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.

7-4
 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

7-6
 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.

7-7
 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.
7 - 15
 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 learning motivated to learn on
performance their own
Fewer trainers needed Higher development
Consistent materials costs
Higher development
Multiple sites easier
Fits employee shifts and
time
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 learning Limited access for
Effective learning about minorities and women
“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.

7 - 22
 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.

7 - 28
 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 Exercises Guided Practice
Feedback Role Play
Principles

Strategies
Cross-Training
Coordination Training
Team Leader Training

Team Training Objectives

Content
Knowledge
Skills
7 - 30 Attitudes
 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
Chapter
8

E-learning and Use

of Technology in
Training
Introduction
Technology is having a major impact on the delivery
of training programs

Using technology for training requires collaboration

among the areas of:
training
information technology
top management
Use of New Technology in Training
(1 of 3)
24 percent of companies have a separate technology-
based training budget
18 percent of companies have full-time trainers who
are paid from the information technology department’s
budget
The most frequently used technology in training is the
Internet / intranet / extranet
(54 percent of companies)
Use of New Technology in Training
(2 of 3)
Training delivered by the computer:
60 percent is not instructor-led and is done through self-
paced Web courses
32 percent uses CD-ROM / DVD / diskettes

34 percent of online learning follows the classroom

learning model
i.e., connects trainees with an instructor or other students
Use of New Technology in Training
(3 of 3)
80 percent of companies who use e-learning are
creating the content of these programs internally

Of those companies who use e-learning:

56 percent offer it to all employees
45 percent offer it to select groups of employees
26 percent offer it to customers
Technologies’ Influence on Training and
Learning:
 New technologies have made it possible to:
Reduce the costs associated with delivering training
Increase the effectiveness of the learning environment
Help training contribute to business goals

 New technologies include:

Multimedia
Distance learning
Expert systems
Electronic support systems
Training software applications
Technology has made several benefits
possible: (1 of 2)
Employees can gain control over when and where they
receive training
Employees can access knowledge and expert systems
on an as-needed basis
Employees can choose the type of media (print, sound,
video) they want to use in a training program
Technology has made several benefits
possible: (2 of 2)
 Course enrollment, testing, and training records can be
handled electronically,
reducing the paperwork and time needed for
administrative activities
 Employees’ accomplishments in training in progress
can be monitored
 Traditional training methods can be delivered to
trainees rather than requiring them to come to a central
training location
Technology allows digital collaboration
to occur: (1 of 2)
 Digital collaboration - the use of technology to
enhance and extend employees’ abilities to work
together regardless of their geographic proximity

 Digital collaboration includes:

electronic messaging systems
electronic meeting systems
online communities of learning
Digital Collaboration (2 of 2)
Digital collaboration can be:
Synchronous – trainers, experts, and learners interacting
with each other live and in real time; just like face-to-
face classroom instruction

Asynchronous – non-real-time interactions; learners can

access information resources when they desire them
 Impact of new technology on the
learning environment:
 Prior to the introduction of new technology:
Learning was a very linear process
Instructors presented information to the learners
Practice and applications occurred after instruction
Instructor/trainer and learner were only ones involved
Communication was one way – from instructor to trainee
Trainee played passive role in learning
Classroom Learning Environment
Trainer / Instructor
• Delivery
• Content

Learner
Learner Learner
Learner Learner
Learner

Experts
Resource Materials
Impact of new technology on the learning
environment: (continued)
 Technology has allowed learning to become a more
dynamic process
The learning environment has expanded to include
greater interaction between learners and the training
content
There is greater interaction between learners and the
instructor
Instruction is primarily delivered to the learners online
using the internet
Instructor is more of a coach and resource person
Impact of new technology on the learning
environment: (continued)
Learning occurs through:
 communicating with other learners
 working on virtual team projects
 exchanging ideas
 interacting with experts
 discovering ideas and applications using hyperlinks
Experts and resource materials are part of the learning
environment
Technological Learning Environment
Trainer
Trainer/ /Instructor
Instructor

Delivery Mechanism
• Content

Learner
Learner Learner
Learner Learner
Learner

Resource Materials
Experts
Experts Websites
Blended Learning Environment

Trainer
Trainer/ /Instructor
Instructor
Online Learning • •Delivery
Delivery
• •Content
Content

Learner
Learner Learner
Learner Learner
Learner

Resource Materials
Experts
Experts Websites
Multimedia Training
Multimedia training combines audiovisual
training methods with computer-based training
These programs integrate text, graphics,
animation, audio, and video
Because this training is computer-based, the
trainee can interact with the content
Can be delivered using interactive video, the
Internet or intranets
 Advantages and Disadvantages of Multimedia
Training:
Advantages Disadvantages
 Self-paced  Expensive to develop
 Interactive  Ineffective for certain training
 Consistency of content content
 Consistency of delivery  Trainee anxiety with using
 Unlimited geographic technology
accessibility  Difficult to quickly update
 Immediate feedback
 Lack of agreement on
 Built-in guidance system
effectiveness
 Appeals to multiple senses
 Can test and certify mastery
 Privacy
Computer-Based Training
Computer-based training (CBT) is an interactive
training experience in which:
the computer provides the learning stimulus,
the trainee must respond, and
the computer analyzes the responses and provides
feedback to the trainee
Computer-Based Training

CD-ROM, DVD,
Interactive Video
Laser Disc

The Internet,
Web-Based
Training, and Virtual Reality
E-Learning
 Levels of internet-based training:

Distribution
Electronic
of Computer-
Online Testing Blended Performance
Communications Based
Referencing Assessment Learning Support Systems
Training &
Multimedia

Level 1 2 3 4 5 6
 Characteristics of E-Learning
Content
• Text
• Video
• Graphics
• Sound
Link to Resources
Collaboration and Sharing
• Other Training Materials Learner Control
• Communities of Practice
• Practice
• Other Web-Based Training • Peers
• Pacing
• Link to Electronic • Feedback • Other Trainees
Performance Support • Content • Experts
Systems • Accessibility • Mentors and Advisors

Administration Delivery
• Enrollment • Internet / Intranet
• Monitoring • Web
• Progress Assessment • Distance Learning
• CD - ROM
Advantages of E-learning (1 of 3)
It supports company’s business strategy and objectives
It is accessible at any time and any place
The audience can include employees and managers as
well as vendors, customers, and clients
Training can be delivered to geographically dispersed
employees
Advantages of E-Learning (2 of 3)
Training can be delivered faster and to more
employees in a shorter period of time

Updating is easy

Practice, feedback, objectives, assessment, and other

positive features of a learning environment can be built
into the program
Advantages of E-learning (3 of 3)
Learning is enhanced through use of multiple media
and trainee interaction

Paperwork related to training management can be

eliminated

It can link learners to other content, experts, and peers

 Factors Limiting the Use of E-Learning
Cost
Lack of motivation of employees to learn online
Lack of management buy-in
Lack of employee intranet access
Lack of proof concerning return on investment
Lack of high-quality content
Intelligent Tutoring Systems
 Intelligent tutoring systems (ITS) - instructional
systems using artificial intelligence
 There are three types of ITS:
tutoring
coaching
empowering environments
 Tutoring is a structured attempt to increase trainee
understanding of a content domain
Components of intelligent tutoring
systems:
Domain Expert
Provides information about how to
perform the task

Trainee Model
Provides information about student’s
knowledge

User Interface Training Session Manager

Enables trainee to interact Interprets trainees’ actions and

with the system reports the results or provides
coaching

Trainee Scenario Generator

Determines difficulty and order in
which problems are presented to
trainee
 Characteristics of Intelligent Tutoring
Systems (ITS):
ITS has the ability to match instruction to individual student
needs
ITS can communicate and respond to the student
ITS can model the trainee’s learning process
ITS can decide, on the basis of a trainee’s previous
performance, what information to provide
ITS can make decisions about the trainee’s level of
understanding
ITS can complete a self-assessment resulting in a
modification of its teaching process
Distance Learning
Distance learning is used by geographically dispersed
companies to provide information about new products,
policies, procedures, and skills training and expert
lectures to field locations
Features two-way communications between people
Involves two types of technology:
teleconferencing
individualized, personal-computer-based training
Technologies for Training Support

Expert Systems

Groupware

Electronic Performance Support

Systems (EPSS)
 Conditions When Training Support
Technologies Are Most Needed:
Performance of task is infrequent
The task is lengthy, difficult, and information intensive
The consequences of error are damaging
Performance relies on knowledge, procedures, or approaches
that frequently change
There is high employee turnover
Little time is available for training, or resources are few
Employees are expected to take full responsibility for learning
and performing tasks
Training Support Technologies:
Expert Systems (1 of 2)
Expert systems - technology that organizes and applies
the knowledge of human experts to specific problems

Used as a support tool that employees refer to when

they have problems or decisions they feel exceed their
current knowledge and skills
 Training Support Technologies:
Expert Systems (2 of 2)
Expert systems have three elements:
1. A knowledge base that contains facts, figures, and rules about
a specific subject
2. A decision making capability that draws conclusions from
those facts and figures to solve problems and answer
questions
3. A user interface that gathers and gives information to the
person using the system
 Training Support Technologies:
Groupware (1 of 2)
 Groupware (electronic meeting software) - a special type of
software application that enables multiple users to track,
share, and organize information, and to work on the same
document simultaneously
 Companies have been using groupware to improve business
processes, to improve meeting effectiveness, as well as to
identify and share knowledge in the organization
Training Support Technologies:
Groupware (2 of 2)
A groupware system combines such elements as:
electronic mail
document management
electronic bulletin board

A popular brand of groupware is Lotus Notes

Training Support Technologies:
Electronic Performance Support Systems
 An electronic performance support system (EPSS) is
an electronic infrastructure that:
captures, stores, and distributes individual and corporate
knowledge assets throughout an organization, to
enables individuals to achieve required levels of
performance in the fastest possible time and with a
minimum of support from other people
Technologies for Training
Administration

Interactive Voice Technology

Imaging

Training Software Applications

Use of new technology training methods should
be considered under certain conditions: (1 of 2)
1. Sufficient budget has been provided to develop and
use new technology
2. Trainees are geographically dispersed and travel
costs related to training are high
3. Trainees are comfortable using technology
including:
 the web
 personal computers
 CD-ROMs
Use of new technology training methods should
be considered under certain conditions: (2 of 2)
4. The increased use of technology is part of the
company’s business strategy
5. Employees have a difficult time attending scheduled
training programs
6. Current training methods allow limited time for
practice, feedback, and assessment
Employee Development
Development refers to formal
education, job experiences,
relationships, and assessments of
personality and abilities that help
employees perform effectively in
their current or future job and
company.
Why is employee development important ?

It helps in :
improving quality
retain key employees
meet the challenges of global competition and
social change
incorporate technological advances and changes
in work design
Approaches to Employee Development
 Formal Education
Formal education programs include:
off-site and on-site programs designed specifically for
the company’s employees
short courses offered by consultants or universities
executive MBA programs
university programs in which participants actually live at
the university while taking classes
 Important trends in executive education:
Increasing use of distance learning by many
companies and universities
Companies and the education provider create
short, custom courses, with content designed
specifically to needs of the audience
Supplementing formal courses from consultants or
university faculty with other types of training and
development activities
Assessment involves collecting
information and providing
feedback to employees about
their behavior, communication
style, or skills
 Assessment
Used most frequently to:

identify employees with managerial potential

measure current managers’ strengths and
weaknesses
identify managers with potential to move into
higher-level executive positions
work with teams to identify members’ strengths
and weaknesses, and factors that inhibit
productivity
Popular Assessment Tools
Assessment Tools: Myers-Briggs (MBTI)
Most popular psychological test for employee
development
Used for understanding such things as:
communication
motivation
teamwork
work styles
leadership
Assessment Tools: Assessment Center
The assessment center is a process in which
multiple raters or evaluators evaluate employees’
performance on a number of exercises
usually held at an off-site location
used to identify if employees have the abilities,
personality, and behaviors for management jobs
used to identify if employees have the necessary
skills to work in teams
Assessment Tools: Benchmarks
Benchmarks is an instrument designed to
measure important factors in being a
successful manager
Items measured are based on research that
examines the lessons executives learn at
critical events in their careers
This includes items that measure managers’
skills in dealing with subordinates, acquiring
resources, and creating a productive work
climate
Assessment Tools:
Performance Appraisals
Performance appraisal - the process of measuring
employees’ performance
Approaches for measuring performance:
ranking employees
rating work behaviors
rating the extent to which employees have
desirable traits believed to be necessary for job
success (e.g., leadership)
directly measuring the results of work
performance (e.g., productivity)
Assessment Tools: 360-Degree
Feedback System
Factors necessary for a 360-degree feedback system
to be effective:

The system must provide consistent

(reliable) ratings
Feedback must be job-related (valid)
The system must be easy to use,
understandable, and relevant
The system must lead to managerial
development
Job Experiences

Job experiences refer to relationships, problems,

demands, tasks, or other features that employees
face in their jobs
Most employee development occurs through job
experiences
A major assumption is that development is most
likely to occur when there is a mismatch between
the employee’s skills and past experiences and the
skills required for the job
How Job Experiences are Used for
Employee Development:
Characteristics of Effective Job Rotation
Systems
1. Job rotation is used to develop skills as well as
give employees experience needed for
managerial positions
2. Employees understand specific skills that will be
developed by rotation
3. Job rotation is used for all levels and types of
employees
4. All employees have equal opportunities for job
rotation assignments
5. Job rotation is linked with the career
management process so employees know
the development needs addressed by each
job assignment
6. Benefits of rotation are maximized and
costs are minimized through managing
time of rotations to reduce workload costs
and help employees understand job
rotation’s role in their development plans
Interpersonal Relationships
Employees can also develop skills and increase
their knowledge about the company and its
customers by interacting with a more experienced
organizational member
Two types of interpersonal relationships used to
develop employees:
Mentoring
Coaching
Characteristics of Successful Formal
Mentoring Programs
Mentor and protégé participation is voluntary
relationship can be ended at any time without fear
of punishment
Mentor-protégé matching process does not limit
the ability of informal relationships to develop
Mentors are chosen on the basis of:
their past record in developing employees
willingness to serve as a mentor
evidence of positive coaching, communication, and
listening skills
The purpose of the program is clearly
understood
The length of the program is specified
A minimum level of contact between the
mentor and protégé is specified
Protégés are encouraged to contact one another
to discuss problems and share successes
The mentor program is evaluated
Employee development is rewarded
Coaching Relationships
Coach – a peer or manager who works with
employees to:
motivate them
help them develop skills
provide reinforcement and feedback
Coaches need to be able to suggest effective
improvement actions
 The Development Planning Process
The development planning process involves:
identifying development needs
choosing a development goal
identifying the actions that need to be taken by
the employee and the company to achieve the
goal
determining how progress toward goal
attainment will be measured
investing time and energy to achieve the goal
establishing a timetable for development
An emerging trend in development is that
the employee must initiate the development
planning process

The development approach used is

dependent on the needs and development
goal