Effective Training: Strategies, Systems and Practices, 3 rd Edition Chapter Six Traditional Training Methods P. Nick Blanchard and James W. Thacker
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Effective Training: Strategies, Systems and Practices, 3rd
Edition
Chapter Six
Traditional Training Methods
P. Nick Blanchard and James W. Thacker
Chapter 6 2
Off-the-job Methods Advantages
Variety of training techniques Learning climate Economy – number of trainees Don’t tie up expensive
equipment/waste Disadvantages
Increased costs – equipment/space Transfer issues
Chapter 6 3
LectureAdvantages
Economical – large amounts of information to large numbers of trainees
Can be organized/structured/time efficient
Criticisms One-way flow Start up costs Best for cognitive principles, facts rather than
skills Stress on verbal and symbolic understanding Ignores individual differences
Chapter 6 4
Discussion Advantages
Two-way communication allows feedback, clarification, sharing views
Limitations Needs skilled discussion leader Time Trainees need common reference
point Size of group
Chapter 6 5
Basic Lecture/Discussion Components and Effects on Learning – Part 1 of 4
Learning Process
Lecture/Discussion Components Affected
1. OrientationPresenting information so that trainees understand the direction in which the lecture is headed and the organization for getting there.
2. EnthusiasmPresenting information in a manner that conveys the topic’s importance and inherent value.
3. VarietyUse of voice, gestures, various components listed in this table and audiovisual aids. For printed lectures this is minimized.
ATTENTION
ATTENTION
ATTENTIONRETENTION: Symbolic
coding
Chapter 6 6
Basic Lecture/Discussion Components and Effects on Learning – Part 2 of 4
Learning Process
Lecture/Discussion Components Affected
4. Logical organizationPresenting information in a logical order and providing logical transitions between topic areas.
5. Providing explanationDescribing facts, concepts and principles in a clear and easily understood manner.
6. Giving directionsProviding instructions in a manner that allows trainees to understand what they are to do and how to do it.
RETENTION:Cognitive
organization
RETENTION:Symbolic coding
Cognitive organization
RETENTION:Cognitive
organizationSymbolic rehearsal
Chapter 6 7
Basic Lecture/Discussion Components and Effects on Learning – Part 3 of 4
Learning Process
Lecture/Discussion Components Affected
7. IllustratingProviding clear, interesting and relevant examples of how information can or has been applied (both correctly and incorrectly).
8. Comparing and contrastingArticulating the similarities and differences, advantages and disadvantages, etc. of relevant topic areas.
ATTENTIONRETENTION:
All areas
ATTENTION, RETENTION:
Cognitive organization
Chapter 6 8
Basic Lecture/Discussion Components and Effects on Learning – Part 4 of 4
Learning Process
Lecture/Discussion Components Affected
9. Questioning and DiscussingSeeking information from the trainees regarding their comprehension, their content related ideas and stimulating the trainees’ thought processes (e.g., Socratic questioning). This is not possible in printed lectures.
10. SummarizingHighlighting important concepts covered in a manner that links the topics/ideas together.
ATTENTION
RETENTION:All areas
RETENTION:Cognitive
organization
Chapter 6 9
In-Basket Technique Simulation of management
decision-making In-basket includes various memos,
messages, etc. Evaluation based on prioritizing,
organizing, types of responses
Chapter 6 10
Case Study Illustrations of concepts to be
learned, communication skills, analytical skills, integrate information
Critics-lack of realistic complexity, caught up in details, groupthink, limits teaching role of trainer
Chapter 6 11
Role Playing Act out situation and specific
events, develop insights in own and other’s behaviors, develop interpersonal relationship, empathy
Problems with over dramatization, intimidation, realism, transfer
Chapter 6 12
Behavior Modeling Observe complex behavior,
discuss, practice through role playing and feedback
Best if can identify with role models
Research support
Chapter 6 13
Audiovisual Methods Static and dynamic media.
telecommunication Portray dynamic and complex events
Illustration of principles Stop action, slow motion Exposure to events not easily found live Organization wide distribution
Chapter 6 14
On-the-job Methods Advantages
No special space or equipment Minimize transfer problems/practice
what will be doing Earn/produce while learning Relevant reinforcements Learning environment same as
working environment
Chapter 6 15
On-the-job Methods Disadvantages
Tie up expensive equipment Waste may be high Customer problems “Trainer” may not be skilled Pressure of job demands
Chapter 6 16
On-the-job Methods Job instruction training Apprenticeship Coaching Mentoring Internship
Chapter 6 17
Basic Demonstration Components and Their Effects on Learning
DEMONSTRATION COMPONENTS AREAS OF LEANING AFFECTED
PRESENT Tell Demonstrate Explain
Attention, Symbolic Coding and Cognitive Organization
TRY OUT Learner talks through the task Learner does task and describes
what they are doing and why Trainer provides positive/negative
feedback Learner practices
Symbolic Rehearsal and Behavioral Reproduction
Chapter 6 18
JIT Instruction/Learning Sequence – Part 1 of 3
BASICS OF INSTRUCTION AREAS OF LEARNING AFFECTED1
PREPARE• Break down the job.• Prepare an instruction plan.• Put the learner at ease.
Attention and motivation
PRESENT• Tell.• Show.• Demonstrate.• Explain.
Symbolic Coding Cognitive Organization
Chapter 6 19
JIT Instruction/Learning Sequence – Part 2 of 3
BASICS OF INSTRUCTION AREAS OF LEARNING AFFECTED1
TRY OUT• Have the learner “talk
through” the job.• Have the learner instruct
the supervisor on how thejob is done.
• Let the learner do the job.• Provide feedback, both
positive and negative.• Let the learner practice
Symbolic Rehearsal
Behavioral Reproduction
Chapter 6 20
JIT Instruction/Learning Sequence – Part 3 of 3
BASICS OF INSTRUCTION AREAS OF LEARNING AFFECTED1
FOLLOW UP• Check progress frequently
at first.• Tell the learner whom to go
to for help.• Gradually taper off progress
checks.
Behavioral Reproduction
Chapter 6 21
Training Method Effectiveness at Meeting KSA Objectives – Part 1 of 4
Scale:
1 = not effective
2 = mildly effective
3 = moderately effective
4 = effective
5 = very effective
Chapter 6 22
Training Method Effectiveness at Meeting KSA Objectives – Part 2 of 4
Goal of Training
Knowledge Skills Attitude
Training Methods
Declara- tive
Procedural Strategic TechnicalInter- personal
Lecture: Straighta 3 2 1 1 1 3
Discussion 4 3 2 1 1 4
Demonstration 1 4 2 4 4 3
Comp. Based Text only 5 4 3 2 2 3
Simulation 5 5 5 5 3 3
a This rating is for lectures delivered orally, printed lectures would be one point higher in each knowledge category
Chapter 6 23
Training Method Effectiveness at Meeting KSA Objectives – Part 3 of 4
Goal of Training
Knowledge Skills Attitude
Training Methods
Declare’ Procedural Strategic TechnicalInter- personal
Simulations:Equipment
1 3 2 5 1 2
Case studies 3 2 4 2 2 3
Business games 2 3 5 2 2b 2
In-Basket 1 3 4 1 2c 2
Role play 1 2 2 2 4 5d
Behavior Model. 1 3 3 4 5 3b If the business game is designed for interpersonal skills, this would be a 4.c If multiple in-baskets were used this rating would be 3.d Specifically role reversal.
Chapter 6 24
Training Method Effectiveness at Meeting KSA Objectives – Part 4 of 4
Goal of Training
Knowledge Skills Attitude
Training Methods Declare’
Procedural
Strategic TechnicalInter- personal
OJT JIT
3 5 4 4 2 5
Apprentice 5 5 4 5 2 5
Coaching 3 5 4 4 4 5
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