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Training & Development Methodsand Techniques

Dr Raaju Ganiesh Sunder

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Approaches to TrainingThere are three approaches to training:

(1) the traditional approach,

(2) the experiential approach, and

(3) the performance-based approach (Rama,Etling, & Bowen, 1993).

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The traditional approach,

In the traditional approach, the training staff

designs the objectives, contents, teachingtechniques, assignments, lesson plans,motivation, tests, and evaluation. The focus inthis model is intervention by the training staff. In

the experiential approach, the trainerincorporates experiences where in the learnerbecomes active and influences the trainingprocess.

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Experiential ApproachUnlike the academic approach inherent in the traditional model,

experiential training emphasizes real or simulated situations in

which the trainees will eventually operate. In this model, theobjectives and other elements of training are jointly determined bythe trainers and trainees. Trainers primarily serve as facilitators,catalysts, or resource persons. In the performance-based approachto training, goals are measured through attainment of a given levelof proficiency instead of passing grades of the trainees. Emphasis

is given to acquiring specific observable skills for a task

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Performance Based ApproachThis performance-based teacher education

(PBTE) model, developed by Elam (1971), ismostly task or skill centred and is alsoapplicable to nonformal educationalorganizations such as extension.

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Types of training

Training may broadly be categorized into twotypes: preservice training and inservicetraining. Preservice training is more academicin nature and is offered by formal institutionsfollowing definite curricula and syllabuses fora certain duration to offer a formal degree ordiploma. Inservice training, on the other hand,is offered by the organization from time totime for the development of skills andknowledge of the incumbents.

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Preservice Training

Preservice training is a process through which individuals are made ready to enter a certain kind of professional jobsuch as agriculture, medicine, or engineering. They have to attend regular classes in a formal institution and need tocomplete a definite curriculum and courses successfully to receive a formal degree or diploma. They are not entitled toget a professional job unless they can earn a certificate, diploma, or degree from the appropriate institution. Preservicetraining contents emphasize mostly technical subject matter such as crops, animal husbandry, and fisheries as well aspedagogical skills to prepare the students to work in agriculture.

In general two types of preservice training are available for agricultural staff. These are (1) degree level (at least a

bachelor's degree in agriculture or related field), which is usually offered for four years by a university or agriculturalcollege; and (2) diploma level, which is mostly offered by the schools of agriculture for a period of two to three years.The entry point for the former is normally twelve years of schooling and for the latter ten years of schooling.

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Inservice Training and Staff

DevelopmentInservice training is a process of staff development for the purpose of improving the performance of an

incumbent holding a position with assigned job responsibilities. It promotes the professional growth ofindividuals. "It is a program designed to strengthen the competencies of extension workers while they are onthe job" (Malone, 1984, p. 209). Inservice training is a problem-centred, learner-oriented, and time-boundseries of activities which provide the opportunity to develop a sense of purpose, broaden perception of theclientele, and increase capacity to gain knowledge and mastery of techniques.

Inservice training may broadly be categorized into five different types: (1) induction or orientation training, (2)foundation training, (3) on-the-job training, (4) refresher or maintenance training, and (5) career developmenttraining. All of these types of training are needed for the proper development of extension staff throughouttheir service life.

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Induction or Orientation Trainingnduction training is given immediately after employment to introduce the new extension staff members to

their positions. It begins on the first day the new employee is on the job (Rogers & Olmsted, 1957). This typeof training is aimed at acquainting the new employee with the organization and its personnel. Inductiontraining for all new personnel should develop an attitude of personal dedication to the service of people andthe organization. This kind of training supplements whatever preservice training the new personnel might havehad (Halim and Ali, 1988). Concerning the characteristics of a new employee. Van Dersal (1962) said thatwhen people start to work in an organization for the first time, they are eager to know what sort of outfit they

are getting into, what they are supposed to do, and whom they will work with. They are likely to be moreattentive and open-minded than experienced employees. In fact, the most favourable time for gainingemployees' attention and for moulding good habits among them is when they are new to the job.

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Foundation Training.Foundation training is inservice training which is also appropriate for

newly recruited personnel. Besides technical competence and routineinstruction about the organization, every staff member needs someprofessional knowledge about various rules and regulations of the

government, financial transactions, administrative capability,communication skills, leadership ability, coordination and cooperationamong institutions and their linkage mechanism, report writing, andso on. Foundation training is made available to employees tostrengthen the foundation of their service career. This training isusually provided at an early stage of service life.

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Maintenance or Refresher Training.This training is offered to update and maintain the

specialized subject-matter knowledge of the incumbents.Refresher training keeps the specialists, administrators,subject-matter officers, extension supervisors, and frontlineworkers updated and enables them to add to the knowledgeand skills they have already. Maintenance or refreshertraining usually deals with new information and newmethods, as well as review of older materials. This type oftraining is needed both to keep employees at the peak of

their possible production and to prevent them from gettinginto a rut (Van Dersal, 1962).

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On-the-Job Training. This is ad hoc or regularly scheduled training, such as

fortnightly training under the training and visit (T&V) systemof extension, and is provided by the superior officer or thesubject-matter specialists to the subordinate field staff. Thistraining is generally problem or technology oriented andmay include formal presentations, informal discussion, andopportunities to try out new skills and knowledge in the field.The superior officer, administrator, or subject-matterspecialist of each extension department must play a role in

providing on-the-job training to the staff while conductingday-to-day normal activities.

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Career or Development Training.This type of in-service training is designed to upgrade the knowledge, skills, and ability of employees to

help them assume greater responsibility in higher positions. The training is arranged departmentally forsuccessful extension workers, at all levels, for their own continuing education and professionaldevelopment. Malone (1984) opined that extension services that provide the opportunity for all staff toprepare a plan for career training will receive the benefits of having longer tenured and more satisfiedemployees, which increases both the effectiveness and efficiency of an extension service. Malone statedthat "career development is the act of acquiring information and resources that enables one to plan aprogram of lifelong learning related to his or her worklife" (p. 216). Although extension workers areresponsible for designing their own career development education, the extension organization sometimessets some criteria and provides opportunities for the staff by offering options.

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Training MethodologyA variety of training methods are available to a trainer. The most commonly used methodsinclude:

1. Instructor presentation. The trainer orally presents new information to the trainees,usually through lecture. Instructor presentation may include classroom lecture, seminar,workshop, and the like. 2. Group discussion. The trainer leads the group of trainees in

discussing a topic.3. Demonstration. The trainer shows the correct steps for completing a task, or shows an

example of a correctly completed task.

4.Assigned reading. The trainer gives the trainees reading assignments that provide newinformation.

5. Exercise. The trainer assigns problems to be solved either on paper or in real situationsrelated to the topic of the training activity.

6. Case study. The trainer gives the trainees information about a situation and directs themto come to a decision or solve a problem concerning the situation.

7. Role play. Trainees act out a real-life situation in an instructional setting.

8. Field visit and study tour. Trainees are given the opportunity to observe and interact withthe problem being solved or skill being learned.

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Teaching Aids and Techniques Lecture

Demonstrations

Exercises

Handouts

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WHY USE TRAINING AIDS?

All learning is through the senses. The more senses are brought into use,the more effective is the learning; 97 percent of learning is achievedthrough simultaneous appeal to the eye and ear. It is because of this thatwe should make use of audiovisual aids in training.

Effective use of audiovisual aids can be included in any sort ofpresentation. Charts, slides, videos, overhead transparencies and filmscan be used to add interest as well as supplement verbal explanations.

Proper use of instructional aids saves time, adds interest, helps traineeslearn and makes your job easier. But remember that aids to training areaids only. They are not substitutes for training.

Trainers should use training aids to supplement their training rather thanto replace all or part of it.

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CLASSIFICATION OF INSTRUCTIONAL AIDS

Projective

Motion pictures Videos

Colour slides Overhead projector transparencies Computer pallet Non-projective

Chalkboard Whiteboard

Charts and diagrams Models Exhibits Handouts Tape recorder

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.Cross Cultural TrainingAs India integrates herself with the global economy, attracts foreign capital and acquires companies abroad interaction

with the global business community is on the rise. This module is useful for professionals doing business with India.

Topics vary from Indian culture to strategies for interacting, communicating with colleagues, business partners andassociates. Real life situations are used to make the interaction lively and useful. The module helps you discover Indiathrough a combination of slides and photographs.

The deeper purpose of this module is to provide insights so that an expatriate achieves greater success through hisprofessional interaction. Some of the topics covered are:

1.

Indias culture and social customs. 2.

What is fundamental to India? 3.

Verbal communication 4.

How do I build bonds with colleagues? 5.

Tips on what you need to be careful about? 6.Business etiquettes. 7.

If the expatriate is a man, nature of interaction with female colleagues. 8.

Virtual tour of India 9.

Insights on topics that some people associate with India like caste etc. We seek to understand your requirementsthrough a Needs Assessment Form that is to be filled up by every person who is going to attend the workshop. Basedon the feedback received we customize the training for you.

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Concept and Importance of MDPA management development program is a

program initiated by a company's leadershipto train and retrain managers within thecompany's structure. This program can trainemployees in how to effectively manage otheremployees, gain product knowledge, learnnegotiating, business etiquette, and filling out

company-issued documents.

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Steps In MDP

The following are the important steps in the organization of a managementdevelopment program:

Analysis of organizational development needs: After deciding to launch a

management development program a close and critical examination of thepresent and future development needs of the organization has to be made. Weshould know how many and what type of managers are required to meet thepresent and future requirements.

A comparison of the already existing talents with those that are required to meet

the projected needs will help the top management to take a policy decision as towhether it wishes to fill those positions from within the organizations or fromoutside sources.

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Appraisal of present management talents: In order to make the above suggestedcomparison, a qualitative assessment of the existing executive talents should be madeand an estimate of their potential for development should be added to that. Only thencan it compare with the projected required talents.

Inventory of management manpower: this is prepared to have a complete set ofinformation about each executive in each position. For each members of the executiveteam, a card is prepared listing such data as name age, length of service, education,work experience, health record, psychological test results and performance appraisaldata etc. The selection of individuals for a management development program is madeon the basis of the kind of background they possess. Such information, when analyzeddiscloses the strengths as well as weaknesses or deficiencies of managers in certain

functions relating to the future needs of the organization.

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Planning of individual development program: Guided by the results of the performance appraisals thatindicate the strengths and weaknesses of each of the executives this activity of planning of individualdevelopment program can be performed.

Establishment of development programs: It is the duty of the HR department to establish developmentopportunities. The HR department has to identify the existing levels of skills, knowledge etc of variousexecutives and compare them with their respective job requirements. Thus, it identifies development needs

and requirements and establishes specific development programs, like leadership courses, managementgames, sensitivity training etc.

Evaluation of results: executive development programs consume a lot of time, money and effort. It istherefore, essential to find out whether the program has been on track or not. Program evaluation will coverthe areas where changes need to be undertaken so that the participants would find the same relevant anduseful or enriching their knowledge and experience in future. Opinion surveys, tests, interviews, observationof trainee reactions, rating of the various components of training etc would be used to evaluate executivedevelopment programs.

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Methods / Techniques of managementdevelopment programs:

Management development programs help inacquiring and developing different types ofmanagerial skills and knowledge. Differenttypes of techniques are used to acquire and

develop various types of managerial skills andknowledge. They are

Methods of Developing

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Decision making skills

1) in basket2) Business game

3) Case studyInterpersonal skills

1) Role play2) Sensitivity training3) Behavior Modeling

Job knowledge1) On the job experiences2) Coaching3) Understudy

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Organizational knowledge1) Job rotation2) Multiple management

General knowledge

1) Special courses2) Special meetings

3) Specific readings

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Specific individuals

1) Special projects

2) Committee assignmentsDecision making skills:

The main job of manager is to make both

strategic and routine decisions, his ability totake effective decisions can be enhanced bydeveloping decision making skills throughvarious techniques.

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