Effective Training: Strategies, Systems and Practices, 2 nd Edition

1. Effective Training: Strategies, Systems and Practices, 2nd Edition Chapter Six Training Methods

2. Session Overview • Describe the various formats, purposes, procedures, strengths, and limitations of following training methods: • Lecture • Demonstrations • Computer-Based • Games and Simulations • On-the-Job Chapter 6

3. Training Approaches Training Methods can be divided into two approaches: • Cognitive Methods – provides verbal or written information, demonstrate relationships among concepts • Behavioral Methods – allows the trainee to practice behavior in a real or simulated fashion Both Cognitive and Behavioral methods are used to change attitudes! Chapter 6

4. Training Method & Learning • Various methods differ in the way they influence knowledge, skills and attitudes • Three levels of knowledge • Declarative – store of factual information • Procedural – understand how/when to apply facts • Strategic – planning, monitoring and revising goal directed activity, including learning • Skills – two levels of skill acquisition • Compilation (lower level) • Automaticity (higher level) • Attitudes • Affect motivation levels, which influence behavior Chapter 6

5. Various Training Methods Training Methods: • Lecture • Demonstrations • Computer-Based • Games and Simulations • On-the-Job Chapter 6

6. Training Methods • Training Methods Usage (Training, 1997) • Classroom Lecture (94%) • Video (74%) • Audiovisual (56%) • Role Play (52%) • Case Study (38%) • Computer based Training using CD-ROM (36%) • Games (28%) • Computer Based Training using Intranet (21%) Chapter 6

7. Training Methods - Lecture • Second oldest form of training • Used to create understanding of a topic or to influence attitudes through education about a topic • Most useful when trainees lack declarative knowledge • Trainees role: listen, observe, and perhaps take notes Chapter 6

8. Training Methods - Lecture Three lecture variations: • Straight lecture – does not include trainees interacting with the trainer • Lecturette – has the same characteristics as the lecture but usually lasts fewer than 20 minutes • Discussion –uses a lecturette to provide trainees information that is supported, reinforced, and expanded on through interactions both among trainee/trainer and is more effective method at producing attitude changes than straight lecture Chapter 6

9. Strengths of Lectures Lecture strengths: • Low development costs • Time efficient in terms of development & delivery • High degree of trainer control over the training process & content • Good at capturing the trainee’s attention in the short-term (tends to decline after 15 to 20 minutes) Chapter 6

10. Training Methods - Demonstration • Oldest form of training • Is a display of how to do something or how something works • Demonstrations, like lectures, can be differentiated by the level of interaction of the trainee. Chapter 6

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

12. Training Methods - CBT Computer-Based Training (CBT): “any training program that occurs through the use of a computer” • Programmed instruction (PI): foundation of CBT and is method of self-paced instruction • Used best to increase declarative knowledge Chapter 6

13. Computer-Based Training (CBT) Types of CBT: • Intelligent Tutoring Systems • Interactive Multimedia • Virtual Reality Chapter 6

14. Intelligent Tutoring Systems Intelligent Tutoring Systems (ITS): • Next generation of programmed instruction • Uses artificial intelligence to: • generate instruction that matches the trainee’s individual needs. • communicate and respond to trainees questions. • learn from the responses of the trainee what approach to take in teaching the trainee. Chapter 6

15. Intelligent Tutoring Systems Component of ITS: • Domain expert – knowledge about the best way to perform task (called the expert knowledge database) • Trainee model – stores information about trainee’s performance • Trainee session manager – interprets trainee’s responses by responding with coaching or tutoring • User interface – is the equipment that allows the trainee to interact with the ITS (computer keyboard, mouse, or joystick) Chapter 6

16. Interactive Multimedia • Interactive Multimedia Training: “integrates the use of text, video, graphics, photos, animation, and sound to produce training” • In the form of computer-based simulation • Job specific • Example: (Action 6-2) Chapter 6

17. Virtual Reality Training (VR) • Virtual Reality Training: “Puts the trainee in an artificial three-dimensional environment that simulates events & situations experienced on the job” • 3-D learning simulation using devices such as: headsets, gloves, & treadmills Chapter 6

18. CBT - Advantages Advantages: • 24/7 accessibility • Interactive • Trainees can control their learning • Unlimited time for learning (mastery of content) • Progress/testing tracks progress Chapter 6

19. CBT - Challenges CBT Challenges: • Lacks face-to-face contact or interaction • Requires self-motivation to complete • High developmental costs • Trainees must be computer illiterate • Potentially brief shelf-life • High degree of computer literacy to develop CBT training material Chapter 6

20. CBT - Applications CBT Applications: • Reaches many people • Trainees can be in remote locations • Interaction between people not needed • Trainees can vary in knowledge level • Can be used as an on-the-job training reference • Ideal for refresher or follow-up training Chapter 6

21. Games & Simulation Training • Games & Simulation Training: “designed to simulate processes, events, and circumstances that occur in the trainee’s job” Chapter 6

22. Games & Simulation • Variety of Games & Simulation: • Equipment simulators (airplane simulators) • Business Games • In-Basket Technique (memos, messages, & reports; decision making) • Case Studies • Role Play (enactment of scenario) Chapter 6

23. Games & Simulation Advantages Games & Simulation Advantages: • Allows interactive application of knowledge • Let employees see blind spot in performance • Challenges assumptions; problem-solve with artifacts • Loosen harden attitudes • Create excitement and retention Chapter 6

24. On-the-Job Training • On-the-Job Training (OJT): “using a more experienced and skilled employee to train less skilled employees” • Most frequently used training method Chapter 6

25. On-the-Job Training OJT Variations: • Formal OJT • Job Instruction Technique • Apprenticeship Training • Coaching Chapter 6

26. OJT - Formal Formal OJT: • Conducted by superior employees (technical/skills) • Learning is achieved through carefully developed learning events • Instructional process follows a job instruction technique Chapter 6

27. Job Instruction Technique Job Instruction Technique (JIT): • Developed in WWII to evaluate OJT programs • Four steps:(p. 265) • Prepare • Present • Try Out • Follow-Up Chapter 6

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

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

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

31. Apprenticeship Training • One of the oldest forms of training (Middle Ages/Skilled Crafts) • Is a partnership between labor unions, employers, school, and the government • Example: A Union carpenter’s apprenticeship program requires 2 years of on-the-job experience and 180 hours of classroom instruction Chapter 6

32. Coaching • Coaching: “is the process of providing one-on-one guidance and instruction to improve knowledge, skills, and work performance” • Mentoring: considered a form of coaching “an ongoing relationship between senior & junior level employee with guidance of how the organization conducts business” Chapter 6

33. OJT Advantages Advantages of OJT: • Trainees learn KSAs in the actual job situation • Provides new employees with rapid orientation to the company • Aids in developing relationships between older and new employees Challenges of OJT: • OJT success depends on the motivation level and competencies of the trainer Chapter 6

34. Training Method Effectiveness at Meeting KSA Objectives – Part 1 of 4 Scale:  1 = not effective 2 = mildly effective 3 = moderately effective 4 = effective 5 = very effective Chapter 6

35. Training Method Effectiveness at Meeting KSA Objectives – Part 2 of 4 a This rating is for lectures delivered orally, printed lectures would be one point higher in each knowledge category Chapter 6

36. Training Method Effectiveness at Meeting KSA Objectives – Part 3 of 4 b If the business game is designed for interpersonal skills, this would be a 4. c If multiple in-baskets were used this rating would be 3. d Specifically role reversal. Chapter 6

37. Training Method Effectiveness at Meeting KSA Objectives – Part 4 of 4 Chapter 6

38. Summary • Trainers have access to a variety of different techniques • Each technique has strengths and weaknesses • Selection depends on • Trainee aptitude and needs • objectives of training • availability and cost • Where possible, use a combination of techniques. Chapter 6