Training
Definition of Training:
Training is a systematic process by which employees are taught specific skills,
knowledge, or attitudes to improve their performance and efficiency in their
current or future jobs. It is designed to bridge the gap between existing skills and
the skills required for effective job performance. (Desser, 1994; Flippo, 1984)
Objectives or Aims of Training:
1. Skill Development: To enhance the practical and technical skills of
employees.
2. Productivity Improvement: To increase efficiency and reduce errors in job
performance.
3. Job Adaptation: To prepare employees for new roles, technologies, or
methods.
4. Employee Motivation: Training can boost confidence, satisfaction, and
commitment.
5. Organizational Growth: Developing human resources ensures long-term
sustainability and competitiveness. (Fisher et al., 2004; Huq, 2000)
* Improve Employee Performance: Training directly enhances an employee's
proficiency, productivity, and quality of work.
* Reduce Employee Turnover: When employees feel invested in and see
opportunities for growth, they are more likely to stay with the company.
* Enhance Morale and Motivation: A well-trained workforce feels more confident
and capable, leading to higher job satisfaction.
* Support Organizational Goals: Training aligns employee skills with the strategic
objectives of the business, ensuring the company can adapt to market changes and
new technologies.
* Ensure Compliance and Safety: It helps employees understand and adhere to
company policies, industry regulations, and safety protocols, reducing accidents
and legal risks.
Methods of Training
Training methods are generally classified into On-the-Job Training (OJT) and
Off-the-Job Training. Each method has its own benefits, drawbacks, and
applications.
Coaching:
A manager actively guides an employee or a subordinate by providing direction,
advice, and feedback.
Example: A senior accountant teaches a junior accountant how to prepare financial
reports, reviewing work and giving suggestions.
Critique: Coaching is personalized and effective, but depends heavily on the skill
and patience of the coach.
Committee Assignment: This method involves assigning employees to a
committee to investigate specific organizational problems. They learn by
collaborating with others, sharing in managerial decision-making, and providing
suggestions. This helps turn specialists into generalists by exposing them to
different aspects of the business. Example: An employee from the marketing
department being assigned to a cross-functional committee to find a solution for
declining customer satisfaction.
Critique: Enhances problem-solving and teamwork skills but may not provide
technical skill training
Job Rotation: This involves systematically moving employees from one job to
another within the organization. It's an effective way to train managers and other
professionals to become more versatile and well-rounded. Example: A bank trainee
working in the loan department for three months, then moving to the customer
service desk, and finally to the accounts section. This gives them a comprehensive
understanding of the bank's operations.
Critique: Helps create versatile employees but may temporarily reduce efficiency
due to learning curves.
Learning by Observation:
Employees observe experienced colleagues performing tasks.
Example: A new chef watches senior chefs prepare dishes to learn techniques.
Critique: Observational learning is effective for tacit knowledge but may not fully
develop hands-on expertise immediately.
Off-the-Job Training :
This type of training takes place away from the regular work environment. It's
often used for a large group of employees and focuses on theoretical knowledge,
skill development, and broader concepts.
Classroom Lectures or Conferences: This traditional method involves a trainer
lecturing a group of trainees. It's effective for conveying large amounts of
information and theoretical concepts. Example: A sales manager presenting the
features of a new product to the entire sales team in a conference room.
Critique: Provides theoretical knowledge but limited practical experience.
Films and Videos: This method uses visual and auditory aids to present
information. It's a cost-effective way to train a large audience on procedures, safety
protocols, or product information. Example: Showing a video on proper safety
procedures to new factory workers before they begin working on the floor.
Critique: Good for large groups and standardization, but may lack engagement.
Experiential Exercises: These are hands-on activities, such as role-playing,
simulations, or case studies, that allow trainees to apply what they've learned in a
simulated environment. This helps develop problem-solving and decision-making
skills. Example: A team of managers participating in a business simulation game
where they have to make strategic decisions for a virtual company.
Critique: Encourages active learning but can be time-consuming.
Computer Modeling: This method uses computer programs to simulate a job or an
environment. It's particularly useful for jobs that are either high-risk or require
highly specialized skills. Example: An airline pilot trainee using a flight simulator
to practice taking off and landing in various weather conditions.
Critique: Excellent for complex technical tasks, but expensive.
Vestibule Training: This method involves training employees on the actual
equipment they will be using, but in a separate, dedicated training area. It allows
trainees to learn at their own pace without the pressure of a real production
environment. Example: New cashiers practicing on a training cash register in a
room separate from the main store floor before they start their job.
Critique: Combines practical and safe learning but may require extra resources.
Critical Discussion
• On-the-Job Training is highly practical and ensures immediate application,
making it cost-effective and realistic. However, it relies heavily on trainer
skill and may interrupt regular work.
• Off-the-Job Training allows focused learning and exposure to innovative
practices, but transferring learned skills to the workplace can take time.
• The choice of training method should match organizational objectives,
employee needs, and available resources. Many organizations use a blend
of both OJT and off-the-job methods to maximize effectiveness.
References (as per your sources):
• Desser, G. (1994). Human Resource Management. Pearson Prentice Hall.
• Fisher, C. D., Schoenfeldt, L. F., & Shaw, J. B. (2004). Human Resource
Management. Houghton Mifflin Co., USA.
• Flippo, E. B. (1984). Personnel Management. McGraw-Hill Book Company,
New York.
• Huq, S. A. (2000). Personnel/Human Resource Management. Kalpana
Publishers, Dhaka.
• Hossain, Z. M. (2015). Human Resource Management. AH Development
Publishing House, Dhaka, Bangladesh.