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67 Cards in this Set
- Front
- Back
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Training Methods |
understand how to use each of the methods to maximize learning. Need to fit learning objectives |
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Types of Training Methods |
· Lecture/Demonstration · Experiential Techniques · On-the-Job · Computer Based Training
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Lecture |
- Most common type of TM - Can be delivered: orally, written, or electronic form
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Presentations Do's |
- Know your content very well - Talk about your content conversationally - Engage trainees - Observe trainee reactions
- Encourage questions and responses - Listen effectively and actively
- Use humor and give interesting examples
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Presentations Don'ts |
- Monotone speech pattern - Have your back to the trainees while talking - Allowing long, non-relevant side tracks - Reading rather than speaking to trainees - Too many space fillers (umm, ahh, ya know, etc.) |
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Demonstrations |
lectures with a “show how to do” component |
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Process of Demonstration includes |
-Break down into logical parts or sequences (have check list) -Explain each step and its objective(s) -Ask for questions after each part -Review and summarize at end |
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Experiential Techniques |
-In Basket -Case Studies -Equipment Simulations -Role playing -Behavior Modeling -Business Games |
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Experiential Learning |
physical and psychological fidelity (firefighter example in class) |
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Aspects of Simulations in Experiential Learning include: |
1. Identical Elements 2. General Principles |
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Identical Element |
o More elements of training program match the actual work setting
o Task and environment similarity |
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General Principles |
o Can’t train every situation o So can focus on general guiding ideas for across situations o Ex “Customer is always right” o Ex. “Quality above all else” |
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Simulation |
Reproduce things that are likely to/similar to what a person has to on the job; Controlled setting where trainees can learn and make mistakes without real world repercussions |
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Number of Types of Simulations |
- In-Basket - Case Studies - Role Playing - Behavior Modeling |
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Business Games |
Can be paper, board, video, computer Should be fun and interesting Make sure you have enough time Before starting make sure trainees Understand objectives Understand rules and procedures Make sure the game allows Trainees to make decisions, examine feedback, make new decisions, receive more feedback, etc. Reflect on and capture lessons learned |
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Keep Training Energized with CPR |
o Content is excellent and relevant o Participation is encouraged o Learning is Reinforced |
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On-the-Job Training |
Learning how to do a job while actually in the field. Usually involves working with an experienced employee who “shows you the ropes”. Very common in small business and manufacturing (75% of manufacturing companies estimate) |
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Job Instruction Technique (JIT) for OTJ Training |
- Behavioral strategy focused on skill development for a job - Process of showing person how to do a job task correctly and getting them to practice task and get feedback - 4 steps: Prepare, Present, Try Out, Follow Up |
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Prepare |
o Break down job into important steps. Have a checklist o Have necessary equipment, materials and supplies ready o Rehearse yourself!! o Put learner at ease |
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Present (Train) |
o Tell trainee the objective and steps involved o Show (demonstrate) trainee how to do the task o Explain the key points o Ask for questions and repeat if trainee seems confused |
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Have Trainee Try-Out |
o Have trainee talk thru & explain steps o Have the trainee do each step o Praise for correct work o Correct mistakes until task is performed correctly |
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Follow-Up |
o Can’t assume worker will have perfectly learned the task o Need to check over time periodically to see how worker is doing o Want to make sure bad or incorrect habits are not developing o Such progress checks will taper off over time |
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Apprenticeships |
-Involves learning on job and classroom instruction -Often learn from a journeyman in a skilled trade -One of the earliest types of training -Often in partnership among unions, employers, schools, and governments |
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Structured On-The-Job Training |
Planned process of developing competencies on units of work by having an experienced employee train a worker at the work setting or a location that closely resembles the work setting. Work one on one with experienced employee who shows new employee how to do a job. Usually focused on particular tasks of a job that a crucial and fit with S-OTJ focus |
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6 step S-OTJ process |
1. Decide whether to use S-OTJ 2. Analyze the Work to be done 3. Develop the S-OTJ Trainers 4. Prepare the S-OTJ Modules 5. Deliver S-OTJ Modules 6. Evaluation and Trouble shoot S-OTJ
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1. Decide whether to use S-OTJ |
·Need to determine if SOTJ is appropriate for problem ·Might be part of larger overall training process ·Make sure trainees are ready for the process ·Important to match training objectives with training method that fits best |
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2. Analyze the Work to be done |
·Good training needs analysis process will have gained much of the needed info ·But from information gained in TNA, need to figure out what tasks are crucial and fit with SOTJ training process ·Can’t train everything! |
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3. Develop the S-OTJ Trainers |
-Success of program will depend heavily on strength of trainer base -Trainers need: o to know job elements well o to know how to explain job task well o have decent skills at teaching material o Must be comfortable in S-OTJ process o Must be motivated to teach |
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4. Prepare the S-OTJ Modules |
-Actual content that will be taught in S-OTJ -Should be very specific behaviors -Usually will include behaviors shown by experienced worker first and then practiced by the trainee |
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5. Deliver S-OTJ Modules |
-Giving the actual training -5 major training events o Prepare the trainee o Present the training o Require a response o Provide feedback o Evaluate performance -Important to make it consistent across trainee |
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6. Evaluation and Trouble shoot S-OTJ |
-Even with a well thought out process can be potential for problems -Need to make sure S-OTJ is working well for what needs to be learned -May need to modify S-OTJ or even potentially use a different training method -We will talk about evaluation processes for all training programs more later in the semester |
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Electronic Based Training |
Training that is mediated in some respect by a computer or other electronic, information processing device. |
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Electronic Based Training |
-Sometimes called Computer Based Training (CBT) -Typically delivered through internet, intranet, or storage device USB, CD, DVD and so on) |
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Reasons why ppl use Electronic Based Training |
Can be used in a wide range of training methods -Lecture -Experiential -On the Job
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Reasons why ppl use Electronic Based Training |
Often helps to deal with problems that hurt face to face methods -Geographic dispersion of workers -Variable work schedules -Insufficient number of qualified trainers -Difficulty in simulating job live |
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Types of Electronic Training |
o Programmed Instruction Base technology for most EBT o Intelligent Tutoring Systems o Interactive Multimedia o Virtual Reality |
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Programmed Instruction |
o Text, graphics, and multimedia enhancements stored in memory and connected to one another electronically o Learning material is grouped into chunks of closely related info. Trainees are presented with a “chunk,” tested for retention o If not retained, trainees referred back to original information o If retained, trainees are referred to the next chunk of information to be learned |
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Intelligent Torturing Systems |
o Provide some of the primary characteristics of a human tutor o Expert systems Monitor trainee knowledge within module Provide adaptive tutoring on the basis of trainee responses Example: Microsoft Excel Help and tutorials to teach users how to utilize different aspects of the program More advanced forms of ITS “learn” the best methods of facilitating the trainee’s learning on the basis of the trainee’s responses |
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Interactive Media |
o Integrates the use of text, video, graphics, photos, animation, and sound to produce a complex training environment with which the trainee interacts o IM can be delivered through most electronic media that have visual and audio capabilities o Cell phones and tablets becoming more important means |
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Virtual Reality |
o An advanced form of computer simulation o Places trainee in a simulated environment that is “virtually” the same as the physical environment o Utilizes PI and ITS o Programs vary in ability to simulate actual reality o Trainee learns by interacting with objects in the electronic environment to achieve some goal |
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Learning Management Systems |
o Track info related to training: o Administration o Enrollment o Training cost o Scheduling of trainers o Employee KSAs o Employees’ training activities o Progress through training o Helps coordinate/organize whole system |
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Development Phase |
Formulating an overall plan for the training program within the constraints of the organization that fulfills the training objectives. Overall focus of training program and how we will teach people stuff! Major aspect of this is the Instructional Strategy |
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Instructional Strategy (Training Plan) |
General guiding document for all aspects of the actual training program. Written document that details all aspects of the training which includes: · Methods · Materials · Equipment · Facilities
· Trainers |
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Program Development Plan |
Once you have an instructional strategy you need to determine what components needs to be developed or obtain; this will include: o Creating actual training material o Trainers o Training aids like manuals and simulations o Choosing actual facilities for the training |
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Things you need to address in the development of your training |
Facilities o Room o Furniture and Set up o Equipment o Trainers & credibility |
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Credibility of Presenter |
-Background and experience in area -Dress and first comments -Presentation style – Prepared, articulate, relaxed, friendly, organized and able to respond appropriately to questions -Make trainees feel at ease and believe presenter knows what they are talking about |
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Ice Breakers |
-An activity at the BEGINNING of training that engages the trainees -Generates energy for the training -Allows trainees to become acquainted with other trainees increasing comfortable. -It should be related to the topic of the training. -Ex. Ask about one part of the job that is difficult -Ex. In an organization you have worked at, what is one thing they should train people in but don’t? |
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Implementation Phase (Purpose) |
-Having built whole training program, implementation phase is focused on testing training program and giving it to trainees -Actually doing the training! -Need to make sure program actually functions smoothly and information is conveyed correctly -Can be done before training begins with dry run as well as during with a pilot |
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Dry-Run (Things to Think About) |
-Rehearsal of the training program -Controlled setting to see if there are issues to be resolved in actual implementation - Can involve only doing parts of overall program and include mid session discussions -Who should be at the dry run? Everyone involved in the training -What do you do at the end of each dry run? Often allow time for people to talk about how dry run went Share notes and perspectives |
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Dry-Run (Things to Think About) |
What happens between the dry run and the actual training? -Often involves correcting any issues that come up How many dry runs do you need to do? -Depends on how well early ones go -Depends on time/money needs, too |
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Dry Runs (Roles to Perform) |
-Trainers -Trainees: Can be selected real potential trainees, veterans of the material, or HR staff -HR Staff: Watch to see how things are running and take notes Keep track of time and monitor |
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Piolet Testing |
-Differs from dry run in that trainees are actually there to be trained -Provides additional input for refining the program -Also potential for pilot trainees to spread positive feedback on program to rest of organization -Check for flow of material and content in normal process -Can test with cross-sectional of workers that will go through program -Make changes before general audience |
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Trainee Personality Types |
-Quiet Trainees -Talkative Trainees -Angry Worker -Comedian |
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Train-the-Trainer |
programs that are designed to introduce new and experienced trainers to fresh methods for creating and managing effective training programs that engage learners. Get the trainer prepared to effectively give the training. Content of the program will vary based on nature of training program and experience of trainer base |
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Inexperienced Trainer |
-Will often be individuals that know a job well but have no or little experience formally training others -Need to understand basics of being an effective trainer AND specifics of particular program - Need to teach them general educational techniques -May need to help people overcome fear of public speaking -Will often involve lots of practice of techniques |
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Experienced Trainer |
-Often have the basic educational skills and public speaking skills -Can lack in depth enough knowledge of specific training area -Can lack experience in new method or particular training method -Will often focus on getting trainer base of new material or knowledge they need to present in new training program |
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Training Evaluation |
Examine the results of a training program |
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Process Evaluation |
Compares the training developed to the actual training given |
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Outcome Evaluation |
How well the training program meet its objectives |
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Outcome Evaluation Types |
-Trainee Reactions -Learning -Behavior (transfer to the job) -Organizational Result |
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Learning |
- Need to access if training material was successfully learned - Did trainee gain needed information? - Will examine the KSAs people were supposed to get from training - Should fit closely with learning objectives of the training program - Can be a knowledge test - Often done at end of training program, can be done by module |
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Behavior (Transfer to the Job) |
- Trainee behaves as they were trained to do - Does the trainee use the training in the actual job? - Can be complex because we can be interested in how behavior has changed and tasks on job can sometimes not be perfectly clear in how they fit trained behavior · Ex. Sales person dealing with different customers · Ex. Loggers |
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So quite a few things can stand in the way of transfer of behavior to workplace |
o Lack of supervisor support o Work group hostility/indifference to training o Lack of opportunity to do trained behaviors o Lack of understanding of value of training (reactions) |
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Organizational Result |
-Cost/Benefit Evaluation -Cost-Effective Evaluation |
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Cost/Benefit Evaluation |
o Compares monetary cost of training to the nonmonetary benefits o What did the organization get out of the program? o Often used when hard to put monetary value on benefits gained from training o Ex. Courtesy training at MacDonalds, Diversity Training Programs, Sexual Harassment Training o Important to note: often there will be some quantitative data that can be looked at- focus on benefit when doesn’t show full picture of value |
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Cost-Effectiveness Evaluation |
o Compares monetary cost of program with financial benefits gained o Did the training program result in benefits more than the program cost? o How much benefit? o We will focus on cost savings o Calculation of actual cost savings due to program o Major methods o Return on Investment |
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Return on Investment |
*Actual savings based on outcomes: Cost of performance prior to training - Cost of performance after training = Performance savings - Cost of Training = Cost Saving *Return on Investment ratio (ROI) = Cost Savings/Cost of Training |
