1. Effective Training: Systems, Strategies, and Practices, 4th Edition
Chapter Six
P. Nick Blanchard and James W. Thacker
Copyright c 2010 Pearson Education, Inc. Publishing as Prentice Hall

2. Traditional Training Methods
Traditional Training Methods Include:
Lectures
Discussions
Demonstrations
Games
Simulations
On-the-Job Training
Copyright c 2010 Pearson Education, Inc. Publishing as Prentice Hall

3. Traditional Training Methods
Lectures
Purpose
Procedure
Strengths
Limitations
Learning Objective most suited
Most common
Often coupled with demo.
Good if organized
Oldest Mtd
Print/oral
Live / Video
Formal/less formal
Interactive
Copyright c 2010 Pearson Education, Inc. Publishing as Prentice Hall

4. Traditional Training Methods
Traditional Training Methods Include:
Lectures
Discussions
Demonstrations
Games
Simulations
On-the-Job Training
Copyright c 2010 Pearson Education, Inc. Publishing as Prentice Hall

5. Typical Lecture Presentation Errors and Ways to Avoid Them Part 1 of 4
Errors Ways to Avoid
Talking with back to Don’t talk and write at the same time.   Have trainees while writing flip charts prepared ahead of time when possible. on board or flip chart.    If considerable board work is required, use overhead transparencies.
Using highly technical If technical words or jargon must be used, provide words, unfamiliar definitions. Simplify the language and sentences so jargon, or complex meaning is clear. Pilot test at least part of the sentences. lecture with an audience similar to the trainees.
Providing examples The lecturer need not provide all the examples.
or asides without Ask trainees to provide some of the examples
much relevance to or illustrations. In preparing the lecture, go to the trainees. the trainee’s supervisors to get relevant examples.
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6. Typical Lecture Presentation Errors and Ways to Avoid Them Part 2 of 4
Errors Ways to Avoid
Reading rather than Prepare an outline of points to be covered rather lecturing. than a word- for-word script. Be familiar with each point on the outline so that you are able to talk about it without reference to notes.
Speaking in Listen to TV and radio commentators, paying close Monotone attention to when and how they change their tone and the pitch of their voice. Practice fluctuating the tone and pitch of your voice on tape and in everyday conversation. Use pauses in your lecture so you can think about how you want to say something.
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7. Typical Lecture Presentation Errors and Ways to Avoid Them Part 3 of 4
Errors Ways to Avoid
Making distracting gestures
Videotape a lecture you are giving and observe your gestures. If they are distracting or irritating to you, the trainees probably feel the same way. Some gestures are useful and keep trainee attention. Don’t stand stiff as a board either. The gestures you use are habits and can be practiced out or in.
Leaving projector on with no image or an irrelevant image
Get in the habit of glancing at the projection as you are talking about the material it displays.   When you are at the end of the material, you will see that it is time to turn the projector off or change the image.
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8. Typical Lecture Presentation Errors and Ways to Avoid Them Part 4 of 4
Errors Ways to Avoid
Losing your place in Not being able to find your place happens most
the lecture frequently because your notes are too detailed. To deal with this see “ways to avoid reading” above. Another technique is to check off topics you have completed.
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9. Copyright c 2010 Pearson Education, Inc. Publishing as Prentice Hall
Basic Lecture/Discussion Components and Effects on Learning-Part 1 of 4
Learning Process
Lecture/Discussion Components
Affected
1. Orientation
Presenting information so that trainees understand the direction in which the lecture is headed and how it is organized.
Attention
2. Enthusiasm
Presenting information in a manner that conveys the topic’s importance and inherent
value.
Attention
3. Variety
Use of voice, gestures, various components listed in this table and audiovisual aids. For printed lectures this is minimized.
Attention
Retention:
Symbolic coding
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10. Basic Lecture/Discussion Components and Effects on Learning – Part 2 of 4
Learning Process
Lecture/Discussion Components
Affected
4. Logical organization
Presenting information in a logical order and providing logical transitions between topic areas.
Retention:
Cognitive organization
5. Explanations
Describing facts, concepts and principles in a clear and easily understood manner.
Retention:
Symbolic coding
Cognitive organization
6. Directions
Providing instructions in a manner that allows trainees to understand what they are to do and how to do it.
Retention:
Cognitive organization
Symbolic rehearsal
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11. Basic Lecture/Discussion Components and Effects on Learning – Part 3 of 4
Learning Process
Lecture/Discussion Components
Affected
7. Illustrations
Providing clear, interesting and relevant examples of how information can or has been applied (both correctly and incorrectly).
Attention
Retention:
All areas
8. Compare and contrast
Articulating the similarities and differences, advantages and disadvantages, etc. of relevant topic areas.
Attention Retention:
Cognitive organization
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12. Basic Lecture/Discussion Components and Effects on Learning – Part 4 of 4
Learning Process
Lecture/Discussion Components
Affected
9. Questions and discussion
Seeking information from the trainees regarding their comprehension, their content related ideas and stimulating the trainees’ thought processes (e.g., Socratic questioning). This is not possible in printed lectures.
Attention
Retention:
All areas
10. Summarize
Highlighting important concepts covered in a manner that links the topics/ideas together.
Retention:
Cognitive organization
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13. Basic Demonstration Components and Their Effects on Learning
AREAS OF LEANING AFFECTED
PRESENT
Tell
Demonstrate
Explain
Attention
Retention:
Symbolic coding
Cognitive organization
 TRY OUT
Trainees talk through the task
Trainees do task and describes what they are doing and why
Trainer provides positive/negative feedback
Trainees practice
Retention:
Symbolic rehearsal
Behavioral Reproduction
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14. Tips for Developing and Presenting Role Plays—1 of 3
• Create your characters carefully to prove your point. Provide two characters who are going to clash in exactly the way you want. For example, use one player to force another either to use the skills taught or to illustrate what happens when those skills are not used. Do not write a script (unless you are teaching rote responses), but provide detailed background on characters’ habits, attitudes, goals, personalities, and mood, and on the business restrictions that motivate or restrain them.
• Use role playing to illustrate one key problem. Do not try for more than one topic or you will diffuse the effect and distract the learners with too much information.
Presenting
• Take the time to introduce the situation. Give trainees enough background to understand what’s at stake; then assign the roles.
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15. Tips for Developing and Presenting Role Plays—2of 3
Both the role-play and the discussions can get off topic. To prevent digression, make sure participants understand your instructions. For example, tell them, “ The customer service representative must (1) use the customer’s name three times; (2) organize, clarify, and confirm the nature of the customer’s problem; (3) empathize with the customer; and (4) offer to do something for the customer.” if you plan to use observers to provide feedback, have each of them use an observation sheet to look for key behaviors and to respond to key aspects of the performance.
If the role-play gets off topic, stop the performance and ask, “What are the problems here? Why isn’t the conversation moving in the right direction?” Be assertive to ensure that the participants stay in character and on topic.
Copyright c 2010 Pearson Education, Inc. Publishing as Prentice Hall

16. Tips for Developing and Presenting Role Plays—3 of 3
After the performance, always discuss what happened. This is how learning takes place. Ask questions of each player, and have the group advise the players.
Encourage discussion. Challenge them with alternatives: “What would have happened if…?”
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17. Things to Consider for Implementing Behavior Modeling – Part 1 of 4
•  Use care in selecting the trainer/program administrator who will set up and conduct the sessions. He or she must be skilled and experienced with this technique.
• Consider carefully whether this technique will meet your needs within constraints of time and money. Unless you can accomplish the following, you probably should not use this technique.
Identify specific skill deficiencies,
present a positive model of the appropriate behavior,
provide time for each trainee to practice the behavior under the watchful eye of the
the trainer, and
arrange for reinforcement form the manager of each trainee back on the job
•  Identify real skill deficiencies in advance of training and involve the potential trainees and their bosses in this process. This activity will gain the key people’s attention and their ownership of the objectives of the training sessions .
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18. Things to Consider for Implementing Behavior Modeling – Part 2 of 4
•  Break the skills into small behaviors. Build a module around each small behavior and progress one step at a time, starting with a simple behavioral element, to gain confidence.
• Do not emphasize more than seven learning points during any one training module.
• Ensure that the trainees can easily identify with the models used to demonstrate the correct way of handling a certain situation. And that the model has sufficient status to be credible.
• Use a video model performing the correct behavior ensures that all groups of trainees will see a positive example. A video might reduce costs because it is reusable. However, this advantage may be negated because it is difficult to find a model and a situation that is highly relevant and identifiable across diverse groups of trainees.
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19. Things to Consider for Implementing Behavior Modeling – Part 3 of 4
• Ask trainees to verbalize the behavioral cues demonstrated by the model and then to visualize their pending performance before they actually practice the desired behavior. Verbalization my help improve generalization and use of the behaviors in new situations.
•  Establish a supportive climate that encourages experimentation must be established for the practice sessions. Emphasis on positive reinforcement rather than criticism increases self-confidence and learning.
•  Provide a wallet-sized card that outlines the key learning points and critical steps, after each session, as some experts suggest. Reminder acts as a security blanket from the trainees to reassure them that they will know the crucial features as they attempt to apply the training back to their jobs.
•  Conduct a review session after several modules to reinforce the learning points and to demonstrate the progress attained by the trainees
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20. Things to Consider for Implementing Behavior Modeling – Part 4 of 4
•  Manage the consequences of attempting the newly trained behaviors in the actual job situation. Work with the trainees’ manager to ensure that attainable goals for are set for their subordinates, obstacles that may prevent trainees form attempting the new behaviors are removed, and incentives for attempting the new behaviors are provided.
Copyright c 2010 Pearson Education, Inc. Publishing as Prentice Hall

21. JIT Instruction/Learning Sequence Part 1 of 3
BASICS OF INSTRUCTION
AREAS OF LEARNING AFFECTED 1
PREPARE
Break down the job.
Prepare an instruction plan.
Put the learner at ease.
Attention and motivation
 PRESENT
Tell.
Show.
Demonstrate.
Explain.
 Retention:
Symbolic Coding
  Cognitive Organization
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22. JIT Instruction/Learning Sequence Part 2 of 3
BASICS OF INSTRUCTION
AREAS OF LEARNING AFFECTED 1
 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
Retention:
Symbolic Rehearsal
Behavioral Reproduction
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23. 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
Copyright c 2010 Pearson Education, Inc. Publishing as Prentice Hall

24. Job Breakdown Sheet for OJT Part 1 of 4
Dept: Metal Decorating Prepared by J. Smith
Job: Feeder Pressman Date: June 8
Tools/Equipment Main Steps Key Points Material Safety Factors
Part I
(Start of shift)
1. Check level of Ask pressman which All solutions kept in Do not spill on    fountain solution      solution to use.     metal containers     walkway    and refill if     Scratch mark     in storeroom    necessary     shows minimum      and maximum      capacities
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25. Job Breakdown Sheet for OJT Part 2 of 4
Tools/Equipment Main Steps Key Points Material Safety Factors
Part I
(Start of shift)
2. Check level of Check card for type of Same as #1 Very volatile and    varnish in wet     material being     flammable    varnish machine     used and deter-    and refill if     mine amount of    necessary     thinner necessary      to obtain proper      viscosity
3. Wash sponges, Use same thinner as Same as #1 Do not wash in    bucket, and gum     in #2      enclosed area    containers      because of fumes
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26. Job Breakdown Sheet for OJT Part 3 of 4
Tools/Equipment Main Steps Key Points Material Safety Factors
Part II
(Start a new bundle in press)
1. Request lift driver Do not wait until    to bring over new     bundle on press is    bundle      almost finished
2. Check new bundle Pull the job ticket Leather-palmed gloves Always wear gloves    to be sure it is the     and check order when handling    correct one and is     number; examine sheets to prevent    in good condition      top sheets and cuts      sides and
     corners of bundle
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27. Job Breakdown Sheet for OJT Part 4 of 4
Tools/Equipment Main Steps Key Points Material Safety Factors
Part III
(Whenever press is stopped)
1. Lower elevator Lower only until top Leather-palmed Wear gloves    with bundle on it     of bundle is at a gloves   
and cover with     convenient height    master sheet
2. Unless otherwise Be sure entire plate Use sponges and Be sure press is clear    instructed by     is wet; dry spots      clear water   before wetting plate pressman, wet can oxidize and    plate on front unit   damage plate            
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28. Steps to Follow for Better OJT Part 1 of 4
1. Establish policy.
Prepare a written description that puts the organization “on the record” as committed to supporting a structured OJT approach. Make sure that the purpose of structured OJT is spelled out and is related to the company’s other HRD efforts.
2. Establish accountability.
Make clear who is primarily responsible for OJT. Write it into their job
descriptions; then ensure that part of their performance evaluation is based on how well they carry out this responsibility.
3. Review precedents.
Make a few calls to find out what other organizations in your industry are doing about structured OJT. Do they provide training on the subject? If so,
to whom? For how long? What is the course content? What cost savings can be traced to it? Use this information in efforts to design your program.
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29. Steps to Follow for Better OJT Part 2 of 4
3. Review precedents continued.
It will also be useful in case your attempts to improve structured OJT in your organization come under attack. Nothing quiets critics faster than pointing out “our competitors-or excellent firms in the industry-are doing it!”
4. Design & routinely give training on the principles of structured OJT.
Supervisors and experienced workers are the most likely ones to conduct structured OJT in the workplace. In most organizations, they do not know how to do it. Teach them how and then sit back and take credit for the fantastic results!
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30. Steps to Follow for Better OJT Part 3 of 4
5. Provide specialized support for line managers who use structured OJT.
In most organizations, certain jobs are common entry points for employees.
Design “off-the-shelf” lesson plans, job aids,( checklists, procedures manuals, and training manuals), individualized learning contracts, and individualized
training progress report forms for those jobs. They will save time and effort
while improving the quality of structured OJT. Making that kind of support
available enhances OJT by providing users with the tools to do it-and makes
the HRD department a real partner with line management in improving
structured OJT.
6. Avoid turf battles.
Begin efforts to improve OJT on a small scale, in work units where
supervisors or managers are supportive. Use your successes there as a
springboard to other units and to additional resources.
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31. Steps to Follow for Better OJT Part 4 of 4
7. Consider literacy skills.
Do not assume that employees—or, for that matter, supervisors—are highly literate. Indeed, take advantage of efforts to improve OJT to assess performance problems that can be traced to literacy issues.
Copyright c 2010 Pearson Education, Inc. Publishing as Prentice Hall

32. Assessment of Need for Coaching
Question
Response
Are there obstacles in the system
preventing effective performance?
Yes
Remove obstacles or revise
expectations
Do negative consequences follow
good performance?
Yes
Change the consequences
Do positive consequences follow
poor performance?
Yes
Change the consequences
Is the employee aware that
improvement is expected? No
Provide proper feedback
Does the employee know how to
improve? No
Train or coach
Could the employee improve
performance if he wanted to?
Yes
Coach
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