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

2. 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

3. 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

4. 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

5. 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

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

7. 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

8. 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

9. 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

10. 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

11. 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

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

13. 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

14. 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

15. 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

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

17. 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

18. 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

19. 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

20. 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

21. 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

22. 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

23. 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

24. 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