IMPLEMENTATION :

TRAINING METHODS

Methods & Outcomes

Ability to influence KSAs
Knowledge = organised information Skills = capacities needed to perform set of tasks Attitudes = employee beliefs & opinions that support/inhibit behaviour

Cognitive methods focus on K & A provide information/rules

Behavioural methods focus on S & A learning by doing

Some Methods
Lecture/discussion

Demonstration
Games & simulations OJT

Computer Based Training

Lecture / Discussion
Helps understand & integrate material

Questioning techniques
Open and closed-ended Overhead (to whole group) and direct Relay question (to whole group) Reverse question (bounce back)

Encouraging Trainee Response

Allow adequate time

Write down and share

Guided discovery method (re-word /simplify question)

Basic Lecture/Discussion Components and Effects on Learning Part 1 of 4 Learning

Process

Lecture/Discussion Components
1. Orientation Overview of how session is organised. 2. Enthusiasm Convey importance of topic

Affected Attention

Attention

3. Variety voice, gestures, audiovisual aids.

Attention Retention: Symbolic coding

Basic Lecture/Discussion Components and Effects on Learning Part 2 of 4

Learning Process Lecture/Discussion Components 4. Logical organization Logical order and logical transitions between topic areas. 5. Explanations Describing facts, concepts and principles in a clear and easily understood manner. 6. Directions Providing instructions in a manner that allows trainees to understand what they are to do and how to do it. Affected
Retention: Cognitive organization Retention: Symbolic coding Cognitive organization

Retention: Cognitive organization Symbolic rehearsal

Basic Lecture/Discussion Components and Effects on Learning Part 3 of 4

Learning Process Lecture/Discussion Components 7. Illustrations Providing clear, interesting and relevant examples of how information can or has been applied (both correctly and incorrectly). 8. Compare and contrast Articulating the similarities and differences, advantages and disadvantages, etc. of relevant topic areas. Affected Attention Retention: All areas

Attention Retention: Cognitive organization

Basic Lecture/Discussion Components and Effects on Learning Part 4 of 4

Learning Process
Lecture/Discussion Components 9. Questions and discussion Seeking information from the trainees regarding their comprehension, their content related ideas and stimulating the trainees thought processes (e.g., Socratic questioning). This is not possible in printed lectures. Affected

Attention
Retention: All areas

10. Summarize Highlighting important concepts covered in a manner that links the topics/ideas together.

Retention: Cognitive organization

Use of Demonstration
Visual display, hands-on experience Ideally should be integrated into lecdem Two parts to demonstration Present (explain & demonstrate each part of task) Try out (practice with feedback)

Basic Demonstration Components and Their Effects on Learning

DEMONSTRATION COMPONENTS AREAS OF LEARNING AFFECTED

PRESENT Tell Demonstrate Explain TRY OUT Trainees talk through the task Trainees do task and describe what they are doing and why Trainer provides positive/negative feedback Trainees practice

Attention Retention: Symbolic coding Cognitive organization

Retention: Symbolic rehearsal Behavioral Reproduction

Pros & Cons of Lec-Dems

Costs money & time vis a vis printed text / video lecture Control of Material & Process - high

Learning Objectives higher level knowledge / attitudes

Learning Process attention, retention, behavioural reproduction

Typical Errors Trainers Make

Talking with back turned

Using jargon
Examples not relevant to trainees Reading from notes/slides Monotone Distracting gestures

Leaving projector on with no image

Losing track

Games & Simulations

Designed to reproduce / simulate processes, events, circumstances that occur in trainees job Equipment simulators

Business games
In-basket exercises Role plays Behaviour modeling

Equipment Simulators
Mechanical devices where trainees use same procedures, movements, decision processes as on the job Pilots, ATCs, phone operators etc Physical fidelity & psychological fidelity (conditions) should be same as job for optimum transfer of training

Business Games
Simulate way an industry, company, unit functions Based on set of relationships, rules, principles derived from theory/research Leadership, decision making, problem solving, application of principles etc

Best used as adjunct to lec-dem or other methods

In-basket Technique
Memos, messages, reports typically handled in given position Decision making, prioritising Useful in employee development Methodology : Trainees given job to role-play Description of role and context Packet of materials : respond in time

GD on rationale for decisions etc

Differing strategies to same issues

Case Studies
Simulate decision making situations

Apply known concepts & principles

Incomplete information & scope for extrapolation Many solutions possible no right or wrong Trainer facilitates discussion & wrap-up

Role-Play
Enactment / simulation of scenario each participant given a part to act out Structured role-plays develop specific skills (eg. IP) Spontaneous role-plays : attitudes, insight into behaviour & its effects on others Single one group role-plays while rest observe Multiple all trainees role-play in groups Role rotation trainees take turns

Using the Role-Play

Develop play to highlight one issue. Keep information to necessary minimum. Introduce situation in detail. Keep play & discussion on track Be assertive. Encourage fruitful discussion & wrap-up.

Behaviour Modeling
Natural tendency to observe others & learn Typically videotaped & watched by trainees Define key skill deficits & present overview Specify critical behaviours to observe Use expert to model behaviour (video preferred) Encourage practice in structured role-play Constructive feedback

Tips for Effective Use

Get ownership of objectives by involving trainees in seeing skill deficits Break skills into small behaviour; build one module at a time Restrict to 7 learning points per module Provide supportive climate for practice sessions Review & reinforce progress Facilitate transfer

Games & Simulations Pros & Cons

Costs Low to high; to be seen in relation to pay-off Control of Content & Process Shared by trainer (choice of situation, roles) & trainee (how it is carried out) Learning Objectives learn by doing Learning Process active, so attention, retention, behavioural reproduction good Training Group Characteristics Differences in trainee readiness addressed effectively

On-the-job Training (OJT)

Most frequently used method in small business & production Uses experienced & skilled workers to train others

Formal OJT programs use train the trainer methodology

Formalised in Job Instruction Technique (JIT)

JIT Instruction/Learning Sequence Part 1 of 3

BASICS OF INSTRUCTION AREAS OF LEARNING AFFECTED
Attention and motivation

PREPARE Break down the job. Prepare an instruction plan. Put the learner at ease. PRESENT Tell. Show. Demonstrate. Explain.

Retention: Symbolic Coding Cognitive Organization

JIT Instruction/Learning Sequence Part 2 of 3

BASICS OF INSTRUCTION
TRY OUT Have the learner talk through the job. Retention: Symbolic Rehearsal Behavioral Reproduction

AREAS OF LEARNING AFFECTED

Have the learner instruct the supervisor on how the

job is done. Let the learner do the job. Provide feedback, both positive and negative. Let the learner practice

JIT Instruction/Learning Sequence Part 3 of 3

BASICS OF INSTRUCTION AREAS OF LEARNING AFFECTED

FOLLOW UP Check progress frequently at first. Tell the learner whom to go to for help. Gradually taper off progress checks. Behavioral Reproduction

OJT : Pros & Cons

Natural transfer Better attention & motivation Better relations Requires competent trainers Trainers time away from job Cost of training the trainer

Cost effective
Faster learning

Joint control over process/time

Focus on K,S, and A

Audiovisual Aids
Any physical, mechanical, electronic media; ideally supplements to other methods

Static (OHPs, slides etc) or dynamic (audio/video tapes etc)

Static is cheaper & easily modified

Up-front cost of dynamic is higher, but per person is cheap

Greater trainer control Facilitate (attention, retention, behavioural reproduction)

Computer-Based Training Methods

Reduced learning time Less cost of training delivery More instructional consistency Privacy

Easy tracking of progress

Time to master learning

Safe for learning hazardous tasks also

Increased employee access to training

Names and Descriptions used for Computer Based Training Approaches Part 1 of 5

CBT

Computer-based training is the term most often used in private industry or the government for training employees using computer assisted instruction. It is a general term referring to training provided in part or whole through the use of a computer.

Names and Descriptions used for Computer Based Training Approaches Part 2 of 5
PI
Programmed instruction (PI) is used in computerbased programs consisting of text, graphics and perhaps multimedia enhancements that are stored in memory and connected to one another electronically. Material to be learned is grouped into chunks of closely related information. Typically, the trainees are presented with the information in the chunk and then tested on their retention of the information. If the trainees have not retained the material, they are referred back to the original information. If they retained the information they are referred to the next chunk of information to be learned. PI may be computer-based, but is also found in printed material and interactive videos.

Names and Descriptions used for Computer Based Training Approaches Part 3 of 5
ICAI Intelligent Computer-assisted Instruction (ICAI) system is a CBT system that is able to provide some of the primary characteristics of a human tutor. It is a more advanced form of PI. Expert systems are used to run the tutoring aspect of the training, monitoring trainee knowledge within a programmed knowledge model and providing adaptive tutoring based on trainee responses.

ITS

Intelligent tutoring systems (ITS) make use of artificial intelligence to provide tutoring that is more advanced than ICAI type tutoring. ITS learns the best methods of facilitating the trainees learning based upon the trainees responses.

Names and Descriptions used for Computer Based Training Approaches Part 4 of 5

Simulations

Computer simulations provide a representation of a situation and the tasks to be performed in the situation. The representation can range from identical (e.g., word processing training) to fairly abstract (e.g., conflict resolution). Trainees perform the tasks presented to them by the computer program and the computer program monitors their performance.

Names and Descriptions used for Computer Based Training Approaches Part 5 of 5

Virtual Reality

Virtual Reality is an advanced form of computer simulation, placing the trainee in a simulated environment that is virtually the same as the physical environment. This simulation is accomplished by the trainee wearing special equipment such as head gear, gloves, and so on, that controls what the trainee is able to see, feel, and otherwise sense. The trainee learns by interacting with objects in the electronic environment to achieve some goal.

CBT : Pros & Cons

Cost effective for large numbers Sequential learning Pace controlled by trainee Portable Higher development costs Longer time to develop package Safety & health concerns (VR)

Components of Instructional Strategy Part 1 of 3

Program Development Plan Name of Program: Pipe fitting I

Target Population: Apprentices who have successfully passed the gas fitters exam
Overall Training Objective: Trainees will be able to examine a work project and with appropriate tools; measure, cut, thread, and install the piping according to standards outlined in the gas code.

Components of Instructional Strategy Part 2 of 3

Learning Objective
1. Using a tape measure, determine the length and number of pipes necessary to connect the furnace to the gas meter in a manner that meets the gas code

Learning Points

Methods

Material and AV
Trainee manual Overhead Assortment of 1-inch and 3/4inch fittings, elbows, street elbows, and unions Mock meter and furnace setup Tape measure, note pads

1. Take into account Lecture and the extra length simulation necessary due to threading 2. Take into account length is reduced by different fittings, e.g., street elbow, union, elbow, etc. 3. How to construct appropriate drop for furnace

Components of Instructional Strategy Part 3 of 3

Learning Objective Learning Points Method
2. Use threading machine to cut and thread length of pipe required 1. Length of thread Lecture and required simulation 2. Importance of cutting and reaming, measuring, and use of threading machine oil Facility and configuration:

Material and AV
Trainee manual VCR and TV Threading tape Threading machine Steel pipe Oil Tape measure

Trainer:
Measures to assist transfer: Method of evaluation:

Different Seating Arrangements for Training Part 1 of 6

x

= Trainer X = Easel/charts

Different Seating Arrangements for Training Part 2 of 6

x

= Trainer X = Easel/charts

Different Seating Arrangements for Training Part 3 of 6

= Trainer X = Easel/charts

Different Seating Arrangements for Training Part 4 of 6

x x

= Trainer X = Easel/charts

D
Chapter 8 60

Different Seating Arrangements for Training Part 5 of 6

x x

= Trainer X = Easel/charts

Different Seating Arrangements for Training Part 6 of 6

x

= Trainer X = Easel/charts

Knowledge, Skills, and Attitudes Required of an Effective Trainer Part 1 of 2

Knowledge Subject matter Organization Adult learning process Instructional methods Skills Interpersonal communication skills Verbal skills Active listening Questioning Providing feedback Platform skills (ability to speak with inflection, gesture appropriately, and maintain eye contact) Organization skills (ability to present information in logical order and stay on point.)
Chapter 8 63

Knowledge, Skills, and Attitudes Required of an Effective Trainer Part 2 of 2

Attitudes

Commitment to the organization Commitment to helping others High level of self efficacy

Implementation Phase
Input
Instructional Material

Process
Program Development Plan

Output

Instructional Equipment

Trainee and Trainer Manuals Facilities Trainer

Dry Run

Pilot Program

Learned KSAs

Evaluation Implementation

Chapter 8

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