1. Midterm 6 th November, Wednesday (In class) Syllabus: Chapters 1, 3, 4, 5 Question Format: MCQ’s, True/False, Fill-in- the-Blanks + Essay-type Questions Around 20 MCQ’s + Around 5 Essay-type Questions Weight: 25% © 2005 Prentice Hall Inc. All rights reserved. 5–1

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

3. Chapter Overview Describe the various formats, purposes, procedures, strengths, and limitations of following training methods: Lectures Discussions Demonstrations Games Simulations On-the-Job Training Chapter 63

4. Two Training Approaches Training Methods can be divided into two approaches: 1. Cognitive Methods – focus on knowledge and attitude development by providing information that demonstrates relationships among concepts or provides rules on how to do something. These methods stimulate learning through their effect on the trainee’s cognitive processes. These types of methods can influence skill development, but that is not their primary focus 2. Behavioral Methods – allows the trainee to practice behavior in a real or simulated environment. They are best suited for skill development and attitude change Both Cognitive and Behavioral methods can be used to change attitudes, but they do so through different means 4

5. Training Methods Usage By Percentage (Training, 1997) – Classroom Lecture (94%) – Video (74%) – Audiovisual (56%) – Role Play (52%) – Case Study (38%) – Games (28%) 5

6. The Lecture One of the most frequently used and second oldest form of training The lecture is basically telling someone about something The lecture is best used to present information, i.e. cognitive training It is used to create understanding about a topic or to influence attitudes through education about a topic The lecture can be live or recorded (oral lecture), but also in print form (like reading a textbook by an author) 3 different types of lecture – 1. Straight Lecture – 2. Lecturette – 3. Discussion 6

7. Types of Lectures Three lecture variations: 1.Straight lecture – one-way presentation of information, i.e. lecturer presents information straight to the trainees who make notes but do not participate in the lecture (no trainee interaction with the trainer). If it is a printed lecture, then continuous reading of the book 2.Lecturette – same as a straight lecture, but the lecture duration usually lasts less than 20 minutes (if done orally). If it is a printed lecture, then reading just one section or paragraph compared to reading the whole chapter of the book. In other words, it is a short lecture 3.Discussion – uses a lecturette to provide information to the trainees but in addition there is also interaction among trainees themselves and between the trainer and trainee. So, there is two-way flow of communication. This is more effective at producing attitude changes than a straight lecture

8. Copyright c 2010 Pearson Education, Inc. Publishing as Prentice Hall 6-8 Typical Lecture Errors and Ways to Avoid Them Part 1 of 4 Errors Ways to Avoid Talking with back to Don’t talk and write at the same time. Have trainees while writing flip charts prepared ahead of time when possible. on board or flip chart. If considerable board work is required, use overhead transparencies. Using highly technical If technical words or jargon must be used, provide words, unfamiliar definitions. Simplify the language and sentences so jargon, or complex meaning is clear. Pilot test at least part of the sentences. lecture with an audience similar to the trainees. Providing examples The lecturer need not provide all the examples. or asides without Ask trainees to provide some of the examples much relevance to or illustrations. In preparing the lecture, go to the trainees. the trainee’s supervisors to get relevant examples.

9. Copyright c 2010 Pearson Education, Inc. Publishing as Prentice Hall 6-9 Typical Lecture Presentation Errors and Ways to Avoid Them Part 2 of 4 Errors Ways to Avoid Reading rather than Prepare an outline of points to be covered rather lecturing.than a word- for-word script. Be familiar with each point on the outline so that you are able to talk about it without reference to notes. Speaking in Listen to TV and radio commentators, paying close Monotoneattention to when and how they change their tone and the pitch of their voice. Practice fluctuating the tone and pitch of your voice on tape and in everyday conversation. Use pauses in your lecture so you can think about how you want to say something.

10. Copyright c 2010 Pearson Education, Inc. Publishing as Prentice Hall 6-10 Typical Lecture Presentation Errors and Ways to Avoid Them Part 3 of 4 Errors Ways to Avoid Making distracting gestures Videotape a lecture you are giving and observe your gestures. If they are distracting or irritating to you, the trainees probably feel the same way. Some gestures are useful and keep trainee attention. Don’t stand stiff as a board either. The gestures you use are habits and can be practiced out or in. Leaving projector on with no image or an irrelevant image Get in the habit of glancing at the projection as you are talking about the material it displays. When you are at the end of the material, you will see that it is time to turn the projector off or change the image.

11. Typical Lecture Presentation Errors and Ways to Avoid Them Part 4 of 4 Losing your place in Not being able to find your place happens most the lecture frequently because your notes are too detailed. To deal with this see “ways to avoid reading” above. Another technique is to check off topics you have completed. 6-11 Copyright c 2010 Pearson Education, Inc. Publishing as Prentice Hall Errors Ways to Avoid

12. Lectures: Strengths and Weaknesses Strengths: Good for presenting information Interactivity can be controlled by the trainer (can change from a straight lecture to a lecturette or discussion) A lot of trainees can be trained simultaneously (low training cost/trainee) Weaknesses Cognitive method, not behavioural. So, does not let trainee practice or use learning in a real-world environment Trainees can get bored (learning rate can go down with time) 12

13. The Demonstration Oldest form of training Showing trainees how to do something or how something works Demonstration is most effective when the training objective is to increase skills, as well as knowledge For maximum effect, demonstrations should be combined with lectures (imagine showing someone how something works but not speaking!) Usually, each trainee has the tools and equipment with him so that after the trainer demonstrates, the trainee can do it himself (to practice) {but shared equipment is also used, for example one computer used by 4 students in a computer lab} While the trainee practices by himself, the trainer goes around the room and advises (gives tips etc) 13

14. Demonstrations: Strengths and Weaknesses Strengths: Good for skill development (rather than knowledge or concept) Allows trainees to see how the task is performed Allows trainees to practice the task by themselves, facilitating better learning by matching concept with practice Trainee can also learn from watching other trainee practice, not just the trainer Weaknesses Hardware required by trainer and trainees to demonstrate the action, so more expensive and more space required Class size cannot be very big, or else trainer will not be able to monitor everyone’s practice More time consuming than lectures 14

15. Games and Simulations Designed to simulate processes, events, and circumstances that occur in the trainee’s job Thus, trainees can experience the events in a controlled setting and develop the skills and concepts that they will need to use in the real-world environment Types of Games and Simulations: – Equipment Simulators – Business Games – In-basket Exercises – Case Studies – Role-Playing – Behaviour Modeling 15

16. Games and Simulations 1. Equipment Simulators The use of a sample machine for training how to do the real thing Ex- A flight simulator simulates a cockpit to train a pilot how to fly a real plane Two factors to consider: Physical Fidelity- How closely the sample machine matches the actual work machine that will be used on the job Psychological Fidelity- How closely the training environment matches the actual work environment on the job (for example, time pressure, conflicting demands, environmental conditions etc) Ex- A flight simulator also has to account for wind speed etc, which is present when flying a plane Advantage- Very good simulation, almost like the real work. Useful if work is dangerous and cannot be readily practiced Weakness- High cost to buy or maintain simulation machine (ex- sample aircrafts to train pilots) 16

17. Games and Simulations 2. Business Games Business games are simulations that attempt to represent the way an industry, company, or unit of a company functions. They are based on a set of relationships, rules and principles derived from theory or research 2 types: – Inter-company games (among companies) – Intra-company games (within one company, ex different depts) Ex- Inter-Company Game- separating trainees into groups and asking them to compete in a marketplace environment (i.e. opposing companies against each other) where they will have to make decisions about where to build factories, what products to advertise, how much to spend on advertising, the quality standards to use and how many employees to hire to etc. to survive and make profits. Thus, each team’s actions affect the business environment shared by the other team Intra-company Game- separating trainees into groups and asking them to represent different departments within a single company, i.e. whether they can make mutual decisions to ensure profitability for the firm. This is similar to inter-company games, but without the competition, in fact, it requires cooperation among teams to succeed Advantage- Business games develop leadership and managerial decision-making among trainees Weakness- Assumes some background knowledge on topic (for example, for a business game about launching a new product, trainees need some knowledge about marketing (4P’s etc) 17

18. Games and Simulations 3. In-Basket Technique Giving trainees a “packet “of written information (such as memos, messages, and reports) from a particular job and asking them to sort priorities and respond to the communications. Their responses are later compared with the real-life jobholder (i.e. what decisions he or she would take). This develops administrative time management and decision-making abilities. The “packet” of information is the “in-basket”. Advantage- Develops administrative time-management and day-to-day decision-making ability Weakness- Proper documentation (memo, messages, reports) can be hard to obtain 18

19. Games and Simulations 4. Case Studies Case studies are written or videotaped situations given to trainees to make them analyze and find out solutions to a particular business problem Usually, there is no one correct answer and the focus is more on how trainees approach the problem (recommend creative solutions) Written case studies can be a few pages to a 100 pages Incident process- Giving trainees half the information and the other half they have to find out by themselves (by asking questions and communicating with the trainer and others in the environment) This closely replicates the real-life environment of a manager, who usually doesn’t have all the information presented to him, and must find out by investigating Can use real or made-up cases- real cases are better because the trainer knows what ultimately happened in the situation But made-up cases can be better tailored to the needs of the trainees Advantage- Low cost to develop, readily dispensable Weakness- Trainees think about “how” to solve a problem, but don’t actually solve the problem (no role-playing) 19

20. Games and Simulations 5. Role-Playing Trainees are given a problem situation, assigned different roles in the situation and asked to play out the roles i.e. by physically “acting” with one another Similar to case studies but involves real acting by the trainees Ex- Handling a customer complaint. One trainee is asked to be the customer, and the other trainee is asked to be the call center agent. They then play out the roles among themselves Advantage- body language is practiced, not just problem solving concepts Weakness- Trainees may feel shy to “act” in front of others 20

21. On-the-Job Training All the previous forms of training usually take place in a classroom environment, not the trainee’s actual workplace But on-the-job training takes place on the job, i.e. while the worker is doing his or her job On-the-Job Training (OJT): “using more experienced and skilled employees to train less skilled employees” Most frequently used training method 21

22. On-the-Job Training Types of on-the-job training: Job Instruction Technique (more like a style of on-the-job training rather than a different method of on-the-job training) Apprenticeship Training Coaching Mentoring 22

23. Job Instruction Technique Developed in WWII to train soldiers Four steps include: (p. 244) 1. Prepare- Break down the job into a no. of tasks; Prepare an instruction plan 2. Present- communicate the correct way to do the job to the trainee (by lecturing or demonstrating) 3. Try Out- First, ask the trainee to verbally describe the job. Then, let him do it. Later, provide guidance and feedback. Lastly, let him practice 4. Follow-Up- Inquire about how trainee is doing. Frequently at first, slowly reduce frequency of checks as trainee becomes expert at the job

24. Apprenticeship Training A mixture of on-the job training and classroom training usually given by professional associations in registered professions such as nurses, cooks, carpenters etc The on-the-job training component is usually given by senior, experienced workers while the classroom training component is given by community colleges and academic institutions Example: A Union carpenter’s apprenticeship program requires 2 years of on- the-job experience and 180 hours of classroom instruction

25. Coaching Coaching: “is the process of providing one-on-one guidance and instruction to improve knowledge, skills, and work performance” Coaching is more collaborative (participatory) than other training methods There is a friendly, impersonal relationship between the coach and the trainee which fosters skill development Coaching focuses more on technical (skill) development Ex- A Football coach. Players have a friendly, relaxed relationship with their coach and are encouraged to seek help whenever they want. It is not a formal, structured process (less than other methods)

26. Mentoring “a continuous relationship between a senior & junior level employee with guidance being given on the organization’s policies and systems and how it conducts business” Ex- An Internship Supervisor (from the company) who guides and advises an intern on how to do the work and fit in with the culture of the company Mentoring focuses more on environmental adaptability of the trainee rather than skill development (coaching) So, it does not actually develop any particular skill in the trainee, but prepares him to work in the firm’s culture and work environment (through attitude adjustment and emotional fit etc) 26

27. On-the-Job Training: Strengths and Weaknesses Strengths: Trainees are trained in the actual job environment, so there is no “transfer of training” issues (training – work environment mismatch). It is the real work environment, so no further adjustment needed by the trainees On-the-job training also serves as an orientation program for new employees, who get a first-hand demonstration of how to do their work Since on-the-job training is usually done by older, experienced employees on new, fresh employees….better relationships are formed between older and newer workers (no tension or jealousy etc) Weaknesses : Trainers are not full-time trainers, they are old, experienced employees in the firm. So, they also have their jobs to do in addition to delivering the training. This can increase their pressure and decrease the quality of training (if they are not given time off from their regular work)

28. Audiovisual Enhancements to Training Audiovisual enhancements consist of any physical, mechanical or electronic media used to provide or assist in the delivery of training 2 types of audiovisual enhancements: – Static Media (where the training material is fixed or stationary, such as text slides, picture slides, printed matter, overhead projections (OHP) etc. (not moving) – Advantage: Trainee can look at it over and over again if he does not understand something – Disadvantage: Usually cannot be used alone (needs combination with some other method) – Dynamic Media (where the training material is continuously moving and information is being shown one after another, such as audiotapes, videos, automatically-moving presentations etc. (i.e. moving content) – Advantage: Can be used alone (i.e. standalone method of training) – Ex- a training video shown to the trainees – Disadvantage: Moving media, so if trainee misses something, he cannot go back

29. Training Method Effectiveness at Meeting KSA Objectives – Part 1 of 4 Chapter 629 Scale: 1 = not effective 2 = mildly effective 3 = moderately effective 4 = effective 5 = very effective

30. Training Method Effectiveness at Meeting KSA Objectives – Part 2 of 4 Chapter 630 Goal of Training KnowledgeSkillsAttitude Training Methods Declara- tive ProceduralStrategicTechnical Inter- personal Lecture: Straight a 321113 Discussion432114 Demonstration142443 Comp. Based Text only 543223 Simulation555533 a This rating is for lectures delivered orally, printed lectures would be one point higher in each knowledge category

31. Training Method Effectiveness at Meeting KSA Objectives – Part 3 of 4 Chapter 631 Goal of Training KnowledgeSkillsAttitude Training Methods Declare’ProceduralStrategicTechnical Inter- personal Simulations: Equipment 132512 Case studies324223 Business games23522b2b 2 In-Basket13412c2c 2 Role play122245d5d Behavior Model.133453 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.

32. Training Method Effectiveness at Meeting KSA Objectives – Part 4 of 4 Chapter 632 Goal of Training KnowledgeSkillsAttitude Training Methods Declare’ProceduralStrategicTechnical Inter- personal OJT JIT 354425 Apprentice554525 Coaching354445

33. 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 633