Ch7 - Traditional Training Methods

CHAPTER 7
TRADITIONAL TRAINING
METHODS
Only the traditional training methods
Copyright © McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of
McGraw-Hill Education.
OBJECTIVE
S
Discuss the strengths and weaknesses of presentational,
hands-on, and group building training methods
Provide recommendations for effective on-the-job training
(OJT)
Develop a case study
Develop a self-directed learning module
Discuss the key components of behavior modeling training
Explain the conditions necessary for adventure learning to be
effective
Discuss what team training should focus on to improve team
Copyright © McGraw-Hill performance
Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill
Education.
70-20-10
MODEL
70 percent of learning derives from job-related experiences
20 percent of learning derives from interactions with others
10 percent of learning derives from formal educational

events
Copyright © McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill
Education.
A LEARNING SYSTEM (1)
Guided Competency Learning

• well defined competencies trained via lecture and online methods
Social Competency Learning

• well defined competencies learned via mentoring, job
experiences, and coaching
Education.
A LEARNING SYSTEM
(2)
Guided Contextual Learning

• context dependent competencies trained via simulation, on-
the-job training, behavior modeling, and experiential learning
Social Contextual Learning

• context dependent competencies learned via social
media and informal interactions through others
Education.
TRADITIONAL TRAINING METHODS
Jump to TRADITIONAL TRAINING METHODS Long

Description
Education.
LECTURE (1)
Lectures may have different formats

• Standard lecture—trainer speaks and trainees listen
• Team teaching—two or more trainers present
• Guest speakers
• Panel—multiple speakers present and ask questions
• Student presentations—groups of trainees present
Education.
LECTURE (2)
Advantages
• relatively inexpensive and efficient for large groups
• useful when the instructor is the main knowledge holder
Disadvantages
• passive
• potentially weak connection to the work environment
Education.
AUDIOVISUA
L
Includes overheads, slides, and video
Video is highly popular, but rarely used alone
Video can be effective for illustrating communication skills,

interviewing skills, customer-service skills, and step-by-step
procedures
Education.
VIDEO
Advantages
• can demonstrate content that cannot be easily demonstrated live
• provides consistency
• useful complement to other methods
Disadvantages
• creative approach may be weak
• may become obsolete
• passive
Education.
ON-THE-JOB TRAINING (OJT) (1)
Involves learning by observing others and emulating their behavior
Considered informal because it does not occur in a classroom and

because managers or coworkers are trainers
Useful for training new employees, upgrading experienced

employees’ skills, and cross-training
Education.
ON-THE-JOB TRAINING (OJT) (2)
Advantages
• requires less time and cost than formal training
• customized and offered at any time
• focuses on actual job content
Disadvantages
• may be inconsistent
• bad habits may be
passed on
Education.
ENHANCING
OJT
Break tasks down into important steps
Prepare resources and support
Show trainees how to perform the task and explain key points
Have the trainee practice small parts and then entire tasks
Provide feedback
Have the trainee practice until accurate reproduction is
achieved
Education.
SELF-DIRECTED
LEARNING (1)
Places complete responsibility for learning on the learner, including
when learning will take place and with whom
Content is pre-determined, but trainees can learn the content at

their own pace and in their own way
Trainers should be available to answer questions and facilitate

learning
Education.
SELF-DIRECTED LEARNING (2)
Advantages
• flexibility for trainees
• fewer trainers, facilities, and resources required
• consistent training content
Disadvantages
• may place too much responsibility on learners
• may be costly
Education.
DEVELOPING SELF-DIRECTED
LEARNING
Conduct a job analysis to identify the tasks
Write trainee-centered learning objectives
Develop the content for a learning packet
Break content into small chunks
Develop an evaluation package
Education.
APPRENTICESHIPS (1)
Work-study type training involving on-the-job and classroom training
Typically sponsored by a company or trade union
Common in skilled trades, such as carpentry, plumbing, and welding
Education.
APPRENTICESHIPS (2)
Trainee advantages
• earn pay while they learn
• wages increase as skills improve
• competitive job offers
Trainee disadvantages
• historically restricted access to women and
minorities
Education.
APPRENTICESHIPS (3)
Employer advantages
• meet specific business needs
• attract talented employees
• trainees are skilled and motivated
Employer disadvantages
• costly
• potentially narrow skill set
Education.
SIMULATIONS (1)
Training method that represents a real-life situation where

trainees’ decisions result in outcomes that mirror what would
happen on the job
The best simulations have a high degree of identical elements
Education.
SIMULATIONS (2)
Advantages
• highly realistic hands-on practice
• allow trainees to make mistakes
Disadvantages
• potentially expensive to develop
• may be difficult to incorporate identical
elements
Education.
CASE STUDY (1)
In-depth scenario on how employees or an organization

dealt with a difficult situation
Trainees are required to analyze and critique the actions

taken, indicate appropriate actions, and suggest what
should have been done differently
Individuals learn through a process of discovery
Education.
CASE STUDY (2)
Advantages
• useful for developing intellectual skills
• engaging for learners
Disadvantages
• trainees must be highly motivated and have a degree of
expertise
• recommendations are merely hypothetical
‫قد يكون غير قابل للتطبيق‬
Education.
STEPS IN DEVELOPING CASE STUDIES
Jump to STEPS IN DEVELOPING CASE STUDIES Long Description
Education.
BUSINESS GAMES (1)
Common characteristics of games:

• involve a contest or competition
• designed to demonstrate an application of a knowledge or skill
• alternative courses of action are available
• trainees do not know for certain the consequences of their
actions
• rules limit participant behavior
Education.
BUSINESS GAMES (2)
Advantages
• can be used for training that would otherwise involve risk
of accident or high cost
• active involvement
Disadvantages
• difficult to develop
• not always realistic
• trainees must be motivated
Education.
ROLE PLAYS (1)
Require trainees take on a role, such as a manager or

disgruntled employee, and explore what is involved in the role
Often included in programs focused on the development of

interpersonal skills
Education.
ROLE PLAYS (2)
Advantages
• allow trainees to practice skills
• trainees are engaged
Disadvantages
• trainees may not always take role playing seriously
• scenarios may not be realistic
Education.
ENHANCING ROLE PLAYS
Explain the background and context

Provide a script with sufficient detail
Arrange the room so other trainees can see
Provide observation sheets and checklists that highlight key
issues
Provide sufficient time to debrief and provide feedback
Education.
BEHAVIOR MODELING
(1)
Hands-on method that involves presenting to trainees a model,

highlighting the key aspects of the model, practice, and feedback
Based on social learning theory
Highly effective for interpersonal skills
Education.
BEHAVIOR MODELING (2)
Advantages
• hands-on practice
• highly effective in promoting transfer
Disadvantages
• potentially time consuming to
implement
Education.
EFFECTIVE MODELING DISPLAYS
Clear presentation of the key behaviors

A model that is credible to trainees
An overview of the behaviors
Repetition of each behavior
A review of the behaviors
Models using the behaviors correctly and incorrectly
Education.
ADVENTURE LEARNING
(1)
Method aimed at developing teamwork, leadership skills, and self-

awareness Adventure teaching requires teachers to inform students about precautions they should take before the adventure and ensuring that
students are well during it.
Activities range from highly strenuous and challenging ones, such

as mountain climbing, to less challenging ones, such as rope
courses
Exercises must be related to a specific learning objective
Education.
ADVENTURE LEARNING
(2)
Advantages
• trainees interact and build relationships
• can be self-enlightening and invigorating
Disadvantages
• potential physical harm
• costly
• not all trainees may be motivated
Education.
TEAM TRAINING (1)
Three key aspects of team performance

• Behavior—teams must communicate, coordinate, adapt,
and complete complex tasks
• Knowledge—teams must have “mental models” that allow
them to function effectively
• Attitudes—members must have favorable attitudes
toward each other
Education.
TEAM TRAINING (2)
Advantages
• when properly designed, team training generally results in
more effective teams
Disadvantages
• potentially costly
• time consuming
Education.
THE STRUCTURE OF TEAM TRAINING
Jump to THE STRUCTURE OF TEAM TRAINING Long Description
Education.
ACTION LEARNING (1)
Involves assigning teams an actual problem, committing to

an action plan, and holding them accountable
Used to solve important problems, develop leaders, build

teams, and transform organizational cultures
Education.
ACTION LEARNING (2)
Advantages
• highly interactive and engaging
• highly effective in developing the target skills and
promoting transfer
Disadvantages
• requires trainees with a high level of ability
Education.
CHOOSING A METHOD
A variety of considerations should be taken into

account
• The learning outcome (which is most important)
• The learning environment
• Transfer of training considerations
• Cost
• Overall effectiveness
Education.
GENERAL TRENDS
There is considerable overlap in learning outcomes across

methods
Hands-on methods are more effective than presentation methods
Presentation methods are less expensive
Where possible, use multiple methods to capitalize on the

strengths of each
Education.
Appendix of Image Long Descriptions
TRADITIONAL TRAINING METHODS Long Description
This slide presents different traditional training methods in different boxes (from left to right, top to bottom):
Lecture
Audiovisual
On-the-job Training
Self-Directed Learning
Apprenticeship
Simulations
Case Studies
Business Games
Role Plays
Behavior Modeling
Adventure Learning
Team Training
Action Learning Jump back to TRADITIONAL TRAINING METHODS
STEPS IN DEVELOPING CASE STUDIES Long Description
This slide presents the steps in developing a case study with an arrow (from left to right):
Identify a story
Gather information
Prepare a story outline
Decide on administrative issues
Prepare case materials
Jump back to STEPS IN DEVELOPING CASE STUDIES

THE STRUCTURE OF TEAM TRAINING Long Description
This flowchart depicts the elements of team training.
There is a rectangular box on the left that is labeled tools. Five points are listed under this heading,
and they read as follows:
• Team task analysis.
• Performance measurement.
• Task simulation and exercises.
• Feedback.
•TherePrinciples.
is another rectangular box on the right that is labeled methods. The points listed under this
heading read as follows:
• Information-based.
• Demonstration-based (video).
•AnPractice-based (guided
arrow arises from practice
the right side and role
of the play).
box labeled tools and leads to the box labeled methods.
An arrow arises from the bottom of each of these boxes. These arrows converge to point at an oval
structure that is labeled strategies. The points listed under this heading read as follows:
• Cross training.
• Coordination training.
• Team leader training.
A downward-pointing arrow arises from the bottom of this structure and leads to a rectangular box that
is labeled team training objectives. An arrow arises from the bottom of this box and leads to another
rectangular box that is labeled content. The points listed under this heading read as follows:
• Knowledge.
• Skills.
• Attitudes.
A double-ended arrow connects the boxes labeled tools and content. Another double-ended arrow
connects the box labeled content with the box labeled methods.
Jump back to THE STRUCTURE OF TEAM TRAINING

Ch7 - Traditional Training Methods

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CHAPTER 7

Only the traditional training methods

20 percent of learning derives from interactions with others

10 percent of learning derives from formal educational

Guided Competency Learning

Social Competency Learning

Guided Contextual Learning

Social Contextual Learning

Jump to TRADITIONAL TRAINING METHODS Long

Lectures may have different formats

Video is highly popular, but rarely used alone

Video can be effective for illustrating communication skills,

Involves learning by observing others and emulating their behavior

Considered informal because it does not occur in a classroom and

Useful for training new employees, upgrading experienced

Content is pre-determined, but trainees can learn the content at

Trainers should be available to answer questions and facilitate

Work-study type training involving on-the-job and classroom training

Typically sponsored by a company or trade union

Common in skilled trades, such as carpentry, plumbing, and welding

Training method that represents a real-life situation where

The best simulations have a high degree of identical elements

In-depth scenario on how employees or an organization

Trainees are required to analyze and critique the actions

Individuals learn through a process of discovery

Jump to STEPS IN DEVELOPING CASE STUDIES Long Description

Common characteristics of games:

Require trainees take on a role, such as a manager or

Often included in programs focused on the development of

Explain the background and context

Hands-on method that involves presenting to trainees a model,

Based on social learning theory

Highly effective for interpersonal skills

Clear presentation of the key behaviors

Method aimed at developing teamwork, leadership skills, and self-

Activities range from highly strenuous and challenging ones, such

Exercises must be related to a specific learning objective

Three key aspects of team performance

Jump to THE STRUCTURE OF TEAM TRAINING Long Description

Involves assigning teams an actual problem, committing to

Used to solve important problems, develop leaders, build

A variety of considerations should be taken into

There is considerable overlap in learning outcomes across

Hands-on methods are more effective than presentation methods

Presentation methods are less expensive

Where possible, use multiple methods to capitalize on the

Jump back to STEPS IN DEVELOPING CASE STUDIES

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