1. Traditional Training Methods
Chapter 6
Traditional Training Methods
Copyright © 2013 Pearson Education, Inc. publishing as Prentice Hall

2. Designing Training
Learning objectives are a critical factor in designing a training program, but other factors such as cost, control of training content, and learning processes also need to be taken into account.

3. TRADITIONAL TRAINING
In this session we want to discuss mainly non-computer-based training methods in terms of their advantages and disadvantages as they relate to the above factors.
In most cases, organizations need to make trade-offs between effectiveness at meeting the learning objectives and the cost of the method or the time required to develop it into a usable training program.

4. Class work In groups
Describe /discuss some of the nonelectronic training methods and their strengths and limitations.
How would you choose the training methods to best suit the different types of KSAs/ learning objectives? See Table 6.1 page 219/Table 6.10 page 255/6 set text Effective Training
Give suitable examples to support your answer.

5. Effectiveness of Games and Simulations:
Pg. 201
Goal of Training
Knowledge
Skills
Attitude
Training Methods
Declar’
Procedur
Strategic
Technic.
Inter- person.
Equipment Simulators 1 3 2 5
Case studies 4
Business games 2b
In-Basket 2c
Role play 5d
Beh. Modeling
b If the business game is specifically designed for interpersonal skills, this could be a 4.
c If multiple in-baskets were used this rating would be 3.
d Specifically role reversal.

6. Job Instruction Training
Job Instruction Training (JIT) – listing each job’s basic tasks, along with key points, in order to provide step-by-step training for employees.
Many jobs (or parts of jobs) consist of a sequence of steps best learned step-by-step. Such step-by-step training is called job instruction training (JIT).

7. Lectures
Lecturing is a quick and simple way to present knowledge to large groups of trainees, as when the sales force needs to learn a new product’s features.
Some guidelines for presenting a lecture include the following:
● Don’t start out on the wrong foot, for instance, with an irrelevant joke.
● Speak only about what you know well.
● Give your listeners signals. For instance, if you have a list of items, start by saying something like, "There are four reasons why the sales reports are necessary…. The first….”
● Use anecdotes and stories to show rather than tell.
● Be alert to your audience. Watch body language for negative signals like fidgeting or boredom.
● Maintain eye contact with the audience.
● Make sure everyone can hear. Repeat questions that you get from trainees.
● Leave hands hanging naturally at your sides.
● Talk from notes or PowerPoint slides, rather than from a script.
● Break a long talk into a series of short talks. Don’t give a short overview and then spend a 1-hour presentation going point by point through the material. Break the long talk into a series of 10-minute talks, each with its own introduction. Write brief PowerPoint slides, and spend about a minute on each. Each introduction highlights what you’ll discuss, why it’s important to the audience members, and why they should listen to you.
● Practice. If possible, rehearse under conditions similar to those under which you will actually give your presentation.

8. Programmed Learning
Programmed Learning – a systematic method for teaching job skills, involving presenting questions or facts, allowing the person to respond, and giving the learner immediate feedback on the accuracy of his or her answers.
Whether the medium is a textbook, iPad, or the Internet, programmed learning is a step-by-step, self-learning method that consists of three parts:
1. Presenting questions, facts, or problems to the learner.
2. Allowing the person to respond.
3. Providing feedback on the accuracy of answers, with instructions on what to do next.

9. Programmed learning
Whether the medium is a textbook, iPad, or the Internet, programmed learning is a step-by-step, self-learning method that consists of three parts:
1. Presenting questions, facts, or problems to the learner.
2. Allowing the person to respond.
3. Providing feedback on the accuracy of answers, with instructions on what to do next.

10. Behavior Modeling Modeling Role-Playing Social Reinforcement
Transfer of Training
It involves (1) showing trainees the right (or “model”) way of doing something, (2) letting trainees practice that way, and then (3) giving feedback on the trainees’ performance.
Behavior modeling is one of the most widely used, well researched, and highly regarded psychologically based training interventions.
The basic procedure is as follows:
1. Modeling. First, trainees watch live or video examples showing models behaving effectively in a problem situation. Thus, the video might show a supervisor effectively disciplining a subordinate, if teaching “how to discipline” is the aim of the training program.
2. Role-playing. Next, the trainees get roles to play in a simulated situation; here they are to practice the effective behaviors demonstrated by the models.
3. Social reinforcement. The trainer provides reinforcement in the form of praise and constructive feedback.
4. Transfer of training. Finally, trainees are encouraged to apply their new skills when they are back on their jobs.

11. Behavior modeling
It involves (1) showing trainees the right (or “model”) way of doing something, (2) letting trainees practice that way, and then (3) giving feedback on the trainees’ performance.
Behavior modeling is one of the most widely used, well researched, and highly regarded psychologically based training interventions.
The basic procedure is as follows:
1. Modeling. First, trainees watch live or video examples showing models behaving effectively in a problem situation. Thus, the video might show a supervisor effectively disciplining a subordinate, if teaching “how to discipline” is the aim of the training program.
2. Role-playing. Next, the trainees get roles to play in a simulated situation; here they are to practice the effective behaviors demonstrated by the models.

12. Behaviour Modelling
3. Social reinforcement. The trainer provides reinforcement in the form of praise and constructive feedback.
4. Transfer of training. Finally, trainees are encouraged to apply their new skills when they are back on their jobs.

13. Other Types of Training
Audiovisual-based
Vestibule Training
Electronic Performance Support System (EPSS)
Videoconferencing
Computer-Based Training (CBT)
Simulated Learning and Gaming
Audiovisual-Based Training – Although increasingly replaced by Web-based methods, audiovisual-based training techniques like DVDs, films, PowerPoint, and audiotapes are still used.
Vestibule Training – With vestibule training, trainees learn on the actual or simulated equipment but are trained off the job (perhaps in a separate room or vestibule). Vestibule training is necessary when it’s too costly or dangerous to train employees on the job.
Electronic performance support systems (EPSS) – Are computerized tools and displays that automate training, documentation, and phone support. Performance support systems are modern job aids. Job aids are sets of instructions, diagrams, or similar methods available at the job site to guide the worker.
Videoconferencing – Involves delivering programs over broadband lines, the Internet, or satellite. Vendors such as Cisco offer videoconference products such as Webex and TelePresence.
Computer-Based Training (CBT) – Refers to training methods that use interactive computer-based systems to increase knowledge or skills. For example, employers use CBT to teach employees safe methods for avoiding falls. The system lets trainees replay the lessons and answer questions, and is especially effective when paired with actual practice under a trainer’s watchful eye.
Simulated Learning and Gaming – “Simulated learning” means different things to different people. The percentages of trainers choosing each type of experience were: Virtual reality-type games, 19%; Step-by-step animated guide, 8%; Scenarios with questions and decision trees overlaying animation, 19%; Online role-play with photos and videos, 14%; Software training including screenshots with interactive requests, 35%; and Other, 6% based on a survey conducted.
Training simulations are expensive to create, but for large companies the cost per employee is usually reasonable. In general, interactive and simulated technologies reduce learning time by an average of 50%.

14. Other training
Audiovisual-Based Training – Although increasingly replaced by Web-based methods, audiovisual-based training techniques like DVDs, films, PowerPoint, and audiotapes are still used.
Vestibule Training – With vestibule training, trainees learn on the actual or simulated equipment but are trained off the job (perhaps in a separate room or vestibule). Vestibule training is necessary when it’s too costly or dangerous to train employees on the job.
Electronic performance support systems (EPSS) – Are computerized tools and displays that automate training, documentation, and phone support. Performance support systems are modern job aids.
Job aids are sets of instructions, diagrams, or similar methods available at the job site to guide the worker.

15. Other training
Videoconferencing – Involves delivering programs over broadband lines, the Internet, or satellite. Vendors such as Cisco offer videoconference products such as Webex and TelePresence.
Computer-Based Training (CBT) – Refers to training methods that use interactive computer-based systems to increase knowledge or skills.
For example, employers use CBT to teach employees safe methods for avoiding falls.
The system lets trainees replay the lessons and answer questions, and is especially effective when paired with actual practice under a trainer’s watchful eye.

16. Other training
Simulated Learning and Gaming – “Simulated learning” means different things to different people. The percentages of trainers choosing each type of experience were: Virtual reality-type games, 19%; Step-by-step animated guide, 8%; Scenarios with questions and decision trees overlaying animation, 19%; Online role-play with photos and videos, 14%; Software training including screenshots with interactive requests, 35%; and Other, 6% based on a survey conducted.
Training simulations are expensive to create, but for large companies the cost per employee is usually reasonable. In general, interactive and simulated technologies reduce learning time by an average of 50%.

17. Learning
Lifelong learning means providing employees with continuing learning experiences over their tenure with the firm, with the aim of ensuring they have the opportunity to learn the skills they need to do their jobs and to expand their horizons.
Lifelong learning may thus range from basic remedial skills (for instance, English as a second language) to college.
Literacy Training – By one estimate, about 39 million people in the United States have learning disabilities.
Yet, today’s emphasis on teamwork and quality requires that employees read, write, and understand numbers.
Employers often turn to private firms like Education Management Corporation to provide the requisite education.
Another simple approach is to have supervisors teach basic skills by giving employees writing and speaking exercises.

18. Team Training
Teamwork does not always come naturally. Companies devote many hours to training new employees to listen to each other and to cooperate. Team training focuses on technical, interpersonal, and team management issues.
In terms of technical training, for instance, management encouraged team employees to learn each other’s jobs, to encourage flexible team jobs. Interpersonal problems often undermine teamwork. Team training here therefore included interpersonal skills training such as in listening, handling conflict, and negotiating.
Effective teams also require team management skills, for instance, in problem-solving, meetings management, consensus decision making, and team leadership, and the teams received such training as well. Many employers use team training to build stronger management teams.

19. Team training
Teamwork does not always come naturally. Companies devote many hours to training new employees to listen to each other and to cooperate. Team training focuses on technical, interpersonal, and team management issues.
In terms of technical training, for instance, management encouraged team employees to learn each other’s jobs, to encourage flexible team jobs. Interpersonal problems often undermine teamwork. Team training here therefore included interpersonal skills training such as in listening, handling conflict, and negotiating.
Effective teams also require team management skills, for instance, in problem-solving, meetings management, consensus decision making, and team leadership, and the teams received such training as well. Many employers use team training to build stronger management teams.

20. Other learning
Internet-Based Training – Trainers increasingly employ Internet-based learning to deliver programs. There are two basic ways to offer online courses to employees. First, the employer can arrange for its employees to take relevant online courses from either its own online offerings or from online training vendors on the Web. The second approach is to arrange with an online training vendor to make its courses available via the employer’s intranet-based learning portal.
Learning Portals / Learning Management Systems (LMS)
A learning portal is a section of an employer’s website that offers employees online access to training courses. Many employers arrange to have an online training vendor make its courses available via the employer’s portal. Most often, the employer contracts with application service providers (ASPs). When employees go to their firm’s learning portal, they actually access the menu of training courses that the ASP offers for the employer.

21. Other learning
Learning management systems (LMS) are special software tools that support Internet training by helping employers identify training needs and schedule, deliver, assess, and manage the online training itself. (Blackboard and WebCT are two familiar college-oriented learning management systems.) An LMS also can help in scheduling, delivering, assessing, and managing the online training itself.
Virtual Classroom – A virtual classroom uses collaboration software to enable multiple remote learners, using their PCs, tablets, or laptops, to participate in live audio and visual discussions, communicate via written text, and learn via content such as PowerPoint slides.

22. Implementing Management Development Programs
Strategy’s Role in Management Development
Succession Planning
Management development – is any attempt to improve managerial performance by imparting knowledge, changing attitudes, or increasing skills. It includes in-house programs like courses, coaching, and rotational assignments; professional programs like those given by SHRM; online programs from various sources; and university programs like executive MBAs.
Management development is important for several reasons. For one thing, promotion from within is a major source of management talent, and virtually all promoted managers require some development to prepare them for their new jobs. Furthermore, management development facilitates organizational continuity, by preparing employees and current managers to smoothly assume higher-level positions.
Strategy’s Role in Management Development – Management development programs should reflect the firm’s strategic plans. Management development programs then impart the knowledge, attitudes, and skills these managers will need to excel at their jobs.
Succession Planning – Management development is often part of the employer’s succession planning process. Succession planning involves developing workforce plans for the company’s top positions; it is the ongoing process of systematically identifying, assessing, and developing organizational leadership to enhance performance.

23. Development
Management development – is any attempt to improve managerial performance by imparting knowledge, changing attitudes, or increasing skills. It includes in-house programs like courses, coaching, and rotational assignments; professional programs like those given by SHRM; online programs from various sources; and university programs like executive MBAs.
Management development is important for several reasons. For one thing, promotion from within is a major source of management talent, and virtually all promoted managers require some development to prepare them for their new jobs. Furthermore, management development facilitates organizational continuity, by preparing employees and current managers to smoothly assume higher-level positions.

24. Development
Strategy’s Role in Management Development – Management development programs should reflect the firm’s strategic plans. Management development programs then impart the knowledge, attitudes, and skills these managers will need to excel at their jobs.
Succession Planning – Management development is often part of the employer’s succession planning process. Succession planning involves developing workforce plans for the company’s top positions; it is the ongoing process of systematically identifying, assessing, and developing organizational leadership to enhance performance.

25. Managerial On-the-Job Training and Rotation
Coaching / Understudy Approach
Action Learning
Managerial on-the-job training methods include job rotation, the coaching/understudy approach, and action learning. Job rotation means moving managers from department to department to broaden their understanding of the business and to test their abilities.
Coaching/Understudy Approach – Here the trainee works directly with a senior manager or with the person he or she is to replace; the latter is responsible for the trainee’s coaching. Normally, the understudy relieves the executive of certain responsibilities, giving the trainee a chance to learn the job.
Action learning programs give managers released time to work analyzing and solving problems in departments other than their own. Its basics include carefully selected teams of 5 to 25 members, assigning them real-world business problems that extend beyond their usual areas of expertise, and structured learning through coaching and feedback. The employer’s senior managers usually choose the projects and decide whether to accept the teams’ recommendations.

26. On the job
Managerial on-the-job training methods include job rotation, the coaching/understudy approach, and action learning.
Job rotation means moving managers from department to department to broaden their understanding of the business and to test their abilities.
Coaching/Understudy Approach – Here the trainee works directly with a senior manager or with the person he or she is to replace; the latter is responsible for the trainee’s coaching.
Normally, the understudy relieves the executive of certain responsibilities, giving the trainee a chance to learn the job.

27. Action Learning
Action learning programs give managers released time to work analyzing and solving problems in departments other than their own.
Its basics include carefully selected teams of 5 to 25 members, assigning them real-world business problems that extend beyond their usual areas of expertise, and structured learning through coaching and feedback.
The employer’s senior managers usually choose the projects and decide whether to accept the teams’ recommendations.

28. Off-the-Job Management Training and Development Techniques (1 of 2)
Case studies
Computerized management games
Outside seminars
University-Related Programs
Role-playing
There are also many off-the-job techniques for training and developing managers such as the following:
The case study method – A development method in which the manager is presented with a written description of an organizational problem to diagnose and solve.
Computerized management games – Enable trainees to learn by making realistic decisions in simulated situations.
Outside Seminars – Numerous companies and universities offer Web-based and traditional classroom management development seminars and conferences.
University-Related Programs – Many universities provide executive education and continuing education programs in leadership, supervision, and the like.
Role-playing – The aim of role playing is to create a realistic situation and then have the trainees assume the parts (or roles) of specific persons in that situation.

29. Off the job training
There are also many off-the-job techniques for training and developing managers such as the following:
The case study method – A development method in which the manager is presented with a written description of an organizational problem to diagnose and solve.
Computerized management games – Enable trainees to learn by making realistic decisions in simulated situations.

30. Off the job training
Outside Seminars – Numerous companies and universities offer Web-based and traditional classroom management development seminars and conferences.
University-Related Programs – Many universities provide executive education and continuing education programs in leadership, supervision, and the like.
Role-playing – The aim of role playing is to create a realistic situation and then have the trainees assume the parts (or roles) of specific persons in that situation.

31. Trends Shaping HR: Customized Talent
In today’s competitive environment, the usual HR practice of allocating development opportunities and other scarce resources across the board or based solely on performance makes less sense. It often makes more sense to focus more of the employer’s resources on the “mission-critical employees” who the employer deems most crucial to the its future growth
several examples follow:

32. Training Methods Purpose:
Understand how to use each of the methods to maximize learning

33. Training Methods Lectures & Demonstrations Experiential Techniques
In Basket
Case Studies
Equipment Simulations
Role playing
Behavior Modeling
Business Games
Computer Based Training
Programmed Instruction
Interactive Multimedia
Virtual Reality
Web-casting
On the Job (not covered in class)

34. Lecture/Discussion Most common component of training
Every other method uses the lecture to some extent.
Can be delivered:
orally
in written form
On electronic media (DVD, iPod, cell phone, etc.)
Can you think of a method that doesn’t use the lecture to some extent?
Objectives (KSAs)
Lectures = knowledge and attitudes (moderate)
NEXT SLIDE

35. Lecture/Discussion Pre-delivery Development
Gather your content
Organize logically
Start lecture with goal AND how you’ll get there
Connect with previous learning
Deliver Content
Connect each component with goal
End with review
Include a variety of visual and auditory experiences
Find ways for trainees to participate

36. Lecture Enhancements Include discussion/facilitation Use visual aids
Put online
Involve note-taking
Demo if Possible??

37. Presenter Do’s Know your content very well
Talk about your content conversationally
Engage trainees
Observe trainee reactions
Encourage questions and responses
Listen effectively and actively
Use humor and give interesting examples

38. Presenter Don’ts Avoid Platform Errors such as:
Monotone speech pattern
Have your back to the trainees while talking
Allowing long, non-relevant side tracks
Reading rather than speaking to trainees
Standing in front of the projection screen

39. Additional Presenter Don’ts
Avoid Platform Errors such as:
Distracting gestures and body language
Projector on with no image or irrelevant image
Losing your place becomes an event
Too many space fillers (umm, ahh, ya know, etc.)

40. Match Content and Pace to Trainee Readiness
Match complexity level and the pace of the lecture to the trainees’ ability to comprehend
Options:
Train different levels separately if possible
Develop and use pre-training materials and/or experiences to get everyone up to speed for training.

41. DEMONSTRATIONS
Demonstrations are lectures with a “show how to do” component.
Process:
Break down into logical parts or sequences (have check list)
Explain each step and its objective(s)
Ask for questions after each part
Review and summarize at end
The process is very similar to the Job Instruction Technique that is part of the OJT section.

42. Training Method Effectiveness at Meeting KSA Objectives
Pg. 201
Goal of Training
Knowledge
Skills
Attitude
Training Methods
Declara- tive
Procedural
Strategic
Technical
Inter- personal
Lecture:
   Straight a 3 2 1
Discussion 4
Demonstration
a This rating is for lectures delivered orally, printed lectures would be one point higher in each knowledge category

43. Experiential Methods:
Simulations & Games
In Basket
Case
Studies
Business Games
Equipment Simulations
Behavior Modeling
Role playing

44. For Experiential Learning
The key is:
Physical and psychological fidelity
The closer you can come to what it would be like in the “real world” the better.
Identical Elements
vs.
General Principles

45. Experiential Learning Model
Experience
(life or some exercise/game)
Activate memory
Recall previous knowledge
Practice
(try it out)
Behavioral reproduction
Lecturette
(provide information)
Retention
* Coding
* Organization
Generalize
(relevancy to other situations)
Individual activity Symbolic rehearsal
Processing
(analysis of experience and information)
Retention
* Coding
* Organization
Go over the Model…..then
Let’s look at training methods that focus on this model.
NEXT SLIDE

46. Simulations Equipment In-Baskets
Case Studies (any size, small vignettes to 50 pages)
Role Playing (actual behavior)
Feedback = critical piece and usually not done well
Behavior Modeling (observe then do)
Video better than live

47. Delivery of Simulations
Equipment: Must have simulation equipment.
In-Baskets: Can have some things on video
Case Studies: Paper, Live, Video or any combo
Role Playing: Can have situation on paper, live or video. Trainees then act out roles.
Demonstration role play can be live or video.
Behavior Modeling: Video better than live

48. BUSINESS GAMES: Can be paper, board, video, computer
Should be fun and interesting
Make sure you have enough time
Before starting make sure trainees
Understand objectives
Understand rules and procedures
Make sure the game allows
Trainees to make decisions, examine feedback, make new decisions, receive more feedback, etc.
Reflect on and capture lessons learned
Let’s look at the types of learning objectives these experiential methods match up best with.
NEXT SLIDE

49. Memory Games Memory games such as Jeopardy are not business games.
They are useful as a review and reinforcement of key learning points.

50. Effectiveness of Games and Simulations:
Pg. 201
Goal of Training
Knowledge
Skills
Attitude
Training Methods
Declar’
Procedur
Strategic
Technic.
Inter- person.
Equipment Simulators 1 3 2 5
Case studies 4
Business games 2b
In-Basket 2c
Role play 5d
Beh. Modeling
b If the business game is specifically designed for interpersonal skills, this could be a 4.
c If multiple in-baskets were used this rating would be 3.
d Specifically role reversal.

51. Keep Training Energized With CPR
Create energizing activities in which:
Content is excellent and relevant
Participation is encouraged
Learning is Reinforced
Exercises = Participation &
Learning Reinforcement

52. What methods will work for the different learning styles?

53. Index of Learning Styles
What methods work for these learners?
Active –Reflective

54. Index of Learning Styles
What methods work for these learners?
Sensing – Intuitive

55. What methods work for these learners?
Visual – Verbal

56. What methods work for these learners?
Sequential - Global

57. Trainer Process for: On the Job Training
1. Prepare
Break down job into important steps. Have a checklist.
Have necessary equipment, materials and supplies ready.
Rehearse yourself!!
Put learner at ease

58. Trainer Process for: On the Job Training
2. Present (Train)
Tell trainee the objective and steps involved
Show (demonstrate) trainee how to do the task
Explain the key points
Ask for questions and repeat if trainee seems confused

59. Trainer Process for: On the Job Training
3. Have trainee Try Out
Have trainee talk thru & explain steps
Have the trainee do each step
Praise for correct work
Correct mistakes until task is performed correctly
Praise trainee for completing whole task correctly

60. Home work Chapter7
Describe /discuss some of the electronic training methods and their strengths and limitations.
How would you choose the training methods to best suit the different types of KSAs/ learning objectives?
Give suitable examples to support your answer.