TRAINING METHODS

Training Methods
There are numerous methods and materials available to help you prepare and equip employees to
better do their jobs. Indeed, with so many choices out there, it can be daunting to determine which
methods to use and when to use them. And using several methods for each training session may
actually be the most effective way to help employees learn and retain information. In this lecture, we
take a close look at each of the myriad techniques, and examine their advantages and disadvantages.
We also explain how you can combine the various methods into an effective blended learning
approach.
Figure 1 provides an overview of the frequency with which various training methods are used.
Instructor-led classroom training still remains the most frequently used method. Regardless of whether
the training method is traditional or technology-based, for training to be effective it needs to be based
on the training design model. Needs assessment, a positive learning environment, and transfer of
training are critical for training program effectiveness.

Figure 30
PRESENTATION METHODS
Presentation methods are methods in which trainees are passive recipients of information. This
information may include facts, processes, and problem-solving methods. Lectures and audiovisual
techniques are presentation methods. It is important to note that instructor-led classroom presentation
methods may include lectures, video, workbooks and manuals, CD-ROMs, and games. That is, a mix
of methods can actively engage trainees in learning and can help transfer of training to occur.
Lecture
In a lecture, trainers communicate through spoken words what they want the trainees to learn. The
communication of learned capabilities is primarily one-way—from the trainer to the audience. As
Figure 1 shows, instructor-led classroom presentation remains a popular training method despite new
technologies such as interactive video and computer-assisted instruction.
A lecture is one of the least expensive, least time-consuming ways to present a large amount of
information efficiently in an organized manner. The lecture format is also useful because it is easily
employed with large groups of trainees. Besides being the primary means to communicate large
amounts of information, lectures are also used to support other training methods such as behavior
modeling and technology-based techniques. For example, a lecture may be used to communicate
information regarding the purpose of the training program, conceptual models, or key behaviors to
trainees prior to their receiving training that is more interactive and customized to their specific needs.

Table 1 describes several variations of the standard lecture method. All have advantages and
disadvantages. Team teaching brings more expertise and alternative perspectives to the training session.
Team teaching does require more time on the part of trainers to not only prepare their particular session
but also coordinate with other trainers, especially when there is a great deal of integration between
topics. Panels are good for showing trainees different viewpoints in a debate. A potential disadvantage
of a panel is that trainees who are relatively naive about a topic may have difficulty understanding the
important points. Guest speakers can motivate learning by bringing to the trainees relevant examples
and applications. For guest speakers to be effective, trainers need to set expectations with speakers
regarding how their presentation should relate to the course content. Student presentations may increase
the material’s meaningfulness and trainees’ attentiveness, but it can inhibit learning if the trainees do
not have presentation skills.
The lecture method has several disadvantages. Lectures tend to lack participant involvement, feedback,
and meaningful connection to the work environment—all of which inhibit learning and transfer of
training. Lectures appeal to few of the trainees’ senses because trainees focus primarily on hearing
information. Lectures also make it difficult for the trainer to judge quickly and efficiently the learners’
level of understanding. To overcome these problems, the lecture is often supplemented with question-
and-answer periods, discussion, video, games, or case studies. These techniques allow the trainer to
build into the lecture more active participation, job-related examples, and exercises, which facilitate
learning and transfer of training.

Table 50
Audiovisual Techniques
Audiovisual instruction includes overheads, slides, and video. Video is a popular instructional method.
It has been used for improving communications skills, interviewing skills, and customer-service skills
and for illustrating how procedures (e.g., welding) should be followed. Video is, however, rarely used
alone. It is usually used in conjunction with lectures to show trainees real-life experiences and
examples. Here is how one company is using video in its training program.
Video is also a major component of behavior modeling and, naturally, interactive video instruction. The
use of video in training has a number of advantages. First, trainers can review, slow down, or speed up
the lesson, which gives them flexibility in customizing the session depending on trainees’ expertise.
Second, trainees can watch the video multiple times if they have access to it during and after the
training session. This gives them control over their learning. Third, trainees can be exposed to
equipment, problems, and events that cannot be easily demonstrated, such as equipment malfunctions,
angry customers, or emergencies. Fourth, trainees are provided with consistent instruction. Program
content is not affected by the interests and goals of a particular trainer. Fifth, videotaping trainees
allows them to see and hear their own performance without the interpretation of the trainer. That is,
video provides immediate objective feedback. As a result, trainees cannot attribute poor performance to
the bias of external evaluators such as the trainer or peers. Sixth, video requires minimal knowledge of
technology and equipment. Most trainers and trainees can easily use a VCR or DVD player.
Most problems in video result from the creative approach used. These problems include too much
content for the trainee to learn, poor dialogue between the actors (which hinders the credibility and
clarity of the message), overuse of humor or music, and drama that makes it confusing for the trainee to
understand the
important learning points emphasized in the video.