Training Delivery

8/7/2019 Training Delivery

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Learning & Development 20111

Three basic categories:

� On-the-Job Training

� Classroom Training

� Self-Paced Training

Note: Computer-based training can be in a classroom,or individual/self-paced.

� Job instruction training (JIT)

� Job rotation

� Coaching� Mentoring

� Training at ones regular workstation� Most common form of training�

Strengths: Realism

Applicability� Weaknesses:

No formal structure Can perpetuate mistakes

� Facilitates training transfer to the job

� Reduced training costs, since classroom is not

needed

� Noise and production needs may reduce

training effectiveness

� Quality and safety may be impacted

� Prepare the worker

� Present the task

� Practice the task� Follow-u p

� Observe work processes

� Brainstorm improvements

� Analyze options� Implement improvements

� Evaluate results and make adjustments

� Train on different tasks/positions

� Often used to train entry-level managers

� Also used to provide back-up in productionpositions

� C oaching between worker and supervisor

Can provide specific performance improvement

and correction� Ment oring senior employee paired with a

junior employee (protégé)

Helps to learn the ropes

Prepares protégé for future advancement

Five basic types:

� Lecture

� Discussion

� Audiovisual Media

Experimental Methods� C l assr oom-based Computer-Based Training

� Oral presentation of material

Some visual aids can be added

� Remains a very popular training method Transfers lots of information quickly

� Interesting lectures can work well

Good to supplement with other materials

� One-way form of communication

� Trainees must be motivated to listen

� Often lacks idea sharing

� People dont always like listening to lectures

� Two-way communication

� Use questions to control lesson

� Types of Questions:

Direct: produce narrow responses

Reflective: mirror what was said

Open-Ended: challenge learners to increase

understanding

� Maintaining control in larger classes

� Needs a skilled facilitator

� Needs more time than lecture� Trainees must prepare for the lesson by

reading assignments, etc.

� Brings visual senses (seeing) into play, along

with audio senses (hearing)

� Types: Static Media

Dynamic Media

Telecommunications

� Printed materials

Lecture notes

Work aids Handouts

� Slides e.g., PowerPoint

Overhead transparencies

� Audio cassettes

� CDs

� Film� Videotape

� DVD

� Video disc

� Instructional TV

� Teleconferencing

� Videoconferencing

� Case studies

� Business game simulations

� Role playing� Behavior modeling

� Outdoor training

� Specific instructional objectives

� Case approach objectives

� Attributes of particular case� Learner characteristics

� Instructional timing

� Training environment

� Facilitators characteristics

� Computerized versus manual

Operational

Financial Resource bound

� In-basket exercise

Setting priorities Time-driven decision making

� Self discovery; use of interpersonal skills a

� Some trainees are better actors� Transfer to job can be difficult

� Used mainly for interpersonal skills training

� Practice target behavior

� Get immediate feedback (video, among othermedia)

� Ropes courses, etc.

� Can facilitate teamwork

� Focus on group problem identification,problem solving

� Often good for team building

� Fun but is it effective training?

� Hard-copy

Correspondence courses

Programmed instruction

� Computer-Based Training (CBT)

Computer-aided instruction

Internet/intranet training

� Good for remote locations without Internet access� Individual follows text at own pace� Correct/incorrect answers determine progress� Trainee works alone without instructor interface� Still used, but increasingly being replaced by CBT

� Interactive with user� Training when and where user wants it� Trainee has greater control over progress� CBT can provide progress reports and be tailored to

specific instructional objectives� Trainee works on own with minimal facilitation by

instructor who is elsewhere

� Computer-Aided Instruction

� Internet & Intranet-Based Training (e-

learning)� Intelligent Computer-Assisted Instruction

� Group-based

� Instructor is present and facilitates computer-

based learning� Trainees can help each other

� Requires computer, etc., for each trainee

� Drill-and-practice approach

� Read-only presentation of a classic training

program� Multimedia courses

� Interactive multimedia training

� Simulations

� Interactive with each student� Student is self-paced�

Logistics

Increasingly available over the Internet (or via anorganizations intranet)

Updates are easily distributed�

Instructional Management & Reporting� CAN be cost-effective

� Intranet Internal to site/organization

Internet General communications

Online reference

Needs assessment, administration, testing

Distribution of CBT Delivery of multimedia

� Uses computers capabilities to provide

tailored instruction

� Can use expert systems, fuzzy logic, andother rubrics

� Can provide real-time simulation andstimulation

� Depends on:

Objectives

Resources

Trainee characteristics

� Physical environment:

Seating

Comfort level

Physical distractions

� Proper

� Prior

� Planning� Precludes

� Particularly

� Poor

� Performance

� DoesNOT prevent failure

� But makes it easier to avoid failure.

� Planning your HRD implementation beforeyou actually do it greatly increases the

likelihood of successful implementation.

� Networking

� Knowledge

� Social acceptance� Improved interpersonal skills

� Team building

� Good training: Improves performance

Improves productivity Improves chances for promotion

Improves the bottom line� Therefore, the right training methods need to

be used in the right way to ensure successfulHRD i m pl ementati on.

Training Delivery

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