Effective Training: Strategies, Systems and Practices, 3 rd Edition

1. Effective Training: Strategies, Systems and Practices, 3rd Edition Chapter Six Traditional Training Methods P. Nick Blanchard and James W. Thacker

2. Off-the-job Methods • Advantages • Variety of training techniques • Learning climate • Economy – number of trainees • Don’t tie up expensive equipment/waste • Disadvantages • Increased costs – equipment/space • Transfer issues Chapter 6

3. Lecture Advantages • Economical – large amounts of information to large numbers of trainees • Can be organized/structured/time efficient Criticisms • One-way flow • Start up costs • Best for cognitive principles, facts rather than skills • Stress on verbal and symbolic understanding • Ignores individual differences Chapter 6

4. Typical Lecture Presentation Errors and Ways to Avoid Them – Part 1 of 3 Errors Ways to Avoid Talking with back to Don’t talk and write at the same time.   Have trainees while writing flip charts prepared ahead of time when possible. on board or flip chart.    If considerable board work is required, use overhead transparencies. Using highly technical If technical words or jargon must be used, provide words, unfamiliar definitions. Simplify the language and sentences so jargon, or complex meaning is clear. Pilot test at least part of the sentences. lecture with an audience similar to the trainees. Providing examples The lecturer need not provide all the examples. or asides without Ask trainees to provide some of the examples much relevance to or illustrations. In preparing the lecture, go to the trainees. the supervisors of the trainees to get examples that are relevant. Chapter 6

5. Typical Lecture Presentation Errors and Ways to Avoid Them – Part 2 of 3 Errors Ways to Avoid Reading rather than Prepare an outline of points to be covered rather lecturing. than a word- for-word script. Be very familiar with each point on the outline so that you are able to talk about it without reference to notes. Speaking in Listen to TV and radio commentators. Paying close Monotone attention to when and how they change their tone and the pitch of their voice. Practice fluctuating the tone and pitch of your voice on tape and in everyday conversation. Use pauses in your lecture so you can think about how you want to say something. Chapter 6

6. Typical Lecture Presentation Errors and Ways to Avoid Them – Part 3 of 3 Errors Ways to Avoid Making distracting Observe yourself by videotaping a lecture. If your gestures. gestures are distracting or irritating to you, the trainees probably feel the same way. Watch you posture as well as your gestures. Don’t stand stiff as a board. Leaving projector on Get in the habit of glancing at the projection as you with no image or an are talking about the material it displays.   When you irrelevant image      are at the end of the material, you will see that it is time to turn the projector off. Losing your place in This happens most frequently because your notes are the lecture. too detailed and you can’t find your place. One technique is to check off topics you have completed. Chapter 6

7. Discussion • Advantages • Two-way communication allows feedback, clarification, sharing views • Limitations • Needs skilled discussion leader • Time • Trainees need common reference point • Size of group Chapter 6

8. Basic Lecture/Discussion Components and Effects on Learning – Part 1 of 4 Chapter 6

9. Basic Lecture/Discussion Components and Effects on Learning – Part 2 of 4 Chapter 6

10. Basic Lecture/Discussion Components and Effects on Learning – Part 3 of 4 Chapter 6

11. Basic Lecture/Discussion Components and Effects on Learning – Part 4 of 4 Chapter 6

12. In-Basket Technique • Simulation of management decision-making • In-basket includes various memos, messages, etc. • Evaluation based on prioritizing, organizing, types of responses Chapter 6

13. Demonstrations • Visual display of how to do something and how it works – can be integrated with lecture/discussion method • How to use effectively Chapter 6

14. Strengths and Costs of Demonstrations • Costs • Control of Material and Process • Learning Objectives • Learning Process • Attention • Retention • Behavioral reproduction Chapter 6

15. Case Study • Illustrations of concepts to be learned, communication skills, analytical skills, integrate information • Critics-lack of realistic complexity, caught up in details, groupthink, limits teaching role of trainer Chapter 6

16. Equipment Simulators • Mechanical devices requiring the use of the same procedures, movements and decision processes used on the job • Physical fidelity • Psychological fidelity Chapter 6

17. Business Games • Simulations representing the way organizations function – relate to set of relationships, rules, and principles • May have elements of competition • Managerial decision making, marketing, production management, labor relations, etc. Chapter 6

18. Role Playing • Act out situation and specific events, develop insights in own and other’s behaviors, develop interpersonal relationship, empathy • Problems with over dramatization, intimidation, realism, transfer Chapter 6

19. Tips for Developing and Presenting Role Plays Developing • Create characters to prove your point. • Use role playing to illustrate one key problem. Trying for more than one topic will diffuse the impact and distract the learners. Presenting • Take the time to introduce the situation. Give trainees enough background to understand what’s at stake. • Make sure participants understand your instructions. • If the role play gets off topic, stop the performance and ask, “What are the problems here? Why isn’t the conversation moving in the right direction?” • After the performance, discuss what happened. Most learning occurs at this discussion. Chapter 6

20. Behavior Modeling • Observe complex behavior, discuss, practice through role playing and feedback • Best if can identify with role models • Research support Chapter 6

21. Things to Consider for Implementing Behavior Modeling – Part 1 of 2 •  Carefully select the trainer/program administrator who will set up and conduct the sessions. He or she must be skilled and experienced with this technique. • Consider if this technique will meet your needs within constraints of time and money. •  Identify real skill deficiencies in advance of training and involve the potential trainees and their bosses in this process. •  Break the skills into small behaviors. Build a module around each small behavior. • Do not emphasize more than seven learning points during any one training module. • Models used to demonstrate the correct way of behaving/handling a certain situation should have sufficient status to be credible yet easy for the trainees to identify with. • Using a videotape of a model performing the correct behavior ensures that all groups of trainees will see a positive example and may reduce costs since it is reusable. Chapter 6

22. Things to Consider for Implementing Behavior Modeling – Part 2 of 2 • Before trainees actually practice the desired behavior, have them verbalize the behavioral cues demonstrated and then have them visualize their performance. •  A supportive climate that encourages experimentation must be established for the practice sessions. Emphasis on positive reinforcement rather than criticism increases self-confidence and learning. •  After each session, some behavior modeling experts provide a wallet-sized card that outlines the key learning points and critical steps. This acts as a security blanket. •  Conduct a review session after several modules have been completed in order to reinforce the learning points and to demonstrate the progress that has been attained. •  Manage the consequences of attempting the newly trained behaviors in the actual job situation. Chapter 6

23. Audiovisual Methods • Static and dynamic media. telecommunication • Portray dynamic and complex events • Illustration of principles • Stop action, slow motion • Exposure to events not easily found live • Organization wide distribution Chapter 6

24. Audiovisual Aid Advantages Disadvantages STATIC Audiovisual Aid – Part 1 of 2 Charts/Poster Ability to develop lists Difficult to view from a     with trainees enhances distance; bulky to      group interaction; can  transport      post and refer to during      training; use in lighted room Overheads Able to overlay systems, Can be distracting flowcharts, etc.; easy to projector can block       use can see from a view distance; use in lighted room Computer-Generated Able to develop flashy visual Flashy presentation could     Overheads      aids; use of color and control distract from training;      of points (one presented at a rely heavily technology on time); easily modified; easily controlled Chapter 6

25. Audiovisual Aid Advantages Disadvantages D Y N A M I C Audiovisual Aid – Part 2 of 2 Audiotapes Can learn at any time (even Single sensory input,      traveling to work); reusable no interaction Film and Video Can demonstrate appropriate High material cost; very      behavior; good for receiving high development      personal feedback; can cost; need to dim      present and integrate lights; store-bought      conceptual information; not specific to company      some commercially available are reasonably priced and appropriate. Computer Can be very flashy; use of Same as computer- Generated color and sound provide      generated overheads Presentation different stimuli for obtaining      interest Chapter 6

26. Guidelines for Producing Transparencies For each transparency: • Present one idea or concept • Print in large letters (1/4–1/2 inch type, larger if by hand) • 6 or 7 lines with 6 to 8 words per line • Use color for impact Chapter 6

27. Points to Consider in Creating a Story for a Video – Part 1 of 2 Have one main character • must be realistic (not perfect) • have a problem, but otherwise successful The problem • character has a major problem • can be personal struggle in his mind, or an actual problem with another employee • must build tension with this problem, character should come close to disaster (e.g., threaten to fire her) • Intervention/insight: character gains insight from • mentor: Obi Wan Kenobi in Star Wars • dream: Ghosts in A Christmas Carol Chapter 6

28. Points to Consider in Creating a Story for a Video – Part 2 of 2 Too much story/too little story • the general consensus is that if the story introduces too much extraneous material and too many actors, the points get lost • the other extreme is not enough story so trainees do not really understand why things are happening. Solid storyboarding will assist in preventing this. Use of humor • humor can actually assist recall. For this reason, if you use humor, make sure the humor comes from the learning points. This way when trainees recall the joke they recall the learning point. Learn from others • examine video developed by professional Chapter 6

29. On-the-job Methods • Advantages • No special space or equipment • Minimize transfer problems/practice what will be doing • Earn/produce while learning • Relevant reinforcements • Learning environment same as working environment Chapter 6

30. On-the-job Methods • Disadvantages • Tie up expensive equipment • Waste may be high • Customer problems • “Trainer” may not be skilled • Pressure of job demands Chapter 6

31. On-the-job Methods • Job instruction technique • Apprenticeship • Coaching • Mentoring • Internship Chapter 6

32. Basic Demonstration Components and Their Effects on Learning Chapter 6

33. JIT Instruction/Learning Sequence – Part 1 of 3 Chapter 6

34. JIT Instruction/Learning Sequence – Part 2 of 3 Chapter 6

35. JIT Instruction/Learning Sequence – Part 3 of 3 Chapter 6

36. Job Breakdown Sheet for OJT – Part 1 of 4 Dept: Metal Decorating Prepared by J. Smith Job: Feeder Pressman Date: June 8 Tools/Equipment Main Steps Key Points Material Safety Factors Part I (Start of shift) 1. Check level of Ask pressman which All solutions kept in Do not spill on   fountain solution      solution to use.     metal containers     walkway   and refill if     Scratch mark     in storeroom   necessary     shows minimum      and maximum      capacities Chapter 6

37. Job Breakdown Sheet for OJT – Part 2 of 4 Tools/Equipment Main Steps Key Points Material Safety Factors Part I (Start of shift) 2. Check level of Check card for type of Same as #1 Very volatile and    varnish in wet     material being     flammable   varnish machine     used and deter-   and refill if     mine amount of   necessary     thinner necessary      to obtain proper      viscosity 3. Wash sponges, Use same thinner as Same as #1 Do not wash in   bucket, and gum     in #2      enclosed area   containers      because of fumes Chapter 6

38. Job Breakdown Sheet for OJT – Part 3 of 4 Tools/Equipment Main Steps Key Points Material Safety Factors Part II (Start a new bundle in press) 1. Request lift driver Do not wait until   to bring over new     bundle on press is   bundle      almost finished 2. Check new bundle Pull the job ticket Leather-palmed gloves Always wear gloves   to be sure it is the     and check order when handling   correct one and is     number; examine sheets to prevent   in good condition      top sheets and cuts      sides and      corners of bundle Chapter 6

39. Job Breakdown Sheet for OJT – Part 4 of 4 Tools/Equipment Main Steps Key Points Material Safety Factors Part III (Whenever press is stopped) 1. Lower elevator Lower only until top Leather-palmed Wear gloves   with bundle on it     of bundle is at a gloves    and cover with     convenient height   master sheet 2. Unless otherwise Be sure entire plate Use sponges and Be sure press is clear   instructed by     is wet; dry spots      clear water   before wetting plate pressman, wet can oxidize and    plate on front unit   damage plate             Chapter 6

40. Steps to Follow for Better OJT – Part 1 of 2 1. Establish policy. Prepare a written description that puts the organization “on the record” as supporting structured OJT. 2. Establish accountability. Make clear who is primarily responsible for OJT. Write it into their job descriptions.. 3. Review precedents. Find out what other organizations in your industry are doing about structured OJT. Use this information in efforts to design your program. 4. Design & routinely give training on the principles of structured OJT. Supervisors and experienced workers are the most likely ones to conduct structured OJT in the workplace. They will need training Chapter 6

41. Steps to Follow for Better OJT – Part 2 of 2 5. Provide specialized support for line managers who use structured OJT. Certain jobs are common entry points for employees. For these jobs, design “off-the-shelf” lesson plans, job aids, individualized learning contracts, and individualized training progress report forms for those jobs. 6. Avoid turf battles. Begin efforts to improve OJT on a small scale, in work units where supervisors or managers are supportive. 7. Consider literacy skills. Do not assume that employees—or, for that matter, supervisors—are highly literate. Use efforts to improve OJT to assess performance problems that can be traced to literacy issues. Chapter 6

42. Apprenticeship Training • Skilled trades as well as professions • Often mixed OJT and classroom activities Chapter 6

43. Definition of Coaching • Face to face interactions designed to eliminate undesired behavior and begin/maintain desired behavior • Day to day – related to leadership, teaching, mentoring, counseling, confronting Chapter 6

44. Coaching to Improve Performance • Definition of poor performance • Responding to poor performance • Multiple causes • Attribution • Internal – abilities/motivation • External – chance/difficulty Chapter 6

45. Diagnosing Reasons for Performance Problems Chapter 6

46. Question Response Are there obstacles in the system Yes Remove obstacles or revise preventing effective performance? expectations Do negative consequences follow Yes Change the consequences good performance? Do positive consequences follow Yes Change the consequences poor performance? Is the employee aware that No Provide proper feedback improvement is expected? Does the employee know how to No Train or coach improve? Could the employee improve Yes Coach performance if he wanted to? Assessment of Need for Coaching Chapter 6

47. Coaching Discussion • 1. Get agreement problem exists. • 2. Mutually discuss alternative solutions. • 3. Mutually agree on action to be taken. • 4. Follow up to measure results. • 5. Recognize any achievement that occurs. Chapter 6

48. Mentoring • Often involves a senior member of the organization and a junior manager • Proven to be effective • Some organizations moving to more formalized mentoring programs Chapter 6