EMT offers a variety of approaches & training methods for organizations.

There are several training methodologies of each method:

The use of a particular method depends on whether that method accomplishes the training needs and objectives. Training methods can be classified into three categories:

1. On the Job

1.Understudy

In this method, the employee is trained by their supervisor, working as an understudy or assistant. For example, a future manager may spend a few months assisting the current manager.

2.Job rotation

This refers to shifting/movement of an employee from one job to another on regular intervals

3.Special projects

The trainees may ask to work on special projects related to departmental objectives. In so doing, the trainees will acquire the knowledge of the assigned work and also learn how to work with others.

4.Experience

It refers to learning by doing. This is one of the oldest methods of on-the-job training. Although this is a very effective method, but it’s also very time-consuming and wasteful of resources. Thus it should be followed by (or combined with) other training methods.

5.Committee assignment

In this, the trainees become members of a committee. The committee is assigned a problem to discuss and make recommendations.

6.Coaching

In this, the supervisor or the superior acts as a guide and instructor of the trainee. This involves extensive demonstration and continuous critical evaluation and correction.

2. Class Room

These methods require trainees to leave their workplace and concentrate their entire time towards the training objectives. Nowadays off-the-job training methods have become popular due to the limitations of on-the-job training methods such as facilities, work environment, or lack of group discussions which usually inhibits full participation among the trainees from different disciplines, etc. Therefore, the development of trainees in off-the-job methods becomes the top priority while everything else is secondary.

Following is the main class room training methods:

1.Special courses and lectures

These are the most traditional and commonly used methods of developing personnel. Special courses, workshops and/or lectures are either designed by the company itself or by the management/professional schools. Companies then sponsor their trainees to attend these courses, workshops or lectures. These are the quick and most simple ways to provide knowledge to a large group of trainees.

2.Selected reading

This technique was developed by Harvard Business School, U.S.A. It is used as a supplement to the lecture method. A case is a written record of a real business situation/problem faced by a company. The case is provided to the trainees for discussion and analysis. Identification and diagnosis of the problem is the aim in the case study method. Alternate courses of action are suggested from participants.

3.Case study

4.Programmed instruction/learning

This is the step-by-step self-learning method where the medium may be a textbook, computer or the internet. This is a systematic method for teaching job skills involving presenting questions or facts, allowing the person to respond and giving the learner immediate feedback on the accuracy of his or her answers."

5.Brainstorming

This is the creativity-training technique; it helps people to solve problems in a new and different way. In this technique, the trainees are given the opportunity to generate ideas openly and without any fear of judgment. Criticism of any idea is not allowed so as to reduce inhibiting forces. Once a lot of ideas are generated then they are evaluated for their cost and feasibility.

6.Role-playing

In this method, the trainees are assigned a role, which they have to play in an artificially created situation. For example, a trainee is asked to play the role of a trade union leader, and another trainee is required to perform the role of an HR manager. This technique results in a better understanding of each other's situation by putting foot in other's shoes.

7.Vestibule schools

Large organizations frequently provide what is described as vestibule schools which is usually preliminary to actual shop experience. As far as possible, shop conditions are duplicated, but instruction, not output is the major objective." A vestibule school is operated as a specialized endeavor by the personnel department. This training is required when the amount of training that has to be done exceeds the capacity of the line supervisor; a portion of training is evolved from the line and assigned to staff through a vestibule school".

8.Business games

Business games involve teams of trainees. The teams discuss and analyze the problem and arrive at decisions. Generally, issues related to inventories, sales, R&D, production process, etc. are taken up for consideration.

9.Behavior modeling

This is a structured approach to teach specific supervisory skills. This is based on the social learning theory in which the trainee is provided with a specific model of behavior and is informed in advance of the consequences of engaging in that type of behavior.

10.Sensitivity (T-group) training

In this type of training, a small group of trainees consisting of 10 to 12 persons is formed which meets in an unstructured situation. There is no set agenda or schedule or plan. The main objectives are more openness with each other, increased listening skills, trust, support, tolerance and concern for others. The trainers serve a catalytic role. The group meets in isolation without any formal agenda. There is great focus on inter-personal behavior. And, the trainer provides honest but supportive feedback to members on how they interacted with one another.

11.Video Modules

Video modules are produced by learning videos that have been made in advance for the reference of the employees. These modules can be animated or with a human instructor. The opportunities are endless when it comes to creating videos for a corporate training program. This is also a highly-flexible mode of eLearning, as the videos can be accessed by users anytime they want. They also have the ability to play the videos as many times as they wish. When it comes to grasping a concept, videos often perform much better than text because humans love graphic-based delivery. The colors, seamless explanation and video format make eLearning easier for the employees.

3. Virtual Training

1.Planning & Agreement

Discuss and agree with on:

Course name, Duration, Level, Objectives, Outline, Agenda
E-Learning tools
Identify participants, their competence level
Related competencies

2.Prepare Course Material

Prepare training package for distance course

Presentation, course guide, case study, exercises, videos and interactive tools

3.Execution the Course

Send course information to participants:

Presentation, course guide, case study, exercises, videos
Receive participant’s reaction through email, WhatsApp
Conduct interactive live training sessions

4.Assessment

Assessment the information of participants:

Pre assessment before the course
Learning assessment During the course
Post assessment after completion the course

Flexibility

Would you like EMT to deliver a training course at a time or location to suit you? Would you like EMT to tailor a course from our comprehensive library of courses? Or would you like us to create an entirely new, bespoke course to suit the exact needs of your organization?

Working in partnership with our clients, EMT provides an enjoyable, creative learning experience that enables participants to develop their skills and knowledge. We can deliver not only generic, off-the-shelf courses from our extensive learning portfolio, but we can provide tailored as well as bespoke learning on any aspect of skill development or knowledge – all these are available in In-Person (Face-to-Face) or Online (Virtual Streaming) delivery formats.

Our in-house courses are conducted by the same expert trainers who conduct EMT public courses so you can be assured they will fulfill the learning objective of any organization.

Training Methodolgy