Jeff Management

Chapter 10: 

TRAINING METHODS

I. WHY TRAIN? 

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Is it really necessary to train people how to do their jobs? Are some trainings better than other training? If we answer, affirmative, the question is "How do we tell the difference between good and bad training?“ Obviously, when we have an employee who is responsible for certain work and we expect that work to be done properly, we want to have only the good kind of training rather than the bad.

II. WHAT IS A GOOD TRAINING ? 

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It is much easier to define the results of good training than to define the action of good training. If after training, the employee can do what he couldn't do before the training, and if the training did not take long and didn't cost too much, we conclude that the training was “good”. So we see that in trying to find out what good training and what bad training are we must look among many other things, the results of the training anti conditions under which the training took place.

III. WHY DO WE NEED TRAINING ? Poor reasons for Training

 1. 2. 3.

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Need for certification only. It is the company policy It is expected for people to get the necessary training before employment.

A valid reason for training is that the employer believes there is a deficiency in knowledge and skill of their hired seafarer; employees can't do something that the job requires to be done.

IV. JOB REQUIREMENT – EMPLOYMENT = DEFICIENCY 

A recent study shows that maintenance procedures need changes. Take for instance, method of painting application. It is a common sight that a seaman who is not updated with proper maintenance procedure lacks knowledge by using a paint roller for the first coat of paint after pre-treatment.

V. TRAINING EMPLOYEES 

In many ways, the new employees are at the mercy of the supervisor and the organization. If they choose to do training, then the employees have a chance to learn the job and be successful. If they choose not to train, the employees the rest of their careers.

VI. THE JOB IS LEARNED INCORRECTLY 

Employees will make some effort to do something on the job. They will try to figure out the procedures on their own, which is usually incorrect. They will think about previous Jobs or use logic or just start moving switches or twisting dials or pushing buttons until something happens.

VII. LEARNING FROM WATCHING OTHERS 

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Studies show that majority of employees end up learning their jobs by asking other employees how to do work. The most often used method of training is watching someone else to do the job, and maybe asking questions. Certainly the employees will learn some things, many of them correctly, but they will also learn some errors or shortcuts that area approved or corrected. There is also a good chance that some unsafe things will be taught which will take a career to unlearn.

VIII. INSUFFICIENT TRAINING 

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Perhaps the worst offense occurs when the supervisor gives an overview with a promise of more extensive training later, but the "later" never comes. The employees of learn a little, and now they're left with "training" on their records, It they fail, the boss will point to the initial training effort as a way of saying that training was actually done, without regard to the quality or quantity. Most people who study motivation have concluded that poorly trained employees quickly lose interest and become unmotivated. This is translated into disinterest and is reflected on the record as a bad appraisal

IX. WHY PEOPLE LEARN The list of reasons why people learn are as follow:

 1. 2. 3. 4. 5. 6. 7. 8. 9.

They want to. Their boss makes them. They are curious. They want to know more than someone else. They are afraid of losing their job. They want to make more money. They can't help it. They want to prove to others that they can learn. They are ashamed not to.

We may narrow down the reasons why people learn to just three basic classes:

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1. 2. 3.

Desire for reward Fear of punishment Curiosity

X .WHY PEOPLE DON'T LEARN 1. 2. 3. 4. 5.

Lack of Motivation Lack of interest or enthusiasm. Lack of Background Rebellion Failure to Relate Training to the job.

XI. WHY NOT A SATISFACTORY JOB? 1. 2. 3. 4. 5.

Bad attitude. Needs training. Don't know what they are supposed to do. Lack of ability. Poor job organization.

XII. HOW TO DO ON-THE-JOB TRAINING 1. 2. 3.

4. 5. 6.

Self-preparation required on the part of the trainer. Preparing the employee. Guaranteed learning - " assurance". "I know you can learn this, because I have taught it to a lot of fellows who are now successful." Building interest. Showing the personal advantage. Avoid teaching in reverse.

Basically, the steps are:

 1. 2. 3. 4.

Demonstrate the process (showing and telling). Have the employee tell you (while you do it). Have the employee do it (showing and telling you). Tell them why one final bit of detail that can be added is to tell the employees why we do the thing we are telling them how to do.

XIII. HOW TO FUNCTION IN THE FOLLOW-UP STEP The follow-up step is the extra close supervision given during the early hours or clays after the trainee has been left on the new job, continuing until he is able to proceed with normal supervision. In the follow-up step, consider these points:

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1. 2.

3.

4.

5.

Permit the trainee to do the job under his own power. Supervise the job closely. Stop the trainee's work if an error in procedure has been made and revert back to previous step. Continue the supervision of the trainee until his work procedures are correct. Withdraw the supervision gradually. Make occasional check-ups on-the-job to ascertain that errors in procedures are avoided. If errors do occur, it is necessary to re-teach the job. In the first stage of the follow-up, the trainer tests the trainee's ability in doing the job and also manages to test his own ability and effectiveness as a teacher. This is a distinct part of the training job.