HRM635 Week 4 Discussion

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PowerPoint Presentation for Managing Performance through Training and Development

Adapted by

Alan Saks

University of Toronto

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Chapter 5

Off-the-Job Training Methods

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Learning Outcomes

After reading this chapter, you should be able to:

Explain the difference between instructional methods and instructional media

Compare and contrast the use and effectiveness of different instructional methods

Explain how to design a simulation with high physical and psychological fidelity

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Learning Outcomes

Choose an appropriate instructional method for a training program

Discuss the implications of an aptitude-treatment interaction for training

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Introduction

Instructional methods are the techniques used to stimulate learning

Off-the-job methods take place outside the work setting, usually in a classroom

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Introduction

In Canada and the United States, instructor-led classroom training remains the primary and most popular method of providing training

A survey of Canadian workers found that over one-third of them consider in-house, instructor-led workshops the most valued type of training

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Instructional Methods

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Instructor-led training remains the primary method of providing training in Canada and the U.S.; however, it has been on the decline in the last decade

In 200, 80 percent of all training was delivered in the classroom; today it represents 58 percent

95 percent of Canadian organizations use instructor-led classroom training (Conference Board of Canada)

Over one-third of Canadian workers found instructor-led workshops to be the most valued type of training

Lectures

A training method in which the trainer presents to trainees the content to be learned

Lectures are an effective method for training several types of skills and tasks

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Advantages: large amounts of information can be provided to large groups in a short period of time at minimal expense (efficient), key points can be emphasized and repeated, trainers can be assured that all trainees are hearing the same message, and lectures can also explain what is to follow in the rest of a training session

Drawbacks: not as effective for the development of skills or for changing attitudes; the lecture doesn’t accommodate differences in trainee ability, and all trainees are forced to absorb information at the same rate; trainees are forced to be passive learners with little opportunity to connect content to their own work environment or to receive feedback on their understanding of material

Discussion Method

Two-way communication between the trainer and trainees as well as among trainees

It is one of the primary ways to increase trainee involvement in the learning process

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Group discussion serves 5 purposes:

Helps trainees recognize what they do not know but should know

Provides an opportunity for trainees to get answers to questions

Allows trainees to get advice on matters of concern to them

Allows trainees to share ideas and drive a common wisdom

A way for trainees to learn about one another as people

Advantages include facilitating the exchange of ideas and developing critical thinking skills as well as social and interpersonal skills

However, not effective with large numbers of participants who remain silent or are unable to participate

Case Study Method

A training method in which trainees discuss, analyze, and solve problems based on a real situation

Case studies develop analytical ability, sharpen problem-solving skills, encourage creativity, and improve the organization of thoughts and ideas

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Objectives of case studies: introduce realism into the trainees’ learning; deal with various problems, goals, facts, conditions, and conflicts that often occur in the real world; teach trainees how to make decisions; and teach trainees to be creative and think independently

Case studies teach trainees to think for themselves and develop analytical and problem-solving skills while the trainer functions as a catalyst for learning

Often used in business schools to teach students how to analyze and solve realistic organizational problems

Case Incident Method

A training method in which one problem, concept, or issue is presented for analysis

One of the most accessible ways of adding an experiential or real-world component into a lecture

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No more than one page in length; designed to probe one specific problem, concept, or issue

An accessible way of adding a real-world component into a lecture

Useful when the trainer wants to focus on one topic or concept; because they are short, trainees can read them during a training session and valuable time is not taken up by differences in trainees’ reading speeds

One challenge may occur when some trainees are bothered by the lack of background material, especially for trainees with limited knowledge and work experience

Behaviour Modelling Training (BMT)

Trainees observe a model performing a task and then attempt to imitate the observed behaviour

It is based on social cognitive theory and observational learning

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Builds on material from Chapter 2 regarding the four elements that are critical for observational learning: attention, retention, reproduction, and reinforcement

One of the most widely used and researched training methods

Behaviour Modelling Training (BMT)

Behaviour modelling is based on four principles of learning:

Observation (modelling)

Rehearsal (practise)

Reinforcement (reward)

Transfer

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Observation (modelling)—participants observe a model performing a specific task (live or on video)

Rehearsal (practise)—participants practise the behaviour, one step at a time

Reinforcement (reward)—task is mastered and reinforced with feedback following the performance of each step

Transfer—transfer the learning on the job

Behaviour Modelling Training (BMT)

The effect on skills development is greatest when learning points are used and presented as rules to be followed and when training time is longer

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Observation (modelling)—participants observe a model performing a specific task (live or on video)

Rehearsal (practise)—participants practise the behaviour, one step at a time

Reinforcement (reward)—task is mastered and reinforced with feedback following the performance of each step

Transfer—transfer the learning on the job

Behaviour Modelling Training (BMT)

Transfer of learning on the job is greatest when models displaying positive and negative behaviours are used, trainees are instructed to set goals, trainees’ superiors are trained, and rewards and sanctions are provided for using or failing to use newly learned skills on the job

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Observation (modelling)—participants observe a model performing a specific task (live or on video)

Rehearsal (practise)—participants practise the behaviour, one step at a time

Reinforcement (reward)—task is mastered and reinforced with feedback following the performance of each step

Transfer—transfer the learning on the job

Behaviour Modelling Training (BMT)—Mixed Modelling Strategy

A mixed modelling strategy shows trainees what should be done (a positive model) as well as what should not be done (a negative model)

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This strategy has been shown to be more effective for behavioural generalization (using the trained skills on a task that was different from the training task) than exposing trainees to a positive-only model that only shows what should be done

Refer to The Trainer’s Notebook 5.1 found on page 158

Role Play

Trainees are given the opportunity to practise new behaviours in a safe environment

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Useful for acquiring interpersonal and human relations skills and for changing attitudes

Used in programs such as communication, sales, team building, and leadership development

Role Play

Three phases in the role-play experience:

Development

Enactment

Debriefing

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Development—role play must be developed to achieve its objectives

Enactment—trainees are provided with the role-play information, scenarios, and assigned roles (role players and sometimes an observer)

Debriefing—most important phase of a role play (lasting 2–3 times longer than the role play) where participants discuss their experiences and the outcomes of their role play

Reverse Role Play

Reverse role plays occur when trainees put themselves in another person’s position

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By playing the role of another person, trainees can develop empathy for others and learn what it feels like to be in a particular role

Also refer to The Trainer’s Notebook 5.2, Steps for Effective Role Plays, on page 160

Multiple Role Play

When a role play involves groups of trainees acting out various roles

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By playing the role of another person, trainees can develop empathy for others and learn what it feels like to be in a particular role

Also refer to The Trainer’s Notebook 5.2, Steps for Effective Role Plays, on page 160

Simulations

The use of operating models of physical or social events designed to represent reality

They are models or active representations of work situations that are designed to increase trainee motivation, involvement, and learning

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Designed to increase trainee motivation, involvement, and learning

Sometimes used when training in the real world might involve danger or extreme costs

Widely used in business, education, health care, and the military

For example, Queen’s University’s clinical simulation centre is used to train medical students

Widely used in military and commercial aviation industries

Simulations

Equipment simulators are mechanical devices similar to those employees use on the job, e.g., a flight simulator

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Designed to increase trainee motivation, involvement, and learning

Sometimes used when training in the real world might involve danger or extreme costs

Widely used in business, education, health care, and the military

For example, Queen’s University’s clinical simulation centre is used to train medical students

Widely used in military and commercial aviation industries

Simulations

A successful simulation involves four steps:

Preparing for the simulation

Delivering the simulation

Debriefing the simulation

Following up on the simulation

Simulations should have physical and psychological fidelity

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Designed to increase trainee motivation, involvement, and learning

Sometimes used when training in the real world might involve danger or extreme costs

Widely used in business, education, health care, and the military

For example, Queen’s University’s clinical simulation centre is used to train medical students

Widely used in military and commercial aviation industries

Games

Training methods that involve structured competition which allows trainees to learn specific skills

Games have rules, principles, and a system for scoring

They enhance the learning process by injecting fun and competition, generating energy, and providing opportunities for people to work together

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Games have rules, principles, and a system for scoring

Do not have to represent reality and are often designed to be entertaining

Business games can require people to compete to gain a strategic advantage; can be relatively simple and focus on a functional area such as marketing, HR, or finance

Games incorporate many principles of learning, inject fun and energy, and provide opportunities for people to work together

However, there may be a weak connection to training objectives and an overemphasis on winning (little evidence to suggest skill improvement or increased on-the-job performance)

Games

To be effective, games should:

Be well planned and prepared

Linked to training objectives

Include a debriefing session so that trainees understand the purpose of the game and the critical skills and behaviours to be learned

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Games have rules, principles, and a system for scoring

Do not have to represent reality and are often designed to be entertaining

Business games can require people to compete to gain a strategic advantage; can be relatively simple and focus on a functional area such as marketing, HR, or finance

Games incorporate many principles of learning, inject fun and energy, and provide opportunities for people to work together

However, there may be a weak connection to training objectives and an overemphasis on winning (little evidence to suggest skill improvement or increased on-the-job performance)

Action Learning

A method in which trainees solve real-world problems and accept responsibility for the solution

Problem-based learning requires trainees to solve real or simulated open-ended problems

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Requires trainees to identify problems; develop possible solutions; test these solutions in a real-work, real-time situation; and evaluate the consequences

Reginald Revans, originator of action learning principles, emphasizes that the learner develop skills through responsible involvement in real, complex, and stressful problems

Requires a commitment of energy and time from participants and their managers

More popular in Europe than North America, although some companies have adopted this approach (TD Bank Financial Group has a leadership development program in which action learning plays an integral part)

Action Learning

The goals of action learning are to involve and challenge the trainee, and to move employees from passive observation to identification with the people and the vision of the organization

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Requires trainees to identify problems; develop possible solutions; test these solutions in a real-work, real-time situation; and evaluate the consequences

Reginald Revans, originator of action learning principles, emphasizes that the learner develop skills through responsible involvement in real, complex, and stressful problems

Requires a commitment of energy and time from participants and their managers

Instructional Media

Not an instructional method; instead, the medium or media used to deliver the content and methods

Audio-visual methods include various forms of media used to illustrate key points or demonstrate actions or behaviours and include videos, DVDs, and slides to supplement lectures and discussions

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Provides the ability of the trainer to control the pace of training (a slide or video clip can be used to clarify a concept); trainees receive consistent information; videos can show what is difficult for a trainer to describe

Videos remain one of the most popular forms of instructional media

Choosing an Instructional Method

Dependent upon training objectives and learning outcomes

Cost and resource availability

On-the-job application

Trainer skill and preferences

Trainee preferences and characteristics

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No straightforward answer to the question, What training method is the best?

It will depend on a number of factors including learning objectives, cost and resource availability, on-the-job application, trainer skill and preferences, and trainee preferences and characteristics

Aptitude-Treatment Interaction

Situations in which the effect of a training method on trainees depends on trainee characteristics (e.g., aptitude, self-efficacy, demographics)

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No straightforward answer to the question, What training method is the best?

It will depend on a number of factors including learning objectives, cost and resource availability, on-the-job application, trainer skill and preferences, and trainee preferences and characteristics

Blended Training

The use of a combination of approaches to training, such as classroom training, on-the-job training, and computer technology

A blended delivery approach has a number of benefits

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Blended training combines classroom training, on-the-job training, and computer technology

Becoming more common as it provides a number of benefits: allows participants to learn in ways that work for them; allows multiple learning outcomes to be achieved; increases the possibility that training will be applied on the job

Summary

Described and analyzed nine of the most common instructional methods, with instructional tips to maximize trainee learning and retention

Explored instructional media and how they can be used with instructional methods

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Summary

Reviewed factors with respect to what to consider when choosing training methods

Explored importance of combining methods and using a blended delivery approach

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Key Terms

Action learning

Aptitude

Aptitude–treatment interaction (ATI)

Audio-visual methods

Behaviour modelling training (BMT)

Blended training

Case incident

Case study

Discussion method

Equipment simulators

Flipped classroom

Games

Instructional media

Instructional methods

Lecture

Mixed modelling strategy

Multiple role play

Physical fidelity

Problem-based learning

Psychological fidelity

Reverse role play

Role play

Simulations

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