Training Methods

1
Training Methods

• Chapter 6

2
Learning Outcomes

• By the conclusion of this chapter, you should
• Be able to discuss uses of the various training
  methods available.
• Understand which method is most effective at
  meeting the various learning objectives.
• Understand the strengths and weaknesses of each
  method and be able to analyze when it is
  appropriate to use a particular method.

3
Training Methods

• Cognitive methods
• Verbal/written information concepts rules
• Changes in knowledge and attitude
• Behavioral methods
• Practice behavior (real or simulated)
• Behavior change, skill development and attitude
  change

4
Lecture Method

• Straight Lecture
• Lecturette
• Discussion Method

5
Lecture Method Analysis

• Cost relatively inexpensive efficient
• Control high for trainer
• Learning objectives declarative knowledge
  (discussion can have higher learning) attitude
  change

6
Lecture Method Analysis

• Learning Process
• Attention good in short-term
• Retention adequate if trainer can assist with
  symbolic coding
• Reproduction low
• Training Group - large group with similar level
  of intellectual ability and content knowledge

7
Computer-Based Training (CBT)

• Alternative to classroom training
• Training occurs through use of a computer

8
Computer-Based Training (CBT)

• Costs costly to develop, but cost-effective if
  utilized by large numbers of trainees.
• Control developer control, with pace controlled
  by learner and software
• Learning Objectives declarative and procedural
  knowledge (some strategic)

9
Computer-Based Training (CBT)

• Learning Process
• Attention - good at capturing and maintaining
• Retention good (uses many senses)
• Reproduction limited
• Training Group endless
• (all need access to computer station)
• Highly portable

10
Games and Simulations

• Equipment simulators
• Business Games
• In-Basket Techniques
• Case Study
• Role Play/Skills Practice
• Behavior Modeling

11
Games and Simulations

• Costs vary
• Control both the trainee and trainer
• Learning objectives
• Assume some level of declarative knowledge and
  procedural knowledge
• Good for advanced procedural and strategic
  knowledge and skills

12
Games and Simulations

• Learning Process
• Attention - excellent
• Retention - excellent
• Reproduction real strength
• Training Group
• Small groups (1-8)

13
On-The-Job Training (OJT)

• Apprenticeship
• Coaching/Mentoring
• Train and Trainer

14
On-The-Job Training (OJT)

• Cost relatively low
• Control trainer and trainee
• Learning objectives
• Best at developing skills
• Good at advanced procedural and strategic
  knowledge

15
On-The-Job Training (OJT)

• Learning Process
• Attention high
• Retention high
• Reproduction high

16
Audiovisual Enhancements

• Static - fixed
• Newsprint/charts/posters
• Projected text/images
• Dynamic - moving
• Audio-only tapes
• Videos/film
• Computer generated (slides)

17
Conclusion

• There are a variety of methods that can be
  utilized when designing training plans.
• There is no one best method each method must be
  analyzed and applied where appropriate in
  training programs.
• Methods are integrally tied to learning
  objectives.