Off the Job Training Methods

1. Lecture
A lecture transmits information orally with little trainee involvement. The trainer organizes the
content to be learned and then presents it to the trainees. Thus, it involves a unidirectional flow
of information from the instructor to the trainee. In this method the trainer is active whereas the
trainees are passive.
The lecture method is primarily used to build upon the learners existing base of knowledge. The
lecture must always be suited to the learners level. Asking some relevant and elective questions
can help elicit information about this. Thereafter, the adult educator will have to make constant
efforts to situate the new information in the context of the training by continuously providing
examples and illustrations to relate it to the learners context.

Tip for trainers:

The trainers should be able to write a concise statement describing what the trainees will
able to do or accomplish by attending a lecture.
Either through previously gained knowledge or the ability to research a topic, the trainer
must gather and arrange information in a logical manner.
It has been suggested that no more than six major points must be illustrated during each
half hour of a lecture.
Time should be scheduled for questions & answers.
MERITS

This method is effective to train large number of trainees within limited time available

Delivery of lecture is useful for communication of basic theoretical knowledge to the

learners

Lecture method is convenient to have one-way transfer of information without any

interaction

Lecture method is less expensive for an organization

Effective lecturers can communicate the intrinsic interest of a subject through their
enthusiasm.

Through lecture method, knowledge level content can very conveniently be passed on to the
participants

DEMERITS

Places trainees in a passive rather than an active role, which hinders learning.

Lectures fail to provide instructors with feedback about the extent of trainees learning.

It is not as effective for development of skills or for changing attitudes.

Lectures presume that all the trainees learn at the same pace and are at the same level of
understanding which isnt true.

Repeated lectures may produce staleness and monotony resulting in less absorption of
knowledge by trainees

2. CASE STUDY METHOD

A case study is a training method in which trainees discuss, analyze, and solve problems
usually based on a real situation. The primary use of the case study is to encourage open
discussion and analysis of problems and events. Trainees apply business-management
concepts to relevant real-life situations.

Procedure of the Case Study Method:

The trainee is given with some written material, and some complex situations of a real or
imaginary organization. A case study may range from 50 to 200 pages depending upon the
problem of the organization.

A series of questions usually appears at the end of the case study.

Longer case studies provide enough of the information to be examined while the shorter ones
require the trainee to explore and conduct research to gather appropriate amount of
information.

The trainee then makes certain judgment and opinions about the case by identifying and giving
possible solutions to the problem.

In between trainees are given time to digest the information. If there is enough time left, they
are also allowed to collect relevant information that supports their solution.

Once the individuals reach the solution of a problem, they meet in small groups to discuss the
options, solutions generated.

Then, the trainee meets with the trainer, who further discusses the case.

Case Study method focuses on:

Building decision making skills

Assessing and developing Knowledge, Skills and Attitudes (KSAs)
Developing communication and interpersonal skills
Developing management skills
Developing procedural and strategic knowledge

MERITS

Can be used for cognitive learning, too.

Low cost, culturally appropriate.
A diverse range of supportive materials can be used to support the content areas. e.g. slides,
charts, posters, etc.
DEMERITS

May be difficult to find an appropriate case study.

The case study may be too general to focus on a specific issue.
Case studies written by someone else contain the writers perceptions, feelings and ideologies
which may lead to distortion of the objective reality.
Hypothetical or prepared case studies may be too idealistic.

3. SIMULATION
Simulation is a method based on here and now experience shared by all learners. It involves
assigning definite roles to each participant and having them act out a situation according to the
given roles. It is carried on long enough to generate responses and reactions based on real
feelings as participants need to genuinely get into their role. However, learning takes place
without any serious risk because the situation is after all make-believe.
The original meaning of the method is derived from the situation used to train aircraft pilots.
Since real life training is too risky, any error during learning would prove fatal, realistic
conditions of air and pressure are created inside a simulator cockpit, and the pilot learns how
to fly.
There are models or active representations of work situations that are designed to increase
trainee motivation, involvement, and learning. They are also used when training in the real
world might involve danger or extreme costs. This, of course, is what the TELUS selling
simulation involves. A realistic selling simulation was designed along with a fictitious company
and a realistic selling environment.

MERITS

Allows an exploration of real life situations, social processes and behaviors in a relatively nonthreatening manner/ situation.
It allows for the study of very complex social processes.
It is entirely controlled by the learners pace.
It involves activity and universal participation.
Learning takes place at the awareness level
DEMERITS

It requires that participants cooperate and internalize the roles.

It is a difficult method and requires an experienced and skilled adult educator to conduct it.
Mismatch of roles may lead to poor performances by the learners.
Critical skills are needed to handle feelings generated in the process.

4. VESTIBULE TRAINING
Mostly this method of training will be used to train technical staff, office staff and employees
who deal with tools and machines. Employees learn their jobs on the equipment they will be
using, but the training is conducted away from the actual work floor by bringing equipment or
tools to certain place where training is provided, but not work place. Vestibule training allows
employees to get a full feel for doing task without real world pressures. Additionally, it
minimizes the problem of transferring learning to the job.
Vestibule training is provided to employees when new or advanced equipment or tools
introduced in to the organisation to do a particular job by using them. For this purpose such
equipment is brought to a separate place to give demonstration and train how to use and that
handle it by employees safely.
It is very much useful for the semi-skilled, skilled and executives. With the help of this training
process, at a time so many trainees can be trained like trained clerks, bank tellers, machine
operators, inspectors, testers, etc.
MERITS

Training becomes more reality-based.

Directly applies to jobs.
Increases the chances of retention.
Prevents trainees from making costly mistakes or damaging equipment.
Allows instructors to give more personalized attention to the learners.
DEMERITS

Time Consuming
Expensive
Trainer has to be very skilled
There has to be elaborate setups for the same

5. ROLE PLAY
One of the most common training methods is the role-play. Role-play is useful where learners
share a somewhat similar experience, which is difficult to recall because of its emotional nature.
You can also use it where the uniform possibility of recall is less likely among the learners. Roleplayas a structured experience; it means that learning takes place from reenactment of past
experiences. It is a powerful training method if the focus of learning is to generate awareness.
The method of role-play is useful as it helps learners utilize their experiences of real life
situations. The enactment is helpful in developing awareness at individual and group levels.
Through role play it becomes easier to discuss complex social issues in a non-threatening
environment.
In order to use role-play effectively, you need to select a suitable role play depending on the
purpose of learning and identify role enactors/performers. Next, you need to prepare briefs and
explain the situation to the learners and tell the audience all the points to be noted. Now is the
time to set the stage and start role-play. After the play you can consolidate and debrief.
MERITS

It is energizing.
It helps the suppressed and illiterate to express their feelings.
It is simple and low cost learning tool.
It focuses on problems which are real.
It presents complex issues simply and in a short while.
It does not need materials/ props or advance. Preparation

DEMERITS

There is a possibility of the role play becoming entertainment which vitiates learning.
Participants can get too involved in their roles and later loose objectivity during analysis.
Acting can become an end in itself and participants can overact or distort the roles.
If points for observations are not clear, it may dilute the focus of learning.

6. SYNDICATE METHOD
Syndicate is a group of individuals or organisations combined or making a joint effort to
undertake some specific duty or carry out specific transactions or negotiations.
Syndicate method is suitable for learning at a higher level. Therefore, this method was
experimented, found useful and was widely used in teacher-learning situations, especially in top
level training.

Components of Syndicate Method

The method should have a trainer who would be competent in handling the processing of the
method and he should be ready for the theme or content for the session.

The trainer should have a core-group of core-trainers who should be equally competent in
handling different assignments given to them.

A large group of trainees could be divided into 5-6 small groups. Each group could have 10-12
participants at the most.
MERITS

It solves the problem of training a fairly large number of participants who would not like to be
trained through the conventional methods like lecturing.

It is not merely a question of disliking but the instructional objectives of certain content inputs
are such for higher level executives that it necessitates the use of syndicate method.

The interaction as a result of the structured discussion is not only helpful in arriving at some
conclusion but also helps in the development of higher cognitive attributes and sharpens the
intellects of the participants.

The syndicate method helps enrich knowledge about other organizations on the issues discussed
contextually. And it goes a step further by enhancing the ability to comprehend the knowledge
and ideas presented.
DEMERITS

It is suitable for only top level executives and not for youngsters at the junior level.
Without a seasoned trainer and a group of experienced co-trainers, this method is bound to fall.

7. Business Games
Learning games are seemingly fun activities involving all participants. There are rules and
regulations and the games mayor may not include a competitive element. You may use games to
convey feelings and processes which are implied within the game being played, e.g. trust games,
leadership games and so on. After the game is over, it is essential that the feelings of the
participants are debriefed and consolidated; otherwise it will remain either an icebreaker or
an energizer.
The reason for playing learning games is to explain group processes involving issues of trust,
social relationships and so on. You can play the learning games by explaining the game and
involving the learners in the game. After the game, you need to consolidate, debrief and derive
learning.

Trainees divide into five- or six-person groups, each of which competes with the others in a
simulated marketplace. Each group typically must decide, for example.
1.
2.
3.
4.

how much to spend on advertising.

how much to produce,
how much inventory to maintain, and
how many of which product to produce.

Usually, the game itself compresses a two- or three-year period into days, weeks, or months. As
in the real world, each company team usually can't see what decisions (such as to boost
advertising) the other firms have made, although these decisions do affect their own sales.
Management games can be effective. People learn best by being involved, and the games can
gain such involvement. They help trainees develop their problem-solving skills, as well as to
focus attention on planning rather than just putting out fires. The groups also usually elect their
own officers and organize themselves. This can develop leadership skills and foster cooperation
and teamwork.
MERITS

It is lively, fun and involves everyones participation.

Complex issues can be explained in a simple manner.
It allows the participants to experience the matter under consideration within the course of the
training itself, (also called here-and-now experience).
DEMERITS

Finding or designing appropriate games is not very easy.

The focus of the game must be clear to the adult educator otherwise debriefing will be confused.
May generate lot of feelings obstructing learning.
Entertaining without learning is not the objective.

8. Conference
A conference is a group meeting conducted according to an organised plan in which participants
seek to develop knowledge and understanding by obtaining a considerable amount of oral
participation. It is an effective training device for persons in the positions of both conference
member and conference leader.
As a member, a person can learn for others by comparing his opinions with those of others. He
learns to respect the viewpoints of others and to realize that there is more than one workable
approach to a problem.
As a conference leader, a person can develop his skills to motivate people through his direction
of discussion. He learns the effect of closely controlling and dominating the discussion as
compared to adopting a more permissive type of direction.

MERITS

Participants play an active role, unlike in the lecture method.

Learning is facilitated through building upon the ideas contributed by the conference members.
People learn from each other.
It is the best method for reducing dogmatism employed in supervisory and executive
development programs.
DEMERITS

The progress at the conference is often slow because all those desiring to speak on a point are
generally allowed to do so.
Sometimes, irrelevant issues creep in and the main issue is lost in the process.