Chapter 10:

 TRAINING METHODS
 I. WHY TRAIN?
 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 ?
 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. Need for certification only.
2. It is the company policy
3. 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
 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
 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. They want to.
2. Their boss makes them.
3. They are curious.
4. They want to know more than someone else.
5. They are afraid of losing their job.
6. They want to make more money.
7. They can't help it.
8. They want to prove to others that they can learn.
9. They are ashamed not to.
 We may narrow down the reasons why people learn to just
three basic classes:
1. Desire for reward
2. Fear of punishment
3. Curiosity
X .WHY PEOPLE DON'T LEARN
1. Lack of Motivation
2. Lack of interest or enthusiasm.
3. Lack of Background
4. Rebellion
5. Failure to Relate Training to the job.
XI. WHY NOT A SATISFACTORY
JOB?
1. Bad attitude.
2. Needs training.
3. Don't know what they are supposed to do.
4. Lack of ability.
5. Poor job organization.
XII. HOW TO DO ON-THE-JOB
TRAINING
1. Self-preparation required on the part of the trainer.
2. Preparing the employee.
3. Guaranteed learning - " assurance". "I know you can learn
this, because I have taught it to a lot of fellows who are now
successful."
4. Building interest.
5. Showing the personal advantage.
6. Avoid teaching in reverse.
 Basically, the steps are:
1. Demonstrate the process (showing and telling).
2. Have the employee tell you (while you do it).
3. Have the employee do it (showing and telling you).
4. 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:
1. Permit the trainee to do the job under his own power.
2. Supervise the job closely. Stop the trainee's work if an error in procedure
has been made and revert back to previous step.
3. Continue the supervision of the trainee until his work procedures are
correct. Withdraw the supervision gradually.
4. 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.
5. 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.