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

2. Session Overview
Describe the various formats, purposes, procedures, strengths, and limitations of following training methods:
Lecture
Demonstrations
Computer-Based
Games and Simulations
On-the-Job
Chapter 6

3. Training Approaches Training Methods can be divided into two
Cognitive Methods – provides verbal or written information, demonstrate relationships among concepts
Behavioral Methods – allows the trainee to practice behavior in a real or simulated fashion
Both Cognitive and Behavioral methods
are used to change attitudes!
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4. Training Method & Learning
Various methods differ in the way they influence knowledge, skills and attitudes
Three levels of knowledge
Declarative – store of factual information
Procedural – understand how/when to apply facts
Strategic – planning, monitoring and revising goal directed activity, including learning
Skills – two levels of skill acquisition
Compilation (lower level)
Automaticity (higher level)
Attitudes
Affect motivation levels, which influence behavior
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5. Various Training Methods
Lecture
Demonstrations
Computer-Based
Games and Simulations
On-the-Job
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6. Training Methods Training Methods Usage (Training, 1997)
Classroom Lecture (94%)
Video (74%)
Audiovisual (56%)
Role Play (52%)
Case Study (38%)
Computer based Training using CD-ROM (36%)
Games (28%)
Computer Based Training using Intranet (21%)
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7. Training Methods - Lecture
Second oldest form of training
Used to create understanding of a topic or to influence attitudes through education about a topic
Most useful when trainees lack declarative knowledge
Trainees role: listen, observe, and perhaps take notes
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8. Training Methods - Lecture
Three lecture variations:
Straight lecture – does not include trainees interacting with the trainer
Lecturette – has the same characteristics as the lecture but usually lasts fewer than 20 minutes
Discussion – uses a lecturette to provide trainees information that is supported, reinforced, and expanded on through interactions both among trainee/trainer and is more effective method at producing attitude changes than straight lecture
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9. Strengths of Lectures Lecture strengths: Low development costs
Time efficient in terms of development & delivery
High degree of trainer control over the training process & content
Good at capturing the trainee’s attention in the short-term (tends to decline after 15 to 20 minutes)
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10. Training Methods - Demonstration
Oldest form of training
Is a display of how to do something or how something works
Demonstrations, like lectures, can be differentiated by the level of interaction of the trainee.
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11. Basic Demonstration Components and Their Effects on Learning
AREAS OF LEARNING 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
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12. Training Methods - CBT Computer-Based Training (CBT):
“any training program that occurs through the use of a computer”
Programmed instruction (PI): foundation of CBT and is method of self-paced instruction
Used best to increase declarative knowledge
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13. Computer-Based Training (CBT)
Types of CBT:
Intelligent Tutoring Systems
Interactive Multimedia
Virtual Reality
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14. Intelligent Tutoring Systems
Intelligent Tutoring Systems (ITS):
Next generation of programmed instruction
Uses artificial intelligence to:
generate instruction that matches the trainee’s individual needs.
communicate and respond to trainees questions.
learn from the responses of the trainee what approach to take in teaching the trainee.
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15. Intelligent Tutoring Systems
Component of ITS:
Domain expert – knowledge about the best way to perform task (called the expert knowledge database)
Trainee model – stores information about trainee’s performance
Trainee session manager – interprets trainee’s responses by responding with coaching or tutoring
User interface – is the equipment that allows the trainee to interact with the ITS (computer keyboard, mouse, or joystick)
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16. Interactive Multimedia
Interactive Multimedia Training:
“integrates the use of text, video, graphics, photos, animation, and sound to produce training”
In the form of computer-based simulation
Job specific
Example: (Action 6-2)
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17. Virtual Reality Training (VR)
“Puts the trainee in an artificial three-dimensional environment that simulates events & situations experienced on the job”
3-D learning simulation using devices such as: headsets, gloves, & treadmills
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18. CBT - Advantages Advantages: 24/7 accessibility Interactive
Trainees can control their learning
Unlimited time for learning (mastery of content)
Progress/testing tracks progress
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19. CBT - Challenges CBT Challenges:
Lacks face-to-face contact or interaction
Requires self-motivation to complete
High developmental costs
Trainees must be computer literate
Potentially brief shelf-life
High degree of computer literacy to develop CBT training material
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20. CBT - Applications CBT Applications: Reaches many people
Trainees can be in remote locations
Interaction between people not needed
Trainees can vary in knowledge level
Can be used as an on-the-job training reference
Ideal for refresher or follow-up training
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21. Games & Simulation Training
“designed to simulate processes, events, and circumstances that occur in the trainee’s job”
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22. Games & Simulation Variety of Games & Simulation:
Equipment simulators (airplane simulators)
Business Games
In-Basket Technique (memos, messages, & reports; decision making)
Case Studies
Role Play (enactment of scenario)
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23. Games & Simulation Advantages
Allows interactive application of knowledge
Let employees see blind spot in performance
Challenges assumptions; problem-solve with artifacts
Loosen harden attitudes
Create excitement and retention
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24. On-the-Job Training On-the-Job Training (OJT):
“using a more experienced and skilled employee to train less skilled employees”
Most frequently used training method
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25. On-the-Job Training OJT Variations: Formal OJT
Job Instruction Technique
Apprenticeship Training
Coaching
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26. OJT - Formal Formal OJT:
Conducted by superior employees (technical/skills)
Learning is achieved through carefully developed learning events
Instructional process follows a job instruction technique
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27. Job Instruction Technique
Job Instruction Technique (JIT):
Developed in WWII to evaluate OJT programs
Four steps: (p. 265)
Prepare
Present
Try Out
Follow-Up
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28. 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.
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29. 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
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30. 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
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31. Apprenticeship Training
One of the oldest forms of training (Middle Ages/Skilled Crafts)
Is a partnership between labor unions, employers, school, and the government
Example:
A Union carpenter’s apprenticeship program requires 2 years of on-the-job experience and 180 hours of classroom instruction
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32. Coaching
Coaching:
“is the process of providing one-on-one guidance and instruction to improve knowledge, skills, and work performance”
Mentoring: considered a form of coaching
“an ongoing relationship between senior & junior level employee with guidance of how the organization conducts business”
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33. OJT Advantages Advantages of OJT:
Trainees learn KSAs in the actual job situation
Provides new employees with rapid orientation to the company
Aids in developing relationships between older and new employees
Challenges of OJT:
OJT success depends on the motivation level and competencies of the trainer
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34. 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
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35. 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
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36. 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.
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37. 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

38. 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 6