TRAINING METHODS

Tshepo Naomi Tumelo, MA.

PSY 405
TRADITIONAL TRAINING
METHODS
WHAT ARE THE TRADITIONAL
TRAINING METHODS?

 Traditional training methods

 Require an instructor or facilitator and involve
face-to-face interaction among trainees.
 Most of the traditional methods can be adapted
for online, virtual reality, mobile learning, or any
new technology.
TRADITIONAL TRAINING
METHODS
• Presentation methods
• Lecture
• Audio-visual techniques
• Hands-on methods
• On-the-job training
• Self-directed learning
• Apprenticeship and vestibule training
• Simulations
• Case studies
• Business games
• Role plays
• Behaviour modelling
TRADITIONAL TRAINING
METHODS

 Group building methods

 Adventure learning
 Team training
 Action learning
PRESENTATION METHODS:
LECTURE

 Trainers communicate through spoken words

what they want the trainees to learn.
 The communication is primarily one-way, from
the trainer to the audience.
 Trainees are passive recipients of information.
 Can be used in combination with other methods.
PRESENTATION METHODS: AUDIO-
VISUAL TECHNIQUES

 Audio-visual instruction includes overhead

projectors, slides and video.
 Video is a popular instructional methods used.
 Trainees are passive recipients of information.
 Can be used in combination with other methods.
HANDS-ON METHODS: ON-THE-
JOB TRAINING (OJT)

 Trainees are required to be actively involved in

the learning.
 OJT refers to new or inexperienced employees
learning in the work setting and during work by
observing experienced workers performing the
job and imitating their behaviour.
 To be effective, a policy is needed to clarify who,
what, when, and for whom can OJT should be
used.
HANDS-ON METHODS: ON-THE-
JOB TRAINING (OJT)

 Consists of 4 steps:
 Prepare the learner
 Demonstrate the task
 Have the worker do the task
 Follow through: put the worker on the job, correcting
and supporting as necessary.
 HANDS-ON METHODS: SELF-
DIRECTED LEARNING

• Employees take responsibility for all aspects of

learning, including when learning takes place
and who will be involved.
• Trainees master predetermined training content
at their own pace without an instructor or trainer.
• Trainer is only available to evaluate training or
respond to questions trainees may have.
• Therefore, the learning process is controlled by
the trainee.
HANDS-ON METHODS:
APPRENTICESHIP AND VESTIBULE
TRAINING

 Apprenticeship:
 A work-study training method with both on-the
and classroom training.
 Once training is complete, apprentice is called a
journey worker (in the US).
 Apprenticeship can be sponsored by individual
companies or by groups of companies.
 It is often regulated by a government.
HANDS-ON METHODS:
APPRENTICESHIP AND VESTIBULE
TRAINING

 Vestibule training
 Generally conducted in places away from the
actual work place with actual workstations
duplicated for training.
 Typical workstation conditions are duplicated with
relevant machines, tools, equipment, raw
materials, etc,
 Instruction on utilising them is imparted to trainees.
 HANDS-ON METHODS:
SIMULATIONS, CASE STUDIES AND
BUSINESS GAMES
• Simulations
• A training methods that represents a real-life
situation, with trainees’ decisions resulting in
outcomes that mirror what would happen on the job.
E.g. training of pilots in a cockpit/flight simulator,
training of drivers in a simulator, etc.
• Case studies
• A case study: A description about how employees or
an organization dealt with a difficult situation.
• Trainees are given the case to analyse and critique
the actions taken, suggesting what might have been
done differently.
 HANDS-ON METHODS:
SIMULATIONS, CASE STUDIES AND
BUSINESS GAMES

• Business games
• Require trainees to gather information, analyse it,
and make decisions.
• Primarily used for management development.
• Games mimic the competitive nature of business.
• Usually involve a contest among trainees or teams
of trainees.
• There must be debriefing at the end of the training
to provide feedback.
HANDS-ON METHODS: ROLE
PLAYS

 Role plays
 Refer to experiences in which trainees take on a
role such as a manager, client, or disgruntled
employees, and explore what is involved in the
role.
 Usually used for interpersonal skills training.
 Some trainees act the assigned roles and the
remaining trainees watch.
HANDS-ON METHODS:
BEHAVIOUR MODELLING

 Behaviour modelling
 Presents trainees with a model who demonstrates
key behaviours to replicate and provide trainees
with the opportunity to practise the key
behaviours.
 Based on social learning theory.
 More appropriate for teaching psychomotor skills
and behaviours than for teaching verbal
information.
HANDS-ON METHODS:
BEHAVIOUR MODELLING
• Typically, behaviour modelling involves:
1. Introduction of topic by the facilitator
2. Presentation of a video that depicts someone
effectively modelling the desired skill or behaviour
3. Group discussion of the effectiveness of the model
in displaying the desired behaviour or skill
4. Actual practice in role-playing of the desired
behaviour by trainees
5. Feedback from the other trainees on the
effectiveness of each trainee in demonstrating the
desired behaviour
 GROUP BUILDING METHODS:
ADVENTURE LEARNING

 An experiential learning method that focuses on

the development of teamwork and leadership
skills through structured activities.
 Includes wilderness training, outdoor training, etc.
 Best suited for developing skills related to group
effectiveness.
 GROUP BUILDING METHODS:
TEAM TRAINING
• Refers to training that is designed to improve
effectiveness.
• Team performance depends on behaviour,
knowledge and attitudes of the members.
• Cross training: instructs each employee to
understand and practise each other’s skills.
• Coordination training: instructs the team in how to
share information and decision-making
responsibility.
• Team leader training: training the team leader to
become an effective facilitator.
GROUP BUILDING METHODS:
ACTION LEARNING

 Action learning involves:

 giving teams an actual work problem,
 having them work on solving it and committing to
an action plan, and
 Holding them account for carrying out the plan.
CHOOSING A TRAINING
METHOD

 The choice should be based on:

 the desired learning outcomes
 the features that facilitate learning and transfer of
learning
 If possible, you may use several methods in a
single training.
TECHNOLOGY-BASED TRAINING
METHODS
TECHNOLOGY’S INFLUENCE ON
TRAINING
• Employees has gained control over when and where they
receive training.
• Employees can access knowledge on an as-needed basis.
• Through the use of avatars and virtual reality, training can
look, feel and sound just like the work environment.
• Employees can choose the type of media (print, sound,
video, etc.)
• Course enrollment, testing and training records can be
handled electronically.
• Training methods such as classroom instruction can be
delivered to trainees wherever they are located.
TECHNOLOGIES USED FOR
TRAINING
• E-learning, online learning, computer-based training
or web-based training
• Training delivered using a computer or web.
• Webcasts/webinars
• Live web-based delivery of instruction to trainees in
different locations.
• Podcasts
• Web-based delivery of audio and video files.
• Mobile learning
• Delivery of training through handheld mobile devices
such as smartphones.
TECHNOLOGIES USED FOR
TRAINING
• Blended learning
• Training is delivered suing a combined technology
and face-to-face instructional delivery.
• Wikis
• Websites that allow man users to create and share
knowledge.
• Distance learning
• Training delivered to trainees in other locations
online or through webcasts often supported by
communications tools such as e-mails, chats or
online discussion boards.
 TECHNOLOGIES USED FOR
TRAINING

• Social media
• Online and mobile technology used to create interactive
communications allowing creation and exchange of user-
generated content.
• Shared workspaces (like Google Docs)
• Space hosted on a web server where people can share
documents.
• Blogs (such as WordPress)
• A webpage where an author posts entries and readers can
comment.
• Microblogs
• Software tools that enable communications in short bursts of
text, links and multimedia through online communities or social
networks.
IS ONLINE LEARNING EFFECTIVE?

• Online instruction is more effective than face-to-

face classroom instruction for teaching
declarative knowledge.
• Web-based instruction and classroom instruction
are equally effective in teaching procedural
knowledge.
• Learners tend to be equally satisfied with both.
• E-learning is not effective for all learners,
especially those with low computer efficacy.
DEVELOPING EFFECTIVE ONLINE
LEARNING

• Needs assessment
• Get management support
• Identify the link between online learning and
business needs.
• Ensure employees have access to technology and
its support systems.
• Consult with IT experts about the system
requirements
• Identify specific training needs
• Where necessary, train learners on computer and
internet basics.
DEVELOPING EFFECTIVE ONLINE
LEARNING

• Create a positive learning experience

• Incorporate learning principles
• Design the course for the available bandwidth
• Use games and simulations
• Allow trainees the opportunity to communicate
and collaborate with one another.
• Make the programme user-friendly
• Provide smooth transitions between instructional
segments.
• Conduct formative evaluation
DEVELOPING EFFECTIVE ONLINE
LEARNING

 Provide time and space under learner control

 Provide learners with control, including the
opportunity to skip sections and modules and the
ability to pause, bookmark, review, and return to
where they left off.
 Give learners dedicated training time to
participate in the online learning.
 LEARNING MANAGEMENT
SYSTEMS (LMS)
• Refers to a technology platform that can be used to
automate the administration, development and
delivery of all of a company’s training programmes.
• Why develop an LMS?
• Helps companies to centralise management of learning
activities.
• Helps to track the number of employees who have
completed courses.
• Helps companies understand the strength and
weaknesses of the employees, including where talent
gaps exist.
FEATURES OF LMS

• Trainee management and reporting

• Training event and resource management
• Online course delivery infrastructure (delivery,
registration, etc.)
• Authoring tools (create course and content)
• Skill assessment
• Professional development management (able to
compare trainee learning against goals, etc.)
• Personalization (target employees through emails,
references, etc.)