Q.6. Write short notes on vestibule training. (AKTU. 2010 - 11)
Ans. Vestibule Training: -
A vestibule is a large entrance or reception room or area. Vestibule Training is a term for near-the-job training, as it offers access to something new (learning).
In the early 1800s, factory schools were created, due to the industrial revolution, in which workers were trained in classrooms within the factory walls. The apprentice system was inadequate due to the number of learners that had to be trained as the machines of the Industrial Revolution increased the ability of the factory to produce goods. The factory owners needed trained workers quickly because there was a large demand for the produced goods.
Towards the end of the 1800s, a method that combined the benefits of the classroom with the benefits of on-the-job training, called vestibule training, became a popular form of training. The classroom was located as close as conditions allowed to the department for which the workers were being trained. It was furnished with the same machines as used in production. There were normally six to ten workers per trainer, who were skilled workers or supervisors from the company.
There are many advantages of vestibule training. The workers are trained as if on the job, but it does not interfere with the more vital task of production. Transfer of skills and knowledge to the workplace is not required since the classroom is a model of the working environment. Classes are small so that the learners received immediate feedback and ask questions more easily than in a large classroom. Its main disadvantage is that it is quite expensive as it duplicates the production line and has a small learner to trainer ratio.
Q.7. What are the kinds of Training and what do you mean by Team Training? (AKTU. 2010 - 11)
Ans. Kinds Of Training: -
Tiffin and McCormick (1958) classify training into the following seven categories:
1. Orientation training: to acquaint new employees with the company
2. Vestibule training: simulated on-the-job training
3. On-the-job training: actual practice on the job
4. Apprentice training: formal apprenticeship for a craft
5. Technical training: training in technical aspects of job
6. Supervisory training: training in management
7. Other training: any unusual situation not included in the above
Team Training: -
A team is a group of individuals who are working together toward a common goal. All teams are really defined by their purpose or goal. Associated with the increased frequency of team tasks has been a related increase in the importance of team training within the larger training complex.
One of the most interesting questions relevant to team training is whether team member should be trained as a unit or whether individual training would be more efficient. Intuitively, it might be concluded that any task requiring several individuals for its successful completion would probably be acquired more efficiently through team training. Horrocks, Krug, and Heermann (1960) found individual training superior, while several other studies found individual unit training most efficient. The part or whole training depends upon task complexity and task organization. The training on individual task dimensions is similar to individual training of team members, and the whole task training of Naylor and Briggs was similar to “team” training in a multi-man task. Individual training for tasks of low organization is more and more efficient as the tasks of each individual in the team is made more complex, and group training is more and more efficient for tasks of high organization as the tasks of each individual are made more complex.
The feedback or knowledge-of-results training variable becomes very complex and powerful in a team training situation. As Rosenberg and Hall (1958) have pointed out, the way in which feedback is handled in the team situation may often be the key to the actual communication structure of the team.
Of course, the primary difficulty in a team situation is whether you provide a team member with information about (1) his own performance only, (2) team performance only, or (3) both his own and team performance.
Knowledge of results about one’s own performance may tend to produce behavior which is self rather than team oriented. The team member may become too enamoured with his own skill and not worry about the success of the team effort. On the other hand, there are certain problems involved in only providing team members with information about team performance, particularly when team performance is some composite of the performance of all team members.
Teams are often apt to be dynamic entities in terms of their composition. Membership in a team may not be a stable characteristic, particularly with large teams. Because of this instability of group membership, it is important that we know something about the effect of changes in team personnel upon the training process.
Horrocks, Heermann, and Krug (1961) found no effect on team performance when changes in membership of the team were made during training. However, their team task was a rather simple decoding requirement.
