Training & Development: Bba & Mba

Skill Development at it’s Best
Training & Development

BBA & MBA
Lecture 131415
Traditional Training Methods
Course Instructor: Farhan Mir
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Presentation Methods
• Methods in which trainees are passive
recipients of information, which may include:
– facts or information
– processes
– problem-solving methods
• It includes 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.
– Least expensive and least time-consuming ways to
present a large amount of information.
– It is easily employed with large groups of trainees.
– Supports training methods such as behavior
modeling and technology-based techniques.
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Table 7.1 - Variations of the Lecture Method
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Advantages Disadvantages
Team teaching Brings more expertise and Require more time on the
alternative perspectives part of trainers.
to the training session.
Guest speakers Motivate learning by bringing Presentation does not
to the trainees relevant relate to the course
examples and applications. content.
Panels Good for showing trainees Trainees who are relatively

different viewpoints in a naive about a topic may
debate. have difficulty
understanding the
important points.
Student Increase the material’s Can inhibit learning if the
presentations meaningfulness and trainees’ trainees do not have
attentiveness. presentation skills.
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• 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, video, games, or case studies.
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• Audiovisual instruction - includes overheads,
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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Hands-on Methods
Video Flexibility in customizing the  Too much content for

session depending on trainees’ the trainee to learn.
expertise.  Poor dialogue
Trainees can be exposed to between the actors.
equipment, problems, and  Overuse of humor or
events that cannot be easily music, and drama
demonstrated. that makes it
Trainees are provided with confusing for the
consistent instruction. trainee to understand
Provides immediate objective the important
feedback. learning points
It requires minimal knowledge emphasized in the
of technology and equipment. video.
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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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On-the-job  Customized to the  Managers and peers may

training (OJT) experiences and abilities of not use the same
trainees. process to complete a
 Training is immediately task.
applicable to the job.  Overlooks that
 Save costs. demonstration, practice,
 Can be offered at any and feedback are
time, and trainers will be important conditions for
available because they are effective on-the-job
peers. training.
 Unstructured OJT can
result in poorly trained
employees.
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Table 7.2 - Principles of On-the-Job Training
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Self directed  Allows trainees to learn at  Trainees must be
learning – their own pace and motivated to learn on
employees take receive feedback about their own.
responsibility for all the learning performance.  Higher development
aspects of learning  Requires fewer trainers, costs.
including when it is reduces costs associated  Development time is
conducted and who with travel and meeting longer.
will be involved. rooms, and makes
multiple-site training
more realistic.
 Provides consistent
training content.
 Makes it easier for shift
employees to gain access
to training materials.
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Apprenticeship  Learners can earn pay while  High development

they learn. costs.
work-study  Involves effective learning  Increased time
training method about “why and how.” commitment required
with both on-  Results in full-time of management and
the-job and employment for trainees journey workers.
classroom when the program is  Limited access for
training. completed. minorities and
 Meets specific business women.
training needs and help  No guarantee of full-
attract talented employees. time employment.
 Training results in
narrow focus
expertise.
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• 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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• 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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– Appropriate for developing higher order
intellectual skills such as analysis, synthesis, and
evaluation.
– Help trainees develop the willingness to take risks
given uncertain outcomes, based on their analysis
of the situation.
– The case may not actually relate to the work
situation or problem that the trainee will
encounter.
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Table 7.5 - Process for Case Development
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• Business games - require trainees to gather
information, analyze it, and make decisions.
– Is primarily used for management skill
development.
– Stimulates learning because participants are
actively involved and games mimic the
competitive nature of business.
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– Involves a contest among trainees or against an
established criterion such as time or quantity.
– Designed to demonstrate an understanding of or
application of a knowledge, skill, or behavior.
– Provides several alternative courses of action and
helps estimate the consequences of each
alternative with some uncertainty.
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– Rules limit participant behavior.
– Should be simple enough and should be debriefed
by a trainer to ensure learning and transfer of
training.
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• 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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• Behavior modeling
– Demonstrates key behaviors to replicate and
provides trainees with the opportunity to practice
the key behaviors.
– Is based on the principles of social learning theory.
– Is more appropriate for teaching skills and
behaviors than for teaching factual information.
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• Developing behavior modeling training
programs requires determining:
– the tasks that are not being adequately performed
due to lack of skill or behavior
– the key behaviors that are required to perform the
task.
• Key behavior - set of behaviors that are necessary to
complete a task.
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Table 7.7 - Activities in a Behavior Modeling Training Program
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• Behavior modeling
– Modeling display - key behaviors that the trainees
will practice to develop the same set of behaviors.
• The display presents models engaging in both positive
use of key behaviors and negative use.
– Application planning - prepares trainees to use
the key behaviors on the job.
• It involves having all participants prepare a written
document identifying specific situations in which they
should use the key behaviors.
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Group Building Methods

• Training methods designed to improve team or
group effectiveness.
• Involve experiential learning. Four stages of
this are:
– gain conceptual knowledge and theory.
– take part in a behavioral simulation.
– analyze the activity.
– connect the theory and activity with on-the-job or
real-life situations.
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Group Building Methods (cont.)

• Adventure learning - focuses on the
development of teamwork and leadership
skills through structured activities.
– Includes wilderness training, 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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• Adventure learning
– To be successful:
• Exercises should be related to the types of skills that
participants are expected to develop.
• After the exercises, a skilled facilitator should lead a
discussion about:
– what happened in the exercise.
– what was learned.
– how events in the exercise relate to job situation.
– how to apply what was learned on the job.
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• Team training coordinates the performance of
individuals who work together to achieve a
common goal.
– Teams that are effectively trained, develop
procedures to identify and resolve errors,
coordinate information gathering, and reinforce
each other.
– The three components of team performance:
knowledge, attitudes, and behavior.
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Figure 7.3 - Main Elements of the Structure of Team Training
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• 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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Table 7.9 - Steps in Action Learning
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Choosing a Training Method

• Identify the type of learning outcome that you
want training to influence.
• 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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Skill Development at it’s Best

Training & Development

Course Instructor: Farhan Mir

Presentation Methods (cont.)

Table 7.1 - Variations of the Lecture Method

Presentation Methods (cont.)

Panels Good for showing trainees Trainees who are relatively

Presentation Methods (cont.)

Presentation Methods (cont.)

Video Flexibility in customizing the  Too much content for

Hands-on Methods (cont.)

Hands-on Methods (cont.)

On-the-job  Customized to the  Managers and peers may

Table 7.2 - Principles of On-the-Job Training

Hands-on Methods (cont.)

Hands-on Methods (cont.)

Apprenticeship  Learners can earn pay while  High development

Hands-on Methods (cont.)

Hands-on Methods (cont.)

Hands-on Methods (cont.)

Table 7.5 - Process for Case Development

Hands-on Methods (cont.)

Hands-on Methods (cont.)

Hands-on Methods (cont.)

Hands-on Methods (cont.)

Hands-on Methods (cont.)

Hands-on Methods (cont.)

Table 7.7 - Activities in a Behavior Modeling Training Program

Hands-on Methods (cont.)

Group Building Methods

Group Building Methods (cont.)

Group Building Methods (cont.)

Group Building Methods (cont.)

Figure 7.3 - Main Elements of the Structure of Team Training

Group Building Methods (cont.)

Table 7.9 - Steps in Action Learning

Choosing a Training Method

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