1. Traditional Training Methods

2. Last Session Objectives  After attending this session, you will be able to:  Draw, explain and carry out outline of training design (planning process)  Differentiate different levels of training objectives  Explain the terms ‘objective’, ‘conditions’ and ‘standards’ in a training context  Write clear ‘learning’ objectives  Explain and demonstrate applications of the following in training design:  Learning Theories  Motivation Theories  Learning Styles  Design Theories (Sequencing)  Transfer of Training to Workplace

3. Transfer of Training - Focus Areas in Training Design  Conditions of Practice  Massed vs. Spaced  Whole vs. Part Learning*  Task Organisation, Task Complexity  Progressive Part Training  Overlearning  Maximize Similarity (Identical Elements)  General Principles  Feedback  Relapse Prevention  Goal Setting

4. *Part vs Whole Training Type Phase 1Phase 2Phase 3Phase 4Phase 5 WholeA+B+C+D PartABCDA+B+C+D Progressive Part AA+BA+B+CA+B+C+D

5. Transfer of Training – Organisational Interventions  Supervisor  Peers  Trainer  Reward  Climate and Culture

6. Instructional Design  Methods of presenting material  Gagne Briggs Model (Based on Social Learning Theory)  Elaboration Theory :  Simplifying Conditions Method  Topical and Spiral Sequencing

7. Practically Speaking….  Develop Objectives  Develop Tests  Decide Contents  Identify Learning Steps  List Entry Behaviors  Sequence and Structure

8. Learning Objectives Cluster 1 Phone Exchange Operations & Troubleshooting Basic Components Basic Operations Advanced Features Office phone network and extensions Cluster 2 Front Office Equipments & Troubleshooting Cluster 3 Housekeeping Cluster 4 Soft Skills Phone etiquette Assisting Behaviour Body Language, Gestures, Postures

9. A Few Tips Job Performance Order: The learning sequence is the same as the job sequence From Simple to Complex: Objectives may be sequenced in terms of increasing complexity Critical Sequence: Objects are ordered in terms of their relative importance Known to Unknown: Familiar topics are considered before unfamiliar ones Dependent Relationship: Mastery of one objective requires prior mastery of another Supportive relationship: Transfer of learning takes place from one objective to another, usually because common elements are included in each objective. These should be placed as close together as possible so that the maximum transfer of learning can take place. Cause to Effect: Objectives are sequenced from cause to effect

10. Recap

11. Training Processes Model Outcome Evaluation Data Needs Analysis Phase Input Process Output Design Phase Input Process Output Development Phase Input Process Output Implementation Phase Input Process Output Evaluation Phase Input Process Output Process Evaluation Data Triggering Event

12. 12 ADDIE “Model” Analysis Design Development Implementation Evaluation

13. Design Phase Input Process Output Training Needs Organizational Constraints Learning Theory Develop Training Objectives Determine factors that facilitate learning & transfer Identify alternative method ofinstruction Evaluation objectives

14. InputProcessOutput Methods Alternative Instructional Strategy Determine Factors that Facilitate Learning & Transfer Program Development Plan Instructional Material Instructional Equipment Trainee and Trainer Manuals Facilities Trainer

15. The Traditional Training Methods MethodAdvantagesLimitations L_C_U__ L with DI_C_ _ _I_N D_M_N_T_ _ _I_N SI_U_A_T_ONS* *G_M_S *R_ _E- P_ _Y *_A_E O_T** **JIT **COACHING

16. MUD & 3E Nature of LearningMethods, Activities & Resources MemoryLists, Handouts, Presentations, Activities that require memorization UnderstandingDiscussions, Case Studies, Role Playing, Exercises, Coaching etc DoingDemonstration, Skill Practice, Role Playing, Dismantling, Reassembly, OJT, JIT, Coaching etc  You could design your own activities – preferable, since it would be contextual  3Es (Effective, Enjoyable, Efficient)

17. Lecture Method  Oral, Video, Printed, Lecturette (20 minutes), Lectures with discussion Pure Lecture AdvantagesDisadvantages The trainer has complete control over content and sequence Not a method to teach skills Large numbers can be catered toLack of interaction Efficient, Cost EffectiveDifficult to hold trainees attention due to lack of participation Skill demand on trainer is very high

18. Discussion (Facilitation)  A group activity usually, led by the trainer in which the participants examine suggestions, attitudes, ideas, solutions etc. Best used in support of other methods. AdvantagesDisadvantages Opportunity for individuals to express opinions and to listen to the view of the others Can be time consuming if not properly structured High level of participationCan be a non-event if participants are not participating or lack the knowledge or experience Experience and knowledge of trainees can be drawn out Considerable skill required by trainer to shape the direction of discussion, manage time To be effective, there should be a cap on numbers (12-15)

19. Demonstration Method  An illustration by live performance of a task, skill or procedure accompanied by an explanation AdvantagesDisadvantages Comparatively easy to attract and retain attention Needs careful preparation by demonstrators to ensure correct model is shown Reinforces correct procedure by providing a model Can be time consuming to obtain materials, set-up and dismantle Shows relationship between different activities within a task May have to be repeated a number of times if the number of trainees is large Speed can be adapted to suit the pace of the group

20. Simulation  Includes equipment simulation, business games, case studies, role plays, in-basket, exercises and activities AdvantagesDisadvantages Introduces an element of realismPreparation and conduct of exercise is time consuming Involves high level of activity which arouses interest and motivates Can be very expensive to have physical and psychological fidelity Can draw upon experiences of the trainees In basket may need constant updating Can involve activities with critical decision making without dangers Interpersonal role plays could be threatening to the individuals Very high level of trainer skills required to direct, manage and control the exercise for desired outcome

21. AV Enhancements StaticDynamic White/Black BoardsAudio only tapes Flip Charts, PostersMovies and Videos PresentationsMulti-media slideshow

22. Facilitation  Ice-breaker  Route Mapping  ‘Facilitation’?  Communication:  Listening  Clear instructions (oral and written)  Moving (remove barriers): shows comfort with the subject  Quiet Trainees  Talkative Trainees  Angry Trainee (all or one?)