Traditional Training
Methods
7-1
Objectives
After reading this chapter, you should be able to:
1. Discuss the strengths and weaknesses of
presentational, hands-on, and group building
training methods.
2. Provide recommendations for effective on-the-
job training.
3. Develop a case study.
4. Develop a self-directed learning module.
7-2
Objectives (continued)
5. Discuss the key components of behavior
modeling training.
6. Explain the conditions for adventure learning
to be effective.
7. Discuss what team training should focus on to
improve team performance.
7-3
Introduction
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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Traditional Methods Categories
Presentation Methods
Hands-on Methods
Group Building Methods
7-5
Presentation Methods
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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Presentation Methods: Lecture
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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Lecture (continued)
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.
7-8
Variations of the Lecture Method
Standard Lecture
Student Presentations
Team Teaching
Panels Guest Speakers
7-9
Presentation Methods:
Audio-Visual Techniques
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
7 - 10
Hands-on Methods
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
7 - 11
Hands-on Methods: On-the-Job Training
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
7 - 12
On-the-Job Training (continued)
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
7 - 13
Effective OJT Programs Include:
A policy statement that describes the purpose
of OJT and emphasizes the company’s 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.
7 - 14
Effective OJT Programs (continued)
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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OJT Programs: Self-Directed Learning
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.
7 - 16
Self-Directed Learning (continued)
Advantages Disadvantages
Learn at own pace Trainees must be
Feedback about motivated to learn on
learning performance their own
Fewer trainers needed Higher development
Consistent materials costs
Multiple sites easier
Higher development
time
Fits employee shifts
and schedules
7 - 17
OJT Programs: Apprenticeship
Work-study training method with both on-the-
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.
7 - 18
Apprenticeship (continued)
Advantages Disadvantages
Earn pay while Limited access for
learning minorities and
Effective learning women
about “why and how” No guarantee of full-
Full-time employment time employment
at completion Training results in
narrow focus
expertise
7 - 19
Hands-on Methods: Simulations
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
7 - 20
Hand-on Methods: Case Studies
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.
7 - 21
Hands-on Methods: Role Plays
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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Hands-on Methods: 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.
7 - 23
Group Building Methods
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.
7 - 24
Group Building Methods (continued)
Group techniques focus on helping teams
increase their skills for effective teamwork.
Group building methods include:
Adventure learning
Team training
Action learning
7 - 25
Group Building Methods:
Adventure Learning
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
7 - 26
Adventure Learning (continued)
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
7 - 27
Group Building Methods:
Team Training
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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Components of Team Performance
Team Performance
Behavior Knowledge Attitude
7 - 29
Main Elements of the Structure of Team Training
Tools Methods
Team Task Analysis Information-Based
Performance Measurement Demonstration-Based Video
Task Simulation and Guided Practice
Exercises
Feedback Role Play
Principles
Strategies
Cross-Training
Coordination Training
Team Leader Training
Team Training Objectives
Content
Knowledge
Skills
Attitudes
7 - 30
Group Building Methods: Action Learning
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.
7 - 31
Action Learning (continued)
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
7 - 32
Choosing a Training Method
1. Identify the type of learning outcome that you
want training to influence.
2. Consider the extent to which the learning
method facilitates learning and transfer of
training.
3. Evaluate the costs related to development and
use of the method.
4. Consider the effectiveness of the training
method.
7 - 33
