ILOCOS SUR POLYTECHNIC STATE COLLEGE

Tagudin Campus

MODULE

LESSON 1: TRADITIONAL TRAINING METHODS

The traditional training methods discussed in this chapter are organized into three
broad categories: presentation methods, hands-on methods, and group building
methods. The following sections provide a description of each method, a discussion
of its advantages and disadvantages, and tips for the trainer who is designing or
choosing the method. The chapter concludes by comparing methods based on
several characteristics including the learning outcomes influenced; the extent to
which the method facilitates learning; and transfer, cost, and effectiveness.

3 Broad Categories of the Training Methods

I. 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.

Presentation Methods: Lecture & Audiovisual Techniques

1. Lecture
In a lecture, trainers communicate through spoken words what they want the
trainees to learn. The communication of learned capabilities is primarily
oneway—from the trainer to the audience.
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
behaviour modelling and technology-based techniques.
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
4
Page :

Course Code: HR 154

Descriptive Title: Training and Development
Instructor: Richelle Sunio
ILOCOS SUR POLYTECHNIC STATE COLLEGE
Tagudin Campus

MODULE

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.

Variation of the Lecture Method:

 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.
- brings more expertise and alternative
perspectives to the training session
- 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.
 Guest Speakers - Speaker visits the session for a predetermined time
period.
- Primary instruction is conducted by the instructor.
- 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

 Panels - Two or more speakers present information and ask questions.

- 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

 Student Presentations - Groups of trainees present topics to the class.

- increase the material’s meaningfulness and trainees’
attentiveness, but it can inhibit learning if the trainees do
not have presentation skill
5
Page :

Course Code: HR 154

Descriptive Title: Training and Development
Instructor: Richelle Sunio
ILOCOS SUR POLYTECHNIC STATE COLLEGE
Tagudin Campus

MODULE

2. 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.

Advantages of Using Videos in Training:

The use of video in training has a number of advantages.
 Trainers can review, slow down, or speed up the lesson, which
gives them flexibility in customizing the session depending on
trainees’ expertise

Course Code: HR 154

Descriptive Title: Training and Development
Instructor: Richelle Sunio
 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.
 Trainees can be exposed to equipment, problems, and events that
cannot be easily demonstrated, such as equipment malfunctions,
angry customers, or emergencies.
 Trainees are provided with consistent instruction. Program content
is not affected by the interests and goals of a particular trainer.
 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.
 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.

II. HANDS-ON METHODS

These are training methods that require the trainee to be actively involved in
learning. These methods include on-the-job training, simulations, case studies,
business games, role plays, and behavior modelling. 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, or dealing
with interpersonal issues that arise on the job.

1. On-the-Job Training (OJT)

On-the-job training (OJT) refers to 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. OJT is one of the
oldest and most used types of informal training. It is considered informal
because it does not necessarily occur as part of a training program and
because managers, peers, or mentors serve as trainers. OJT can be useful
for training newly hired employees, upgrading experienced employees’ skills
when new technology is introduced, cross-training employees within a
7
:
 department or work unit, and orienting transferred or promoted employees to
their new jobs.

Self-Directed Learning

Self-directed learning has employees take responsibility for all aspects of

learning— including when it is conducted and who will be involved.19
Trainees master predetermined training content at their own pace without
an instructor. Trainers may serve as facilitators. That is, trainers are
available to evaluate learning or answer questions for the trainee. The
trainer does not control or disseminate instruction. The learning process
is controlled by the trainee.

The effectiveness of self-directed learning is based on an employee’s

motivation to learn, companies may want to provide seminars on the self-
directed learning process, self-management, and how to adapt to the
environment, customers, and technology.
Self-directed learning has several advantages and disadvantages. It
allows trainees to learn at their own pace and receive feedback about the
learning performance. For the company, self-directed learning requires
fewer trainers, reduces costs associated with travel and meeting rooms,
and makes multiple-site training more realistic. Selfdirected learning
provides consistent training content that captures the knowledge of
experts. Self-directed learning also makes it easier for shift employees to
gain access to training material.

Apprenticeship
Apprenticeship is a work-study training method with both on-the-job and classroom
training. Apprenticeships also usually result in full-time employment for trainees when
the program is completed. From the company’s perspective, apprenticeship programs
meet specific business training needs and help attract talented employees
8
: