Copyright 2013 Pearson Education Inc publishing as Prentice
Copyright © 2013 Pearson Education, Inc. publishing as Prentice Hall Chapter 6 Traditional Training Methods Copyright © 2013 Pearson Education, Inc. publishing as Prentice Hall
Designing Training Ø 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. Copyright © 2013 Pearson Education, Inc. publishing as Prentice Hall
TRADITIONAL TRAINING Ø In this session we want to discuss mainly noncomputer-based training methods in terms of their advantages and disadvantages as they relate to the above factors. Ø 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. Copyright © 2013 Pearson Education, Inc. publishing as Prentice Hall
Class work In groups Ø Describe /discuss some of the nonelectronic training methods and their strengths and limitations. Ø 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 Ø Give suitable examples to support your answer. Copyright © 2013 Pearson Education, Inc. publishing as Prentice Hall
Effectiveness of Games and Simulations: Goal of Training Knowledge Training Methods 1 0 Pg. 2 Skills Attitude Declar’ Procedur Strategic Technic. Interperson. Equipment Simulators 1 3 2 5 1 2 Case studies 2 2 4 2 2 3 Business games 2 3 5 2 2 b 2 In-Basket 1 3 4 1 2 c 2 Role play 1 2 2 2 4 5 d Beh. Modeling 1 3 3 4 5 3 b If the business game is specifically designed for interpersonal skills, this could be a 4. c If multiple in-baskets this rating. Inc. would beas 3. Prentice Hall Copyrightwere © 2013 used Pearson Education, publishing d Specifically role reversal.
Job Instruction Training Ø Job Instruction Training (JIT) – listing each job’s basic tasks, along with key points, in order to provide step-bystep training for employees. Copyright © 2013 Pearson Education, Inc. publishing as Prentice Hall
Lectures Copyright © 2013 Pearson Education, Inc. publishing as Prentice Hall
Programmed Learning Ø 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. Copyright © 2013 Pearson Education, Inc. publishing as Prentice Hall
Programmed learning Ø Whether the medium is a textbook, i. Pad, or the Internet, programmed learning is a step-by-step, self-learning method that consists of three parts: Ø 1. Presenting questions, facts, or problems to the learner. Ø 2. Allowing the person to respond. Ø 3. Providing feedback on the accuracy of answers, with instructions on what to do next. Copyright © 2013 Pearson Education, Inc. publishing as Prentice Hall
Behavior Modeling 1. 2. 3. 4. Modeling Role-Playing Social Reinforcement Transfer of Training Copyright © 2013 Pearson Education, Inc. publishing as Prentice Hall
Behavior modeling Ø 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. Ø Behavior modeling is one of the most widely used, well researched, and highly regarded psychologically based training interventions. Ø The basic procedure is as follows: Ø 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. Ø 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. Copyright © 2013 Pearson Education, Inc. publishing as Prentice Hall
Behaviour Modelling Ø 3. Social reinforcement. The trainer provides reinforcement in the form of praise and constructive feedback. Ø 4. Transfer of training. Finally, trainees are encouraged to apply their new skills when they are back on their jobs. Copyright © 2013 Pearson Education, Inc. publishing as Prentice Hall
Other Types of Training ØAudiovisual-based ØVestibule Training ØElectronic Performance Support System (EPSS) ØVideoconferencing ØComputer-Based Training (CBT) ØSimulated Learning and Gaming Copyright © 2013 Pearson Education, Inc. publishing as Prentice Hall
Other training Ø Audiovisual-Based Training – Although increasingly replaced by Web-based methods, audiovisual-based training techniques like DVDs, films, Power. Point, and audiotapes are still used. Ø 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. Ø Electronic performance support systems (EPSS) – Are computerized tools and displays that automate training, documentation, and phone support. Performance support systems are modern job aids. Ø Job aids are sets of instructions, diagrams, or similar methods available at the job site to guide the worker. Copyright © 2013 Pearson Education, Inc. publishing as Prentice Hall
Other training Ø Videoconferencing – Involves delivering programs over broadband lines, the Internet, or satellite. Vendors such as Cisco offer videoconference products such as Webex and Tele. Presence. Ø Computer-Based Training (CBT) – Refers to training methods that use interactive computer-based systems to increase knowledge or skills. Ø For example, employers use CBT to teach employees safe methods for avoiding falls. Ø 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. Copyright © 2013 Pearson Education, Inc. publishing as Prentice Hall
Other training Ø Simulated Learning and Gaming – “Simulated learning” means different things to different people. The percentages of trainers choosing each type of experience were: Virtual realitytype 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. Ø 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%. Copyright © 2013 Pearson Education, Inc. publishing as Prentice Hall
Learning Ø 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. Ø Lifelong learning may thus range from basic remedial skills (for instance, English as a second language) to college. Ø Literacy Training – By one estimate, about 39 million people in the United States have learning disabilities. Ø Yet, today’s emphasis on teamwork and quality requires that employees read, write, and understand numbers. Ø Employers often turn to private firms like Education Management Corporation to provide the requisite education. Ø Another simple approach is to have supervisors teach basic skills by giving employees writing and speaking exercises. Copyright © 2013 Pearson Education, Inc. publishing as Prentice Hall
Team Training Copyright © 2013 Pearson Education, Inc. publishing as Prentice Hall
Team training Ø 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. Ø 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. Ø 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. Copyright © 2013 Pearson Education, Inc. publishing as Prentice Hall
Other learning Ø 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) Ø 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. Copyright © 2013 Pearson Education, Inc. publishing as Prentice Hall
Other learning Ø 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 Web. CT are two familiar college-oriented learning management systems. ) An LMS also can help in scheduling, delivering, assessing, and managing the online training itself. Ø 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 Power. Point slides. Copyright © 2013 Pearson Education, Inc. publishing as Prentice Hall
Implementing Management Development Programs ØStrategy’s Role in Management Development ØSuccession Planning Copyright © 2013 Pearson Education, Inc. publishing as Prentice Hall
Development Ø 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. Ø 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. Copyright © 2013 Pearson Education, Inc. publishing as Prentice Hall
Development Ø 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. Ø 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. Copyright © 2013 Pearson Education, Inc. publishing as Prentice Hall
Managerial On-the-Job Training and Rotation ØCoaching / Understudy Approach ØAction Learning Copyright © 2013 Pearson Education, Inc. publishing as Prentice Hall
On the job Ø Managerial on-the-job training methods include job rotation, the coaching/understudy approach, and action learning. Ø Job rotation means moving managers from 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. Copyright © 2013 Pearson Education, Inc. publishing as Prentice Hall
Action Learning Ø Action learning programs give managers released time to work analyzing and solving problems in departments other than their own. Ø 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. Ø The employer’s senior managers usually choose the projects and decide whether to accept the teams’ recommendations. Copyright © 2013 Pearson Education, Inc. publishing as Prentice Hall
Off-the-Job Management Training and Development Techniques (1 of 2) ØCase studies ØComputerized management games ØOutside seminars ØUniversity-Related Programs ØRole-playing Copyright © 2013 Pearson Education, Inc. publishing as Prentice Hall
Off the job training Ø There also many off-the-job techniques for training and developing managers such as the following: Ø 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. Ø Computerized management games – Enable trainees to learn by making realistic decisions in simulated situations. Copyright © 2013 Pearson Education, Inc. publishing as Prentice Hall
Off the job training Ø Outside Seminars – Numerous companies and universities offer Web-based and traditional classroom management development seminars and conferences. Ø University-Related Programs – Many universities provide executive education and continuing education programs in leadership, supervision, and the like. Ø 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. Copyright © 2013 Pearson Education, Inc. publishing as Prentice Hall
Trends Shaping HR: Customized Talent Ø 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 Ø several examples follow: Copyright © 2013 Pearson Education, Inc. publishing as Prentice Hall
Training Methods Purpose: Understand how to use each of the methods to maximize learning Copyright © 2013 Pearson Education, Inc. publishing as Prentice Hall
Training Methods Ø Lectures & Demonstrations Ø Experiential Techniques In Basket Case Studies Equipment Simulations Role playing Behavior Modeling Business Games Ø Computer Based Training Programmed Instruction Interactive Multimedia Virtual Reality Web-casting Ø On the Job (not covered in class) Copyright © 2013 Pearson Education, Inc. publishing as Prentice Hall
Lecture/Discussion Most common component of training Every other method uses the lecture to some extent. Can be delivered: Ø orally Ø in written form Ø On electronic media (DVD, i. Pod, cell phone, etc. ) Copyright © 2013 Pearson Education, Inc. publishing as Prentice Hall
Lecture/Discussion Pre-delivery Development Ø Gather your content Ø 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 Ø Include a variety of visual and auditory experiences Ø Find ways for trainees to participate Copyright © 2013 Pearson Education, Inc. publishing as Prentice Hall
Lecture Enhancements Include discussion/facilitation Use visual aids Put online Involve note-taking Demo if Possible? ? Copyright © 2013 Pearson Education, Inc. publishing as Prentice Hall
Presenter Do’s Ø Know your content very well Ø Talk about your content conversationally Ø Engage trainees Ø Observe trainee reactions Ø Encourage questions and responses Ø Listen effectively and actively Ø Use humor and give interesting examples Copyright © 2013 Pearson Education, Inc. publishing as Prentice Hall
Presenter Don’ts Avoid Platform Errors such as: ØMonotone speech pattern ØHave your back to the trainees while talking ØAllowing long, non-relevant side tracks ØReading rather than speaking to trainees ØStanding in front of the projection screen Copyright © 2013 Pearson Education, Inc. publishing as Prentice Hall
Additional Presenter Don’ts Avoid Platform Errors such as: ØDistracting gestures and body language ØProjector on with no image or irrelevant image ØLosing your place becomes an event ØToo many space fillers (umm, ahh, ya know, etc. ) Copyright © 2013 Pearson Education, Inc. publishing as Prentice Hall
Match Content and Pace to Trainee Readiness Match complexity level and the pace of the lecture to the trainees’ ability to comprehend Options: ØTrain different levels separately if possible ØDevelop and use pre-training materials and/or experiences to get everyone up to speed for training. Copyright © 2013 Pearson Education, Inc. publishing as Prentice Hall
DEMONSTRATIONS Ø Demonstrations are lectures with a “show 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 Copyright © 2013 Pearson Education, Inc. publishing as Prentice Hall
Training Method Effectiveness at Meeting KSA Objectives 0 Pg. 2 1 Goal of Training Knowledge Training Methods Skills Attitude Declarative Procedural Lecture: Straight a 3 2 1 1 1 3 Discussion 4 3 2 1 1 4 2 4 4 3 Demonstration Strategic Technical Interpersonal a This rating is for lectures delivered orally, printed lectures would be one point higher in each knowledge category Copyright © 2013 Pearson Education, Inc. publishing as Prentice Hall
Experiential Methods: Simulations & Games In Basket Case Studies Business Games Role playing Copyright © 2013 Pearson Education, Inc. publishing as Prentice Hall Equipment Simulations Behavior Modeling
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 Copyright © 2013 Pearson Education, Inc. publishing as Prentice Hall
Experiential Learning Model Experience (life or some exercise/game) Practice (try it out) Activate memory Recall previous knowledge Lecturette Behavioral reproduction Generalize (relevancy to other situations) Individual activity Symbolic rehearsal Processing (analysis of experience and information) Retention * Coding * Organization Copyright © 2013 Pearson Education, Inc. publishing as Prentice Hall (provide information) Retention * Coding * Organization
Simulations Ø Equipment Ø In-Baskets Ø Case Studies (any size, small vignettes to 50 pages) Ø Role Playing (actual behavior) Feedback = critical piece and usually not done well Ø Behavior Modeling (observe then do) Video better than live Copyright © 2013 Pearson Education, Inc. publishing as Prentice Hall
Delivery of Simulations Ø Equipment: Must have simulation equipment. Ø In-Baskets: Can have some things on video Ø Case Studies: Paper, Live, Video or any combo Ø Role Playing: Can have situation on paper, live or video. Trainees then act out roles. Demonstration role play can be live or video. Ø Behavior Modeling: Video better than live Copyright © 2013 Pearson Education, Inc. publishing as Prentice Hall
BUSINESS GAMES: Ø Can be paper, board, video, computer Ø Should be fun and interesting Ø Make sure you have enough time Ø Before starting make sure trainees Understand objectives Understand rules and procedures Ø Make sure the game allows Trainees to make decisions, examine feedback, make new decisions, receive more feedback, etc. Reflect on and capture lessons learned Copyright © 2013 Pearson Education, Inc. publishing as Prentice Hall
Memory Games Ø Memory games such as Jeopardy are not business games. Ø They are useful as a review and reinforcement of key learning points. Copyright © 2013 Pearson Education, Inc. publishing as Prentice Hall
Effectiveness of Games and Simulations: Goal of Training Knowledge Training Methods 1 0 Pg. 2 Skills Attitude Declar’ Procedur Strategic Technic. Interperson. Equipment Simulators 1 3 2 5 1 2 Case studies 2 2 4 2 2 3 Business games 2 3 5 2 2 b 2 In-Basket 1 3 4 1 2 c 2 Role play 1 2 2 2 4 5 d Beh. Modeling 1 3 3 4 5 3 b If the business game is specifically designed for interpersonal skills, this could be a 4. c If multiple in-baskets this rating. Inc. would beas 3. Prentice Hall Copyrightwere © 2013 used Pearson Education, publishing d Specifically role reversal.
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 Copyright © 2013 Pearson Education, Inc. publishing as Prentice Hall
What methods will work for the different learning styles? Copyright © 2013 Pearson Education, Inc. publishing as Prentice Hall
Index of Learning Styles What methods work for these learners? Active –Reflective Copyright © 2013 Pearson Education, Inc. publishing as Prentice Hall
Index of Learning Styles What methods work for these learners? Sensing – Intuitive Copyright © 2013 Pearson Education, Inc. publishing as Prentice Hall
What methods work for these learners? Visual – Verbal Copyright © 2013 Pearson Education, Inc. publishing as Prentice Hall
What methods work for these learners? Sequential - Global Copyright © 2013 Pearson Education, Inc. publishing as Prentice Hall
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 Copyright © 2013 Pearson Education, Inc. publishing as Prentice Hall
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 Copyright © 2013 Pearson Education, Inc. publishing as Prentice Hall
Trainer Process for: On the Job Training 3. Have trainee Try Out Ø 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 Copyright © 2013 Pearson Education, Inc. publishing as Prentice Hall
Home work Chapter 7 Ø Describe /discuss some of the electronic training methods and their strengths and limitations. Ø How would you choose the training methods to best suit the different types of KSAs/ learning objectives? Ø Give suitable examples to support your answer. Copyright © 2013 Pearson Education, Inc. publishing as Prentice Hall
- Slides: 60