INTRODUCTION

Training is a fundamental concept in the development of human resources. It relates to develop

certain skills with the standards required by the teachings and practices. Training is a very useful
tool that can bring workers into a position where they can do their job properly, effectively, and
accurately. Training is action to improve the knowledge and skills to perform a particular job.
Dale S. Beach defines training as the organized procedure by which people learn knowledge
and/or skill for a definite purpose.
Training refers to the teaching and learning activities carried on for the primary purpose
of helping members of an organization acquire and apply the knowledge, skills, abilities, and
attitudes needed by a particular job and organization. Training is the act of increasing the skills of
an employee for doing a particular job, (F. Edwin).

Training is a set of systematic processes

designed to meet learning objectives related to current or future job coach. These processes can
be grouped into the following phases such as requirements analysis, design, development,
implementation, and evaluation. Successive phases, with the output of the previous phase to
provide input to those who will follow.
Training delivery methods consist of techniques and materials used by coaches to
organize the learning experience. This is because the different methods of training delivery is
something that is better or worse in order to achieve various learning objectives. There are three
categories of learning objectives, namely knowledge, skills, and attitudes otherwise known as
(KSAs).

Objective knowledge there are three types: declarative, procedural, and strategic.

Declarative knowledge is one level of information and facts. In addition, procedural knowledge
was an understanding person about how and when to use words. In addition, strategic knowledge
will be used for planning, monitoring, and revision of goal-directed activity. Most training
programs have learning objectives for knowledge, skills, and attitudes and these programs need
to incorporate some other methods because there is no single method that can do everything well.

METHODES
1.0 Lecture
Lectures is best used to create a common understanding of the topic. Some variation in
lecture format allows it to be more or less formal or interactive. In addition, in the
presentation of the concept study of communication is one easy way to tell a coach to a
trainer and it is an oral presentation which requires a lot of material. Habitually, lecture
begins with an introduction that presents the purpose, topic, and the basic rules on issues
such as questions and explanations. Classification of topics should be arranged logically so
that the previous contents can easily make sure trainees understand the topics further. Lastly,
it should end with a lecture presenting the summary or conclusions regarding what has been
delivered.
While listening to a lecture delivered, the coach will hear, see, and perhaps take notes
because he can be useful in situations where a large number of other coaches also need to be
given information in a relatively short period and limited. However, this delivery method is
less effective for use as the need to convey a lot of material in a short time period. Therefore,
an effective course should not contain too many learning points. In addition, coaches will
forget the information in direct proportion to the amount of information provided. Because
pure class provides information only, its usefulness is limited; when the only objective of the
exercise is to have trainees acquire certain factual information, learning more can be
achieved at less cost by putting the information into the text. This allows trainees to read the
material at their leisure and as often as necessary to maintain the material. The only added
value provided by the college is the credibility that can be attached to the lecturer or the
focus and emphasis given by the trainer presentation skills. Another major benefit of course
is that it is interactive, and that the coaches can ask questions or have presenters change
course if necessary rhythm.

2.0 Discussion
The discussion method uses two-way communication between lecturers and trainers to
enhance learning opportunities. This method uses a short lecture of 20 minutes or less to

provide trainees with basic information. This method is then followed by a discussion
between trainees and between trainees and trainers that support, strengthen, and expands
upon the information presented in short lectures. Feedback verbally and non-verbally from
the coach allows the coach to determine whether desired learning has occurred. If not, the
coach may have to spend more time in this area or convey information again, but in a
different way.
In addition, the question of the coach or trainer and discussions enhances learning
because they provide clarification and coaches to focus on the material. The discussion
allows the coach to be actively involved in the content of the lecture, which improves recall
and use in the future. Questions trainer shows the level of understanding of the course
content. Lecture is most useful when the coach less declarative knowledge or attitudes that
conflict with the objectives of the exercise. However, the discussion is more effective than
pure lecture to learn procedural and strategic knowledge for the discussion of issues will play
with even more training objectives are to improve skills.
3.0 Simulation
The simulation is designed to mimic the processes, events, and circumstances work coach.
Simulator equipment, such as business games, training in the basket, case studies, role
playing, and model behavior, is some sort of simulation is typically used.

Simulator

equipment is a mechanical device that combines the same procedure, the movement and the
process of decision coaches must use the equipment back on the job. Among those trained by
this method are airline pilots, air traffic controllers, military personnel, drivers, maintenance
workers, telephone operators, shipping, and engineers. To be effective simulator and how it
is used must replicate, as closely as possible, physically and psychologically as time pressure,
conflicting demands, and other aspects of the job site. For that purpose, equipment operators
and their supervisors should be involved in the design and pre-test simulation. This reduces
the potential for resistance training and, more importantly, increase the level of loyalty
between the simulation and the working environment.
In addition, the role of the business game is to try to describe how industries, companies,
or sectors that operate in addition to reflect a set of relationships, rules, and principles
derived from the appropriate theory for example such as economics, organizational behavior,
and others. There are many business games represent the number of organizations, but few

focus on specific positions of responsibility in an organization such as the marketing director

or a human resources manager. Simulation works translated through a game that simulates
whole companies or industries that provide a much better understanding of the bigger picture.
In addition, they also allow coaches to see how their decisions and actions affect not only
their immediate objectives but also the areas associated with the target.
Techniques in the basket like the kind of results that would normally be handled in a
certain position as a sales manager or operations manager. It could provide an opportunity
to assess and develop decision-making skills and attitudes. To start the training, trainees
were briefed about their roles either current or future employment and general information
about the situation. Besides, coach will also be given to what should be provided such
requests, complaints, memos, messages, and reports. They were asked to respond to the
materials in a given period of time and normally 2 to 4 hours. When the basket is finished,
the trainer asks the trainees to identify the processes used in responding to information and
discuss their suitability. Coach provides feedback, upheld the decision and the process in
question, or ask a trainer to develop alternatives. Change is a coach to discuss their process
in a format controlled by a group of coaches. Here the coach should try to get a coach to find
out what went well, what did not and why.
4.0 Role play
The main role is the simulation of the events or circumstances. The coach who is cast in the
role play is provided for general lighting conditions, such as a description of their role, their
objectives, emotions, and fears and the problems they face. Play different roles in the
structure they provide to the actor and the structured role-play provides the coach with a lot
of detail about the circumstances that have brought the characters together. It also provides
greater detail of each character's attitudes, needs, opinions, and so on. Besides, role play may
provide structured dialogue between the characters of the script. This type of role play is
used mainly to develop and practice interpersonal skills such as communication, conflict
resolution, and decision-making group.
Spontaneous role play is loosely built scenarios where the coach plays himself, while the
other plays a coach who has interacted with in the past or will in the future. The main
objective of the role is to develop insight into their own behavior and its impact on others.
The question is how many structures that match the scenario will depend on the learning
objectives. Whether structured or spontaneous, playing the role may also vary based on the

number of pupils involved.

Single, multiple, and role-round format provides for the

participation of more than play a role. In the main role of a single, one group plays the role
of a coach while the rest pupils observe. While watching, the other coaches analyze
interactions and identify learning points. It provides a focus for pupils and allows feedback
from the coach. This approach can lead to role players became embarrassed at being the
center of attention, leading to a failure to act in an appropriate manner. It also has the
disadvantage that does not allow role players to observe others perform the role.
5.0 Coaching
Coaching is the process of providing one-on-one guidance and instruction to improve the
performance of people who are trained in a specific area. It differs from other methods
because OJT trainees have been employed in a job for some time. Typically, the guidance is
addressed to workers with a lack of performance, but it can also serve as a motivational tool
for those performing adequately. Usually the supervisors act as coach. As OJT coach, trainer
must be proficient in two ways to perform the task and how to train others to do so. The
number of supervisors time focus on coaching activity increased in the 1990s and will
probably represent more than 50 percent of the supervisors' by the new millennium.

CONLUSION
Scholars have emphasized that training and development is important to ensure that employees
or students they have better performance. This is because, it is a major factor in human resource
management in the organization or even a lecture hall and it not only benefits the organization
but also to the individuals themselves to increase their effectiveness and efficiency in addition to
other benefits discussed above.

Therefore, an organization should take into account all

environmental factors and internal and external culture and should provide feedback to the
training. To be successful, organizations need to adapt learning courses with appropriate training
process such as using the best methods such as training and professional guidance or

management. This certainly can be created if methods as recommended can be conducted

regularly and be given emphasis.