MEYNARD B.

EBOJO
OBJECTIVES
At the end of this chapter, the learner will be able to:
• Identify the different the types of learners;
• Recognize the advantages and disadvantages of instructor-led classroom
instruction and audiovisual training techniques;
• Discuss the manner of performing on-the-job training;
• Distinguish the benefits of doing simulated training;
• Develop suggestions of business games to be used for training;
• Improve case analysis skill in solving case studies.

INTRODUCTION
• There are several approaches and materials available to help train and equip
employees to better perform their job. With so many possibilities, deciding which
methods to employ and when to use them may be intimidating. Employing quite a
variety of strategies for each training session may in fact be the most effective
way to aid employees in discovering and retaining information.
• One of the most effective yet not-so updated approaches in training is the
TRADITIONAL one. In the traditional approach, the training staff designs the
objectives, contents, teaching techniques, assignments, lesson plans, motivation,
tests, and evaluation. The intervention of the training personnel is the center
of this model.

MATCHING TRAINING METHODS FOR BETTER LEARNING OUTCOMES

• Trainers must give concerned about LEARNING STYLES for better learning
outcomes. Learning style is essentially one's approaches or methods of
learning, and each individual has a preferred method of learning in comparison to
others.

• It is critical for trainers and educators to know a variety of learning styles in order
to properly connect in transmitting knowledge and skill.

• To achieve the learning objectives, they should use a variety of learning

methodologies. Particularly, for improved learning outcomes, trainees' learning
styles should be matched with instructional materials and training methods.

TYPES OF LEARNERS
Visual, auditory, reading or writing and kinesthetic are the four types of learners.
• Visual - Those who preferred for visual aids such as diagrams and handouts and
they like better to reflect in pictures.
• Auditory - Those who are apt to learn through lectures and discussions as they
are fond of sounds and music.
• Reading/Writing - Those learners who favors the gathering of information from
printed words.
• Kinesthetic - Those learners who love physical activity, experiments, and
projects as they best gain knowledge through experience.

INSTRUCTOR-LED CLASSROOM INSTRUCTION

• Instructor-led training stays to be one of the most popular training
techniques for trainers in which the trainer lectures a group of people.
• Traditional classroom instruction is the least expensive, least-time consuming
way to discuss information on particular topics to many trainees. The trainer
 ought to encourage more active participation, provide job-related examples and
offer many exercises so that trainees will learn more and use the information
presented on the job.

TYPES OF PRESENTATION
• Blackboard or Whiteboard - The most old-fashioned method, but it can still be
effective, especially if trainer invites trainees to write on the board or ask for
feedback that has been written on the board.
• Overhead Projector - This method allow the trainer and even the trainee to write
on the material and customize presentations easily on the spot.
• Video Portion - Lectures can be chopped with video portions that give details on
sections of the training topic or that show case studies for argument.
• Power Point Presentation - Presentation software is used to produce custom
made group training sessions that are shown on a big screen for any number of
trainees. This method is one of the most well-liked lecture methods and can be
mixed with handouts and other interactive methods.
• Storytelling - This technique makes communication simpler since it is non-
intimidating with no one precise answer. It is cost effective, particularly if trainers
have their own stories to tell. Stories can also make sessions more individualized
if they engage people trainees are familiar with.
o This method is most helpful with debriefing questions, namely:
a. How does this story speak about training?
b. How did the main character’s preferences make the trainee feel?
c. What assumptions did the trainee make throughout the story? Were
they correct?
d. What would trainee have done differently?

ADVANTAGES OF INSTRUCTOR-LED TRAINING

1. Instructor-led classroom training is an efficient method for discussing a large
body of material for either large or small groups of employees.
2. It is a personal, face-to-face type of training as opposed to computer-based
training and other methods we will discuss later.
3. It guarantees that each person gets similar information at the same time.
4. It is cost-effective, especially when guest speakers are not outsourced.
5. Storytelling captures people’s interest.

DISADVANTAGES OF INSTRUCTOR-LED TRAINING

1. At times it is not interactive.
2. The success of the training depends much on the effectiveness of the lecturer.
3. The arrangement classroom sessions for large numbers of trainees can be
complex particularly when trainees are at different locations.

WAYS IN MAKING THE AUDIENCE ENGAGED THROUGHOUT THE SESSION

1. Train trainers in the art and science of public speaking.
2. Give trainers the materials they need.
3. Use with interactive methods.

VANESSA LOMOTS
AUDIOVISUAL TECHNIQUE
• A technique where both sound and pictures are involved.
• The teacher shows visual presentations to the student.
• Utilize sight and/or sound. They are best recommended technique to use for
Visual and Auditory learners.
• This technique can show the learners real-life experiences and examples.
They include video, films, laser discs, overheads, compact discs, and any other
technique that provides visual or auditory stimulation to trainees. It is employed for
improving communication skills, interviewing skills and for illustrating how procedures
should be followed.
Audiovisual technique can be more costly that conservative style of teaching.
Nonetheless, it also offers advantages as it tends to be more interesting. You can also
consider using them in the following situation;
1. When there is a requirement to demonstrate how to pursue a certain progression
over time, like when reaching fax machine repair. The stop action instant replay
and last or slow-motion capabilities of audiovisuals can be helpful here.
2. When there is a requirement to expose trainees to events not easily
demonstrable in live lecture, like an ocular tour of a factory or open heart surgery.
3. When there is a requirement for organization wide training and it is too costly to
move the trainers from place to place.

DISADVANTAGES of using videos in teaching:

1. Trainer can review, slow down or speed up lesson which allows flexibility in
customizing the training session based on the expertise of trainees
2. Trainees can be exposed to equipment, problems and events that cannot be
simply shown like equipment malfunction, angry customers or cases of
emergencies.
3. Trainees get constant instructions; program content is not affected by the
interests and goals of a specific trainer.
4. Videotaping trainees permit them to see and hear their own performances with
no interpretation coming from the trainer.

ON-THE-JOB TRAINING (OJT)

• The most common method of training which employs more experienced and
skilled employees to train less skilled and experience employees.
• Typically performed by employees who can well use on-on-one instructional
techniques and who have advanced technical knowledge and skills.
• The following falls under the category of OJT: job-instruction technique,
apprenticeships, coaching, and mentoring.

JOB-INSTRUCTION TECHNIQUE (JIT)

• The job-instruction technique (JIT) focuses on skill development.

• There are four steps in the JIT process: prepare, present, try out and follow
up.

Preparing- prepare the trainee in a way of assessing them of what they know and don’t
know. Interviewing the trainee, checking personnel records and prior training completed
are among the many means of determining what KSAs (Knowledge, Skills, and Abilities)
the trainee at present has. Right before the training began, the trainee should be given
an orientation to the OJT/JIT learning process. The orientation should aid trainees
understand their role and the role of the trainer. The implication of listening effectively
and feeling comfortable asking questions should be stressed. The trainee must know
very well the steps in the JIT process to discern what to expect and when it will take
place.

Present- the trainer presents an impression of the job while showing the trainee the
different aspects of it. The trainer is not really doing the job, but stressing vital items
such as where levers are located, where materials are stored, and so on. The elements
of the job should be covered one by one, and in the arrangement they would usually
come about while performing the job.
Try Out- The trainee at this point must be able to explain to the trainer how to do the job
before actually trying to do the job. This offers a harmless shift from watching and
listening to doing. When the trainee first tries out the job the trainer should reflect on any
faults to be a part of the training, not the trainee’s learning ability. When faults are
generated they should be applied to let the trainee discover what not to do and why.
The trainer can assist this by questioning the trainee concerning his actions and
directing him in naming the exact procedures.

Follow Up- In follow up the trainer ought to verify the trainees' work frequently as much
as necessary to avoid wrong or awful work habits from emerging. The trainer should
also encourage the trainee that it is vital to seek for assistance during these first solo
efforts. As trainees reveal expertise in the job, progress checks can diminish until finally
they are removed.

APPRENTISHIP TRAINING

• This type of training has been used since the Middle Ages.
• Nowadays, apprenticeship programs are partnerships among labor unions,
employers, schools, and the government.
• The usual apprenticeship program needs two years of on-the-job experience and
more or less 180 hours of classroom instruction, however requirements differ.
• An apprentice must be able to show expertise of all required skills and
knowledge before being permitted to graduate to journeyman status.
• After finishing the apprentice they should be acknowledged through testing and
certification process.

SHYNA JEAN L. PIQUERO

Coaching is a procedure of offering a one-on-one guidance and instruction to get better
the work performance of the person being coached in a particular area. It is different
from other OJT techniques because the trainee already has been working at the job for
some time.
Coaching process from the coach’s standpoint, commonly pursues the outline
below.
• Know the trainee’s job, the KSAs and resources needed to meet performance
expectations, and the trainee’s existing level of performance.
• Meet with the trainee and equally consent on the performance objectives to be
accomplished.
• Jointly turn up at a plan/schedule for attaining the performance objectives.
• At the work site, demonstrate to the trainee how to attain the objectives, watch
the trainee’s performance. And then give feedback.
• Do again step 4 in anticipation of performance improvement.
Mentoring is a form of coaching in which a continuing relationship is developed
involving a senior and junior employee. This method centers on offering the junior
employee with supporting guidance and an apparent appreciation of how the
organization goes about its business. It is more focus on improving the employee’s fit
within the organization than improving technical features of performances, so it differs
from coaching.
Simulations are abstractions of reality. It is a method for practice and learning that can
be useful to many different disciplines and trainees. A technique to substitute and
strengthen real experiences with guided ones.
Simulated Training (also known as vestibule training) may happen in a detach room
(called vestibule) with the same equipment the trainees will utilize on the job. However,
it frequently entails the use of simulators. It is now become computer-based. In truth,
computerized and Internet based tools have modernized the training process. It is also
essential when it’s too expensive or unsafe to train employees on the job. Placing new
assembly line worker instantly to work might slow production.
Simulations usually come in three styles: live, virtual, and constructive. Simulation also
may be a combination of two or more styles.
1. Live simulation usually engage humans and/or equipment and activity in a
location where they would function for real.
2. Virtual Simulation regularly engage humans and/or equipment in a computer-
controlled setting. Time is in disconnected steps, letting users to focus on the
vital matter.
3. Constructive Simulation normally do not engage humans or equipment as
participants. They are motivated more by the correct sequencing of events not by
time.
Simulations can be used with any type of program. However, it is best to reflect on
specific benefits and disadvantages of simulations, especially when it comes to
justifying a raise in cost or time for an overall training program
The following are the benefits of simulations:
1. Participants in a simulation are able to learn by performing an action to get to
a certain outcome.
2. The errors participants generate in a simulation, from simple to complex ones,
are truly learning experiences.
3. The simulation environment also offers the benefit of consistent, constant,
and instant feedback.
4. A well-made simulation can be a pleasurable, thrilling experience for both the
participants and the moderator.
5. As simulation starts to generate “graduates”, it will be start to develop a pool
of moderators or facilitators who can be used as full-time moderators for more
money or time in training.
6. On the organizational level, simulations are useful “capstones”, for overall
training or certification programs. Potential organizational leaders can be
placed I the same footing once they have completed a simulation.

PINKY LEE VIDAS

BUSINESS GAMES
• These are the type of simulators that try to present the way an industry,
company, organization, consultancy, or subunit of a company functions. It may
be carried out for various business trainings such as general management,
finance, organizational behavior, human resources the like.
• Basically, they are based on the set of rules, procedures, plans, relationships,
principles derived from the research.
• It also attempts to reflect the way an industry, company, or functional area
operates. Many business games embody the whole organization, but some
center on the functional responsibilities of positions within an organization (e.g.,
marketing director, human resource manager). These are called functional
simulations.
• The games that replicate entire companies or industries offer a great better
comprehension of the big picture. They let trainees to witness how their decisions
and actions influence both their immediate target and areas that are related to
that target.

How is business game done?

• The game trainees are provided with information unfolding a situation and the
rules for playing the game.
• Afterward they are asked to play the game, typically being asked to formulate
decisions about what to do given certain information.
 • Next the trainees are offered with feedback about the outcomes of their decisions
and requested to create another decision. This process continues until some
predefined condition of the organization exists or a specific number of tryouts
have been accomplished.
• If the game is about the financial situation of a company, the game may stop
when the company has to pronounce bankruptcy.

Business games engage an element of competition, whichever in opposition to other

players or against the game itself. In using them, the trainer must be watchful to make
certain that the learning points are the spotlight, not the competition.

Some of the benefits of the business games are:

1. It improves leadership skills.
2. It develops application of total quality principles.
3. It improves skills in employing quality tools.
4. It reinforces management skills.
5. It makes obvious principles and concepts.
6. It searches and answers intricate problem.

CASE STUDIES
• These is a type of a problem-based learning to simulate strategic decisions-
making situation, where a situation is presented that needs a resolution. It is
typically in-depth account, or story, of what happened in a particular company,
industry, or project over a specific timeframe.

The learner is …
• Provided with details concerning the situation, frequently in a historical
background. The key players are brought in. objectives and challenges are
drawn, followed by explicit examples and data, which the learner uses to
examine the situation, establish what happened, and formulate
recommendations.

The deepness of a case …

• Comes from the lesson being taught.
• The length of case studies could range from a few pages to more than a
hundred.
• Trainees are asked to reply to a set of questions. Most often answers are in
written form.
• Longer cases necessitate extensive scrutiny and evaluation of the information for
its application to the decisions being made. Some need the trainee to collect
information further than what was given in the case.
• A good case study composes the reader to think decisively about the information
presented, and then extend a systematic review of the situation, that would lead
to an optimal solution or recommendation.

Once individuals have arrived at their solutions …

• They talk about the diagnoses and solutions that have been generated in small
groups, large groups, or both.
• In large groups a trainer should make easy and manage the discussion. The
trainer must direct the trainees in probing the probable options and
consequences but not actually affirming what they are.

Written and oral responses to the case …

• It is assessed by the trainer where the trainer should express that there is no
right or wrong solution to the case, but many potential solutions depending on the
assumptions and interpretations made by the trainees.
 • The value of the case approach is the trainees’ application of recognized
concepts and principles and the unearthing of new ones.
• The solutions are not as significant as the suitability with which principles are
applied and the logic with which solutions are formulated. Case studies are a
great approach to get better a learning experience. They get the learner engaged
and promote instant utilization of recently acquired skills.

Case Studies differ from lectures or assigned readings …

• Case studies necessitate participation and purposeful application of a board
range and skills. For example, studying a financial analysis using simple learning
methods, require a calculation and understanding a long list of financial ratios. A
set of financial statements would be given to complete a ratio analysis. Not until
the exercise has been placed into context the reason for the analysis may not be
understood.

In using a case study …

• A trainee could discover whether a bank should offer financing to a borrower, or
whether a company is about to make a fine acquisition. Out of the blue, the
operation of calculating ratios turns into secondary with case study. What the
ratios imply is more important to understand that just the computations. This is
how case studies can make the distinction involving knowing what to do and
knowing how, when, and why to do it.
• Subsequently, what really disconnects case studies from other practical forms of
learning like simulations is the ability to evaluate the learner's recommendations
with what really occurred. Knowing what really occurred makes it much easier to
evaluate the appropriateness of the answers given.

Case studies are powerful and effective training tools. They also work best with
practical, applied training, to make sure they are used appropriately, remember
the following:
1. Case studies lean to center on why and how to apply a skill or concept, not on
recalling facts and details. Use case studies when knowing the concept is more
essential than remember right responses.
2. Case studies provide great team-building opportunities. When a team convenes
to resolve a case, they will have to work using diverse opinions, methods, and
perspectives.
3. Use case studies to construct problem-solving skills, mostly those that are helpful
when applied, but are prone to be used rarely. This helps people get accustomed
with these skills that they may not otherwise obtain.
4. Case studies can be applied to assess past problem solving. People can be
inquired what they did in that situation and reflect on what could have been done
in another way.

IMPORTANT TERMINOLOGIES
• Auditory learners are apt to learn through lectures and discussions.
• Audiovisual training techniques utilize sight and/or sound.
• Case studies are a type of a problem-based learning to simulate strategic
decision-making situations, where a situation is presented that needs a
resolution.
• Coaching is a procedure of offering a one-on-one guidance and instruction to
get better the work performance of the person being coached in a particular area.
• Instructor-led training has the trainer lectures a group of people.
• Kinesthetic learners gain knowledge through experience.
• Learning style is essentially one's approaches or ways of learning. \
• Mentoring is a form of coaching in which a continuing relationship is developed
involving a senior and junior employee.
 • On-the-job training (OJT) employs more experienced and skilled employees to
train less skilled and experienced employees.
• Simulated training happens in a detach room (called vestibule) with the same
equipment the trainees will utilize on the job.
• Reading/writing preference learners favors the gathering of information from
printed words.
• Visual learners are those who preferred for visual aids such as diagrams and
handouts and they like better to reflect in pictures. This type of learners employs
aural content in association and visualization.

Group Members:
1. EBOJO, MEYNARD B.
2. LOMOTOS, VANESSA
3. PIQUERO, SHYNA JEAN L.
4. VIDAS, PINKY LEE