day 12 training methods

7/29/2019 Day 12 Training Methods

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Training Methods

Anuraag Awasthi


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Ground Rules

- Cell Phones on silent mode

- Question & Answers anytime- Keep it Interactive

- If there is any urgent call, please

silently leave the room, attend the call

and come back.


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Agenda

Training Methods

Implementation & Evaluation of Training

Programmes


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Training Cycle

Assessment of the Problem / Learning

opportunity (Training Need Analysis)

Design of an interventionImplementation of the intervention

Evaluation of Outcome


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Training Methods are selected during Training Designphase and implemented during Implementationphase.

The selection of appropriate training methods to meettraining objectives becomes more challenging due tothe growth of the training industry, increased numberof training providers and the rapid advances intechnology create an ever-growing number of methodsand delivery systems.

Instructional methods differ in their ability to influenceknowledge, skills and attitudes.

Training Methods


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Various training methods can be divided into

approaches - cognitive and behavioral.

Cognitive methods provide verbal or written

information, demonstrate relationships amongconcepts, or provide the rules for how to do

something. These methods stimulate learning

through their impact on cognitive processes and

are associated most closely with changes inknowledge and attitudes. Though these types of

methods can influence skill development, it is not

their strength.

Training Methods


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Training Methods

Knowledge SkillsAttitude

Cognitive Behavioral


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The various methods that come under Cognitive

approach are:

- Lectures- Discussions

- Demonstrations

- Computer Based Training (CBT)

- Intelligent Tutorial System (ITS)- Programmed - Instruction (PI)

- Virtual Reality

Cognitive Methods


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Behavioral methods allow the trainee to practice

behavior in a real or simulated fashion. They

stimulate learning through behavior and are best

used forskill development and attitude change. Thus, either behavior or cognitive learning

methods can effectively be used to change

attitudes, though they do so through different

means. Cognitive methods are best for knowledge

development, and behavioral methods are best for

skills.

Behavioral Methods


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The various methods that come under Behavioral

approach are:

- Games And Simulations- Behavior-modeling

- Business Games

- Case Studies

- Equipment Simulators- In-basket Technique

- Role Plays

Behavioral Methods


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Lectures


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The lecture is one of the oldest forms of training,

second only to demonstrations.

Nearly all training programs contain some lecture

component and a great many provide some typeof demonstration.

They possess similar characteristics, but are

appropriate for different objectives.

Lectures


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The lecture, printed or oral, is best used to create

understanding of a topic or to influence attitudes

through education about a topic. In its simplest

form, the lecture is merely telling someone aboutsomething.

Lecture could also be video-taped.

When a trainer begins a training session by telling

the trainees the objectives, the agenda and theprocess that will be used in training, the trainer is

using the lecture method.

Lectures


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Straight Lecture / Lecturette

The straight lecture is an extensive presentationof information, which the trainee attempts toabsorb.

In straight lecture a person (the trainer) speaks toa group (trainees) about a topic. However, thelecture may also take the form of printed text,such as a book.

The only difference between a straight lectureand printed text are the lecturers control of thespeed at which the material is presented, voiceinflexion and body language used to emphasize

points, and of course, the visual image of thelecturer.

Lectures


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A good lecture is well organized and begins with

an introduction, which lays out the purpose of the

lecture and the order in which the topics will be

covered. In oral lecture the introduction shouldcover any rules about interrupting the lecture for

questions and opportunity for clarification.

The main body of the lecture follows the

introduction. This part is logically sequenced. The lecture should conclude with a summary.

Lectures


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Introduction

- Purpose

- Agenda

- Rules

Body- Topic 1

- Topic 2

- Topic 3

Summary

A lecturette is a lecture whose duration is 20 minutesor less, if done orally.

Lectures


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During a straight lecture orlecturette, the trainee

does little except listen, observe, and perhaps

take notes. Even when done well, it is not an

effective technique for learning.However, it is useful when a large number of

people must be given a specified set of

information.

The oral lecture should not contain too manylearning points unless printed text accompanies

the lecture.

Lectures


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A major concern about the straight lecture

method is the inability to identify and correct

misunderstandings.

When the only training objective is to acquirespecific factual information, better learning can be

achieved at less cost by putting the information

into text or video.

Lectures


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Discussion Method


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The discussion method uses a lecturette to

provide trainees with information that is supported,

reinforced, and expanded on through interactions

both among the trainees and between the trainerand trainees.

The added communication gives it a much

greater power then the lecture.

Using logically sequenced lecturette, eachfollowed by discussion and questioning, can

achieve higher-level knowledge objectives, such

as principle learning and problem solving.

Discussion Method


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The discussion method provides a two way flow of

communication.

Verbal and non-verbal feedback from trainees

enables the trainer to determine whether thematerial is understood.

Questioning can be done by both the trainees and

the trainer. Trainees ask questions when they are

thinking about the contents of the training, Trainerasks questions to stimulate thinking about the key

areas that are important to know.

Discussion Method


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Demonstration Method


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A demonstration is a visual display of how to do

something or how something works.

To be effective, a demonstration should, at a minimum,

be accompanied by a lecture and preferably by a

discussion.

For an effective demonstration, prepare a lesson plan

just like a lecture. (sequentially organize parts of the

lesson).

For each part tell the trainees what you will be doing

so that they focus on the critical aspects of the task;

demonstrate the task; explain why it should be

performed that way.



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Demonstration, like the lecture, can be differentiated

by the level of involvement of the trainee. As with

lecture, the more the trainee is involved, the more

learning will occur.

To increase the value of demonstration, after the

demonstration, do following :

-Ask the trainee to talk through the task before

actually doing it.

- Give the trainee the opportunity to do the task and

describe what he or she is doing and why.

- Provide feedback, both positive and negative.

- Let the learner practice.



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Strengths & Limitations of Lecturesand Demonstration


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- Costs (in both training & other resources)

- Control of Trainer on material and Process

- Types of Learning Objectives (KSA) addressed

- Learning Process (How the method activatesdifferent social learning theory processes)

- Attention

- Retention

- Behavioral Reproduction

- Training Group Characteristics

Strengths and Limitations of

Lectures & Demonstration

St th & Li it ti f


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The cost in both financial and other resources required

to achieve the training objectives

- Development costs related to creating the content

and organization of the training

- Cost of ancillary materials to facilitate learning

- Compensation of trainer and trainee time spent in

training

- Cost of training facility for the program-Travel, lodging and food for the trainer and trainees

-In terms of development & Delivery, printed lectures

are most time-efficient, followed by oral lectures,

discussions and demonstrations.

Strengths & Limitations of

Lectures and Demonstration

St th & Li it ti f


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How much control the trainer has over the material

that will be covered

- Lectures, discussions and demonstrations provide a

high degree of trainer control over the training process

and content.

- Trainees have little influence other than what was

allowed in the TNA and program design process.

- However, as the training becomes more interactive,

the control shifts to the trainees.

-An advantage of increasing trainee participation in the

content is that it increase the amount that is learned.





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The type(s) of learning objectives (KSA) addressed

- The lecture is most useful when trainees lack

declarative knowledge or show attitudes that conflict

with the training objectives. The printed or video lecture

is more effective because they can be studied in more

depth and retained to refresh learning over time.

- The discussion method is more effective than the

straight lecture for learning higher order knowledge

such as concepts and principles and attitude change.

- If the training objective is skill improvement,

demonstration is more appropriate.





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- Discussion method is more effective than straight

lecture at producing attitude changes. Because

attitude consists of a persons beliefs and feelingsabout an object or event, they can be modified by

new learning.

- The lecture, specially the discussion, can change

employee attitudes by providing new insights, factsand understanding.

-The demonstration can also change attitudes.





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How the method activates different social learningtheory processes (Attention, Retention, BehavioralReproduction)

- The lectures, discussions and demonstrations

are good at capturing trainee attention, atleast inthe short term.

-Discussions and Demonstrations are good inensuring retention.

- Even though Demonstrations are good atfacilitating behavioral reproduction, lectures anddemonstrations may develop attitudes that aresupportive of the desired behavior.





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Attention

Done properly, lectures and demonstrationsattract and maintain the attention of trainees.

Demonstrations + lecturettes are the best.

Printed and video lectures have the benefit thatwhen attention wanes, these can be put down,and restarted later on.

An average person processes information at arate of 400 to 500 words per minute, but a goodtrainer speaks at about 125 words per minute.

Attention begins to decline after 15 to 20 minutes.





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Retention

- Retention involves symbolic coding, cognitiveorganization, and symbolic rehearsal.

- A symbolic coding system is provided during thelecture when the trainer is describing, explaining,and illustrating the learning points.

-The words and actions of the trainer aretranslated into their symbolic code by the trainees.

- The challenge of the trainer is to present thematerial in a way that the trainers and learnerssymbolic codes hold the same meaning.





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Retention

- Organizing the coded information into already

existing or new cognitive structures is called

cognitive organization.-The organization of information determines the

ease of recall and how appropriately it is used.

- Demonstrations allow more opportunity for

cognitive organization than straight lecture.- Demonstrations by their very nature stimulate

symbolic rehearsal.





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Behavioral Reproduction

-The lecture/discussion approach does not provide

for practicing actual behaviors, so it is not

appropriate for skill development objectives.- It might be useful in developing attitudes that

support using the skills, it is not useful in

developing the skills itself.

- Demonstration builds practice, hence behavioralreproduction into the training.




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Trainees

- For any type of lecture to be effective, thetrainees should be at the same general level ofintellectual ability and possess about the same

level of related content knowledge.- Discussion method allows for more diversity in atraining group because the discussion periodprovides an opportunity for more active learning.

- For a demonstration, the training group can befairly diverse though the trainer must be able toobserve each trainee performing the task.

Training Group Characteristics


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The size of Training Group

- Video or printed lecture have no training group sizelimitations.

- Live lectures can be given to a few to hundreds.

- Discussion group should be small enough to giveevery trainee an opportunity to participate.

- A live demonstration can also be done with a fairlylarge group, as long as everyone can clearly see the

demonstration.- A good rule of thumb is to have no more than 5trainees per trainerwhen the demonstration involveshands-on practice by trainees.



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Computer based Training (CBT)


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Increasing demands for more knowledgeable and

skilled employees, coupled with the need to cut

costs, put pressure on HR functions to provide

training to more and more employees at lower

costs.

- Computer-based training (CBT) is an alternative

to class room training to accomplish these goals.

- Computer-based training is very varied in itsforms and applications. Broadly CBT is any

training that occurs through the use of computer.

Computer-based Training (CBT)


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Some reasons for shifting to CBT are :

- Reduces trainee learning time

- Reduces the cost of training

- Provides instructional consistency- Affords privacy of learning (errors can be made

without embarrassment)

- Allows the trainee to master learning

- Is a safe method for learning hazardous tasks

- Increases access to training

Computer-based Training (CBT)


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Programmed - Instruction (PI)


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Programmed Instruction (PI) is a method of self-paced

learning managed by both the trainee and the learning

system. (eg. Computer program or text). Although PI

can also be used without a computer, today its main

use is in CBT.

PI is the process of leading a trainee systematically

through new information in a way that facilitates the

most efficient learning.

PI provides the trainee with information, asks aquestion, and then based on the response or previous

few responses, goes to the next level of information, or

takes him back to review relevant information.



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- This format allows trainees to move through the

material as rapidly as they are capable.

- Trainees who show a better grasp of the material

(based on their responses) move rapidly through the

material.

- CBT applies PI techniques within a computerized

format to create a learning experience.

-PI can also come in book, tape, interactive video, or

other formats.

-Today 80% of leading edge companies use PI.

However, it is not appropriate for all kinds of training

needs or situations.


Benefits of Programmed -


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- Reduced Training time

- Decentralization of training

- Improvement in morale and desire to learn

- Justification for investment- Consists of measurable (tangible) changes in

behavior

- It is not abstract. It is used to impart skills of

relevance on a job.- It helps the top management as PI consists of

specific goals of the organization which should be

achieved.

Benefits of Programmed -

Instruction (PI)


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Intelligent Tutoring System (ITS)


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- ITS is the next generation of PI. It uses artificial

intelligence to assist in the tutoring or coaching of

the trainee.

-ITS learns through trainee responses the bestmethods of facilitating the trainees learning, and

adjusts the level of instruction accordingly.

- ITS consists of 5 components : Domain expert,

student model, a training session manager, ascenario generator, and a user interface.



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- ITS generates instructions that match the

individual trainees needs

- Communicates and responds to trainee

questions-Models the trainees learning processes

- Determines what information should follow based

on previous trainee responses

-Determines trainees levels of understanding ofthe topic

- Improves its strategies for teaching based on the

trainees responses



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Virtual Reality (VR)


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- Virtual Reality (VR) is an advanced form of

computer simulation, placing the trainee in a

simulated environment that is virtually the same

as physical environment.

- VR puts the trainee in an artificial 3-dimensional

environment that simulates events and situations

that might be experienced on the job.

- The trainee psychologically experiences theenvironment as real.

- The trainee learns by interacting with objects in

the electronic environment to achieve some goal.



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- The simulation is accomplished by the trainee

wearing special equipment such as head gear, gloves,

treadmills, and so on, which control what the trainee is

able to see, feel, and otherwise sense. Some even

have the ability to supply olfactory information.- VR provides trainees with an understanding of the

consequences of their actions in the work environment

by interpreting and responding to the trainees actions.

Sensory devices transmit how the trainee isresponding in the virtual workplace to the computer

allowing the VR program to respond by changing the

environment appropriately.



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Interactive Multimedia


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- Interactive multi-media (IM) training integrates the

use of text, video, graphics, photos, animation and

sound to produce a complex training environment with

which the trainee interacts.

- IM allows trainee to be placed into a real-life jobsituation, solve a specific problem, and receive

immediate feedback as to the effectiveness of the

decision made.

Interactive Multimedia (IM)


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-Eg., a program to train physicians allows a medical

student to take the medical history of a (hypothetical)

patient, conduct an examination and run lab tests.

-He may also choose to examine the patients chest

and make diagnosis. On clicking on the chest button,he may be able to do visual inspection or listen to

palpitation. He would hear the chest sounds.

- Based on his diagnosis, the computer would inform

the accuracy of the diagnosis.- If the diagnosis is incorrect, the trainee is given an

explanation, and moved to supplementary material.

Interactive Multimedia (IM)

St th d Li it ti f


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CBT

- Costs (in both training & other resources)

- Control of Trainer on material and Process

- Types of Learning Objectives (KSA) addressed

- Learning Process (How the method activatesdifferent social learning theory processes)

- Attention

- Retention

- Behavioral Reproduction

- Training Group Characteristics



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CBT

Costs

- In general, the development cost of a CBT is

higher than that of other techniques.

- These costs are not usually justified for a smallnumber of people, but in situations where the

training is not likely to change and where a large

number of people need training, it can be a

relatively inexpensive alternative to instructor-ledtraining.

- A number of studies indicate that CBT learning

takes significantly less time.



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CBT

Control of Trainer on Material and Process

- The most important advantage of CBT is its

control over the content of the material, method of

presentation, and movement of the traineethrough sequentially structured learning episodes

based on previous trainee responses.

- CBT is often used as a stand-alone method,

hence control over who is actually going throughtraining is lacking.



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CBT

Types of Learning Objectives (KSA) addressed

- CBT is best used as a method for enhancing

trainees declarative knowledge thru repeated

presentation of facts, using a variety of formatsand presentation styles.

- It can describe when and where to apply

knowledge.

-It can develop procedural knowledge by providingopportunities to apply this knowledge to various

simulated situations.

- Limited skill development is possible with CBTs.



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CBT

Learning Process (How the method activates

different social learning theory processes)

- Attention (CBT is generally seen as more

interesting and motivating than instructor ledtraining such as lecture or discussion. Thus, it is

good at capturing attention.)

- Retention (Because CBT can provide a wide

range of audiovisuals, it can be effective infacilitating trainees symbolic coding, cognitive

organization and also symbolic rehearsal.



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CBT

Behavioral Reproduction

- Unless the material to be learned involves direct

interactions with computers or software, it is

difficult to provide behavioral reproduction throughCBT.

- CBT is good at teaching what should be done

and providing symbolic rehearsal, but is limited in

teaching how to do it.



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CBT


- Typically only one trainee can use a computer at

a time which limits the number of trainees trained

at a time.- However, with CD/DVD this limitation is gone.

- Computer skills are prerequisites for trainees

going through CBT.


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Questions???


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Thanks

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