CONDITIONS OF THE LEARNING ENVIORNMENT

LEARNING PRINCIPLES WHOLE VERSUS PART LEARNING MASSED VERSUS SPACE PRACTICE OVERLEARNING KNOWLEDGE OF RESULTS ATTENTION RETENTION

WHOLE VERSUS PART LEARNING

Complex task is to be broken down into its parts and the learner should learn each part separately. The process starts with the simplest task and going on the most difficult.

Massed versus spaced practice

Practicing the new behavior and taking rest periods in between is more effective than practing the new behavior without break

Overlearning
Overlearning is desirable when the task to be learned in program is not likely to be immediately practiced in the work situation and when performance must be maintained during periods of emergency and stress.

Knowledge of Results
For trainee to improve training performance , they need to receive timely and specific feedback or knowledge of results

Attention

Trainers should try to design training programs and materials to ensure that trainees devote attention to them.

Retention
Trainer should make the content meaningful to them and they should have an easier time understanding and remembering it Trainer can make training meaningful by
Overview of what is to be learned Using examples and terms familiar to the trainee Organizing material from simple to complex Rehearsal

Events of Instruction
Instructional Event It gets the trainee to:

1. Gaining attention
2. Informing the trainee of Goal (objective) 3. Stimulating recall of prior knowledge (learning)

Focus on trainer
Begin focusing on the goal Bring prior learning into working memory

4. Presenting the material

5. Providing learning guidance

Selectively perceive important parts of training

To consider how the training fits into her overall schema, and facilitate retrieval

Events of Instruction
Instructional Event 6. Eliciting the performance 7. Providing feedback It gets the trainee to: Do it (practice) Perform effectively by reinforcing correct responses and assisting when incorrect Engage in a number of similar activities to determine how well she has mastered the learning
Engage in more complex and varied examples of the concept(s) and assess the success

8. Assessing performance

9. Enhancing retention and transfer

METHODS TRANSMITTING INFORMATION TO THE LEARNER

METHODS EXPERIINTIAL IN NATURE

Training Methods
Training methods selected should be
Motivate the trainee to learn the new skill Illustrate the desired skills to be learned Be consistent with the content Allow for active participation by trainees to fit with adult learning model Provide opportunities for practice and over learning Provide feedback on performance during training Encourage positive transfer from the training to the job Be cost effective

INFORMATIONAL TRAINING METHODS

LECTURES AUDIOVISUALS INDEPENDENT STUDY PROGRAMMED INSTRUCTION

EXPERIENTAIL METHODS
ON JOB TRAINING (OJT) COMPUTER BASED TRAING (CBT) COMPUTER ASSISTED TRAINING (CAI) EQUIPMENT SIMULATIONS GAMES AND OTHER SIMULATIONS CASE ANALYSIS ROLE PLAYING BEHAVIOR MODELING SENSITIVITY OR LABORATORY TRAINNING

INFORATMIONAL TRAINNING METHODS

USERS
LECTURE To present introductory material Disseminating information quickly to a large audience Presenting new information before using other media or activities Providing an overview of a topic Arousing interest in a topic

BENEFITS
Equally as good as plan Low Cost. Reaches a large audience at one time. Audience is often comfortable with it.

LIMITATION
Learners are passive Poor transfer. Depends on the lecturer's ability. Is not tailored to individual trainees.

Typical Lecture Presentation Errors and Ways to Avoid Them

Errors
Talking with back to trainees while writing on board or flip chart. Using highly technical words, unfamiliar jargon, or complex sentences. Providing examples or asides without much relevance to the trainees.

Ways to Avoid
Dont talk and write at the same time. Have flip charts prepared ahead of time when possible. If considerable board work is required, use overhead transparencies. If technical words or jargon must be used, provide definitions. Simplify the language and sentences so meaning is clear. Pilot test at least part of the lecture with an audience similar to the trainees. The lecturer need not provide all the examples. Ask trainees to provide some of the examples or illustrations. In preparing the lecture, go to the supervisors of the trainees to get examples that are relevant.

Typical Lecture Presentation Errors and Ways to Avoid Them

Errors Ways to Avoid

Reading rather than Lecturing Prepare an outline of points to be covered than a word- for-word script. Be very familiar with each point on the outline so that you are able to talk about it without reference to notes. Speaking in Monotone Accent and pace

Pay close attention to when and how they change their tone and the pitch of their voice. Practice fluctuating the tone and pitch of your voice on tape and in everyday conversation. Use pauses in your lecture so you can think about how you want to say something.

Typical Lecture Presentation Errors and Ways to Avoid Them

Errors
Making distracting gestures.

Ways to Avoid
Observe yourself by videotaping a lecture. If your gestures are distracting or irritating to you, the trainees probably feel the same way. Watch your posture as well as your gestures. Dont stand stiff as a board. Get in the habit of glancing at the projection as you are talking about the material it displays. When you are at the end of the material, you will see that it is time to turn the projector off. This happens most frequently because your notes are too detailed and you cant find your place. One technique is to check off topics you have completed.

Leaving projector on with no image or an irrelevant image Losing your place in the lecture.

Different Seating Arrangements for Training

x

= Trainer X = Easel/charts

Different Seating Arrangements for Training

x

= Trainer X = Easel/charts

Different Seating Arrangements for Training

= Trainer X = Easel/charts

Different Seating Arrangements for Training Part

x x

= Trainer X = Easel/charts

Different Seating Arrangements for Training

x x

= Trainer X = Easel/charts

Different Seating Arrangements for Training

x

= Trainer X = Easel/charts

INFORATMIONAL TRAINNING METHODS

USERS BENEFITS LIMITATION

AUDIOVISUALS
Films, videos slides,

overheads, Audiotapes

Gaining attention Can reach a large audience at one time Allows for replays. Used to supplement other training techniques

Some times it is not

tailored to individual trainees. Must be updated. Passive Learners.

Points to Consider in Development of an interactive multimedia program

Factor
Self-pacing

High If
The pace of the program is entirely controlled by the learner.

Low If
Trainee has no control on the pace of the presentation

Trainees can select menu options to determine the order of modules.

Trainees can skip lessons or segments at will and can exit the program from any screen.

It is not menu-driven, i.e., the trainee cant select a particular lesson segment or skip segments.
Trainees can exit the program only at certain points.

Additional practice and more in-depth material are available upon request.

Points to Consider in Development of an interactive multimedia

Factor
Interactivity

High If
Trainees responses follow

Low If

The program has long, instructional segments. Uninterrupted lesson segments that offer no chance for the trainee to ask or answer questions. The program tests recall instead of skills. Segments do not build on one another. The learners answers are tagged right or wrong with no further explanation.

The program tests skills and judgments, not just facts. The orderly sequence of topics is apparent to the learner.

INFORATMIONAL TRAINNING METHODS

USERS
Independent Study
Gaining new knowledge Completing degree requirements Continuous education Allows trainees to go at their own pace. Minimizes trainers time. Expensive to develop a library of materials. Materials must be designed to adjust to varying reading levels. Performance depends on trainees motivation. Is not applicable to all jobs

BENEFITS

LIMITATION

Minimizes costs of development

Programmed Instruction
Specify what is to be learned Breaking the topic down into small segment Presenting each step to the trainee and requiring a response Testing the trainees learning Providing feed back Testing the level at the end

Allows trainees to go at their own pace. Can guarantee mastery at a specified level. Encourages active trainee involvement. Provides immediate feedback to trainees.

Expensive to develop Is not applicable to all tasks (e.g., cognitive tasks). Does not lead to higher performance than lectures

preparation to ensure that all trainees have similar backgrounds.

EXPERIENTIAL TRAINNING METHODS

USERS BENEFITS
Good transfer.

LIMITATION
Depends on the trainers skills and willingness. May be costly due to lost production and mistakes.

OJT
Learning job skills Apprenticeship training

Limited trainer costs.

Job rotation

High trainee motivation since training is relevant.

May have frequent interruptions due to job demands. Often is haphazardly done. Trainees may learn bad habits

CBT
Gaining new knowledge Self-paced. Standardization of training over time. Individualized training Feedback given. Good retention Costly. Trainees may fear using computers. Limited opportunities for trainee interaction. Less useful for training interpersonal skills.

EXPERIENTIAL TRAINNING METHODS

USERS
Equipment Simulators
To reproduce real-world conditions For physical and cognitive skills For team training

BENEFITS
Effective for learning and transfer.

LIMITATION
Costly to develop.

Can practice most of the job skills Requires good fidelity.

Games and
Decision-making skills Resembles the job tasks. Highly competitive.

Management training Interpersonal skills

Provides feedback. Presents realistic challenges

Time-consuming May stifle creativity

EXPERIENTIAL TRAINNING METHODS

USERS Case Study or Analysis
Decision making skills Analytical skills Real-world training materials. Criticized as being unable to teach general management skills. Trainers often dominate discussions

BENEFITS
Decision-making practice.

LIMITATION
Must be updated

Communication skills

Active learning

To illustrate diversity of solutions

Good for developing problemsolving skills

Role Play
For changing attitudes To practice skills Gain experience of other roles. Active learning. Initial resistance of trainees. Trainees do not take it seriously

To analyze interpersonal problems

Close to reality

EXPERIENTIAL TRAINNING METHODS

USERS Behavior Modeling
To teach interpersonal skills
To teach cognitive skills Provides feedback. Retention is improved. Can improve self-concept. May be costly to develop

BENEFITS
Allows practice.

LIMITATION
Time-consuming

Sensitivity Training
To enhance selfawareness To allow trainees to see how others see them To improve insights into differences

May be threatening.

Can reduce prejudice.

May have limited generalizability to job situations

Can change interpersonal behaviors