Human Resource Training Techniques

On-the-Job Training Techniques

On-the-job training (OJT): is received directly on the job and is used primarily to teach workers how to do their present job. A trainer, supervisor, or coworker serves as the instructor. This method includes each of the five learning principles (participation, repetition, relevance, transference, and feedback) in a series of carefully planned steps.

Job Rotation: To cross-train employees in a variety of jobs, some trainers will move the trainee from job to job. Besides giving workers variety in their jobs, cross-training helps the organization when vacations, absences, and resignations occur. Learner participation and high job transferability are the learning advantages to job rotation.

Apprenticeships: involve learning from a more experienced employee or employees. Most tradespeople, such as plumbers and carpenters, are trained through formal apprenticeship programs. Assistantships and internships are similar to apprenticeships. These approaches use high levels of participation by the trainee and have high transferability to the job.

Coaching: is similar to apprenticeship in that the coach attempts to provide a model for the trainee to copy. Most companies use some coaching. It tends to be less formal than an apprenticeship program, because there are few formal classroom sessions, and the coaching is provided when needed rather than being part of a carefully planned program. Participation, feedback, and job transference are likely to be high in this form of learning.

Off-the-Job Training Techniques

Lectures and Video Presentations: are off-the-job techniques tend to rely more heavily on communications rather than modelling  which is used in on-the-job programs. These approaches are applied in both training and development. Presenting a lecture is a popular approach, because it offers relative economy and a meaningful organization of materials. However, participation, feedback, transference, and repetition are often low. Feedback and participation can be improved when discussion is permitted after the lecture.

Television, films, and slide presentations are comparable to lectures. A meaningful organization of materials and initial audience interest are potential strengths of these approaches.

Vestibule Training: Training opportunities that utilize simulated workstations so that new employees can learn about their job without interfering with activities at the actual workstation. Separate areas or vestibules are set up with the same kind of equipment that will be used on the job. This arrangement allows transference, repetition, and participation. The meaningful organization of materials and feedback are also possible.

Role-Playing: A training technique that requires trainees to assume different identities in order to learn how others feel under different circumstances. The experience may create greater empathy and tolerance of individual differences. This technique seeks to change attitudes of trainees, such as improving racial understanding. It also helps to develop interpersonal skills. Although participation and feedback are present, the inclusion of other learning principles depends on the situation.

Case Study: By studying a case, trainees learn about real or hypothetical circumstances and the actions others took under those circumstances. Besides learning from the content of the case, trainees can develop decision-making skills. When cases are meaningful and similar to work-related situations, there is some transference. There also is the advantage of participation through discussion of the case. Feedback and repetition are usually lacking. This technique is most effective for developing problem-solving skills.

Simulation: Simulation exercises are in two forms. One form involves a mechanical simulator that replicates the major features of the work situation. Driving simulators used in driver's education programs are an example. This training method is similar to vestibule training, except that the simulator more often provides instantaneous feedback on performance.

Self-Study: Carefully planned instructional materials can be used to train and develop employees. These are particularly useful when employees are dispersed geographically or when learning requires little interaction. Self-study techniques range from manuals to pre-recorded CDs, DVDs, or podcasts. Unfortunately, few learning principles are included in this type of training.

Programmed Learning: This is another form of self-study. These are online booklets that contain a series of questions and answers. After a question is read, the answer can be uncovered immediately. If the reader was right, he or she proceeds. If wrong, the reader is directed to review accompanying materials. Programmed materials do provide learning participation, repetition, relevance, and feedback. The major advantage appears to be the savings in training time.

Laboratory training: is a form of group training used primarily to enhance interpersonal skills. Participants seek to improve their human relations skills by better understanding themselves and others. It involves sharing their experiences and examining the feelings, behaviour, perceptions, and reactions that result. Usually a trained professional serves as a facilitator. The process relies on participation, feedback, and repetition. One popular form of laboratory training is sensitivity training; also known as T-group, encounter group, or team building; which seeks to improve a person's sensitivity to the feelings of others.

Computer-Based Training (CBT), also known as computer-assisted learning, has been gaining prominence in Canada in recent years. CBT offers the student control over the pace of learning and even other training contents in modular-type training programs. It offers the benefits of interactive learning, participation, and positive reinforcement during training.

Virtual Reality: uses modern computer technology to create a very realistic 3D visual impression of an actual work environment. It allows trainees to respond to job requirements as if they worked on the job, as in a simulation. However, while simulation deals with certain aspects of the job, virtual reality combines all aspects of the job. The trainee works in a three-dimensional space and is able to interact with and manipulate objects in real time.

It allows companies to prepare trainees for job experiences that normally would involve high costs (e.g., flying an airplane); have the risk of costly damage to equipment (e.g., landing a plane on an aircraft carrier); or have the potential for injuries to the trainee (e.g., training in a race car).

Internet or Web-Based Training: The terms Internet training, Web-based training, virtual education, and e-learning all refer to the same concept: training or education delivered via the Internet. This approach allows very specific training to be delivered at any time and any place in the world. Training via the Internet uses two forms of access: asynchronous (accessible anytime), such as email, electronic bulletin boards, and listservs; and synchronous (real-time access), such as chat rooms, instant messaging, Web conferencing, whiteboards, wireless technology, and real-time audio and video.

Internet training is expensive and time-consuming to develop, but the costs are usually recovered quickly through savings in instructor time, travel, less or no time off the job, better retention, and higher general effectiveness. Other media used as training tools are blogs, RSS, podcasts, wiki, and Web 2.0.

Intranet: An internal computer network that is generally accessible only to individuals within an organization. Canadian banks use the concept of the intranet, an intra-organizational computer network, to deliver their corporate training. For example; the Royal Bank has put its training programs on its internal “Personal Learning Network.” that uses video, graphics, sound, text, and animation.

Video-conferencing: is widely used for long-distance education. Such as; Queen's University offers an Executive MBA Program through “multi-point interactive video-conferencing Boardroom Learning Centres” across Canada, allowing students to continue their career while earning a degree.

For any one of the following occupations, which training techniques do you recommend? Why?

1. a cashier in a grocery store
2. a welder
3. an assembly-line worker
4. an inexperienced supervisor