Job knowledge a. On-the-job experience; On-the-job techniques are most widely used.

No other technique may interest the trainee so much as the location of the learner is not an artificial one in the classroom techniques. The success of this technique depends on the immediate supervisor and his teaching abilities. On-the-job techniques are especially useful for certain groups like scientific and technical personnel. b) Behaviour modelling; The basic behavioural modelling involves the following steps; Learning points; at the beginning, the essential goals and objectives of the programme are stated. Modelling; trainees watch films or videotapes in which a model manager is portrayed dealing with an employee in an effort to improve his performance. Role playing; trainees participate in extensive rehearsal of the behaviours shown by the models. Social reinforcement; the trainer offers reinforcement in the form of price and constructive feedback c) Coaching; The trainee is placed under a particular supervisor who acts as an instructor and teaches job knowledge and skills to the trainee. He tells him what he wants him to do, howit can be done and follows up while it is being done and correct errors. The act of coaching can be done in several ways. The execuitive, apartfrom asking trainees to do the routine work. Many firms conduct formal training courses to improve the coaching skills of the manager. In coaching, participants can learn by actually doing a piece of work and obtain feedback on performance quickly. It is easy to coach to fall short in guiding the learner systematically, even if he knows which systematic experiences are best. D) Understudy; An understudy is a person who is in training to assume at a future time, the full responsibility of the position currently held by the superior. This method supplies the organisation a person which as muchcompetance as the superior to fill his post which may fall vacant because of promotion, retirement, or transfer. The superior

involves him decision-making by discussing the daily operating problems as well. ORGANISATIONAL TECHNIQUES The techniques of imparting organisational knowledge are job rotation and multiple management. a. Job rotation; the transferring of executives from job to job and from department to department in a systematic manner is called job rotation. The idea behind this is to give them the required diversified skills and a broader outlook, which are very important at upper management levels. The management should provide a variety of jobexperiance for those judged to have the potential for higher ranks before they are promoted. b. Multiple management; it is a system in which permanent advisory committees of managers study problems of the company and make recommendations to higher management. It is also called a junior-board of executives. These committees discuss the actual problems and different alternative solutions after which the discussion are taken. OTHER OFF-THE JOB METHODS

Conferences; the conference method is another commonly used method of executive development. Topics such as human relations, safety education, customer relations, and safety education are often discussed, debated, spoken about at conferences especially organised and designed for the purpose. a conference is a meeting of the people to discuss a subject of common interest. a way conference may be divided in two small groups for focussed discussions. Participants are expected to air their opinions and thoughts freely. In order to ensure its process,1.participants are expected to come prepared for the conference.2.the conference leader should conduct the sessions according to a plan, given enough room for healthy interchange of different viewpoints,3.the discussion should proceed alone desired lines and 4.the size of the group should not be too large. Lectures: lectures are formal presentations on a topic by a experienced and knowledgeable person. The presentation is generally supported by discussion, case studies, audio-visual aids and film shows. it is a simple and inexpensive way of imparting knowledge on a topic of several importance to a large audience. There could be a speedy interchange of

ideas on a specific topic. If the lecture is not interesting enough, the audience may not participate and offer any feedback. The listeners play a large non-participatory role. They may ask questions but they never get the feel of what is being talked about.moreover, participants do not share each other. The presentation should be interesting, lively and leave enough room for healthy discussions mid-way The presenter should process excellent communication and intrapersonal skills a. Group discussion; in this method papers are presented by two or three trainees one selected topic, followed by stimulating discussions. The topic for discussion is selected in advance and the papers concerning the same, written by various participants, are printed and circulated beforehand. b. Programmed instruction (PI);it is based on certain behavioural laws, particularly dealing with reinforcement. Reinforcement means rewarding a correct response and punishing a wrong one. A major feature of PI is that it offers immediate feedback on whether the trainee has answered questions correctly or not. PI is a learner-oriented technique which presents subject matter to the trainees in small, sequential steps, requiring frequent responses from the trainee and immediately offering him of their accuracy or otherwise. If the response is accurate, he takes up the next level; he is asked to go back and start again. A major plus point of the method is that it allows trainee to learn in small steps at a pace and rate suitable to him. He takes active part throughout the programme. Printed instructions could be offered by experts the cost of designing such programme is generally high. it is not suitable for trying to bring about behaviour change.