1. Off-the-Job Training Methods
Chapter Six
Off-the-Job Training Methods
© 2010 by Nelson Education Ltd.

2. © 2010 by Nelson Education Ltd.
Learning Outcomes
Describe off-the-job instructional methods
List advantages and disadvantages of each instructional method
Describe how and when to use each instructional method
Define physical and psychological fidelity
Describe the factors to consider when choosing an instructional method
Define aptitude-treatment interaction and discuss its implications for training
Discuss a blended delivery approach to training
© 2010 by Nelson Education Ltd.

3. © 2010 by Nelson Education Ltd.
Lecture Method
Trainer organizes content & presents orally; little listener involvement
Advantages:
Transfer large amounts in short time. Minimal $$$
Listeners all get same message
Disadvantages:
Not effective for development of skills/change of attitudes. Forced passive learning
Does not accommodate differences in ability
© 2010 by Nelson Education Ltd.

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Discussion Method
Leader facilitates analysis of a problem or case
Five purposes:
Helps members recognize what they do not know but should
Opportunity for members to get answers to questions
Allows members to get advice on concerns
Allows sharing ideas and deriving a common wisdom
Way to learn about one another
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Audio-visual Methods
Refer to various forms of media (i.e., video, slides)
Advantages:
Can be used to illustrate behaviour
Highlight key points (slides)
Control pace of training
Tips for use
Discuss learning objectives
Don’t overwhelm trainees with information
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Case Study
Trainees discuss, analyze, and solve problems based on real situations
Objectives:
Introduce realism into learning
Deal with variety of problems, goals, facts, conditions, and conflicts
Teach how to make decisions
Teach creativity, think independently
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Case Incident
Method in which one problem is presented for analysis
Similar to case study but a much smaller scale
Advantages:
Useful to stress one topic or concept
Short, so can be read during training session
Reduces effect of differences in reading times
Trainees can draw on their own experiences
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Behaviour Modelling
Trainees observe a model and attempt to replicate
Based on social cognitive theory and observational learning
Good for learning skills and behaviours, not for factual info
Based on four learning principles:
observation (modelling)
rehearsal (practice)
reinforcement (reward)
transfer
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Role Play
Trainees practice new behaviours in a safe environment
Focus on doing and experiencing
Useful for acquiring interpersonal skills, human relations skills, and changing attitudes
Three phases: development, enactment, debriefing
Debriefing is most important phase and should take 2-3X longer than enactment
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Games
Activities characterized by structured competition that allow trainees to learn specific skills
Tend to focus on development of problem-solving, interpersonal skills, and decision-making skills
Incorporate learning from experience, active practice and direct application to real problems
Range from simple to complex, individual to team games
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Games
Tips for use
State learning objectives
Define roles
Ensure games are realistic
Be well prepared
Ensure link to objectives
Include a debriefing session
© 2010 by Nelson Education Ltd.

12. © 2010 by Nelson Education Ltd.
Simulations
Use of operating models of physical/social events designed to represent reality
Used to recreate situations by simplifying them
Used when training in real world might involve danger, extreme costs, or is impractical
Equipment simulators: mechanical devices similar to those on the job
© 2010 by Nelson Education Ltd.

13. Experiential Learning
Role play, games, and simulations are also known as experiential learning
Trainees are immersed in the experience, actively learning
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Action Learning
Learner develops skills through responsible involvement in a real, complex, and stressful problem
Goals are to involve and challenge trainee
Involves identifying real problems, developing solutions, testing them in real world and evaluating consequences
Changes trainees from passive information receivers to problem solvers
Incorporates more adult learning principles than other methods
© 2010 by Nelson Education Ltd.

15. © 2010 by Nelson Education Ltd.
Summary
Described 10 of the most common off-the-job instructional training methods and their advantages and disadvantages
Considered elements to ensure effective use of each method
Discussed how to choose from amongst the instructional training methods and main factors to consider
Discussed the importance of combining methods and a blended delivery approach
© 2010 by Nelson Education Ltd.