Employee training and development 5th chapter 07

Presentation Methods cont. Lecture Trainers communicate through spoken words what they want the trainees to learn.. Hands-on Methods cont. Training methods that require the trainee t

Chapter 7 Traditional Training Methods

Presentation Methods

 Methods in which trainees are passive

recipients of information, which may

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

Table 7.1 - Variations of the

Lecture Method

Presentation Methods (cont.)

Team teaching Brings more expertise and

alternative perspectives

to 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.

different viewpoints in a debate.

Trainees who are relatively naive about a topic may have difficulty

understanding the important points.

Presentation Methods (cont.)

 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

Presentation Methods (cont.)

 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.

Hands-on Methods

session depending on trainees’

expertise.

equipment, problems, and events that cannot be easily demonstrated.

 Trainees are provided with consistent instruction.

feedback.

of technology and equipment.

the trainee to learn.

learning points emphasized in the video.

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.

Hands-on Methods (cont.)

 Save costs.

time, and trainers will be available because they are peers.

not use the same process to complete a task.

 Overlooks that demonstration, practice, and feedback are

important conditions for effective on-the-job

training.

result in poorly trained employees.

Table 7.2 - Principles of

On-the-Job Training

Hands-on Methods (cont.)

multiple-site training more realistic.

 Provides consistent training content.

 Makes it easier for shift employees to gain access

motivated to learn on their own.

costs.

longer.

Hands-on Methods (cont.)

 Meets specific business training needs and help attract talented employees.

 Limited access for minorities and women.

 No guarantee of time employment.

full- Training results in narrow focus

Hands-on Methods (cont.)

 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

Hands-on Methods (cont.)

 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

Hands-on Methods (cont.)

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

Table 7.5 - Process for Case

Development

Hands-on Methods (cont.)

 Business games - require trainees to

gather information, analyze it, and make decisions.

Is primarily used for management skill

Hands-on Methods (cont.)

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

Hands-on Methods (cont.)

Rules limit participant behavior

Should be simple enough and should be

debriefed by a trainer to ensure learning and transfer of training

Hands-on Methods (cont.)

 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

Hands-on Methods (cont.)

 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

Hands-on Methods (cont.)

 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

Table 7.7 - Activities in a Behavior

Modeling Training Program

Hands-on Methods (cont.)

 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.

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

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

Group Building Methods (cont.)

 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.

Group Building Methods (cont.)

 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

Figure 7.3 - Main Elements of the Structure of Team Training

Group Building Methods (cont.)

 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

Table 7.9 - Steps in Action

Learning

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.