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Methods
Unit-10
Part A
Unit-10
Part A : Traditional Training Methods
Part B :
E-learning and use of technology in training
Computer Based Training ,
Satellite Based Training
Outbound Training
Fusion Methodology: Theatre, Art, Music as
Methodologies
The World as a Classroom
2
Training
Training is the art of increasing the
knowledge and skills of an
employee for doing a particular
job.
Training is a process whereby
people acquire capabilities to aid in
the achievement of organizational
goals. 3
Training-Definitions
Training is a learning experience, that seeks a
relatively permanent change in an individual
,to improve his /her ability to perform on the
job. Training involve the changing of skills,
knowledge, attitude or social behavior.
4
Training-Definitions
Presentation
Methods
Hands-On Methods
Group Building
Methods
9
Presentation Methods are typically
instructor-led classrooms where the
trainees are passive recipients of the
information presented.
Within budget
Liked by trainees
•Lecture Method
•Lecture enhanced
through audiovisual
methods
Presentation Methods-Lecture
The lecture is still the most common method of learning.
Information is presented from the trainer to trainees,
thus communication is primarily one-way with little
interaction from trainees.
15
Presentation Techniques
Audio-Visual Techniques
Overheads
Slides
Video
16
Active Lecture
Active lectures gain the learner’s attention.
To maximize understanding and retention:
Include an opening summary
Involve participants
17
Hands-on Methods
On-the-Job Training (OJT)
Simulations
Case Studies
Business Games
Role Plays
Behavior Modeling
18
Hands-on Methods-OJT
Hands-on methods
require the trainee to be
actively involved in
learning:
On-the-job training
Self-directed
learning
Apprenticeship
Hands-on Methods
Self-Directed Learning
Apprenticeship Training
Embedded Training
20
On-the-Job Training
(OJT)
The most common hands-on method of
training is OJT.
New or inexperienced employees learn in the
work setting during work hours.
It is considered as informal training because
trainees are often trained by other, more
experienced employees in the workplace and
it is not always part of a specific training
program.
OJT is a popular training method and
requires little investment in time and
money.
21
Stages For On Job Training
PREPARE THE LEARNERS PRESENT THE INFORMATION
. Put them at ease . Tell,show, question
. Find out what they know . Present one point at a time
. Get them interested . Make sure they know
26
Apprenticeship
It is required when job knowledge and skill
are complex , require long time period to
learn.
Eg. Plumber , Electrician
App. Period- Two to Three years
29
Hands-on Methods -Managerial & Interpersonal
Skills
Simulations
Business Games
Case Study
Role Playing
Behavioral Role
Modeling
30
Hands-on Methods
Simulations
Simulations present training in a real-life
situation with the trainee’s decisions
mirroring what would happen in the same
situation in the real world.
To be effective, simulations must replicate
the physical equipment and situations
trainees will encounter on the job.
Training airline pilots, where training in
the skies would not be appropriate.
Because of the technical nature of the
equipment used, simulations are
expensive to create and need constant
updating as equipment and technology
change.
31
Hands-on Methods
Case Study
In case study learning, a description of
an employee or organizational situation
is presented to trainees who are then
required to analyze and critique the
case and indicate what appropriate
actions should have been taken.
Cases are often completed in class and
are useful to teach analytical and
decision-making skills.
32
Hands-on Methods
Business Games
Business games are generally used for
management skill development and require
trainees to gather information, analyze it and
make decisions based on their findings.
They are often presented as a contest among
trainees or teams of trainees.
Business games need to portray realistic
situations and generate excitement among
trainees.
Mock-stock, Young Managers Competitions
33
Hands-on Methods
Role Plays
Role plays have the trainers act out characters in a
specific scenario. For role plays to be effective, trainers
must first explain the purpose of the activity and the
circumstances of the role play.
The role play must be followed by a debriefing session
that gives the participants an opportunity to discuss their
experiences and insights into the activity and their
feelings about the activity.
Role play involving sensitive information, such as that
sometimes found in diversity training or harassment
training, can make many trainees uncomfortable, and the
trainer must be prepared to manage trainees’ discomfort.
34
Hands-on Methods
Behavior Modeling
Behavior modeling is more appropriate for teaching
skills and behaviors than for teaching factual
information.
Behavior Modeling
Involves presenting trainees with a model who
demonstrates key behaviors to replicate
Provides trainees opportunity to practice the key
behaviors
Based on the principles of social learning theory
More appropriate for learning skills and behaviors
than factual information
Effective for teaching interpersonal and computer
skills
36
Behavior Modeling:
Training Program Activities
Introduction
Present key behaviors using video
behaviors
Identify on-the-job applications
38
Training Groups/Teams
Training Groups/Teams
Action learning
40
Adventure Learning
Adventure learning focuses on the development of teamwork and
leadership skills through structured activities held off the worksite.
The purpose is to develop team identity, cohesiveness and
communication skills.
Adventure learning activities are often physically
demanding, and organizations must be aware that they may
increase an organization’s risk for negligence claims due to
personal injury. (www.adventure1zone.com)
In addition, the Americans with Disabilities Act has raised questions
about requiring disabled employees to participate in physically
demanding training experiences.
The trainer should always consult with the organization’s legal
counsel or risk management department before engaging in
adventure learning activities.
41
Team Training
Team training is intended to coordinate
the performance of individuals who
work together.
Cross Training- Cross training gives
team members an opportunity to learn
and practice each other’s skills so
members are prepared to step in and
replace a member who may be
temporarily unavailable.
42
Team Training
Coordination Training: It teaches
team members how to share
information and decision-making
responsibilities.
Team Leader Training: This training
is intended to teach management skills
to team leaders, such as how to resolve
conflict within the team or how to help
the team to coordinate activities or
tasks.
43
Main Elements of the Structure
of Team Training
Tools Methods
• Team Task Analysis • Information-Based
• Performance Measurement • Demonstration-Based Video
• Task Simulation and Exercises • Guided Practice
• Feedback • Role Play
• Principles
Strategies
• Cross-Training
• Coordination Training
• Team Leader Training
Content
• Knowledge
• Skills
• Attitudes
44
Action Learning
Action learning is used by
organizations to help solve
problems and develop leaders.
In action learning, the team is
given an actual organizational
problem tasked to create a solution
to the problem, and then carries
out the plan.
45
Choosing a Training
Method
Selecting a training method relates back to the
learning objectives set for the training. The
methods and activities chosen should be those that
best involve the learner and achieve the desired
learning outcome.
Intellectual skills
Cognitive strategies
Attitudes
Motor skills
47
Choosing a Training
Method
Consider the extent to which
the learning method facilitates
learning and transfer of training
Evaluate the costs related to
development and use of the
method
Consider the effectiveness of
the training method
48
Advantages and Disadvantages
of Training Methods
Method Pros Cons
Opportunity to Does not involve
Demonstration
provide feedback. everyone.
Good practice for May be dominated by
Role play participants and a few participants.
involvement.
Good for high Passive and not
Lecture content if presenter stimulating.
is good.
Good focus and May be dominated by
Case study high involvement. a few participants.
50