HRM 560 Training and Development Environment

Week 7: Training Delivery Methodologies Reference: Noe, R., & Winkler, C. (2012). Training and Development: Learning for Sustainable Management 2e: McGraw Hill, Australia.

Learning Objectives After completing this week’s study students should be able to: Discuss the strengths and weaknesses of presentational, hands-on and group-building training methods. Provide recommendations for effective on-the-job training. Develop a case study. Develop a self-directed learning module. Discuss the key components of behaviour modelling training. Explain the conditions necessary for adventure learning to be effective. Discuss what team training should focus on to improve team performance. Source: Noe, R., & Winkler, C. (2012). Training and Development: Learning for Sustainable Management 2e: McGraw Hill, Australia.

Traditional training methods categories Presentation methods Hands-on methods Group-building methods

Implanting training methods The training offered by Cochlear and the CRC HEAR workshops uses some combinations of methods which have widely differing levels of sophistication. The settings in these cases are distinctive, although the levels of complexity are comparable to those found in many other organisational settings.

Training Methods Source: google images

Presentation methods These are methods in which trainees are passive recipients of information. Information may include: facts or information processes problem-solving methods. Presentation methods include: lectures audiovisual techniques.

Presentation methods: lecture Lecture involves the trainer verbally communicating what they want the trainees to learn. The communication is primarily one-way—from trainer to audience. The cost is low, and it is the least time-consuming way to present a large amount of information. It is easily employed with large groups of trainees.

‘Hands-on’ methods Source: google images

‘Hands-on’ methods These are training methods that require the trainee to be actively involved in learning. Methods include: on-the-job training (OJT) simulations case studies business games role plays behaviour modelling.

Hands-on methods: on-the-job training On-the-job training (OJT) is when new or inexperienced employees learning through observing peers or managers performing the job and trying to imitate their behaviour. OJT can be useful for: training newly hired employees upgrading skills with new technology cross-training employees within a work unit orientating transferred or promoted employees.

OJT programs: self-directed learning Self-directed learning involves trainees mastering predetermined training content at their own pace without an instructor (trainers may act as facilitators). Disadvantages Trainees must be motivated to learn on their own. Development costs and time are higher. Advantages Trainees can learn at their own pace. Less trainers are needed. It can fit employee shifts and be applied at multiple sites.

Hands-on methods: simulations A simulation represents a real-life situation. Trainees’ decisions result in outcomes that mirror what would happen if on the job. They are used to teach: production and process skills management and interpersonal skills.

Hands-on methods: case studies A case study is a description about how employees or an organisation dealt with a difficult situation. Trainees are required to: analyse and critique actions taken indicate the appropriate actions suggest what might have been done differently. A major assumption is that employees are most likely to recall and use the knowledge and skills learned through a process of discovery.

Process for case development Identify a story. Gather information. Prepare a story outline. Decide on administrative issues. Prepare case materials.

Hand-on methods: business games Business games require trainees to gather information, analyse it and make decisions. They are primary used for management skill development. Games may mimic the competitive nature of business.

Questions to use for debriefing a game How did the score of the game affect your behaviour and the behaviour of the team? What did you learn from the game? What aspects of the game remind you of situations at work? How does the game relate to your work? What did you learn from the game that you plan to use at work?

Hands-on methods: role plays Trainees act out characters assigned to them. Information regarding the situation is provided to the trainees. The focus is on interpersonal responses. Outcomes depend on the emotional (and subjective) reactions of the other trainees. The more meaningful the exercise, the higher the level of participant focus and intensity.

Hands-on methods: behaviour modelling This involves presenting trainees with a model who demonstrates key behaviours to replicate. It is based on the principles of social learning theory, and relies on vicarious reinforcement. It is more appropriate for learning skills and behaviours than factual information. This method is effective for teaching interpersonal and computer skills.

Group-building Source: google images

Group-building methods (1 of 3) These are training methods designed to improve team or group effectiveness. Training is directed at improving trainees’ skills as well as team effectiveness. Group-building methods involve trainees: sharing ideas and experiences building group identity understanding interpersonal dynamics learning their strengths and weaknesses and of their co-workers. (cont.)

Group-building methods (2 of 3) Focus on helping teams increase their skills for effective teamwork. Group-building often involves experiential learning. Four stages of this are to: gain conceptual knowledge and theory take part in a behavioural simulation analyse the activity connect the theory and activity with on-the-job or real-life situations. (cont.)

Group building methods (3 of 3) Group-building methods include: adventure learning team training action learning.

Group building methods: adventure learning (1 of 2) Adventure learning focuses on the development of teamwork and leadership skills using structured outdoor activities. It includes wilderness training and outdoor training. This method is best suited for developing skills related to group effectiveness such as: self-awareness problem solving conflict management risk taking. (cont.)

Group building methods: adventure learning (2 of 2) To be successful: exercises should be related to the types of skills that participants are expected to develop after the exercises, a skilled facilitator should lead a discussion about: what happened in the exercise what was learned how events in the exercise relate to job situation how to apply what was learned on the job.

Main elements of the structure of team training

Choosing a training method Source: google images

Choosing a training method Identify the type of learning outcome that you want training to influence. Consider the extent to which the learning method facilitates learning and transfer of training. Evaluate the costs related to development and use of the method. Consider the effectiveness of the training method.

Key Questions for Students in relation to Learning Objectives After completing this week’s study students should be able to answer the following: What are the strengths and weaknesses of presentational, hands-on and group-building training methods? Using what criteria can a trainer make effective recommendations for effective on-the-job training? How does a trainer develop a case study? How does a trainer develop a self-directed learning module? What are the key components of behaviour modelling training? What are the conditions necessary for adventure learning to be effective? What should team training focus on to improve team performance? Copyright © McGraw Hill Education Copyright © McGraw Hill Education

Reading and Reflection: Week 7 Core Text: Noe & Winkler (2012) Please read: Chapter 7 – Traditional training methods The famed consulting firm PwC’s training methodology includes the following (please see graphic at right>): Available at: http://www.pwc.com/m1/en/academy/training- methodology.jhtml Based on your knowledge of training methods gained from week 7, what would you add to their marketing/catalogue of services for clients, and why? Image source: http://www.pwc.com/m1/en/academy/training-methodology.jhtml