It is important for the organization to identify the trend of the learners in the organization, which learning style they prefer in order to help them grasp the content as much as possible. As Martin, Kolomitro and Lamb (2014) says, along with the learners’ learning style, the trainer’s method or medium of training, shares same weight of effectivity in the training programme. Hence, the trainer is responsible of identifying the suitable method to deliver his training (Salas et al, 2012).
There are several training methods used by organisations. Each method has it’s own unique characteristics which, depending on the content of the training programme, learners’ professional background and experience, it can be an advantage or a disadvantage with respect to the quality and effectiveness of training. Upon these factors the trainer shall select a suitable training method and execute his programme. According to Raheja (2015), following are methods, organisations use commonly to carry out training and development sessions.
• Action Learning
o A small group working on problems and issues, taking action, and learning as individuals, subsequently as a team. It helps organizations to develop creative, flexible and productive implementations to achieve common goals.
• Blended Learning
o A classroom theoretical training session followed by a practical training session. This method is ideal for a group of learners on a technical discipline, where imparted theoretical training can be practically viewed and experienced.
• Business Games
o Using a practically applicable subject and given a chance to logically analyse and response. This can be utilised to evaluate several managerial skills such as leadership skills, time management, communication etc.
• Case Studies
o A discussion-based training where learners should study a scenario and come up with solutions, remedies as applicable.
• Coaching
o A one-on-one training method. Its ideal to train a special skill required in the organisation.
• Continuing Professional Development (CPD)
o Also termed as “Life Long Learning”, where it focuses on maintaining the knowledge and skills related to the profession throughout their career (Collin, Van der Heijden and Lewis, 2012). Usually it is incorporated in short trainings conducted by professional bodies, involved in that profession.
• E-Learning
o Goyal (2012) describes E-Learning as a training given without any printed documents. It is the flag carrier of modern education. It uses the modern telecommunication methods to deliver learning materials.
• Job Rotation
o An employee been rotated in different jobs. This will enable him train on a series of related jobs and the organisation can cross utilise him given various situations.
• Lecture
o The most traditional and direct method which is mainly for large participants. However, it mostly used by colleges and universities more than organisations.
• Mentoring
o This method is ideal for attitude development of executive/managerial staff. A senior staff or a reputed professional can be used to mentor the employees.
• On the Job Training
o Once basic trainings are completed, trainees can be deployed on, on the job training so they will have an in detail idea about the job role they will have to work on.
• Outdoor Training
o Trainings carried out in outdoor facilities mostly by professional trainers. These are used mainly for leaners attitude development rather than their professional skills.
• Role- Playing
o The learner is given a role in a scenario and is expected to study the impacts of the issue. It gives a “real world” experience by giving a chance to study contents out of the work scope.
• Self- Development
o Using your own experience to review and learn. Also, this includes learning by the trainee himself by referring to study materials relevant.
• Simulations
o Creating an artificial scenario identical to the actual environment to give a real time experience.
References
Collin, K., Van der Heijden, B., Lewis, P. (2012) Continuing Professional Development. International Journal of Training and Development, 16(3), pp. 155-163
Goyal, S. (2012) E-Learning: Future of Education. Journal of Education and Learning, 6(2), pp. 239-242.
Martin, B. O., Kolomitro, K., Lamb, C. M. T. (2014) Training Methods: A Review and Analysis. Human Resource Development Review, 13(1), pp. 11-35.
Raheja, K. (2015) Methods of Training and Development. Innovative Journal of Business and Management, 4(2), pp. 35-41
Salas, E., Tannenbaum, S. I., Kraiger, K., Smith-Jentsch, K. A. (2012) The Science of Training and development in Organizations: What matters in Practice. Psychological science in the public interest, 13(2), pp. 74-101
Silver, J. (2018) What Are The Most Effective Training Techniques in Today’s Changing Business Environments. Training Station [Online]. Available at: <https://trainingstation.walkme.com/different-types-of-training-methods/>. [Accessed on 07 September 2019].
SriLankan Airlines (2019) EASA Approved Maintenance Organisation Exposition, Issue 04 Revision 03, Colombo: SriLankan Airlines
SriLankan Aviation College (2018) Foundation Course in Aircraft Maintenance. SriLankan Aviation College [Online]. Available at < http://srilankanaviationcollege.com/what-we-offer/Course/Foundation-Course-Aircraft-Maintenance> . [Accessed on 07 September 2019].
There are several training methods used by organisations. Each method has it’s own unique characteristics which, depending on the content of the training programme, learners’ professional background and experience, it can be an advantage or a disadvantage with respect to the quality and effectiveness of training. Upon these factors the trainer shall select a suitable training method and execute his programme. According to Raheja (2015), following are methods, organisations use commonly to carry out training and development sessions.
• Action Learning
o A small group working on problems and issues, taking action, and learning as individuals, subsequently as a team. It helps organizations to develop creative, flexible and productive implementations to achieve common goals.
• Blended Learning
o A classroom theoretical training session followed by a practical training session. This method is ideal for a group of learners on a technical discipline, where imparted theoretical training can be practically viewed and experienced.
• Business Games
o Using a practically applicable subject and given a chance to logically analyse and response. This can be utilised to evaluate several managerial skills such as leadership skills, time management, communication etc.
• Case Studies
o A discussion-based training where learners should study a scenario and come up with solutions, remedies as applicable.
• Coaching
o A one-on-one training method. Its ideal to train a special skill required in the organisation.
• Continuing Professional Development (CPD)
o Also termed as “Life Long Learning”, where it focuses on maintaining the knowledge and skills related to the profession throughout their career (Collin, Van der Heijden and Lewis, 2012). Usually it is incorporated in short trainings conducted by professional bodies, involved in that profession.
• E-Learning
o Goyal (2012) describes E-Learning as a training given without any printed documents. It is the flag carrier of modern education. It uses the modern telecommunication methods to deliver learning materials.
• Job Rotation
o An employee been rotated in different jobs. This will enable him train on a series of related jobs and the organisation can cross utilise him given various situations.
• Lecture
o The most traditional and direct method which is mainly for large participants. However, it mostly used by colleges and universities more than organisations.
• Mentoring
o This method is ideal for attitude development of executive/managerial staff. A senior staff or a reputed professional can be used to mentor the employees.
• On the Job Training
o Once basic trainings are completed, trainees can be deployed on, on the job training so they will have an in detail idea about the job role they will have to work on.
• Outdoor Training
o Trainings carried out in outdoor facilities mostly by professional trainers. These are used mainly for leaners attitude development rather than their professional skills.
• Role- Playing
o The learner is given a role in a scenario and is expected to study the impacts of the issue. It gives a “real world” experience by giving a chance to study contents out of the work scope.
• Self- Development
o Using your own experience to review and learn. Also, this includes learning by the trainee himself by referring to study materials relevant.
• Simulations
o Creating an artificial scenario identical to the actual environment to give a real time experience.
Figure 1: A group of employees in a training session.
(Silver,2018)
The
organisation I’m employed in, also utilise these methods in order to carry out
different training sessions. Since it’s an Aircraft Maintenance organisation,
training sessions are mostly based on technical aspects of the aircraft.
However, “Safety” given the priority in the aviation industry, training on
Regulatory Framework and Human Factors is given utmost importance as well.
Hence, training on these aspects related to the industry also takes place very
frequently (SriLankan Airlines,2019). Following is a brief example on how this
organisation incorporates few of the methods we discussed earlier, into the
training sessions for the employees.
Action Learning
o
Special teams dedicated for
defect rectification is briefed at the beginning of every shift by the duty
engineer on what the prominent defects are and have a discussion on how to
rectify them without disrupting the aircraft schedule.
·
Blended Learning
o
Aircraft/Engine Type training
comprises of theoretical (classroom training) and Practical elements (field
visits, hands on training) where the trainee is expected to pass both elements.
·
Coaching
o
Engineers in workshops give
individual attention to trainees and coach them with different skills (Ex:
repairs using sheet metal and composites) during practical training.
·
Continuing Professional
Development (CPD)
o
Continuation training, which
is conducted every 2 years, is mandatory for all technicians and engineers. It
is comprised of refresher trainings on Aviation legislation, Human Factors etc.
·
E-Learning
o
“Safety Management System”
refresher trainings are conducted through online portals. Once the trainee goes
through the given study material, he is expected to answer a set of questions.
·
Job Rotation
o
Engineers from Line Maintenance
and Base Maintenance have a rotation basis transfer to Technical Training School
in order to train trainees.
·
Lecture
o
Continuation trainings are
conducted in lectures for a group of employees. Another example for this method
is the lectures carried out by Engineers to the Technicians during audit
preparations.
·
Mentoring
o
The practical Instructors
mentor trainees from Technical Training School who are following Basic courses
as it is their birth in the field of Aircraft Maintenance. They mainly focus on
developing the attitude of trainees to make them ready for this challenging
field.
·
On the job Training
o Trainees
who have completed their Basic Training courses at SriLankan Technical Training
will be trained by Engineers and Technicians before enrolling them to the job
role.
·
Outdoor Training
o
Rostered teams will be given
special training in attitude development, problem solving and team building in
an external outdoor facility by outsourced training professionals followed by a
fellowship dinner. This helps the team members to bond and enhance the
togetherness which is an essential factor in this dynamic 24*7 operating
industry.
·
Self- Development
o
Whenever regulatory framework
is changed or new policies or procedures are implemented, the Aircraft
Engineers should read the revised/new documents. He is expected to self-study
the material and adhere to them as applicable. Following which he shall fill
the “Read and Sign” registry, conforming his competence over the subject.
·
Simulations
o
Airbus ACT (Airbus Competence
Training) Training tool is used for Aircraft/Engine type training where the
trainee can simulate various maintenance activities using the application.
Figure 2: Engineering Instructor and a group of On the job trainees
(SriLankan Aviation College,2018)
References
Collin, K., Van der Heijden, B., Lewis, P. (2012) Continuing Professional Development. International Journal of Training and Development, 16(3), pp. 155-163
Goyal, S. (2012) E-Learning: Future of Education. Journal of Education and Learning, 6(2), pp. 239-242.
Martin, B. O., Kolomitro, K., Lamb, C. M. T. (2014) Training Methods: A Review and Analysis. Human Resource Development Review, 13(1), pp. 11-35.
Raheja, K. (2015) Methods of Training and Development. Innovative Journal of Business and Management, 4(2), pp. 35-41
Salas, E., Tannenbaum, S. I., Kraiger, K., Smith-Jentsch, K. A. (2012) The Science of Training and development in Organizations: What matters in Practice. Psychological science in the public interest, 13(2), pp. 74-101
Silver, J. (2018) What Are The Most Effective Training Techniques in Today’s Changing Business Environments. Training Station [Online]. Available at: <https://trainingstation.walkme.com/different-types-of-training-methods/>. [Accessed on 07 September 2019].
SriLankan Airlines (2019) EASA Approved Maintenance Organisation Exposition, Issue 04 Revision 03, Colombo: SriLankan Airlines
SriLankan Aviation College (2018) Foundation Course in Aircraft Maintenance. SriLankan Aviation College [Online]. Available at < http://srilankanaviationcollege.com/what-we-offer/Course/Foundation-Course-Aircraft-Maintenance> . [Accessed on 07 September 2019].
4 comments:
Hi Shan, further adding up to e-learning; although the term e-learning is only a few years old (see Henry, 2001), it has already been
described as the next “killer application” for the Internet (Chambers, as cited in Henry, 2001).
E-learning allows organizations to deliver training consistently to all employees; to update training content when necessary; to reduce travel costs to outside training facilities; and to provide training to employees on demand, anytime, and anywhere (Burgess & Russell, 2003)
Hi Shan ,Content is exciting. Blended learning is an effective method which combines multiple delivery channels. Hence it provides many benefits compared to using any particular learning delivery channel alone. This method extends the reach of the learning content as a classroom theoretical training session is followed by a practical training session (Singh, 2003)
Hi Sheron, E-Learning is the new trend in training employees. E-Learning hs gained the reputation as one of the best methods due to the advantages of it over the traditional classroom, textbook style learnings such as ability to simulate using software, ability to update consistently and user-friendliness (Arkorful and Abaidoo, 2014).
I agree with you Namal. However, blended learning will require certain perquisites to successfully implement such as expert trainers, right attitude from trainees and a bulky budget (Lalima nd Dangwal, 2017). At the expense of these factors, still blended learning is considered one of the best methods to train employees at an organization.
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