Traditional Training

Methods

Unit-10
Part A
 Unit-10
Part A : Traditional Training Methods
Part B :
 E-learning and use of technology in training
Computer Based Training ,
 Satellite Based Training
 Outbound Training
 Fusion Methodology: Theatre, Art, Music as
Methodologies
 The World as a Classroom
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Training
 Training is the art of increasing the
knowledge and skills of an
employee for doing a particular
job.
 Training is a process whereby
people acquire capabilities to aid in
the achievement of organizational
goals. 3
 Training-Definitions
Training is a learning experience, that seeks a
relatively permanent change in an individual
,to improve his /her ability to perform on the
job. Training involve the changing of skills,
knowledge, attitude or social behavior.

Training is an organizationally planned effort to

change the behavior or attitudes of employees
so that they can perform jobs on acceptable
standards.

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 Training-Definitions

“ Training is the organized procedure by which

people learn knowledge and for skill for a
definite purpose.”
- DALE .S. BEACH

“ Training is the act of increasing the knowledge

and skill of a employees for doing a particular
jobs.”
- EDWIN .B. FLIPPO

“ The training is used here to indicate only

process by which the aptitudes, skills and
abilities of employees to perform specific jobs
are increased.”
- MICHAEL J. JUCIUS 5
 Why Training is Needed?
 To teach the new employees the basic skills they need
to perform their jobs.

 To raise the skill levels and increase the versatility and

adaptability of existing employees.

 The installation of new equipment or techniques

 A change in working methods or products produced

 A realization that performance is inadequate

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 Why Training is Needed?
 Employee shortage, necessitating the upgrading of
some employees

 A desire to reduce the amount of scrap and to

improve quality

 An increase in the number of accidents

 Promotion or transfer of individual employees.

 Ensures availability of necessary skills and there

could be a pool of talent from which to promote
from.
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Traditional Training
Methods
Traditional Training
Methods Categories

Presentation
Methods

Hands-On Methods

Group Building
Methods

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 Presentation Methods are typically
instructor-led classrooms where the
trainees are passive recipients of the
information presented.

 Hands-on Methods require the trainee to

be actively involved in the learning. These
methods are most appropriate for skill-based
learning.

 Group-based Methods are designed to

improve the performance of an entire
team. Group methods often involve an
experiential learning process.
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 Technology-based Training is
increasingly available to organizations
through distance education or e-
learning. E-learning can be
synchronous, when trainees interact
together in real time, or
asynchronous, when trainees access
information at different times and from
different locations.

 Blended Learning involves the use of

both traditional training methods and
distance learning. 11
Training Methods
 Regardless how the training is presented,
there are minimum requirements that must
be met through the training program are:
 Developed or purchased

 Available when needed

 Within budget

 Appropriate to trainees’ needs and abilities

 Liked by trainees

 Such that learning occurs

 Such that learning is transferred to the

workplace
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 Presentation Methods

•Lecture Method
•Lecture enhanced
through audiovisual
methods
 Presentation Methods-Lecture
 The lecture is still the most common method of learning.
Information is presented from the trainer to trainees,
thus communication is primarily one-way with little
interaction from trainees.

 Lecture is the least expensive and least time-consuming

method of presenting training to a large number of
people at one time.

 Effectiveness of the standard lecture can be enhanced with the

use of team teachers, guest speakers, panel discussions
or student presentations.

 Audiovisual material is usually included in a lecture

presentation. Eg. Video’s
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 Variations of the Lecture
Method
Standard
Lecture
Student Team Teaching
Presentations

Panels Guest Speakers

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Presentation Techniques

Audio-Visual Techniques
 Overheads
 Slides
 Video

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Active Lecture
 Active lectures gain the learner’s attention.
 To maximize understanding and retention:
 Include an opening summary

 Use examples and analogies(similar topics)

 Include visual backup

 Involve participants

 Reinforce the lecture

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Hands-on Methods
 On-the-Job Training (OJT)
 Simulations

 Case Studies
 Business Games
 Role Plays
 Behavior Modeling

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 Hands-on Methods-OJT

Hands-on methods
require the trainee to be
actively involved in
learning:
 On-the-job training

 Self-directed

learning
 Apprenticeship
 Hands-on Methods

On the Job Training

 Self-Directed Learning
 Apprenticeship Training
 Embedded Training

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 On-the-Job Training
(OJT)
 The most common hands-on method of
training is OJT.
 New or inexperienced employees learn in the
work setting during work hours.
 It is considered as informal training because
trainees are often trained by other, more
experienced employees in the workplace and
it is not always part of a specific training
program.
 OJT is a popular training method and
requires little investment in time and
money.
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 Stages For On Job Training
PREPARE THE LEARNERS PRESENT THE INFORMATION
. Put them at ease . Tell,show, question
. Find out what they know . Present one point at a time
. Get them interested . Make sure they know

DO-FOLLOW UP TRAINEES PRACTICE

. Put them on their own
.Check frequently
. Reduce follow-up as performance
improves
. Trainees perform tasks
. Ask questions
. Observe and correct
. Evaluate mastery
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 Self-Directed Learning
 Employees take responsibility for all aspects
of learning:
 when it is conducted

 who will be involved

 Trainees master predetermined training

content at their own pace without an
instructor
 Trainers are available to evaluate learning or
answer questions for the trainee
 Medical College Students, MBA students;
Students use the newly acquired knowledge
to solve the problem
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 Steps to Develop Effective
Self-Directed Learning
 Conduct a job analysis to identify the tasks
that must be covered
 Write trainee-centered learning objectives
directly related to the tasks
 Develop the content for the learning package
 Break the content into smaller pieces
 Develop an evaluation package that includes:
 evaluation of the trainee
 evaluation of the self-directed learning package
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 Self-Directed Learning
Advantages Disadvantages
 Learn at own pace  Trainees must be
 Feedback about learning motivated to learn on
performance their own
 Fewer trainers needed  Higher development
 Consistent materials costs
 Multiple sites easier  Higher development
time
 Fits employee shifts and
schedules
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 Apprenticeship
 Apprenticeship is a work-study method that
utilizes both OTJ training and classroom
training. It is most common in the skilled trade
unions, such as plumbing and electrical work.
 In an apprenticeship program, the trainee is expected
to complete specific hours of classroom
instruction as well as specific hours or one
year of OTJ experience.
 A major advantage of an apprenticeship
program is that the learners are employed and
earning pay while being trained.

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Apprenticeship
 It is required when job knowledge and skill
are complex , require long time period to
learn.
Eg. Plumber , Electrician
 App. Period- Two to Three years

 During this period trainee is being paid less

then a fully qualified worker.

 Full-time employment is usually available at

the completion of the program.

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Embedded Training
 Embedded Training is defined
as training provided by
capabilities built into or added
onto operational systems,
subsystems, or equipment, to
enhance and maintain the skill
proficiency of personnel.
 Embedded Systems: Online
Training 28
Embedded Training

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Hands-on Methods -Managerial & Interpersonal

Skills

 Simulations

 Business Games

 Case Study

 Role Playing

 Behavioral Role

 Modeling

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 Hands-on Methods

Simulations
 Simulations present training in a real-life
situation with the trainee’s decisions
mirroring what would happen in the same
situation in the real world.
 To be effective, simulations must replicate
the physical equipment and situations
trainees will encounter on the job.
 Training airline pilots, where training in
the skies would not be appropriate.
Because of the technical nature of the
equipment used, simulations are
expensive to create and need constant
updating as equipment and technology
change.
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Hands-on Methods

Case Study
 In case study learning, a description of
an employee or organizational situation
is presented to trainees who are then
required to analyze and critique the
case and indicate what appropriate
actions should have been taken.
 Cases are often completed in class and
are useful to teach analytical and
decision-making skills.

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Hands-on Methods

Business Games
 Business games are generally used for
management skill development and require
trainees to gather information, analyze it and
make decisions based on their findings.
 They are often presented as a contest among
trainees or teams of trainees.
 Business games need to portray realistic
situations and generate excitement among
trainees.
 Mock-stock, Young Managers Competitions

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 Hands-on Methods

Role Plays
 Role plays have the trainers act out characters in a
specific scenario. For role plays to be effective, trainers
must first explain the purpose of the activity and the
circumstances of the role play.
 The role play must be followed by a debriefing session
that gives the participants an opportunity to discuss their
experiences and insights into the activity and their
feelings about the activity.
 Role play involving sensitive information, such as that
sometimes found in diversity training or harassment
training, can make many trainees uncomfortable, and the
trainer must be prepared to manage trainees’ discomfort.

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 Hands-on Methods

Behavior Modeling
 Behavior modeling is more appropriate for teaching
skills and behaviors than for teaching factual
information.

 Trainees are presented with a model who

demonstrates key behaviors that are to be replicated.
Trainees are given an opportunity to practice the key
behaviors they see modeled.

 Behavior modeling is considered one of the most

effective techniques for teaching interpersonal skills.
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 Hands-on Methods

Behavior Modeling
 Involves presenting trainees with a model who
demonstrates key behaviors to replicate
 Provides trainees opportunity to practice the key
behaviors
 Based on the principles of social learning theory
 More appropriate for learning skills and behaviors
than factual information
 Effective for teaching interpersonal and computer
skills
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 Behavior Modeling:
Training Program Activities
 Introduction
 Present key behaviors using video

 Give rationale for skill module

 Trainees discuss experiences in using skill

 Skill Preparation and Development

 View model

 Participate in role plays and practice

 Receive oral and video feedback on

performance of key behaviors
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Behavior Modeling:
Training Program Activities
 Application Planning
 Set improvement goals
 Identify situations to use key

behaviors
 Identify on-the-job applications

of the key behaviors

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Training Groups/Teams
 Training Groups/Teams

Group Building Methods

 Adventure Learning
 Team Training
 Cross Training
 Coordination Training

 Team Leader Training

 Action learning
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 Adventure Learning
 Adventure learning focuses on the development of teamwork and
leadership skills through structured activities held off the worksite.
 The purpose is to develop team identity, cohesiveness and
communication skills.
 Adventure learning activities are often physically
demanding, and organizations must be aware that they may
increase an organization’s risk for negligence claims due to
personal injury. (www.adventure1zone.com)
 In addition, the Americans with Disabilities Act has raised questions
about requiring disabled employees to participate in physically
demanding training experiences.
 The trainer should always consult with the organization’s legal
counsel or risk management department before engaging in
adventure learning activities.
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Team Training
 Team training is intended to coordinate
the performance of individuals who
work together.
 Cross Training- Cross training gives
team members an opportunity to learn
and practice each other’s skills so
members are prepared to step in and
replace a member who may be
temporarily unavailable.

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Team Training
 Coordination Training: It teaches
team members how to share
information and decision-making
responsibilities.
 Team Leader Training: This training
is intended to teach management skills
to team leaders, such as how to resolve
conflict within the team or how to help
the team to coordinate activities or
tasks.
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 Main Elements of the Structure
of Team Training
Tools Methods
• Team Task Analysis • Information-Based
• Performance Measurement • Demonstration-Based Video
• Task Simulation and Exercises • Guided Practice
• Feedback • Role Play
• Principles

Strategies
• Cross-Training
• Coordination Training
• Team Leader Training

Team Training Objectives

Content
• Knowledge
• Skills
• Attitudes
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Action Learning
 Action learning is used by
organizations to help solve
problems and develop leaders.
 In action learning, the team is
given an actual organizational
problem tasked to create a solution
to the problem, and then carries
out the plan.
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Choosing a Training
Method
 Selecting a training method relates back to the
learning objectives set for the training. The
methods and activities chosen should be those that
best involve the learner and achieve the desired
learning outcome.

 Trainers must also keep in mind the issues of

training cost and transfer of training. Generally,
the more the training content and environment
matches what the trainees will find on the job, the
greater the likelihood that transfer of training will
occur.
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 Choosing a Training
Method
 Identify the type of learning outcome that you want
training to influence
 What learning outcome do you want to influence?
 Verbal information

 Intellectual skills

 Cognitive strategies

 Attitudes

 Motor skills

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 Choosing a Training
Method
 Consider the extent to which
the learning method facilitates
learning and transfer of training
 Evaluate the costs related to
development and use of the
method
 Consider the effectiveness of
the training method
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Advantages and Disadvantages
of Training Methods
Method Pros Cons
Opportunity to Does not involve
Demonstration
provide feedback. everyone.
Good practice for May be dominated by
Role play participants and a few participants.
involvement.
Good for high Passive and not
Lecture content if presenter stimulating.
is good.
Good focus and May be dominated by
Case study high involvement. a few participants.

High content and Low learner

Panel discussion variety of involvement.
perspectives. 49
Conclusion

 Trainers should use a

variety of methods for
training to be
effective.

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