Traditional Training

Methods

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1.

2.
3.
4.

Discuss the strengths and weaknesses of

presentational, hands-on, and group
building training methods.
Provide recommendations for effective
on-the-job training.
Develop a case study.
Develop a self-directed learning module.

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5.
6.
7.

Discuss the key components of behavior

modeling training.
Explain the conditions for adventure
learning to be effective.
Discuss what team training should focus
on to improve team performance.

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The FBI uses a simulation to prepare new

agents to understand the realities of
criminal investigation.
This illustrates that knowledge is a
necessary but not sufficient condition for
employees to perform their jobs.
Knowledge must be translated into
behavior.

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Presentation Methods

Hands-on Methods

Group Building Methods

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Presentation methods refer to

methods in which trainees are passive
recipients of information.
This information may include:
Facts or information
Processes
Problem solving methods
Presentation methods include:
Lectures
Audio-visual techniques
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Lecture involves the trainer

communicating through spoken
words what she wants the
trainees to learn.

The communication of learned

capabilities is primarily one-way
from the trainer to the audience.
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One of the least expensive, least

time-consuming ways to present a
large amount of information
efficiently in an organized manner.

Useful because it is easily

employed with large groups of
trainees.
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Standard Lecture

Student Presentations

Panels

Team Teaching

Guest Speakers

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Audio-visual instruction includes:

Overheads
Slides
Video
It has been used for improving:
Communication skills
Interviewing skills
Customer-service skills
Illustrating how procedures should be
followed
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Hands-on methods refer to training

methods that require the trainee to be
actively involved in learning.
These methods include:
On-the-job training
Simulations
Case studies
Business games
Role plays
Behavior modeling
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On-the-job training (OJT) refers to new

or inexperienced employees learning
through observing peers or managers
performing the job and trying to imitate
their behavior.
OJT includes:
Apprenticeships
Self-directed learning programs

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OJT can be useful for:

Training

newly hired employees

Upgrading experienced employees
skills when new technology is
introduced
Cross-training employees within a
department or work unit
Orienting transferred or promoted
employees to their new jobs
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A policy statement that describes the

purpose of OJT and emphasizes the
companys support for it.
A clear specification of who is
accountable for conducting OJT.
A thorough review of OJT practices at
other companies in similar industries.

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Training of managers and peers in

the principles of structured OJT.
Availability of lesson plans,
checklists, procedure manuals,
training manuals, learning
contracts, and progress report
forms for use by employees who
conduct OJT.
Evaluation of employees levels of
basic skills before OJT.
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Employees take responsibility for all

aspects of learning:
When it is conducted
Who will be involved
Trainees master predetermined training
content at their own pace without an
instructor.
Trainers are available to evaluate learning
or answer questions for the trainee.
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Advantages
Learn at own pace
Feedback about
learning performance
Fewer trainers
needed
Consistent materials
Multiple sites easier
Fits employee shifts
and schedules

Disadvantages
Trainees must be
motivated to learn
on their own
Higher
development costs
Higher
development time

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Work-study training method with both onthe-job and classroom training.

To qualify as a registered apprenticeship
program under state or federal regulations:
144 hours of classroom instruction
2000 hours (or one year) of OJT
experience
Can be sponsored by companies or unions.
Most programs involve skilled trades.

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Advantages
Earn pay while
learning
Effective learning
about why and
how
Full-time
employment at
completion

Disadvantages
Limited access for
minorities and
women
No guarantee of
full-time
employment
Training results in
narrow focus
expertise
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Represents a real-life situation.

Trainees decisions result in outcomes
that mirror what would happen if on the
job.
Used to teach:
Production and process skills
Management and interpersonal skills

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Description about how employees or an

organization dealt with a difficult
situation.
Trainees are required to:
Analyze and critique actions taken
Indicate the appropriate actions
Suggest what might have been done
differently
Major assumption of this approach is that
employees are most likely to recall and
use knowledge and skills learned through
a process of discovery.
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Trainees act out characters assigned to

them.
Information regarding the situation is
provided to the trainees.
Focus on interpersonal responses.
Outcomes depend on the emotional (and
subjective) reactions of the other trainees.
The more meaningful the exercise, the
higher the level of participant focus and
intensity.
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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.
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Group building methods refer to

training methods designed to improve
team or group effectiveness.
Training directed at improving trainees
skills as well as team effectiveness.
Group building methods involve trainees:
Sharing ideas and experiences
Building group identity
Understanding interpersonal dynamics
Learning their strengths and
weaknesses and of their co-workers.
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Group techniques focus on helping teams

increase their skills for effective
teamwork.
Group building methods include:
Adventure learning
Team training
Action learning

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Focuses on the development of teamwork

and leadership skills using structured
outdoor activities.
Also known as wilderness training and
outdoor training.
Best suited for developing skills related to
group effectiveness such as:
Self-awareness
Problem solving
Conflict management
Risk taking
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To be successful:
Exercises

should be related to the

types of skills that participants are
expected to develop.
After the exercises, a skilled facilitator
should lead a discussion about
what happened in the exercise
what was learned
how events in the exercise relate to job

situation
how to apply what was learned on the job
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Involves coordinating the performance of

individuals who work together to achieve
a common goal.
Teams that are effectively trained
develop procedures to identify and
resolve errors, coordinate information
gathering, and reinforce each other.

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Team Performance

Behavior

Knowledge

Attitude

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Tools
Team Task Analysis
Performance Measurement
Task Simulation and
Exercises
Feedback
Principles

Methods
Information-Based
Demonstration-Based Video
Guided Practice
Role Play

Strategies
Cross-Training
Coordination Training
Team Leader Training

Team Training Objectives

Content
Knowledge
Skills
Attitudes

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Involves giving teams or work groups:

an actual problem,
having them work on solving it,
committing to an action plan, and
holding them accountable for carrying out the
plan.

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Several types of problems are used

including how to:
Change

the business
Better utilize technology
Remove barriers between the
customer and company
Develop global leaders

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1.
2.

3.
4.

Identify the type of learning outcome

that you want training to influence.
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.

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