training methods - handout 30.07.13

8/22/2019 Training Methods - Handout 30.07.13

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National School of Business Management

B Sc in Business Management (Special) Degree

Module Name: Human Resource Management Module Title BScHRM 3209

Year 3: Semester Two

Gajaba Perera-Gunawardena-Management Consultant

Training Methods 30//07/2013 Introduction

If we do recall the few previous sessions we went through, we should be able to understandthe critical importance of selection of appropriate training methods. We can trace the link starting from training needs analysis (TNA) through to transfer of training.

The TNA identifies the needs. The needs are then converted to three attributes known as KSAs.In developing the training design, we focus on strategies which will help transferring the KSAsto the trainee.

We also recall that the main models of transfer of learning identified three main factorsaffecting transfer in terms of (a) trainee characteristics (b) program design, and (c) Work Environment. If we were to examine the general criteria for selecting appropriate trainingmethods, we could identify this link.

General Selection Criteria

Selecting the appropriate method for a given scenario requires analyzing the circumstances anddetermining the "best fit" for the training. Analyze your training by finding the best answer forthe following set of questions.

The Learning Objective: Will the method most effectively lead the learner toward theaccomplishment of the learning objective.

Learning Outcome: Is the outcome of the objective verbal (memorizing information),behavioral (involving motor skills), cognitive (requiring problem solving), intellectual (relying onconcepts/models) or affective (change in attitude)?

The Learners: Does the method take into account the group size, experience levels, learningstyles and other special characteristics of the group?

The Practical Requirements: Is the method feasible given the physical environment, time(both preparation and presentation), materials and any cost limitations?

As we have already discussed, selection of training methods is a function of many other factorsrelated to:

Training Needs Identified The KSA components



The Training Objectives The Time and Cost constraints And Transfer Factors: The Characteristics of Trainee/s The Work Environment

You may, perhaps wonder why the second factor in Baldwin and Ford, viz., The Training Designis not included. Obviously, training Methods are a part of the Design.

(See Figures 01 & 02)

Commonly Used Training Methods

There are a variety of training methods for employees primarily grouped into two categoriesincluding cognitive and behavioral. Knowing the advantages and disadvantages of each,along with the desired outcomes of the training and the skills of those being trained will

determine which type of training to utilize.

Cognitive methods are based on theoretical training including guidelines and rules. Informationis provided either in verbal or written form and results in increased knowledge or change of mind set.

Let’s take a brief look at a few cognitive methods of employee training.

Lectures

A lecture is one of the least expensive, least time-consuming ways to present a large amount of information efficiently in an organized manner. The lecture format is also useful because it is

easily employed with large groups of trainees. Besides being the primary means tocommunicate large amounts of information, lectures are also used to support other trainingmethods such as behavior modeling and technology-based techniques. For example, a lecturemay be used to communicate information regarding the purpose of the training program,conceptual models, or key behaviors to trainees prior to their receiving training that is moreinteractive and customized to their specific needs.The lecture method has several disadvantages. Lectures tend to lack participant involvement,feedback, and meaningful connection to the work environment —all of which inhibit learning andtransfer of training. Lectures appeal to few of the trainees’ senses because trainees focusprimarily on hearing information. Lectures also make it difficult for the trainer to judge quicklyand efficiently the learners’ level of understanding. To overcome these problems, the lecture isoften supplemented with question-and-answer periods, discussion, video, games, or casestudies. These techniques allow the trainer to build into the lecture more active participation,

job-related examples, and exercises, which facilitate learning and transfer of training.

Demonstrations Just as the name implies, the trainees are shown what to do and how to do it and theresults are known in advance. Sometimes it’s referred to as being ‘spoon feed.’ As thesaying goes, ‘a picture is worth a thousand words’ and this type of visualization trainingprovides that picture.

http://employeetraininghq.com/what-is-employee-training/





This method is highly advantageous in skill training, weather cognitive or physical. Verywidely used in assembly, repair and maintenance work. It could also be used, and are beingused, in behavioral skills such as lecturing, running discussions and negotiations with livemodels. Video and other displays can substitute live models. This is widely used in trainingfashion models.

Discussions simply stated, this provides open communication between trainees among themselves andwith the trainer. So ‘brainstorming’ is incorporated and it’s the trainer’s responsibility to keepdiscussions within a defined set or parameters.

This is also an old method, but still a favorite training method. In order to escape thelimitations of straight lecturing many organizations have adopted guided-discussion type intheir training programs In this method, the participants pool their ideas and experience inattempting to arrive at improved methods of dealing with the problems which are commonsubject of discussion) It may include buzz sessions that divide participants into smallgroups of four or five for intensive discussion. These small groups then report back to the

plenary (full) session with their conclusions or questions. Conference method allows thetrainees to look at the problem from a broader angle. These conferences, however, havecertain limitations. Unless the discussion is directed to the fell needs of the participants thatmay well feel that the whole session is useless.

Behavioral methods of training are interactive and thought provoking, incorporating creativityand open-mindedness.

Some examples of this type of training include:

1. Role playing

Creating a situation where trainees are provided with a set of circumstances and a generalidea of what is to be accomplished. It then allows for a comparison of what is not effectiveversus what is effective and the comparison creates the knowledge imparted. This methodof training may start out a bit slow, but in no time at all it picks up energy and is very livelyand fun for participants.

Role plays have trainees act out characters assigned to them. Information regarding thesituation (e.g., work or interpersonal problem) is provided to the trainees. Role plays differfrom simulations on the basis of response choices available to the trainees and the level of detail of the situation given to trainees. Role plays may provide limited informationregarding the situation, whereas the information provided for simulation is usually quitedetailed. A simulation focuses on physical responses (e.g., pull a lever, move a dial). Role

plays focus on interpersonal responses (e.g., ask for more information, resolve conflict). Ina simulation, the outcome of the trainees’ response depends on a fairly well-defined modelof reality. (If a trainee in a flight simulator decreases the angle of the flaps, that actioninfluences the direction of the aircraft.) In a role play, outcomes depend on the emotional(and subjective) reactions of the other trainees.

2. Case studies - This is sometimes considered cognitive because it’s open discussion aboutsituations, however because it focuses on the behavior portion of outcomes it qualifies as a



behavioral method of training. Examples of real life situations are presented and thebehaviors are examined.

A case study is a description about how employees or an organization dealt with a difficultsituation. Trainees are required to analyze and critique the actions taken, indicating theappropriate actions and suggesting what might have been done differently. A majorassumption of the case study approach is that employees are most likely to recall and useknowledge and skills if they learn through a process of discovery. Cases may be especiallyappropriate for developing higher order intellectual skills such as analysis, synthesis, andevaluation. These skills are often required by managers, physicians, and other professionalemployees. Cases also help trainees develop the willingness to take risks given uncertainoutcomes, based on their analysis of the situation. To use cases effectively, the learningenvironment must give trainees the opportunity to prepare and discuss their case analyses.

Also, face-to-face or electronic communication among trainees must be arranged. Becausetrainee involvement is critical for the effectiveness of the case method, learners must bewilling and able to analyze the case and then communicate and defend their positions.

Business gamesWith this method of training, employees are provided information which describes a specificsituation and then asks the trainees for decisions that will provide the best outcome for thecompany, and how those decisions will impact others inside the company and externally.

Business games require trainees to gather information, analyze it, and make decisions.Business games are primarily used for management skill development. Games stimulatelearning because participants are actively involved and because games mimic thecompetitive nature of business. The types of decisions that participants make in gamesinclude all aspects of management practice: labor relations (agreement in contractnegotiations), ethics, marketing (the price to charge for a new product), and finance

(financing the purchase of new technology).

Typical games have the following characteristics. The game involves a contest amongtrainees or teams of trainees or against an established criterion such as time or quantity.The game is designed to demonstrate an understanding of or application of a knowledge,skill, or behavior. Several alternative courses of action are available to trainees, and traineescan estimate the consequences of each alternative, but only with some uncertainty.Trainees do not know for certain what the consequences of their actions will be because theconsequences are partially based on the decisions of other game participants. Finally, ruleslimit participant behavior.

Though these two methods of training employees are the most widely used others are also

employed including on-the-job training including job instruction, mentoring, and coaching; andoff-the-job training including sensitivity training.



Figure 01

Figure 02

Factors affecting TrainingBaldwin and Ford

(1988) three

groups of

variables

influencing

transfer of

training

Cheng and Ho

(2001)

Holton et al .

(2000)

Trainee

characteristics

Training design

Work

Environment

focus on

motivation as

an influential

variable, beside

trainee

characteristics

and work

environment

added ability as a

separate variable

beside these three

variables

7/30/2013 7

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training methods - handout 30.07.13

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