Chapter-Six TRADITIONAL TRAINING METHODS

1. Chapter-Six TRADITIONAL TRAINING METHODS How to use the lecture/Discussion Effectively Training the requires trainees to understand and integrate material before moving forward also requires two-way communication, including questioning, is accomplished through the lecture/discussion method. Questioning: Questioning is a powerful tool for starting discussions. It can help trainees discover for themselves the answers to questions asked. Questions also help the trainer determine whether trainees understand the information correctly, and help create a common understanding. Trainers should be familiar with a number of question types. First, let us examine closed- versus open-ended questions. The closed-ended question asks for a specific answer. “What are the five strategies for dealing with conflict?” “What is the next step in the procedure?” This type of questions is useful to assess learning or review previous material.

2. Traditional Training Methods How to use the lecture/Discussion Effectively/Cont..... The open-ended question requires no specific response. In this case, no answer is incorrect-you are seeking an opinion. “What do you think about this method of problem solving?” “How would you approach this issue?” “What did you learn from that exercise?” These types of questions are useful for obtaining trainee involvement, generating discussion, and demonstration the trainer’s willingness to listen to the trainees point of view. Two additional type are overhead questions and direct questions. Overhead questions are either open – or closed-ended and are directed at the whole group rather than at one person in particular. The Direct question is asked of a particular trainee. It is used to draw out non participators and to obtain differing points of view. As any trainer knows, a few trainees will often willingly answer any and all questions. Sometimes when asked a question by one of the participants, the trainer will want to hear how the rest of the participants would answer it. As the trainer in such a situation, you would need to repeat the Quinton so everyone can hear it and then ask the trainee group to answer it. This is the relay questions technique. The reverse question is similar, except that the person asking the question is asked to answer it. Again, as the trainer responding to the some question, you might say, “Interesting question, Bill. Your area is unionized; how do you think it would work there?” Use this approach when you believe that the questioner really want to provide an answer but is hesitant.

3. Traditional Training Methods How to use the lecture/Discussion Effectively/Cont..... • Encouraging Trainees to Respond: Asking questions is only half of the questions is an effective discussion. Trainees must also respond. Here are some tips on how to encourage responses: • Do not rush to fill the silence. Trainers tend to show less tolerance for silence than do trainees. Sometimes waiting them out will work. Remember, The trainees are jest learning the material, and it may take them a bit of time to process through the material mentally to arrive at an answer with which the feel comfortable. • Ask them to write out an answer. Say, “ick up your pens and write down a few reason why workers are not motivated.” When allow them time for this task. Trainees are much more willing to read what they allow them write than answer off the top heads. This method also allows the trainer to ask specific trainees to respond, as the pressure of the “unknown” question is alleviated. A variation is to ask trainees to share their responses with one or two other trainees and come up with a common answer. This technique further diffuses the accountability problem. • Use the guided discovery method when faced with no response to a question. As the trainer, you would not answer the question but would ask a new question that addresses much more basic martial that the trainees should already understand. When the correctness is given, move to a slightly more complex question, Each questions is designed to bring the trainees closer to “discovering” the answer the question are easy at the beginning and also the answer to the last helps answer the next.

4. Traditional Training Methods Strength and Limitations of Lectures and Demonstration • In examine the strength and limitations of the various methods; we focus on four major issues: • The cost of both financial and other resources required to achieve the training • objectives. • 2. The amount of control the trainer has over the material that will be covered • 3. The type (s) of learning objectives addressed • 4. The ways in which the method activates different social learning theory • processes • Costs • The financial costs typically associated with developing and implementing lectures, lecture / discussions, and demonstrations included the following: • 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 the training facility for the program • Travel, lodging, and food for the trainer and trainees

5. Traditional Training Methods GAMES AND SIMULATIONS • Business games: • Business games involve an element of competition, either against other player or against the game itself. Some the purposes for which business games have been develop and used are listed below: • Strengthen executive an upper-management skills • Improve decision-making skills at all levels • Demonstrate principles and concepts • Commensurate principles and concepts • Explore and solve complex problems in a safe, simulator setting • Develop leadership skills • Improve application of total quality principles • Develop skill in using quality tools

6. Traditional Training Methods BEHAVIOR MODELING • Behavior modeling use the natural tendency of people to observe others to learn how to do something new. This technique is most frequently used in combination with some other technique. The behavior modeling process can be summarized as following. • Define the key skill deficiencies. • Provide a brief overview of relevant theory. • Specify key learning points and critical behaviors to observe. • 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 model’s behavior. • Ensure that the trainee’s supervisor reinforces appropriate demonstration of behavior on the job.

7. Traditional Training Methods Tips for Developing and Presenting Role-Plays • Developing • Create your characters carefully to prove your point. Provide two characters who are going to clash in exactly way you want. For example, use one player to force another player either to use the skills taught or illustrate what happens when those skills are not used. Do not write a script (unless you are teaching rote responses), but provided tailed background on habits, attitudes, goals, personalities, and mood of your characters and on the business restrictions that motivate or restrain them. • Use role-playing to illustrate one key problem. Do not try more than one topic; otherwise, you will diffuse the impact and distract the learners with too much information.

8. Traditional Training Methods Tips for Developing and Presenting Role-Plays/Cont.. • Presenting : • Take the time to introduce the situation. Give trainees enough background to understand what’s at stake; then assign the roles. • Both the role-plays and the discussions can get off topic. To prevent digression, make sure that participants understand your instructions. For example, tell them, “The customer service representative must (1) use the customer’s name three times; (2) organize, clarify, and confirm the nature of the customer’s problem; (3) empathize with the customer; and (4) offer to do something for the customer;” If you plan to use observers to provide feedback, have each of them use an observation sheet to look for key behaviors and to respond to key aspects of the performance. • 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” Be assertive to ensure that the participants stay in character and on topic. • After the performance, always discuss what happened. This is how learning takes place. Ask questions of each player, and have the group advise the players. • Encourage discussion. Challenge them with alternatives: “What would have happened if…..?

9. Traditional Training Methods Learning Objectives (KSAs) • First, they simulate the important conditions and situations that occur on the job. Second, they allow the trainees to proactive the skill. Finally, the provide feedback about the appropriateness of the trainees’ actions. Each of the formats is most suited to particular types of skills, as illustrated below: • 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 more strategic) and for exploring and solving complex problems. • The in basket technique is best suited to development to strategic knowledge used in making day-to-day decisions. • Case studies are best for developing analytic skills, higher-level principles, and complex problem-solving strategies. As trainees do not actually implement their decision / solution, their focus is more on the “what to do” (strategic knowledge) than on the “how to get it done” (skills). • Role-plays provide a good vehicle for developing interpersonal skills and personal insight, allowing trainees to practice interacting with others and receiving feedback. • Behavior modeling is a good technique for developing skills, especially when learning points, are used as rules and when there is sufficient time for practicing the behavior.

10. Traditional Training Methods On the Job Training • Many organization do not follow a structured approach. Instructions by co-workers or supervisors at the job site often occurs on an informal basis and in characterized by the following: • It has not been carefully thought out or prepared. • It is done on an ad hoc basis with no predetermined content or process. • No objectives or goals have been developed or referred to during training. • Trainers are chosen on the basis of technical expertise, not training ability. • Trainers have no formal training in how to train. • Formal OJT programs should follow a carefully developed sequence of learning events. Learning is usually achieved through the following steps: • The trainee observes a more experienced and skilled employees (the trainer) performing job-related tasks. • The procedures and techniques used are discussed before, during, and after the trainer has demonstrated how the job tasks are performed. • The trainee begins performing the job tasks when the trainer determines that the trainee is ready. • The trainer provides continuing guidance and feedback. • The trainee is gradually given more and more, of the job to perform until he can adequately perform the entire job on his own.

11. Traditional Training Methods How HRD Can Support Effective OJT • 1. Create effective OJT process document. • A. Create a document that does the following. • i. States the rational for using OJT. • ii. Links OJT to the overall strategy of HRD (how it fits with HRD’s • general approach in the organizational. • iii. Identifies supervisory responsibilities with respect to OJT, such as what • support will be provided to OJ Trainers, and how the OJ Trainer’s • regular job is affected in trams of reducing responsibilities and / or • workload. It should also provide for a process of including the OJ • Trainer’s responsibilities in her performance appraisal. • 2. Develop a job description and specification for the job of OJ trainer to aid • supervisors in the selection of appropriate candidates for the job. • 3. Develop a training program for OJ trainers. • A. To the extent possible, this should be e-training to ensure the consistency • of the information an provide convenience to those learning how to be an • OJ trainer. This training will need to have good evaluation component • built in. Preferably, the assessment would consist of an OJT expert • watching the trainee role-play the OJT process.

12. Traditional Training Methods How HRD Can Support Effective OJT/Cont... • 4. Make sure that a system is in place to keep track of how well those selected • and trained in the OJT process are doing. • A. This should be part of the performance appraisal process, but special • attention needs to be paid to this particular dimension so those not • effective in providing OJT are helped to improve or are removed from that • responsibility. • B. As jobs change over time, those responsible for provide in OJT will need • to update their OJT competencies with respect to those jobs. • 5. Provide support for OJ trainers. • A. Create materials such as lesson plans, checklists, manuals, and so on, for • those who are providing the OJT training. Periodically, hold focus groups • of your OJ trainers to see what tools and materials would be of value. This • keeps the HRD unit connected to the OJT process and enhances the • perception of HRD as a partner. • 6. Think large, but begin small. • A. Start implementing your OJT process in areas where supervisors are • supportive. Build on your successes there to expand to other areas. Your • gala is to have the entire organization using your structured OJT process, • but this will be much easier after you able to show how effective it is.

13. Traditional Training Methods • Coaching: Coaching as used her is the process of providing one-on-one guidance and instruction to improve knowledge, skills, and work performance. The term coaching is also commonly used to refer to the use of an outside consultant to assist upper level managers with specific challenges such as public speaking, a particular type of business problem, and so on. • The following outline looks at the process from the coach’s perspective: • Understand the trainee’s job, the KSAs, the resources required to meet • performance expectations, and the trainee’s current level of performance. 2. Meet with the trainee, and mutually agree on the performance objectives to be • achieved. • 3. Arrive at a mutual plan and schedule for achieving the performances octaves. • 4. Show the trainee how to achieve the objectives, observe the trainee perform, • and provide feedback. The process in similar to JIT and is conducted at the • work site. • 5. Repeat step 4 until performance improves.

14. Traditional Training Methods How to Use Mentoring Effectively • Several features characterize successful motioning programs, all of which should be considered if mentoring is to be effective. These features include the following: • Top management support • Integration into the career development process • Voluntary involvement • Assignment of mentees to mentors • Relatively short phases to the program • An established orientation • Monitoring of process