Training Methods Chapter #6 Balloon Planet Supplies: 3 scissors per group; multi-colored balloons including red (at least 25 total), spool of ribbon per group, 1 pin per group; 1 garbage sack per group; handouts

Learning Outcomes By the conclusion of this chapter, you should: Be able to discuss uses of the various training methods available. Understand which method is most effective at meeting the various learning objectives. Understand the strengths and weaknesses of each method and be able to analyze when it is appropriate to use a particular method.

Training Methods Cognitive methods – Behavioral methods – Verbal/written information; concepts; rules Changes in knowledge and attitude Behavioral methods – Practice behavior (real or simulated) Behavior change, skill development and attitude change Cognitive methods – can influence skills development Both can influence attitude, but do so by different means. 1 – cognitive teaches you how attitudes can be different 2- behavior allows you to see how attitudes can be different and practice with new attitudes.

Lecture Method Straight Lecture Lecturette Discussion Method Best to create general understanding or to influence attitudes through education. Straight Lecture – telling someone about something; well-organized (introduction, objectives, overview, rules, body, summary, conclusion) Discuss Advantages/Disadvantages: one way communication; good for short amounts of time; effective with large groups that all need the same instruction. Trainee: listen, observe and take notes. Shorter the better Lecturette - shorter version – less than 20 minutes Lecturette Discuss Advantages/Disadvantages Discussion Method – lecture supported by interaction between trainers and trainees. Can facilitate principle learning and problem solving. Actively involves learners Discuss Advantages/Disadvantages: two way communication, questions asked by both the trainer and trainee. Importance of questions: enhance understanding, keeps trainees focused, actively engages audience which will improve recall.

Lecture Method Analysis Cost – relatively inexpensive; efficient Control – high for trainer Learning objectives – declarative knowledge (discussion can have higher learning) & attitude change Advantage: everyone exposed to same information, cost contained, control of material (less when you allow discussion)

Lecture Method Analysis Learning Process – Attention: good in short-term Retention: adequate if trainer can assist with symbolic coding Reproduction: low Training Group - large group with similar level of intellectual ability and content knowledge Lecture – you have to work to maintain attention as a presenter. Remember a good lecture will speak at 125 wpm, the average listener can process 400-500 wpm. Retention: 1 – symbolic coding, 2 – cognitive organization, 3 – symbolic rehearsal Note table 6-1 pg. 240 Training group needs to be smaller if you want to add the discussion tool.

Computer-Based Training (CBT) Alternative to classroom training Training occurs through use of a computer Many different CBT approaches – See table 6-3 pg. 244

Computer-Based Training (CBT) Costs – costly to develop, but cost-effective if utilized by large numbers of trainees. Control – developer control, with pace controlled by learner and software Learning Objectives – declarative and procedural knowledge (some strategic) Advantages: consistent, large audiences, distance learning, self-paced, effective and efficient learning Disadvantages: lag time between needs analysis and implementation, costly to develop – 1 hr CBT = 200 hr to develop, hardware costs/software costs (each trainee needs a station), no feedback by trainer (questions/interaction), no control over who goes through (security, passwords, helpers, etc.); limited use with for skill development – unless skill being taught is a computer skill.

Computer-Based Training (CBT) Learning Process: Attention - good at capturing and maintaining Retention – good (uses many senses) Reproduction – limited Training Group – endless (all need access to computer station) Highly portable Advantages: usually interesting and motivating so attention is maintained; facilitates symbolic coding and helps with organization; allows different levels of readiness. Disadvantages:

Games and Simulations Equipment simulators Business Games In-Basket Techniques Case Study Role Play/Skills Practice Behavior Modeling Games and simulations allow trainees to experience events in a controlled setting and develop skills and discover concepts that will improve performance without the risks. These methods are only as good as the discussions and debriefs that follow. Equipment simulators – mechanical devices that require trainees to use the some procedures, movements, and/or decision processes they would use with equipment back on the job. Ie air traffic control, pilots, military. Business Games – simulations that attempt to represent the way an industry, company or subunit of a company factions; provides the element of competition; uses rules, principles and theory to apply to simulate situation; system provides feedback to trainees regarding the decisions they make. In-Basket Techniques – provides trainees with a packet of written information and requests that would be typically be handled in a position and requires that the trainee make the decisions. Best at developing procedural and strategic knowledge Case Study – attempt to simulate decision making situations that trainees might find on the job. Background is provided and discussion questions are used to facilitate learning. Good at procedural and strategic learning. Role Play – Structured; Spontaneous; single – one group; multiple – all groups; role rotation – switch roles Skills practice Behavior Modeling – trainees observe others and then mimic what has been demonstrated. Effective for any type of skill training. May use a video or live model – must be an expert Pg 260- 7 steps

Games and Simulations Costs – vary Control – both the trainee and trainer Learning objectives Assume some level of declarative knowledge and procedural knowledge Good for advanced procedural and strategic knowledge and skills Low – role plays, case studies, in basket, Mid- behavior modeling High – simulations, business games

Games and Simulations Learning Process Training Group Attention - excellent Retention - excellent Reproduction – real strength Training Group Small groups (1-8) Must be applicable to learning objectives. Be careful not to draw attention away from learning objectives.

On-The-Job Training (OJT) Apprenticeship Coaching/Mentoring Train and Trainer Most frequently used Use of more experienced workers to train less skilled and experienced employees One-On-One Techniques Apprenticeships – partnership between unions/employers/schools and government. Skilled trades, 2 years OJT and 180hours classroom; journeymen is the highest level; government gives standards and services. Coaching and mentoring – must have strong interpersonal relationship that is on-going. Good at improving fit with organization culture and norms. Table 6-6- pg 266

On-The-Job Training (OJT) Cost – relatively low Control – trainer and trainee Learning objectives – Best at developing skills Good at advanced procedural and strategic knowledge Highest cost is training the trainers Can increase knowledge based and shift attitude Transfer is a natural outcome Helps facilitate positive integration into organizations Weakness: competence of trainer

On-The-Job Training (OJT) Learning Process Attention: high Retention: high Reproduction: high

Audiovisual Enhancements Static - fixed Newsprint/charts/posters Projected text/images Dynamic - moving Audio-only tapes Videos/film Computer generated (slides) Used in addition to mostly any other type of method. Useful for improving knowledge, skills and attitudes. Supplement. Static – presentations of fixed text or images; stationary Dynamic – moving media Discuss advantages and disadvantages of each. Table 6-7 pg 280

Conclusion There are a variety of methods that can be utilized when designing training plans. There is no one best method; each method must be analyzed and applied where appropriate in training programs. Methods are integrally tied to learning objectives.