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

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

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! Chapter 6

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 Chapter 6

Various Training Methods Lecture Demonstrations Computer-Based Games and Simulations On-the-Job Chapter 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%) Chapter 6

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 Chapter 6

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 Chapter 6

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) Chapter 6

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. Chapter 6

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 Chapter 6

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 Chapter 6

Computer-Based Training (CBT) Types of CBT: Intelligent Tutoring Systems Interactive Multimedia Virtual Reality Chapter 6

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. Chapter 6

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) Chapter 6

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) Chapter 6

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 Chapter 6

CBT - Advantages Advantages: 24/7 accessibility Interactive Trainees can control their learning Unlimited time for learning (mastery of content) Progress/testing tracks progress Chapter 6

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 Chapter 6

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 Chapter 6

Games & Simulation Training “designed to simulate processes, events, and circumstances that occur in the trainee’s job” Chapter 6

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) Chapter 6

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 Chapter 6

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 Chapter 6

On-the-Job Training OJT Variations: Formal OJT Job Instruction Technique Apprenticeship Training Coaching Chapter 6

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 Chapter 6

Job Instruction Technique Job Instruction Technique (JIT): Developed in WWII to evaluate OJT programs Four steps: (p. 265) Prepare Present Try Out Follow-Up Chapter 6

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

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

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

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 Chapter 6

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” Chapter 6

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 Chapter 6

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

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

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

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

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