Traditional Training Methods

Off-the-job Methods

Advantages

Variety of training techniques Learning climate Economy number of trainees Increased costs equipment/space Transfer issues

Disadvantages

Lecture
Advantages

Economical large amounts of information to large numbers of trainees Can be organized/structured/time efficient One-way flow Start up costs Best for cognitive principles, facts rather than skills Stress on verbal and symbolic understanding Ignores individual differences
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Criticisms

Discussion

Advantages

Two-way communication allows feedback, clarification, sharing views Needs skilled discussion leader Time Trainees need common reference point Size of group
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Limitations

Basic Lecture/Discussion Components and Effects on Learning

Learning Process Lecture/Discussion Components 1. Orientation Presenting information so that trainees understand the direction in which the lecture is headed and the organization for getting there. 2. Enthusiasm Presenting information in a manner that conveys the topics importance and inherent value. 3. Variety Use of voice, gestures, various components listed in this table and audiovisual aids. For printed lectures this is minimized. Affected

ATTENTION

ATTENTION

ATTENTION RETENTION: Symbolic coding

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Basic Lecture/Discussion Components and Effects on Learning

Learning Process Lecture/Discussion Components 4. Logical organization Presenting information in a logical order and providing logical transitions between topic areas. 5. Providing explanation Describing facts, concepts and principles in a clear and easily understood manner. 6. Giving 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
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Basic Lecture/Discussion Components and Effects on Learning

Learning Process Lecture/Discussion Components 7. Illustrating Providing clear, interesting and relevant examples of how information can or has been applied (both correctly and incorrectly). 8. Comparing and contrasting 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

Learning Process Lecture/Discussion Components 9. Questioning and Discussing 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. 10. Summarizing Highlighting important concepts covered in a manner that links the topics/ideas together. Affected ATTENTION RETENTION: All areas

RETENTION: Cognitive organization

Discussion Method

To keep discussion focused, initially pose several key questions. The larger the group, the more likely that some participants will dominate and others remain silent. To ensure that everyone has the opportunity to speak, divide participants into smaller units. When any discussion concludes, summarize the main points orally and in writing.

Techniques

1. Small Groups: Size will depend on time and the sensitivity or complexity of the subject. In most cases each group selects a reporter to summarize its discussion. 2. Buzz Groups: Participants discuss in pairs for a limited period. This method is especially effective for articulating ideas in preparation for a general discussion or to give expression to personal response to a film, presentation, or experience. After talking in pairs, couples might be asked to combine in groups of four and compare their opinions

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3. Open Questioning: Facilitators need to develop the skills of keeping the goal of discussion clearly in mind and of asking questions that encourage participation and analysis. Here are some typical forms of open questions: Hypothetical: "What would you do if...?" Speculating: "How might we solve this problem?" Defining: "Can you say more about how that idea would work?" Probing: "Why do you think that?" Clarifying/Summarizing: "Am I right to say that you think...?"
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Rules for Discussion

: One way to help create an environment of trust and mutual respect is to have participants develop "Rules for Discussion": a) Ask participants to think of some principles for discussion, which they think everyone should follow. b) Write all of these suggestions where everyone can see them, combining and simplifying where necessary. If not already mentioned, you might want to suggest some of the following principles: Listen to the person who is speaking; Only one person speaks at a time; Raise your hand to be recognized if you want to say something;

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 Don't interrupt when someone is speaking; When you disagree with someone, make sure that you make a difference between criticizing someone's idea and criticizing the person; Don't laugh when someone is speaking (unless she or he makes a joke!); Encourage everyone to participate. c) Copy the list of rules neatly and hang it where participants can refer, add, or make changes to it as necessary.

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Methods of Discussion

Talk Around / Go Around: The facilitator sets a topic or asks a question and everyone takes turns responding, usually within a set time. Limit the time consistently. Make clear that anyone who doesn't wish to speak may pass. Talking Circle / Word Wheels: Participants are divided in two groups, one sitting in a circle facing outward and the other facing inward so that each person faces someone else. These pairs then exchange views on an announced topic. After a set period, the facilitator asks everyone on the inside to move one seat to the right and discuss with the new person sitting opposite. This process continues until each person has changed views with several others.

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Talking Stick: In this method, derived from Native American tradition, anyone who speaks must be holding a designated object, which could literally be a stick or anything else easily visible and portable. This method builds awareness of sharing the "air time." . Talking Tickets: To provide everyone an equal opportunity to speak, give each participant three "talking tickets," each representing a certain amount of "air time." Once someone has used all her or his tickets, that person has no further opportunities to speak.

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Think-Pair-Share: Participants have time to write or simply think on their own about a critical question; they then link with one other person to discuss and then bring their reflections to the entire group. Write Around: This method is a discussion in written form. Pose a key question and ask everyone to write a response at the top of a page. Each paper is then passed to the person on the right, who reads the first statement and responds to it by writing something below. Repeat the process until three or four people have had a chance to respond. Then pass the papers back to the left so that everyone can see what has been written in this "silent discussion." Because the facilitator does not see what participants write, this method can enable them to express opinions they might wish to keep from the facilitator. 16

In-Basket Technique

Simulation of management decisionmaking In-basket includes various memos, messages, etc. Evaluation based on prioritizing, organizing, types of responses

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In any given in-basket exercise, various definitions may be combined or modified. While the exact competencies will vary, the following competencies will be tested in the in-basket exercise: Planning and Evaluating: Organizes work, sets priorities, determines resource requirements; determines objectives and strategies to achieve them; monitors and evaluates progress against goals. Self-Management (initiative): Show initiatives; sets welldefined and realistic personal goals; monitors progress and is motivated to achieve; manages own time and deals with stress effectively Self-Management (initiative): Show initiatives; sets welldefined and realistic personal goals; monitors progress and is motivated to achieve; manages own time and deals with stress effectively
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Problem Solving and Decision Making (judgment): Identifies problems; gathers, interprets, and evaluates information to determine its accuracy and relevance; generates and evaluates alternatives; makes sound and well-informed decisions; and commits to action to accomplish organizational goals. Managing and Organizing Information: Identifies need for information; analyzes and interprets data in complex situations involving conflicting demands, needs, and priorities; determines its importance, accuracy, and communicates it by a variety of methods.
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Possible contents of an in-tray: Plenty of reading materials (e.g. 20 - 30 items) Telephone messages Emails Organization Charts Policy documents Calendar Memos Letters HR information

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Examples of management activities that you may simulate during the In Tray exercise Assign priorities Identify issues Delegate actions Handle HR issues Resolve conflicts Make decision based on information given Plan actions Answer questions Draft letters / memos
Chapter 6 21

Case Study

Illustrations of concepts to be learned, communication skills, analytical skills, integrate information Critics-lack of realistic complexity, caught up in details, groupthink, limits teaching role of trainer
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Case Studies try to simulate decision making situation that trainees may find at their work place. It reflects the situations and complex problems faced by managers, staff, HR, CEO, etc. The objective of the case study method is to get trainees to apply known concepts and ideologies and ascertain new ones. The case study method emphasize on approach to see a particular problem rather than a solution. Their solutions are not as important as the understanding of advantages and disadvantages.

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Case Study method focuses on:

Building decision making skills

Assessing and developing Knowledge, Skills and Attitudes (KSAs)

Developing communication and interpersonal skills Developing management skills Developing procedural and strategic knowledge

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Advantages

It enables the pooling of the experiences of a group of participants It distributes knowledge and facts It promotes the process of synthesis of several concepts and principles into one multifaceted explanation or plan of action It improves participants skills in problem solving and communication. What is important in the case study method is not that someone comes to know of right answers, but that someone learns different approaches to the problem solving. You start appreciating others point of view and in process change your attitude. Helps in group cooperation and improves 25 interpersonal skills

Role Playing

Act out situation and specific events, develop insights in own and others behaviors, develop interpersonal relationship, empathy Problems with over dramatization, realism, transfer
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Definition

Role play can be defined as a technique in which people are presented with a real or artificial environment and they are exposed with some kind of case or situation and they need to exhibit the same in form of roles. It is a spontaneous human interaction involving realistic human behavior under artificial or stimulated environment .It consists of interviews or series of interview in which the participants or the trainees are provided with a role brief and a set of circumstances which they need to enact.

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Objectives of Role play as a training techniqueIt helps in developing a better understanding of the job 2) It helps in understanding how to handle a particular situation. 3) It helps in developing better understanding of the issue an better decision making 4) It helps in anticipating reaction of other party

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5) It helps in developing communication, management development and leadership quality. 6) It helps in improvement of interpersonal relationship 7) It helps in providing an insight to understanding behavioral patterns of others.

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Salient Features of Role play

Learning by doing- Since in this the participant plays role as per the given circumstances he learns practically and understands the demand or requirement of skill set to resolve or get the task done. b) Learning through imitation while playing the new or the expected role the participant gets the feelings about the other persona and tries his best to include and accrue all traits of the given role. Thus he gets an opportunity to understand, analyze and reflect the other person perception and behavior.

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c)

Learning through observation and feedback This method helps in dual learning .The trainee not only learns and reinforces the concepts by self learning but also develops an understanding about a new role. This approach helps in building good decision making ability, management capacity and leadership overall. Learning though analysis and conceptualization The role played by the trainee helps in analyzing the various skills involve din he role right from domain, conceptual, design or human skills and thus helps in designing a broader understanding and clear outlook towards task.
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areas for selecting role play as training technique

To practice behaviour where new role needs to be assigned to individual or as on anticipated problem situation. * To analyze the problem situation and develop approach and technique to resolve it * To learn insight into motivation and roles of others * To develop new skills and insight on resolving problems * To develop a holistic understanding of the job for present as well as future.
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Types

Multiple Role Play In this type of role play,

all trainees are in groups, with each group acting out the role play simultaneously. After the role play, each group analyzes the interactions and identifies the learning points.

Single Role Play One group of participants

plays the role for the rest, providing demonstrations of situation. Other participants observe the role play, analyze their interactions with one another and learn from the play.

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Role Rotation It starts as a single role play.

After the interaction of participants, the trainer will stop the role play and discuss what happened so far. Then the participants are asked to exchange characters. This method allows a variety of ways to approach the roles.

Spontaneous Role Play In this kind of role

play, one of the trainees plays herself while the other trainees play people with whom the first participant interacted before.

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Brainstorming

Brainstorming is a group creativity technique designed to generate a large number of ideas for the solution of a problem. The method was first popularized in the late 1930s by Alex Faickney Osborn in a book called Applied Imagination. Osborn proposed that groups could double their creative output with brainstorming.

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Ground Rules

Four ground Rules : Focus on quantity: This rule is a means of enhancing divergent production, aiming to facilitate problem solving through the maxim,quantity breeds quality. The assumption is that the greater the number of ideas generated, the greater the chance of producing a radical and effective solution. Withhold criticism: In brainstorming, criticism of ideas generated should be put 'on hold'. Instead, participants should focus on extending or adding to ideas, reserving criticism for a later 'critical stage' of the process. By suspending judgment, participants will feel free to generate unusual ideas.
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Welcome unusual ideas: To get a good and long list of ideas, unusual ideas are welcomed. They can be generated by looking from new perspectives and suspending assumptions. These new ways of thinking may provide better solutions. Combine and improve ideas: Good ideas may be combined to form a single better good idea, as suggested by the slogan "1+1=3". It is believed to stimulate the building of ideas by a process of association.

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Method

Set the problem Before a brainstorming session, it is critical to define the problem. The problem must be clear, not too big, and captured in a specific question such as Create a background memo The background memo is the invitation and informational letter for the participants, containing the session name, problem, time, date, and place. Select participants Create a list of lead questions

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Conducting the Session

A warm-up session, to expose novice participants to the criticism-free environment. A simple problem is brainstormed, for example What should be the CEO retirement present? or What can be improved in Microsoft Windows?. The facilitator presents the problem and gives a further explanation if needed. The facilitator asks the brainstorming group for their ideas. If no ideas are forthcoming, the facilitator suggests a lead to encourage creativity. All participants present their ideas, and the idea collector records them.
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To ensure clarity, participants may elaborate on their ideas. When time is up, the facilitator organizes the ideas based on the topic goal and encourages discussion. Ideas are categorized. The whole list is reviewed to ensure that everyone understands the ideas. Duplicate ideas and obviously infeasible solutions are removed. The facilitator thanks all participants and gives each a token of appreciation.
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Variations

Nominal group technique The nominal group technique is a type of brainstorming that encourages all participants to have an equal say in the process. It is also used to generate a ranked list of ideas. Participants are asked to write their ideas anonymously. Then the moderator collects the ideas and each is voted on by the group. The vote can be as simple as a show of hands in favor of a given idea. This process is called distillation. After distillation, the top ranked ideas may be sent back to the group or to subgroups for further brainstorming.
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Group passing technique Each person in a circular group writes down one idea, and then passes the piece of paper to the next person in a clockwise direction, who adds some thoughts. This continues until everybody gets his or her original piece of paper back. By this time, it is likely that the group will have extensively elaborated on each idea.

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The group may also create an "Idea Book" and post a distribution list or routing slip to the front of the book. On the first page is a description of the problem. The first person to receive the book lists his or her ideas and then routes the book to the next person on the distribution list. The second person can log new ideas or add to the ideas of the previous person. This continues until the distribution list is exhausted. A follow-up "read out" meeting is then held to discuss the ideas logged in the book. This technique takes longer, but it allows individuals time to think deeply about the problem.
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Team idea mapping method This method of brainstorming works by the method of association. It may improve collaboration and increase the quantity of ideas, and is designed so that all attendees participate and no ideas are rejected. The process begins with a well-defined topic. Each participant brainstorms individually, then all the ideas are merged onto one large idea map. During this consolidation phase, participants may discover a common understanding of the issues as they share the meanings behind their ideas. During this sharing, new ideas may arise by the association, and they are added to the map as well. Once all the ideas are captured, the group can prioritize and/or take action. 44

Behavior Modeling

Observe complex behavior, discuss, practice through role playing and feedback Best if can identify with role models Research support

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Audiovisual Methods

Static and dynamic media. telecommunication Portray dynamic and complex events

Illustration of principles Stop action, slow motion Exposure to events not easily found live Organization wide distribution
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On-the-job Methods

Advantages

No special space or equipment Minimize transfer problems/practice what will be doing Earn/produce while learning Relevant reinforcements Learning environment same as working environment
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On-the-job Methods

Disadvantages

Tie up expensive equipment Waste may be high Trainer may not be skilled Pressure of job demands

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On-the-job Methods

Job instruction training Apprenticeship Coaching Mentoring Internship

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Basic Demonstration Components and Their Effects on Learning

DEMONSTRATION COMPONENTS AREAS OF LEANING AFFECTED

PRESENT Tell Demonstrate Explain TRY OUT Learner talks through the task Learner does task and describes what they are doing and why Trainer provides positive/negative feedback Learner practices

Attention, Symbolic Coding and Cognitive Organization

Symbolic Rehearsal and Behavioral Reproduction

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JIT Instruction/Learning Sequence Part 1 of 3

BASICS OF INSTRUCTION PREPARE Break down the job. Prepare an instruction plan. Put the learner at ease. PRESENT Tell. Show. Demonstrate. Explain. AREAS OF LEARNING AFFECTED1 Attention and motivation

Symbolic Coding

Cognitive Organization

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JIT Instruction/Learning Sequence Part 2 of 3

BASICS OF INSTRUCTION TRY OUT Have the learner talk through the job. 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 AREAS OF LEARNING AFFECTED1 Symbolic Rehearsal

Behavioral Reproduction

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JIT Instruction/Learning Sequence Part 3 of 3

BASICS OF INSTRUCTION FOLLOW UP Check progress frequently at first. Tell the learner whom to go to for help. Gradually taper off progress checks. AREAS OF LEARNING AFFECTED1 Behavioral Reproduction

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Training Method Effectiveness at Meeting KSA Objectives Part 1 of 4

Scale:
1= 2= 3= 4= 5= not effective mildly effective moderately effective effective very effective

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Training Method Effectiveness at Meeting KSA Objectives Part 2 of 4

Goal of Training Knowledge Training Methods Lecture: Straighta Discussion Demonstration Comp. Based Text only Simulation
Declarative Procedural Strategic

Skills
Technical Interpersonal

Attitude

3 4 1

2 3 4

1 2 2

1 1 4

1 1 4

3 4 3

5
5

2
3

3
3

a This rating is for lectures delivered orally, printed lectures would be one point higher in each knowledge category
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Training Method Effectiveness at Meeting KSA Objectives Part 3 of 4

Goal of Training Knowledge Training Methods Simulations: Equipment Case studies Business games In-Basket Role play Behavior Model.
Declare Procedural Strategic

Skills
Technical Interpersonal

Attitude

1 3 2 1 1 1

3 2 3 3 2 3

2 4

5
2 2 1 2 4

1 2 2b 2c 4 5

2 3 2 2

5
4 2 3

5d
3

b If the business game is designed for interpersonal skills, this would be a 4. c If multiple in-baskets were used this rating would be 3. d Specifically role reversal.

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Training Method Effectiveness at Meeting KSA Objectives Part 4 of 4

Goal of Training
Knowledge Training Methods OJT JIT Apprentice
Declare Procedura l Strategic

Skills
Technical Interpersonal

Attitude

4 4

4 5

2 2

5
3

Coaching

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