Employee training and development 5th chapter 07

Chapter 7
Traditional Training Methods
McGraw-Hill/Irwin

Copyright © 2010 by the McGraw-Hill Companies, Inc. All rights reserved.


Presentation Methods
 Methods in which trainees are passive
recipients of information, which may
include:
facts or information
processes
problem-solving methods

 It includes lectures and audio-visual
techniques.
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Presentation Methods (cont.)
 Lecture
Trainers communicate through spoken words
what they want the trainees to learn.
Least expensive and least time-consuming
ways to present a large amount of
information.
It is easily employed with large groups of
trainees.
Supports training methods such as behavior
modeling and technology-based techniques.

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Table 7.1 - Variations of the
Lecture Method

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Presentation Methods (cont.)
Advantages

Disadvantages

Team teaching

Brings more expertise and
alternative perspectives
to the training session.

Require more time on the
part of trainers.

Guest speakers

Motivate learning by bringing
to the trainees relevant
examples and applications.

Presentation does not

relate to the course
content.

Panels

Good for showing trainees
different viewpoints in a
debate.

Trainees who are relatively
naive about a topic may
have difficulty
understanding the
important points.

Student
presentations

Increase the material’s
meaningfulness and trainees’
attentiveness.

Can inhibit learning if the
trainees do not have
presentation skills.
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Presentation Methods (cont.)
 Lecture

Lacks participant involvement, feedback, and
meaningful connection to the work
environment.
Appeals to few of the trainees’ senses
because trainees focus primarily on hearing
information.
It is difficult to judge quickly and efficiently
the learners’ level of understanding.
Is often supplemented with question-andanswer periods, discussion, video, games, or
case studies.
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Presentation Methods (cont.)
 Audiovisual instruction - includes
overheads, slides, and video.
 Video is a popular instructional method
used for improving communications skills,
interviewing skills, and customer-service
skills and for illustrating how procedures
should be followed.

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Hands-on Methods
Advantages
Video

Flexibility in customizing the

session depending on trainees’
expertise.
Trainees can be exposed to
equipment, problems, and
events that cannot be easily
demonstrated.
Trainees are provided with
consistent instruction.
Provides immediate objective
feedback.
It requires minimal knowledge
of technology and equipment.

Disadvantages
 Too much content for
the trainee to learn.
 Poor dialogue
between the actors.
 Overuse of humor or
music, and drama
that makes it
confusing for the
trainee to understand
the important
learning points
emphasized in the
video.
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Hands-on Methods (cont.)
 Training methods that require the trainee
to be actively involved in learning.
On-the-job training (OJT) - new or
inexperienced employees learning in the work
setting and during work by observing peers or
managers performing the job and trying to
imitate their behavior.
Can be useful for training newly hired employees,
upgrading experienced employees’ skills, crosstraining employees, and orienting transferred or
promoted employees to their new jobs.
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Hands-on Methods (cont.)

On-the-job
training (OJT)

Advantages

Disadvantages

 Customized to the
experiences and abilities of
trainees.
 Training is immediately
applicable to the job.
 Save costs.
 Can be offered at any time,

and trainers will be
available because they are
peers.

 Managers and peers may
not use the same
process to complete a
task.
 Overlooks that
demonstration, practice,
and feedback are
important conditions for
effective on-the-job
training.
 Unstructured OJT can
result in poorly trained
employees.
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Table 7.2 - Principles of On-theJob Training

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Hands-on Methods (cont.)
Advantages

Disadvantages

 Allows trainees to learn at  Trainees must be
Self directed
learning –
their own pace and
motivated to learn on
receive feedback about
their own.
employees take
the learning performance.  Higher development
responsibility for all
aspects of learning  Requires fewer trainers,
costs.
including when it is
reduces costs associated  Development time is
conducted and who
with travel and meeting
longer.
will be involved.
rooms, and makes
multiple-site training more
realistic.
 Provides consistent
training content.
 Makes it easier for shift
employees to gain access
to training materials.
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Hands-on Methods (cont.)

Advantages
Apprenticeshi
p
work-study
training method
with both onthe-job and
classroom
training.

 Learners can earn pay while
they learn.
 Involves effective learning
about “why and how.”
 Results in full-time
employment for trainees
when the program is
completed.
 Meets specific business
training needs and help
attract talented employees.

Disadvantages
 High development
costs.
 Increased time
commitment required
of management and
journey workers.
 Limited access for
minorities and

women.
 No guarantee of fulltime employment.
 Training results in
narrow focus
expertise.
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Hands-on Methods (cont.)
 Simulation - training method that
represents a real-life situation, with
trainees’ decisions resulting in outcomes
that mirror what would happen if they
were on the job.
Is used to teach production, process skills,
management, and interpersonal skills.

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Hands-on Methods (cont.)
 Case studies - description about how
employees or an organization dealt with a
difficult situation.
Trainees are required to analyze and critique
the actions taken, indicating the appropriate
actions and suggesting what might have been
done differently.
Assumes that employees are most likely to
recall and use knowledge and skills if they

learn through a process of discovery.
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Hands-on Methods (cont.)
Appropriate for developing higher order
intellectual skills such as analysis, synthesis,
and evaluation.
Help trainees develop the willingness to take
risks given uncertain outcomes, based on
their analysis of the situation.
The case may not actually relate to the work
situation or problem that the trainee will
encounter.
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Table 7.5 - Process for Case
Development

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Hands-on Methods (cont.)
 Business games - require trainees to
gather information, analyze it, and make
decisions.
Is primarily used for management skill
development.
Stimulates learning because participants are

actively involved and games mimic the
competitive nature of business.

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Hands-on Methods (cont.)
Involves a contest among trainees or against
an established criterion such as time or
quantity.
Designed to demonstrate an understanding of
or application of a knowledge, skill, or
behavior.
Provides several alternative courses of action
and helps estimate the consequences of each
alternative with some uncertainty.
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Hands-on Methods (cont.)
Rules limit participant behavior.
Should be simple enough and should be
debriefed by a trainer to ensure learning and
transfer of training.

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Hands-on Methods (cont.)
 Role plays - have trainees act out

characters assigned to them.
For role plays to be effective, trainers need to
engage in several activities before, during,
and after the role play.
Role plays differ from simulations on the basis
of response choices available to the trainees,
the level of detail of the situation given to
trainees, and the outcomes of the trainees’
response.
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Hands-on Methods (cont.)
 Behavior modeling
Demonstrates key behaviors to replicate and
provides trainees with the opportunity to
practice the key behaviors.
Is based on the principles of social learning
theory.
Is more appropriate for teaching skills and
behaviors than for teaching factual
information.
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Hands-on Methods (cont.)
 Developing behavior modeling training
programs requires determining:
the tasks that are not being adequately
performed due to lack of skill or behavior

the key behaviors that are required to perform
the task.
Key behavior - set of behaviors that are necessary
to complete a task.

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Table 7.7 - Activities in a Behavior
Modeling Training Program

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Hands-on Methods (cont.)
 Behavior modeling
Modeling display - key behaviors that the
trainees will practice to develop the same set
of behaviors.
The display presents models engaging in both
positive use of key behaviors and negative use.

Application planning - prepares trainees to
use the key behaviors on the job.
It involves having all participants prepare a written
document identifying specific situations in which
they should use the key behaviors.
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