Training Procedure

Training Procedure

*Dr. Shanmukha Rao Padala ** Dr. N.V.S.Suryanarayana

            People need competence to perform tasks. The nature of the job is constantly changing due to changes in the environment, changes in organizational priorities, goals and strategies, changes in technology etc. Higher degree and quality of performance of tasks requires higher level of competence in people of an organization is essential to achieve the organizational goals and objective. One of the important mechanisms of HRD is that TRAINING, which is a commonly used term which has a wide variety of connotations depending on one’s experience and background.

Training and development programs are necessary in any organization for improving the quantity of work of the employees at all levels particularly in a world of fast changing technology, changing values and environment. The purpose of both is similar, the main difference between the two is in respect to the level of employees for whom these are meant and the contents and techniques employed. Training improves changes and moulds the employee’s knowledge, skill, behaviour and aptitude and attitude towards the requirements of the job and the organisation.  Training refers to the teaching and learning activities carried on for the primary purpose of helping members of an organisation to acquire and apply the knowledge, skills, abilities and attitudes needed by a particular job and organisation.

            Thus, training bridges the differences between job requirements and employee’s present specifications. Training is a short-term educational process and utilising a systematic and organised procedure by which employees learn technical knowledge and skills for a definite purpose. The following training procedure is essentially an adoption of the job instruction-training course, which has been proved to have great value.


Training Procedure

The important steps in the training procedure are:

i. Preparing the Instructor:

            The instructor must know both the job to be taught and how to teach it.  The job must be divided into logical parts so that each can be taught at a proper time without the trainee-losing plan.  For each part, one should have in mind the desired technique of instruction, that is, whether a particular point is best taught by illustration, demonstration or explanation.

A serious and committed instruction must:

  • Ø  Know the job or subject he is attempting to teach.
  • Ø  Have the aptitude and ability to teach
  • Ø  Have willingness towards the profession.
  • Ø  Have a pleasing personality and capacity for leadership
  • Ø  Have the knowledge of teaching principles and methods.
  • Ø  Be a permanent student, in the sense that he should equip himself with the latest concepts and knowledge.

ii. Preparing the Trainee:

            As in interviewing, the first step in training is to attempt to place the trainee at ease.  Most people are somewhat nervous when approaching an unfamiliar task.  Though the instructor may have executed this training procedure, many times he or she never forgets its newness to the trainee.  The quality of empathy is a mark of the good instructor.

iii. Getting Ready to Teach:

            This stage of the programme is class hour teaching involving the following activities:

  • Ø  Planning the programme
  • Ø  Preparing the instructor’s outline
  • Ø  Do not try to cover too much material
  • Ø  Keep the session moving along logically
  • Ø  Discuss each item in depth
  • Ø  Repeat, but in different words.
  • Ø  Take the material from standardised texts when it is available
  • Ø  When the standardised text is not available, develop the programme and course content based on group approach, Group consists of employer, skilled employees, supervisors, trade union leaders and other familiar with job requirements.  Group prepares teaching material.
  • Ø  Teach about the standard for the trainee like quality, quantity, waste or scrap, ability to work without supervision, knowledge or procedure, safety rules, human relations etc.
  • Ø  Remember your standard, before you teach.

iv.   Presenting the Operation:

There are various alternative ways of presenting the operation viz. Explanation, demonstration etc.  An instructor mostly uses these methods of explanation.  In addition, one may illustrate various points through the use of pictures, charts, diagrams and other training aids.

v.   Try out the Trainee’s Performance:

As a continuation of the presentation sequence given above, the trainee should be asked to start the job or operative procedure.  Some instructor prefers that the trainee explain each step before doing it, particularly if the operation involves any danger.  The trainee, through respective practice, will acquire more skill.

vi. Follow-up:

The final step in most training procedures is that of the follow-up.  When people are involved in any problem or procedure, it is unwise to assume that things are always constant.  Follow-up can be adapted to a variable reinforcement schedule as suggested in the discussion of learning principles.  Every training programme should have a follow-up, otherwise the training programmes in the future cannot be improved.