Chap007

Chapter 7Traditional Training

Methods

McGraw-Hill/Irwin

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Presentation Methods

• Methods in which trainees are passive recipients of information, which may include:– facts or information– processes– problem-solving methods

• It includes lectures and audio-visual techniques.

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Presentation Methods (cont.)

• Lecture– Trainers communicate through spoken words what

they want the trainees to learn.– Least expensive and least time-consuming ways to

present a large amount of information.– It is easily employed with large groups of trainees.– Supports training methods such as behavior

modeling and technology-based techniques.

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Table 7.1 - Variations of the Lecture Method

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Presentation Methods (cont.)Advantages Disadvantages

Team teaching Brings more expertise and alternative perspectivesto the training session.

Require more time on the part of trainers.

Guest speakers Motivate learning by bringing to the trainees relevant examples and applications.

Presentation does not relate to the course content.

Panels Good for showing trainees different viewpoints in a debate.

Trainees who are relatively naive about a topic may have difficulty understanding theimportant points.

Student presentations Increase the material’s meaningfulness and trainees’ attentiveness.

Can inhibit learning if the trainees do not have presentation skills.

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• Lecture– Lacks participant involvement, feedback, and

meaningful connection to the work environment.– Appeals to few of the trainees’ senses because

trainees focus primarily on hearing information.– It is difficult to judge quickly and efficiently the

learners’ level of understanding.– Is often supplemented with question-and-answer

periods, discussion, video, games, or case studies.

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• Audiovisual instruction - includes overheads, slides, and video.

• Video is a popular instructional method used for improving communications skills, interviewing skills, and customer-service skills and for illustrating how procedures should be followed.

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Hands-on Methods

Advantages Disadvantages

Video Flexibility in customizing the session depending on trainees’ expertise.Trainees can be exposed to equipment, problems, and events that cannot be easily demonstrated.Trainees are provided with consistent instruction.Provides immediate objective feedback.It requires minimal knowledge of technology and equipment.

Too much content for the trainee to learn.

Poor dialogue between the actors.

Overuse of humor or music, and drama that makes it confusing for the trainee to understand the important learning points emphasized in the video.

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Hands-on Methods (cont.)

• Training methods that require the trainee to be actively involved in learning.– On-the-job training (OJT) - new or inexperienced

employees learning in the work setting and during work by observing peers or managers performing the job and trying to imitate their behavior.• Can be useful for training newly hired employees,

upgrading experienced employees’ skills, cross-training employees, and orienting transferred or promoted employees to their new jobs.

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On-the-job training (OJT)

Customized to the experiences and abilities of trainees.

Training is immediately applicable to the job.

Save costs. Can be offered at any time,

and trainers will be available because they are peers.

Managers and peers may not use the same process to complete a task.

Overlooks that demonstration, practice, and feedback are important conditions for effective on-the-job training.

Unstructured OJT can result in poorly trained employees.

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Table 7.2 - Principles of On-the-Job Training

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Self directed learning – employees take responsibility for all aspects of learning including when it is conducted and who will be involved.

Allows trainees to learn at their own pace and receive feedback about the learning performance.

Requires fewer trainers, reduces costs associated with travel and meeting rooms, and makes multiple-site training more realistic.

Provides consistent training content.

Makes it easier for shift employees to gain access to training materials.

Trainees must be motivated to learn on their own.

Higher development costs.

Development time is longer.

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Apprenticeship work-study training method with both on-the-job and classroom training.

Learners can earn pay while they learn.

Involves effective learning about “why and how.”

Results in full-time employment for trainees when the program is completed.

Meets specific business training needs and help attract talented employees.

High development costs.

Increased time commitment required of management and journey workers.

Limited access for minorities and women.

No guarantee of full-time employment.

Training results in narrow focus expertise.

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• Simulation - training method that represents a real-life situation, with trainees’ decisions resulting in outcomes that mirror what would happen if they were on the job.– Is used to teach production, process skills,

management, and interpersonal skills.

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• Case studies - description about how employees or an organization dealt with a difficult situation.– Trainees are required to analyze and critique the

actions taken, indicating the appropriate actions and suggesting what might have been done differently.

– Assumes that employees are most likely to recall and use knowledge and skills if they learn through a process of discovery.

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– Appropriate for developing higher order intellectual skills such as analysis, synthesis, and evaluation.

– Help trainees develop the willingness to take risks given uncertain outcomes, based on their analysis of the situation.

– The case may not actually relate to the work situation or problem that the trainee will encounter.

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Table 7.5 - Process for Case Development

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• Business games - require trainees to gather information, analyze it, and make decisions.– Is primarily used for management skill

development.– Stimulates learning because participants are

actively involved and games mimic the competitive nature of business.

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– Involves a contest among trainees or against an established criterion such as time or quantity.

– Designed to demonstrate an understanding of or application of a knowledge, skill, or behavior.

– Provides several alternative courses of action and helps estimate the consequences of each alternative with some uncertainty.

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– Rules limit participant behavior.– Should be simple enough and should be debriefed

by a trainer to ensure learning and transfer of training.

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• Role plays - have trainees act out characters assigned to them.– For role plays to be effective, trainers need to

engage in several activities before, during, and after the role play.

– Role plays differ from simulations on the basis of response choices available to the trainees, the level of detail of the situation given to trainees, and the outcomes of the trainees’ response.

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• Behavior modeling– Demonstrates key behaviors to replicate and

provides trainees with the opportunity to practice the key behaviors.

– Is based on the principles of social learning theory.– Is more appropriate for teaching skills and

behaviors than for teaching factual information.

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• Developing behavior modeling training programs requires determining:– the tasks that are not being adequately performed

due to lack of skill or behavior– the key behaviors that are required to perform the

task.• Key behavior - set of behaviors that are necessary to

complete a task.

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Table 7.7 - Activities in a Behavior Modeling Training Program

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• Behavior modeling– Modeling display - key behaviors that the trainees

will practice to develop the same set of behaviors. • The display presents models engaging in both positive

use of key behaviors and negative use.

– Application planning - prepares trainees to use the key behaviors on the job.• It involves having all participants prepare a written

document identifying specific situations in which they should use the key behaviors.

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Group Building Methods

• Training methods designed to improve team or group effectiveness.

• Involve experiential learning. Four stages of this are:– gain conceptual knowledge and theory.– take part in a behavioral simulation.– analyze the activity.– connect the theory and activity with on-the-job or

real-life situations.

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Group Building Methods (cont.)

• Adventure learning - focuses on the development of teamwork and leadership skills through structured activities.– Includes wilderness training, outdoor training,

drum circles, and even cooking classes.– Best suited for developing skills related to group

effectiveness such as self-awareness, problem solving, conflict management, risk taking.

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• Adventure learning– To be successful:• Exercises should be related to the types of skills that

participants are expected to develop.• After the exercises, a skilled facilitator should lead a

discussion about:– what happened in the exercise.– what was learned.– how events in the exercise relate to job situation.– how to apply what was learned on the job.

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• Team training coordinates the performance of individuals who work together to achieve a common goal.– Teams that are effectively trained, develop

procedures to identify and resolve errors, coordinate information gathering, and reinforce each other.

– The three components of team performance: knowledge, attitudes, and behavior.

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Figure 7.3 - Main Elements of the Structure of Team Training

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• Action learning– Gives teams or work groups an actual problem,

has them solve it and commit to an action plan, and holds them accountable for carrying out the plan.

– Addresses how to change the business, better utilize technology, remove barriers between the customer and company, and develop global leaders.

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Table 7.9 - Steps in Action Learning

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Choosing a Training Method

• Identify the type of learning outcome that you want training to influence.

• Consider the extent to which the learning method facilitates learning and transfer of training.

• Evaluate the costs related to development and use of the method.

• Consider the effectiveness of the training method.

Chap007

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