Traditional
Training Methods
Chapter 7
6th Edition
Raymond A. Noe
McGraw-Hill/Irwin
Copyright 2013 by The McGraw-Hill Companies, Inc. All rights reserved.
Learning Objectives
Discuss the strengths and weaknesses of
presentational, hands-on, and group
building training methods
Provide recommendations for effective onthe-job training (OJT)
Develop a case study
Develop a self-directed learning module
Discuss the key components of behavior
modeling training
Explain the conditions necessary for
adventure learning to be effective
Discuss what team training should focus
7-2
Introduction
Traditional training methods
Require an instructor or facilitator
Involve face-to-face interactions
7-3
Presentation Methods
Trainees are passive recipients of information, which may
include:
Facts or information
Processes
Problem-solving methods
Includes lectures and audio-visual techniques
Lecture
Trainers communicate through spoken words
Least expensive and least time-consuming ways to
present information
Easily employed with large groups of trainees
Supports behavior modeling and technology-based
techniques
Disadvantages
Lacks participant involvement, feedback, and
meaningful connection to work environment
7-4
Table 7.1 - Variations of the Lecture
Method
7-5
Presentation Methods
Audiovisual instruction
Used for improving communications,
interviewing, and customer-service skills
Used for illustrating how procedures should
be followed
Disadvantages
Too much content for the trainee to learn
Poor dialogue between the actors hinders
credibility or clarity of the message
Overuse of humor, music, or drama may
make it difficult to understand the
important learning points
7-6
Hands-on Methods
Require trainee to be actively involved in
learning
On-the-job training (OJT)
New or inexperienced employees learn
work by:
Observing peers or managers performing the
job
Advantages
Trying to imitate
their behavior Disadvantages
On-the-job
Customized to the
Managers and peers
Needs less
investment in terms
of time
training (OJT)
or
experiences and
moneyabilities of trainees
Training is immediately
applicable to the job
Save costs
Can be offered at any
time, and trainers will
be available because
may not use the same
process to complete a
task
Managers/Peers may
pass on bad habit as
useful skill
Unstructured OJT can
result in poorly trained
7-7
Table 7.2 - Principles of On-the-Job
Training (OJT)
7-8
Hands-on Methods
An effective OJT program should include:
A policy statement that describes OJT
purpose
Clear specification of who is accountable
for conducting OJT
Review of OJT practices in other
companies
Availability of lesson plans, checklists,
manuals, learning contracts, and
progress reports
Evaluation of employees levels of basic
skills
7-9
Hands-on Methods
Self directed
learning
Advantages
Employees
Take responsibility
for all aspects of
learning
Determine when it
is conducted and
who will be
involved
Trainers serve as
facilitators
Necessary
Allows trainees to learn at
their own pace and receive
feedback about the learning
performance
Requires fewer trainers,
reduces costs associated
with travel and meeting
rooms, and makes multiplesite training more realistic
Provides consistent training
content
Makes it easier for shift
employees to gain access to
steps
to develop effective
training materials
Disadvantages
Trainees must be
motivated to learn on
their own
Higher development
costs
Development time is
longer
self-directed
learning:
Conduct job analysis to identify the tasks that
must be covered
Write trainee-centered learning objectives directly
related to the tasks
Develop the content for the learning package
7-10
Hands-on Methods
Apprenticesh
ip
Work-study
training
method with
both on-thejob and
classroom
training
Advantages
Learners can earn
pay while they learn
Involves effective
learning about why
and how
Results in full-time
employment for
trainees
Meets specific
business training
needs and help
attract talented
employees
Disadvantages
High
development
costs
Increased time
commitment
required of
management and
journey workers
Limited access
for minorities and
women
No guarantee of
full-time
employment
Training results in
narrow focus
7-11
Hands-on Methods
Simulation
Represents a real-life situation
Trainees decisions and the resulting outcomes
mirror what would happen in real work situations
Replicates the physical equipment that employees
use on the job
Is used to teach production, process skills,
management, and interpersonal skills
Case studies
Description about how employees or an organization
dealt with a difficult situation
Trainees are required to:
Analyze and critique the actions taken
Indicate the appropriate actions
Suggest what might have been done differently
Assumes that recall and use knowledge and skills is
better if:
7-12
Hands-on Methods
Appropriate for developing higher order
intellectual skills
Help trainees develop the willingness to take
risks
Case may not actually relate to the work
situation
problemfor
thatCase
the trainee
will
Table
7.5 - or
Process
Development
encounter
7-13
Hands-on Methods
Business games
Require trainees to gather information, analyze
it, and make decisions
Primarily used for management skill
development
Mimic the competitive nature of business
Designed to demonstrate understanding or
application of knowledge, skill, or behavior
Provides several alternative courses of action
Rules limit participant behavior
Table 7.6- Questions to Use When Debriefing A Game
7-14
Hands-on Methods
Role plays: Trainees act out characters assigned
to them
Trainers need to engage in several activities before,
during, and after the role play
Differ from simulations on the basis of:
Response choices available to the trainees
Level of detail of the situation given to trainees
Outcomes of the trainees response
Table 7.7 - Activities for Effective Role Plays
7-15
Hands-on Methods
Behavior modeling
Demonstrates key behaviors to replicate
Provides trainees with the opportunity to practice
the key behaviors
Based on the principles of social learning theory
More appropriate for teaching skills and behaviors
than factual information
Developing behavior modeling training programs
requires determining:
The tasks that are not being adequately
performed due to lack of skill or behavior
The key behaviors that are required to perform
the task.
Key behavior: Set of behaviors that are
necessary to complete a task
7-16
Table 7.8 - Activities in a Behavior
Modeling Training Program
7-17
Hands-on Methods
Modeling display
Key behaviors that the trainees will practice to
develop the same set of behaviors
Characteristics of effective modeling display
Clearly presents key behaviors
Is credible to trainees
Overview of key behaviors is presented
Key behavior is repeated
Review of key behaviors is included
Both positive and negative use of key behaviors
is presented
Application planning: Prepares trainees to use
the key behaviors on the job
Involves identifying specific situations in which to
7-18
use the key behaviors
Group Building Methods
Designed to improve team or group effectiveness
Team: Two or more people with specific roles and
shared responsibilities working to achieve a
common goal
Experiential learning: Four stages are:
Gaining conceptual knowledge and theory
Taking part in a behavioral simulation
Analyzing the activity
Connecting the theory and activity to real-life
situations
Adventure learning
Focuses on the development of teamwork and
leadership skills through structured activities
Includes wilderness training, outdoor training, drum
7-19
circles, and cooking classes
Group Building Methods
To be successful:
Exercises should be related to the types
of skills participants are expected to
develop
After the exercises, a skilled facilitator
should lead a discussion about:
What happened in the exercise
What was learned
How events in the exercise relate to
job situation
How to apply what was learned on the
job
7-20
Group Building Methods
Team training: Designed to improve team
effectiveness
Effective team training helps
Develop procedures to identify and resolve errors
Coordinate information gathering
Three components of team performance:
Knowledge
Attitudes
Behavior
Cross training: Team members understand and
practice each others skills
Coordination training
Sharing information and decision- making
responsibilities to maximize team performance
7-21
Leader training: Training for team manager or
Figure 7.4 - Main Elements of the
Structure of Team Training
7-22
Group Building Methods
Scenario-based training: Places team members
in a realistic context while learning
Guided team self-correction: Emphasizes
continuous learning and knowledge sharing in
teams
Action learning: Teams or work groups:
Solve an actual problem
Commit to an action plan
Are accountable for carrying out the plan
Addresses how to:
Change the business
Better utilize technology
Remove barriers between the customer and
company
7-23
Table 7.10 - Steps in Action
Learning
7-24
Group Building Methods
Six sigma
Quality standard with a goal of no more than 3.4
defects per million processes
Training involves several levels
On completion employees become certified as
green belts, champions, or black belts
Kaizen
Focuses on continuous improvement of business
processes
7-25
Choosing a Training Method
Identify the type of learning outcome
Consider the extent to which the learning
method facilitates
Learning
Transfer of training
Evaluate the related costs
Consider the effectiveness of training method
7-26
Table 7.11- Comparison of Training
Methods
7-27
