Cont.

[Last Lecture]
Training Methods Overview
• Describe the various formats, purposes,
procedures, strengths, and limitations of
following training methods:
• Lectures
• Discussions
• Demonstrations
• Games
• Simulations
• On-the-Job Training

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 Two Training Approaches
Training Methods can be divided into two
approaches:
1. Cognitive Methods – focus on knowledge and attitude
development by providing information that demonstrates relationships
among concepts or provides rules on how to do something. These
methods stimulate learning through their effect on the trainee’s cognitive
processes. These types of methods can influence skill development, but
that is not their primary focus
2. Behavioral Methods – allows the trainee to practice behavior in a
real or simulated environment. They are best suited for skill development
and attitude change

Both Cognitive and Behavioral methods can be used to

change attitudes, but they do so through different
means 2
 Training Methods Usage
• By Percentage (Training, 1997)
–Classroom Lecture (94%)
–Video (74%)
–Audiovisual (56%)
–Role Play (52%)
–Case Study (38%)
–Games (28%)
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 The Lecture
• One of the most frequently used and second oldest form of
training
• The lecture is basically telling someone about something
• The lecture is best used to present information, i.e. cognitive
training
• It is used to create understanding about a topic or to influence
attitudes through education about a topic
• The lecture can be live or recorded (oral lecture), but also in
print form (like reading a textbook by an author)
• 3 different types of lecture
– 1. Straight Lecture
– 2. Lecturette
– 3. Discussion 4
 Types of Lectures
Three lecture variations:
1. Straight lecture – one-way presentation of information, i.e.
lecturer presents information straight to the trainees who
make notes but do not participate in the lecture (no trainee
interaction with the trainer). If it is a printed lecture, then
continuous reading of the book
2. Lecturette – same as a straight lecture, but the lecture duration
usually lasts less than 20 minutes (if done orally). If it is a printed lecture,
then reading just one section or paragraph compared to reading the
whole chapter of the book. In other words, it is a short lecture
3. Discussion – uses a lecturette to provide information to the trainees
but in addition there is also interaction among trainees themselves and
between the trainer and trainee. So, there is two-way flow of
communication. This is more effective at producing attitude changes
than a straight lecture
 Lectures: Strengths and Weaknesses
Strengths:
• Good for presenting information
• Interactivity can be controlled by the trainer (can change
from a straight lecture to a lecturette or discussion)
• A lot of trainees can be trained simultaneously (low training
cost/trainee)
Weaknesses
• Cognitive method, not behavioural. So, does not let trainee
practice or use learning in a real-world environment
• Trainees can get bored (learning rate can go down with
time) 6
 The Demonstration
• Oldest form of training
• Showing trainees how to do something or how something works
• Demonstration is most effective when the training objective is to
increase skills, as well as knowledge
• For maximum effect, demonstrations should be combined with
lectures (imagine showing someone how something works but
not speaking!)
• Usually, each trainee has the tools and equipment with him so
that after the trainer demonstrates, the trainee can do it himself
(to practice) {but shared equipment is also used, for example
one computer used by 4 students in a computer lab}
• While the trainee practices by himself, the trainer goes around
the room and advises (gives tips etc) 7
 Demonstrations: Strengths and Weaknesses
Strengths:
• Good for skill development (rather than knowledge or concept)
• Allows trainees to see how the task is performed
• Allows trainees to practice the task by themselves, facilitating better
learning by matching concept with practice
• Trainee can also learn from watching other trainee practice, not just
the trainer
Weaknesses
• Hardware required by trainer and trainees to demonstrate the action,
so more expensive and more space required
• Class size cannot be very big, or else trainer will not be able to
monitor everyone’s practice
• More time consuming than lectures 8
 Games and Simulations
• Designed to simulate processes, events, and circumstances that
occur in the trainee’s job

• Thus, trainees can experience the events in a controlled setting and

develop the skills and concepts that they will need to use in the real-
world environment

• Types of Games and Simulations:

– Equipment Simulators
– Business Games
– In-basket Exercises
– Case Studies
– Role-Playing
– Behaviour Modeling 9
 Games and Simulations
1. Equipment Simulators
The use of a sample machine for training how to do the real thing
Ex- A flight simulator simulates a cockpit to train a pilot how to fly a real plane

Two factors to consider:

 Physical Fidelity- How closely the sample machine matches the actual work machine
that will be used on the job
 Psychological Fidelity- How closely the training environment matches the actual work
environment on the job (for example, time pressure, conflicting demands,
environmental conditions etc)
Ex- A flight simulator also has to account for wind speed etc, which is present when flying
a plane

Advantage- Very good simulation, almost like the real work. Useful if work is dangerous
and cannot be readily practiced
Weakness- High cost to buy or maintain simulation machine (ex- sample aircrafts to train
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pilots)
 Games and Simulations
2. Business Games
Business games are simulations that attempt to represent the way an industry, company, or unit of a company
functions. They are based on a set of relationships, rules and principles derived from theory or research
2 types:
–Inter-company games (among companies)
–Intra-company games (within one company, ex different depts)

Ex-
 Inter-Company Game- separating trainees into groups and asking them to compete in a marketplace
environment (i.e. opposing companies against each other) where they will have to make decisions about
where to build factories, what products to advertise, how much to spend on advertising, the quality
standards to use and how many employees to hire to etc. to survive and make profits. Thus, each team’s
actions affect the business environment shared by the other team
 Intra-company Game- separating trainees into groups and asking them to represent different departments
within a single company, i.e. whether they can make mutual decisions to ensure profitability for the firm.
This is similar to inter-company games, but without the competition, in fact, it requires cooperation among
teams to succeed

Advantage- Business games develop leadership and managerial decision-making among trainees

Weakness- Assumes some background knowledge on topic (for example, for a business game about launching
a new product, trainees need some knowledge about marketing (4P’s etc) 11
 Games and Simulations
3. In-Basket Technique
Giving trainees a “packet “of written information (such as
memos, messages, and reports) from a particular job and asking
them to sort priorities and respond to the communications.
Their responses are later compared with the real-life jobholder
(i.e. what decisions he or she would take). This develops
administrative time management and decision-making abilities.
The “packet” of information is the “in-basket”.
Advantage- Develops administrative time-management and day-
to-day decision-making ability
Weakness- Proper documentation (memo, messages, reports)
can be hard to obtain
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 Games and Simulations
4. Case Studies
• Case studies are written or videotaped situations given to trainees to make them analyze and find
out solutions to a particular business problem
• Usually, there is no one correct answer and the focus is more on how trainees approach the
problem (recommend creative solutions)
• Written case studies can be a few pages to a 100 pages
• Incident process- Giving trainees half the information and the other half they have to find out by
themselves (by asking questions and communicating with the trainer and others in the
environment)
• This closely replicates the real-life environment of a manager, who usually doesn’t have all the
information presented to him, and must find out by investigating
• Can use real or made-up cases- real cases are better because the trainer knows what ultimately
happened in the situation
• But made-up cases can be better tailored to the needs of the trainees

Advantage- Low cost to develop, readily dispensable

Weakness- Trainees think about “how” to solve a problem, but don’t actually solve the problem (no
role-playing) 13
 Games and Simulations
5. Role-Playing
• Trainees are given a problem situation, assigned different roles
in the situation and asked to play out the roles i.e. by
physically “acting” with one another
• Similar to case studies but involves real acting by the trainees
• Ex- Handling a customer complaint. One trainee is asked to be
the customer, and the other trainee is asked to be the call
center agent. They then play out the roles among themselves
• Advantage- body language is practiced, not just problem
solving concepts
• Weakness- Trainees may feel shy to “act” in front of others
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 On-the-Job Training
• All the previous forms of training usually take place
in a classroom environment, not the trainee’s actual
workplace
• But on-the-job training takes place on the job, i.e.
while the worker is doing his or her job
• On-the-Job Training (OJT):
“using more experienced and skilled employees to
train less skilled employees”
• Most frequently used training method 15
 On-the-Job Training
Types of on-the-job training:
• Job Instruction Technique (more like a style of on-the-job
training rather than a different method of on-the-job
training)
• Apprenticeship Training
• Coaching
• Mentoring

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 Job Instruction Technique
• Developed in WWII to train soldiers
• Four steps include: (p. 244)
1. Prepare- Break down the job into a no. of tasks;
Prepare an instruction plan
2. Present- communicate the correct way to do the job to
the trainee (by lecturing or demonstrating)
3. Try Out- First, ask the trainee to verbally describe the
job. Then, let him do it. Later, provide guidance and
feedback. Lastly, let him practice
4. Follow-Up- Inquire about how trainee is doing.
Frequently at first, slowly reduce frequency of checks
as trainee becomes expert at the job
 Apprenticeship Training
• A mixture of on-the job training and classroom training
usually given by professional associations in registered
professions such as nurses, cooks, carpenters etc
• The on-the-job training component is usually given by
senior, experienced workers while the classroom training
component is given by community colleges and academic
institutions
• Example:
A Union carpenter’s apprenticeship program requires 2 years of on-
the-job experience and 180 hours of classroom instruction
 Coaching
• Coaching:
“is the process of providing one-on-one guidance and
instruction to improve knowledge, skills, and work
performance”
• Coaching is more collaborative (participatory) than other
training methods
• There is a friendly, impersonal relationship between the
coach and the trainee which fosters skill development
• Coaching focuses more on technical (skill) development
• Ex- A Football coach. Players have a friendly, relaxed
relationship with their coach and are encouraged to seek
help whenever they want. It is not a formal, structured
process (less than other methods)
 Mentoring
• “a continuous relationship between a senior & junior level
employee with guidance being given on the organization’s
policies and systems and how it conducts business”
• Ex- An Internship Supervisor (from the company) who
guides and advises an intern on how to do the work and fit
in with the culture of the company
• Mentoring focuses more on environmental adaptability of
the trainee rather than skill development (coaching)
• So, it does not actually develop any particular skill in the
trainee, but prepares him to work in the firm’s culture and
work environment (through attitude adjustment and
emotional fit etc)

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 On-the-Job Training: Strengths and
Weaknesses
Strengths:
• Trainees are trained in the actual job environment, so there is no “transfer of
training” issues (training – work environment mismatch). It is the real work
environment, so no further adjustment needed by the trainees

• On-the-job training also serves as an orientation program for new employees, who
get a first-hand demonstration of how to do their work

• Since on-the-job training is usually done by older, experienced employees on new,

fresh employees….better relationships are formed between older and newer
workers (no tension or jealousy etc)

Weaknesses:
• Trainers are not full-time trainers, they are old, experienced employees in the firm.
So, they also have their jobs to do in addition to delivering the training. This can
increase their pressure and decrease the quality of training (if they are not given
time off from their regular work)
 Audiovisual Enhancements to Training
• Audiovisual enhancements consist of any physical, mechanical or
electronic media used to provide or assist in the delivery of training
• 2 types of audiovisual enhancements:
– Static Media (where the training material is fixed or stationary, such as text
slides, picture slides, printed matter, overhead projections (OHP) etc. (not
moving)
– Advantage: Trainee can look at it over and over again if he does not understand
something
– Disadvantage: Usually cannot be used alone (needs combination with some
other method)
– Dynamic Media (where the training material is continuously moving and
information is being shown one after another, such as audiotapes, videos,
automatically-moving presentations etc. (i.e. moving content)
– Advantage: Can be used alone (i.e. standalone method of training)
– Ex- a training video shown to the trainees
– Disadvantage: Moving media, so if trainee misses something, he cannot go
back