives for the training?

Training objectives usually focus on organisational goals, individual goals, job role goals, or industry-specific goals to improve the competency, function, and performance of your workforce. Determining and implementing objectives for your training during the planning and development stages gives the training purpose and measurable outcomes. Explaining the objectives for training to your learners also encourages them to set their own goals, establish what they want out of the training, and direct their learning. 

What Tools and Certifications are Suitable? 

There are many courses available, both online and in person, to improve HR training methods and specialise in key fuctions of leadership development training, team profiling and workplace behaviour assessments. Some of these lead to certifications recognised in the HR field. These can be a part of a larger certification program or standalone courses for specific skills. For more details, contact an HR consultancy or your relevant Human Resources professional organisation to learn about their offerings. 

The DISC Profile is an exceptional tool that can aid HR trainers in assessing their employees and determining team dynamics in a training environment. By identifying an individual’s personality profile based on their DISC Personality Assessment, HR trainers can better customise training to meet the needs of the organisation and the workforce. 

Unformatted text preview: 1 Lesson 9: On-the-Job Training CHAPTER 7 On-­the-­Job Training Methods On-­‐the-­‐Job Training Methods 1. Job instruction training. A formalized, structured, and systematic approach to on-­‐ the-­‐job training that consists of four steps: preparation, instruction, performance, and follow-­‐up. 2. Performance aid. A device that helps an employee perform his/her job. 3. Job rotation. A training method in which trainees are exposed to many functions and areas within an organization. 4. Apprenticeship. Training for skill trades workers that combines on-­‐the-­‐job training with classroom instruction. 5. Coaching. A training method in which a more experienced and knowledgeable person is formally called upon to help another person develop the insights and techniques pertinent to the accomplishment of their job. 6. Mentoring. A method in which a senior member of an organization takes a personal sinterest in the career of a junior employee. On-­‐the-­‐Job Training (OJT) Methods - On-­‐the-­‐job training: A training method in which a trainee receives instruction and training at his or her workstation from a supervisor or an experienced co-­‐worker Approaches to On-­‐the-­‐Job Training On-­the-­spot lecture Gather trainees into groups and tell them how to do the job. Viewed performance/Feedback Watch the person at work and give constructive feedback, such as when the sales manager makes a call with a new salesperson. Following Nellie The supervisor trains a senior employee, who in turn trains new employees (showing the ropes). 2 Job-­aid approach A job aid (step-­‐by-­‐step instructions or video) is followed while the trainer monitors performance. The training step The trainer systematically introduces the task. Sequence Following a planned sequence. On-­‐the-­‐spot lecture, gather trainees into groups, and tell them how to do the job. - OJT is especially useful for small businesses because of the limited investment needed to conduct the training - it has been described as the most misused. o on-­‐the-­‐job training is often not well planned or structured. o most people assigned the task of training others on the job have not received training on how to be a trainer. - Another problem is that poor employees teach undesirable work habits and attitudes to new employees. - Other problems occur when those doing the training are worried that newly trained employees will one day take over their jobs. Some trainers might abuse their position by making the trainee do all the dirty work and the trainee might not learn important skills. - The main problem with the traditional unstructured approach to on-­‐the-­‐job training is that it results in training that is inconsistent, inefficient, and ineffective. However, when the process is carefully planned and structured, it can be a highly effective and efficient method of training Job Instruction Training - Job instruction training: A formalized, structured, and systematic approach to on-­‐the-­‐job training that consists of four steps: preparation, instruction, performance, and follow up To some extent, job instruction training incorporates the principles of behaviour modelling. - With job instruction training, the trainer demonstrates task performance on the job and then provides the trainee with opportunities to practise while the trainer provides feedback and reinforcement. The trainer then monitors the trainees’ performance on the job. Thus, like behaviour modelling, job instruction training involves observation, rehearsal, reinforcement, and transfer 3 Preparation Step - During the preparation step, the trainer breaks down the job into small tasks, prepares all the equipment and supplies necessary to do the task, and allocates a time frame to learn each task. - A key activity during the preparation step is to develop a communication strategy that fits the trainee and to find out what the trainee already knows. - The second part of preparation concerns the trainee. There are three stages: o putting the trainee at ease, o guaranteeing the learning, and building interest o showing personal advantage Building Interest and Showing Personal Advantage - pointing out some personal gain helps to create interest. Instruction Step - The instruction step involves telling, showing, explaining, and demonstrating the task to the trainee Show the Trainee How to Perform the Job • Be sure to break the job into manageable tasks and present only as much as • • • • can be absorbed at one time. Remember that individuals learn at different speeds, so while some trainees might be able to learn six or seven sequences at once, others can absorb only four or five. Repeat Step 1 as necessary and be patient. Don’t forget to tell why as well as how. Point out possible difficulties as well as safety procedures. Encourage questions. Repeat and Explain Key Points in More Detail • Safety is especially important. • • Take the time to show how the job fits into any larger systems. Show why the job is important. 4 • • • Show why key points are more important than others. Repeat Step 2 as necessary and be patient. Encourage questions. Allow the Trainee to See the Whole Job Again • Ask questions to determine the level of comprehension. • • Repeat Step 3 as necessary and be patient. Encourage questions. Performance Step - During the performance step, the trainee performs the task under the trainer’s guidance and the trainer provides feedback and reinforcement Ask the Trainee to Perform Less Difficult Parts of the Job • Try to ensure initial success. • Don’t tell how. If possible, ask questions, but try to keep trainee’s frustration level low. • Ask the trainee to explain the steps. Allow the Trainee to Perform the Entire Job • Gently suggest improvements where necessary. • • Provide feedback on performance. Reinforce correct behaviour. Follow-­‐up Step - In the follow-­‐up step, the trainer monitors the trainee’s performance. Tips for Trainers - Sloman developed a set of rules for effective on-­‐the-­‐job training based on a study of three British National Training Award winners 1. job instruction training should not be managed differently from other types of training. 2. it should be integrated with other training methods. 5 3. ownership must be maintained even when consultants are used. 4. trainers must be chosen with care and trained properly. - Once suitable individuals are found they should be trained (train-­‐the-­‐ trainer) and then recognized and rewarded for training others. Performance Aids - Performance aid: A device that helps an employee perform his/her job Performance aids can be: o signs or prompts (“Have you turned off the computer?”) o trouble-­‐shooting aids (“If the red light goes on, the machine needs oil”) o instructions in sequence (“To empty the machine, follow the next five steps”) o a special tool or gauge (a long stick to measure how much gas is in an inaccessible tank) o flash cards to help counsel clients o pictures (of a perfectly set table, for example) o posters and checklists - The reasoning behind the use of performance aids is that requiring the memorization of sequences and tasks can take too much training time, especially if the task is not repeated daily. Tips for Trainers Ease in reading, space between letters, colour, boldness, symbols, and graphic language (“Pull Here!”) are all used to communicate more effectively When designing a training program, it is important to consider how performance aids might save time and money 6 Job Rotation - Job rotation: A training method in which trainees are exposed to different jobs, functions, and areas within an organization It broadens an individual’s knowledge and skills by providing him/her with multiple perspectives and areas of expertise. - Job rotation is often used as part of an ongoing career-­‐development program, especially for employees who are destined to management positions. The objective is for an employee to learn a variety of skills from both doing a variety of tasks and by observing the performance of others. - Cross training: Training employees to perform each other’s jobs Cross training not only provides greater flexibility for organizations, but also enables employees to learn and use more skills. - Job rotation is an effective method of training employees who need to learn a variety of skills. Tips for Trainers - A disadvantage of job rotation is that if an employee does not spend enough time in a department or working on an assignment, he or she might not have sufficient time to get up to speed and complete an assignment it is important that job rotation be carefully planned and structured so that trainees receive sufficient exposure and experience on each assignment to make it a worthwhile learning experience - job rotation should be only one component of a training program and learning process and supplemented with classroom instruction and coaching or mentoring Apprenticeships - Apprenticeship: A training method for skilled trades workers that combines on-­‐the-­‐job training and classroom instruction o The practical on-­‐the-­‐job training component makes up 80 percent of the training and is used to teach the requisite skills of a particular trade or occupation. o Classroom instruction, which usually takes place in community colleges, focuses on technical training and comprises a relatively minor portion of apprenticeship programs (20 percent, or 180 hours) 7 - The regulation and administration of apprenticeship programs as well as the certification of tradespersons is the responsibility of the provinces and territories. o The federal government works with the provinces and territories through the Canadian Council of Directors of Apprenticeship (CCDA) to sup-­‐ port the development of a skilled workforce and to facilitate interprovincial mobility of the skilled trades - In the 1950s the federal, provincial, and territorial governments established the Interprovincial Standards Red Seal Program (also known as the Red Seal Program) to facilitate the interprovincial mobility of skilled workers throughout Canada. - Apprentices must be trained and supervised by at least one qualified tradesperson known as a journeyperson and pass a provincial government examination to earn a certificate of qualification. - Apprenticeship training differs from other training methods in that it is regulated through a partnership among government, labour, and industry. - apprenticeships are focused on the collective training needs of specific occupations within broad industrial categories. the skills learned through apprenticeship training are transferable within an occupation across Canada. Tips for Trainers - An increased emphasis on apprenticeship training remains the most effective and practical method of teaching skilled trades occupations and dealing with the skills shortage. - Over the years, the federal government has organized a series of round table meetings with government, business, and labour to find ways to address the skills shortage problem and improve apprenticeship training.28A number of programs have been implemented to encourage students to enter and remain in the skilled trades and for organizations to sponsor apprentices. Benefits of Apprenticeship Training Effective recruitment strategy. Leads to higher retention rates and lower turnover and provides a competitive advantage over non-­‐participating organizations. Two-­way skills development. Mentoring apprentices renews and revitalizes journeypersons’ skills leading to greater productivity. 8 Higher-­quality work. Helps to maintain high standards and quality on the job and develops skills and competencies that meet industry standards and build quality products. Increased productivity. Productivity is increased because apprentices are trained in the company’s systems and work processes. Improved safety. Makes journeypersons more aware of safe work practices as they teach apprentices; makes employees more familiar with the organization’s safety practices leading to fewer accidents which results in reduced compensation costs; and leads to reduced insurance costs for some employers because insurance companies recognize the lower risk of a skilled workforce. Improve company reputation. Demonstrates an organization’s professionalism because it shows it is dedicated to delivering high-­‐quality products through employing highly trained and skilled workers. - recommendations to increase employer participation in apprenticeship training o Educate employers about mentoring o Inform employers that apprenticeship training is industry driven o Provide incentives to employers o Ensure apprentices understand their value. o Encourage employers to participate in talking to their peers. o Build appreciation for skilled labour. Coaching - Coaching: One-­‐on-­‐one individualized learning experience in which a more experienced and knowledgeable person is formally called upon to help another person develop the insights and techniques pertinent to the accomplishment of their job - The coaching process involves the planned use of opportunities in the work environment to improve or to enhance employee strengths and potential. Weaknesses are considered only if they prevent the employee from functioning, or if they are below the manager’s tolerance level - The key elements in the coaching process are “planned,” “opportunities in the work environment,” and “strengths.” o the process revolves around an agreed-­‐upon plan or set of objectives developed mutually by employee and coach 9 o The work environment is the training laboratory (sometimes expanded to include the community). Transfers, special assignments, vacation replacements, and conference speaking engagements are all potential coaching opportunities. - The coaching process begins with a dialogue between coach and employee, during which a set of objectives is defined. Then, coaching opportunities are identified by a mutual examination of the environment. A long-­‐term plan is struck, along with an evaluation or measurement procedure. As well, the process is fitted into the employee’s career-­‐development goals and made part of the organization’s long-­‐term strategies. - The employee performs the agreed-­‐upon task and then reports to the coach both informally and formally during the annual or semi-­‐annual evaluation. Tips for Trainers - the employee and the coach must trust each other. - the most important aspect of the coaching process is ongoing dialogue and feedback. It is only under these conditions that employees participate willingly in a two-­‐way process that often requires extra effort and risk taking - coaching should be used as part of a broader process of learning rather than a standalone program Mentoring - Mentoring: A method in which a senior member of an organization takes a personal interest in the career of a junior employee - Mentors play two major roles: career support and psychosocial support. o Career support: Mentoring activities that include coaching, sponsorship, exposure, visibility, protection, and the provision of challenging assignments o Psychosocial support: Mentoring activities that include being a friend who listens and counsels, who accepts and provides feedback, and a role model for success - According to David Peterson, mentoring can serve a number of purposes for organizations. It can help to accelerate the career progress of under-­‐ represented groups; transmit the culture and values to newer managers; and pass on the accumulated wisdom of seasoned leaders. 10 Tips for Trainers - to be effective it is important that the roles and expectations of the mentor and protégés are clear and well understood - Researchers have highlighted several areas of concern to managers wishing to implement formal mentoring programs: o Choice of mentors o Matching mentors and protégé(s) o Training o Structuring the mentoring relationship - Finally, to be effective, mentoring programs must receive continued sup-­‐ port from management. - A well-­‐designed formal mentoring program should consider the following issues o Business objectives o Selection criteria o Mentee assessment o Training o Matching process o Criteria for success o Rewards o Timeline o Feedback Off-­‐the-­‐Job versus On-­‐the-­‐Job Training Methods Off-­‐the-­‐Job Training Methods Advantages - a trainer can use a wide variety of instructional training methods when training is off-­‐the-­‐job. - the trainer is able to control the training environment. In other words, the trainer can choose a training site that is comfortable, free of distractions, and conducive to learning - a large number of trainees can be trained at one time. 11 Disadvantages - off-­‐the-­‐job training can be much more costly than on-­‐the-­‐job training. - because the training takes place in an environment that is different from the work environment where trainees will be required to apply what they learn in training, trainees might have difficulty in the transfer of training. On-­‐the-­‐Job Training Methods Advantages - the cost is much lower given that the need for training facilities, travel, accommodation, and so on is eliminated. - the greater likelihood of the application of training on the job. That is, because training takes place in trainees’ actual work area, the application is much more direct and in some cases immediate. Disadvantages - the work environment is full of distractions that can interfere with learning and interrupt training - when trainees are being trained on an actual machine or equipment on the job, there is always the potential for damage to expensive equipment. - the disruption of service or slowdown in production that occurs during training. You have probably had the experience of being served by an employee who is being trained. The result is usually slower service and the potential for errors. Thus, on-­‐the-­‐job training can result in a reduction in productivity, quality, and service. - when safety issues are associated with the use of equipment or dangerous chemicals, on-­‐the-­‐job training can compromise safety. Combining On-­‐ and Off-­‐the-­‐Job Training Methods - - Being aware of and understanding the advantages and disadvantages associated with on-­‐ the-­‐job and off-­‐the-­‐job training methods can be helpful when choosing a training method. what is most important is mixing and combining methods to best suit a particular training need and objective. once again the best approach appears to be a blended approach that combines different methods of training 12 Study Materials Hands-On Training On-the-job training is a popular training method for employees in the trade industry. Not only is it a chance to get “hands-on” training, but it is usually quite specialized and requires practice to perfect the craft. On-The-Job Training Methods Trainees receive instruction and training in their work environment from a supervisor or experienced coworker. • Especially useful for small businesses. • Most common approach to training. • Most misused: Often not well planned or structured. People assigned to train have no training to be trainers. Potential transfer of undesirable habits/attitudes. • Structured approach most effective. On-the-Job Training Methods This lesson presents the advantages and disadvantages of the most common on-thejob training delivery methods. 1. Job instruction training 2. Performance Aid 3. Job rotation 4. Apprenticeship 5. Coaching 6. Mentoring Method: Job Instruction Training Formalized, structured, and systematic approach to on-the-job training (OJT). 13 The four steps are: Step 1: Preparation Step 2: Instruction • Develop communication strategy that fits trainee. • Telling, showing, explaining, and demonstrating the tasks. • Determine what trainee already knows and nature of the tasks to be performed. • Show trainee how to perform the tasks. Stages: 1. Put trainee at ease. 2. Guarantee the learning. 3. Build interest and show pe...
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