Chapter 6

FIAZ QAMER
2 Nov 2013
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Approaches to training delivery Primary categories of classroom training Self-paced training approaches to training delivery Training techniques effectiveness Expertise of a Training module Technology to improve HRD programs Activities involved in implementing an HRD program

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Effective delivery Assessment and design issues

Proper deliver an important need for training has been identified that program objectives have been spelled out

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Training is intended to increase the expertise

of trainees in a particular area It is useful to consider the current level of expertise that trainees possess

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Novice learner may easily get confused or anxious novice trainees generally require more guided or instruction-centered training methods

As existing level of expertise increases, learners become more creative and confident
Training methods also shift more toward exploratory or

experiential methods
Note: Middle arrow

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Fig. 6-2

Expert

More Exploratory, Creative, Focused, Confident. (Memory Association) (Cognitive Flexibility) More Guided, Factual, Confused, Anxious.

Novice (Learning Prerequisites)

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Experiential methods generally require more time to complete than instruction-centered approaches
They are not as commonly used to reach large

numbers of individuals

Individual must first learn what to do (declarative knowledge) before he or she can learn how to do it (procedural knowledge)

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Should first identify where trainees are in terms of this pyramid Provide assistance for all trainees to move up toward an expert level of performance Combined approach is valuable
use of lecture, discussion, case studies, behavior

modeling, role playing, and games or simulations

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On-the-Job (OJT) Classroom approaches Self-paced or individualized approach

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Method On-the-job training (OJT)

Techniques Job instruction training Job rotation Coaching Mentoring

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Method Classroom

Techniques Lecture Conference/Discussion Audiovisual static media (e.g., handouts, books) dynamic media (e.g., DVD, video, film) Telecommunication (e.g., satellite transmission, Internet)

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Method Classroom

Techniques
Experiential techniques case study business games role play behavioral modeling computer-based training (classroombased) networked computer labs/classrooms
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Method
Self-Paced

Techniques
Paper-based training workbooks (e.g., programmed instruction) Computer-based training (nonclassroom-based) computer-aided instruction (e.g., multimedia CDROM), Internet/intranet intelligent computer-aided instruction
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Conducting training at a trainees regular workstation Most employees receive at least some training and coaching on the job Much on-the-job training is conducted informally
without formal structure, planning, or careful

thought
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Generally conducted by an assigned trainer who is

Recognized Rewarded Trained to provide appropriate instructional

techniques

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Supervisors, coworkers, and to a lesser degree, HRD staff members conducted most of the structured OJT programs A majority of organizations provided trainthe-trainer programs for these assigned OJT trainers Top management generally expressed support for structured OJT programs
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OJT facilitates the transfer of learning to the job because the trainee has an immediate opportunity to practice the work tasks on the job.
Transfer of learning is enhanced because the

learning environment is the same as the performance environment

OJT reduces training costs because no training facilities are needed

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Job site may have physical constraints, noise, and other distractions that could inhibit learning Using expensive equipment for training could result in costly damage or disruption of the production schedule

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Using OJT while customers are present may inconvenience them and temporarily reduce the quality of service OJT involving heavy equipment or chemicals may threaten the safety of others who are working in close proximity

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Job Instruction Training (JIT) Job Rotation Coaching Mentoring

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Defined as a sequence of instructional procedures used by the trainer to train employees while they work in their assigned job

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Prepare the worker Present the task Practice Follow-up

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Step 1: Prepare the Worker

Put trainee at ease. Find out what trainee knows. Motivate.

Set up the task.

Preparing the workers is important because they need to know what to expect.

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Step 2: Present the Task

Tell Show Explain Demonstrate

Presenting the task should be carried out in such a way that the trainee understands and can replicate the task

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Step 3: Practice
Have trainee perform the task(s) Have trainee explain the steps Give feedback on

performance Reinforce correct behavior

Practice time is important for the trainee to master a particular set of skills

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Step 4: Follow-up
Have trainee perform on his or her own Encourage questioning Check performance periodically Gradually taper off training

Trainer needs to conduct a follow-up as a way of ensuring that the trainee is making progress

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Cummins Engine Companys approach (Kaizen)

(1) observe work processes in action and identify problems (2) brainstorm possible improvements (3) analyze each improvement option (4) implement improvements (5) analyze results and make adjustments

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Trainee is generally expected to learn more by observing and doing than by receiving instruction Involves a series of assignments to different positions or departments for a specified period Often used for first-level management training
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Between employee and supervisor

Focuses on examining employee performance and

taking actions to
maintain effective performance correct performance problems

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Senior manager is paired with a more junior employee for the purpose of
giving support helping the employee learn the ropes preparing the employee for increasing

responsibility

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Conducted outside of the normal work setting Advantages over OJT:

Use of a variety of training techniques Minimize distractions and create a learning climate

Can accommodate larger numbers of trainees

Disadvantages
Increased costs

Dissimilarity to the job setting

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Lecture Discussion Audiovisual media Experiential methods Computer-based training (classroom-based)

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Oral presentation of information by a subject matter expert to a group of listeners Advantage

efficient way of transmitting factual information

to a large audience

Disadvantages
Lack of sharing info between learners One-way communication

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Trainer has two-way communication with trainees Trainees are in communication with each other

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Direct questions used to illustrate or produce a very narrow response Reflective questions used to make sure the message was received as intended

Open-ended questions used to challenge the trainees to increase their understanding of a specific topic
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Skilled facilitator is needed Sufficient time must be available Trainees need to have a common reference point

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Effective learning is an active experience that challenges the skills, knowledge, and beliefs of participants

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Case Study Business Games and Simulations Role Playing Behavior Modeling Outdoor Education

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Rational problem-solving process that includes:

Identifying and restating important facts Drawing inferences from the facts Stating the problem or problems Developing alternative solutions and then stating

the consequences of each Determining and supporting a course of action

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Intended to develop or refine problemsolving and decision-making skills focus primarily on business management decisions In-Basket Exercise
Assesses ability to establish priorities, plan,

gather relevant information, and make decisions in allotted time

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An in-basket exercise assesses a candidate's ability to perform a manager's job from an administrative perspective. In the exercise, the candidate is confronted with issues and problems that have accumulated in the manager's "in-basket"after returning to work from an extended absence.

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In the role-playing technique, trainees are

Presented with an organizational situation Assigned a role or character in the situation Asked to act out the role with one or more other

trainees

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Trainees observe a model performing a target behavior correctly The follows

Discussion of the key components of the behavior Practicing the target behavior through role

playing Receiving feedback and reinforcement for the behavior they demonstrate

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Work teams being involved with outdoor games, orienteering, rafting, rope courses, etc. Strong focus on group problem solving and team building

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Conducted using either a classroom or an individual, self-paced format Can be almost limitless interplay between instructor-led and individual-based computer training

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Primary advantage CBT has over other methods of training is its interactivity
Mirrors the one-on-one relationship between

student and tutor Provides for immediate feedback

Three approaches
Computer-Aided Instruction (CAI) Intranet training Intelligent CAI

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Intelligent tutoring systems able to discern the learners capability from

the learners response patterns by analyzing the learners errors

Based on Artificial Intelligence

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Consider
objectives to be achieved resources available trainee characteristics and expertise

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Trainee must feel comfortable enough to concentrate and learn OJT- Minimize
Noise Phone calls Production Interruptions

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Seating: establishes a spatial relationship Physical Comfort Level: Not too hot or cold Physical Distractions:

Noise Poor lighting and acoustics Physical barriers Types of desks and chairs Windows and glare Availability of power outlets and equipment
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Determine each trainees capacity and motivation to learn Develop, distribute and use syllabus Establish and enforce class norms Vary presentation methods during each session
Mix lecture, workshop and discussion

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Helps trainer and trainee to know each other and establish rapport Training provides
provides opportunity for participants to network

and get to know their colleagues throughout organization can become an impetus for teamwork and social acceptance for all participants

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Table 6-5

Over-prepareknow your subject matter inside and out, as well as the plan, timing, and flow for your session Your personal appearance (attire and grooming) should be both professional and appropriate to your audience Get the trainees attention early (have a grabber)

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Table 6-5

Your message(s) should be as concise and direct as possible Focus on the trainees concerns rather than your own Ask some initial questions that the trainees can answer, and then continually work for interaction Listen and acknowledge ideas

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Table 6-5

Allow pauses, to encourage quieter trainees to enter into the discussions Create positive behavior through reinforcement, for example, praise people as they learn Direct questions back to people Put people at ease Ask for examples from the trainees experience

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Table 6-5

Share your experiences with the trainees Dont let your slides become your presentation Admit to not knowing an answerlet trainees help you Avoid disputes and making right and wrong judgments

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Table 6-5

Show that you enjoy instructing people

Have fun!

Spend additional time with trainees when necessary Express confidence in trainees Make notes, and follow up on them

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Table 6-5

Use trainees words when writing on the flip chart or board Summarizeprovide learning points and closure to celebrate what trainees have learned

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