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

Off-the-job Methods Advantages Disadvantages 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

Lecture Advantages Criticisms 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

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

Basic Lecture/Discussion Components and Effects on Learning – Part 1 of 4 Learning Process Lecture/Discussion Components Affected 1. Orientation Presenting information so that trainees understand the direction in which the lecture is headed and the organization for getting there. ATTENTION 2. Enthusiasm Presenting information in a manner that conveys the topic’s importance and inherent value. ATTENTION 3. Variety Use of voice, gestures, various components listed in this table and audiovisual aids. For printed lectures this is minimized. ATTENTION RETENTION: Symbolic coding Chapter 6

Basic Lecture/Discussion Components and Effects on Learning – Part 2 of 4 Learning Process Lecture/Discussion Components Affected RETENTION: Cognitive organization 4. Logical organization Presenting information in a logical order and providing logical transitions between topic areas. RETENTION: Symbolic coding Cognitive organization 5. Providing explanation Describing facts, concepts and principles in a clear and easily understood manner. 6. Giving directions Providing instructions in a manner that allows trainees to understand what they are to do and how to do it. RETENTION: Cognitive organization Symbolic rehearsal Chapter 6

Cognitive organization Basic Lecture/Discussion Components and Effects on Learning – Part 3 of 4 Learning Process Lecture/Discussion Components Affected 7. Illustrating Providing clear, interesting and relevant examples of how information can or has been applied (both correctly and incorrectly). ATTENTION RETENTION: All areas 8. Comparing and contrasting Articulating the similarities and differences, advantages and disadvantages, etc. of relevant topic areas. ATTENTION, RETENTION: Cognitive organization Chapter 6

Cognitive organization Basic Lecture/Discussion Components and Effects on Learning – Part 4 of 4 Learning Process Lecture/Discussion Components Affected 9. Questioning and Discussing Seeking information from the trainees regarding their comprehension, their content related ideas and stimulating the trainees’ thought processes (e.g., Socratic questioning). This is not possible in printed lectures. ATTENTION RETENTION: All areas 10. Summarizing Highlighting important concepts covered in a manner that links the topics/ideas together. RETENTION: Cognitive organization Chapter 6

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

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

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

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

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

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

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

On-the-job Methods Job instruction training Apprenticeship Coaching Mentoring Internship Chapter 6

Basic Demonstration Components and Their Effects on Learning AREAS OF LEANING AFFECTED Attention, Symbolic Coding and Cognitive Organization PRESENT Tell Demonstrate Explain Symbolic Rehearsal and Behavioral Reproduction  TRY OUT Learner talks through the task Learner does task and describes what they are doing and why Trainer provides positive/negative feedback Learner practices Chapter 6

JIT Instruction/Learning Sequence – Part 1 of 3 BASICS OF INSTRUCTION AREAS OF LEARNING AFFECTED1 Attention and motivation PREPARE Break down the job. Prepare an instruction plan. Put the learner at ease.   Symbolic Coding Cognitive Organization  PRESENT Tell. Show. Demonstrate. Explain. Chapter 6

JIT Instruction/Learning Sequence – Part 2 of 3 BASICS OF INSTRUCTION AREAS OF LEARNING AFFECTED1 Symbolic Rehearsal Behavioral Reproduction  TRY OUT Have the learner “talk through” the job. Have the learner instruct the supervisor on how the job is done. Let the learner do the job. Provide feedback, both positive and negative. Let the learner practice Chapter 6

JIT Instruction/Learning Sequence – Part 3 of 3 BASICS OF INSTRUCTION AREAS OF LEARNING AFFECTED1 FOLLOW UP Check progress frequently at first. Tell the learner whom to go to for help. Gradually taper off progress checks. Behavioral Reproduction Chapter 6

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

Training Method Effectiveness at Meeting KSA Objectives – Part 2 of 4 Goal of Training Knowledge Skills Attitude Training Methods Declara- tive Procedural Strategic Technical Inter- personal Lecture:    Straighta 3 2 1 Discussion 4 Demonstration Comp. Based Text only 5 Simulation a This rating is for lectures delivered orally, printed lectures would be one point higher in each knowledge category Chapter 6

Training Method Effectiveness at Meeting KSA Objectives – Part 3 of 4 Goal of Training Knowledge Skills Attitude Training Methods Declare’ Procedural Strategic Technical Inter- personal Simulations: Equipment 1 3 2 5 Case studies 4 Business games 2b In-Basket 2c Role play 5d Behavior Model. 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

Training Method Effectiveness at Meeting KSA Objectives – Part 4 of 4 Goal of Training Knowledge Skills Attitude Training Methods Declare’ Procedural Strategic Technical Inter- personal OJT JIT 3 5 4 2 Apprentice Coaching Chapter 6