Task 1: Explain the criteria used in selecting appropriate training

methods
SELECTION CRITERIA FOR TRAINING METHODS
The main factors to be considered during the selection process of the training methods are the
human factors (trainer, trainees), the programme topic, the available time and facilities.
1. The trainer
During a training programme, trainer’s knowledge, experience in management and training, and
personality are the main factors that affect the communication process between him/her and the
trainees. If that communication is quickly and easy established then a well chose training
methods would stimulate and facilitate the learning process. However, if there is no
communication between the trainer and the trainees, the training process will not match the
learning objectives, no matter the chosen training method. Even if the trainer has a lot of
information sources regarding the training methods (e.g. training directors, more experienced
colleagues, special “train the trainers” programmes, books, manuals, etc.) is totally his/her
responsibility to choose the most appropriate method for each particular case. Therefore, the
trainer must be capable to evaluate his/her skills and to adopt those methods that will enhance the
impact he/her want to have over the trainees. For example, the role-play needs psychological
knowledge, a great experience in dealing with different human problems that may appear during
the management process, and the ability to react quickly during the discussions. If the trainer
does not have those qualities and also an analytical mind and experience in solving business
problems, is better to use case studies.

2. The trainees and there environment

The training methods must stand on the intellectual and education level, the age and the practical
experience of the trainees, and on the social and cultural environment, they come from. For
example, during the training programmes for middle management and small entrepreneurs, the
lectures must be substituted by short discussions using the visual aids as much as possible,
together with practical examples and simplified case studies. As regards experience, the trainer
must differentiate between young people who have no or very small management experience and
learn about management for the first time in school, and the participants who have practical
experience as managers or specialists in one of the functional departments. In the case of
academic education, the most information is new and is relatively hard to refer to previous
experience.
Still, young people have open minds and, many times, susceptive to new ideas. On the other
hand, during the training programmes for experienced people only the information additional to
that experience will be assimilated.
Therefore, is very important the trainers will invoke the trainees’ experience. In such groups,
there always be individuals that “know better” and is relatively hard to change that attitude and
to emphasize on what is necessary to learn to better fulfill their tasks.
 3. The training objectives
Generally, the training needs and the learning objectives of a training programme in management
must be formulated in terms of knowledge, attitudes, and skills change for improvement of
management actions. Consequently, a preliminary analysis of those needs that will allow the
identification of specific learning objectives is necessary. Based on that analysis, the trainer can
choose the most appropriate methods to satisfy the needs, and, therefore to meet the learning
objectives. For example, if the trainer wants to underline the necessity of using the experts’
knowledge and experience to substantiate complex management decisions, the most appropriate
approach will be to use activities that imply team working, business games and projects.
Participation, involvement in such activities will allow the managers to receive more feedback
from the rest of the participants then years spend in a management position.
4. The training topic
Each management domain (e.g. finance, human resources, general management, etc.) has its own
characteristics. Consequently, a trainer has the possibility to choose from a number of methods
appropriate for the topic or to use a mix of methods. During the training programmes for
management, the trainer must explain the relation between organisation’s functions, underline
the complex character of the management process, help the trainees to avoid the simplified
approach, based on only one point of view of multidimensional situation, and emphasize the
general skills necessary to a manager. In fact, that represents an interdisciplinary approach of
management and a combination of management functions. In order to do this, the methods with
strong participative character are of great help. For example, a training programme for top
management may start with a complex case study that requires solving a business situation from
different perspectives. This will stimulate the trainees’ interest in using certain methods and
techniques which, integrated in a proper way, will help them to act correct in a specific situation.
Then the trainees will analyze in depth those methods and techniques.
Finally, they will integrate specific knowledge into the management process by using business
games, case studies or, if possible, through a project that needs an interdisciplinary approach.

5. Time and material factors

The decision on the training methods to be used during a training programme is strongly
influenced by different factors like time, financial resources, etc. The time for preparation, that
influence the expenses with training material, vary based on the chosen training methods. As a
rule, complex case studies and business games need a longer and more expensive preparation
which include testing and doing the all the necessary corrections and modifications. The length
of the programme determines the methods to use. As long as the programme will be as much
trainer may use business games, complex case studies, and project. That does not mean that
participative methods should be drowning out from short training programmes. Is simply means
that one may use those methods that are not time consumers and transmit the message as quickly
as possible. The training period during the day is much more important that one may think. For
example, during afternoons is better to use attractive methods that need active involvement. The
training facilities may be a serious limitation. In order to choose the most appropriate training
methods, the trainer must know in advance elements like number of available room for small
groups’ discussions or accessibility to audio and video aims.

Task 2: Discuss a few training techniques used and training aids in a training
program
Training techniques may be broadly divided into 2:

(i) On job training techniques

(ii) Off job training techniques

(i) On Job Training techniques

This is the learning by doing the actual work. It is popularly referred to as “Sitting Next to
Nelly”, observe what I am doing. On the job training has the following techniques

 Apprenticeship – Here the apprentice commits to a period of training and learning that
involves both formal classroom learning and practical on the job experience. Periods vary
between 1 to 5 years. Apprentices are associated with manuals crafts skills.

 Mentoring – is the continuing, personal support of a learner by someone who is not

his/her boss. It is an informal process whereby an older, more experienced member in an
organization. Counsels a younger colleague about the way the organization works.
Mentors are usually experienced workers. It is based on counseling and supports learners
and helps them to develop their own approach and solutions to problems.

Benefits of mentoring include:-

i) Enhanced employee motivation, Job performance and organizational culture.

 Coaching – gives employees a chance to receive training one – on – one from an

experienced professional. This usually takes place after another more formal process has
taken place to expand on what trainees have already learned. Coaching gives trainees the
chance to ask questions and receive thorough and honest answers.

 Job rotation – involves encouraging job holders to move from one job to another in the
same grade. It offers new skills, helps flexibility of work and can freshen-up stale
motivation. It broadens one experience and offers new challenges.

(ii) Off job training techniques

This is the training carried out away from working environment so that they know more. They
include the following as discussed below:

 Lecture – they usually take place in a classroom. Lectures might take place where a
number of trainees in the same kind of work get lectures on a series of subjects from
senior employee. Trainees may also attend lectures outside the company. The knowledge
they may learn may be general, and less specific to the company’s needs.

 Group discussion – these most likely take place in a classroom where a group of people
discusses issues. For example, if an unfamiliar program is to be implemented, a group
discussion on the new program would allow employees to ask questions and provide
ideas on how the program would work best.

 Case study – they provide trainees with a chance to analyze and discuss real workplace
issues. They develop analytical and problem-solving skills, and provide practical
illustrations of principle or theory. They can also build a strong sense of teamwork as
teams struggle together to make sense of a case.

 Simulation – simulators are used to imitate the real work experiences. Most simulators
are very expensive but for certain jobs, like learning to fly a 747, they are indispensable.
Simulation based training gives a potential for transfer of skills learnt to the work station,
has high participant involvement, and provides instant feedback. They are expensive to
develop, very labor intensive and must be constructed carefully to replicate the actual
work environment.

Training Aids

The purpose of the training aids is to enhance the effectiveness learning process. The training
aids include the following:

a) Visual aids – include the blackboard, whiteboard, flipchart, maps, overheard

projector, epidiascope, slide projector

b) Sound aids – they include the

 Loudspeaker system,

 Tape recorder and

 CD player (Record player)

c) Multimedia

- Film projector

- Video and television

 - Computer _ leading to computer based training (CBT)

- Video conferencing facilities

- Web conferencing facilities (Web Based Training)

- Teleconferencing facilities

d) Others

 Workbooks and manuals

 Satellite and broadcast television

The type of teaching and learning aids to use depends on the content of the lesson, the teaching
skills of the instructor and the size of group among other factors.