Training Methods

Anuraag Awasthi

Ground Rules
Cell Phones on silent mode - Question & Answers anytime - Keep it Interactive - If there is any urgent call, please silently leave the room, attend the call and come back.
-

Agenda

Training Methods Implementation & Evaluation of Training Programmes

Training Cycle
Assessment

of the Problem / Learning opportunity (Training Need Analysis) Design of an intervention Implementation of the intervention Evaluation of Outcome

Training Methods
Training Methods are selected during Training Design phase and implemented during Implementation phase. The selection of appropriate training methods to meet training objectives becomes more challenging due to the growth of the training industry, increased number of training providers and the rapid advances in technology create an ever-growing number of methods and delivery systems. Instructional methods differ in their ability to influence knowledge, skills and attitudes.

Training Methods
Various

training methods can be divided into approaches - cognitive and behavioral. Cognitive methods provide verbal or written information, demonstrate relationships among concepts, or provide the rules for how to do something. These methods stimulate learning through their impact on cognitive processes and are associated most closely with changes in knowledge and attitudes. Though these types of methods can influence skill development, it is not their strength.

Training Methods
Cognitive Behavioral

Knowledge

Attitude

Skills

Cognitive Methods
The various methods that come under Cognitive approach are: - Lectures - Discussions - Demonstrations - Computer Based Training (CBT) - Intelligent Tutorial System (ITS) - Programmed - Instruction (PI) - Virtual Reality

Behavioral Methods

Behavioral methods allow the trainee to practice behavior in a real or simulated fashion. They stimulate learning through behavior and are best used for skill development and attitude change. Thus, either behavior or cognitive learning methods can effectively be used to change attitudes, though they do so through different means. Cognitive methods are best for knowledge development, and behavioral methods are best for skills.

Behavioral Methods
The various methods that come under Behavioral approach are: - Games And Simulations - Behavior-modeling - Business Games - Case Studies - Equipment Simulators - In-basket Technique - Role Plays

Lectures

Lectures

The lecture is one of the oldest forms of training, second only to demonstrations. Nearly all training programs contain some lecture component and a great many provide some type of demonstration. They possess similar characteristics, but are appropriate for different objectives.

Lectures
The

lecture, printed or oral, is best used to create understanding of a topic or to influence attitudes through education about a topic. In its simplest form, the lecture is merely telling someone about something. Lecture could also be video-taped. When a trainer begins a training session by telling the trainees the objectives, the agenda and the process that will be used in training, the trainer is using the lecture method.

Lectures
Straight Lecture / Lecturette The straight lecture is an extensive presentation of information, which the trainee attempts to absorb. In straight lecture a person (the trainer) speaks to a group (trainees) about a topic. However, the lecture may also take the form of printed text, such as a book. The only difference between a straight lecture and printed text are the lecturers control of the speed at which the material is presented, voice inflexion and body language used to emphasize points, and of course, the visual image of the lecturer.

Lectures
A good

lecture is well organized and begins with an introduction, which lays out the purpose of the lecture and the order in which the topics will be covered. In oral lecture the introduction should cover any rules about interrupting the lecture for questions and opportunity for clarification. The main body of the lecture follows the introduction. This part is logically sequenced. The lecture should conclude with a summary.

Lectures
Introduction - Purpose - Agenda - Rules Body - Topic 1 - Topic 2 - Topic 3 Summary A lecturette is a lecture whose duration is 20 minutes or less, if done orally.

Lectures
During

a straight lecture or lecturette, the trainee does little except listen, observe, and perhaps take notes. Even when done well, it is not an effective technique for learning. However, it is useful when a large number of people must be given a specified set of information. The oral lecture should not contain too many learning points unless printed text accompanies the lecture.

Lectures
A major

concern about the straight lecture method is the inability to identify and correct misunderstandings. When the only training objective is to acquire specific factual information, better learning can be achieved at less cost by putting the information into text or video.

Discussion Method

Discussion Method
The

discussion method uses a lecturette to provide trainees with information that is supported, reinforced, and expanded on through interactions both among the trainees and between the trainer and trainees. The added communication gives it a much greater power then the lecture. Using logically sequenced lecturette, each followed by discussion and questioning, can achieve higher-level knowledge objectives, such as principle learning and problem solving.

Discussion Method
The discussion method provides a two way flow of communication. Verbal and non-verbal feedback from trainees enables the trainer to determine whether the material is understood. Questioning can be done by both the trainees and the trainer. Trainees ask questions when they are thinking about the contents of the training, Trainer asks questions to stimulate thinking about the key areas that are important to know.

Demonstration Method

Demonstration Method
A demonstration is a visual display of how to do something or how something works. To be effective, a demonstration should, at a minimum, be accompanied by a lecture and preferably by a discussion. For an effective demonstration, prepare a lesson plan just like a lecture. (sequentially organize parts of the lesson). For each part tell the trainees what you will be doing so that they focus on the critical aspects of the task; demonstrate the task; explain why it should be performed that way.

Demonstration Method
Demonstration, like the lecture, can be differentiated by the level of involvement of the trainee. As with lecture, the more the trainee is involved, the more learning will occur. To increase the value of demonstration, after the demonstration, do following : - Ask the trainee to talk through the task before actually doing it. - Give the trainee the opportunity to do the task and describe what he or she is doing and why. - Provide feedback, both positive and negative. - Let the learner practice.

Strengths & Limitations of Lectures and Demonstration

Strengths and Limitations of Lectures & Demonstration

Costs (in both training & other resources) - Control of Trainer on material and Process - Types of Learning Objectives (KSA) addressed - Learning Process (How the method activates different social learning theory processes) - Attention - Retention - Behavioral Reproduction - Training Group Characteristics
-

Strengths & Limitations of Lectures and Demonstration

The cost in both financial and other resources required to achieve the training objectives - Development costs related to creating the content and organization of the training - Cost of ancillary materials to facilitate learning - Compensation of trainer and trainee time spent in training - Cost of training facility for the program -Travel, lodging and food for the trainer and trainees -In terms of development & Delivery, printed lectures are most time-efficient, followed by oral lectures, discussions and demonstrations.

Strengths & Limitations of Lectures and Demonstration

How much control the trainer has over the material that will be covered - Lectures, discussions and demonstrations provide a high degree of trainer control over the training process and content. - Trainees have little influence other than what was allowed in the TNA and program design process. - However, as the training becomes more interactive, the control shifts to the trainees. -An advantage of increasing trainee participation in the content is that it increase the amount that is learned.

Strengths & Limitations of Lectures and Demonstration

The type(s) of learning objectives (KSA) addressed - The lecture is most useful when trainees lack declarative knowledge or show attitudes that conflict with the training objectives. The printed or video lecture is more effective because they can be studied in more depth and retained to refresh learning over time. - The discussion method is more effective than the straight lecture for learning higher order knowledge such as concepts and principles and attitude change. - If the training objective is skill improvement, demonstration is more appropriate.

Strengths & Limitations of Lectures and Demonstration

Discussion method is more effective than straight lecture at producing attitude changes. Because attitude consists of a persons beliefs and feelings about an object or event, they can be modified by new learning. - The lecture, specially the discussion, can change employee attitudes by providing new insights, facts and understanding. -The demonstration can also change attitudes.
-

Strengths & Limitations of Lectures and Demonstration

How the method activates different social learning theory processes (Attention, Retention, Behavioral Reproduction) - The lectures, discussions and demonstrations are good at capturing trainee attention, atleast in the short term. -Discussions and Demonstrations are good in ensuring retention. - Even though Demonstrations are good at facilitating behavioral reproduction, lectures and demonstrations may develop attitudes that are supportive of the desired behavior.

Strengths & Limitations of Lectures and Demonstration

Attention Done properly, lectures and demonstrations attract and maintain the attention of trainees. Demonstrations + lecturettes are the best. Printed and video lectures have the benefit that when attention wanes, these can be put down, and restarted later on. An average person processes information at a rate of 400 to 500 words per minute, but a good trainer speaks at about 125 words per minute. Attention begins to decline after 15 to 20 minutes.

Strengths & Limitations of Lectures and Demonstration

Retention - Retention involves symbolic coding, cognitive organization, and symbolic rehearsal. - A symbolic coding system is provided during the lecture when the trainer is describing, explaining, and illustrating the learning points. -The words and actions of the trainer are translated into their symbolic code by the trainees. - The challenge of the trainer is to present the material in a way that the trainers and learners symbolic codes hold the same meaning.

Strengths & Limitations of Lectures and Demonstration

Retention - Organizing the coded information into already existing or new cognitive structures is called cognitive organization. -The organization of information determines the ease of recall and how appropriately it is used. - Demonstrations allow more opportunity for cognitive organization than straight lecture. - Demonstrations by their very nature stimulate symbolic rehearsal.

Strengths & Limitations of Lectures and Demonstration

Behavioral Reproduction -The lecture/discussion approach does not provide for practicing actual behaviors, so it is not appropriate for skill development objectives. - It might be useful in developing attitudes that support using the skills, it is not useful in developing the skills itself. - Demonstration builds practice, hence behavioral reproduction into the training.

Training Group Characteristics

Trainees - For any type of lecture to be effective, the trainees should be at the same general level of intellectual ability and possess about the same level of related content knowledge. - Discussion method allows for more diversity in a training group because the discussion period provides an opportunity for more active learning. - For a demonstration, the training group can be fairly diverse though the trainer must be able to observe each trainee performing the task.

Training Group Characteristics

The size of Training Group - Video or printed lecture have no training group size limitations. - Live lectures can be given to a few to hundreds. - Discussion group should be small enough to give every trainee an opportunity to participate. - A live demonstration can also be done with a fairly large group, as long as everyone can clearly see the demonstration. - A good rule of thumb is to have no more than 5 trainees per trainer when the demonstration involves hands-on practice by trainees.

Computer based Training (CBT)

Computer-based Training (CBT)

Increasing demands for more knowledgeable and skilled employees, coupled with the need to cut costs, put pressure on HR functions to provide training to more and more employees at lower costs. - Computer-based training (CBT) is an alternative to class room training to accomplish these goals. - Computer-based training is very varied in its forms and applications. Broadly CBT is any training that occurs through the use of computer.

Computer-based Training (CBT)

Some reasons for shifting to CBT are : - Reduces trainee learning time - Reduces the cost of training - Provides instructional consistency - Affords privacy of learning (errors can be made without embarrassment) - Allows the trainee to master learning - Is a safe method for learning hazardous tasks - Increases access to training

Programmed - Instruction (PI)

Programmed - Instruction (PI)

Programmed Instruction (PI) is a method of self-paced learning managed by both the trainee and the learning system. (eg. Computer program or text). Although PI can also be used without a computer, today its main use is in CBT. PI is the process of leading a trainee systematically through new information in a way that facilitates the most efficient learning. PI provides the trainee with information, asks a question, and then based on the response or previous few responses, goes to the next level of information, or takes him back to review relevant information.

Programmed - Instruction (PI)

This format allows trainees to move through the material as rapidly as they are capable. - Trainees who show a better grasp of the material (based on their responses) move rapidly through the material. - CBT applies PI techniques within a computerized format to create a learning experience. -PI can also come in book, tape, interactive video, or other formats. -Today 80% of leading edge companies use PI. However, it is not appropriate for all kinds of training needs or situations.
-

Benefits of Programmed Instruction (PI)

Reduced Training time - Decentralization of training - Improvement in morale and desire to learn - Justification for investment - Consists of measurable (tangible) changes in behavior - It is not abstract. It is used to impart skills of relevance on a job. - It helps the top management as PI consists of specific goals of the organization which should be achieved.
-

Intelligent Tutoring System (ITS)

Intelligent Tutoring System (ITS)

ITS is the next generation of PI. It uses artificial intelligence to assist in the tutoring or coaching of the trainee. - ITS learns through trainee responses the best methods of facilitating the trainees learning, and adjusts the level of instruction accordingly. - ITS consists of 5 components : Domain expert, student model, a training session manager, a scenario generator, and a user interface.
-

Intelligent Tutoring System (ITS)

ITS generates instructions that match the individual trainees needs - Communicates and responds to trainee questions - Models the trainees learning processes - Determines what information should follow based on previous trainee responses - Determines trainees levels of understanding of the topic - Improves its strategies for teaching based on the trainees responses
-

Virtual Reality (VR)

Virtual Reality (VR)

Virtual Reality (VR) is an advanced form of computer simulation, placing the trainee in a simulated environment that is virtually the same as physical environment. - VR puts the trainee in an artificial 3-dimensional environment that simulates events and situations that might be experienced on the job. - The trainee psychologically experiences the environment as real. - The trainee learns by interacting with objects in the electronic environment to achieve some goal.
-

Virtual Reality (VR)

The simulation is accomplished by the trainee wearing special equipment such as head gear, gloves, treadmills, and so on, which control what the trainee is able to see, feel, and otherwise sense. Some even have the ability to supply olfactory information. - VR provides trainees with an understanding of the consequences of their actions in the work environment by interpreting and responding to the trainees actions. Sensory devices transmit how the trainee is responding in the virtual workplace to the computer allowing the VR program to respond by changing the environment appropriately.
-

Interactive Multimedia

Interactive Multimedia (IM)

Interactive multi-media (IM) training integrates the use of text, video, graphics, photos, animation and sound to produce a complex training environment with which the trainee interacts. - IM allows trainee to be placed into a real-life job situation, solve a specific problem, and receive immediate feedback as to the effectiveness of the decision made.
-

Interactive Multimedia (IM)

Eg., a program to train physicians allows a medical student to take the medical history of a (hypothetical) patient, conduct an examination and run lab tests. - He may also choose to examine the patients chest and make diagnosis. On clicking on the chest button, he may be able to do visual inspection or listen to palpitation. He would hear the chest sounds. - Based on his diagnosis, the computer would inform the accuracy of the diagnosis. - If the diagnosis is incorrect, the trainee is given an explanation, and moved to supplementary material.
-

Strengths and Limitations of CBT

Costs (in both training & other resources) - Control of Trainer on material and Process - Types of Learning Objectives (KSA) addressed - Learning Process (How the method activates different social learning theory processes) - Attention - Retention - Behavioral Reproduction - Training Group Characteristics
-

Strengths and Limitations of CBT

Costs - In general, the development cost of a CBT is higher than that of other techniques. - These costs are not usually justified for a small number of people, but in situations where the training is not likely to change and where a large number of people need training, it can be a relatively inexpensive alternative to instructor-led training. - A number of studies indicate that CBT learning takes significantly less time.

Strengths and Limitations of CBT

Control of Trainer on Material and Process - The most important advantage of CBT is its control over the content of the material, method of presentation, and movement of the trainee through sequentially structured learning episodes based on previous trainee responses. - CBT is often used as a stand-alone method, hence control over who is actually going through training is lacking.

Strengths and Limitations of CBT

Types of Learning Objectives (KSA) addressed - CBT is best used as a method for enhancing trainees declarative knowledge thru repeated presentation of facts, using a variety of formats and presentation styles. - It can describe when and where to apply knowledge. -It can develop procedural knowledge by providing opportunities to apply this knowledge to various simulated situations. - Limited skill development is possible with CBTs.

Strengths and Limitations of CBT

Learning Process (How the method activates different social learning theory processes) - Attention (CBT is generally seen as more interesting and motivating than instructor led training such as lecture or discussion. Thus, it is good at capturing attention.) - Retention (Because CBT can provide a wide range of audiovisuals, it can be effective in facilitating trainees symbolic coding, cognitive organization and also symbolic rehearsal.

Strengths and Limitations of CBT

Behavioral Reproduction - Unless the material to be learned involves direct interactions with computers or software, it is difficult to provide behavioral reproduction through CBT. - CBT is good at teaching what should be done and providing symbolic rehearsal, but is limited in teaching how to do it.

Strengths and Limitations of CBT

Training Group Characteristics - Typically only one trainee can use a computer at a time which limits the number of trainees trained at a time. - However, with CD/DVD this limitation is gone. - Computer skills are prerequisites for trainees going through CBT.

Questions???

Thanks