special assignment training

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Section 7.2: Different Methods of On-the-job Training

Manmeet Brar; Sonia Bolina; and Shazia Kazani

The following sections will discuss the different methods of on-the-job training and how they can be applied in the workplace. They include helpful hints and multiple-choice and reflective questions that will assist you with learning the material in this chapter.

Peer Teaching

Peer teaching occurs when students or colleagues teach one another. Peer teaching is a method in which one person educates another person on any material the first person has mastered, but the second person is new to. This learning method is beneficial as it promotes active learning. It allows those teaching to reinforce their own learning, and it promotes greater comfort while peer teachers and students interact with each other (Briggs, 2017).

Leveraging Technology

With the rapid advancements in technology, many organizations leverage technology to support job training. Implementing these programs helps cut costs, provides mobile learning opportunities, and reduces the carbon footprint. Some examples of how organizations have been leveraging technology in the workplace in terms of on-the-job training are web-conferencing (Skype, Zoom, Big Blue Button), using social networks, learning modules, blogs, vlogs, podcasts, media-sharing, and mobile learning (U.S. Office of Personnel Management, 2020).

Stewardship

Stewardship involves promoting the well-being of employees at a given organization. It requires the careful and responsible management of something entrusted to one’s care. There are four principles of providing stewardship.

• The principle of ownership
• The principle of responsibility
• The principle of accountability
• The principle of reward (Eldon’s Porch, 2016).

Four Principles of Workplace Stewardship

Coaching involves the development of one-on-one relationships between employees and managers. This training method provides guidance and feedback on how the coachee is performing their given task. The manager provides support and offers suggestions for improvement. Coaching helps instill the skills needed by giving employees the opportunity to apply them at work. This process is valuable because it is tailored to each individual’s needs, and it helps establish a strong workplace culture and an environment of trust and continuous improvement.

Job Rotation

Job rotation involves the movement of trainees from one job to another. This is very important, as it allows the trainees to gain knowledge and experience in each job assignment. This gives them an opportunity to understand the challenges of other jobs and gain a sense of respect for their coworkers. This encourages professional development and gives employees a break from always doing the same job.

Apprenticeship Training

Apprenticeship training is a more formalized method of training. It combines education learned in the classroom with supervised on-the-job work. Most apprenticeship programs take up to 3-4 years until they are considered complete in that trade or profession. People who work in crafts, trades and technical areas are the ones who are most likely to have to complete an apprenticeship program. This is important not only for the employee but for the organization as well because it builds a skilled workforce, improves job satisfaction and allows organizations to save money as they do not have to spend as much on training their employees.

Committee Assignments

Committee assignments are when a group of trainees are asked to solve an organizational problem. The trainees work together and offer solutions to the problem. This is important, as it helps the trainees develop the teamwork skills needed to achieve a common organizational goal.

Special Project Assignments

Trainees are assigned a project related to their jobs. This could involve one or multiple trainees working together on a project that relates to their functional area. They analyze the problem and submit recommendations based on their analysis and what they have experienced. Special project assignments help in identifying organizational problems from a different perspective. When trainees work together, they obtain knowledge and learn how to work with others who have a viewpoint different from their own (Naorem, 2019).

Example: Someone may be interested in event planning, and so they are given the opportunity to work as part of a special events team. This is work they may not otherwise do but are interested in.

Mentoring is similar to coaching in that they both support growth establish confidence in relationships and provide constant guidance to the trainees. Coaching is a short-term process, whereas mentoring is a long-term process based on mutual trust and respect (Published: Feb 19, 2016).

A mentor is usually someone other than a supervisor or manager, who has but a high level of knowledge or expertise. They invest their time, and effort in the person over a period of time. Based on mutual consent, the mentor and mentee focus on career or professional development. The mentor and mentee relationship can be established through the organization if they are paired up, and it can could continue for nine months to a year depending on the type of mentorship (Naorem, 2019).

The mentor helps the organization by supporting their trainee to ensure they are working to the expected standards. Organizational values and processes are taught to the trainee through the mentor as developing the trainee is their objective (Naorem, 2019).

The trainee and mentee have constant access to support, friendship, information, learning, and coaching (Naorem, 2019).

Selective Readings

Selective readings are geared towards executives who are provided with reading tools to further develop their understanding and boost their knowledge in their functional area. The reading tools can vary from books, to journals, or articles (Naorem, 2019).

eLearning is a cost-effective method organizations can implement that does not require the presence of an instructor. Employees can be trained remotely, and access to trainers can be made readily available through social networks and eLearning platforms. Techniques for delivering content can include audio and video recordings, presentations, quizzes, surveys, games, discussion groups and much more.

Trainees have the advantage of logging into the eLearning courses at their convenience, and they are not required to be at a specific physical location. Courses can provide the trainee with hands-on training, as they go through various scenarios on how to conduct a transaction as if they were in real time (Dutta, 2021).

Example: A bank teller can take an online course on how to complete a deposit transaction for a customer. They will be given the details as if there was someone in front of them, and they will go through the steps as they would in real time.

Organizations can develop customized courses to equip their employees with the skills necessary for their position. Ongoing training through e-Learning channels allows employees to stay current with the knowledge and skills they require throughout their duration of employment.

People Learning and Development Copyright © by Manmeet Brar; Sonia Bolina; and Shazia Kazani is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License , except where otherwise noted.

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Module 16: Globalization and Business

Effective training for international assignments, learning outcomes.

• Differentiate between documentary training, cultural simulations, and field simulation training.

Living and working in an international community, such as Hong Kong, can be rewarding and challenging—if you are adaptable and prepared for what to expect.

Types of Training for Global Workers

Global companies often send managers from the home country office to work in foreign subsidiaries. Sometimes this is done for the development of the manager, so she can gain experience in the global operations of the company. It may also be so the company can exert more control over the subsidiary. When the assignment is for a long period, the manager’s family may also be sent. This represents a significant investment for the company, and it does not want to see the manager fail and return home early. The cost of a three-year assignment averages $1 million. [1] One way the company can help the manager succeed is to provide training before she leaves so she knows what to expect.

What constitutes an effective training program depends a lot on its “rigor,” or how thorough and challenging the program is. If the employee is going for a relatively short time, say less than a month, then a low-rigor program may suffice. If the employee and his family are moving for a year or more with the intent of living in the host country, then high-rigor training is required. With a brief assignment, adequate training may involve watching some videos on local culture, going to lectures, and attending briefings on company operations in the host (destination) country. For longer assignments, extensive experiential learning, interactions with host country nationals, and language training may be offered not just for the employee but for the whole family. Studies have shown that international assignments are more effective when the employee’s family is included and consulted in the relocation and training processes.

Documentary Training

Documentary training is textbook and classroom learning, which focuses on looking at differences between cultures and is a key part of both low-rigor and high-rigor training approaches. Differences are examined because they are potential friction points that create misunderstandings and hurt feelings. You have probably heard many examples of cultural differences involving common human interactions, such as greetings, gender relations, and the giving of gifts. For example, Asian business people defer to authority very differently from Westerners. They will not correct their managers nor will they make suggestions in public that would cause their managers embarrassment. Food in China is served hot, and to be offered cold food may be offensive or off-putting.

The perception of sickness and disease differs greatly in different cultures even among closely related ethnicities. A British worker would probably not take kindly to what you consider to be sympathetic inquiries about his latest illness and treatment. Americans, on the other hand, tend to “over share” and be more frank about personal health issues. Americans also tend to be casual about invitations and don’t like to pressure people on the spot. An expatriate in India may invite a coworker to a party he is having on the weekend and then follow up with “Come over if you want to.” To many cultures this is heard as “We don’t really care if you come or not.” There are many excellent sources of information on specific cultural traditions and norms of various countries, but multinational businesses often arrange for professional cross-cultural trainers to provide onsite lectures, videos, or workshops on cultural differences.

Cultural Simulation Training

After learning the cultural “do’s and don’ts” of a host country, many companies will ask their employees to participate in cultural simulations in which they will role play various situations and practice responding in culturally sensitive ways. This process is most effective when the training takes place in the host country or when the trainer can include people from the actual host country to help. The goal is to duplicate as closely as possible scenarios that the employees may face, such as having to question or to reprimand a local employee, making a presentation to host country upper-level managers, or how to approach a person of the opposite gender in countries where the sexes do not mix as freely as in the United States.

Field Simulation Training

When the company believes that the employees have successfully passed the “survival training” stage, it is time for field simulation training . The employee (and family) visits a neighborhood of the same ethnic background as the destination or, if the trainees are already in-country, then they move out to the “real world.” Depending upon the conditions, an individual may be dropped into a rural area with limited resources and told to get back to the office. Or a family may be moved into temporary housing so that they can meet their neighbors, shop for food, locate transportation, and just explore the area. When the simulation is over, the trainees come back to the center to compare notes and share experiences.

Benefits of Rigorous Training Programs

For extended assignments, a rigorous training program benefits both the employee and the employer. It prepares an employee (and family) for success by the following:

• Providing practical assistance for relocation efforts. Some questions the employee might have about the new location include: How long will it take to get there? What kind of money will I be using? How far is the office from my home? Do I need a car? What medicines can I get and what must I bring with me? What should I bring in the way of technology, and will I have to pay duties on imported goods?
• Giving the employee information that will allow her to make an informed decision about the assignment.
• Providing emotional security about the change. A rigorous training program greatly reduces the chance that the employee will leave the assignment early because of a misunderstanding.
• Increasing the cultural sensitivity of the employee. By training employees on cultural matters, the company lessens the likelihood that its reputation will suffer among the host country employees.

The disadvantage to the company involves the cost of the training and the out-of-office time of the employee to undergo the training, but this is a small price to pay considering the potential benefits.

Finally, companies preparing their employees for an expatriate experience should also offer readjustment counseling when the employee is due to return. Re-entering the home country can produce a reaction called reverse culture shock that describes the bewilderment and distress experienced by individuals suddenly exposed to a new, strange, or foreign social and cultural environment—in this case, their own.

• J. Stewart Black and Hal Gregerson, “The Right Way to Manage Expats,” April 1999, accessed July 31, 2017, https://hbr.org/1999/03/the-right-way-to-manage-expats ↵
• Effective Training for International Assignments. Authored by : John/Lynn Bruton and Lumen Learning. License : CC BY: Attribution
• Image: Hong Kong. Authored by : AndyLeungHK. Located at : https://pixabay.com/en/hong-kong-hongkong-asia-city-2291752/ . License : CC0: No Rights Reserved

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How Do You Get A Special Assignment You Want?

By:  michael fernandez.

How do you get a special assignment you want? What makes you stand out in a crowd of ten plus candidates for one spot? As an Anaheim Police Sergeant I am often asked by officers, “What do I do to get a special assignment? What can I do differently? Why do I continue to get passed over?” The following is based on my personal experience of 17 years. My experience consists of Patrol, Traffic Unit including Motor Officer, Resort Policing Team, Vice Unit, Criminal Intelligence Unit and Patrol Sergeant. I completed my Bachelor of Science and the Supervisory Leadership Institute.  It is also based on numerous conversations with many officers, detectives, investigators, sergeants, special assignment sergeants and lieutenants throughout the years. I wrote this in the interest of career development for an officer relatively new to an organization.  Every organization is different. What each organization emphasizes in an officer’s development to make that officer more marketable changes from place to place. However, this article describes the “intangibles” applicable to any organization.

One factor out of your control is the needs of the special assignment, like if it requires extensive investigative experience. That aside and regardless of how the selection process is accomplished, there are several factors which separate an individual from the pack. These are factors you can personally impact and shape because time on the job is NOT usually good enough.

Personality goes a long way: Everyone has his or her own unique personality. Because we are human, the factor of personality and its impact on a selection cannot be overstated. Think of it this way: What kind of person do you want to be around and rely on day in and day out? Compatibility is the key and the only way to accomplish this is for you and the assignment personnel to know each other.

Immediately traits come to mind such as humility vs. arrogance, team player vs. individual, modest vs. egotistic, friendly vs. rude, considerate vs. inconsiderate, pleasant to be around vs. unpleasant to be around, and on and on. Consider your own personality, put yourself in the shoes of the special assignment sergeant and officers, and ask yourself if you would choose yourself for the special assignment. If you have to answer “no,” then consider a change in your behavior.

Work ethic: A definition of work ethic from Dictionary.com: A belief in the moral benefit and importance of work and its inherent ability to strengthen character. Some people are thankful for having a job, believe they owe their employer an honest day’s work and are happy to contribute. Some people believe their employer should be thankful they work for them, believe they do not owe their employer anything, spread their cynicism about even the most mundane departmental and supervisory decisions and begrudgingly contribute at the minimum. A lot of people are somewhere in between. Who are you? This speaks volumes of your character, so consider it carefully.

A special assignment or unit wants someone with a solid work ethic who is willing to learn, help those around him or her and eager to contribute to the mission. Your work ethic is obvious to everyone around you and it will be clear to the special assignment supervisor and personnel if you are a hard worker. This is often more important than the other factors, personality excluded. The special assignment can usually mold a person into a knowledgeable expert in their field if the person has the good work ethic. A solid work ethic, like personality, is developed throughout a lifetime.  They cannot tolerate a weak work ethic regardless of how knowledgeable you are.

Knowledge and expertise: How much do you know about the special assignment and their work product compared to that of the other candidates? If you’re interested in gangs, have you developed an expertise in the field of gang investigations? If you set your sights on a particular special assignment, know as much about the unit’s responsibilities and develop an expertise in their investigations and responsibilities.

Your work product from patrol related to the special assignment you are interested in will reach that special assignment, and you should make sure they know about it. For example, you should bombard gangs with field identifications or traffic with citations and traffic collision reports. Continuously develop your knowledge and expertise. This is a great opportunity for you to reach out to personnel in respective special assignments with questions. For those working graveyard and weekends this can be accomplished with a simple phone call or email. Special assignment personnel are usually willing to help.

Work product: Ask yourself if you write thorough and accurate reports. Ask yourself if you conduct detailed investigations. I’m sure you’ve heard it a million times: those in special assignments know you only by the paper you write. We’re cops, so it only takes one or two shoddy work products for you to earn a lousy reputation with a special assignment. Like the saying goes, “you’re only as good as your last screw up.” When a report goes to a special assignment, a detective or investigator can tell how many corners you cut by how many holes in your report they have to fill. Many detectives and investigators routinely read the author’s name even before they read the report to gauge going in how much will have to be fixed in your investigation. You want to be the officer that gets this reaction from the reader, “This was written by Johnny Law. Great, because that means it’s a tight report.” Don’t be that officer who gets the reaction, “This officer cuts corners on everything. Now I have more work to do.”

Standing out: There are many ways to separate yourself from the pack based on the additional work you do. Separate yourself from other candidates by putting in work for the special assignment and showing the special assignment that everything else being equal, you already know how to write search warrants, or already know how to run a community meeting.

If your interest is to be a detective or investigator, your field sergeant will assist you with writing search warrants. If your interest is traffic, volunteer for as many traffic collisions as you can. If your interest is the community policing team, request to go to neighborhood meetings and assist with their projects. Continued training and professional development are vital for standing out. Whether you do this in-service or on your own, these actions demonstrate motivation and desire for growth.

Networking, networking, networking:  Express interest in a special assignment long before an opening is announced. Expressing an interest is about letting the people in the special assignment, including the sergeant, know you’re interested. If you do something noteworthy related to the special assignment of your choice, let someone in the special assignment know. Discuss your interest in the special assignment with your field sergeant, and your field sergeant can be your strongest advocate. Reach out to special assignment personnel, ask questions related to their expertise, and produce a work product that reflects the knowledge learned. Request a temporary assignment to the special assignment if your agency allows, so you and the special assignment personnel can gauge how well you work with each other. Ask to assist them when they need it. Become the special assignment’s patrol go-to officer for cold stops, uniform presence, search warrant assistance, and probably most importantly, tracking people down for them on nights and weekends. The special assignment needs to know you genuinely want the job and would be grateful to be selected. Doing this work ahead of an opening lets everyone know that you are applying out of genuine interest, rather than applying to get out of patrol.

In a perfect world, “it’s who you know” would not be a consideration. However, we are all human, so it would be foolish to ignore it. This is about bridges you build and burn over the long term. Your peers today could conceivably have input in candidate selections for a special assignment. Your field sergeant today could be the special assignment sergeant tomorrow. The impressions you make on the watch commander today could positively or negatively affect you when that lieutenant runs a bureau.

Networking is important, and here are some examples. Work special assignment overtime if available, and try to partner with someone from a different assignment so they get to know you. Volunteer to be on various committees, such as the awards banquet committee. Baker to Vegas (running or supporting) is another way to interact with folks with whom you wouldn’t normally interact. If you have the time, attend crime meetings, caps meetings, gang meetings, assist with the Explorers, etc. There are countless avenues, work related or otherwise, to develop your network so you are a known quantity when openings come up. Please note I make a distinction between networking and “apple polishing.”

Willingness to accept constructive criticism: If you test for a special assignment, but don’t get it, contact the special assignment sergeant to find out why. This can give you valuable information about what the sergeant perceived were your shortcomings and where you can improve. Sometimes an issue can be corrected quickly, and sometimes there are long-term solutions. Either way, you can only improve by hearing the criticism. It may open your eyes to how others perceive you.

This is a two-way street. You must be willing to accept the constructive criticism, and you must hope the sergeant isn’t pulling punches. It’s irritating to be ready for the criticism and you get the old, “keep doing what you’re doing.” This gives you no direction. If that happens, respectfully press him or her for specifics. Afterward, be willing to accept the criticism no matter how bruised your ego may be. How you receive the criticism will be viewed as a measure of your maturity and willingness to improve. Do not focus on the criticism and become bitter. This will only harm your chances going forward. The most important part of accepting constructive criticism is acting on it. If you take the advice, trumpet your success. Let the person know if the advice was beneficial.

Conclusion: For those who think special assignments are given to the best “apple polishers” and saw that in the above factors, your potential for getting a special assignment is already decided by your own actions and inactions. For those who think, “It’s about who you know,” you are partly correct. Human nature dictates people always prefer a known quantity to an unknown quantity. If you follow the suggestions above, you will soon see YOU are who they know. The opinions of your peers in special assignments are based on the above factors.

Every agency strives for a great reputation with the DA’s Office and surrounding agencies. Each special assignment contributes to this reputation by being professional and having all personnel produce a quality product. Every special assignment sergeant understands the importance of carrying on and building on the reputation of those who came before them. They must decide if you are the one to carry on this tradition. It can only help your chances of being one of the top candidates for a position desired if you follow the above suggestions.

About the author: Michael Fernandez is a Patrol Sergeant for the Anaheim Police Department, and he has worked Traffic, Resort Policing, Community Policing, Vice, Criminal Intelligence, and promoted to Sergeant in his 17 years there. Before the Anaheim Police Department, Sergeant Fernandez worked for the El Monte Police Department for 11 years where he was a Police Cadet, a Jailer and a Reserve Police Officer. Sergeant Fernandez holds a B.S. degree in Business Administration from the California State University at Los Angeles.

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Make Sure Everyone on Your Team Sees Learning as Part of Their Job

• Kristi Hedges

Set an example by learning something new yourself.

Many organizations view learning as something extra, something to fit in on top of the regular work. But when we fail to challenge ourselves, we become more close-minded and are more likely to disregard new ideas and perspectives. Managers need to encourage continual learning with supportive behaviors that, in turn, will shape their company culture. To start, you can frame learning as a growth opportunity rather than a quid pro quo for promotion. Next, do what you can to make it easy for people to find the right growth opportunities; use HR resources or ask colleagues inside and outside of your company for suggestions. It’s also important to reduce the workload of those participating in a development program so that they can be fully present. Finally, foster new learning experiences. Cross-functional projects, role rotations, and geographic relocations are just a few ways to do this.

As an executive coach, I speak regularly at corporate leadership development programs. During discussions, participants often confess the real reason they’re in the room, and it’s rarely “to grow and learn.” Time and again, the reasons include: they are checking a box on their development plan, their manager told them to come, or they’ve been told that their participation will increase the chance of a promotion.

• KH Kristi Hedges is a senior leadership coach who specializes in executive communications and the author of The Inspiration Code: How the Best Leaders Energize People Every Day and The Power of Presence: Unlock Your Potential to Influence and Engage Others . She’s the president of The Hedges Company and a faculty member in Georgetown University’s Institute for Transformational Leadership.

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Teacher on special assignment

By Mary Bigelow

Posted on 2014-06-07

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Welcome to NASET's Assessment in Special Education Series . This is an  education resource that focuses on  the process used to determine a child’s specific learning strengths and needs, and to determine whether or not a child is eligible for special education services.  Assessment in special education is a process that involves collecting information about a student for the purpose of making decisions. Assessment, also known as evaluation, can be seen as a problem-solving process.

LATEST ISSUE of NASET's ASSESSMENT IN SPECIAL EDUCATION SERIES

Required responsibilities in screening and assessment of students.

As part of the role of special educator, you may be called upon with other staff members to test students lacking intellectual or academic information in their files, or high-risk students for a suspected disability. These forms of testing require several different procedures and may range from the gathering of basic academic, behavioral, and intellectual levels to a more comprehensive assessment for participation in special education. You will also need to be aware that these procedures involve tests that may require a parent’s permission so check with the district policy. There are three procedural forms of testing that you will need to understand. In these cases, the special education teacher would be used as the educational evaluator (educational diagnostician). This role may require assessment in a variety of settings:

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PAST ISSUE OF Assessment in Special Education Series

Available issues in this series:, introduction to assessment and overview, part i -identification of high risk students, part ii -referral to the child study team, part iii -obtaining parental informed consent for assessment, part iv -understand the requirements of an evaluation for a suspected disability, part v -the multidisciplinary team and the comprehensive assessment, part vi - understand the various methods of assessment options available to the multidisciplinary team, part vii - basic statistics and scoring terminology used in assessment, part viii - understanding a students behavior during the assessment, part ix - understand the components of a professional report, part x - understand what is required for a presentation to the iep committee, part xi - what is curriculum-based measurement and what does it mean to a child, part xii - assessment and accommodations, part xiii -  the common core standards, part xiv - accommodations in assessment, part xv - special education anacronyms, part xvi - comprehensive tests of academic achievement, part xvii - special education interpreting: challenges and legal aspects, part xviii - sharing information about state assessments with families of children with disabilities, part xix - understanding screening.

An assessment in special education is the process used to determine a child’s specific learning strengths and needs, and to determine whether or not a child is eligible for special education services. Assessment in special education is a process that involves collecting information about a student for the purpose of making decisions. Assessment, also known as evaluation, can be seen as a problem-solving process (Swanson & Watson, 1989) that involves many ways of collecting information about the student. According to Gearheart and Gearheart (1990; cited in Pierangelo and Giuliani, 2006), assessment is “a process that involves the systematic collection and interpretation of a wide variety of information on which to base instructional/intervention decisions and, when appropriate, classification and placement decisions. Assessment is primarily a problem-solving process”.

Importance of Assessment

The importance of assessment should never be underestimated. In special education, you will work with many professionals from different fields. You are part of a team, often referred to as a multidisciplinary team, that tries to determine what, if any, disability is present in a student. The team’s role is crucial because it helps determine the extent and direction of a child’s personal journey through the special education experience (Pierangelo and Giuliani, 2006). Consequently, the skills you must possess in order to offer a child the most global, accurate, and practical evaluation should be fully understood. The development of these skills should include a good working knowledge of the following components of the assessment process in order to determine the presence of a suspected disability:

• Collection: The process of tracing and gathering information from the many sources of background information on a child such as school records, observation, parent intakes, and teacher reports
• Analysis: The processing and understanding of patterns in a child’s educational, social, developmental, environmental, medical, and emotional history
• Evaluation: The evaluation of a child’s academic, intellectual, psychological, emotional, perceptual, language, cognitive, and medical development in order to determine areas of strength and weakness
• Determination: The determination of the presence of a suspected disability and the knowledge of the criteria that constitute each category
• Recommendation: The recommendations concerning educational placement and program that need to be made to the school, teachers, and parents

Purpose of Assessment

Assessment in educational settings serves five primary purposes:

• screening and identification: to screen children and identify those who may be experiencing delays or learning problems
• eligibility and diagnosis: to determine whether a child has a disability and is eligible for special education services, and to diagnose the specific nature of the student's problems or disability
• IEP development and placement: to provide detailed information so that an Individualized Education Program (IEP) may be developed and appropriate decisions may be made about the child's educational placement
• instructional planning: to develop and plan instruction appropriate to the child's special needs
• evaluation: to evaluate student progress. (Pierangelo and Giuliani, 2006)

The Difference Between Testing and Assessment

There is sometimes confusion regarding the terms "assessment" and "testing." While they are related, they are not synonymous. Testing is the administration of specifically designed and often standardized educational and psychological measures of behavior and is a part of the assessment process. Testing is just one piece of the assessment process.  Assessment encompasses many different methods of evaluation, one of which is using tests. 

Role of the Education Professional in the Special Education Process

The professional involved in special education in today’s schools plays a very critical role in the overall education of students with all types of disabilities. The special educator’s position is unique in that he or she can play many different roles in the educational environment. Whatever their role, special educators encounter a variety of situations that require practical decisions and relevant suggestions. No matter which type of professional you become in the field of special education, it is always necessary to fully understand the assessment process and to be able to clearly communicate vital information to professionals, parents, and students (Pierangelo and Giuliani, 2006).

Assessment and Federal Law

The Individuals with Disabilities Education Act (IDEA), Public Law 105-476, lists 13 separate categories of disabilities under which children may be eligible for special education and related services. These are:

• autism: a developmental disability significantly affecting verbal and nonverbal communication and social interaction, generally evident before age 3
• deafness: a hearing impairment that is so severe that the child is impaired in processing linguistic information, with or without amplification
• deaf-blindness: simultaneous hearing and visual impairments
• hearing impairment: an impairment in hearing, whether permanent or fluctuating
• mental retardation: significantly subaverage general intellectual functioning existing concurrently with deficits in adaptive behavior
• multiple disabilities: the manifestation of two or more disabilities (such as mental retardation-blindness), the combination of which requires special accommodation for maximal learning
• orthopedic impairment: physical disabilities, including congenital impairments, impairments caused by disease, and impairments from other causes
• other health impairment: having limited strength, vitality, or alertness due to chronic or acute health problems
• serious emotional disturbance: a disability where a child of typical intelligence has difficulty, over time and to a marked degree, building satisfactory interpersonal relationships; responds inappropriately behaviorally or emotionally under normal circumstances; demonstrates a pervasive mood of unhappiness; or has a tendency to develop physical symptoms or fears
• specific learning disability: a disorder in one or more of the basic psychological processes involved in understanding or in using language, spoken or written, which may manifest itself in an imperfect ability to listen, think, speak, read, write, spell, or do mathematical calculations
• speech or language impairment: a communication disorder such as stuttering, impaired articulation, a language impairment, or a voice impairment
• traumatic brain injury: an acquired injury to the brain caused by an external physical force, resulting in total or partial functional disability or psychosocial impairment, or both
• visual impairment: a visual difficulty (including blindness) that, even with correction, adversely affects a child educational performance

Conclusi on

To determine if a child is eligible for classification under one of the 13 areas of exceptionality, an individualized evaluation, or assessment, of the child must be conducted. The focus of this series is to take you, the educator, step-by-step through the assessment process in special education. The following is a list of the latest and upcoming issues of this series.

Download a PDF Version of this Issue

Introduction to Assessment and Overview   - CLICK HERE

Publications

• Part I - Identification of High Risk Students
• Part 2 - Referral to the Child Study Team
• Part 3 - Obtaining Parental Informed Consent for Assessment
• Part 4 - Understand the Requirements of an Evaluation for a Suspected Disability
• Part 5 - The Multidisciplinary Team and the Comprehensive Assessment
• Part 6 - Understand the Various Methods of Assessment Options Available to the Multidisciplinary Team
• Part 7 - Basic Statistics and Scoring Terminology Used in Assessment
• Part 8 - Understanding a Students Behavior During the Assessment Process
• Part 9 - Understand the Components of a Professional Report
• Part 10 - Understand What is Required for a Presentation to the IEP Committee
• Part 11 - What is Curriculum-Based Measurement and What Does It Mean to a Child?
• Part 12 - Assessment and Accommodations
• Part 13 - The Common Core Standards
• Part 14 - Accommodations in Assessment
• Part 15 - Special Education Acronyms
• Part 16 - Comprehensive Tests of Academic Achievement
• Part 17 - Special Education Interpreting: Challenges and Legal Aspects By. Silvia Gonzalez Koch
• Part 18 - Sharing Information about State Assessments with Families of Children with Disabilities
• Part 19 - Understanding Screening
• Part 20 - Required Responsibilities in Screening and Assessment of Students

©2024 National Association of Special Education Teachers. All rights reserved

On the Job Training Methods

Everything you need to know about on the job training methods. A number of training methodologies and techniques have been developed over the years to meet certain specific needs.

On-the-Job training refers to the methods that are used at the workplace, while the employee is actually working.

It means ‘learning while doing’. The trainees learn in the real work environment and gain practical experience dealing with the tasks and challenges during a normal working day. The main advantage of on the job training is that trainees understand the rules, regulations and the work procedures by adopting them in their day-today performance.

On-the-Job methods do not have to incur any additional cost or loose working time.This is a common method of training for employees performing operative functions.

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For examples, the employees are trained on new machines so that they adapt easily to the new working conditions. The success of this method depends upon the quality of the trainer; thus, it is essential to properly select the trainer to make the system work.

The various on-the-job training methods are:-

1. Induction 2. Apprenticeship 3. Internship 4. Coaching and Counselling 5. Delegation of Authority 6. Promotions and Transfers 7. Retraining 8. Vestibule

9. Job Rotation 10. Special Projects 11. Committee Assignments 12. Selective Readings 13. Multiple Management 14.  E-Learning 15. Self-Instructional Mode.

Also learn about the suitability, merits and demerits of different on the job training methods.

On the Job Training Methods: Induction, Apprenticeship, Coaching, Vestibule, Job Rotation, Promotions and Transfers

On the job training methods – top 9 methods: coaching and mentoring, understudy , job rotation, special projects assignments & a few others.

In the on-the-job training method, the employees are trained on-the-job at their workplace. This is a common method of training for employees performing operative functions. For examples, the employees are trained on new machines so that they adapt easily to the new working conditions. The success of this method depends upon the quality of the trainer; thus, it is essential to properly select the trainer to make the system work.

Method # 1. Coaching and Mentoring:

Coaching and mentoring constitutes the most commonly used method to train the employees while they are on their jobs. Coaching involves the development of one-to-one relationship between the employees and supervisors, which ensures continued guidance and feedback of the employees on how well they are handling their tasks. Mentoring is a particular form of coaching used by experienced executives to groom the junior employees. Normally, mentoring involves one-to-one coaching for a period of several years until the employee is eventually capable enough to replace the mentor itself.

The merits of coaching and mentoring are explained in the following points:

a. Provides an excellent opportunity to learn quickly through continuous interaction

b. Offers constant guidance to the trainees to be on track and make optimal utilization of available facilities

The demerits of coaching and mentoring are as follows:

a. Creates a feeling of jealousy among other employees who are not able to show equally good performance.

b. Results into unwanted favouritism if mentors form overly strong bonds with trainees. This can also have a demoralizing effect on other employees.

Method # 2. Understudy :

Understudy refers to the method in which trainees are prepared to perform the work or fill the position of their superiors. In this technique, a trainee who is likely to assume the full duties and responsibilities of the position currently held by his/her superior is called as an understudy. The understudy fills the position of his/her superior that is about to leave the job due to promotion, retirement, or transfer. For instance, the departmental head may pick up one competent person from the department to become his/her understudy. This gives the understudy an opportunity to try out his/her leadership skills.

Method # 3. Job Rotation :

Job rotation involves the movement of employees from one job to another, so that they can attain the understanding of different functions and processes of an organization. In addition, to release boredom, it allows employees to build a rapport with a wide range of individuals within the organization, which further facilitates cooperation among the departments. The cross-trained workforce provides the organization a great amount of flexibility when transfers, promotions, or replacements become inevitable.

Job rotation may create numerous serious problems when the trainees are shifted to various jobs very frequently. In such a situation, the trainees do not get enough time to explore and learn one phase of a particular operation and develop a strong degree of expertise. Further, it would create a situation of chaos for the trainees when they are exposed to rotating managers, having contrasting styles of operation.

Method # 4. Special Projects Assignments :

Special project assignments denote a highly useful training technique, under which trainees are assigned a project that is closely related to their jobs. Sometimes, a number of trainee executives are put together to work on a project directly related to their functional areas. Trainees analyze the problems and submit the written recommendations, which provide them with a valuable experience in tackling the problem.

These special project assignments help the trainees to analyze the organizational problems from different angles and perspectives. When trainees work as a member of the team, they not only acquire knowledge but also learn how to work with others having different viewpoints.

Method # 5. Committee Assignments :

Committee assignments refer to the method in which the trainees are asked to solve an actual organizational problem. In committee assignments, trainees have to work together in a team and offer solution to the problem. This method of training helps the trainees to develop team spirit to achieve a common organizational goal.

Method # 6. Selective Readings :

Selective readings refer to individual self-development programs that are meant for executives. Some organizations have a planned reading program under which the executives are provided books, journals, and articles related to their functional areas. This helps the executives in enhancing their knowledge and understanding of various aspects of their business.

Method # 7. Multiple Management :

Multiple management represents a system, under which a junior board of young executives is constituted that analyzes major problems of the organization. The junior board makes recommendations to the board of directors after analysing the major problems. In this method, the young executives learn decision-making skills and the board of directors receives the benefit of wisdom of the executive team. Moreover, in the long-run, the vacancies in the board of directors can be filled by these junior board members.

The aforementioned on-the-job training techniques are cost effective, as the employees actually work while they learn alongside. Moreover, on-the job training techniques provide immediate feedback to the trainees, which motivates them to absorb and learn the right way of doing things.

Method # 8. E-Learning :

E-learning refers to a sequential or procedural method of learning supported by electronic media. An e-learning module normally does not have an instructor, and the knowledge and information is transferred through various tools, such as the Internet. In addition, it comprises knowledge pools and virtual classrooms. Such learning may be self-initiated or encouraged by an educationist to overcome the geographical and time boundaries. E-learning is not user-friendly for everyone. For example, generally, people in their late 40s and above are not very tech savvy; therefore, they may not consider E-learning a very good option.

Method # 9. Self-Instructional Mode :

Self-instructional mode of learning implies learning through self- guidance with the help of various resources. It is a self-initiated process that has to be taken up by trainees. In self-instructional mode, trainees can learn at their own pace, without face-to-face interaction with an instructor. The most important merit of self-instructional mode of learning is that it can be taken up at one’s own pace, as and when the trainee wants to learn .

On the Job Training Methods – 8 Important Methods: Induction, Apprenticeship, Delegation of Authority, Promotions and Transfers, Retraining & a Few Others

It is a fact, all personnel of a business establishment or company get some sort of on the job training at the time of joining the establishment. This training is very essential for employees in skilful comfortable performance of job. The main advantage of on the job training is that trainees understand the rules, regulations and the work procedures by adopting them in their day-today performance.

This system of training is most economical. Since additional personnel or facilities are required for conducting this type of training. It is most suitable for teaching a particular job, which can be procured in a short period.

(1) Orientation or Induction Training:

It is meant for the newly-selected employees and its sole object is to adapt them to the specialized job requirements and work methods of the enterprise.

Thus, the new employee is, to begin with, given a description of his job. At the same time, he is provided with a set of policies, rules and procedures which have a bearing on his performance. He is also told about his immediate superior and the subordinates who will work under him—the person from whom he will take orders and those to whom he will give orders.

In many organizations, there is a formal orientation program for new employees to help them to adjust and adapt to their work environment. This includes taking new employees round the offices or plants of the organization, giving lectures, and showing them films which familiarize them with the history, growth and achievements of the organization. Also, they are informed about the personnel policies of the enterprise and the benefit schemes operated for employees.

Most small and medium-size organizations provide orientation training by attaching the new employee(s) with a senior employee who teaches him techniques of performing the job besides keeping him informed on all matters related to the organization

(2) Apprenticeship Training:

It is one of the oldest forms of training. The new worker(s) is appointed as an apprentice. He is placed under the charge of a qualified senior worker. The apprentice learns the methods of work by observ­ing and assisting his senior. In skilled trades, apprenticeship training is the most common. Electricians, machine-men and plumbers usually learn their jobs through such training.

The period of apprenticeship may be different from job to job. It may be anything between two and five years. During apprenticeship, the worker is paid less salary than a trained worker. The Gov­ernment too has taken measures to safeguard the interests of apprentices, including regulating their wages, hours of work, insurance, etc.

(3) Delegation of Authority and Assignment of Responsibility:

It is an arrangement where a superior assigns a duty or responsibility to his subordinate and also delegates to him matching authority to control the necessary human and technological resources for performance of the said duty or responsibility. It boosts the morale of the subordinate who now feels at liberty to make and implement his decisions without looking up to his superior.

Delegation as a form of training has several advantages. It enables superiors to train their subordi­nates in specific jobs by making them take their own decisions and also enjoy a sense of accomplish­ment when a given task is successfully performed.

However, for various reasons, delegation as form of training is not very popular. The superiors may have their own reasons for not sharing authority with their subordinates and the subordinates too may not be very keen to accept responsibilities.

(4) Promotions and Transfers:

A promotion or transfer in the case of an employee may significantly change the nature of his duties and responsibilities. His transfer to a different workplace will require him to build equations with a new set of co-workers. The same may be the case with promotion which may bestow authority on him besides increase in his remuneration package.

But it may not always be safe to try out promotion or transfer as a means of training. This is because the subordinate will harbour a feeling of insecurity until his superior confirms him in the new job.

Moreover, holding a temporary incumbent accountable for any lapse on his part may be neither possible nor desirable. In any case, he will himself be afraid to make any important decisions for fear of incurring the displeasure of his superior.

(5) Refresher Training or Retraining:

Rapid scientific and technological changes can make even the properly trained workers feel out-dated. Changes in technology and work methods will also lead to changes in job requirements. As a result, even trained workers may need to learn new work methods and techniques.

Refresher training helps workers in learning new work methods and skills but it also enables them to improve the work methods they had learnt earlier. Change in technology and work methods leads to production of new goods and services and old hands will need refresher training to adapt themselves to the requirements of new environment.

(6) Vestibule Training:

“Vestibule” means a passage or room between the outer door and the interior of a building. Vesti­bule training means training given to new workers by special instructors inside the factory prem­ises, but away from the shop floor.

Vestibule training is similar to on-the-job training. The only difference is that while on-the-job training is provided by the line supervisor on the shop floor itself, vestibule training is provided by special instructors, away from the shop floor.

Vestibule training becomes necessary if the number of workers to be trained is large, the work methods to be taught are too many, and the line supervisor, because of responsibilities of his job, can­not spare time for training.

Vestibule training offers several advantages. First, it can be imparted to a large number of workers without affecting the work on the shop floor. Second, the instructors are specialists who devote full time and attention to training and do not attend to shop floor duties. Third, trainees can concentrate on learning because they are away from the distracting sounds on the shop floor. Last, the line supervisor, relieved of the responsibility to impart training, can attend to his duty efficiently.

But vestibule training also suffers from certain drawbacks. First, it is imparted at a place away from the shop floor and trainees are denied opportunity to experience the actual work conditions there. Second, there will be avoidable blame-game between the instructors at vestibule training and the line supervisor, in case a worker trained by them commits a mistake. Last, the organization has to incur extra expenditure to acquire machines and tools for vestibule training.

(7) Job Rotation:

Job rotation may be vertical (in which case it is same as promotion) or horizontal (in which case it may be a transfer).

The object of job rotation is to provide diversified training to an employee by making him learn the nature of work at different work-centers. Job rotation may take different forms. For example, the employee selected for training may be assigned jobs, one after the other, in different departments in a specified period.

Another form of job rotation may be to send the employee to observe the work performed by dif­ferent departmental heads. Here, the employee himself does not do anything; he merely observes how various departmental heads perform their duties.

Yet another form of job rotation may be creating certain positions to be occupied by trainees only. The object here is to provide actual work experience to the trainees.

(8) Creation of “Assistant to” Positions:

This involves posting a trainee as an assistant to different departmental heads. The object is to broaden his outlook and to prepare him for wider managerial responsibilities. It is common to find civil ser­vants in India being given this training.

Working as assistant will enable the trainee to acquire actual managerial experience in each depart­ment. The departmental head will be always at hand to offer expert advice on performance of jobs assigned to the trainee.

(9) Committee or Board Membership:

A committee means a group comprising members which is assigned a task to report on, or resolve a problem situation and also delegated authority for the purpose. The authority is in terms of the “right to vote” which is granted to each member irrespective of his placement in the organization. Thus, if a supervisor and his subordinate are both members of a committee, they will have equal authority to participate and vote in the deliberations of the committee.

Membership of a committee is a useful training device. It enables members to interact with one another and pool their ideas and experience to resolve problem-situations faced by the organization. It enables members to learn how to arrive at a consensus decision (official agenda) after members have given expression to their emotions and angry reactions (hidden agenda).

On the Job Training Methods   – 3 Main Forms: Coaching and Counselling, Understudy & Position Rotation (With Advantages and Disadvantages)

In this method, training is mostly imparted on the job. The employee is trained while he/she is engaged in the work by utilizing the actual work situation for the purpose, wherein an experienced worker or supervisor instructs the trainee on the job. This method is particularly adopted where the process of pro­duction is automated.

Although it is apparently simple and relatively less costly, if not handled properly, the cost can be high in terms of damaged machinery, unsatisfied customers, misfiled forms, and poorly taught workers. Simple observation and practice, which are informal techniques, are two of the greatest sources of on-the-job knowledge.

A person learns his job simply by watching others doing it and then eventually duplicating or copying these observed behaviours. Another aspect of on-the-job training may be more formal, for example, when a new employee on the way to run a certain machine is assigned to a senior employee.

The primary responsibility in on-the-job training rests on the employee’s line supervi­sor. This is a part of the supervisory function which he/she must have learnt to perform competently and sympathetically. It is for the HR department to ensure that supervisors are adequately trained so that they can, in turn, be responsible for the on-the-job training of their sub-ordinates.

On-the-job training is suitable in cases where skills can be learnt in a short span or when few employees have to be trained on the same job at the same time.

There are three forms of on-the-job training which are discussed below:

Form # 1. Coaching and Counselling:

The line supervisor not only teaches the job, knowledge, and skills to his/her sub-ordinates, but also councils them very often. The emphasis in coaching is on learning by doing. Coaching and counselling are similar in many respects. When a supervisor is interacting with a sub-ordinate, it is often difficult to clearly define whether he/she is performing a coaching or counselling role. Theoretically, these concepts may differ, but pragmatically it is not possible to totally separate these training techniques.

Form # 2. Understudy:

The line supervisor is assigned an understudy or assistant, and in addition to his/her regular duties is expected to give training to his/her understudy. An understudy is prepared to perform the work or fill the position of another. He/she is a trainee who at a future time shall assume the duties and responsibili­ties of the position currently held by his immediate supervisor. The understudy is an off shoot of man­power and succession planning which ensures that a fully qualified person will be available to take over a manager s job whenever a line supervisor leaves his/her position due to promotion, transfer, retirement, and so forth.

Form # 3. Position Rotation :

Also known as job rotation, this involves the transfer of trainees from job to job and sometimes from plant to plant on a co-ordinated, planned basis for learning purposes. Job rotation is intended to give the trainee a broad perspective of the organizational activities.

The trainee is systematically transferred from one job to another so that he may get the experience of different jobs. This will broaden his horizon and capacity to do a variety of jobs. Rotation of an employee from one job to another should not be done frequently. He should be allowed to stay on a job for a sufficient period so that he may acquire the full knowledge of the job.

Job rotation is used by many organisations to develop all-around workers. The employees learn new skills and gain experience in handling different kinds of jobs. They also come to know the interrelationship between different jobs. Job rotation is also used to place workers on the right jobs and prepare them to handle other jobs in case of need.

On-the-job training offers the following advantages:

(i) On-the-job training is suitable for teaching those skills that can be learnt in a relatively short time.

(ii) It has the advantage of strongly motivating the trainee to learn.

(iii) It is not located in an artificial situation. It permits the trainee to learn at the actual equipment and in the environment of the job.

(iv) On-the-job training methods are relatively cheaper and less time consuming.

(v) The line supervisors play an important part in imparting training to their subordinates. Because of the above advantages, on-the-job training is superior to off-the-job training.

However, on-the-job training suffers from the following limitations:

(i) It takes longer time for the employee to learn the required skills.

(ii) Expert guidance may not be available to the employee. The weaknesses of the supervisor or instructor from whom the new employee learns are passed on to him.

(iii) There is disturbance in the production schedules. The supervisor is more interested in getting work than imparting the skills.

On-the-Job Training Methods   –  With Its Suitability, Merits and Demerits

On-the-Job training refers to the methods that are used at the workplace, while the employee is actually working. It means ‘learning while doing’. The trainees learn in the real work environment and gain practical experience dealing with the tasks and challenges during a normal working day. On-the-Job methods do not have to incur any additional cost or loose working time.

The various on-the-job training methods are:

i. Apprenticeship Programmes:

It is a method of training where an employee works under the guidance of a master worker to acquire higher level of skills. During the training period, the trainee receives salary in the form of stipend, which is lesser than the normal salary he/she may earn after being trained.

This training requires a trainee to:

a. Work under guidance of a master worker or mentor.

b. Acquire the specifically designed higher level of skills required to enter the respective trade.

c. Spend prescribed amount or additional time to acquire skills.

Suitability:

This training is suitable for jobs requiring:

a. Detailed and in-depth practice of skills or

b. In-depth technical knowledge.

Example – A sales executive is appointed as an assistant to the assistant sales manager for a period of six months to learn about company products and marketing skills.

Merits of Apprenticeship Training:

a. Trainee receives stipend during training period which encourages him to work.

b. Helps trainee to acquire skills to enter skilled traits like plumbing, electrician etc.

c. Enables trainee to combine theoretical knowledge with practical skills.

Demerits of Apprenticeship Training:

a. It is an expensive and time-consuming method.

b. Trainee may leave the organisation after acquiring skills resulting in loss of efforts.

c. It requires contiguous supervision for a long period of time.

ii. Coaching:

It is a method of training where a superior guides and instructs the trainee as a coach to learn skills and processes.

Coaching involves:

a. Setting of mutually agreed upon goals.

b. Suggesting the means to achieve the agreed goals.

c. Periodic review of trainee’s performance to ensure that goals are achieved as planned or suggesting ways to improve performance in case of any deviations.

This training is suitable to:

a. Prepare managers for future.

b. Train a subordinate who is eligible for a promotion to a higher position.

Example – Supervisors in a factory train new or inexperienced machine operators with basic knowledge about machines and skills to run the machine.

Merits of Coaching as a method of training:

a. Cheapest method to train managers.

b. Trainee is groomed to replace or relieve seniors from his responsibilities.

Demerits of Coaching as a method of training:

a. Senior may be biased towards his/her subordinates.

b. Training quality is entirely dependent on the senior.

iii. Internship Training:

Internship training is the combined effort of the educational institutions and business organisations where selected candidates continue regular studies for a prescribed period and also work in a business enterprise for a specific period of time to acquire practical knowledge and skills.

Internship training involves:

a. Joint effort of educational institutions and business enterprises.

b. Educational institutions impart theoretical knowledge whereas business enterprises impart practical knowledge.

c. It brings the balance between the theoretical knowledge and practical skills required to perform a job.

It is adopted by professional or technical organisations who prepare professionals for managerial positions or technical experts.

Example – The engineering courses require the third year students to gain experience in their field by working in the business organisations for a period of two-three months. MBA students also work on real life projects in their second year programme to gain managerial experience.

Merits of Internship Training:

a. It brings balance between theoretical and practical knowledge.

b. It provides students the exposure to real world.

c. Training cost is shared between educational institutes and business enterprises.

Demerits of Internship Training:

a. This type of training may be limited for technical people.

b. Business organisations may not give appropriate practical knowledge to trainee for the fear that they may learn and leave leading to waste of time and cost.

iv. Job Rotation:

Job rotation is a training method where members of staff rotate roles or tasks by shifting from one job to another or from one department to another so that they gain experience of a full range of jobs. Job rotations help employees to have a broader understanding about the organisation and learn skills to perform different types of functions or jobs.

Job rotation helps staff to:

a. Involve in operations of various departments and test his/her ability and aptitude.

b. Interact with employees of other departments and improve social relationships.

c. Acquire skills to undertake responsibilities at different levels within the organisation.

Suitability – It is a method suitable to train employee for general management positions, transfers, promotions and replacements.

Example – Mr. Murthi working in the accounts department of Sell Well Ltd. is responsible to look after the medical reimbursements of all employees. Recently he is given the responsibility to take charge of purchases for the factory. Another employee looking after collections against sales is given the responsibility of dispatches. All these transfers are within the organisation at similar levels but different roles.

Job rotations are a common phenomenon in government organisations. Officers are transferred from one office to another. For example, an employee working in the South Campus office of Delhi University may be transferred to the North Campus office.

Merits of Job Rotation:

a. It helps to develop cooperative approach towards different functions or positions in the organisation.

b. It helps to develop broader horizon and perspective of managers.

c. It helps employees to understand problems of different jobs.

Demerits of Job Rotation:

a. Frequent shifting might create confusions in the mind of an employee.

b. Frequent transfers or rotations may decrease employee efficiency and productivity.

c. Employees may not enjoy job satisfaction.

On the Job Training Methods – Job Instructions Training, Coaching, Job Rotation, Apprenticeship Training and Mentoring

A number of training methodologies and techniques have been developed over the years to meet certain specific needs. There is no one method of training that can be treated as best for everyone or for every group because different situations demand different methods and approach.

When the employees are taught relevant knowledge, skills and abilities at the actual work place it is called on the job training.

The following methods used for on the job training are:

(i) Job Instructions Training:

The learning that occurs is centered on the job. The trainee is placed into the real work situation and shown the job by superior after that the trainee is permitted to copy the trainer’s way. This method is simple and fairly economical if handled properly.

To improve the effectiveness, three points should be kept in mind:

(a) It is a joint effort involving both the trainer and trainee

(b) The trainer is responsible for creating a climate of trust.

(c) The trainer must be a good listener.

This method provides immediate feedback on result and quick corrections of errors. However, it demands a skilled trainer.

(ii) Coaching:

It is a kind of daily training in which the trainer works with one or more trainees. It is informal and unplanned type of training. The trainer or coach assigns tasks, monitors trainee’s behavior and provides reinforcement and feedback. This method can be expensive if one person serves as a full time coach for only few trainees.

(iii) Job Rotation:

This kind of training involves moving of employees from one job to another for the purpose of providing them with a larger organisational perspective and a greater understanding of different functional areas. This added knowledge may be needed for performing higher level tasks. These are several potential problems related to use of job rotation such as increased work-load for trainees and frequent job change may produce stress and anxiety. The trainee may not be very productive during this time.

(iv) Apprenticeship Training:

This method is traditionally used in crafts trades and in technical areas. The trainees spend prescribed amount of time working with an experienced trainer or coach. The training period varies from one year to two years depending upon the nature and type of apprenticeship. A major part of training time is spent on the job productive work. The trainee is paid stipend which is less than the salary of skilled workers.

The main advantage of this method is that the skilled manpower is maintained but on the other hand, one weakness is that the period of apprentice is predetermined and those who learn fast may quit the programme in frustration.

(v) Mentoring:

In this type of training, a senior employee who act as a mentor sponsors and support a junior or less experienced employee who is a mentee. A mentor is a teacher, coach, counsellor, host, guide, and facilitator in the realisation of the vision of the young person (protégé). The mentor shares experiences with the men tee, act as a role model and provides guidance on how to survive and get ahead in the organisation.

In general mentor shape the behaviour of mentee in a work situation, both formal and informal mentoring can take place depending on the work culture and the philosophy of top management of the organisation. In India the mentoring is based on the “Guru-Shishya” relationship. As per Economic Times, 25 October 2002 organisation like TISCO, Neyveli Lignite Corporation, Polaris and Coca – Cola India are using mentoring system.

On-the-Job Training Methods – 6 Most Popular Training Methods: Job Instruction, Coaching, Mentoring, Job Rotation, Apprenticeship, and Committee Assignments

The most popular on-the-job training methods are as follows:

1. Job Instruction Training (JIT)

2. Coaching

3. Mentoring

4. Job Rotation

5. Apprenticeship Training

6. Committee Assignments

Method # 1. Job Instruction Training :

One approach to systematic on-the-job training is the Job Instruction Training (JIT) developed during World War II to train the solders.

The various steps in JIT are:

i. Preparation of the Learner:

a. Put the learner at ease.

b. Find out what he or she already knows about the job.

c. Get the learner interested and desirous of learning the job.

ii. Presentation of the Operations and Knowledge :

a. Tell, show, illustrate and question in order to put over the new knowledge and operations.

b. Instruct slowly, clearly, completely, and patiently, one point at a time.

c. Check, question, and repeat.

d. Make sure the learner really knows.

iii. Performance Try-Out:

a. Test the learner by having him or her perform the job.

b. Ask questions beginning with why, how, when, or where.

c. Observe performance, correct errors, and repeat instructions if necessary.

d. Continue until you know that the learner knows.

iv. Follow-up:

a. Put the employee on his or her own.

b. Check frequently to ensure that the learner follows instructions.

c. Taper off extra supervision and close follow-up until the person is qualified to work with normal supervision.

Method #   2. Coaching:

According to Brad Humphrey and Jeff Stokes (2000, book-The 21st Century Supervisor), coaching employees is one of the supervisor’s single greatest contributions to the organization. They identified coaching as one of the nine essential skills for organizational leaders. Edgar Schein has emphasized the OD consultant’s role in coaching and counselling.

In 1969, coaching assumed a new level of importance when Paul Hersey and Ken Blanchard introduced a management model entitled Situational Leadership.

Coaching process is a relationship. It is only through working together that the coach and the individual (or team) can take an activity that at first seemed impossible, and try to make it possible through sincere effort. In this relationship, the coach provides the environment, support, feedback and encouragement, while the individual or team must be open and committed to change and improvement.

In an ideal world, successful coaches keep creating situations where they are no longer needed. The qualities of a good coach are- positive, supportive, trusting, observant, respectful, patient and assertive. Furthermore, it is also important that a coach be focused and clear.

To illustrate the attributes of a good coach, Marshall Cook (1999) developed a useful tool that compares and contrasts the traits of the archetypal “boss” with the ideal “coach”.

Attributes of Good Coach:

a. Talks a lot

d. Presumes

e. Seeks control

h. Puts products first

i. Wants reasons

j. Assigns blame

k. Keeps distance

a. Listens a lot

c. Prevents

d. Explores

e. Seeks commitment

f. Challenges

g. Works with

h. Puts process first

i. Seeks results

j. Takes responsibility

k. Makes contact

This list provides a useful profile of what an ideal coach would look like. There are diversified opinions in deciding the work of a coach. In general, however, there are three factors that are repeatedly identified as central to the work of a coach.

i. Focus on Communication :

Commitment to good communication is very much required for successful coaching.

A good coaching session should:

a. Have a clear purpose

b. Have established ground rules

c. Keep focused

d. Be based on clear and simple communication

e. Depends on openness to new ideas

f. Have an open door policy

g. Place special attention on modelling good behaviours and body language

h. Have competing demands placed on a manager’s time.

ii. Invest in Problem Identification :

In a coaching programme the problem should be identified properly. Effective problem diagnosis is critical to improving performance.

The skills required for effective diagnosis are:

a. Listening skills- Coaches must avoid the temptation of immediately rushing in and naming what they see as the problem. They should ensure that there are no distractions and should avoid the temptation of leading the conversation.

b. The ability to develop good questions.

iii. Identify an Effective Problem Solving Strategy :

Effective and successful coaches keep creating situations where they are no longer needed. Marshall Cook (1999) provides some simple, pragmatic insights into solving problems by coaching. He prescribes a seven-step methodology for coaching employees to solve problems.

The methodology challenges the coach and the person(s) being coached to:

(a) Define the opportunity (problems are often opportunities in disguise)

(b) Define the goal

(c) Create the action statement

(d) Create the action plan

(e) Set the evaluation standard

(f) Confirm the understanding

(g) Plan the follow up.

Pros and Cons of Coaching:

a. Coaching is not a therapy. It assumes that the client is healthy rather than suffering from some pathology.

b. Coaching is future and action oriented.

a. The limits of a coach’s skills and abilities must be acknowledged.

b. Sometimes people of the organization are unable to accept the coach.

Method #   3. Mentoring :

While coaching by an employee’s immediate superior usually focuses on job performance, mentoring is usually much broader and focuses on general career and personal development. Mentor’s role is usually filled by someone other than the immediate superior, and usually by a person of higher rank from outside the employee’s department.

Generally a mentor is an individual of higher status who is willing to invest time, interest, and support in a subordinate person over an extended period of time. According to Ostroff and Kozlowski (1993), a mentor is a senior and experienced organizational member who specifically helps a young professional to develop their technical, interpersonal, and political skills.

However, this differs slightly to the view of Burlew (1991) who states that the definition of a mentoring relationship has changed from the intense, exclusive, multiyear relationship between senior and junior colleague, to now include an individual involved in a variety of short-term, low-intensity interactions with peers and direct supervisors.

Most definitions agree that a mentoring relationship is an interactive and dyadic relationship. Mentoring can be accomplished on a person-to-person basis, or the mentor can meet with a small group of four to six proteges. With the group approach, the group has the potential to evolve into a learning team whose members can coach each other.

The Organization Development (OD) consultant can provide valuable training, such as training in active listening or training in small-group process interventions, for those involved in this process.

The main objective of mentoring is to help an employee attain psychological maturity and effectiveness and get integrated with the organization. In a work situation such mentoring can take place at both formal and informal levels, depending on prevailing work culture and the commitment from the top management.

Differences between Coaching and Mentoring:

i. Coaching takes place within the confines of a formal manager- employee relationship.

ii. Focuses on developing individuals within their current jobs.

iii. Interest is functional, arising out of the need to ensure that individuals can perform the tasks required to the best of their abilities.

iv. Relationship tends to be initiated and driven by an individual’s manager.

v. Relationship is finite-ends as an individual transfers to another job.

i. Mentoring takes place outside of a line manager-employee relationship, at the mutual consent of a mentor and the person being mentored.

ii. Mentoring is career-focused or focuses on professional development that may be outside a mentee’s area of work.

iii. Interest is personal and professional – a mentor provides both professional and personal support.

iv. Relationship may be initiated by a mentor or created through a match initiated by the organization.

v. Relationship crosses job boundaries. Relationship may last for a specific period of time (nine months to a year) in a formal programme, at which point the pair may continue in an informal mentoring relationship.

Features of Mentoring:

a. Listen and understand

b. Challenge and stimulate

d. Build self-confidence

e. Teach by example

f. Act as role model

g. Share experiences

h. Offer encouragement

b. Act on advice

c. Show commitment to learn

d. Check ego at the door

e. Ask for feedback

f. Be open minded

g. Be ready to change

h. Be proactive

Functions of Mentoring :

The various functions the mentor provides for the protégé and the organization are broadly categorized as career-development, psychosocial, and organizational functions.

a. Career Development Functions :

Career-oriented functions are activities which not only help the protégé’s to develop his/her career within the current organization, but to help in developing general career progression. These functions include sponsorship, protection, coaching, challenging the protégé, and giving them exposures which are described below. According to Scandura (1998) these mentoring functions are “vocational career support”.

i. Sponsorship:

To fulfil the function the mentor acts in a proactive way to benefit the protégé’s career by championing their suitability for promotion and career benefiting assignments.

ii. Protection:

Protection of the protégé is similar to sponsorship, but in a defensive manner. The mentor protects the protégé from undesirable assignments and internal politics which may harm their career development or advancement.

iii. Coaching:

Here the mentor provides advice, analysis, and feedback with the intention of improving decision-making, organizational fit, and skills of the protégé.

iv. Challenge:

Mentors help mentees to develop necessary competencies through challenging job assignments and appropriate feedback.

v. Exposure:

Mentors expose their protégés to senior-decision makers to demonstrate their abilities and aid them in the creation of their own internal and external networks.

b. Psychological Functions :

Psychological functions are aimed at improving the protégé’s psychic development. These functions include- role modelling, confirmation and acceptance, counselling, and friendship.

i. Role Modelling- Mentors offer mentees a pattern of values and behaviours to imitate.

ii. Confirmation and Acceptance- Confirmation and acceptance is the process of the protégé building a sense of self as a professional through the mentor affirming and understanding the protégé’s experiences.

Mentors offer support, guidance and encouragement to mentees so that they can solve the problems independently and gain confidence in course of time. Mentors help people to learn about the organization’s culture and understand why things are done in certain ways.

iii. Counselling- Mentors functions as counsellor to protégé’s or mentees. Mentors help mentees work out their personal problems, learn about what to do and what not to do, offer advice on what works and what does not, and do everything to demonstrate improved performance and prepare them for greater responsibility.

iv. Friendship- Mentors also provide friendship and a role model for protégés. They offer practical help and support to mentees so that they can indulge in mutually satisfying social interactions with peers, subordinates, bosses and customers.

c. Organizational Functions :

The third type of mentoring function is the organisational function. Covan (2002) argues that mentors help the organization by monitoring their protégé and assuring they work to the appropriate standards. He also states that mentors help the organisation by teaching organizational values and processes to the new employee. There are less organizational related functions in mentoring, as the focus of mentoring is more concerned with developing the protégé to benefit the organization.

1. Mentees have easy access to someone for support and friendship; information and learning; coaching; and advocacy.

2. Mentoring is linked to a new employee’ learning the ropes faster than an un-mentored newcomer

1. Feeling of jealousy may be created among the mentees who do not get a good mentor.

2. Sometimes the mentor forms strong bond with the mentees creating unwarranted favouritism which leads to a demoralizing effect on other workers.

Organizations like TISCO, NTPC, Polaris, CITI Bank, Proctor and Gamble and many more have given a lot of importance to mentoring programme.

Mentoring can succeed if- (i) there is genuine support and commitment from top management, (ii) mentors take up their job seriously and transfer ideas, skills and experiences in a systematic way and (iii) mentees believe in the whole process and carry out things in an appropriate manner.

Method #   4. Job Rotation :

This training allows employees to rotate themselves among different narrowly defined tasks and gain experiences of those tasks. This implies periodic shifting of an employee from one task to another. When a job is no longer meaningful, interesting and challenging the employee is rotated to another job especially at the same level having similar skill requirements.

The objective is to expose the employees to different experiences and wider variety of skills to enhance job satisfaction and to cross-train them. It gives future managers a broad background.

For example an administrative employee may spend two or three days of a week looking after reception areas of the business and directly dealing with customers and enquiries. Next two days he/she may spend in doing his/her current work. Another example may be in an auto assembly line, one worker whose job is installing carpets would be rotated periodically to a second workstation where he/she would install only seats in the car.

After that he/she might be rotated to a third work station, where his/her job would be to install only the cars’ instrument panels. During the course of a day on the assembly line, the worker might be shifted at two-hour intervals among all three workstations.

a. It reduces boredom and monotony of the job.

b. It teaches the employees multi skill.

c. Employees with a wider range of skills give management more flexibility in scheduling work, adapting to changes, and filling vacancies.

d. It helps in managing the work in the absence of employees.

e. It motivates the employees for better productivity.

a. It increases training costs.

b. The productivity is reduced by moving an employee to a new position, just when efficiency at the previous job is creating organizational economies.

c. Job rotation creates disturbances in the sense that members of the work group have to adjust to the new employee.

d. Supervisor has to devote more time by answering the queries of the newly rotated employee.

Method #   5. Apprenticeship Training :

Apprenticeship is typically associated with the skilled trades, derived from the medieval practice of having the young learn a trade from an experienced worker. Apprentices (or in early modern usage “prentices”) or protégés build their careers from apprenticeships. Most of their training is done while working for an employer who helps the apprentices learn their trade.

This is in exchange for their continuing labour for an agreed period after they become skilled. Theoretical education may also be involved, informally via the workplace and/or by attending vocational schools while still being paid by the employer. Apprenticeships are route to certain skilled blue- collar jobs.

In Europe, apprenticeships are still one of the major ways for young men and women to gain entry to skilled jobs. In the United States, apprenticeships are largely confined to adults wanting to work certain occupations, such as carpentry and plumbing. These apprenticeships generally last four years, and the apprentice’s pay starts at about half that of the more experienced “journey workers”.

In India, The Apprentices Act was enacted in 1961 and was implemented effectively in 1962. Initially the Act envisaged training of trade apprentices. It regulates the programme of training of apprentices in the industry so as to conform to the syllabi, period of training etc. as laid down by the Central Apprenticeship Council and to utilize fully the facilities available in industry for imparting practical training with a view to meeting the requirements of skilled manpower for industry.

The Act was amended in 1973 to include training of graduate and diploma engineers as “Graduate” and “Technician” Apprentices. The Act was further amended in 1986 to bring within its purview the training of the 10+2 vocational stream as “Technician (Vocational)” Apprentices. Overall responsibility is with the Directorate General of Employment and Training (DGE&T) in the Union Ministry of Labour.

DGE&T is also responsible for implementation of the Act in respect of Trade Apprentices in the Central Govt. Undertakings and Departments. This is done through six Regional Directorates of Apprenticeship Training located at Kolkata, Mumbai, Chennai, Hyderabad, Kanpur and Faridabad.

State Apprenticeship Advisers are responsible for implementation of the Act in respect of Trade Apprentices in State Government Undertakings/Departments and Private Establishments. Department of Education in the Ministry of HRD is responsible for implementation of the Act in respect of Graduate, Technician and Technician (Vocational) Apprentices.

This is done through four Boards of Apprenticeship Training located at Kanpur, Kolkata, Mumbai and Chennai.

Pros and Cons of Apprenticeship:

a. Apprentices get chance to work with an experienced guide, coach or trainer.

b. Apprentices can clear the doubt first handedly.

a. Uniform period of training is offered to trainees.

b. People have different abilities and learn at varied rate. Fast learner may quit the programme in frustration while slow learner may require extra time.

c. Technologies are being changed rapidly. Hence trainees who spend years learning specific skills may find, upon completion of their programmes, that the job skills they acquired are no longer appropriate.

Internships:

Internships are a route to white-collar or managerial jobs in a variety of fields. Internships are opportunities for students to gain real-world job experiences, often during the time they do their summer project. Although most internships offer very low or no pay, student interns can often gain college credits and, possibly, the offer of a full-time job after graduation.

Soviet OMON [ ]

OMON in Moscow, 2010.

• On 20 January 1991, Soviet-loyalist Riga OMON attacked Latvia's Interior Ministry , killing six people during the January 1991 events in a failed pro-Moscow coup attempt following the Latvian SSR 's declaration of independence. [4] Seven OMON officers were subsequently found guilty by the Riga District Court and were given sentences in absentia.
• A series of attacks on border outposts of the newly independent Republic of Lithuania during the January–July 1991, resulting in several summary execution -style deaths of unarmed customs officers and other people (including former members of Vilnius OMON), were attributed to Riga OMON. [5] Some sources say that the Soviet leader Mikhail Gorbachev had lost control of the unit during that time. For years, Lithuania has continued to demand that the persons suspected in these incidents should be tried in Lithuania; one suspect was arrested in Latvia in November 2008. [6]
• The April–May 1991 Operation Ring by the Azerbaijan SSR OMON and the Soviet Army against the Armenian irregular units in the Nagorno-Karabakh Autonomous Oblast , resulting in 40 deaths (most of the people killed were Armenian civilians) and the forced displacement of nearly 10,000 ethnic Armenians. In later attacks, they killed several more Armenian civilians, and abused a number of others (including instances of rape). In continued fighting in this area, 14 Azerbaijani OMON members and one Armenian paramilitary fighter were reported killed in September 1991. [7]
• Violent and often armed clashes between the Georgian SSR's OMON and the opponents of the first Georgian President Zviad Gamsakhurdia prior to the Georgian Civil War of 1991–1993. Eleven combatants on both sides, including Georgian OMON members and regular militsiya officers, were reported killed in skirmishes during September–October 1991. There were also allegations of OMON firing at unarmed protesters. [8]

Post-Soviet OMON [ ]

OMON cracking down on a protest action in defense of Article 31 ( freedom of assembly ) of the Russian Constitution in Moscow in 2010

• Prior to the creation of the Armed Forces of the Republic of Azerbaijan , the bulk of the fighting in Nagorno-Karabakh on the Azeri side was conducted by the post-Soviet OMON units and irregular forces. This included the defence of the village of Khojaly by a group of Azeri OMON troops and armed volunteers against the Armenian and Russian Army forces prior and during the Khojaly massacre on 25 February 1992; most of the group involved died along with several hundred other Azeris, mostly civilians.
• South Ossetian ad-hoc OMON, organized by a group of Tskhinvali internal affairs division militsiya officers, was reportedly the most most combat-ready force on the separatist side on the outset of the South Ossetia War in April 1992.
• In Tajikistan, the civil war began after local OMON began defecting to anti- Nabiyev protesters in May 1992. [9] The country's minority Pamiri people largely backed the United Tajik Opposition and for that reason were targeted for massacres by pro-government forces during the bloody first phase of the war in 1992–1993. A significant portion of the Tajikistan MVD's command structure and its OMON was also made out of the Pamiris who were then either killed or were forced to flee to Gorno-Badakhshan . [10]
• Participation in the short but vicious 1992 East Prigorodny Conflict in Russia. North Ossetia's OMON killed or 'disappeared' hundreds of local indigenous Ingush people. Reportedly, Ossetian OMON massacred Ingush villages that were first shelled by Russian federal army tanks that were officially sent in to the region for 'peacekeeping'. [11]
• Following the War of Transnistria in 1992, several high-ranking former OMON and KGB officers assumed senior posts in Moldova's pro-Russian separatist region of Transnistria. Former Riga OMON Major Vladimir Antyufeev (Antyufeyev), who has led the attacks against Latvian authorities in 1991 and was put on the Interpol wanted list, has renamed himself as "General Vadim Shevtsov" and became Transnistria minister of state security and intelligence, allegedly ovserseeing also the self-declared republic's organized crime smuggling rackets. [12] [13] [14] In 2012, the KGB of Transnistria announced it has "launched a criminal investigation into Vladimir Antyufeev who is suspected of misuse of state powers."
• Moscow OMON and units brought from the other cities clashed with the anti- Yeltsin demonstrators order during the 1993 Russian constitutional crisis , including reportedly beating up some members of the Supreme Soviet of Russia (Russian parliament at the time). [15]
• Extensive and controversial involvement of Russian OMON in the brutal wars in Chechnya since 1994 (see below).
• Cordon duties during the Russia's mass hostage crises, including the 1995 Budyonnovsk hospital hostage crisis , the 2002 Moscow theater hostage crisis and the 2004 Beslan school hostage crisis .
• Russia's use of Dagestani OMON in a fight against Islamic separatism during the 1999 War of Dagestan and later against a continued Islamist militant insurgency. A similar situation has taken place also in several neighbouring Muslim majority republics since early 2000s.
• Breaking up of several opposition rallies (including the Dissenters' Marches since 2006), sparking reports of police brutality, including excessive use of force and arbitrary detention of participants. [16] In 2007, the brutal actions of OMON against peaceful protesters and arrests of opposition figures were harshly criticised by the European Union institutions and governments. [17] Moscow OMON also made international news when it prevented gay rights activists (including the European Parliament members) from marching after the Mayor of Moscow Yury Luzhkov did not allow a planned parade to take place in 2007. [18]
• On 24 March 2006, Belarusian OMON stormed the opposition's tent camp at Minsk's October Square without provocation, violently ending the peaceful Jeans Revolution against the regime of Alexander Lukashenko . Thousands of people were beaten and hundreds detained as the result of the attack, including the opposition's presidential candidate Alaksandr Kazulin . [19]
• In February 2008, Tajik OMON commander Oleg Zakharchenko was killed in a shootout with an anti-organized crime police unit (made of former opposition fighters) in Gharm in disputed circumstances. [20] [21] In 2009, former Interior Minister of Tajikistan, Mahmadnazar Salihov, allegedly committed suicide to avoid being arrested in connection to the case; Salihov's family claimed he was murdered in a political purge. [22]
• In August 2008, South Ossetian separatist OMON took part in the fighting against the Georgian Armed Forces during the 2008 South Ossetia war and were accused of "special cruelty" against civilians in the overrun ethnic Georgian villages. [23] Subsequently, South Ossetian OMON fighters were absorbed into Russian regular forces in area as a contract soldiers and continued to be deployed in the highly-disputed Akhalgori zone. [24]

Conflict in Chechnya [ ]

Russian OMON in riot gear dispersing an anti-government march in Moscow in 2012

The force was active in the First Chechen War of 1994-1996 in which OMON was often used in various security and light infantry roles, notably for the notorious "cleansing" ( zachistka ) operations. [25] Prior to the war, there was also an OMON formation belonging the Interior Ministry (MVD) of the Chechen Republic of Ichkeria , Chechnya's separatist government. The independent Chechnya had an OMON battalion prior to the war, but it was not battle trained, [26] and did not play any significant role as an organized force before disintegrating. During the armed conflict, almost every Russian city would be regularly sending militsiya groups, often OMON members, for tours of usually three or four months. The pro-Moscow administration of the Chechen Republic also formed its own OMON detachments. In February 1996, a group of 37 Russian OMON officers from Novosibirsk surrendered to Chechen militants of Salman Raduyev and Khunkar-Pasha Israpilov during the Kizlyar-Pervomayskoye hostage crisis ; [27] 17 prisoners were later swapped for Chechen fighters captured by the Russian side in the same incident. In August 1996, group of about 30 ethnic Chechen members of Russian OMON answering to pro-Moscow commander Said-Magomed Kakiyev were reportedly captured and executed in Grozny by the separatist militias of Doku Umarov and Ruslan Gelayev during the battle for the city.

Similar as with the first campaign, OMON took part in the Second Chechen War as well. OMON forces sustained severe losses in the conflict, including from the March 2000 ambush which killed scores of servicemen from Berezniki and Perm (including nine captured and executed), [28] the July 2000 suicide bombing which killed at least 25 Russians at Argun base of OMON from Chelyabinsk, [29] and the April 2002 mine attack which left 21 Chechen OMON troops dead in central Grozny. [30] Control and discipline continued to be questionable in Chechnya, where the OMON members were noted to engage in or fall victim of several deadly incidents of friendly fire and fratricide . In perhaps the bloodiest of such incidents , at least 24 were killed when OMON from Podolsk attacked a column of OMON from Sergiyev Posad in Grozny on 2 March 2000. [31] Among other incidents, several Chechen OMON servicemen were abducted and executed in Grozny by Russian military servicemen in November 2000, [32] members of Chechen OMON engaged in a shootout with the Ingush police on the border between Chechnya and Ingushetia resulting in eight fatalities in September 2006, [33] and Ramzan Kadyrov -controlled local OMON clashed with a group of rival Chechens belonging to the Kakiyev's Spetsnaz GRU military unit in Grozny, resulting in at least five killed in 2007.

Accusations of human rights abuses [ ]

OMON was often accused of severe human rights abuses in the course of the conflict, [34] including abducting, torturing, raping and killing civilians. By 2000, the bulk of such crimes as recorded by international organisations in Chechnya appeared to have been committed either by or in participation of OMON. [35] Moscow region OMON took part in the April 1995 rampage in the village of Samashki , where which up to 300 civilians were reportedly killed during a large-scale brutal "cleansing" operation by federal MVD forces. [36] In December 1999, a group of unidentified OMON members manning a roadblock checkpoint shot dead around 40 refugees fleeing the siege of Grozny. [37] OMON from Saint Petersburg [38] is believed to be behind the February 2000 Novye Aldi massacre in which at least 60 civilians were robbed and then killed by Russian forces entering Grozny after the fall of the city; [39] one officer, Sergei Babin , was reported to be prosecuted in relation to the case in 2005 but he then vanished. [40] [41] In April 2006, the European Court of Human Rights found Russia guilty of the forced disappearance of Shakhid Baysayev , a Chechen man who had gone missing after being detained in a March 2000 security sweep by Russian OMON in Grozny. [42] In 2007, Khanty–Mansi Autonomous Okrug OMON officer Sergei Lapin was sentenced for kidnapping and torture of a Chechen man in Grozny in 2001, [43] with the Grozny court criticising the conduct of the OMON serving in Chechnya in broader terms. [44] In an event related to the conflict in Chechnya, several OMON officers were also accused of starting the May 2007 wave of the ethnic violence in Stavropol by assisting in the racially-motivated murder of a local Chechen man. [45]

Russian OMON [ ]

OMON officer fires an RPG-7 grenade launcher from the top of GAZ-2330 36 SPM-2 vehicle during Interpolitex-2009 exhibition

In Russia, there is an OMON unit in every oblast, as well as in many major cities; for example, there is an OMON unit within the Moscow City police department, and two separate units within Moscow Oblast police department. Information from different sources suggested that there were between 10,500 and 15,000 OMON members stationed at population centers and transportation hubs around the country during the 1990s. This number officially rose to about 20,000 nationwide by 2007; the biggest OMON unit in Russia, Moscow OMON, numbers over 2,000 members. Most OMON officers retire at the age of approximately 45 years. They are also sometimes not paid for their service (in 2001, for example, some 50 OMON members from Moscow filed a lawsuit claiming they were not paid for one month of combat operations in Chechnya [46] ). Due to the use of OMON members in high risk situations, especially in Chechnya and elsewhere in the North Caucasus, the group often loses members in combat.

Members of OMON are required to achieve a high level of fitness and experts in small arms and hand-to-hand combat . Males between the ages of 22 and 30 who have completed their two-year military service can apply to join OMON (the application includes medical and psychological tests, and tests of speed and ). The initial training lasts for four months. The applicants are extensively trained in the use of different weaponry and close combat , and are also trained to follow orders at any cost. Special emphasis is put on urban combat and the entering and clearing of buildings. The training also includes legal training. The application procedure closes with a final test, where the applicant has to fight three to five trained members of OMON by hand wearing boxing gloves. Fewer than one in five applicants pass and are selected to join. The OMON groups use a wide range of firearms, including but not limited to AK-74 assault rifle, AKS-74U carbine assault rifle, 9A-91 compact assault rifle, and PP-19 Bizon submachine gun while the Makarov pistol , Stechkin automatic pistol and the MP-443 Grach are assigned as sidearms. OMON units during special operations and in war zones may use other weaponry typical for Russian light infantry (they are in fact sometimes called "OMON soldiers" [47] ), such as the PK machine gun , the GP-25 underbarrel grenade launcher for assault rifle or the GM-94 pump-action grenade launcher, RPG series rocket-proppelled grenade launchers, and the Dragunov and Vintorez sniper rifles.

OMON vehicles include specially-equipped vans, buses and trucks of various types (often armored and sometimes equipped with mounted machine guns), as well as limited number of armored personnel carriers ( BTR-60 , BTR-70 and BTR-80 ). OMON's headgear remains their signature black beret (they are thus sometimes called "Black Berets" ), which they share with the naval infantry. The group's members usually tend to wear either all-black or blue or gray camouflage police uniforms, but not uncommon sight has been a variety of Russian Army and Russian Internal Troops uniforms, often with black balaclava masks and/or helmets.

See also [ ]

• Berkut  – Ukrainian special police police successor to OMON (disbanded following a revolution in 2014 [48] )
• OPON  – Azerbaijani paramilitary successor to OMON (forcibly disbanded by the government security forces after an OPON revolt in 1995)
• Internal Troops  – paramilitary soldiers of the MVD in the Soviet Union and several post-Soviet states

External links [ ]

• Unofficial OMON webpage
• The Kingdom of OMON , The eXile , 18 May 2007
• 1 Kurt Siegfried Schrader

Special operations veterans ask Army to not cut tuition, certification benefits

A group of special operations veterans say an Army plan to cut education programs will hurt promotion and retention of elite soldiers.

By Patty Nieberg | Published May 3, 2024 2:07 PM EDT

• Military Life

Special operators are asking the Army not to cut benefits that help soldiers pay for secondary education and vocational training for civilian jobs post-military service.

David Cook, director of the Special Operations Association of America said that an Army proposal to cut civilian tuition and certification assistance could mean special operators like Green Berets and Rangers would lose a key path for promotions, leading to lower retention rates. 

“The nature of special operations is that you have to volunteer to get selected, you have to go through the most rigorous training in the world and you go in every day with people that are better than you,” Cook, a former psychological operations soldier, told Task & Purpose. “Along with the fact that the Army evaluations have included secondary education to be promoted for senior enlisted ranks – then special operations promotion rates are higher than the conventional Army – which means that tuition assistance is a vital incentive for special operators to take advantage of.”

The group’s letter comes amid reports that the Army is considering cuts to two major assistance programs. The cuts, first reported by Military.com , come as the services and Congress are working through funding for the fiscal year 2025 budget.

“This is a vital tool not only to draw in recruits, but to retain them as well. With more focus on formal education for enlisted Service Members needed for promotion and career progression, tuition assistance is a fundamental incentive,” Cook wrote in a letter to Army Secretary Christine Wormuth. 

Of the two programs on the chopping block, the larger and more widely used is the Tuition Assistance Program which pays up to  $4,000 per year or $250 per semester hour for civilian classes. The program pays for up to 130 semester hours of undergraduate credit — enough for a for year degree at most colleges — and 39 semester hours of graduate credits.

The service is also reportedly reviewing the Army Credentialing Assistance Program, introduced in 2020, which gives soldiers $4,000 to pursue courses and exams for civilian industry-recognized credentials in various occupations. Aviation-related credentials for active duty soldiers are limited to $1,000 in Army funds. Soldiers can take courses to enhance skills for their current MOS or for a civilian job they plan to pursue after military service, according to the Department of Defense. 

According to the Army National Guard, the most popular certifications are information technology and project management.

“The world is built by tradesman, everything that we do requires trade,” said Lt. Col. Jeff Drawe, an Idaho National Guardsmen who took advantage of the program in 2020 to do a 30-hour welding course that lasted five Saturdays and cost $595. “Regardless of your employment situation, if you’re ever laid off you’ll always be able to find employment.”

‘A small investment’

In his letter, Cook also said the programs are a “small investment” into the Army’s “Taking Care of People” priority listed in its 2025 budget request overview.

In an interview with Task & Purpose, Cook compared the value of the tuition assistance program to the GI bill for soldiers and the American economy after WWII. 

“There’s a whole host of reasons why the United States went into an economic windfall after WWII but the GI Bill was one because it gave servicemembers an entitlement to go out and get a formal education,” he said. “The tuition assistance program is not comparable to the GI Bill post-WWII but the fact that it gives soldiers an incentive, an avenue or a pathway to gain formal education while you’re serving is something that means a lot, especially to noncommissioned officers.”

Cook also noted that many retired soldiers, especially Special Forces, try to find jobs in the private defense world after service with jobs that almost always require a bachelor’s degree at minimum. But degrees can also impact soldiers who pursue full Army careers, he said. 

“When we look at two promotion packets for senior enlisted folks and one’s got a bachelor’s degree and the other one doesn’t, then you’re gonna take the one with formal education – among other things, of course,” he said, “but the Army gives that to everyone so the tuition assistance program and formal college education is something that sets you apart and those evaluations.”

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In 2023, more than 100,000 soldiers used the tuition assistance program which cost the Army around $278 million, Cook said in his letter. Of the $185.9 billion proposed Army budget for 2025, the $278 million tuition assistance cost represents only 0.15% of the entire plan, he added.

At a Congressional hearing on the Army’s fiscal year 2025 budget, federal lawmakers questioned the cuts impact on recruiting – a major issue plaguing the service over the last few years. In Fiscal Year 2022, the Army recruited 45,000 new soldiers, missing a goal of 60,000 recruits by 25%. Last fiscal year, the Army fell 10,000 recruits short of its goal of 65,000, a 15% miss.

Wormuth told lawmakers that the Army had not made any decisions on cuts to two financial assistance programs. 

“It’s a great program. We support it. We know our soldiers value certifications that they can then use when they leave the Army. The challenge we have is we didn’t frankly really put any guardrails around the program to help us scope it,” Wormuth said.

The Army is now looking to put limits on the program to curb growing costs across the service, she said.

“Rather than having soldiers be able to pursue an unlimited number of credentials every year in perpetuity, we may look at saying that soldiers could do one certification a year. Maybe have sort of a cap on the number of certifications they can get over the duration of their time in the Army — really just to try to manage the costs of the program a little bit better,” she said. “Those kinds of guardrails are very similar to what our sister services have done in the Air Force and the Navy.”

The Army as a ‘path forward’

Cook said the assistance programs for further education or vocational certifications are part of the attraction for young enlisted troops who join the Army for a “million different reasons” other than just wanting to serve their country.

“One of them is that some people don’t have a clear pathway forward, or a way to pay for it,” Cook said. “That pathway is very valuable to an entire population of young people who can’t take student loans out or don’t have the means to go to college the traditional way.”

Cook admits he was “not the best student” when he started college. But after joining the Army at 25, Cook said he matured, learned structure and then became a “double offender” finishing his master’s degree too. In his letter, Cook noted the “staggering” financial burden of a secondary education on an NCO salary.

“It would be extremely difficult for me to go to school full time with two toddlers and a stay-at-home mom,” he said. “The fact that I knocked out two degrees on active duty could not have been done without the tuition assistance program on an enlisted salary.”

NCO salaries range from Privates with less than two years of experience making around $24,000 annually to Staff Sergeants with eight years of experience making just over $51,000.

“This is not a cost to the Army, it’s an investment in future leaders,” Cook said.

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Patty is a senior staff writer for Task & Purpose. She has covered the military and national defense for five years, including embedding with the National Guard during Hurricane Florence and covering legal proceedings for a former al Qaeda commander at Guantanamo Bay. Her previous bylines can be found at the Associated Press , Bloomberg Government , Washington Post , The New York Times , and ABC . Contact the author here.

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