Training & Development - Chapter 7 - Traditional Training Method

70-20-10 Model

A common learning model that assumes that 70 percent of learning occurs on the job, 20 percent occurs socially through coaching and mentoring, and 10 percent through formal classroom instruction.

Traditional Training Methods

Training methods requiring an instructor or facilitator and involve face-to-face interaction between trainees.

Presentation Methods

Are methods in which trainees are passive recipients of information.

Lecture

Training method in which the trainer communicates through spoken words that trainees are supposed to learn.

Audiovisual Instruction

Media-based training that is both watched and heard.

Hands-on Methods

Are training methods that require the trainee to be actively involved in learning.

On-the-Job-Training

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

Self-directed Learning

Training in which employees take responsibility for all aspects of their learning.

Apprenticeship

Is a work-study training method with both on-the-job and classroom training.

Behavior Modeling

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

Vicarious Reinforcement

Occurs when a trainee sees a model receiving reinforcement for using certain behaviors.

Modeling Display

Provides the key behaviors that the trainees will practice to develop the same set of behaviors.

Application Planning

prepares trainees to use the key behaviors on the job.

Group Building Methods

Are training methods designed to improve team or group effectiveness.

Team

Refers to two or more people with specific roles or functions who work together with shares responsibility to achieve a common goal or mission or complete tasks in a company.

Adventure Learning

Is an experimental learning method that focuses on the development of teamwork and leadership skills through structured activities.

Team Training

Refers to training that is designed to improve team effectiveness.

Cross Training

Has team members understand and practice each other's skills so that members are prepared to step in and take the place of a member who may temporarily or permanently leave the team.

Coordination Training

Instructs the team in how to share information and decision-making responsibilities to maximize team performance.

Team Leader Training

Refers to training that the team manager of facilitator receives.

Scenario-based Training

Refers to training that places team members in a realistic context while learning.

Guided Team Self-Correction

Refers to training that emphasizes continuous learning and knowledge sharing teams.

Action Learning

Gives teams or work groups an actual problem, has them work on solving it and committing to an action plan, and then holds them accountable for carrying out the plan.

Kaizen

Refers to practices participated in by employees from all levels of the company that focuses on continuous improvement of business processes.

Steps to develop an effective self-directed learning

1. Conduct a job analysis to identify the tasks that must be covered
2. Write a trainee-centered learning objectives directly related to the tasks
3. Develop the content for the learning package
4. Break the content into smaller pieces "chunks"
5. Develop

Journey Workers

Once training is complete apprentices are called

4-6 years

Apprentices classroom training, medical benefits, and salary on the job while the apprentices learn.

OJT of apprenticeship

must include: modeling, practice, feedback, and evaluations.

Simulation

is a training method that represents a real-life situation with trainee's decisions resulting in outcomes that mirror what would happen if they were on the job.

Simulators are used to teach

production and process skills as well as management and interpersonal skills.

Simulators replicate

the physical equipment, patients, and conditions that employees encounter on the job.

Key Aspect of simulators

is the degree to which they are similar to the equipment and situations that the trainee will encounter on the job.

Simulator needs to have:

-Have elements identical to those found in the work environment.
-Be able to respond exactly like the equipment would under the conditions and response given by the trainee.

Case Studies

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 especially appropriate for

developing higher-order intellectual skills such as analysis, synthesis, and evaluation.

To be effective the learning environment must:

1. Give trainees the opportunity to prepare and discuss their case analysis.
2. Provide face to face or electronic communication among trainees.

Processes for Case Development

1. Identify a story
2. Gather information
3. Prepare a story outline
4. Decide on administrative issues
5. Prepare case materials

Business Games

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

Business games primary used for:

management skill development

Games Characteristics:

-Involves a contest among trainees or teams of trainees or against an established criterion such as time or quality.
-Designed to demonstrate an understanding of or application of a knowledge, skill, or behavior.
-Several alternative course of action are

Debriefing

helps trainees understand the game experience and facilitate learning and transfer.

Role-plays

refer to experience in which trainees take on a role such as a manager, client or disgruntled employee, and explore what is involved in the role.

Role-plays usually included in programs involving

Interpersonal skills such as communications, sales, providing performance feedback, coaching, leadership, and team building.

Activities for Effective Role-Plays

1. Provide background information on the purpose of a context for the role-play
2. Make sure that a script is provided with enough detail for trainees to understand their role.
3. The room is arranged so trainees can see and hear the role-plays.
4. Observ

For role-players to be effective:

trainers need to engage in several activities before, during, and after the role-play.

Create

is the first step in developing Behavior Modeling training program

group building methods trainees share ideas

and experiences, build group identify, understand that dynamics of interpersonal relationships, and get to know their own strengths and weaknesses and those of their co-workers.

Experiential learning has four stages:

Stage 1: Gain conceptual knowledge and theory
Stage 2: Take part in a behavioral simulation
Stage 3: Analyze the activity
Stage 4: Connect the theory and activity with on-the-job or real-life situations.

Adventure Learning Includes

wilderness training, outdoor training, improvisational activities, drum circles, and cooking classes.

Adventure learning is developing skills

related to group effectiveness such as self-awareness, problem solving, conflict management, and risk taking.

Adventure learning allows them to interact interpersonally

in a situation not governed by formal business rules, share strong emotional experience, exercises can serve as metaphors for organizational behavior.

Team training type of team within a company

production teams, service teams, committees, project teams, and management teams.

Successful team performance (team training)

depends on the knowledge, attitudes, and behaviors of its members.

Components of Team Performance

Behavior, Knowledge, Attitude, Team Performance

Behavior

perform actions that allow them to communicate, coordinate, adapt, and complete complex tasks to accomplish their objective.

Knowledge

requires team members to have mental models or memory structures that allow them to function effectively in unanticipated or new situations.

Attitude

beliefs about the task and feeling toward each other.

Team Performance

team morale, cohesion, and identity.

Types of problems addressed in action learning include

-How to change the business
-Better use of technology
-Remove barriers between the customer and the company
-Develop global leader

Six Sigma, Black Belt Training, and Kaizen

Provide employees with measurement and statistical tools to help reduce defects and to cut costs.

Choosing a training method

-Step one: determine the type of learning outcome that you want training to influence.
Step two: consider the extent to which the method facilitates learning and transfer of training, the costs related to the development and use of the method, and its eff

Choosing a training method; Step One = Outcomes include

verbal information, intellectual skills, cognitive strategies, attitudes, motor skills.