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Page 1: Traditional Training Methods

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Page 2: Traditional Training Methods

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It has been termed “traditional” because the methods being used do not require new technology for purposes of delivery.

Training methods that require technology for purposes of deliver y are called TECHNOLOGY-BASED TRAINING METHOD like –

Web-based training E-learning Virtual reality

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Presentation Methods

Hands-on Methods

Group Building Methods

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PRESENTATION METHODS are methods in which trainees are passive recipients of information. This information may include the following:

Facts

Processes

Problem-solving methods

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Lecture

Audiovisual Techniques

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In a LECTURE, trainers communicate through spoken words what they want the trainees to learn.

This kind of presentation method is considered as one of the least expensive, least time-consuming ways to present a large amount of information efficiently in an organized manner.

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To facilitate learning, the lecture must be supplemented with –

Question-and-answer period Discussion Video Business games Case studies Job-related examples Role plays “Speaking from experience” examples

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METHOD DESCRIPTION

Standard Lecture Trainer talks while trainees listen and absorb information.

Team Teaching Two or more trainers present different topics or alternative views of the same topic.

Guest Speakers Speaker visits the session for a predetermined time period. Primary instruction is conducted by the instructor.

Panels Two or more speakers present information and ask questions.

Student Presentation Group of trainees present topics to the class.

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AUDIOVISUAL INSTRUCTION involves the use of video in conjunction with lectures to show trainees real-life experiences and examples.

The use of video as an instructional methods is effective for improving communication skills, interviewing skills, customer service skills and for illustrating how procedures (e.g. welding) should be followed.

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HANDS-ON METHODS are training methods that require the trainee to be actively involved in learning.

These methods are ideal for :

Developing specific skills, Understanding how skills and behaviors can be transferred to the job, Experiencing all aspects of completing a task, orDealing with interpersonal issues that arise on the job.

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On-the-Job Training (OJT)

Simulations

Case Studies

Business Games

Role Plays

Behavior Modeling

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A SIMULATION is a training method that represents a real-life situation with trainees’ decisions resulting in outcomes that mirror what would happen if they were on the job.

Simulators replicate the physical equipment that employees use on the job.

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A CASE STUDY is a description about how employees or an organization dealt with a difficult situation.

Trainees are required to analyze and critique the actions taken, indicating the appropriate actions and suggesting what might have been done differently.

Case studies are appropriate for developing higher order intellectual skills such as analysis, synthesis, and evaluation. Also, it help trainees develop the willingness to take risks given uncertain outcomes, based on their analysis of the situation.

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BUSINESS GAMES require trainees to gather information, analyze it, and make decisions.

Business games are primarily use for management skill development. Games stimulate learning because participants are actively involved and because games mimic the competitive nature of business.

The types of decisions that participants make in games include all aspects of management practice: labor relations (CBA), ethics, marketing (the price to charge for a new product), and finance (financing the purchase of a new technology).

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ROLE PLAYS have trainees act out characters assigned to them. Information regarding the situation (e.g. work or interpersonal problem) is provided to the trainees.

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ROLE PLAYS vs. SIMULATIONS

ROLE PLAY SIMULATION

Focus on interpersonal responses. (resolve conflict, ask for more information).

Focus on physical responses (e.g. pull a lever, move a dial).

Outcome depend on the emotional and subjective reactions of the other trainees.

Outcome of the trainees’ response depends on a fairly well defined model of reality (e.g. if a trainee in a flight simulator decreases the angle of the flaps, that action influences the direction of the aircraft).

Provide limited information regarding the situation.

Information provide is usually quite detailed.

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BEHAVIOR MODELLING presents trainees with a model who demonstrates key behaviors to replicate and provides trainees with the opportunity to practice the key behaviors.

Behavior modeling is more appropriate for teaching skills and behaviors.

Research suggests that behavior modeling is one of the most effective techniques for teaching interpersonal skills.

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GROUP BUILDING METHODS are training methods designed to improve team or group effectiveness.

Training is directed at improving the trainees, skills as well as team effectiveness.

Group techniques focus on helping teams increase their skills for effective teamwork.

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Adventure Learning

Team Training

Action Learning,,

TEAM BUILDING

EXERCISES

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TEAM BUILDING focuses on the development of teamwork and leadership skills through structured activities. This training method appears to be best suited for developing skills related to group effectiveness, such as:

Self-awareness,

Problem solving,

Conflict management, and

Risk taking

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It involves strenuous, challenging physical activities such as mountain climbing.

It uses structured individual and group outdoor activities such as wall climbing, rope courses, trust falls, ladder climbing, and travelling from one tower to another using a device attached to a wire that connects the two towers.

One key to an TEAM BUILDING program’s success may be the insistence that whole work groups participate together so that group dynamics that inhibit effectiveness can emerge and be discussed.

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