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.