BBA-HRM_Unit 3_Training Methods Module 2
OFF the Job Training Methods Module 2
Off-the-job training is sometimes necessary to get people away from the work
environment to a place where the frustrations and buzz of work are eliminated.
Training is generally given in the form of lectures, discussions, case studies, and
demonstrations. This enables the trainee to study theoretical information or be exposed
to new and innovative ideas.
Advantages of Off-the-Job Training
Off-the-job training has the following advantages :
It does not disrupt the normal operation.
Trainers are usually experienced enough to train,
It is systematically organized,
Efficiently created programs may add a lot of values.
Disadvantages of off-the-job training
It is claimed that off-the-job training faces the following limitations:
It is not directly in the context of the job,
It is often formal,
It may not be based on experience,
It is expensive,
Trainees may not be much motivated,
It is artificial in nature.
Methods of Off-the-Job Training are
Lectures.
Discussion method.
Demonstrations.
Seminars and conferences.
Business simulation.
Case presentation.
Business games.
Role-playing.
Vestibule training.
Sensitivity training (T-groups).
Edited and Compiled by Dr Rasmeet Kaur Malhi
BBA-HRM_Unit 3_Training Methods Module 2
Lectures
The lecture is one of the oldest forms of training, second to demonstrate. It is a direct
and traditional method of giving instruction. Large number of employees can be trained
at a time. It is simple and economical method of imparting knowledge to a large number
of persons within a short time by a single trainer. It is monotonous, one way
communication and no scope for participation are the other draw backs of this method.
Discussion method
The discussion method uses a lecture to provide trainees with information that is
supported, reinforced and expanded on through interactions both among the trainees
and between the trainer and trainees. It provides a two-way flow of communication.
Knowledge is communicated from the trainer to the trainees. Quick feedback is ensured.
A better understanding is possible. Questioning can be done by both the trainer and the
trainees.
Demonstrations
A demonstration is a visual display of how to do something or how something works. To
be effective, a demonstration should, at a minimum, be accompanied by a lecture and
preferably by a discussion. Demonstrations;
Break the tasks to be performed into smaller and easily learned parts;
Sequentially organize the parts of the tasks;
Complete each of the following steps for each part of the task;
Tell the trainees what trainer will be doing so they understand what he will be
showing them;
It serves to focus on trainee’s attention on the critical aspects of the task;
Demonstrate the task, describes what trainees are doing while the trainer is
doing it;
After demonstrating each part of the task, the trainer explains why it should
be performed in that way.
Seminars and Conferences
Conference programs may be used in internal or external training. During conference
programs, managers or potential managers are exposed to the ideas of speakers who are
experts in their fields. A careful selection of topics and speakers will increase the
effectiveness of this training device. Conferences can be made more successful by
including discussions. Two-way communications allow participants to ask for
clarification of specific topics that are particularly relevant to them.
Edited and Compiled by Dr Rasmeet Kaur Malhi
BBA-HRM_Unit 3_Training Methods Module 2
Business Simulation
Any training activity that explicitly places the trainee in an artificial environment that
closely mirrors actual working conditions can be considered a simulation. Training
games and simulations are designed to reproduce or simulate processes, events, and
circumstances that occur in the trainee’s job. Trainees can experience these events in a
controlled setting where they can develop their skills or discover concepts that will
improve their performance.
Simulation activities include:
Case exercises,
Equipment simulators,
Experiential exercises,
Role play, and
Vestibule training
Case presentation
Case studies attempt to simulate decision making situations that trainees might find
on the job. The trainee is usually presented with a written history, key elements and the
problem of a real or imaginary organization or sub-unit. A series of questions usually
appears at the end of the case. Typically, trainees are given time to digest the information
individually. If time permits, they are also allowed to collect additional relevant
information and integrate it into their solutions.
Once individuals arrive at their solutions, they may meet in small groups to discuss the
different diagnoses, alternatives, and solutions generated. Then the trainees meet with
the trainer, who facilitates and directs further discussions. The trainer should convey
that no single solution is right or wrong, but many solutions are possible. The learning
objective is to get trainees to apply known concepts and principles and discover new
ones.
Business games
Business games are simulations that attempt to represent the way industry, company,
and a sub-unit of a company function. They are based on a set of relationships, rules, and
principles derived from theory or research. However, they can also reflect the actual
operations of a given department in a specific company.
Trainees are provided with information describing a situation and are asked to make
decisions about what to do. The system then provides feedback about the impact of their
Edited and Compiled by Dr Rasmeet Kaur Malhi
BBA-HRM_Unit 3_Training Methods Module 2
decisions and they are asked to make other decisions. This process continues until some
predetermined set of the organization exists or a specified number of trials are
completed. For example, if the focus is on the financial state of a company, the game
might end when the company reached a specified profitability level or when the company
must declare bankruptcy.
Role-playing
Role-playing is a training technique in which trainees act out roles or parts in a realistic
management situation. The aim is to develop trainees’ skills in areas like leadership and
delegating. It is an enactment or simulation of a scenario in which each participant is
given a part to act out. Trainees are provided with a description of the context-usually a
topic area, a general description of the situation, a description of their roles and the
problem they face. Role plays may be structured, and spontaneous.
Vestibule training
In vestibule training, employees learn their jobs with the requirement they will be using
but the training is conducted away from the actual workplace. While expensive, vestibule
training allows employees to get a full feel for doing tasks without real-world pressures.
It minimized the problem of transferring learning to the job since vestibule training uses
the same equipment the trainee will use on the job.
Sensitivity Training (T-groups)
It is a means of providing a mirror in which one can see his mental makeup, attitude,
and behavior towards others. This will provide the best method of motivation for self-
development. T-group is a small discussion group without any leader. Trainer raises a
question and encourages open discussion, which is unstructured. The focus is about
feeling and mutual respect. Sensitivity training, also called T-group, is basically a
technique for management development. It is concerned with the real problems existing
within the group itself. It is not an imagined problem existing outside the organization.
It is not a program of teaching skills or improving the understanding of participants. In
this program, an attempt is made to change the attitude and behavior of people in the
group. It is used in building team efforts. This is done by introspection, self-criticism,
and open arguments and through free and frank discussion so that one comes to know
how others feel about him and his behavior.
Edited and Compiled by Dr Rasmeet Kaur Malhi
BBA-HRM_Unit 3_Training Methods Module 2
The objective of this training includes:
Better insight into one’s own behavior and the way one appears to others;
A better understanding of group processes;
Members learn more about themselves, especially their weakness and
emotional stability;
Development of skills in diagnosing and intervening group processes;
Find a better method and means of behavior for effective interpersonal
relationships without the aid of power over others.
The T-group process may;
• Lead to personal anxieties and frustrations.
• Lead to a mental breakdown.
• It may make managers hypersensitive, which make them unable to take a hard
decision for fear of hurting another.
But if properly managed, it can result in collaborative and supportive behavior
References
C.B. Mamoria and V.S.P Rao, Personnel Management, Himalaya
Publications.
Michael Vaz and Meeta Seta, Human Resource Management, Manan
Prakashan.
Edited and Compiled by Dr Rasmeet Kaur Malhi