Purpose The purpose of Organizational Training (OT) is to develop skills and knowledge of people so they can perform their

roles effectively and efficiently. Introductory Notes Organizational Training includes training to support the organizations strategic business objectives and to meet the tactical training needs that are common across projects and support groups. Training needs identified by individual projects and support groups are handled at the project and support group level and are outside the scope of Organizational Training. Projects and support groups are responsible for identifying and addressing their training needs. An organizational training program involves the following activities: Identifying the training needed by the organization Obtaining and providing training to address those needs Establishing and maintaining a training capability Establishing and maintaining training records Assessing training effectiveness

Effective training requires the assessment of needs, planning, instructional design, and appropriate training media (e.g., workbooks and computer software), as well as a repository of training process data. As an organizational process, the main components of training include a managed training development program, documented plans, personnel with appropriate mastery of disciplines and other areas of knowledge, and mechanisms for measuring the effectiveness of the training program. Identifying process training needs is based primarily on the skills required to perform the organizations set of standard processes. Identifying training needs may also address some training needs of suppliers, especially in those process elements that define interfaces with and expectations for suppliers. Certain skills may be effectively and efficiently imparted through vehicles other than inclass training experiences (e.g., informal mentoring). Other skills require more formalized training vehicles, such as in a classroom, by Web-based training, through guided self-study, or via a formalized on-the-job training program. The formal or informal training vehicles employed for each situation should be based on an assessment of the need for training and the performance gap to be addressed. The term training used throughout this process area is used broadly to include all of these learning options.

Success in training can be measured by the availability of opportunities to acquire the skills and knowledge needed to perform new and ongoing enterprise activities. Skills and knowledge may be technical, organizational, or contextual. Technical skills pertain to the ability to use equipment, tools, materials, data, and processes required by a project or process. Organizational skills pertain to behavior within and according to the employees organization structure, role and responsibilities, and general operating principles and methods. Contextual skills are the self-management, communication, and interpersonal abilities needed to successfully perform in the organizational and social context of the project and support groups. The phrase project and support groups is used frequently in the process area description to indicate an organization-level perspective. This process area applies to developing acquirer skills and knowledge so that those in the organization can perform their roles effectively and efficiently. However, these practices can also apply to developing the supplier skills and knowledge. Topics can include acquirer business practices (e.g., acceptance and invoicing) as well as technical practices that the acquirer desires to be performed in a particular way (e.g., reflect lean thinking) or a collaborative way (e.g., using an agile approach). TRAINING METHODS- On-the-job training, Off-the-job training Trainings in an organization can be divided to two broad types. They are on-the-job trainings and off-the-job trainings. These on-the-job trainings are given to the employees while they are conducting their regular works at the same places. In this way they do not lose time while they are training or learning. After a plan is developed for what should be taught, employees should be informed about the details. A time table should be establish with periodic evaluations to inform employees about their progress. On-the-job training techniques include orientations, job instruction training, apprenticeships, internships, assistantships, job rotation and coaching. Off-the-job techniques include lectures, special study, audio visual conferences or discussions, case studies, role playing, simulation, programmed instructions, and laboratory trainings. Most of these techniques are too costly. Methods of trainings can be basically divided to four types, namely, a. the telling method b. the showing method c. the role playing method d. the discussion technique Article Source: http://EzineArticles.com/1944536 Article Source: http://EzineArticles.com/1944536 Article Source: http://EzineArticles.com/1944536 Search Home Business Human Resources

Markus Taylor Platinum Author | 156 Articles Joined: January 2, 2009 Was this article helpful? 15 9 23 4 1 5 4

Six Types of Training and Development Techniques By Markus Taylor 1.On-the-job Training and Lectures The two most frequently used kinds of training are on-the-job training and lectures, although little research exists as to the effectiveness of either. It is usually impossible to teach someone everything she needs to know at a location away from the workplace. Thus on-the-job training often supplements other kinds of training, e.g., classroom or offsite training; but on-the-job training is frequently the only form of training. It is usually informal, which means, unfortunately, that the trainer does not concentrate on the training as much as she should, and the trainer may not have a well-articulated picture of what the novice needs to learn. On-the-job training is not successful when used to avoid developing a training program, though it can be an effective part of a well-coordinated training program. Lectures are used because of their low cost and their capacity to reach many people. Lectures, which use one-way communication as opposed to interactive learning techniques, are much criticized as a training device. 2. Programmed Instruction (PI) These devices systematically present information to the learner and elicit a response; they use reinforcement principles to promote appropriate responses. When PI was originally developed in the 1950s, it was thought to be useful only for basic subjects. Today the method is used for skills as diverse as air traffic control, blueprint reading, and the analysis of tax returns.

3. Computer-Assisted Instruction (CAI) With CAI, students can learn at their own pace, as with PI. Because the student interacts with the computer, it is believed by many to be a more dynamic learning device. Educational alternatives can be quickly selected to suit the student's capabilities, and performance can be monitored continuously. As instruction proceeds, data are gathered for monitoring and improving performance. 4. Audiovisual Techniques Both television and film extend the range of skills that can be taught and the way information may be presented. Many systems have electronic blackboards and slide projection equipment. The use of techniques that combine audiovisual systems such as closed circuit television and telephones has spawned a new term for this type of training, teletraining. The feature on " Sesame Street " illustrates the design and evaluation of one of television's favorite children's program as a training device. 5. Simulations Training simulations replicate the essential characteristics of the real world that are necessary to produce both learning and the transfer of new knowledge and skills to application settings. Both machine and other forms of simulators exist. Machine simulators often have substantial degrees of. physical fidelity; that is, they represent the real world's operational equipment. The main purpose of simulation, however, is to produce psychological fidelity, that is, to reproduce in the training those processes that will be required on the job. We simulate for a number of reasons, including to control the training environment, for safety, to introduce feedback and other learning principles, and to reduce cost. 6. Business games They are the direct progeny of war games that have been used to train officers in combat techniques for hundreds of years. Almost all early business games were designed to teach basic business skills, but more recent games also include interpersonal skills. Monopoly might be considered the quintessential business game for young capitalists. It is probably the first place youngsters learned the words mortgage, taxes, and go to jail. Awards you International recognition for your previous academic, and life experience in the form of a degree. The Asian European University assess your experience using the Internationally recognized APEL method. For a complimentary assessment to see if you qualify for an International Degree: