committee assignment training

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Section 7.2: Different Methods of On-the-job Training

Manmeet Brar; Sonia Bolina; and Shazia Kazani

The following sections will discuss the different methods of on-the-job training and how they can be applied in the workplace. They include helpful hints and multiple-choice and reflective questions that will assist you with learning the material in this chapter.

Peer Teaching

Peer teaching occurs when students or colleagues teach one another. Peer teaching is a method in which one person educates another person on any material the first person has mastered, but the second person is new to. This learning method is beneficial as it promotes active learning. It allows those teaching to reinforce their own learning, and it promotes greater comfort while peer teachers and students interact with each other (Briggs, 2017).

Leveraging Technology

With the rapid advancements in technology, many organizations leverage technology to support job training. Implementing these programs helps cut costs, provides mobile learning opportunities, and reduces the carbon footprint. Some examples of how organizations have been leveraging technology in the workplace in terms of on-the-job training are web-conferencing (Skype, Zoom, Big Blue Button), using social networks, learning modules, blogs, vlogs, podcasts, media-sharing, and mobile learning (U.S. Office of Personnel Management, 2020).

Stewardship

Stewardship involves promoting the well-being of employees at a given organization. It requires the careful and responsible management of something entrusted to one’s care. There are four principles of providing stewardship.

The principle of ownership
The principle of responsibility
The principle of accountability
The principle of reward (Eldon’s Porch, 2016).

Four Principles of Workplace Stewardship

Coaching involves the development of one-on-one relationships between employees and managers. This training method provides guidance and feedback on how the coachee is performing their given task. The manager provides support and offers suggestions for improvement. Coaching helps instill the skills needed by giving employees the opportunity to apply them at work. This process is valuable because it is tailored to each individual’s needs, and it helps establish a strong workplace culture and an environment of trust and continuous improvement.

Job Rotation

Job rotation involves the movement of trainees from one job to another. This is very important, as it allows the trainees to gain knowledge and experience in each job assignment. This gives them an opportunity to understand the challenges of other jobs and gain a sense of respect for their coworkers. This encourages professional development and gives employees a break from always doing the same job.

Apprenticeship Training

Apprenticeship training is a more formalized method of training. It combines education learned in the classroom with supervised on-the-job work. Most apprenticeship programs take up to 3-4 years until they are considered complete in that trade or profession. People who work in crafts, trades and technical areas are the ones who are most likely to have to complete an apprenticeship program. This is important not only for the employee but for the organization as well because it builds a skilled workforce, improves job satisfaction and allows organizations to save money as they do not have to spend as much on training their employees.

Committee Assignments

Committee assignments are when a group of trainees are asked to solve an organizational problem. The trainees work together and offer solutions to the problem. This is important, as it helps the trainees develop the teamwork skills needed to achieve a common organizational goal.

Special Project Assignments

Trainees are assigned a project related to their jobs. This could involve one or multiple trainees working together on a project that relates to their functional area. They analyze the problem and submit recommendations based on their analysis and what they have experienced. Special project assignments help in identifying organizational problems from a different perspective. When trainees work together, they obtain knowledge and learn how to work with others who have a viewpoint different from their own (Naorem, 2019).

Example: Someone may be interested in event planning, and so they are given the opportunity to work as part of a special events team. This is work they may not otherwise do but are interested in.

Mentoring is similar to coaching in that they both support growth establish confidence in relationships and provide constant guidance to the trainees. Coaching is a short-term process, whereas mentoring is a long-term process based on mutual trust and respect (Published: Feb 19, 2016).

A mentor is usually someone other than a supervisor or manager, who has but a high level of knowledge or expertise. They invest their time, and effort in the person over a period of time. Based on mutual consent, the mentor and mentee focus on career or professional development. The mentor and mentee relationship can be established through the organization if they are paired up, and it can could continue for nine months to a year depending on the type of mentorship (Naorem, 2019).

The mentor helps the organization by supporting their trainee to ensure they are working to the expected standards. Organizational values and processes are taught to the trainee through the mentor as developing the trainee is their objective (Naorem, 2019).

The trainee and mentee have constant access to support, friendship, information, learning, and coaching (Naorem, 2019).

Selective Readings

Selective readings are geared towards executives who are provided with reading tools to further develop their understanding and boost their knowledge in their functional area. The reading tools can vary from books, to journals, or articles (Naorem, 2019).

eLearning is a cost-effective method organizations can implement that does not require the presence of an instructor. Employees can be trained remotely, and access to trainers can be made readily available through social networks and eLearning platforms. Techniques for delivering content can include audio and video recordings, presentations, quizzes, surveys, games, discussion groups and much more.

Trainees have the advantage of logging into the eLearning courses at their convenience, and they are not required to be at a specific physical location. Courses can provide the trainee with hands-on training, as they go through various scenarios on how to conduct a transaction as if they were in real time (Dutta, 2021).

Example: A bank teller can take an online course on how to complete a deposit transaction for a customer. They will be given the details as if there was someone in front of them, and they will go through the steps as they would in real time.

Organizations can develop customized courses to equip their employees with the skills necessary for their position. Ongoing training through e-Learning channels allows employees to stay current with the knowledge and skills they require throughout their duration of employment.

People Learning and Development Copyright © by Manmeet Brar; Sonia Bolina; and Shazia Kazani is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License , except where otherwise noted.

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Chief Learning Officer - CLO Media

Chief Learning Officer is a multimedia publication focused on the importance, benefits and advancements of a properly trained workforce.

Committee work as intentional professional development and learning

Committee work as a vehicle to deliver and achieve professional development can be transformative for individual employees, the CLO and the organization.

by Paul Nardone , Christina Sax

April 22, 2021.

Committees, working groups, teams, task forces — these are all staples of organizational planning and productivity to tackle everything from daily operations, to implementing new initiatives, to long-term strategy.

We often tell others, and ourselves, that service in these groups can be a professional development and learning opportunity. But what does this mean? Are we kidding ourselves hoping that learning and development will happen? As a matter of fact, there is real opportunity for tangible professional development through committee work, but how do we ensure it really occurs? It takes intentionality and commitment.

The organization, committee and individuals must intentionally broaden the organizational scope and mindset to build professional development into their purpose. All three must be committed to this approach and sustain the inclusion of professional development in committee work over long periods of time, allowing, perhaps, for a slower group-work progress than would otherwise be the case.

The framework for meaningful professional development through committee work requires four key design components: First, the goals and activities of the committee must be intentionally structured to include professional development opportunities for its members. Second, the group leader’s mindset and role should support opportunities interwoven throughout the group’s primary work functions. Third, individual group members’ mindset and strategies must be attuned to be able to capitalize on learning opportunities. Fourth, the chief learning officer must act as a champion for a new and nontraditional purpose of committees — one that permeates and champions an organization’s culture and success.

When we think about professional development, we naturally jump to formal and structured activities — training, workshops, webinars, courses, conferences and the like. These are our bread-and-butter ways to engage in professional development and, for CLOs, to provide professional development to their audiences. But in thinking about committee work as a professional development activity, it is worth taking a moment to consider what else constitutes a professional development experience in the context of its overarching purpose and goal.

There are several ways to describe and define professional development and growth. For the purposes of this article, at its core, professional development is the learning of a discrete set of new knowledge, skills, techniques, perspectives or behaviors. When these are synthesized and integrated with what one already knows and applied in new contexts, professional growth occurs. Development affords employees the ability to move forward incrementally, while growth can lead to expansive shifts, both individually and for the organization. With this mindset, professional development is freed from the bounds of formal structured activities and can be achieved and brought to life in new, nontraditional and organic ways. Among these are activities that employees are already engaged in every day as part of their jobs and through which both work and professional development can be achieved.

Despite their potential for significant individual professional development and resulting positive organizational impact, committee assignments and work are often saddled with negative perceptions, born out of past experiences, before they even get off the ground. While the underlying reasons vary, a common perception is that committee work is inefficient, unproductive or a waste of time. Some find committee work uninteresting, irrelevant and of little use to them personally or professionally.

These perceptions and mindsets are significant barriers to actualizing professional development through committee work and cannot be ignored. They block openness to the possibilities and engagement in the personal opportunities that committee work provides. Perceptions and experiences can be transformed positively through three re-framings.

As a committee member, approach the committee — and its accompanying assignments and work — through the lens of learning.

Instead of thinking about the tasks, think about what you can learn by being part of the group. Instead of perceiving the committees as more work, think about them as an opportunity for growth.

There are some simple ways to build this mindset.

First, individuals should be encouraged to reflect on a set of sequenced exploratory questions designed to identify the unique and personalized learning and growth that can occur through their committee assignment:

What is the overarching purpose and goal of the group?
What topic areas will the group consider?
How can these apply to my current or aspirational roles?
What don’t I know about these areas?
What do I need or want to learn about these areas?
Years from now, what do I want to be able to describe as a significant impact of the committee on my growth?

Second, individuals should take knowledge and skills self-assessments. What are the things they already do well, and what are the areas in which development is needed? Sometimes this is knowledge about other areas of the organization, or sometimes it’s concrete skills such as data analysis, report writing or giving presentations. Identifying the intersections of the committee’s work with individual development needs and strengths can lead to powerful synergies for the individual and the committee. For development needs, individuals can intentionally step forward into those as part of the committee’s work. That might include some self-study to engage in the group’s work, serving on a subgroup focused on the particular area of need or volunteering to fill a gap for the committee even though one doesn’t yet have that expertise.

Third — generally and not necessarily in relation to the committee’s work — individuals can identify the areas in which they can grow that transcend their current role. It might be soft skills, such as teamwork, collaboration, listening, patience, leadership or followership. Reflecting on past experiences can also lead to opportunities for growth. For example, what have been common professional pain points in one’s role or career? These answers and individual commitment can lead one to seek out such opportunities for refining their skills and break through ongoing personal professional challenges.

As a committee chair, approach the committee through the lens of a coach.

The committee chair plays a key role in making committee service double as a professional development experience for its members. The chair creates an environment that welcomes learning, weaves development opportunities into the standard work of the group, and balances and sustains both group productivity and individual growth of group members. There are some simple strategies chairs can use to achieve these outcomes and successfully juggle this extra work for themselves and what could become competing three priorities.

First, in developing the formal charge for the committee, state individual professional development as a goal. This simple act, rather than an off-hand comment that being on the committee can be a professional development experience, communicates intentionality and commitment.

Second, adopt committee practices that open pathways to opportunity. Encourage more junior members of the organization to fill gaps and take the lead on some key tasks, and back them up with support, flexibility and patience with their progress. More senior members of the group can also be tapped for this mentoring mindset. Mid- and junior-level employees could be selected to serve as subcommittee chairs, follow new project ideas as they arise or provide report-outs to senior management on behalf of the committee. Senior level employees can take on a supporting role, rather than the other way around.

Third, embed professional development opportunities within the committee’s primary work purpose while not impeding the work of the committee. To achieve this, the activities must be aligned, simple, accessible and voluntary for committee members. Random, onerous or required add-ons for the committee members can reinforce the negative stereotypes of committee work that serve as a barrier to engagement and development.

Ask committee members what they want to learn through service on the committee, and match tasks and activities that are part of the committee’s standard work to everyone’s individual development list. Select a quick reading assignment — a book or set of articles — that provides a unifying theme for the group and directly relates to both the group’s primary work and individuals’ professional development. For example, overarching topics that hit the mark for all three categories might include positive leadership, innovation culture, creative problem-solving, intercultural communication or data visualization, to name a few.

The chair can select relevant passages of the reading to frame each committee meeting or activity and thus overtly tie it to the work at hand. Be mindful of roadblocks to the group’s progress and its ability to work optimally in knowledge, skills and behaviors.

Fill those gaps by working with the CLO or bringing in others from elsewhere in the organization to help support both individuals’ professional development and the work of the group. Conduct brief polling throughout the committee’s tenure to assess the type and extent of learning to further support a culture of learning.

As the CLO, approach committees through the lens of champion.

The CLO plays a pivotal role in transforming committees into places where professional development can flourish and sets the tone for organizational collaboration with senior leadership. Committees should be actively discussed as professional development activities, included in the list of professional development opportunities offered by the organization and counted as professional development in annual performance reviews and development plans.

The CLO also is key to providing an infrastructure that supports the committee chair and individual committee members. For the committee chair, the CLO provides an orientation to the philosophy of training in professional development skills assessment, design, and facilitation and coaching; consults on strategies to incorporate professional development into the committee’s work; and checks in with the chair regularly to provide support and feedback.

The CLO — and the learning function as a whole — can provide resources and approaches that individual committee members can use to structure, note and document their professional development within the committee environment. Such tools include:

Self-assessments and discovery questions to develop a learning mindset when first joining a committee and to assess development and growth at the end of committee service.
Career journals and training in how to use them effectively to inventory activities, learning and accomplishments, and to reflect on growth and future directions.
Study and discussion groups for individuals from different committees to extend their organic learning into more structured and in-depth professional development.

Committee work as a vehicle to deliver and achieve professional development can be transformative for individual employees, the CLO and the organization. Supporting this work effectively and efficiently requires intentionality and commitment on the part of all.

As a first step in this direction, take a moment to personally consider this nontraditional role of committees. Reflect on your previous committee work. What were the professional development moments available to you? What were the moments of true development, and what were the missed moments when development could have occurred? What would you have done differently now that you have reframed committees in your mind?

Christina Sax

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People sat round a table having a committee meeting.

Discover the Secret: How Top Teams Master Committee Meetings Using the 4Ps

Nick Holder

Effective committee meetings are essential for successful collaboration, decision-making, and progress.

In this article we explore the keys to success in running successful committee meetings. Download our free checklist to ensure your meetings run seamlessly.

We'll begin with the foundation of an effective meeting; the '4 Ps' – Purpose, Product, People, and Process and then delve into the core elements that underpin successful committee gatherings. From setting the stage with the right committee to thorough preparation and execution, following this guide to will ensure you achieve the progress and collaboration that every committee strives for.

What are the 4 p’s of an effective meeting?

Infographic showing the 4 p's of meetings.

To master the art of running successful committee meetings, let’s start by harnessing the power of the '4 Ps': Purpose, Product, People, and Process. These four essential principles are your guide to orchestrating impactful and streamlined committee gatherings, ensuring your time is well spent and your objectives are met.

Clearly define the meeting's objective. Keep it concise, ensuring everyone understands their role.

Set measurable goals for the meeting. Identify necessary resources to achieve those goals.

Invite relevant participants who can contribute. Create a respectful and collaborative environment.

Establish an agenda and share it in advance. Define roles, set ground rules, and manage time effectively.

Close with a recap and follow up with notes.

Why Do They Matter?

These principles ensure productive and outcome-driven meetings. They save time and shift attitudes toward meetings. Productivity is a top priority for any business.

Key Criteria for Establishing an Effective Committee

In this section, we delve into the crucial factors that underpin an effective committee. From defining clear objectives to fostering open communication and maintaining compliance,

Clear Purpose and Goals: Define the committee's purpose, objectives, and expected outcomes. Without a clear sense of purpose, a committee may wander aimlessly.
Relevant Membership: Ensure that committee members have the necessary skills, expertise, and diversity to contribute to the committee's goals. Appoint individuals who can provide valuable insights and actively participate.
Leadership: Designate a capable chairperson or leader who can guide meetings, manage conflicts, and keep the committee focused on its objectives.
Defined Roles and Responsibilities: Clearly outline the roles and responsibilities of each committee member, including specific tasks, timelines, and deliverables. This promotes accountability.
Regular Meetings: Establish a consistent meeting schedule to maintain momentum and progress. Regular communication is vital for sharing updates, discussing issues, and making decisions.
Agenda and Minutes: Create and distribute meeting agendas in advance. Record detailed meeting minutes to track discussions, decisions, and action items. This ensures everyone stays informed and accountable.
Effective Communication: Foster open and transparent communication among committee members. Encourage constructive feedback, idea sharing, and active listening.
Resources and Support: Provide the committee with the necessary resources, such as access to information, budget, or tools, to fulfill its objectives effectively.
Adherence to Bylaws and Regulations: Ensure that the committee operates within the guidelines of the organization's bylaws and relevant regulations. Compliance is crucial for legitimacy and integrity.
Evaluation and Feedback: Periodically assess the committee's performance and solicit feedback from members and stakeholders. Use this information to make necessary improvements.
Flexibility and Adaptability: Be open to adjustments and refinements in the committee's structure and processes based on changing needs, goals, and external factors.

9 steps in preparing for a committee meeting

Effective committee meetings require thorough preparation. From setting clear objectives, and creating detailed agendas to designating roles and managing time. Follow these 9 steps for success.

Set Clear Objectives

Clearly define what you aim to achieve during the meeting.

Create a detailed Agenda

List topics to be covered, allocate time for each, and clarify the expected outcomes.

Gather Relevant Material

Accumulate all necessary documents, reports, and data to inform and guide discussions.

Notify Attendees

Send meeting invites, ensuring they include the agenda and any materials for pre-reading.

Review Past Minutes

Familiarize yourself with the proceedings of the previous meeting to ensure continuity.

Prepare Discussion Points

Frame main points and draft questions for each agenda topic to stimulate meaningful conversation.

Designate Roles

Clearly assign roles like the chairperson, timekeeper, or note-taker to facilitate the meeting flow.

Time Management

Allocate specific time slots for each agenda item, ensuring the meeting remains on track.

Technical Setup

Double-check that all technological tools, from video conferencing software to presentation setups, are functional and ready for use.

By carefully addressing each of these preparation points, you lay the groundwork for a focused, efficient, and productive committee meeting.

How to Run a Successful Committee Meeting

Start on Time

Starting promptly not only sets a professional tone but also demonstrates respect for participants' time.

Stick to the Agenda

Ensure you follow the pre-set agenda. This will help the meeting stay on course and cover all planned topics.

Engage Participants

Foster an environment where all members feel comfortable sharing ideas. Encourage open yet respectful discussions.

Decision-Making

After discussions, make sure decisions are well-understood and documented. Clearly assign action items to responsible parties.

Manage Conflicts

In the event of disagreements, address them head-on but constructively. Always steer the conversation back to the main agenda.

Respect the Schedule

Remember to wrap up the meeting as scheduled. This shows respect for participants' time and other commitments.

By implementing these guidelines, you'll be well on your way to conducting meetings that achieve their objectives and foster a positive collaborative environment.

After the meeting

Distribute the meeting minutes and assigned action items promptly. This ensures clarity and keeps everyone aligned on the next steps.

Continuous Improvement

Actively seek feedback from participants. Their insights can provide invaluable guidance on how to refine and enhance the quality of future meetings.

Reflect and Adapt

Take time to assess the effectiveness of each meeting. Identify areas of strength and those that might need tweaking. Adapt accordingly to ensure each subsequent meeting is better than the last.

What do you say to start a committee meeting?

You call the meeting to order. If it is a formal meeting you would say; “I call this meeting to order at (time) on (date)” For informal meeting you can vary your speech and could say something like ‘We are beginning this meeting at (time) on (date)

How do you preside a committee meeting?

By downloading our checklist for running a successful committee meetings you will have everything covered.

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Methods of Training

Every organization wants its employees to work with complete efficiency. But is it so easy? No, is the right answer. It is because of the fact that the changes in the environment are taking so rapidly that working with the same set of skills is almost impossible.

It creates the concept of enhancing the skills and expertise of the workers. In other words, the changing environment creates the demand for changing and developing skills in the workers or training them.

In this article, we will look at the various Training Methods under 2 major heads viz, On the Job Training and Off the Job Training.

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Traditional Methods of Appraisal
Modern Methods of Appraisal
HR Forecasting

(b) Job Instructions

There are various steps to accomplish a particular task. In this method of training, a worker is guided by a supervisor or a trainer who tells him/her about the exact steps for the accomplishment of the work. Moreover, new works are being taught to the workers by the supervisor.

Learn more about Training and Development here in detail

(c) Coaching

There is a need for both theoretical as well as practical development of the worker in any organization. In order to do so, most of the organizations opt for this method of training.

In this method, the company provides the worker with a coach who trains him. Also, the trainer provides him regular feedbacks.

(d) Committee assignments

Under this method of training, the organization organizes a meeting or seminar of workers where they get a real life problem of the organization.

The organization asks them to take it as an assignment and try to solve it with their wits. Hence, it leads to the generation of teamwork, leadership qualities, etc. among all the workers in the organization.

2. Off-the-Job Training Methods

(a) vestibule training method.

Vestibule Training Method is a very famous means of training the employees especially the manual workers. If the company starts to train the workers in the factory or the workplace itself then there are chances of mishappening with the machinery of the factory.

In this method, similar tools and machinery are arranged outside the organization. Hence, this allows the workers to enhance their skills by working with the same tools and machinery.

(b) Case Study Method

Generally, case study deals with an issue which a business confronts and provides an opportunity for workers to come out with a solution.

This provides them the opportunity to analyze the case and come out with effective solutions. This method can enhance the critical and creative thinking of an employee.

(c) Incident Method

Under this method, firstly the organization prepares a list of series of real incidents. Then they ask the employees to state their reaction to the incident or the situation.

Later, everyone sits and decide a common solution to the incident on the basis of the individual as well as group decisions.

(d) Conferences

Whenever several people meet to discuss any particular topic or subject, that is known as a ‘Conference’. Each worker analyzes and discusses various problems related to the topic. Moreover, this method enables each worker to express their respective viewpoints.

Solved Question on Training Methods

Question: Explain the Off-the-Job Training method of ‘Simulation’.

Answer: Simulation is an Off-the-Job training method in which the organization provides an imaginary situation to the workers. They have to act on those situations which will show their respective viewpoints on various sets of situation. For Example, the role of a Sales Manager solving the sales issues or creating a new sales strategy etc.

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GUIDES FOR COMMITTEE CHAIRS & COMMITTEE MEMBERS

Getting involved.

The Challenge of Committee Participation A committee can be one of the most productive tools that an association has to work with. Whether one is chairing a committee or is a committee member, her or she faces the challenge of getting involved in the work the committee was formed to accomplish. A committee member's contribution and participation on the committee will determine its success or failure. If committee members participate, get involved, and encourage others on the committee to do so, the committee will be successful. Enthusiasm is contagious. The findings of a committee have a direct impact on the decisions made by the officers and the board of directors of the association. The energy a committee member puts into your work on the committee has a direct influence on the direction your association takes.

Functions of a Committee The primary function of a committee is to contribute to the efficient operation of an organization. In most cases, a committee is concerned with the communication of information and with assisting the leadership in the decision-making process by providing needed information.

. . . the basic purpose of a committee . . . [is] to determine through its collective wisdom, which is usually superior to that of any one member, the best solutions to a problem.

Committee Members

Should be appointed because they are knowledgeable about or interested in the committee's area of activity.
Should know who the committee chairman is.
Should know what the specific responsibilities of committee are.
Should know what the association's practices, policies, and procedures are.
Should know what the responsibilities of the association staff to the committee are.
Should know what the past performance of the committee has been.
Should know what the reporting procedure to the board of directors is.
Should establish only realistic attainable goals.
Should give recognition to the committee chairman and other members of the committee.
Should get involved and participate.

Committee Participation

Committee members are asked to:

Study the meeting agenda carefully before coming to the committee meeting and ask for clarification if any items are unclear. Review the supporting material.
Stick to the agenda during the meeting. Bring up new business only at the appropriate time.
Determine in advance how and what they will contribute to the committee meeting.
Keep replies short and to the point. Seek information, do not deliver an oration.
Speak in a voice everyone can hear. Wait until one has the attention of all the committee members before speaking. The Committee Chair should insure you the floor.
Repeat remarks if you think they weren't heard.
Sum up remarks of a lengthy discussion. Someone may have forgotten your objective before you've finished.
Don't hesitate to comment, criticize constructively, or disagree. Know your subject and ask for support from members who believe as you do.
Make your comments at the proper time, if you disagree with the speaker.
Ask for the floor rather than joining in aimless group discussion if you have a comment. If what you have to say is a genuine contribution and really does make a difference, don't let it get lost in confused conversation.
Ask dissenters to summarize their convictions in a direct statement. This permits a more thorough examination of an idea that could be highly constructive when completely understood.
Not hurriedly pass motions as they usually don't receive the consideration they deserve. Better to table them until the next meeting, when they can be discussed in detail, than to pass a motion you might regret later.

Effective committees don't just happen. They are a combination of the right individuals, a mission, good leadership, [and] good staff work.

COMMITTEE CHAIRS

Even with capable members on a committee, a firm goal to achieve, and the support of the Association staff, a committee without strong leadership will be handicapped. The most consistent help for a Committee Chair will come from the Association staff. To a great extent, a Chair's ability to work with the Association ED and staff will determine his or her success as head of the committee and leader in the Association.

The Association ED and President will assist with the selection of committee members, setting objectives, and reviewing the work and communications of the committee. By keeping the Association ED and staff informed and familiar with the committee's activities and progress, they will be able to advise you on problems and procedures and can point out possible pitfalls.

The success a Committee Chair achieves will largely depend on his or her ability to preside and guide the committee to a definite goal. The following guidelines should assist Committee Chairs with running productive meetings:

Always start the meeting on time and work with a definite agenda that has been sent to committee members in advance. Committee members should receive all the information relating to an issue, both pro and con.
Periodically review the committee's charge relative to the objectives of the Association.
Speak clearly. If you can't be heard, you can't exercise control. Make sure that each individual taking the floor talks clearly and audibly. Sum up what the speaker has said, entertain discussion, and obtain a decision. (Request a microphone for committee meetings, if necessary.)
Make sure adequate minutes are kept of each meeting and that they are distributed to all committee members, Association ED and staff liaison.
Guide, mediate, probe and stimulate discussions. Let others thrash out ideas; committees are not formed to validate the thinking of the chair or staff. The committee belongs to the Association, not to the Chair.
Encourage a clash of ideas, but not of personalities. Good decisions are made when committees examine all sides of an issue, but don't let members personalize the debate. Emotional discussion of an idea is good, but an emotional reaction to a person is bad. When emotions are high, return the floor to a neutral person, seek a factual answer, or take a break.
Keep discussions on track; periodically restate the issue and the goal of the discussion.
Monitor participation; control talkative members and draw out silent members. Deal with dysfunctional behaviors. Don't let a person who is blocking constructive discussion ruin the committee meeting.
Use well-placed questions, seek points of information and clarification, and periodically summarize to keep the discussion focused.
Keep the group focused on the central question and moving toward a decision. Call on the least senior members first to express their views; discussions tend to "close down" after senior members express strong views.
Seek consensus, but unanimity is not required. Sometimes an idea is compromised by trying to get every last person to completely agree.
Close the meeting by noting achievements. Check at the end of the meeting to see if members feel that all relevant subjects have been adequately covered. (S ee Committee Effectiveness Survey )

How a Committee Meeting is Structured

Following is the generally accepted sequence, or order of business, that is observed for a meeting:

Call the meeting to order on time .
Review the minutes of the previous meeting
Discuss and resolve agenda items as they are listed
New Business
Adjourn the meeting on time.

An agenda needs to be developed and sent to all members of the committee prior to the meeting. It should include all topics to be discussed at the meeting and should also include the date, location, starting time, scheduled breaks, and anticipated adjourning time. Any supporting or background material to further explain or detail the items on the agenda should also be included.

Committee Chair responsibilities

With Association staff liaison, the Committee Chair develops a work plan that will allow the committee to effectively and efficiently discharge its responsibilities for the year. He or she plans agendas for committee meetings to accomplish the committee's goals.
The Committee Chair and staff liaison are responsible for keeping leadership and appropriate staff fully informed of committee activities. A written, quarterly report of goals and achievements should be provided to the Board of Directors.
The Committee Chair works with Association staff to ensure that the work of the committee is carried out between meetings. He or she maintains records and relevant information on committee work to interact knowledgeably with committee members and Association staff.
The Committee Chair reports to the committee on decisions of the Board of Directors or other Association committees that may affect the committee's work or activities.
The Committee Chair, where appropriate, guides the committee in proposing products and services that will further the goals and objectives of the association.
The Committee Chair evaluates the committee's efforts and communicates accomplishments to the committee and Association leadership.
In addition to the general committee charge, which outlines the committee's scope of activity, the Association ED or President may charge the committee with specific work. The committee Chair and staff liaison are responsible for keeping the work of the committee focused on the charge and aligned with the association's strategic plan. At the conclusion of each year, the chair and staff liaison are expected to make recommendations to the ED and President regarding future work of the committee.
Committees may not commit to expenditure of funds and may not express opinions or represent positions in the name of the Association, unless specifically authorized by the BOD. In proposing a program or activity that may involve expenditure of funds, committees must submit a program description and budget to the ED for inclusion in the Association budget and approval by the BOD.
The committee Chair and staff liaison are responsible for keeping committee members fully informed, with timely reports of all committee meetings and committee work.

Qualities of the Effective Committee Chair

Communication skills

Demonstrates ability to communicate with committee members, staff, and other groups.
Demonstrates willingness to listen (communication is not solely talking).

Participation

Demonstrates active participation and interest in the association.
Has knowledge of the subject in which the committee is involved.
Thinks in terms of association goals.
Commands attention and inspires others.
Demonstrates ability to create a positive work atmosphere.
Controls without dominating.
Understands how the committee fits into the larger work of the association.

Administrative skills

Demonstrates willingness to take the initiative.
Demonstrates ability and willingness to carry out responsibilities.
Supports orderly procedures for conducting work.
Understands the role of the staff.

Parliamentary Procedure

Committees are not required to operate using parliamentary procedure; however, the objectives and principles of parliamentary procedure should be employed. The objectives of parliamentary procedure include expediting business, maintaining order, ensuring justice and equity for all, and accomplishing the objectives for which the group is organized. The principles of parliamentary procedure include courtesy and justice to all, rule of the majority while respecting the rights of the minority, partiality to none, protection of the absentee, and taking one item of business at a time.

STAFF LIAISONS

Staff liaisons serve as an informed resource person to the Chair and members of the committee. He or she assists the Chair in facilitating committee discussions and activities which address the committee's charge. The staff liaison works with the Chair to ensure that all committee work is consistent with the Association's goals and objectives.

The Role of the Staff Liaison

Provide thorough orientation for each new committee chair, and assist the chair in providing orientation for new and continuing committee members each year.
Work with the Chair to develop a plan of work that will allow the committee to effectively and efficiently discharge its responsibilities for the year.
Work with the Chair to develop agendas and conduct effective meetings of the committee.
Provides administrative support, including but not limited to, planning and on-site execution of all committee meetings.
Drafts reports of committee meetings for review and approval by the committee Chair for distribution to the BOD.
Work with the committee Chair, other committee members, and Association staff to ensure that the work of the committee is carried forth between committee meetings.
Facilitate communication of committee activities, including requests for action and/or proposed policies, to the ED and BOD.
Report to the committee on decisions of the BOD, ED, or other association committees which impact the committee's activities.
Where appropriate, assist the committee in proposing products and services that will further the goals and objectives of the Association.
Be a valuable resource to the committee, not simply a recording secretary. Note that too large a staff role reduces the value of the committee and reduces the motivation of volunteers. Too small a staff role often results in the committee's drifting aimlessly and operating ineffectively.
Be thoroughly familiar with all aspects of the committee's work, including the scope of work, subjects under discussion, and Association policies related to the committee's work.
Answer questions, offer suggestions and raise questions.

Orientation of the Chair by the Staff Liaison

Determine the committee's work. Review the committee's charge and goals for the year and link them to the Association's strategic plans. Review committee projects and programs as well as assignments of individual committee members. Develop with the chair a program of work for the year. Identify the level of staff assistance needed.
Clarify governance issues, if applicable.. Review and clarify the bounds of the committee's activity and authority. Review the association's bylaws and relevant association policies, practices and procedures that affect the committee.
Note where the work of other committees may overlap with or affect the committee.
Clarify the Chairperson's role and duties, and emphasize the importance of this position.
Clarify the role of staff liaison in relation to the chair.
Determine the process to be used during the year for handling the committee's work.
Provide the following background information: a committee roster (and perhaps the previous year's); minutes of previous committee meetings; background on recent committee activities and accomplishments; and a list of the board of directors, key staff, and other people with whom the chair is likely to interact.
Include the name of the committee, date, time, and place of the meeting. Note the chairperson's name, members present and absent, and other key people in attendance.
Note all formal motions and passage of defeat.
Note all decisions reached, including motions passed and follow-up actions to be taken, with deadlines for implementation.
Include a brief summary of discussions. Do not attribute comments to members, except possibly where formal motions are introduced (attribution for motions is not required).
Provide information on the time and place of the next meeting.
Distribute the report to all committee members, including those who did not attend, within thirty (30) days of the meeting.
In most instances, meeting reports do not require formal approval by the committee. A good approach is to send the meeting's report out immediately after the meeting with a statement to contact the Chair or staff liaison if errors are noted.

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Article Contents

1. Introduction
2. Committee assignments: a congressional bias
3. The papers
4. Conclusion
Conflict of interest
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Committee Assignments: Theories, Causes and Consequences

Article contents
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Shane Martin, Tim A Mickler, Committee Assignments: Theories, Causes and Consequences, Parliamentary Affairs , Volume 72, Issue 1, January 2019, Pages 77–98, https://doi.org/10.1093/pa/gsy015

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Conventional wisdom suggests that a strong legislature is built on a strong internal committee system, both in terms of committee powers and the willingness of members to engage in committee work. Committee assignments are the behavioural manifestation of legislative organisation. Despite this, much remains unknown about how committee assignments happen and with what causes and consequences. Our focus in this article is on providing the context for, and introducing new research on, what we call the political economy of committee assignments —which members get selected to sit on which committees, why and with what consequences.

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On-the-job training methods (Workplace training) - How it give companies a competitive edge?

On the Job Training Methods (OJT):

When an employee learns the job in actual working site in real life situation, and not simulated environment, it is called On-the-job training and also called as Workplace training . Employee learns while working. Take the instance of roadside mechanics. Small boys working there as helpers learn while helping the head mechanic. They do not learn the defect analysis and engine repairing skills in any classroom on engine models.

This type of training, also known as job instruction training, is the most commonly used method. Under this method, the individual is placed on a regular job and taught the skills necessary to perform that job. The trainee learns under the supervision and guidance of a qualified worker or instructor. On-the-job training has the advantage of giving firsthand knowledge and experience under actual working conditions. While the trainee learns how to perform a job, he is also a regular worker rendering the services for which he is paid. The problem of transfer of trainee is also minimised as the person learns on-the-job. The emphasis is placed on rendering services in the most effective manner rather than learning how to perform the job. On-the-job training methods include job rotation, coaching, job instruction or training through step-by-step and committee assignments.

On-the-job training boosts employee morale: Survey

Over 40% employers voted on-the-job training for increased productivity and 35% for enhanced employee morale in the organization in a survey concerning training and development, conducted by TJinsite, research and knowledge arm of TimesJobs.com. A considerable share of the surveyed employers also claimed to reduce attrition by using training and development methodology.

Employees too appreciate learning and training at the workplace since it enables them to develop knowledge and skills without leaving the work. In the TJinsite survey, on-the-job training by seniors has been voted as the most preferred method of training by 71% employees. Other training methods come at distant second; with workshop and seminars preferred by 15% of surveyed employees, followed by external trainers (11%) and least preferred manual & journals (3%).

Mostly on-the-job training for new employees is followed by induction programme which is meant for making new employees aware of organisation's culture, policies, procedures and for interaction of new employees with each other. In India at NTPC (National Thermal Power Corporation), is offering employee induction programme for its new employees and later sent to on-the-job training. Boston Consulting Group's (BCG) India office, is also giving on-the-job training with live Case study for 1 - 3 months for its new employees.

Training & Development

Training and development

Employee Training Introduction

Need and benefit of Training

Advantages Of Training Program

Training Process

On-the-job Methods

Off-the-job Methods

Sensitivity Training

Management Development

On the Job Methods [MD]

Off the Job Methods [MD]

Executive Development

How on-the-job training and development programmes give companies a competitive edge?

Often, the skills acquired in an educational institute differ from those required for the job. This means educational institutions should look beyond academics and offer students real-time experiences, where they are able to gain first-hand exposure of working in the real world. To some extent, such programmes can help students get a taste of the actual professional world and help them establish critical networking connections. However, it is workplace training that can enable employees to acquire new and specific skills for a certain role, increase their contribution to the business and build their self-esteem.

The skill sets required for jobs are ever-changing and it is the responsibility of companies to plug the skill gap between education and employment. Offering the right training to employees will help in strengthening their skills, enhancing their capabilities and acquiring new knowledge. The companies that invest time and money in developing and expanding the knowledge of their employees bring in more productivity and are able to position themselves better in the larger business landscape.

Here’s a look at how on-the-job training can prove to be a worthwhile investment for companies and equip employees with the right set of skills:

Helps tackle shortcomings:

While one employee maybe good at calculations and market segmentation, another may prove her excellence in ideation and churning out new strategies. Every individual will have some shortcomings and it is timely training and development programmes that can upskill employees to perform different tasks with the minimum required skill. Workplace training plays a pivotal role in bridging the skill gap and keeping employees on the cutting edge of industry developments

Increases productivity:

In a rapidly-evolving job landscape, employees need to be trained and taught about new technologies and their applications. With training and development, employees can stay up-to-date, use new technologies and give up on the old ways of performing a task. They can finish a task faster and show improved results with the right training It will also give them confidence and enable them to adopt new and better ways to achieve their goals and objectives

Boosts employees' morale:

Lack of guidance often kills the morale of employees. Training and development programmes not only improve the skills of employees but also boost their morale, thereby making them happy and leading to longer tenures. Apart from breaking the monotony in the workplace, training programmes offer employees a learning platform where they are able to master new skills and become more marketable.

Encourages creativity:

With training and upskilling: employees are able to think outside the box and widen their thinking capabilities, hone their communication skills and develop new skills that can improve a company’s competitive edge. Such programmes are the best ways to promote innovation and improve employee involvement.

Enhances company reputation and profile:

Offering the right training and development programme makes the company stand out in the recruitment sphere. Employees are likely to feel valued if they are being invested in, and they work harder to exceed expectations. However, the company should adopt stronger and successful training strategies that help them build their brand name and enable them to emerge as a sought-after firm among employees.

On-The-Job Training Methods

(a) Job Rotation:

This type of training involves the movement of the trainee from one job to another. The trainee receives job knowledge and gains experience from his supervisor or trainer in each of the different job assignments. Though this method of training is common in training managers for general management positions, trainees can also be rotated from job to job in workshop jobs. This method gives an opportunity to the trainee to understand the problems of employees on other jobs and respect them.

Job rotation method has been using in the Indian banking sector mainly by State bank group for the probationary officers for the period of approximately 2 years to finally post them as assistant bank manager. Under this method of training candidates are placed in each and every job starts from clerical job, assistant, cashier and managerial job for the purpose of knowing importance in nature of every job before handling Asst bank manager position.

Advantages of job rotation of an employee are eliminate boredom of an employee, encourage development, give employees a break from strenuous job duties, helps HR manager identify where employee work best and gives HR manager a backup plan if an employee leaves.

Disadvantages of job rotation of an employee are could be costly and time-consuming for organisation, could end up with disgruntled employees, it won't fix all your problems in the business, job rotation of an employee might not be feasible for some industries and finally your business could suffer.

(b) Coaching:

The trainee is placed under a particular supervisor who functions as a coach in training the individual. The supervisor provides feedback to the trainee on his performance and offers him some suggestions for improvement. Often the trainee shares some of the duties and responsibilities of the coach and relieves him of his burden. A limitation of this method of training is that the trainee may not have the freedom or opportunity to express his own ideas.

”Experience is simply the name we give our mistakes." - Oscar Wilde.

This method is also known as training through step by step. Under this method, trainer explains the trainee the way of doing the jobs, job knowledge and skills and allows him to do the job. The trainer appraises the performance of the trainee, provides feedback information and corrects the trainee.

(d) Committee Assignments:

Under the committee assignment, group of trainees are given and asked to solve an actual organisational problem. The trainees solve the problem jointly. It develops team work.

(e) Apprenticeship:

Apprenticeship is a formalized method of training curriculum program that combines classroom education with on-the-job work under close supervision. The training curriculum is planned in advance and conducted in careful steps from day to day. Most trade apprenticeship programs have a duration of three to four years before an apprentice is considered completely accomplished in that trade or profession. This method is appropriate for training in crafts, trades and technical areas, especially when proficiency in a job is the result of a relatively long training or apprenticeship period, e.g., job of a craftsman, a machinist, a printer, a tool maker, a pattern designer, a mechanic, etc.

Internship is one of the on-the-job training methods. Individuals entering industry in skilled trades like machinist, electrician and laboratory technician are provided with thorough instruction though theoretical and practical aspects. For example, TISCO, TELCO and BHEL select the candidates from polytechnics, engineering colleges and management institutions and provide apprenticeship training. Apprenticeship training programmes are jointly sponsored by colleges, universities and industrial organisations to provide the opportunity to the students to gain real-life experience as well as employment. Exhibit presents the benefits of apprenticeship training.

Most of the Universities and Colleges encourage students for internship as part of the curriculum as it is beneficial to all concerned.

Advantages of On-the-Job Training:

It is directly in the context of job

It is often informal

It is most effective because it is learning by experience

It is least expensive

Trainees are highly motivated

It is free from artificial classroom situations

Disadvantages of On-the-Job Training:

Trainer may not be experienced enough to train or he may not be so inclined.

It is not systematically organized

Poorly conducted programs may create safety hazards.

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Committee Management: Roles & Responsibilities for Successful Leadership

The Team at Boardable

Board Roles & Responsibilities

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Committee management benefits the function of the committee and the board as a whole. Well-managed committees are informed of meeting agendas well in advance so that they come prepared to the meeting, having read the previous meeting’s minutes, and are ready to discuss the agenda items. They also remain focused and on-task for the duration of the meeting. Providing committee members with the support and solutions they need to enable this preparedness level takes intentional planning and structure.

Committee management can happen in a variety of ways. One of the most common solutions is a paper and electronic communication combo. Paper agendas are mailed out prior to the meeting, are available on-sight, and the committee is reminded of the time, date, and agenda via email. While this enhances communication, this approach also places a lot of burden on the committee member to keep track of pertinent information. Papers are frequently misplaced, and emails can also get lost in inboxes full of other information.

Many boards and committees are attempting to take their committee management strategy fully digital, especially in the wake of COVID-19. However, this strategy can also be cumbersome and difficult to navigate. This is especially true if the information is housed in many digital sources like email, cloud services, etc. It can lead to unprepared committee members and unproductive meetings.

You’re not alone if you’re wondering how to set up a committee structure. Many existing board committees, executives, and administrators are looking for a solution to set their committees up for success and advance their mission.

Board committees can be composed of all sorts of individuals, each with varying strengths and bandwidth for participation. Not every committee is a great fit for every board member. When determining a committee structure or assigning/volunteering for a committee, one should ask themselves what are typical board committees responsible for.

Types Of Management Committee

What are the 4 types of committees? Although individual committees have many different names, there are four different types of board committees in general:

An ad hoc committee is usually temporary and created for a very specific purpose. For instance, decorating or bake sale committees are common examples of ad hoc committees. These are short-term opportunities, however, they are very common and still important.
A constitutional committee is meant to advise the board of directors on issues related to the policies and procedures of an organization, as well as other ‘constitutional’ issues otherwise known as governance.
An advisory committee is comprised of individuals who bring their expertise on a specific topic and advise the board based on their experience.
A joint committee may include members of the community or members of a board in a different organization that have come together for a common purpose or to advance a relationship.

Although there may be many different names for types of board committees in corporate governance and types of committees in nonprofit organizations, all committees fall into one type from the above categories. Types of management committees could be constitutional or advisory, however, it is likely to vary from board to board.

Management Committee Roles And Responsibilities

You might be wondering what the role of a committee in an organization is. Management committees are responsible for deciding how an organization is operated as a whole. This is also why management committee meetings are important. The actual meaning of the verbiage “management committee” varies somewhat. Management committees can often work directly with the staff or CEO of an organization. Sometimes, what we recognize as a Board of Directors is simply another name for a management committee.

Management committee members and management committee roles and responsibilities are vast. It can be helpful to develop a document of working committee roles and responsibilities if they tend to evolve and shift over time. There are many different types of committee members.

Looking at the roles and responsibilities of committee members pdf can also help get a better understanding of different roles and how to document them. Documenting the roles and responsibilities of committee members can provide clarity for everyone involved and gives the committee a quick point of reference when trying to assign tasks. This is especially true when a management committee doubles as a trustee board or a Board of Directors. If the management committee PDF is the golden standard for how a board should be governed, it may even be a legal requirement for these roles and responsibilities to be spelled out.

Common management committee roles and responsibilities may look like this:

Organizing board responsibilities as a whole
Creating organizational reports to determine priority
Upholding the overall values of an organization and remaining focused on the mission
Managing other aspects of the board, such as board operations and other committee functions

Role And Responsibilities Of Committee Members

The role and responsibilities of committee members can vary by committee. It is usually dependent on the committee’s role within the organization. For example, the planning committee roles and responsibilities would likely be different from the budget committee’s roles and responsibilities. It can be beneficial to create a “Roles & Responsibilities of Committee Members” pdf to help keep everyone on track.

In general, here are a few common roles of members in a meeting:

Read and understand the agenda. The agenda is what determines the course of a meeting and is often crafted with the intention of priority and what time allows.
Take action on agenda items. Committees are created to accomplish tasks. It is the responsibility of committee members to read the agenda, understand it, make motions, and then follow through with the resolutions of their actions.
Appointing new committee members. It is common for committee members to serve “terms” and have a term limit. It’s important to always have new committee members in place to preserve the committee’s purpose.
Support the action and efforts of the committee overall. As previously stated, the committee exists for a reason. It is the responsibility of that committee to oversee and advance the organization’s overall mission.

A recurring question about committee membership is about the legal responsibilities of committee members. Every committee member and board must understand the local, state, and federal laws surrounding board responsibilities regarding their type of organization. In the case of all organizations, particularly those that maintain non-profit status, all tax filings must be completed fully and turned in on time. You may lose your status if you do not renew your organization’s tax-exempt status with an IRS Form 990 . For-profit boards should also understand the legal consequences associated with overpaying or underpaying staff, supporting political causes with organizational funds, and the misuse of organizational funds in general.

Management Committee Vs Executive Committee

What are the differences between a management committee and an executive committee? There can appear to be quite a bit of overlap between the two. In the simplest definition, the role of an executive committee meeting is to function in the absence of the full board. Sometimes it is not always possible for a full board to gather and make decisions as a consensus. Instead, a list of executive committee members is gathered to act on behalf of the board.

Each board can choose to do this differently, but a common executive committee structure is commonly composed of the following executive committee positions:

Chairperson
Vice Chairperson

Executive committee member roles are unique – there is only one president, vice president, etc. The management committee reports to the executive committee, even if there is some overlap in membership. This is why having a management committee charter, and a list of executive members is so important. Having clearly defined expectations and responsibilities for the different committees is key to limiting confusion between board members, many of whom volunteer on top of having additional community responsibilities.

Common nonprofit executive committee roles and responsibilities are about determining the CEO’s compensation, approving the organization’s budget, and acting in representation of the full board. The roles are also about upholding the organization’s mission and values. Executive committees also usually take care of legal compliance issues, for example, reviewing an organization’s audit or ensuring that all IRS paperwork is properly filed.

Committee Management Software

Keeping track of various roles and responsibilities, multiple agendas, minutes, and other board paperwork can be difficult. We understand that the best board portals should keep your team connected and focused, all while being scalable and easy to use.

Some of the functionalities of Boardable include the Agenda Builder , Meeting Scheduler , and Minutes Maker. Our AI-enabled tools can assist in the high-effort tasks of crafting agendas and recording minutes, saving valuable time. These tools are used heavily in many industries that Boardable serves, including government , healthcare , real estate , technology , and nonprofit .

Our goal at Boardable is to increase board and committee engagement by giving them the power and capacity to get more done. We offer easy-to-use tools, and our solution is ready to use right out of its digital box. We also offer a free plan for those who’d like a taste of what it’s like to save time, energy, and resources.

Solutions for Board Members

We know that what happens after a meeting is also critical. Keep post-meeting momentum going with a centralized hub your team can access before, during, and after meetings to promote autonomy and collaboration.

How To Be The Best Board Administrator With A Board Management Platform

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Training Committee’s and what you need to know

What is an employment equity committee.

Did you know that employers with 50 or more employees will need to establish an Employment Equity & Training Committee?

The selection of an Employment Equity Committee is a critical step towards implementing the Act. The primary role of this committee is to ensure that the organisation is meeting its Employment Equity requirements by drafting the organisation’s EE plan and providing its effective implementation.

The Employment Equity Committee should comprise out of the following representatives:

Employer Representative

Employee Representative

Union Representative (where applicable)

What is the role of an Employment Equity Training committee?

The role of the training committee is to Consult on training priorities and needs and agree on interventions that address these priorities and needs. To represent, communicate with and gather feedback from employees and other stakeholders on skills development matters.

What are the functions of a Training Committee?

Consult on Skills Development issues.

Evaluate on Skills Development needs.

Implementation on monitoring of the Workplace Skills Plan.

Implementation on monitoring of the Employment Equity Plan.

What is the primary purpose of the Employment Equity Act?

The purpose of the Employment Equity Act is to promote equal opportunity and fair treatment in employment through the elimination of unfair discrimination.

Send us an email to [email protected] to find out more and to get started on your Employment equity Plan.

9 Techniques to create the best management training program

Rochelle van Rensburg | Mar, 30 2021

Table of Contents

9 Best Management Training Techniques: Empowering your workforce:

Managers of people (versus products) are an important part of any company. They connect the managing director with the employees, helping ensure effective internal communication and a productive organization.

Despite this, many companies prioritize revenue growth over management training . And because of this, management training can be pushed down the list of priorities. Many employees promoted to managerial positions earned their positions by excelling in their previous jobs. But this doesn’t necessarily mean they have the tools needed to manage their staff effectively.

Specific training in management teaches skills like supervising employees , resolving conflicts, conducting evaluations, and ensuring the company is legally compliant. But while managers realize the importance of training for their own team, they don’t always invest in training for themselves.

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What does management training mean, and how do you determine what you should teach your managers?

Management training for new managers teaches them leadership skills if they haven’t held managerial positions before. However, managerial training isn’t just applicable to new managers . Senior managers also benefit from regular training sessions to further develop their skills in today’s technology-centric workplace, where changes occur rapidly and often.

Introduction To Management For New Managers

Managers are the glue that holds the organization together. Investing in management training educates your managers and ensures a healthy workplace culture and happy employees.

Training can be presented through online technology, in-house training, or hiring a consultant, but the big question is: How to train managers and what are the best managerial training techniques?

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9 Best Employee Training Methods & Techniques (2023)

Below are the nine effective training techniques:

Self-directed Training
Training Conducted by Outside Organizations
Job rotation
Management games
Understudy training
Action training
Committee assignment

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1. Coaching

An experienced individual with excellent management skills handles this training technique, which helps the new manager meet specific goals within a certain timeframe. The coach and trainee decide how they want to work together.

The new manager must be open to change and be receptive to feedback . He or she is accountable to the coach, who should motivate the new manager with valuable and positive feedback to help him or her grow and develop management skills.

Conflict Management Skills

2. Mentoring

This technique requires matching a new manager with a senior and experienced manager with excellent management knowledge to share their expertise. For proper mentoring to take place, the mentor should not be a direct supervisor. Mentoring can be relatively inexpensive because inside personnel can be utilized.

The trainee must be willing to learn and comfortable sharing failures and successes. Furthermore, the mentor must take the new manager under their wing and offer instruction and advice when necessary.

Must Read : The Right Time for Learning Management System Skills

3. Self-directed training

Companies may allow this technique if the candidate is a self-starter. It’s inexpensive, as these candidates are self-motivated and pursue their own training. They make their own decisions about what training and development experiences they need.

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4. Training conducted by outside organizations

Business schools and consulting firms offer this type of training. It can be quite expensive on a per-trainee basis if done in person. Online courses and seminars will help save on hotel and travel costs and are typically less expensive per seat.

Skills are mostly taught through various activities, like role-playing. This can be an effective way to provide training on soft skills like delegation, communication , and motivation .

Time Management Training Pathway (Course)

9 Techniques To Create The Best Management Training Program

5. Job rotation

Job rotation involves moving employees laterally between jobs in a company. These moves happen between positions on the same level and are not considered promotions. They are also temporary, enabling people to move back to their original position after a specific time.

Management Training Systems, Inc. Special

Job rotation has certain advantages and disadvantages for both the employer and the employee. The advantages of job rotation for the employer are that employees learn additional skills to perform different jobs and are equipped to fill in for each other if necessary. Employee placement is also less of a problem if a critically important employee suddenly leaves the company. When it comes to employees, job rotation reduces boredom and can motivate a person to learn something new.

Unfortunately, job rotation also has disadvantages. This includes inefficiencies in the workplace due to interruptions in workflow. Plus, disgruntled employees who like the job they’re currently in may not want to move to another position.

Leading The Organization Strategy

6. Management games

Business management games are a training method for both new and experienced managers. They are a creative way for managers to develop their skills in a safe environment.

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The training is based on an artificial environment that simulates a real managerial situation in the organization. After being presented with these simulations, management trainees must test their skills and apply an effective plan. Once they decide on their approach, they are provided with the consequences of their decisions.

Management games can take different forms, such as desktop business games, computer games, and team-building games.

Workplace Harassment (Course)

7. Understudy training

Understudy training means the trainee must learn and absorb everything from an experienced manager. The end goal is for the understudy to step into the job and take over if necessary. The understudy must do assignments to practice what the manager does and get the opportunity to observe the manager operating on the job.

The manager and understudy should communicate often and well for this training technique to be successful. Tasks and decision-making should be discussed. Watching and participating is an essential part of the training process.

The advantage of understudy training is that the manager can see how the trainee is progressing. The understudy is in a protected environment, experiencing real-life situations firsthand. The disadvantage of understudy training is the manager must cover all aspects of the role, which can be time-consuming. The understudy cannot just train under any manager. It must be a senior manager with excellent management skills.

Project Management For Managers

8. Action learning

This technique is a learning style where individuals control their own learning experience. It goes hand-in-hand with self-directed training. Also known as personal learning , action learning is gaining popularity among individuals and companies.

In today’s world, millions of people rely on the internet for information and knowledge. In the workplace, employees look to the Internet to replace formal training curricula. Companies also encourage this learning technique because it is less expensive and is attractive to tech-savvy employees.

Raising Resiliency

With this method, trainees have to work together in a team to solve an actual organizational problem. This develops team spirit among employees to achieve a common goal.

Maximize Training, Minimize Costs With Coggno Prime

Ensuring that your managers are adequately trained is one of the best investments you can make for your company. Creating an effective managers training program allows your managers to grow and develop their managerial skills, ensuring they are an asset to your company.

Coggno has a wide range of online management training programmes. You can look at our free courses and course catalog here .

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In this Ebook, we cover:

1. Keeping Teams Engaged and Happy

2. The Latest Subjects, Added Quickly

3. Upskilling and Reskilling Makes Employees Stick Around

4. Make Learning a Game Whenever Possible

5. Community Learning Increases Learning Time 30X

6. Making Online Learning More Interesting & Personal

7. Managers As the Keys - Using LMS to Help the Whole Team Succeed

8. Trends and Application in LMS Differ By Age

9. LMS Training Making Business More Resilient

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Online Leadership and Management Training Courses: Top 11 Picks

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Employee Training: 15 Types Of Employee Training Programs

8 , may 2024.

Top 5 Job Training Sectors In The US For A Secure Future

7 , may 2024.

Role Of Standard Operating Procedures In A Learning Management System

2 , may 2024.

How To Lead A Generationally Diverse Team

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On the Job Training Methods

Everything you need to know about on the job training methods. A number of training methodologies and techniques have been developed over the years to meet certain specific needs.

On-the-Job training refers to the methods that are used at the workplace, while the employee is actually working.

It means ‘learning while doing’. The trainees learn in the real work environment and gain practical experience dealing with the tasks and challenges during a normal working day. The main advantage of on the job training is that trainees understand the rules, regulations and the work procedures by adopting them in their day-today performance.

On-the-Job methods do not have to incur any additional cost or loose working time.This is a common method of training for employees performing operative functions.

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For examples, the employees are trained on new machines so that they adapt easily to the new working conditions. The success of this method depends upon the quality of the trainer; thus, it is essential to properly select the trainer to make the system work.

The various on-the-job training methods are:-

1. Induction 2. Apprenticeship 3. Internship 4. Coaching and Counselling 5. Delegation of Authority 6. Promotions and Transfers 7. Retraining 8. Vestibule

9. Job Rotation 10. Special Projects 11. Committee Assignments 12. Selective Readings 13. Multiple Management 14. E-Learning 15. Self-Instructional Mode.

Also learn about the suitability, merits and demerits of different on the job training methods.

On the Job Training Methods: Induction, Apprenticeship, Coaching, Vestibule, Job Rotation, Promotions and Transfers

On the job training methods – top 9 methods: coaching and mentoring, understudy , job rotation, special projects assignments & a few others.

In the on-the-job training method, the employees are trained on-the-job at their workplace. This is a common method of training for employees performing operative functions. For examples, the employees are trained on new machines so that they adapt easily to the new working conditions. The success of this method depends upon the quality of the trainer; thus, it is essential to properly select the trainer to make the system work.

Method # 1. Coaching and Mentoring:

Coaching and mentoring constitutes the most commonly used method to train the employees while they are on their jobs. Coaching involves the development of one-to-one relationship between the employees and supervisors, which ensures continued guidance and feedback of the employees on how well they are handling their tasks. Mentoring is a particular form of coaching used by experienced executives to groom the junior employees. Normally, mentoring involves one-to-one coaching for a period of several years until the employee is eventually capable enough to replace the mentor itself.

The merits of coaching and mentoring are explained in the following points:

a. Provides an excellent opportunity to learn quickly through continuous interaction

b. Offers constant guidance to the trainees to be on track and make optimal utilization of available facilities

The demerits of coaching and mentoring are as follows:

a. Creates a feeling of jealousy among other employees who are not able to show equally good performance.

b. Results into unwanted favouritism if mentors form overly strong bonds with trainees. This can also have a demoralizing effect on other employees.

Method # 2. Understudy :

Understudy refers to the method in which trainees are prepared to perform the work or fill the position of their superiors. In this technique, a trainee who is likely to assume the full duties and responsibilities of the position currently held by his/her superior is called as an understudy. The understudy fills the position of his/her superior that is about to leave the job due to promotion, retirement, or transfer. For instance, the departmental head may pick up one competent person from the department to become his/her understudy. This gives the understudy an opportunity to try out his/her leadership skills.

Method # 3. Job Rotation :

Job rotation involves the movement of employees from one job to another, so that they can attain the understanding of different functions and processes of an organization. In addition, to release boredom, it allows employees to build a rapport with a wide range of individuals within the organization, which further facilitates cooperation among the departments. The cross-trained workforce provides the organization a great amount of flexibility when transfers, promotions, or replacements become inevitable.

Job rotation may create numerous serious problems when the trainees are shifted to various jobs very frequently. In such a situation, the trainees do not get enough time to explore and learn one phase of a particular operation and develop a strong degree of expertise. Further, it would create a situation of chaos for the trainees when they are exposed to rotating managers, having contrasting styles of operation.

Method # 4. Special Projects Assignments :

Special project assignments denote a highly useful training technique, under which trainees are assigned a project that is closely related to their jobs. Sometimes, a number of trainee executives are put together to work on a project directly related to their functional areas. Trainees analyze the problems and submit the written recommendations, which provide them with a valuable experience in tackling the problem.

These special project assignments help the trainees to analyze the organizational problems from different angles and perspectives. When trainees work as a member of the team, they not only acquire knowledge but also learn how to work with others having different viewpoints.

Method # 5. Committee Assignments :

Committee assignments refer to the method in which the trainees are asked to solve an actual organizational problem. In committee assignments, trainees have to work together in a team and offer solution to the problem. This method of training helps the trainees to develop team spirit to achieve a common organizational goal.

Method # 6. Selective Readings :

Selective readings refer to individual self-development programs that are meant for executives. Some organizations have a planned reading program under which the executives are provided books, journals, and articles related to their functional areas. This helps the executives in enhancing their knowledge and understanding of various aspects of their business.

Method # 7. Multiple Management :

Multiple management represents a system, under which a junior board of young executives is constituted that analyzes major problems of the organization. The junior board makes recommendations to the board of directors after analysing the major problems. In this method, the young executives learn decision-making skills and the board of directors receives the benefit of wisdom of the executive team. Moreover, in the long-run, the vacancies in the board of directors can be filled by these junior board members.

The aforementioned on-the-job training techniques are cost effective, as the employees actually work while they learn alongside. Moreover, on-the job training techniques provide immediate feedback to the trainees, which motivates them to absorb and learn the right way of doing things.

Method # 8. E-Learning :

E-learning refers to a sequential or procedural method of learning supported by electronic media. An e-learning module normally does not have an instructor, and the knowledge and information is transferred through various tools, such as the Internet. In addition, it comprises knowledge pools and virtual classrooms. Such learning may be self-initiated or encouraged by an educationist to overcome the geographical and time boundaries. E-learning is not user-friendly for everyone. For example, generally, people in their late 40s and above are not very tech savvy; therefore, they may not consider E-learning a very good option.

Method # 9. Self-Instructional Mode :

Self-instructional mode of learning implies learning through self- guidance with the help of various resources. It is a self-initiated process that has to be taken up by trainees. In self-instructional mode, trainees can learn at their own pace, without face-to-face interaction with an instructor. The most important merit of self-instructional mode of learning is that it can be taken up at one’s own pace, as and when the trainee wants to learn .

On the Job Training Methods – 8 Important Methods: Induction, Apprenticeship, Delegation of Authority, Promotions and Transfers, Retraining & a Few Others

It is a fact, all personnel of a business establishment or company get some sort of on the job training at the time of joining the establishment. This training is very essential for employees in skilful comfortable performance of job. The main advantage of on the job training is that trainees understand the rules, regulations and the work procedures by adopting them in their day-today performance.

This system of training is most economical. Since additional personnel or facilities are required for conducting this type of training. It is most suitable for teaching a particular job, which can be procured in a short period.

(1) Orientation or Induction Training:

It is meant for the newly-selected employees and its sole object is to adapt them to the specialized job requirements and work methods of the enterprise.

Thus, the new employee is, to begin with, given a description of his job. At the same time, he is provided with a set of policies, rules and procedures which have a bearing on his performance. He is also told about his immediate superior and the subordinates who will work under him—the person from whom he will take orders and those to whom he will give orders.

In many organizations, there is a formal orientation program for new employees to help them to adjust and adapt to their work environment. This includes taking new employees round the offices or plants of the organization, giving lectures, and showing them films which familiarize them with the history, growth and achievements of the organization. Also, they are informed about the personnel policies of the enterprise and the benefit schemes operated for employees.

Most small and medium-size organizations provide orientation training by attaching the new employee(s) with a senior employee who teaches him techniques of performing the job besides keeping him informed on all matters related to the organization

(2) Apprenticeship Training:

It is one of the oldest forms of training. The new worker(s) is appointed as an apprentice. He is placed under the charge of a qualified senior worker. The apprentice learns the methods of work by observing and assisting his senior. In skilled trades, apprenticeship training is the most common. Electricians, machine-men and plumbers usually learn their jobs through such training.

The period of apprenticeship may be different from job to job. It may be anything between two and five years. During apprenticeship, the worker is paid less salary than a trained worker. The Government too has taken measures to safeguard the interests of apprentices, including regulating their wages, hours of work, insurance, etc.

(3) Delegation of Authority and Assignment of Responsibility:

It is an arrangement where a superior assigns a duty or responsibility to his subordinate and also delegates to him matching authority to control the necessary human and technological resources for performance of the said duty or responsibility. It boosts the morale of the subordinate who now feels at liberty to make and implement his decisions without looking up to his superior.

Delegation as a form of training has several advantages. It enables superiors to train their subordinates in specific jobs by making them take their own decisions and also enjoy a sense of accomplishment when a given task is successfully performed.

However, for various reasons, delegation as form of training is not very popular. The superiors may have their own reasons for not sharing authority with their subordinates and the subordinates too may not be very keen to accept responsibilities.

(4) Promotions and Transfers:

A promotion or transfer in the case of an employee may significantly change the nature of his duties and responsibilities. His transfer to a different workplace will require him to build equations with a new set of co-workers. The same may be the case with promotion which may bestow authority on him besides increase in his remuneration package.

But it may not always be safe to try out promotion or transfer as a means of training. This is because the subordinate will harbour a feeling of insecurity until his superior confirms him in the new job.

Moreover, holding a temporary incumbent accountable for any lapse on his part may be neither possible nor desirable. In any case, he will himself be afraid to make any important decisions for fear of incurring the displeasure of his superior.

(5) Refresher Training or Retraining:

Rapid scientific and technological changes can make even the properly trained workers feel out-dated. Changes in technology and work methods will also lead to changes in job requirements. As a result, even trained workers may need to learn new work methods and techniques.

Refresher training helps workers in learning new work methods and skills but it also enables them to improve the work methods they had learnt earlier. Change in technology and work methods leads to production of new goods and services and old hands will need refresher training to adapt themselves to the requirements of new environment.

(6) Vestibule Training:

“Vestibule” means a passage or room between the outer door and the interior of a building. Vestibule training means training given to new workers by special instructors inside the factory premises, but away from the shop floor.

Vestibule training is similar to on-the-job training. The only difference is that while on-the-job training is provided by the line supervisor on the shop floor itself, vestibule training is provided by special instructors, away from the shop floor.

Vestibule training becomes necessary if the number of workers to be trained is large, the work methods to be taught are too many, and the line supervisor, because of responsibilities of his job, cannot spare time for training.

Vestibule training offers several advantages. First, it can be imparted to a large number of workers without affecting the work on the shop floor. Second, the instructors are specialists who devote full time and attention to training and do not attend to shop floor duties. Third, trainees can concentrate on learning because they are away from the distracting sounds on the shop floor. Last, the line supervisor, relieved of the responsibility to impart training, can attend to his duty efficiently.

But vestibule training also suffers from certain drawbacks. First, it is imparted at a place away from the shop floor and trainees are denied opportunity to experience the actual work conditions there. Second, there will be avoidable blame-game between the instructors at vestibule training and the line supervisor, in case a worker trained by them commits a mistake. Last, the organization has to incur extra expenditure to acquire machines and tools for vestibule training.

(7) Job Rotation:

Job rotation may be vertical (in which case it is same as promotion) or horizontal (in which case it may be a transfer).

The object of job rotation is to provide diversified training to an employee by making him learn the nature of work at different work-centers. Job rotation may take different forms. For example, the employee selected for training may be assigned jobs, one after the other, in different departments in a specified period.

Another form of job rotation may be to send the employee to observe the work performed by different departmental heads. Here, the employee himself does not do anything; he merely observes how various departmental heads perform their duties.

Yet another form of job rotation may be creating certain positions to be occupied by trainees only. The object here is to provide actual work experience to the trainees.

(8) Creation of “Assistant to” Positions:

This involves posting a trainee as an assistant to different departmental heads. The object is to broaden his outlook and to prepare him for wider managerial responsibilities. It is common to find civil servants in India being given this training.

Working as assistant will enable the trainee to acquire actual managerial experience in each department. The departmental head will be always at hand to offer expert advice on performance of jobs assigned to the trainee.

(9) Committee or Board Membership:

A committee means a group comprising members which is assigned a task to report on, or resolve a problem situation and also delegated authority for the purpose. The authority is in terms of the “right to vote” which is granted to each member irrespective of his placement in the organization. Thus, if a supervisor and his subordinate are both members of a committee, they will have equal authority to participate and vote in the deliberations of the committee.

Membership of a committee is a useful training device. It enables members to interact with one another and pool their ideas and experience to resolve problem-situations faced by the organization. It enables members to learn how to arrive at a consensus decision (official agenda) after members have given expression to their emotions and angry reactions (hidden agenda).

On the Job Training Methods – 3 Main Forms: Coaching and Counselling, Understudy & Position Rotation (With Advantages and Disadvantages)

In this method, training is mostly imparted on the job. The employee is trained while he/she is engaged in the work by utilizing the actual work situation for the purpose, wherein an experienced worker or supervisor instructs the trainee on the job. This method is particularly adopted where the process of production is automated.

Although it is apparently simple and relatively less costly, if not handled properly, the cost can be high in terms of damaged machinery, unsatisfied customers, misfiled forms, and poorly taught workers. Simple observation and practice, which are informal techniques, are two of the greatest sources of on-the-job knowledge.

A person learns his job simply by watching others doing it and then eventually duplicating or copying these observed behaviours. Another aspect of on-the-job training may be more formal, for example, when a new employee on the way to run a certain machine is assigned to a senior employee.

The primary responsibility in on-the-job training rests on the employee’s line supervisor. This is a part of the supervisory function which he/she must have learnt to perform competently and sympathetically. It is for the HR department to ensure that supervisors are adequately trained so that they can, in turn, be responsible for the on-the-job training of their sub-ordinates.

On-the-job training is suitable in cases where skills can be learnt in a short span or when few employees have to be trained on the same job at the same time.

There are three forms of on-the-job training which are discussed below:

Form # 1. Coaching and Counselling:

The line supervisor not only teaches the job, knowledge, and skills to his/her sub-ordinates, but also councils them very often. The emphasis in coaching is on learning by doing. Coaching and counselling are similar in many respects. When a supervisor is interacting with a sub-ordinate, it is often difficult to clearly define whether he/she is performing a coaching or counselling role. Theoretically, these concepts may differ, but pragmatically it is not possible to totally separate these training techniques.

Form # 2. Understudy:

The line supervisor is assigned an understudy or assistant, and in addition to his/her regular duties is expected to give training to his/her understudy. An understudy is prepared to perform the work or fill the position of another. He/she is a trainee who at a future time shall assume the duties and responsibilities of the position currently held by his immediate supervisor. The understudy is an off shoot of manpower and succession planning which ensures that a fully qualified person will be available to take over a manager s job whenever a line supervisor leaves his/her position due to promotion, transfer, retirement, and so forth.

Form # 3. Position Rotation :

Also known as job rotation, this involves the transfer of trainees from job to job and sometimes from plant to plant on a co-ordinated, planned basis for learning purposes. Job rotation is intended to give the trainee a broad perspective of the organizational activities.

The trainee is systematically transferred from one job to another so that he may get the experience of different jobs. This will broaden his horizon and capacity to do a variety of jobs. Rotation of an employee from one job to another should not be done frequently. He should be allowed to stay on a job for a sufficient period so that he may acquire the full knowledge of the job.

Job rotation is used by many organisations to develop all-around workers. The employees learn new skills and gain experience in handling different kinds of jobs. They also come to know the interrelationship between different jobs. Job rotation is also used to place workers on the right jobs and prepare them to handle other jobs in case of need.

On-the-job training offers the following advantages:

(i) On-the-job training is suitable for teaching those skills that can be learnt in a relatively short time.

(ii) It has the advantage of strongly motivating the trainee to learn.

(iii) It is not located in an artificial situation. It permits the trainee to learn at the actual equipment and in the environment of the job.

(iv) On-the-job training methods are relatively cheaper and less time consuming.

(v) The line supervisors play an important part in imparting training to their subordinates. Because of the above advantages, on-the-job training is superior to off-the-job training.

However, on-the-job training suffers from the following limitations:

(i) It takes longer time for the employee to learn the required skills.

(ii) Expert guidance may not be available to the employee. The weaknesses of the supervisor or instructor from whom the new employee learns are passed on to him.

(iii) There is disturbance in the production schedules. The supervisor is more interested in getting work than imparting the skills.

On-the-Job Training Methods – With Its Suitability, Merits and Demerits

On-the-Job training refers to the methods that are used at the workplace, while the employee is actually working. It means ‘learning while doing’. The trainees learn in the real work environment and gain practical experience dealing with the tasks and challenges during a normal working day. On-the-Job methods do not have to incur any additional cost or loose working time.

The various on-the-job training methods are:

i. Apprenticeship Programmes:

It is a method of training where an employee works under the guidance of a master worker to acquire higher level of skills. During the training period, the trainee receives salary in the form of stipend, which is lesser than the normal salary he/she may earn after being trained.

This training requires a trainee to:

a. Work under guidance of a master worker or mentor.

b. Acquire the specifically designed higher level of skills required to enter the respective trade.

c. Spend prescribed amount or additional time to acquire skills.

Suitability:

This training is suitable for jobs requiring:

a. Detailed and in-depth practice of skills or

b. In-depth technical knowledge.

Example – A sales executive is appointed as an assistant to the assistant sales manager for a period of six months to learn about company products and marketing skills.

Merits of Apprenticeship Training:

a. Trainee receives stipend during training period which encourages him to work.

b. Helps trainee to acquire skills to enter skilled traits like plumbing, electrician etc.

c. Enables trainee to combine theoretical knowledge with practical skills.

Demerits of Apprenticeship Training:

a. It is an expensive and time-consuming method.

b. Trainee may leave the organisation after acquiring skills resulting in loss of efforts.

c. It requires contiguous supervision for a long period of time.

ii. Coaching:

It is a method of training where a superior guides and instructs the trainee as a coach to learn skills and processes.

Coaching involves:

a. Setting of mutually agreed upon goals.

b. Suggesting the means to achieve the agreed goals.

c. Periodic review of trainee’s performance to ensure that goals are achieved as planned or suggesting ways to improve performance in case of any deviations.

This training is suitable to:

a. Prepare managers for future.

b. Train a subordinate who is eligible for a promotion to a higher position.

Example – Supervisors in a factory train new or inexperienced machine operators with basic knowledge about machines and skills to run the machine.

Merits of Coaching as a method of training:

a. Cheapest method to train managers.

b. Trainee is groomed to replace or relieve seniors from his responsibilities.

Demerits of Coaching as a method of training:

a. Senior may be biased towards his/her subordinates.

b. Training quality is entirely dependent on the senior.

iii. Internship Training:

Internship training is the combined effort of the educational institutions and business organisations where selected candidates continue regular studies for a prescribed period and also work in a business enterprise for a specific period of time to acquire practical knowledge and skills.

Internship training involves:

a. Joint effort of educational institutions and business enterprises.

b. Educational institutions impart theoretical knowledge whereas business enterprises impart practical knowledge.

c. It brings the balance between the theoretical knowledge and practical skills required to perform a job.

It is adopted by professional or technical organisations who prepare professionals for managerial positions or technical experts.

Example – The engineering courses require the third year students to gain experience in their field by working in the business organisations for a period of two-three months. MBA students also work on real life projects in their second year programme to gain managerial experience.

Merits of Internship Training:

a. It brings balance between theoretical and practical knowledge.

b. It provides students the exposure to real world.

c. Training cost is shared between educational institutes and business enterprises.

Demerits of Internship Training:

a. This type of training may be limited for technical people.

b. Business organisations may not give appropriate practical knowledge to trainee for the fear that they may learn and leave leading to waste of time and cost.

iv. Job Rotation:

Job rotation is a training method where members of staff rotate roles or tasks by shifting from one job to another or from one department to another so that they gain experience of a full range of jobs. Job rotations help employees to have a broader understanding about the organisation and learn skills to perform different types of functions or jobs.

Job rotation helps staff to:

a. Involve in operations of various departments and test his/her ability and aptitude.

b. Interact with employees of other departments and improve social relationships.

c. Acquire skills to undertake responsibilities at different levels within the organisation.

Suitability – It is a method suitable to train employee for general management positions, transfers, promotions and replacements.

Example – Mr. Murthi working in the accounts department of Sell Well Ltd. is responsible to look after the medical reimbursements of all employees. Recently he is given the responsibility to take charge of purchases for the factory. Another employee looking after collections against sales is given the responsibility of dispatches. All these transfers are within the organisation at similar levels but different roles.

Job rotations are a common phenomenon in government organisations. Officers are transferred from one office to another. For example, an employee working in the South Campus office of Delhi University may be transferred to the North Campus office.

Merits of Job Rotation:

a. It helps to develop cooperative approach towards different functions or positions in the organisation.

b. It helps to develop broader horizon and perspective of managers.

c. It helps employees to understand problems of different jobs.

Demerits of Job Rotation:

a. Frequent shifting might create confusions in the mind of an employee.

b. Frequent transfers or rotations may decrease employee efficiency and productivity.

c. Employees may not enjoy job satisfaction.

On the Job Training Methods – Job Instructions Training, Coaching, Job Rotation, Apprenticeship Training and Mentoring

A number of training methodologies and techniques have been developed over the years to meet certain specific needs. There is no one method of training that can be treated as best for everyone or for every group because different situations demand different methods and approach.

When the employees are taught relevant knowledge, skills and abilities at the actual work place it is called on the job training.

The following methods used for on the job training are:

(i) Job Instructions Training:

The learning that occurs is centered on the job. The trainee is placed into the real work situation and shown the job by superior after that the trainee is permitted to copy the trainer’s way. This method is simple and fairly economical if handled properly.

To improve the effectiveness, three points should be kept in mind:

(a) It is a joint effort involving both the trainer and trainee

(b) The trainer is responsible for creating a climate of trust.

This method provides immediate feedback on result and quick corrections of errors. However, it demands a skilled trainer.

(ii) Coaching:

It is a kind of daily training in which the trainer works with one or more trainees. It is informal and unplanned type of training. The trainer or coach assigns tasks, monitors trainee’s behavior and provides reinforcement and feedback. This method can be expensive if one person serves as a full time coach for only few trainees.

(iii) Job Rotation:

This kind of training involves moving of employees from one job to another for the purpose of providing them with a larger organisational perspective and a greater understanding of different functional areas. This added knowledge may be needed for performing higher level tasks. These are several potential problems related to use of job rotation such as increased work-load for trainees and frequent job change may produce stress and anxiety. The trainee may not be very productive during this time.

(iv) Apprenticeship Training:

This method is traditionally used in crafts trades and in technical areas. The trainees spend prescribed amount of time working with an experienced trainer or coach. The training period varies from one year to two years depending upon the nature and type of apprenticeship. A major part of training time is spent on the job productive work. The trainee is paid stipend which is less than the salary of skilled workers.

The main advantage of this method is that the skilled manpower is maintained but on the other hand, one weakness is that the period of apprentice is predetermined and those who learn fast may quit the programme in frustration.

(v) Mentoring:

In this type of training, a senior employee who act as a mentor sponsors and support a junior or less experienced employee who is a mentee. A mentor is a teacher, coach, counsellor, host, guide, and facilitator in the realisation of the vision of the young person (protégé). The mentor shares experiences with the men tee, act as a role model and provides guidance on how to survive and get ahead in the organisation.

In general mentor shape the behaviour of mentee in a work situation, both formal and informal mentoring can take place depending on the work culture and the philosophy of top management of the organisation. In India the mentoring is based on the “Guru-Shishya” relationship. As per Economic Times, 25 October 2002 organisation like TISCO, Neyveli Lignite Corporation, Polaris and Coca – Cola India are using mentoring system.

On-the-Job Training Methods – 6 Most Popular Training Methods: Job Instruction, Coaching, Mentoring, Job Rotation, Apprenticeship, and Committee Assignments

The most popular on-the-job training methods are as follows:

1. Job Instruction Training (JIT)

2. Coaching

3. Mentoring

4. Job Rotation

5. Apprenticeship Training

6. Committee Assignments

Method # 1. Job Instruction Training :

One approach to systematic on-the-job training is the Job Instruction Training (JIT) developed during World War II to train the solders.

The various steps in JIT are:

i. Preparation of the Learner:

a. Put the learner at ease.

b. Find out what he or she already knows about the job.

c. Get the learner interested and desirous of learning the job.

ii. Presentation of the Operations and Knowledge :

a. Tell, show, illustrate and question in order to put over the new knowledge and operations.

b. Instruct slowly, clearly, completely, and patiently, one point at a time.

c. Check, question, and repeat.

d. Make sure the learner really knows.

iii. Performance Try-Out:

a. Test the learner by having him or her perform the job.

b. Ask questions beginning with why, how, when, or where.

c. Observe performance, correct errors, and repeat instructions if necessary.

d. Continue until you know that the learner knows.

iv. Follow-up:

a. Put the employee on his or her own.

b. Check frequently to ensure that the learner follows instructions.

c. Taper off extra supervision and close follow-up until the person is qualified to work with normal supervision.

Method # 2. Coaching:

According to Brad Humphrey and Jeff Stokes (2000, book-The 21st Century Supervisor), coaching employees is one of the supervisor’s single greatest contributions to the organization. They identified coaching as one of the nine essential skills for organizational leaders. Edgar Schein has emphasized the OD consultant’s role in coaching and counselling.

In 1969, coaching assumed a new level of importance when Paul Hersey and Ken Blanchard introduced a management model entitled Situational Leadership.

Coaching process is a relationship. It is only through working together that the coach and the individual (or team) can take an activity that at first seemed impossible, and try to make it possible through sincere effort. In this relationship, the coach provides the environment, support, feedback and encouragement, while the individual or team must be open and committed to change and improvement.

In an ideal world, successful coaches keep creating situations where they are no longer needed. The qualities of a good coach are- positive, supportive, trusting, observant, respectful, patient and assertive. Furthermore, it is also important that a coach be focused and clear.

To illustrate the attributes of a good coach, Marshall Cook (1999) developed a useful tool that compares and contrasts the traits of the archetypal “boss” with the ideal “coach”.

Attributes of Good Coach:

a. Talks a lot

d. Presumes

e. Seeks control

h. Puts products first

i. Wants reasons

j. Assigns blame

k. Keeps distance

a. Listens a lot

c. Prevents

d. Explores

e. Seeks commitment

f. Challenges

g. Works with

h. Puts process first

i. Seeks results

j. Takes responsibility

k. Makes contact

This list provides a useful profile of what an ideal coach would look like. There are diversified opinions in deciding the work of a coach. In general, however, there are three factors that are repeatedly identified as central to the work of a coach.

i. Focus on Communication :

Commitment to good communication is very much required for successful coaching.

A good coaching session should:

a. Have a clear purpose

b. Have established ground rules

c. Keep focused

d. Be based on clear and simple communication

e. Depends on openness to new ideas

f. Have an open door policy

g. Place special attention on modelling good behaviours and body language

h. Have competing demands placed on a manager’s time.

ii. Invest in Problem Identification :

In a coaching programme the problem should be identified properly. Effective problem diagnosis is critical to improving performance.

The skills required for effective diagnosis are:

a. Listening skills- Coaches must avoid the temptation of immediately rushing in and naming what they see as the problem. They should ensure that there are no distractions and should avoid the temptation of leading the conversation.

b. The ability to develop good questions.

iii. Identify an Effective Problem Solving Strategy :

Effective and successful coaches keep creating situations where they are no longer needed. Marshall Cook (1999) provides some simple, pragmatic insights into solving problems by coaching. He prescribes a seven-step methodology for coaching employees to solve problems.

The methodology challenges the coach and the person(s) being coached to:

(a) Define the opportunity (problems are often opportunities in disguise)

(b) Define the goal

(d) Create the action plan

(e) Set the evaluation standard

(f) Confirm the understanding

(g) Plan the follow up.

Pros and Cons of Coaching:

a. Coaching is not a therapy. It assumes that the client is healthy rather than suffering from some pathology.

b. Coaching is future and action oriented.

a. The limits of a coach’s skills and abilities must be acknowledged.

b. Sometimes people of the organization are unable to accept the coach.

Method # 3. Mentoring :

While coaching by an employee’s immediate superior usually focuses on job performance, mentoring is usually much broader and focuses on general career and personal development. Mentor’s role is usually filled by someone other than the immediate superior, and usually by a person of higher rank from outside the employee’s department.

Generally a mentor is an individual of higher status who is willing to invest time, interest, and support in a subordinate person over an extended period of time. According to Ostroff and Kozlowski (1993), a mentor is a senior and experienced organizational member who specifically helps a young professional to develop their technical, interpersonal, and political skills.

However, this differs slightly to the view of Burlew (1991) who states that the definition of a mentoring relationship has changed from the intense, exclusive, multiyear relationship between senior and junior colleague, to now include an individual involved in a variety of short-term, low-intensity interactions with peers and direct supervisors.

Most definitions agree that a mentoring relationship is an interactive and dyadic relationship. Mentoring can be accomplished on a person-to-person basis, or the mentor can meet with a small group of four to six proteges. With the group approach, the group has the potential to evolve into a learning team whose members can coach each other.

The Organization Development (OD) consultant can provide valuable training, such as training in active listening or training in small-group process interventions, for those involved in this process.

The main objective of mentoring is to help an employee attain psychological maturity and effectiveness and get integrated with the organization. In a work situation such mentoring can take place at both formal and informal levels, depending on prevailing work culture and the commitment from the top management.

Differences between Coaching and Mentoring:

i. Coaching takes place within the confines of a formal manager- employee relationship.

ii. Focuses on developing individuals within their current jobs.

iii. Interest is functional, arising out of the need to ensure that individuals can perform the tasks required to the best of their abilities.

iv. Relationship tends to be initiated and driven by an individual’s manager.

v. Relationship is finite-ends as an individual transfers to another job.

i. Mentoring takes place outside of a line manager-employee relationship, at the mutual consent of a mentor and the person being mentored.

ii. Mentoring is career-focused or focuses on professional development that may be outside a mentee’s area of work.

iii. Interest is personal and professional – a mentor provides both professional and personal support.

iv. Relationship may be initiated by a mentor or created through a match initiated by the organization.

v. Relationship crosses job boundaries. Relationship may last for a specific period of time (nine months to a year) in a formal programme, at which point the pair may continue in an informal mentoring relationship.

Features of Mentoring:

a. Listen and understand

b. Challenge and stimulate

d. Build self-confidence

e. Teach by example

f. Act as role model

g. Share experiences

h. Offer encouragement

b. Act on advice

c. Show commitment to learn

d. Check ego at the door

e. Ask for feedback

f. Be open minded

g. Be ready to change

h. Be proactive

Functions of Mentoring :

The various functions the mentor provides for the protégé and the organization are broadly categorized as career-development, psychosocial, and organizational functions.

a. Career Development Functions :

Career-oriented functions are activities which not only help the protégé’s to develop his/her career within the current organization, but to help in developing general career progression. These functions include sponsorship, protection, coaching, challenging the protégé, and giving them exposures which are described below. According to Scandura (1998) these mentoring functions are “vocational career support”.

i. Sponsorship:

To fulfil the function the mentor acts in a proactive way to benefit the protégé’s career by championing their suitability for promotion and career benefiting assignments.

ii. Protection:

Protection of the protégé is similar to sponsorship, but in a defensive manner. The mentor protects the protégé from undesirable assignments and internal politics which may harm their career development or advancement.

iii. Coaching:

Here the mentor provides advice, analysis, and feedback with the intention of improving decision-making, organizational fit, and skills of the protégé.

iv. Challenge:

Mentors help mentees to develop necessary competencies through challenging job assignments and appropriate feedback.

v. Exposure:

Mentors expose their protégés to senior-decision makers to demonstrate their abilities and aid them in the creation of their own internal and external networks.

b. Psychological Functions :

Psychological functions are aimed at improving the protégé’s psychic development. These functions include- role modelling, confirmation and acceptance, counselling, and friendship.

i. Role Modelling- Mentors offer mentees a pattern of values and behaviours to imitate.

ii. Confirmation and Acceptance- Confirmation and acceptance is the process of the protégé building a sense of self as a professional through the mentor affirming and understanding the protégé’s experiences.

Mentors offer support, guidance and encouragement to mentees so that they can solve the problems independently and gain confidence in course of time. Mentors help people to learn about the organization’s culture and understand why things are done in certain ways.

iii. Counselling- Mentors functions as counsellor to protégé’s or mentees. Mentors help mentees work out their personal problems, learn about what to do and what not to do, offer advice on what works and what does not, and do everything to demonstrate improved performance and prepare them for greater responsibility.

iv. Friendship- Mentors also provide friendship and a role model for protégés. They offer practical help and support to mentees so that they can indulge in mutually satisfying social interactions with peers, subordinates, bosses and customers.

c. Organizational Functions :

The third type of mentoring function is the organisational function. Covan (2002) argues that mentors help the organization by monitoring their protégé and assuring they work to the appropriate standards. He also states that mentors help the organisation by teaching organizational values and processes to the new employee. There are less organizational related functions in mentoring, as the focus of mentoring is more concerned with developing the protégé to benefit the organization.

1. Mentees have easy access to someone for support and friendship; information and learning; coaching; and advocacy.

2. Mentoring is linked to a new employee’ learning the ropes faster than an un-mentored newcomer

1. Feeling of jealousy may be created among the mentees who do not get a good mentor.

2. Sometimes the mentor forms strong bond with the mentees creating unwarranted favouritism which leads to a demoralizing effect on other workers.

Organizations like TISCO, NTPC, Polaris, CITI Bank, Proctor and Gamble and many more have given a lot of importance to mentoring programme.

Mentoring can succeed if- (i) there is genuine support and commitment from top management, (ii) mentors take up their job seriously and transfer ideas, skills and experiences in a systematic way and (iii) mentees believe in the whole process and carry out things in an appropriate manner.

Method # 4. Job Rotation :

This training allows employees to rotate themselves among different narrowly defined tasks and gain experiences of those tasks. This implies periodic shifting of an employee from one task to another. When a job is no longer meaningful, interesting and challenging the employee is rotated to another job especially at the same level having similar skill requirements.

The objective is to expose the employees to different experiences and wider variety of skills to enhance job satisfaction and to cross-train them. It gives future managers a broad background.

For example an administrative employee may spend two or three days of a week looking after reception areas of the business and directly dealing with customers and enquiries. Next two days he/she may spend in doing his/her current work. Another example may be in an auto assembly line, one worker whose job is installing carpets would be rotated periodically to a second workstation where he/she would install only seats in the car.

After that he/she might be rotated to a third work station, where his/her job would be to install only the cars’ instrument panels. During the course of a day on the assembly line, the worker might be shifted at two-hour intervals among all three workstations.

a. It reduces boredom and monotony of the job.

b. It teaches the employees multi skill.

c. Employees with a wider range of skills give management more flexibility in scheduling work, adapting to changes, and filling vacancies.

d. It helps in managing the work in the absence of employees.

e. It motivates the employees for better productivity.

a. It increases training costs.

b. The productivity is reduced by moving an employee to a new position, just when efficiency at the previous job is creating organizational economies.

c. Job rotation creates disturbances in the sense that members of the work group have to adjust to the new employee.

d. Supervisor has to devote more time by answering the queries of the newly rotated employee.

Method # 5. Apprenticeship Training :

Apprenticeship is typically associated with the skilled trades, derived from the medieval practice of having the young learn a trade from an experienced worker. Apprentices (or in early modern usage “prentices”) or protégés build their careers from apprenticeships. Most of their training is done while working for an employer who helps the apprentices learn their trade.

This is in exchange for their continuing labour for an agreed period after they become skilled. Theoretical education may also be involved, informally via the workplace and/or by attending vocational schools while still being paid by the employer. Apprenticeships are route to certain skilled blue- collar jobs.

In Europe, apprenticeships are still one of the major ways for young men and women to gain entry to skilled jobs. In the United States, apprenticeships are largely confined to adults wanting to work certain occupations, such as carpentry and plumbing. These apprenticeships generally last four years, and the apprentice’s pay starts at about half that of the more experienced “journey workers”.

In India, The Apprentices Act was enacted in 1961 and was implemented effectively in 1962. Initially the Act envisaged training of trade apprentices. It regulates the programme of training of apprentices in the industry so as to conform to the syllabi, period of training etc. as laid down by the Central Apprenticeship Council and to utilize fully the facilities available in industry for imparting practical training with a view to meeting the requirements of skilled manpower for industry.

The Act was amended in 1973 to include training of graduate and diploma engineers as “Graduate” and “Technician” Apprentices. The Act was further amended in 1986 to bring within its purview the training of the 10+2 vocational stream as “Technician (Vocational)” Apprentices. Overall responsibility is with the Directorate General of Employment and Training (DGE&T) in the Union Ministry of Labour.

DGE&T is also responsible for implementation of the Act in respect of Trade Apprentices in the Central Govt. Undertakings and Departments. This is done through six Regional Directorates of Apprenticeship Training located at Kolkata, Mumbai, Chennai, Hyderabad, Kanpur and Faridabad.

State Apprenticeship Advisers are responsible for implementation of the Act in respect of Trade Apprentices in State Government Undertakings/Departments and Private Establishments. Department of Education in the Ministry of HRD is responsible for implementation of the Act in respect of Graduate, Technician and Technician (Vocational) Apprentices.

This is done through four Boards of Apprenticeship Training located at Kanpur, Kolkata, Mumbai and Chennai.

Pros and Cons of Apprenticeship:

a. Apprentices get chance to work with an experienced guide, coach or trainer.

b. Apprentices can clear the doubt first handedly.

a. Uniform period of training is offered to trainees.

b. People have different abilities and learn at varied rate. Fast learner may quit the programme in frustration while slow learner may require extra time.

c. Technologies are being changed rapidly. Hence trainees who spend years learning specific skills may find, upon completion of their programmes, that the job skills they acquired are no longer appropriate.

Internships:

Internships are a route to white-collar or managerial jobs in a variety of fields. Internships are opportunities for students to gain real-world job experiences, often during the time they do their summer project. Although most internships offer very low or no pay, student interns can often gain college credits and, possibly, the offer of a full-time job after graduation.

Method # 6. Committee Assignments :

In this type of training, the trainees are asked to solve an actual organizational problem by working in a group. Talented employees are being assigned important committees in order to broaden their experiences. By this they also understand the personalities, issues and processes governing the organization.

This develops the team spirit of the trainees to achieve the common goal. But sometimes committee assignment leads to “social loafing”, which is the tendency for individuals to expend less effort when working collectively than when working individually. Some other times, committee assignment becomes notorious time wasting activities.

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Section 3. Delivering a Training Session

Chapter 12 Sections

Section 2. Designing a Training Session
Section 4. Conducting a Workshop
Section 5. Organizing a Conference
Section 6. Organizing a Teleconference
Section 7. Organizing a Retreat
Section 8. Choosing a Consultant
Section 9. Serving as a Consultant
Main Section

What are the advantages of holding a training session?

When should you host a training session, how do you deliver a training session.

When a training session runs well , most people come out thinking, "Wow, I learned a lot about X ," or, "Great! Now I can do Y ." On the flip side, however, is what people think about when a training goes badly: "That speaker was awful ." "I never got to ask any of my questions." "This training really didn't fit my needs." "I ended up showing up 45 minutes late because I didn't understand the directions -- how embarrassing."

In the last Tool Box section, we talked about how you design a training, both its content and its presentation. However, when you have that down, you only have the battle half won. There is still a lot more work to be done -- important work that can be a smooth and seamless backdrop for your training, or work that can turn into a nightmare for trainers and trainees alike if it's done poorly. This work is all the pieces that go into the delivery of a training session.

In this section, we're going to step onto that more practical ground and map out the logistics of running a training session. We'll start with a look at the advantages to your organization of holding a training session. Then, we'll look at when might be the perfect time for your organization to hold such a training. Finally, we'll come to the training delivery itself: what you do in the days preceding the training session, during the session itself, and finally, as follow up in the days after the session.

Generally speaking, your organization will hold a training session for one basic reason: to get information and skills to people who need them. However, there are a lot of other "extra" advantages to delivering a training session. Some of them include:

Improve organizational morale . Holding a training session can brighten spirits in your organization by increasing the satisfaction employees and/or volunteers feel with their work. Learning to run a training can be a terrific confidence builder for people who don't have a lot of experience in managing group projects. One reason that this is true is because the results of running a training session are so tangible -- organizers can watch people learn and gain confidence with their skills. Also, if attendees fill out evaluation forms at the end, organizers have almost immediate feedback on their strengths and weaknesses.
Holding training sessions can make your organization more effective . This can happen in several ways. First, if the training (at least in part) is for staff or volunteers involved with your organization, you'll see immediate benefit as they get better at what they do. If the training also includes other community members who are not directly involved with your organization, the attendees will learn more about your cause and your organization -- and they might even decide to sign on as volunteers! Finally, a good teacher (or facilitator) always learns from his or her students. So if the trainer or trainers has/have an ongoing relationship with the organization (for example, if they are employees, or if they always run trainings for your group), they might very well learn things they can use to help the organization in other ways. So, delivering a training session truly can be a situation where everyone wins.
Increase community awareness . Finally, your training can be directed (at least in part) towards the general public. This can help increase awareness of your organization and your cause -- a definite side benefit that can occur as you try to increase community members' competence on a given subject.

Let's look at how all of these advantages might occur together. For example, let's say that your organization is working to reduce the incidence of heart disease in your community. One of your actions is to host "heart healthy" cooking classes, demonstrating healthy recipes to people who have had heart problems and their families. In doing the class, you ask one of your newest employees to co-facilitate the class, helping her to hone her presentation and organizational skills. During the class, members learn new, healthier recipes, and they also learn healthy variations of old favorites. The facilitators also talk a little about the organization's purpose and upcoming events, and several class members decide it would be fun to help out at a community walk/run the organization is putting on in a few months. Finally, towards the end of the class, everyone brings in some of their favorite healthy recipes to share among themselves and for the facilitators to use at future trainings.

Even with all of the good things your group can gain from running a training session, your organization probably still won't want to do them every day. So how do you decide when to take the time and resources away from other projects to run a training?

The simple answer is that it depends on the type of training you are planning as well as the needs of your organization. Consider the following types of training, and the situations in which they might be useful:

Regular, repeated trainings . If your organization is planning to run trainings on topics that everyone involved with the organization needs to understand, then trainings might be best scheduled to occur on a regular schedule, such as biannually or quarterly, as new members join the organization. For example, a crisis counseling center that is manned by entirely by volunteers might decide to accept new volunteer counselors two or three times a year, and run training sessions at those times.
Regular, topical training sessions . An organization may choose to have regular, ongoing training sessions on different topics to keep staff and volunteers interested, educated, and up to date on the organization and its work. For example, a teen pregnancy prevention project might try to run quarterly training sessions on topics that will be important to its members and also to different segments of the community. The group might decide to give trainings on topics that they themselves are currently contending with, or maybe on topics that have recently been talked about in the news, and in which there exists a good deal of interest. For example, their classes one year might include, "Preventing second pregnancies among teenagers," "Working with the faith community," "Contraception for teenagers: What messages are we sending our children (and what do they hear)?" and "It's not just a woman thing: Reaching out to young men."
Trainings done occasionally on an "as needed" basis . An organization might also not have any set training schedule, but be prepared to present occasional trainings on topics as they become an issue in each community. For example, in a community where several high school students have recently committed suicide, a youth organization might put together a series of educational sessions for teens and parents on recognizing the signs of depression and understanding how to get their children or friends the counseling they need.
Trainings that "piggyback" onto other events. Sometimes, it makes sense to run training sessions when interest in your issue is likely to be high. For example, your organization might use Mothers' Day to kick off your new parent skills classes; or you might offer short trainings on nutrition at a local health fair.
Trainings done to fulfill professional requirements . Many professions require a certain number of continuing education units, or CEUs, to retain licensure. Your group might choose to offer these units in conjunction with any of the types of training listed above, depending on your target audience. This topic is discussed in more depth in the previous Tool Box section.

Along with the needs presented above, there are other things your organization will need to consider when deciding if right now is the right time to hold a training session. These things will include:

Does your organization have the time to deliver a training session?
Do you have the resources to do so (financial resources, experienced trainers, et cetera)?
Does the training you are considering fit with your organization's mission?
Is there another organization that already runs a similar training, or that is considering doing so?
Is there a need in your community for the training you want to provide?

Looking over these options, it might be very clear to you what type of training your organization wants to run, and when would be a smart time to run it; or you might not be very sure of what you want. In either case, our suggestion is to sit down with the group of people who is considering delivering the training session. (An ideal group would include members of the staff, a Board member or two, and if possible, an experienced trainer.) In your meeting, talk about what kind of trainings you have in mind, the list of questions above, and any additional concerns people have about organizing such a session.

Delivering a training session really has three major parts -- what you do before, during, and after the session. Let's look at each part one by one.

Before the training session:

A lot of what you do before the training happens in the weeks or even months before the training occurs. Even if you are using a training outline developed elsewhere (for example, if you are using a Red Cross format to educate volunteers as HIV educators ), many of the same points will still apply. To recap very briefly, some of your group's key steps will include:

Determine your organization's specific training needs.
Clarify the goals of the training session.
Decide who will run the session.
Develop (or choose, or modify) the training outline you will use for the training session.
Recruit trainees for the session.

If you haven't gone through these steps already, now is probably a good time to refer back to the last section.

Then, when you're up to speed on those pieces, you're ready to focus on game day, or on the run-up just before it.

There's not an absolute "right" time to start on figuring out the logistics -- a last minute training might be offered very casually to interested learners with very little notice; a year in advance isn't too soon to start on a very large, professional training. But for most moderate sized trainings run by community groups, a month or two ahead of time is probably a good time to start preparing.

Set a budget.

The first thing you'll need to consider is how much you have to spend, and where you want to spend it.

Secure space for the training session.

This step will be very important if you will be renting or borrowing a place to hold the training, as opposed to using your own facility. But even if you're planning on holding the session at your office, you should still consider carefully all of the following issues. Your group may decide that it's actually better, in the long run, to spend the money and rent a place that is more appropriate, if it turns out there are some very big disadvantages to your home base.

Issues to consider:

Is it accessible? This includes how user-friendly the building is for people who are physically challenged, and also how easy to get to is the building site itself. For example, is the training site many miles from where your students live? If members of your audience take the bus or subway, is it on the route? If you're having Sunday evening classes, will transportation still be available?
What facilities are available? Is there a bathroom? How about vending machines? These are an especially welcome perk if the training will go on for more than an hour or two.
What will parking be like? Are there enough places for your estimated audience? Is it free and safe?
How is the lighting in the space you're looking at? Is it too bright or too dingy?
Is there adequate ventilation? Are there windows? Although windows aren't a necessity, they can certainly help brighten a room.
Do you have access to the temperature controls? On a similar note, if you're planning for some or all of the training to occur outside, do you have a rainy day back-up plan?
What kind of seating is available? This includes how many seats there are, how comfortable they are, and how flexible they are. Can the seats be moved around? And can tables appear/disappear if you do/don't want them?
How much does the space cost to rent? Is that figure all-inclusive? How does that number compare to your budget?
Is equipment available? Is everything you will need, such as televisions/VCRs, AV equipment, et cetera, on hand? If not, do you own it, or can you rent it? How much will that add to the cost of the facility?
Is food available? Are there kitchen facilities, or at least restaurants nearby? Also, check to be sure that the space you are looking at allows food and drink to be brought in.
Are there equipment hookups for things you might want to bring in? Enough outlets? If you will want to connect to the Internet, are there phone jacks you'll be able to use?
Is there technical support available? This includes for the equipment, of course, but also for little things like someone to let you in. You don't want to plan a session, and then not be able to get in because the person with the key isn't around.
Will childcare be available on site? If not, will this hurt attendance?
Finally, what is the general feel of the space; does it just feel good to be there? If you don't feel personally comfortable there (especially if you're the trainer ), and if you have a choice, don't take it.

Prepare materials for the session.

Make sure to purchase and/or duplicate any necessary materials. It's probably a good idea to have a list that you can check before you go to the training site. Also, check to see if you will be able to photocopy things on site; if not, you might want to learn where the closest copier is.

Expert tip: Some professional trainers will have a prepacked bag full of training supplies and extras -- pens, markers, clips, tape, post-its, stuff for making signs, spare bulbs, name tags, generic sign-in sheets and evaluation forms, certificates, aspirin -- that they can take with them on very short notice. If you plan on doing trainings as a not-infrequent part of your professional life, you might consider developing a similar bag of your own.

Make sure everyone knows when and where the training will be.

If the training will include people who don't come to the organization's headquarters every day (ie, volunteers, or community members you have recruited especially for this meeting), be sure to send a reminder out to arrive one week before the meeting. A postcard can be a great way to do this; if your group is small enough and/or you have the manpower, you might also consider phone calls. Also, be sure to send out clear directions, with maps, to arrive well before the meeting takes place.

Send "homework" to training participants.

If you want people to have done any reading or other homework for the meeting, it's probably a good idea to send that out even earlier -- about two weeks beforehand, if possible. And even with no homework, it's nice to send out some materials around then, to welcome participants in advance, to give them a sense of what's going to happen, to set the tone, and to psych them up.

One idea is to ask people to fill out a paper with questions they would like answered during the training. The questions can be mailed back early to allow the trainer to prepare (be sure to include a self-addressed stamped envelope), or they can be given to the trainer at the beginning of the training session.

Have the trainer himself do "homework."

A good trainer knows that adequate preparation is key. This includes understanding the content to be delivered, a plan for the pace of the session, and learning as much about your audience in advance as you can, in order to gear your presentation to them and their needs and styles. Some trainers also like to visualize the training: how it should run, how events will unfold, and anticipate obstacles and possible glitches to be able to counter them in your presentation, and/or through making appropriate physical arrangements.

During the training session:

Arrive early to set up shop.

The trainer(s) will probably want to get there at least half an hour early. Things to check include:

Is the room set up the way you want?
Are signs in place?
Food accounted for?
Coffee perking?
Test the equipment; does it work today, as vs. last week?
If you're collecting money at the door, do you have a cash box, receipts, and change?

Be ready to greet people when they arrive.

Make sure someone is ready to welcome folks as they walk in. Some welcoming and /or a registration table are often appropriate; generally speaking, the larger the training, the more formal the welcome. Also, if you have materials to pass out, now is the time to do it.

If appropriate, make sure everyone knows everyone else.

If you have under about 30 people, it's possible (and often preferable) to introduce everyone. As your numbers get larger than that, introductions may be too time consuming and overwhelming. A good alternative for a larger crowd is the use of nametags or badges, (badges are for a more formal training).

Set (share) the agenda.

This program could be given out as part of the packet at the beginning, with other materials. Alternatively, it could be posted on newsprint, or even written in chalk. Wherever it is written the leader/trainer will probably want to review the agenda at the very beginning, including any particular goals for the day, desired outcomes, and/or decisions that need to be made. She will probably also want to go over any important logistical points as well, such as:

Bathroom locations
Food availability
Asking those with cellphones and beepers to turn them off, or switch them to "vibrate "

Set ground rules.

These may be set in advance, or the trainer may wish to ask the audience to help set them. Some commonly used ground rules include:

No interrupting others.
Setting a "choice point" for asking questions (ie, deciding if the trainer will take questions at any time, at prearranged intervals, or only at the very end).
Setting a limit on the amount of time for which each person may speak, if this is likely to be necessary.
Keep interactions respectful, even if participants are feeling frustrated or hurt. Avoid put-downs, name calling, etc.
Everyone participates in the training
Try to avoid side conversations.

The trainer or group can develop other ground rules that are appropriate as necessary.

Make sure everyone has the chance to talk and ask questions, as appropriate.

This will depend heavily on the type of training you are doing. Some trainings are really didactic, and trainees are best advised to listen, take notes, and learn. Even in these trainings, however, there should be room for some questions, if not necessarily discussions across the room. Other trainings are less formal, and encouraging discussions may be one of the points of the training.

Another factor to take into consideration is the size of the training. If you've got 100 people in the room, not everyone is going to talk -- but again, even in this situation, people should generally be given the chance to do so. It's especially important in larger trainings to make sure participants will have some way to contact the trainer at a later date, in case time or shyness kept them from asking all the questions they had.

Stick to the schedule, as much as possible.

If you have only a certain pre-determined amount of time to spend on each part of your training, try to remain within the limits you have allotted yourself for each part of the training. Of course, things come up -- issues that need to be dealt with. But generally speaking, try to remain more or less on course. It can be very frustrating for participants if important parts of the program are cut or shortened without just cause, or if trainings run late, which can cause other problems for the trainees.

One idea you might consider is having a later activity that you are willing to cut, if that becomes necessary. That way, if trainees are having an outstanding conversation, the trainer won't necessarily have to cut a good thing short. Conversely, you might also have an extra activity that you can insert at any time, in case things run quickly, or if one part of the training has to be canceled at the last minute.

A lot more could be said here about how to run an effective session, but much of this is already well-covered in other parts of the Community Tool Box.

Follow-up: After the session is over:

Ask participants/leaders to evaluate the session . This might be done verbally, but is more commonly done with anonymous evaluation forms. However you do it, though, it's almost always a good idea to seek honest feedback from participants to see what they liked and didn't like about the session, and what they would change in the future. See Tools for a form that you can adapt and use.

Other ways to evaluate the session include using pre- and post-tests, or organizing a group project to see if people can integrate what they have learned.

Outline next steps for participants . Make sure the training participants not only have the information they need, but that they also know how to use it. Even more than that, you want to make sure that folks have a structure or institutional pathway in place to make it more likely that they will go out and practice what they have learned. This may not be in the trainer's direct control, especially if he comes from outside of the organization. But even then, the trainer can make recommendations for institutionalizing the training content -- recommendations that might even be followed!

A health educator in the southeast has this to say, "There's a story -- I don't know where it's from, I heard it at an HIV Educators workshop put on by the Red Cross. Anyway, it's the story of a group of birds who go to school to learn to fly. Well, these birds sit through their lectures, watch simulations, and practice their technique. And when it's all over, they are praised for their attention and excellent questions, and they all receive certificates of accomplishment from their instructor. So what do they do? Well, they all just waddle on home, certificates tucked safely beneath their wings."

Leave the room neat and tidy.

This is especially true if you've borrowed the space or had it donated; but in any case, be sure to do your part here. You may want to come back some day!

Follow up, as appropriate.

This can mean different things for different organizations, but typically follow -ups will consist of doing the following things:

Send thank you notes to donors, co-trainers, volunteers, et cetera.
Send minutes out to participants, along with any other materials that were promised during the session.
Enter participants' names in a database to be notified for upcoming trainings and events.
Have a debriefing session with everyone who ran the session to talk about what they learned, what didn't work, and so on.
Make modifications to the existing training outline for future sessions based on this experience.

Especially if the training is long -- if it takes place over several weeks or months -- some token of accomplishment is often appreciated by those who have gone through the training. Many longer trainings have certificates of achievement passed out to those who have successfully completed the training.

In Summary:

In this section, we're really talking about all of the behind the scenes activity that makes a training session work. If trainers and planners have done their job well, participants probably won't remember the details of how things were put together -- they'll just remember the people they met and the things they learned. And in the end, that's really what it's all about.

Online Resources

Energize, Inc. A self-proclaimed website "for leaders of volunteers." Browse the site to find plenty of useful information, including some that is pertinent to training.

The Free Management Library . An outstanding resource with information on a wide variety of topics for nonprofit professionals.

The Points of Light Foundation . Offers a wide variety of training opportunities for nonprofit groups across the nation.

Learningwire . A bi-weekly newsletter for people in the training and personal development industry.

Print Resources

Gaines R., & Robinson, J. (1989). Training for impact: How to link training to business needs and measure the results . San Francisco: Jossey-Bass.

Powers, B. (1989). Instructor Excellence: Mastering the delivery of training . San Francisco: Jossey Bass.

Quinlivan, D., & Renner, P. (1994). In search of solutions: 60 ways to guide your problem-solving group . San Diego, CA: Pfieffer and Company.

Vineyard, S. (1990). The great trainer's guide: How to train (almost) anyone to do (almost) anything . Downers Grove, IL: Heritage Arts Publishing.

On the Job and Off the Job Training Methods of Executive Development

Everything you need to know about the methods and techniques of executive development. Executive development is a systematic and continuous process through which the executives learn advanced knowledge and skills in managing.

The types of executive development methods are categorized into on-the-job and off-the-job methods. The on-the-job methods include job rotation, coaching/under-study, and action learning.

The off-the-job methods include management games, which have the problem-solving and analytical capabilities, outside seminars in technical as well as interpersonal areas, role playing to expose the managers to realistic situations and develop their skills, behaviour modelling for exposing the managers to the right way of doing things, letting them practice those practices, and more importantly, giving feedback on their performance during the practice.

In the words of Michael Armstrong, “Executive development is eventually something that the executive has to attain himself. But he will do this much better if he is given encouragement, guidance and opportunity by his company”.

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The methods and techniques of executive development can be studied under the following heads:- 1. On the Job Methods 2. Off the Job Methods.

Some of the on the job methods of executive development are:-

1. Coaching 2. Job Rotation 3. Under Study 4. Multiple Management 5. Selected Readings 6. Committee’s Assignments 7. Project Assignments 8. Position Rotation and 9. Selected Readings.

Some of the off the job methods of executive development are:-

1. Lectures 2. Case Studies 3. Conference Method 4. Group Discussion 5. Role Playing 6. In-Basket Method 7. Management Games 8. Programmed Instruction 9. Sensitivity Training 10. Professional Courses and 11. Executive Training.

Executive Development Methods – 2 Broad Categories: On the Job and Off the Job Methods

The types of executive development methods are categorized into on-the-job and off-the-job methods. The on-the-job methods include job rotation, coaching/under-study, and action learning. Job rotation involves movement of the management trainees/managers from one department to another, in order to familiarize them to various facets/functions/departments of the organization.

It also helps to develop an in-depth knowledge about the various businesses and processes of the organization. In coaching/understudy, the junior manager is placed under the guidance of a senior manager who continuously coaches and provides counselling for developing the junior executives for assuming higher responsibilities.

Action learning involves the full-time involvement of managers who are assigned to work on specific projects or problems. This helps the managers develop the capability of undertaking and completing a project and also solving the problems, which enhances their managerial and leadership capabilities.

The off-the-job methods include management games, which have the problem- solving and analytical capabilities, outside seminars in technical as well as interpersonal areas, role playing to expose the managers to realistic situations and develop their skills, behaviour modelling for exposing the managers to the right way of doing things, letting them practice those practices, and more importantly, giving feedback on their performance during the practice.

There are several methods of executive development.

They can be broadly classified into two categories as follows:

Method # 1. On-the-Job:

On-the-job training methods or techniques are most suitable when the purpose is to improve on-the-job behaviour of the executives. Such training is economical and time-saving. The motivation to learn in such techniques is very high because training takes place not in an artificial place like a class room but in real job situation.

On-the-job methods or techniques are very useful for certain groups like scientific and technical executives. However, though they appear to be economical, they may turn out to be costly when wastages of all types under these training methods are taken into account.

The various methods or techniques of on-the-job training are briefly described below:

i. Coaching:

Coaching is a method of training under which the trainee is placed under a particular supervisor who, acting as a coach or teacher or instructor, teachers job skills and knowledge to the trainee. The couch or counsellor tells the trainee what he wants him to do, how it can be done and follows up when it is being done by the trainee and corrects any errors committed by the trainee.

Coaching method offers several advantages viz. – (i) It is learning by doing, (ii) It can be undertaken even during the routine work, when no particular development programme exists, (iii) Periodic feedback and evaluation can be undertaken in this method, (iv) It is very useful for training of new executives and for developing operative skills and knowledge, (v) It requires close interaction between the coach and the trainee.

Coaching method however suffers from certain disadvantages viz. – (i) It tends to encourage the existing styles and practices to continue, (ii) It requires the superior to be a good teacher and a guide which is difficult to find, (iii) The training environment in this method will not be free from the daily routine tension and worries, (iv) The trainee may not find sufficient time to learn and improve.

According to Stephen P. Robbins, coaching becomes effective only if the coach is a good communicator, a noble motivator and a patient listener. Coaching will work well – (a) if the coach provides a good model with whom the trainee can identify, (b) if both the trainee and coach can be open with each other, (c) if the coach accepts his responsibility fully, and (d) if the coach provides the trainee with recognition of his improvement and suitable rewards.

ii. Job Rotation:

Job rotation involves transfer of executives from one job to another, and from one department to another in a systematic and planned manner. The primary aim of job rotation is to broaden the knowledge skills and outlook of the executives. Job-rotation may continue for a period of six months to two years. In the words of W. E. Bennet, “Job-rotation is a process of horizontal movement that widens the manager’s experience horizon beyond the limited confines of his own”.

There are several advantages of job rotation technique viz. (i) It reduces monotony and boredom by providing variety of work (ii) It facilitates cooperation and coordination between various departments of the organisation, (iii) It provides a chance to the executives to move up to higher positions by developing their personalities, (iv) It enables the management to make use of the executives’ skills and knowledge to the fullest possible extent.

However, job-rotation method suffers from the following disadvantages viz. –

(i) It is likely to create disturbance in the well-set up relations.

(ii) It would be difficult for the trainee to adjust himself frequently in the new positions to which he has been transferred,

(iii) It is likely to create jealousy and friction because of the game of musical chairs. Frequent transfers cause class distinction and misunderstanding and uneasy feelings among the executives,

(iv) Frequent transfers to different geographical areas are likely to upset family and personal life of the executives who may not be able to put in best of their will and effort in their jobs,

(v) Job rotation is likely to discourage intelligent and efficient trainees who prefer specific place and specific responsibility in their chosen specialisation.

iii. Understudy:

According to Dale S. Beach, “An understudy is a person who is in training to assume at a future time, the full responsibility of the position currently held by his superior”. This technique prepares a person with as much competence as the superior to his post which is likely to fall vacant due to promotion, transfer or retirement.

The advantages of this method are several viz. (i) The trainee gets continuous guidance from his superior so as get full knowledge of the job. (ii) It helps the trainee to learn by doing his job and hence it is economical and time-saving, (iii) It helps to maintain close contact between the junior and his senior, (iv) It ensures continuity of management when the superior is promoted or transferred or leaves the job on retirement.

There are some disadvantages of understudy method viz. (i) It perpetuates the same old managerial practices, (ii) It demotivates other employees when a particular junior is trained in advance to take up higher position, (iii) The understudy may not have any freedom of thought and action when his senior is overbearing and predominant.

(iv) The subordinate staff are likely to ignore the understudy and treat him as an intruder without specific authority and responsibility. The success of this method depends upon the teaching skills and cooperation from the superiors as well as the subordinates of the understudy.

iv. Multiple Management:

Under this method, a board consisting of young junior executives is constituted. It is called Junior Board of Executives System. It discusses the actual problems and different alternative solutions and makes its recommendations to the Board of Directors for its final consideration and approval.

The advantages of this method are as follows – (i) The young juniors get an opportunity to acquire knowledge of various aspects of business, (ii) The junior board helps to increase the productivity and human relations in the organisation, (iii) It is relatively an inexpensive method of training executives, (iv) It helps in developing a considerable number of executives in a short period of time.

However, this method suffers from certain advantages – (i) There is no scope here for providing specific attention to the development needs of the executives, (ii) This method cannot be applied to the lower level executives, (iii) The discussions and recommendations of the junior board is likely to degenerate into academic debates.

v. Project Assignments:

Under this method, a group of trainee executives is assigned a particular project directly related to their functional area. The group known as project team or task force will study the problems and find suitable solutions to these problem. For example- accounts officers may be assigned the task of designing and developing an effective budgetary control system. It is a flexible system of training because of its temporary nature of assignments.

vi. Committee Assignment:

A permanent committee consisting of trainee executives is formed. The trainee executives take part in the committee meetings and discuss about various viewpoints and alternative problem-solving methods. They also learn interpersonal skills.

vii. Selected Readings:

The management supplies various professional books and journals to the trainee executives so as to enable them to learn so many new things and add to their knowledge and skills a number of innovations in management.

Method # 2. Off-the-Job :

Since on-the-job methods or techniques of executive development have their own limitations, of-the-job techniques have been recommended to fill the gaps.

These techniques are described below:

i. Lectures:

Lecture method is the simplest of all the techniques. It is considered as the best method of presenting and explaining series of facts, concepts, principles, attitudes, problem-solving skills etc. and imparting knowledge to several persons at a time. It is used to introduce a subject to reduce anxiety about the upcoming training programmes or organisational changes, to present basic material providing a common background and to illustrate the application of rules and regulations.

The advantages of lecture method are as follows:

(a) It can be used to teach to several persons at a time.

(b) It is a time-saving and economical method of imparting knowledge.

However, the lecture method suffers from the following disadvantages:

(a) It is a one-way communication, as there is no participation and feedback from the trainees,

(b) The trainees lose attention quickly as they are only passive listeners. The emphasis is on accumulation and memorization instead of on application of knowledge.

(d) It requires lot of preparation and speaking skill for which the teacher executives generally lack time,

(e) The material to be presented will have to be geared to a common level of knowledge.

ii. Case-Study Method:

Under this method, a real or hypothetical business problem is posed to the trainers and the trainees are asked to solve the problem in the most appropriate way. They are also guided by the trainers in such way that they can find out the best solution. This method was developed at Harvard Business School, USA.

A variant of case study method was developed at MIT, USA by Paul Pigors. It aims at developing the trainees in the areas of intellectual ability practical judgement and social awareness. In this method, only an outline of a situation rather than its full details is given to the trainees who are asked to find out information required and try to get the same from the trainer through questions.

The advantages of case study method are as follows – (i) It promotes analytical thinking and problem-solving skills among the trainees. (ii) It encourages open mindedness. (iii) It enables the trainees to be aware of managerial concepts and processes and to apply them to specific situations, (iv) It also enables the trainees to be aware of obscurities, contradictions and uncertainties involved in business.

But this method suffers from the following disadvantages, viz. (i) It is time-consuming and expensive, (ii) It is likely to suppress the critical faculties of mediocre trainees, (iii) It is likely to degenerate into a dreary history suppressing analytical reasoning, (iv) it is likely to be indiscriminately used as permanent precedents.

iii. Conferences:

A conference is a meeting of several persons to discuss problems of common interest. Each participant in the conference contributes his own ideas towards the solution of problems. It is best suited when the problem has to be analysed and examined from different points of view.

The success of the conference depends upon several factors such as free and frank discussion among the participants, absence of domination by a few participants, relevant discussion on the concerned problems efficiency of the leader of the conference etc.

iv. Group Discussion:

It is a variant of lecture method. It is known as seminar or conference. Under this method, a critical discussion takes place among the participants on a paper containing a selected topic submitted by one of more trainees. The chairman of the group summarises the contents of paper and discussions follow afterwards.

Generally the material to be discussed is distributed to the participants in advance. This method helps the executive-participants to learn from the experiences of each other and it has become quite popular.

v. Role Playing:

In this method, two or more trainees will be asked to assume the role of particular person before others. There will be interaction between the role players and the rest of the participants. Role playing primarily involves employer-employee relationships discussing a grievance procedure, conducting a post appraisal interview or disciplining a subordinate etc.

Role-playing is a useful method of developing interpersonal or human relations skills. If helps to bring about desired changes in the attitudes and behaviour of the participants. Trainees learn here by doing and by quick feedback. The degree of learning is high because the participants learn by observing and listening. Role playing involves a simulation a creating an environment which will be similar to real work situation.

vi. In-Basket Method:

This method is based on simulation. In this method, the trainee is provided with a basket as trey containing papers and files relating to his functional area. He is required to carefully study these papers and pass his own remarks or observations on the problem situation. The observations of different trainees are compared and conclusions are arrived afterwards. Then they are put down in the form of a report.

vii. Management Games:

This method is also based on simulation. Under this method, the trainees are divided into different groups or teams. Each group or team has to discus and arrive at decisions relating to such matters as production, pricing, research, advertising, etc. on the assumption that each group or team itself is the management or the firm.

The other groups act as competitors of the firm and react to the decisions. Thus each team’s immediate feedback to the decisions of others enables the management to know the relative performance of each team. The co-operation between the teams helps to promote great interaction among the participants and gives them the experience of cooperative efforts.

viii. Programmed Instruction:

This method provides some specific skills or general knowledge which has been pre-arranged. Such information is broken into meaningful units, so that all the units constitute a logical and sequential package. Each package is built upon the earlier ones and knowledge is imparted to the trainees with the help of text books or teaching machines. The package is in the form of questions along with necessary information and the trainees have to answer immediately.

ix. Sensitivity Training:

This method is also knows as T-Group training or laboratory training. The aim of such training is to create self-awareness, develop inter-personal competence and sharpen teamwork skills among the trainees, who are brought together in a free and open environment to discuss themselves and express their ideas, beliefs and attitudes.

Executive Development Methods – On-the-Job and Off-the-Job Methods Used to Develop Executives for their Quantitative and Qualitative Performance

There are different on-the-job and off-the-job methods that are being used to develop executives for their quantitative and qualitative performance.

Some of the important methods are discussed below:

Executive Development Methods :

(A) On-the-Job Methods:

In this method, a supervisor or designated senior imparts job knowledge and skills to the trainees. It is a process of learning by doing. It facilitates inter-action, feedback, instant evaluation and correction required for improving performance of the trainee. Lack of time and coaching ability of the supervisor senior will hamper effectiveness of training.

ii. Delegation:

It is a powerful training tool, at all levels of management. Delegation of authority gives the juniors the confidence and zeal to take the right decision on time and to execute their duties and responsibilities effectively and efficiently. Ultimately, it helps to achieve end results.

iii. Under Study:

Under this method, the trainee is assigned as an assistant to the supervisor. The supervisor closely watches over the trainee while doing the assigned job and helps him to perform it better. It develops competent successors to senior executives under whom the trainee is assigned. It facilitates continuous guidance from the supervisor and develops practical exposure and leadership quality of the trainee.

iv. Position Rotation:

Job or position rotation means moving managers from one department to another. It gives them a broad understanding and exposure to various functions of the organization. It also enables them to understand the strengths and weaknesses of the company. It reduces monotony and boredom of doing the same work for a long time and improves collaborative work, broadens outlook and creates diversified skills of the executives.

v. Committees:

Being a member of a committee helps the managers to learn different disciplines from other members of the team. This enables them to have the relevant insights and get to know the kind of decisions to be made in different situations.

vi. Project Assignment:

A group of trainees are assigned to work on a project related to their functional area. The members work as a team in identifying and solving problems. It facilitates team work.

vii. Multiple Management:

Under this method, trainees from junior advisory boards provide solutions to the Board of Directors after a careful study about it. It helps in identifying managerial talent and collective decision-making. It provides knowledge and skills in various functional areas of the organization. It is not suitable for low level managers due to lack of commitment on the part of trainees.

viii. Selected Readings:

The trainees are asked to read and update their knowledge from specific books and journals. Most of the practicing managers prefer this method. It is convenient and cost effective.

(B) Off-the-Job Methods:

Large number of trainees can simultaneously take part in a presentation. It provides lots of job information and conceptual knowledge to large number of trainees, quickly. The effectiveness of their training relies on the trainer and the involvement of the trainees. However, it may not help a technical hands-on skills.

ii. Case Studies:

This method of executive development facilitates classroom group discussion to identify problems, its implications and to arrive at possible solutions. An actual situation given in a written form for critical analysis is called case study. It improves the analytical and decision-making skills of the executives. A good case is the vehicle by which a chunk of reality is brought into the classroom to be discussed to find the reasons for problems and evolve a suitable solution for it.

iii. Group Discussion:

Under this method, each trainee is asked to prepare and present a paper on a specific topic. After presentation the floor is opened for critical discussion and review. It enables the trainees to develop oratory and presentation skills but, it is time consuming.

iv. Conferences:

This method enables the trainees to hear experts delivering talks on specific topics and helps the participants interact and get their doubts clarified. It facilitates trainees to solve specific problems and is suitable for professionals in a specialized trade. Mutual problems form the subject of discussion in a conference. Participants share their ideas and expertise in attempting to arrive at improved solutions to deal with these problems. More trainees can participate at a time. Electronic and electrical gadgets can be used to make the teaching and learning process more interesting.

In this method, the trainees are assigned with different roles and asked to act out as if they are in reality. It helps in understanding the behavioural patterns of people and to develop better interpersonal relationships, negotiating and selling skills.

vi. Management Games:

It is a simulation technique that involves different teams each of which is given a hypothetical situation to work for a given period of time. It is a dynamic training exercise simulating a real business situation. In these games, participants are divided into various teams which are placed in competition with each other in resolving some problem information which is supplied to all teams.

vii. In-Basket Exercises:

This is another form of simulation, in which each trainee is given a short span of time to deal with several problems. The trainees handling the same problem will meet to know the logic behind the problems. It helps the trainees to develop situational judgment skills. This is another technique of simulation.

viii. Sensitivity Training:

This method is also called as T-group training, laboratory training, and executive action. This deals with the problem existing within the T-group in reality and is not simulated. This helps the participants in understanding themselves and others, the emotions involved and to know how they react in different situations.

ix. Programmed Instructions:

This training method is used to teach the trainees, behavioural and non-motor skills. The subject matter is prepared and arranged in a logical and sequential manner for the trainees to understand and follow better. The trainer monitors the trainees while they are working on the instructions. The advantage of this method is that the trainees get the immediate feedback from the trainer. The negatives of the method are that it is expensive and time consuming.

x. Professional Courses:

Managers and executives are encouraged to undergo professional courses in reputed business schools and universities to learn new concepts and enhance their knowledge for better performance. According to their area of specialization they may do a degree, diploma and certificate courses to update knowledge.

xi. Executive Training:

Professional institutions provide training on several areas at different times enabling the managers and executives to undergo any preferred training programme according to their own convenience at different times. They do conduct training on time management, soft-skills, team building, etc.

Executive Development Methods – 2 Important Techniques: On the Job Development and Off the Job Development

Method # 1. on the job development techniques:.

The main feature of all on-the-job techniques is to increase the ability of the executives to work while performing their duties. They aim at exposing the trainees to the real work situation. Generally, support is provided by immediate superior in the conduct of these development programs.

(a) On the Job Coaching:

In this method, the immediate superior guides the subordinate about various ways and methods and skills to do the job. Here, it is important to note that the superior only guides and does not teach, although he extends his assistance whenever needed. Periodic feedback and evaluation are also the part of the coaching activity. Merits of this method lie in the fact that it provides real and practical job experience to the trainee.

The objective of coaching is not only to teach the subordinate the necessary skills for doing his assignment but also to provide him with diversified knowledge so that he may grow and advance.

Coaching should be distinguished from counselling which involves discussion between a superior and his subordinate of areas concerned with the latter’s fears, emotions and aspirations. It reaches into very personal and delicate matters. In many cases, the superior has to play the role of both coach and counsellor.

The main advantage of on-the-job coaching is increased motivation for the trainee and minimisation of the problems of transferring learning from theory to practice. The danger in this method is the possible neglect by the guide or supervisor. Thus, as a development technique, it cannot stand alone.

It is primarily a device for ensuring that individuals grow within the boundaries set by their jobs and their organisational units. The man cannot develop much beyond the limits of his own boss’s abilities. Coaching works best when other techniques of development are used along with it.

(b) Understudy:

In case of understudy, an executive is developed to perform the work or fill the position of his superior. He is a trainee who at a future time will assume the duties and responsibilities of the position currently held by his immediate superior when the latter separates from the job because of transfer, promotion, resignation, retirement, etc.

Understudy technique is similar to on-the-job coaching with the difference that the department manager may pick one individual from his unit to become his understudy. He will then guide him to learn his job and grapple with the problems that confront the manager dally. An understudy can be developed to take over the superior’s job in a number of ways.

When the superior is handling his daily operating problems, he may discuss these with his understudy to get his ideas and give him experience of decision making. He may also assign the understudy to investigate and make written recommendations upon long-term problems. The understudy may even be asked to directly supervise a number of people at work. This will give him an opportunity to try out his leadership skills.

The major advantage of this method is that it ensures the ready supply of competent people whenever the vacancy arises due to promotion, transfer, retirement or resignation of the present occupant of the position. This method has built-in motivation because it is considered a step towards promotion of the trainee.

This method is advantageous for the boss and the organisation also. It relieves the boss of some of his workload by delegating some portion of his work to the understudy. To the organisation, it ensures that it will not be placed at a serious disadvantage if the executive suddenly leaves his job. The understudy will be in a position to hold that position.

Job rotation consists of a systematic and co-ordinated effort to transfer an executive from one job to another at regular intervals to make him gain wide experience. The executive is given all the normal duties and responsibilities which go along with the job to which he is transferred.

This method broadens the outlook of the executive in as much as he comes to appreciate the problems faced by other functional managers, plants, departments, etc.

Job rotation serves to bring the feeling of superiority of one department over the others. When a number of executives have served in each other’s department, they can also understand the reasons why a certain function must be done in a particular way. Thus, inter-departmental cooperation will be enhanced. Job rotation injects new ideas into the different departments of the organisation.

Under, this system, an executive is not destined to end up in just one post but is equipped to step into any one of the several executive posts in various functional divisions. The trainee will learn the nature and significance of management principles by transferring learning from one job to another.

Here, again, the training takes place in a practical situation. This technique can stimulate a more co-operative attitude by exposing a man to the problems and viewpoints of others.

The system of job rotation is not free from drawbacks. Productive work may suffer due to disruption caused by changes and limitations of individuals to adjust to new job. So it is better to lengthen the interval of rotation and to rotate fewer personnel at a time.

The executive can’t gain specialised knowledge in one particular branch of work during a short span of time. Job rotation may undermine the morale and efficiency of the executives transferred as their family life may be disturbed and they may find it difficult to adjust at the new place.

(d) Project Assignment:

Under this method, a trainee may be assigned a project that is closely related to the objectives of his department. For instance, a trainee may be assigned to develop a system of cost control in the execution of an order. The trainee will study the problem, collect and analyse data and make recommendations upon it.

This project would also help in educating the trainee the importance of cost and to understand the organisational relationships between the accounting and other departments. Thus, the trainee acquires the knowledge of allied subjects also.

(e) Multiple Management or Junior Board :

This method involves the establishment of a junior Board of Directors in the company for the training of selected executives. The junior board is given the power to discuss any problem which the senior board (constituted by the shareholders) should discuss.

The greatest value of the junior board is the training of middle level executives. Who are in the que for promotion? Membership of the junior board becomes a pre-requisite to the membership of the senior board.

This method has the advantages of being relatively inexpensive, developing teamwork and group decision-making among managers, enabling the managers to see the problems from the organisational rather than departmental or functional point of view.

(f) Committee Assignment:

A committee is a group of executives appointed to investigate, take action, make recommendations regarding some matter relating to the organisation. The committee studies the problem or issue in accordance with the terms of reference. For example, a committee may be set up to analyse the feasibility of introducing a new product.

This committee may have persons from finance department, engineering department, research and development department, etc. The committee will study the question of feasibility of new product from all the angles and make recommendations. If the committee is in staff capacity, its recommendations may be turned down by the higher management. But if it is in line capacity, it would take action also on whatever it finds prudent.

A committee is an excellent means of training. The trainee is placed on a committee which is constituted to make recommendations on a particular problem. Through discussions and deliberations in committee meetings, the trainee becomes acquainted with the different view-points and acquires a wider perspective.

This method of training may speed up the development of executives provided the committee does not become a battle ground or is not dominated by a few individuals. In short, this method of training has all the advantages which could be availed through the method of multiple management or junior board.

Method # 2. Off the Job Development Techniques:

The focus in off-the-job methods of development is to improve general behavioural and decision-making skills of the executives. In contrast to the on-the- job methods, off-the-job methods do not contain such a heavy dose of reference to the particular job. They are relatively more general.

These methods are discussed below:

(a) Role Playing:

Role playing may be described as a technique of creating a life situation, usually one involving conflict between people, and then having persons in a group play the parts or roles of specific personalities. In industry, it is used primarily as a technique for modifying attitudes and interpersonal skills.

Typically, the situation is structured by setting forth the facts of the situation, the event that led upto present situation and other relevant information.

The individuals are then designated to play the roles of persons in the situation described. For instance, two trainees may play the roles of a superior and a subordinate to discuss the latter’s grievances.

The purpose of role playing is to aid trainees to understand certain problems and to enable observers to evaluate trainees’ role performance. Role playing is generally used for human relations and sales training. This technique makes trainees self- conscious and imaginative and analytical of their own behaviour.

(b) Sensitivity Training:

Sensitivity or T-group training is an important technique of “laboratory training”. The main objective of sensitivity training is the development of awareness and sensitivity to one’s own behavioural pattern through interactions with others. The sensitivity training program is absolutely unstructured.

The trainer initially explains the technique to the participants and informs them that the purpose is to increase their awareness about themselves and others and to know each other’s feelings and reactions in a group setting. He makes clear his own role which is to be helpful. He will neither act as a leader nor will there be any agenda.

Sensitivity training virtually establishes a situation in which the trainee learns himself.

Sensitivity training is so informal and unstructured as compared to role playing that the trainee gets no guidance or instruction whatsoever about how to proceed. The trainer is a moderator who provides feedback so that each trainee may know what others think about him.

A conference is a group meeting conducted according to an organised plan in which the participants seek to develop knowledge and understanding by obtaining a considerable amount of oral participation. It is an effective training device for persons in the positions of both conference member and conference leader.

As a member, a person can learn from others by comparing his opinions with those of others. He learns to respect the viewpoints of others and to realise that there is more than one workable approach to a problem. As a conference leader, a person can develop his skill to motivate people through his direction of discussion. He learns the effects of closely controlling and dominating the discussion as compared to adopting a more permissive type of direction.

The conference method overcomes certain disadvantages of the lecture method because here the participants play active role. They are not passive. Learning is facilitated through building upon the ideas contributed by the conference members.

In fact, people learn from each other. Interest of the participants tends to be high. The conference is ideally suited to learning about problems and issues and examining them from different angles. It is the best method for reducing dogmatism employed in supervisory and executive development programs.

The conference method is not free from drawbacks. The main drawback is that the progress at the conference is often slow because all those desiring to speak on a point are generally allowed to do so. Sometimes, irrelevant issues creep in and the main issue is lost in the process.

(d) Programmed Instruction:

Programmed instruction (sometimes packaged in a device called a teaching machine) was developed in the late 1950’s for both school and industrial applications. Cook and Mechner have defined programmed instruction as the application of the science of learning to the task of education and training.

The key features of programmed learning are:

(i) The trainees learn at their own pace;

(ii) The instructors are not a key part of the learning;

(iii) The material to be learnt is broken down into very small units or stages;

(iv) Each step logically builds upon those that have preceded it;

(v) The student is given immediate knowledge of results for each answer he gives; and

(vi) There is active participation by the learner at each step in the program.

The core feature of programmed instruction is participation by the trainee and immediate feedback to him. The programmed instruction includes elaborate teaching machines, films, sound tapes, programmed books, illustrations, printed material, and diagrams. Whatever may be the method of programmed instructions, it basically provides feedback to the learner whether his response is correct or not.

These days, programs have been devised which take into account individual differences in background. If a student is unable to give the right answer to a question or a series of questions, he will be directed along a different branch of the program to provide him with the fundamentals he has missed.

(e) Simulation Development Techniques:

The basic idea behind simulation is to construct a situation which closely represents the actual one. It provides an opportunity to conduct trial or test runs under conditions that are as close to reality as feasible.

Based on empirical data, a model is constructed and then subjected to the same influences and forces that occur in actual practice. While these simulation models are not mathematical as operations research models, they are quantitative representation of the situations being studied. They include physical similarities, behavioural characteristics and interactions that would normally be present under actual conditions.

There are three basic simulation techniques:

(i) Business Games,

(ii) In-Basket, and

(iii) Case Study.

(i) Business Games:

A business or management game has been described as a dynamic training exercise utilizing a model of business situation. It is essentially a group exercise in sequential decision-making under simulated organisational conditions.

(ii) “In-Basket” Training:

This technique emphasises the necessity for skills in decision-making and ability to differentiate the significant from the important. The trainee is presented with a situation where he must take over for a manager who is absent. He is provided with an in-basket full of materials with which he must deal.

These materials may be phone calls, meetings, complaints to handle, orders to make and other demands which supposedly duplicate the tasks he would face, if he were holding such a position. This may require a list of priorities.

After the session is completed, the trainer and the trainee meet to discuss and evaluate the trainee’s performance. Similar techniques may have men working together as a group. Same strong and weak points that are applicable for business games are applicable here also.

(iii) Case Study Method:

The typical case study used for training is a thorough description of some events that actually occurred in an organisation. Usually it involves some problem that has to be solved. The trainees read the case and present alternative solutions or lines of action. These suggestions may then be discussed where the individual is able to obtain information about how others viewed the case.

The case study method is one of reasoning and analysis of facts to find an answer. The trainee learns to face facts and appreciate other’s viewpoint. This method increases the learner’s power of observation and allows him to look from a broader angle. It discourages snap judgments. The success of this method depends largely upon the ability of the instructor.

A poorly conducted discussion may degenerate into a rambling session from which the participants derive no learning. It is a simple and interesting method. Actual incidents may be used. A well-chosen case may promote objective discussion but no basic change takes place in the behaviour and attitude of the trainee in the absence of emotional involvement.

Case studies are extensively used in teaching law, human resource management, human relations, marketing management and business policy in various educational institutions. Students learn that there is no single solution to a particular problem.

The answer of each trainee may differ. Case discussions will help them to appreciate each other’s thinking. That is why, case study is frequently used in supervisory and executive training in business.

Under this technique, the trainees are actively involved. They are encouraged to consider a variety of alternatives and to explore different approaches to solve the problem.

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Apprenticeship Training. Apprenticeship training is a more formalized method of training. It combines education learned in the classroom with supervised on-the-job work. ... Committee Assignments. Committee assignments are when a group of trainees are asked to solve an organizational problem. The trainees work together and offer solutions to ...
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The organization asks them to take it as an assignment and try to solve it with their wits. Hence, it leads to the generation of teamwork, leadership qualities, etc. among all the workers in the organization. 2. Off-the-Job Training Methods (a) Vestibule Training Method. Vestibule Training Method is a very famous means of training the employees ...
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Committee assignment training has several benefits, including bringing employees closer together, improving employees' knowledge and raising productivity among members of staff. Those participating in a committee assignment may also benefit from increased morale as they feel like they are proactively contributing to the success of the company.
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Training for impact: How to link training to business needs and measure the results. San Francisco: Jossey-Bass. Powers, B. (1989). Instructor Excellence: Mastering the delivery of training. San Francisco: Jossey Bass. Quinlivan, D., & Renner, P. (1994). In search of solutions: 60 ways to guide your problem-solving group. San Diego, CA ...
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