Chapter 7: Traditional Training Methods

Rhonda BushTakisha ButlerJanice TuckerSonya Lemon

Chapter 7 focuses on the traditional methods of delivering training. Various types of instructional methods include:• Classroom• Video• Role Play• Case Study• Computer-Based Training• Adventure Training • Games• Virtual Reality

Introduction

Presentation Methods- those means of training delivery in which trainees are the passive recipients of information, such as facts or information about processes or problem solving methods.

A lecture- is the method of training delivery involving a trainer verbally communicating the material the trainees are to learn.

Audiovisual Instruction- includes overheads, slides, and videotapes.

Presentation Methods

On-the-job training (OJT)- involves new or inexperienced employees learning by observing their peers or managers at work and trying to emulate their behaviors.• Requires less time or money invested• Utilizes expertise among peers and managers• Can be effective for cross-training employees within a department

Disadvantages• It is typically unstructured and, therefore, managers and peers may not

use the same process to complete the same task• Bad habits can be passed on• Demonstration may be flawed • Opportunities for practice and feedback not provided

Hands-On Method

OJT must be structured to be effective Successful OJT incorporates the principles of social learning theory and

involves the following:• Policy Statement• Clear Specification• Thorough Review• Structured training managers and peers• Availability of lesson plans• Evaluation of Employees basic skill levels

Hands-On Method

Self-Directed Learning- is an approach to training that places responsibility for learning on the employer/learner. The training content is

pre-determined, but trainees learn at their own pace and in their own way. Advantages• Flexibility• Fewer training staff• Reduces the costs of facilities and travel• Constant access to training material

Disadvantages• Responsibility placed on trainees• Higher development costs

Hands-On Method

Steps to effective self-directed learning:• Conducting a Job Analysis to identify the tasks that need to be covered• Writing trainee-centered learning objectives• Developing the content for the learning packet based on the trainee-

centered learning objectives• Breaking the content into smaller chunks• Developing an evaluation package, including means of evaluating

oneself as well as the learning package.

Hands-On Method

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

Registered apprentice:

1. 144 hours of classroom instruction

2. 2,000 hrs or one year of on-the job experience

Advantages of Apprenticeships:

1. Learners paid while they learn

2. Effective learning experiences

3. Typically results in full-time employment for trainees

Hands-On Methods

Disadvantages of Apprenticeships:

1. Cost and time commitment

2. Limited access for minorities and women

3. Lack of guarantee that employment will follow

4. Narrow skill focus of current apprenticeships (i.e.. one craft or trade)

Hands-On Methods

Stimulation- is a 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.

A common example is the use of stimulators for training in flight simulators for pilots

Stimulations are used to teach production and process skills as wells as management and interpersonal skills

Advantages of Simulations:

1. Allows trainees to learn production and process skills first hand

2. Allows for observation and evaluation of trainees’ performance followed by feedback

Hands-On Methods

Case Study- is a description about how employees or an organization dealt with a difficult situation.

Trainees are required to analyze, critique, indicate the appropriate actions and make suggestions.

This approach assumes that employees will learn through this process of discovery.

The cases are usually appropriate for developing higher-order intellectual skills such as analysis, synthesis, and evaluation.

Hands-On Methods

Cases help trainees develop the willingness to take risks. The learning environment must give trainees the opportunity to prepare

and discuss their case analyses. Learners must be willing and able to analyze the case and communicate

and defend their positions.

Hands-On Methods

Process for Case Development:

1. Identify a story

2. Gather information

3. Prepare a story outline

4. Decide on administrative issues

5. Prepare case materials

Hands-On Methods

Business Games- require trainees to gather information, analyze it and make decisions.

Typically for the purpose of developing managerial skills. The games should reflect all aspects of management practice: labor

relations, ethics, marketing and finance. To ensure learning and transfer of training, games should be simple and

can be played in a short period of time. Trainees need to feel they are participating in a business and acquiring

knowledge, skills and behaviors that are useful on the job. Debriefing from a trainer can help trainees understand the game

experience and facilitate learning and transfer.

Hands-On Methods

Role Plays• Soft Skills• Explaining the Purpose

Behavior Modeling• Learning Skills and Behaviors• Behavior Modeling Training

Key Behaviors

Hands-On Methods

Modeling Display• Clear Presentation• Credible• Overview• Repetition• Review• Positive/Negative

Hands-On Methods

Practice Sessions• Multiple Times• Understands Company/Job• Provides Feedback

Application Planning• Transfer of Key Behaviors• Trainee Preparation• Trainer Follow-up

Hands-On Methods

Experimental Learning• Conceptual Knowledge and Theory• Behavioral Simulation• Analyze Activity• Theory and Activity Connection

Adventure Learning• Skill Objections• Advantages• Disadvantages

Group Building Methods

Team training-the performance of employees who work interdependently to achieve common goals

The three major components of team training:• The behavioral component (communication, coordination, adaptability,

etc.) • The knowledge component (mental models)• The attitude component (beliefs)

Group Building Methods

The main elements of the structure of team training:• Cross-training • Coordination training • Team leader training

Group Building Methods

Action learning-providing teams or work groups an actual problem to work on solving through an action plan for which they are held accountable to carry out• Similar objectives as team training • Has not been formally evaluated, but appears effective in the means and

transfer of learning because of it's realness

Group Building Methods

Factors to consider:• The intended learning outcomes • The learning environment needed• The issue of transferring learning • Cost• Effectiveness under the given circumstances

Choosing a Training Method