Chapter 3

Traditional Training Methods

McGraw-Hill/Irwin
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Presentation Methods
 Lecture
 Audiovisual Techniques

Hands-on Methods
 On-the-Job Training (OJT)
 Simulations
 Case Studies
 Business Games
 Role Plays
 Behavior Modeling

Group Building Methods

 Adventure Learning
 Team Training
 Action Learning
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 1.Presentation Methods
 Methods in which trainees receives information through

 Lectures and
 Audio-visual techniques.

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 Presentation Methods (cont.)

 Lecture
 Trainers communicate through spoken words what they want the
trainees to learn.
 Leastexpensive and least time-consuming ways to present a large
amount of information.
 It is easily employed with large groups of trainees.

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 Presentation Methods (cont.)

 Lecture
 Lacks participant involvement, feedback, and meaningful connection
to the work environment.
 Appeals to few of the trainees’ senses because trainees focus primarily
on hearing information.
 It is difficult to judge quickly and efficiently the learners’ level of
understanding.
 Is often supplemented with question-and-answer periods, discussion.

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Variations of the Lecture Method

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 Presentation Methods (cont.)
Lecture Method Advantages Disadvantages
Team teaching Brings more expertise and Require more time on the part
alternative perspectives of trainers.
to the training session.
Guest speakers Motivate learning by bringing to Presentation does not relate to
the trainees relevant examples the course content.
and applications.
Panels Good for showing trainees Trainees who are relatively
different viewpoints in a debate.
naive about a topic may have
difficulty understanding the
important points.
Student presentations Increase the material’s Can inhibit learning if the
meaningfulness and trainees’ trainees do not have
attentiveness. presentation skills.

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 Presentation Methods (cont.)

 Audiovisual instruction:

includes slides, and video.

 Video is a popular instructional method used for improving

communications skills, interviewing skills, and customer-service skills
and for illustrating how procedures should be followed.

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 Presentation Methods (cont.)
Advantages
Flexibility in customizing the
session depending on trainees’
expertise.
Trainees can be exposed to
equipment, problems, and events that
Video
cannot be easily demonstrated.
It requires minimal knowledge of
technology and equipment.
Disadvantages
Too much content for the
trainee to learn.
Overuse of humor or music,
and drama that makes it
confusing for the trainee to
understand the important
learning points emphasized
in the video.
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 2.Hands-on Methods (cont.)

 Training methods that require the trainee to be actively involved in

learning.
 On-the-job training (OJT) - 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.
Can be useful for training newly hired employees, upgrading
experienced employees’ skills, cross-training employees, and
orienting transferred or promoted employees to their new jobs.

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 Hands-on Methods (cont.)
Advantages Disadvantages
Customized to the Managers and peers may
experiences and abilities of not use the same process
trainees. to complete a task.
Training is immediately Overlooks that
applicable to the job. demonstration, practice,
On-the-job
training (OJT) Save costs. and feedback are
Can be offered at any time, important conditions for
and trainers will be effective on-the-job
available because they are training.
peers. Unstructured OJT can
result in poorly trained
employees.

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Principles of On-the-Job Training

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 Hands-on Methods (cont.)

 Simulation - training method that represents a real-life situation, with

trainees’ decisions resulting in outcomes that mirror what would happen
if they were on the job.
 Is used to teach production, process skills, management, and
interpersonal skills.

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 Hands-on Methods (cont.)
 Case studies - description about how employees or an organization
dealt with a difficult situation.
 Trainees are required to analyze and critique the actions taken,
indicating the appropriate actions and suggesting what might have
been done differently.
 Assumes that employees are most likely to recall and use knowledge
and skills if they learn through a process of discovery.

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 Hands-on Methods (cont.)

 Business games - require trainees to gather information, analyze it,

and make decisions.
 Is primarily used for management skill development.
 Stimulateslearning because participants are actively involved and
games mimic the competitive nature of business.

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 Hands-on Methods (cont.)

 Role plays - have trainees act out characters assigned to them.

 For role plays to be effective, trainers need to engage in several
activities before, during, and after the role play.
 Role plays differ from simulations on the basis of response choices
available to the trainees, the level of detail of the situation given to
trainees, and the outcomes of the trainees’ response.

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 Hands-on Methods (cont.)

 Behavior modeling
 Demonstrates key behaviors to replicate and provides trainees
with the opportunity to practice the key behaviors.
 Is more appropriate for teaching skills and behaviors than for
teaching factual information.

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 3.Group Building Methods

 Training methods designed to improve team or group effectiveness.

 Adventure learning - focuses on the development of teamwork and

leadership skills through structured activities.
 Includes outdoor training, drum circles, and even cooking classes.
 Best suited for developing skills related to group effectiveness such as
self-awareness, problem solving, conflict management, risk taking.

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 Group Building Methods (cont.)

 Action learning
 Gives teams or work groups an actual problem, has them solve it
and commit to an action plan, and holds them accountable for
carrying out the plan.
 Addresses how to change the business, better utilize technology,
remove barriers between the customer and company, and develop
global leaders.

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