Training & Development: Chapter 7

Instructor-led classroom, 67%

Methods that do not require new technology (i.e. Internet) for delivery

Synchronous = real-time, asynchronous = time-delayed

Hands-on methods, presentation methods, and group building methods

Methods in which trainees are passive recipients of information (facts, process, problem-solving methods)

Lectures, audiovisual techniques, instructor-led classroom

Trainers communicate through spoken words what they want the trainees to learn

One of the least expensive, least time-consuming ways to present large amounts of information efficiently in an organized way; easily used with large groups of trainees

Tend to lack participant involvement, feedback, and meaningful connection to the work environment; inhibits learning and transfer of training; appeals to few senses because trainees focus primarily on hearing information

Standard lecture, team teaching, guest speakers, panels, student presentations

Includes overheads, slides, and video

Rarely used alone; used in conjunction with lecture to show real-life experiences and examples

Trainers can review, slow down, or speed up the lesson (customization); trainees can watch the video multiple times; trainees can be exposed to equipment, problems, and events that cannot be easily demonstrated; allows trainees to see and hear their own performance without interpretation of the trainer; requires minimal knowledge of technology/equipment

Creative approach used (too much content, poor dialogue, overuse of humor/music, confusing drama)

Training methods that require the trainee to be actively involved in learning

On-the-job training (OTJ), simulations, case studies, business games, role plays, behavior modeling

Developing specific skills, understanding how skills and behaviors can be transferred to the job, experiencing all aspects of completing a task, or dealing with interpersonal issues that arise on the job

New or inexperienced employees learning in the work setting and during work by observing peers or managers performing the job and trying to imitate their behavior

Because it does not necessarily occur as part of a training program and because managers, peers, or mentors serve as trainers; learning will not occur if OTJ is too informal

Can be customized to experiences and abilities of trainees; training is immediately applicable to the job because OTJ occurs on the job; companies save costs related to bringing trainees to a central location; OTJ can be offered at any time; OTJ uses actual job tasks and occurs at work; needs less investment in time or money

Managers and peers may pass on bad habits; unstructured OTJ = poorly trained employees

Based on the principles of social learning theory (credible trainer, model of behavior, communication of key behaviors, practice, feedback, reinforcement)

Self-directed learning, apprenticeship

Employees take responsibility for all aspects of learning -- including when it is conducted and who will be involved

an employee's motivation to learn

Results in higher development costs; development time is longer than with other types of training programs; trainees must be willing to learn on their own and feel comfortable doing so

Allows trainees to learn at their own pace and receive feedback; requires fewer trainers, reduces cost, and makes multiple-site training more realistic; provides consistent training content; makes it easier for shift employees to gain access to training material

Work-study training method with both on-the-job and classroom training

Complete 144 hours of classroom instruction and 2,000 hours (one year) on-the-job experience

Skilled trades like plumbing, carpentry, electrical work, and pipe fitting

Learners can earn pay while they learn; involve learning why and how a task in performed through classroom instruction and local schools; usually result in full-time employment for trainees

Development costs and time commitment; limited access for minorities and women; no guarantee of job availability after program completion; employers may be reluctant to hire workers from apprenticeship programs (well trained in one craft)

Represents a real-life situation, with trainees' decisions resulting in outcomes that mirror what would happen if they were on the job

Production and process skills; management and interpersonal skills

Need to have elements identical to those found in the work environment; simulator needs to respond exactly like the equipment would under the conditions and response given by the trainee

Description about how employees or an organization dealt with a difficult situation

Employees are most likely to recall and use knowledge/skills if they learn through the process of discovery

Higher order intellectual skills like analysis, synthesis, and evaluation

Identify a story, gather information, prepare a story outline, decide on administrative issues, prepare case materials

They are already developed/the case may not actually relate to the work situation or problem that the trainee will encounter

Require trainees to gather information, analyze it, and make decisions

Include all aspects of management practice: labor relations, ethics, marketing, finance

Game involves a contest; game is designed to demonstrate an understanding of or application of a knowledge, skill, or behavior; trainees can estimate consequence of each alternative course of action; rules limit participant behavior

Board games like Monopoly; trainees guide their companies through a series of decisions challenged by various obstacles

Trainees act out characters assigned to them

Role plays: provide limited information regarding the situation/ simulation: provide quite detailed information; role plays: focus on interpersonal responses/simulation: focus on physical responses; role play: outcomes depend on emotional reactions of other trainees/simulation: outcomes depend on model of reality

Before: explain purpose of activity, roles, and time; during: monitor time, intensity, and focus of group's attention; after: debrief

Presents trainees with a model who demonstrates key behaviors to replicate and provides trainees with the opportunity to practice the key behaviors