Download - Day 12 Training Methods
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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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Training Cycle
Assessment of the Problem / Learning
opportunity (Training Need Analysis)
Design of an interventionImplementation of the intervention
Evaluation of Outcome
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Training Methods are selected during Training Designphase and implemented during Implementationphase.
The selection of appropriate training methods to meettraining objectives becomes more challenging due tothe growth of the training industry, increased numberof training providers and the rapid advances intechnology create an ever-growing number of methodsand delivery systems.
Instructional methods differ in their ability to influenceknowledge, skills and attitudes.
Training Methods
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Various training methods can be divided into
approaches - cognitive and behavioral.
Cognitive methods provide verbal or written
information, demonstrate relationships amongconcepts, or provide the rules for how to do
something. These methods stimulate learning
through their impact on cognitive processes and
are associated most closely with changes inknowledge and attitudes. Though these types of
methods can influence skill development, it is not
their strength.
Training Methods
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Training Methods
Knowledge SkillsAttitude
Cognitive Behavioral
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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
Cognitive Methods
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Behavioral methods allow the trainee to practice
behavior in a real or simulated fashion. They
stimulate learning through behavior and are best
used forskill development and attitude change. Thus, either behavior or cognitive learning
methods can effectively be used to change
attitudes, though they do so through different
means. Cognitive methods are best for knowledge
development, and behavioral methods are best for
skills.
Behavioral Methods
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The various methods that come under Behavioral
approach are:
- Games And Simulations- Behavior-modeling
- Business Games
- Case Studies
- Equipment Simulators- In-basket Technique
- Role Plays
Behavioral Methods
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Lectures
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The lecture is one of the oldest forms of training,
second only to demonstrations.
Nearly all training programs contain some lecture
component and a great many provide some typeof demonstration.
They possess similar characteristics, but are
appropriate for different objectives.
Lectures
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The lecture, printed or oral, is best used to create
understanding of a topic or to influence attitudes
through education about a topic. In its simplest
form, the lecture is merely telling someone aboutsomething.
Lecture could also be video-taped.
When a trainer begins a training session by telling
the trainees the objectives, the agenda and theprocess that will be used in training, the trainer is
using the lecture method.
Lectures
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Straight Lecture / Lecturette
The straight lecture is an extensive presentationof information, which the trainee attempts toabsorb.
In straight lecture a person (the trainer) speaks toa group (trainees) about a topic. However, thelecture may also take the form of printed text,such as a book.
The only difference between a straight lectureand printed text are the lecturers control of thespeed at which the material is presented, voiceinflexion and body language used to emphasize
points, and of course, the visual image of thelecturer.
Lectures
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A good lecture is well organized and begins with
an introduction, which lays out the purpose of the
lecture and the order in which the topics will be
covered. In oral lecture the introduction shouldcover any rules about interrupting the lecture for
questions and opportunity for clarification.
The main body of the lecture follows the
introduction. This part is logically sequenced. The lecture should conclude with a summary.
Lectures
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Introduction
- Purpose
- Agenda
- Rules
Body- Topic 1
- Topic 2
- Topic 3
Summary
A lecturette is a lecture whose duration is 20 minutesor less, if done orally.
Lectures
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During a straight lecture orlecturette, the trainee
does little except listen, observe, and perhaps
take notes. Even when done well, it is not an
effective technique for learning.However, it is useful when a large number of
people must be given a specified set of
information.
The oral lecture should not contain too manylearning points unless printed text accompanies
the lecture.
Lectures
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A major concern about the straight lecture
method is the inability to identify and correct
misunderstandings.
When the only training objective is to acquirespecific factual information, better learning can be
achieved at less cost by putting the information
into text or video.
Lectures
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Discussion Method
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The discussion method uses a lecturette to
provide trainees with information that is supported,
reinforced, and expanded on through interactions
both among the trainees and between the trainerand trainees.
The added communication gives it a much
greater power then the lecture.
Using logically sequenced lecturette, eachfollowed by discussion and questioning, can
achieve higher-level knowledge objectives, such
as principle learning and problem solving.
Discussion Method
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The discussion method provides a two way flow of
communication.
Verbal and non-verbal feedback from trainees
enables the trainer to determine whether thematerial is understood.
Questioning can be done by both the trainees and
the trainer. Trainees ask questions when they are
thinking about the contents of the training, Trainerasks questions to stimulate thinking about the key
areas that are important to know.
Discussion Method
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Demonstration Method
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A demonstration is a visual display of how to do
something or how something works.
To be effective, a demonstration should, at a minimum,
be accompanied by a lecture and preferably by a
discussion.
For an effective demonstration, prepare a lesson plan
just like a lecture. (sequentially organize parts of the
lesson).
For each part tell the trainees what you will be doing
so that they focus on the critical aspects of the task;
demonstrate the task; explain why it should be
performed that way.
Demonstration Method
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Demonstration, like the lecture, can be differentiated
by the level of involvement of the trainee. As with
lecture, the more the trainee is involved, the more
learning will occur.
To increase the value of demonstration, after the
demonstration, do following :
-Ask the trainee to talk through the task before
actually doing it.
- Give the trainee the opportunity to do the task and
describe what he or she is doing and why.
- Provide feedback, both positive and negative.
- Let the learner practice.
Demonstration Method
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Strengths & Limitations of Lecturesand Demonstration
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- Costs (in both training & other resources)
- Control of Trainer on material and Process
- Types of Learning Objectives (KSA) addressed
- Learning Process (How the method activatesdifferent social learning theory processes)
- Attention
- Retention
- Behavioral Reproduction
- Training Group Characteristics
Strengths and Limitations of
Lectures & Demonstration
St th & Li it ti f
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The cost in both financial and other resources required
to achieve the training objectives
- Development costs related to creating the content
and organization of the training
- Cost of ancillary materials to facilitate learning
- Compensation of trainer and trainee time spent in
training
- Cost of training facility for the program-Travel, lodging and food for the trainer and trainees
-In terms of development & Delivery, printed lectures
are most time-efficient, followed by oral lectures,
discussions and demonstrations.
Strengths & Limitations of
Lectures and Demonstration
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How much control the trainer has over the material
that will be covered
- Lectures, discussions and demonstrations provide a
high degree of trainer control over the training process
and content.
- Trainees have little influence other than what was
allowed in the TNA and program design process.
- However, as the training becomes more interactive,
the control shifts to the trainees.
-An advantage of increasing trainee participation in the
content is that it increase the amount that is learned.
Strengths & Limitations of
Lectures and Demonstration
Strengths & Limitations of
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The type(s) of learning objectives (KSA) addressed
- The lecture is most useful when trainees lack
declarative knowledge or show attitudes that conflict
with the training objectives. The printed or video lecture
is more effective because they can be studied in more
depth and retained to refresh learning over time.
- The discussion method is more effective than the
straight lecture for learning higher order knowledge
such as concepts and principles and attitude change.
- If the training objective is skill improvement,
demonstration is more appropriate.
Strengths & Limitations of
Lectures and Demonstration
Strengths & Limitations of
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- Discussion method is more effective than straight
lecture at producing attitude changes. Because
attitude consists of a persons beliefs and feelingsabout an object or event, they can be modified by
new learning.
- The lecture, specially the discussion, can change
employee attitudes by providing new insights, factsand understanding.
-The demonstration can also change attitudes.
Strengths & Limitations of
Lectures and Demonstration
Strengths & Limitations of
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How the method activates different social learningtheory processes (Attention, Retention, BehavioralReproduction)
- The lectures, discussions and demonstrations
are good at capturing trainee attention, atleast inthe short term.
-Discussions and Demonstrations are good inensuring retention.
- Even though Demonstrations are good atfacilitating behavioral reproduction, lectures anddemonstrations may develop attitudes that aresupportive of the desired behavior.
Strengths & Limitations of
Lectures and Demonstration
Strengths & Limitations of
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Attention
Done properly, lectures and demonstrationsattract and maintain the attention of trainees.
Demonstrations + lecturettes are the best.
Printed and video lectures have the benefit thatwhen attention wanes, these can be put down,and restarted later on.
An average person processes information at arate of 400 to 500 words per minute, but a goodtrainer speaks at about 125 words per minute.
Attention begins to decline after 15 to 20 minutes.
Strengths & Limitations of
Lectures and Demonstration
Strengths & Limitations of
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Retention
- Retention involves symbolic coding, cognitiveorganization, and symbolic rehearsal.
- A symbolic coding system is provided during thelecture when the trainer is describing, explaining,and illustrating the learning points.
-The words and actions of the trainer aretranslated into their symbolic code by the trainees.
- The challenge of the trainer is to present thematerial in a way that the trainers and learnerssymbolic codes hold the same meaning.
Strengths & Limitations of
Lectures and Demonstration
Strengths & Limitations of
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Retention
- Organizing the coded information into already
existing or new cognitive structures is called
cognitive organization.-The organization of information determines the
ease of recall and how appropriately it is used.
- Demonstrations allow more opportunity for
cognitive organization than straight lecture.- Demonstrations by their very nature stimulate
symbolic rehearsal.
Strengths & Limitations of
Lectures and Demonstration
Strengths & Limitations of
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Behavioral Reproduction
-The lecture/discussion approach does not provide
for practicing actual behaviors, so it is not
appropriate for skill development objectives.- It might be useful in developing attitudes that
support using the skills, it is not useful in
developing the skills itself.
- Demonstration builds practice, hence behavioralreproduction into the training.
Strengths & Limitations of
Lectures and Demonstration
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Trainees
- For any type of lecture to be effective, thetrainees should be at the same general level ofintellectual ability and possess about the same
level of related content knowledge.- Discussion method allows for more diversity in atraining group because the discussion periodprovides an opportunity for more active learning.
- For a demonstration, the training group can befairly diverse though the trainer must be able toobserve each trainee performing the task.
Training Group Characteristics
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The size of Training Group
- Video or printed lecture have no training group sizelimitations.
- Live lectures can be given to a few to hundreds.
- Discussion group should be small enough to giveevery trainee an opportunity to participate.
- A live demonstration can also be done with a fairlylarge group, as long as everyone can clearly see the
demonstration.- A good rule of thumb is to have no more than 5trainees per trainerwhen the demonstration involveshands-on practice by trainees.
Training Group Characteristics
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Computer based Training (CBT)
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Increasing demands for more knowledgeable and
skilled employees, coupled with the need to cut
costs, put pressure on HR functions to provide
training to more and more employees at lower
costs.
- Computer-based training (CBT) is an alternative
to class room training to accomplish these goals.
- Computer-based training is very varied in itsforms and applications. Broadly CBT is any
training that occurs through the use of computer.
Computer-based Training (CBT)
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Some reasons for shifting to CBT are :
- Reduces trainee learning time
- Reduces the cost of training
- Provides instructional consistency- Affords privacy of learning (errors can be made
without embarrassment)
- Allows the trainee to master learning
- Is a safe method for learning hazardous tasks
- Increases access to training
Computer-based Training (CBT)
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Programmed - Instruction (PI)
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Programmed Instruction (PI) is a method of self-paced
learning managed by both the trainee and the learning
system. (eg. Computer program or text). Although PI
can also be used without a computer, today its main
use is in CBT.
PI is the process of leading a trainee systematically
through new information in a way that facilitates the
most efficient learning.
PI provides the trainee with information, asks aquestion, and then based on the response or previous
few responses, goes to the next level of information, or
takes him back to review relevant information.
Programmed - Instruction (PI)
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- This format allows trainees to move through the
material as rapidly as they are capable.
- Trainees who show a better grasp of the material
(based on their responses) move rapidly through the
material.
- CBT applies PI techniques within a computerized
format to create a learning experience.
-PI can also come in book, tape, interactive video, or
other formats.
-Today 80% of leading edge companies use PI.
However, it is not appropriate for all kinds of training
needs or situations.
Programmed - Instruction (PI)
Benefits of Programmed -
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- Reduced Training time
- Decentralization of training
- Improvement in morale and desire to learn
- Justification for investment- Consists of measurable (tangible) changes in
behavior
- It is not abstract. It is used to impart skills of
relevance on a job.- It helps the top management as PI consists of
specific goals of the organization which should be
achieved.
Benefits of Programmed -
Instruction (PI)
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Intelligent Tutoring System (ITS)
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- ITS is the next generation of PI. It uses artificial
intelligence to assist in the tutoring or coaching of
the trainee.
-ITS learns through trainee responses the bestmethods of facilitating the trainees learning, and
adjusts the level of instruction accordingly.
- ITS consists of 5 components : Domain expert,
student model, a training session manager, ascenario generator, and a user interface.
Intelligent Tutoring System (ITS)
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- ITS generates instructions that match the
individual trainees needs
- Communicates and responds to trainee
questions-Models the trainees learning processes
- Determines what information should follow based
on previous trainee responses
-Determines trainees levels of understanding ofthe topic
- Improves its strategies for teaching based on the
trainees responses
Intelligent Tutoring System (ITS)
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Virtual Reality (VR)
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- Virtual Reality (VR) is an advanced form of
computer simulation, placing the trainee in a
simulated environment that is virtually the same
as physical environment.
- VR puts the trainee in an artificial 3-dimensional
environment that simulates events and situations
that might be experienced on the job.
- The trainee psychologically experiences theenvironment as real.
- The trainee learns by interacting with objects in
the electronic environment to achieve some goal.
Virtual Reality (VR)
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- The simulation is accomplished by the trainee
wearing special equipment such as head gear, gloves,
treadmills, and so on, which control what the trainee is
able to see, feel, and otherwise sense. Some even
have the ability to supply olfactory information.- VR provides trainees with an understanding of the
consequences of their actions in the work environment
by interpreting and responding to the trainees actions.
Sensory devices transmit how the trainee isresponding in the virtual workplace to the computer
allowing the VR program to respond by changing the
environment appropriately.
Virtual Reality (VR)
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Interactive Multimedia
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- Interactive multi-media (IM) training integrates the
use of text, video, graphics, photos, animation and
sound to produce a complex training environment with
which the trainee interacts.
- IM allows trainee to be placed into a real-life jobsituation, solve a specific problem, and receive
immediate feedback as to the effectiveness of the
decision made.
Interactive Multimedia (IM)
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-Eg., a program to train physicians allows a medical
student to take the medical history of a (hypothetical)
patient, conduct an examination and run lab tests.
-He may also choose to examine the patients chest
and make diagnosis. On clicking on the chest button,he may be able to do visual inspection or listen to
palpitation. He would hear the chest sounds.
- Based on his diagnosis, the computer would inform
the accuracy of the diagnosis.- If the diagnosis is incorrect, the trainee is given an
explanation, and moved to supplementary material.
Interactive Multimedia (IM)
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Strengths and Limitations of
CBT
- Costs (in both training & other resources)
- Control of Trainer on material and Process
- Types of Learning Objectives (KSA) addressed
- Learning Process (How the method activatesdifferent social learning theory processes)
- Attention
- Retention
- Behavioral Reproduction
- Training Group Characteristics
Strengths and Limitations of
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Strengths and Limitations of
CBT
Costs
- In general, the development cost of a CBT is
higher than that of other techniques.
- These costs are not usually justified for a smallnumber of people, but in situations where the
training is not likely to change and where a large
number of people need training, it can be a
relatively inexpensive alternative to instructor-ledtraining.
- A number of studies indicate that CBT learning
takes significantly less time.
Strengths and Limitations of
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Strengths and Limitations of
CBT
Control of Trainer on Material and Process
- The most important advantage of CBT is its
control over the content of the material, method of
presentation, and movement of the traineethrough sequentially structured learning episodes
based on previous trainee responses.
- CBT is often used as a stand-alone method,
hence control over who is actually going throughtraining is lacking.
Strengths and Limitations of
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Strengths and Limitations of
CBT
Types of Learning Objectives (KSA) addressed
- CBT is best used as a method for enhancing
trainees declarative knowledge thru repeated
presentation of facts, using a variety of formatsand presentation styles.
- It can describe when and where to apply
knowledge.
-It can develop procedural knowledge by providingopportunities to apply this knowledge to various
simulated situations.
- Limited skill development is possible with CBTs.
Strengths and Limitations of
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Strengths and Limitations of
CBT
Learning Process (How the method activates
different social learning theory processes)
- Attention (CBT is generally seen as more
interesting and motivating than instructor ledtraining such as lecture or discussion. Thus, it is
good at capturing attention.)
- Retention (Because CBT can provide a wide
range of audiovisuals, it can be effective infacilitating trainees symbolic coding, cognitive
organization and also symbolic rehearsal.
Strengths and Limitations of
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Strengths and Limitations of
CBT
Behavioral Reproduction
- Unless the material to be learned involves direct
interactions with computers or software, it is
difficult to provide behavioral reproduction throughCBT.
- CBT is good at teaching what should be done
and providing symbolic rehearsal, but is limited in
teaching how to do it.
Strengths and Limitations of
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Strengths and Limitations of
CBT
Training Group Characteristics
- Typically only one trainee can use a computer at
a time which limits the number of trainees trained
at a time.- However, with CD/DVD this limitation is gone.
- Computer skills are prerequisites for trainees
going through CBT.
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Questions???
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Thanks