day 13 training methods 26th oct 2010
TRANSCRIPT
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Training Methods
Anuraag Awasthi
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Ground Rules
- Cell Phones on silent mode
- Question & Answers anytime- Keep it Interactive
- If there is any urgent call, please
silently leave the room, attend the call
and come back.
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Agenda
Training Methods
Implementation & Evaluation of Training
Programmes
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The various methods that come under Cognitive
approach are:
- Lectures- Discussions
- Demonstrations
- Computer Based Training (Cbt)
- Intelligent Tutorial System (its)- Programmed - Instruction (Pi)
- Virtual Reality
- Interactive Multimedia
Cognitive Methods
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The various methods that come under Behavioral
approach are:
- Games And Simulations- Behavior-modeling
- Business Games
- Case Studies
- Equipment Stimulators- In-basket Technique
- Role Plays
Behavioral Methods
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Training Games and simulations are designed to
reproduce or simulate processes, events, and
circumstances that occur in the trainees job.
- Equipment Simulators
- Business Games
- Behavior-modeling
- Case Studies- In-basket Technique
- Role Plays
Games & Simulations
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- Equipment simulators are mechanical devices
that require trainees to use the same procedure,
movements, or decision processes they would use
with equipment back on the job.- Simulators should be designed to replicate as
closely as possible the physical aspects of the
equipment and operating environments trainees
will find at their job sites.- Simulators train airline pilots, telephone
operators, ship navigators etc.
Equipment Simulators
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- The resemblance of simulators with the actual
equipment and operating environment is called
physical fidelity of the simulator.
- Psychological conditions under which theequipment is operated (time pressure, conflicting
demands etc.) must also be closely matched to
what the trainees experience on the job. This
similarity is called psychological fidelity.
Equipment Simulators
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- Business Games are simulations that attempt to
represent the way an industry, company or sub-unit of
a company functions.
- Typically they are based on a set of relationships,
rules and principles derived from theory or research.
They can also reflect the actual operations of a
particular department in a specific company.
- Trainees are explained a situation and asked to make
decisions about what to do.
- The system then provides feedback about the impact
of the decision, and asks to make a different decision.
Business Games
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- Business Games involve an element of competition,either against other players or against the game itself.
- Some of the purposes of Business Games are :
- Strengthen executive and upper management skills
- Improve decision making skills at all levels- Demonstrate principles and concepts
- Integrate separate components of training into an
integrated whole
- Explore and solve complex problems in a safe, simulatedsetting
- Develop leadership skills
- Improve applications of total quality principles and
develop skills in using quality tools
Business Games
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- The in-basket technique provides trainees with a
packet of written information and requests such as
memos, messages and reports that would typically be
handled in a given position such as a sales manager,
a staff administrator or an engineer.
- This quasi-simulation focuses primarily on decision
making and allows for opportunity for both assessing
and developing decision-making KSAs.
- In-baskets are best at developing procedural and
strategic knowledge. The knowledge is translated into
decisions, so decision-making and communication
skills are developed. These skills are primarily
cognitive, rather then behavioral.
In-Basket Technique
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- Generally the trainee is given a role and explained
the responsibilities etc.
- Then they are given the packet of in-basket material
and asked to respond within a time period.
- After all the trainees give their decisions, and the
rationale for the decisions, the trainer gives his
feedback.
- A variation is when different role players get different
in-baskets. They have to interact and gather relevant
information before making decisions.
In-Basket Technique
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Case studies attempt to simulate decision-making
situations that trainees might find on the job.
The trainee is usually presented with a written or
video-taped history, key-elements, and the problems of
a real or imaginary organization or subunit. The written
case can be from a few to 100 or more pages. A series
of questions appear at the end of the case.
In many cases the trainee is supposed to conduct
research to gather appropriate information. The traineemust then make certain judgments and identify
possible solutions to problems.
Case Studies
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- The decision making aspects of the Case Studyare focused primarily on developing strategic
knowledge.
- The information-gathering aspects are skill
development because trainee actually performs
this activity.
- The leaning objective in Case Study is to get
trainees to apply concepts and principles anddiscover new ones. The solutions are not so
important as their understanding of the
advantages and disadvantages that go with a
solution.
Case Studies
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The Role Play is an enactment (or simulation) of a
scenario in which each participant is given a part
to act out.
Trainees are given a description of the contextusually a topic area, a general description of a
situation, a description of their roles (i.e. their
objectives, emotions, concerns) and the problem
they each face.The degree to which the scenario is structured
depends on the goals of the training.
Role Plays
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Structured Role Plays provide trainees with more
details about the situation as well as more detailed
descriptions of each characters attitudes, needs,
opinions and so on. Sometimes they even includea scripted dialogue.
Spontaneous Role Plays are loosely constructed
interactions in which one of the participants playshimself while the other(s) play people with whom
the first trainee interacted in the past (or will in
future).
Role Plays
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In a Single Role Play, one group of trainees role
plays for the rest, providing a visual demonstration
of some learning point. Other trainees observe the
role play, analyzing the interactions and identifyinglearning points.
A Multiple Role Play is the same as the single
role play except all trainees are in groups, witheach group acting out the role play
simultaneously. Following the role play, each
group analyzes and reports its findings to others.
Role Plays
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Behavior modeling uses the natural tendency for
people to observe others to learn how to do
something new. This technique is most frequently
used in combination with some other techniques.
It is useful for almost any type of skill training. It
can be used for training in interpersonal skills,
sales training, interviewee and interviewer training,safety training etc.
Behavior Modeling
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The behavior modeling process can be summarized asfollows:
- Define the key skill deficiencies
- Provide a brief overview of the relevant theory
- Specify key learning points / critical behaviors to watch
- Use an expert to model the appropriate behaviors
- Encourage trainees to practice the appropriate
behaviors in a structured role play.
- Provide opportunities for the trainer and other trainees
to give reinforcement for appropriate imitation of the
models behavior.
-Ensure the trainees supervisor reinforces appropriate
demonstration of behavior on the job.
Behavior Modeling
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Strengths and Limitations of
Games and Simulations
- Costs (in both training & other resources)
- Control of Trainer on material and Process
- Types of Learning Objectives (KSA) addressed
- Learning Process (How the method activates
different social learning theory processes)
- Attention
- Retention- Behavioral Reproduction
- Training Group Characteristics
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Strengths and Limitations of
Games and Simulations
Costs
- The development costs of games and
simulations vary from format to format.
- In general, equipment simulators are the mostexpensive to develop, but cost will depend on the
nature of the equipment that is simulated. Eg.,
aircraft simulator and bank teller.
-An alternative to an equipment simulator is on-the-job training, though this may not work for
some kinds of trainings.
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Strengths and Limitations of
Games and Simulations
Control of Trainer on Material and Process
- When games and simulations are used, the
content of what is learned and the processes used
in learning are influenced by both the trainer andthe trainee.
-Some games are structured so that situations
occur in a pre-determined order providing the
trainer with greater control over both content andprocess.
- Some games and simulations allow the situation
to change according to how trainees respond.
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Strengths and Limitations of
Games and Simulations
Control of Trainer on Material and Process
- In unstructured Role Plays, the trainees are
given a general set of guidelines. How the
trainees interact while playing their roles is undertheir control.
- Cases provide more structure particularly in
setting the situation. However, the trainees
process of analyzing the case is largely internal orinfluenced by the interaction within the training
group.
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Strengths and Limitations of
Games and Simulations
Control of Trainer on Material and Process
- Equipment simulators generally provide the most
structure. They must replicate the physical or
psychological characteristics of the equipment andthe environment in which it is operated.
-The simulator itself controls the content and
process of learning.
- Trainees exercise some control over what islearnt by the responses they make.
- To the extent that the simulation is
programmable, the trainer can manipulate
content.
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Strengths and Limitations of
Games and Simulations
Types of Learning Objectives (KSA) addressed
- Games and Simulations provide opportunities to
learn through concrete experiences that require
both theory and application. Theory provides thegeneral principles that guide action. Application
provides the opportunity to test those principles
and understand them at a behavioral level, not
just as abstract intellectual knowledge.- Games and Simulations presume some initial
level of declarative knowledge. They provide a
context in which this knowledge is applied.
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Strengths and Limitations of
Games and Simulations
- Equipment simulators are best at teaching people
how to work with equipment.
- Business games are best for developing business
decision-making skills (both day-to-day and morestrategic) and for exploring and solving complex
problems.
- The in-basket technique is best suited for
development of strategic knowledge used in making
day-to-day operations.
- Case studies are most appropriate for developing
analytic skills, higher-level principle and complex
problem-solving strategies.
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Strengths and Limitations of
Games and Simulations
- Role plays provide a good vehicle foe developing
interpersonal skills and personal insight, allowing
trainees to practice interacting with others and
receiving feedback.
- Role playing is an especially effective technique for
creating attitude change. The experience and the
feedback allow the trainee to make necessary
attitudinal adjustments.
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Strengths and Limitations of
Games and Simulations
Learning Process (How the method activates
different social learning theory processes)
- Attention (Ability to gain attention is one of the
strengths of Games and simulations.)- Retention (Games and simulations are best at
developing trainees skills in applying or using
knowledge. They presume existence of factual and
procedural knowledge as symbolic codes in thetrainees cognitive structure. Games and
Simulations serve to refine and reinforce symbolic
coding thru repeated recall and use of information)
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Strengths and Limitations of
Games and Simulations
Behavioral Reproduction
- The real strength of Games and Simulations is
their focus on learning by doing.
- Creating realistic situations in which trainees canapply their knowledge to goal directed actions and
receive fairly immediate feedback is critical for skill
development.
-For Games and Simulations behavioralreproduction is a significant part of the learning
process.
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Strengths and Limitations of
Games and Simulations
Training Group Characteristics
- Typically only one trainee can use a simulator at
a time which provides an advantage in that
differences in trainee readiness can, to someextent, be addressed.
- Equipment Simulators limit the number of
trainees who can use it, which is a limitation.
-Business Games and Simulations typically use 3to 8 trainees, and differences in their
characteristics can be both an advantage and
disadvantage depending on the goals of the
training.
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Questions???
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Thanks