Human resources essay ( 450 words )
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Chapter07.pptxCHAPTER 7
Traditional training methods
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objectives
Discuss the strengths and weaknesses of presentational, hands-on, and group building training methods
Provide recommendations for effective on-the-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 on to improve team performance
70-20-10 Model
70 percent of learning derives from job-related experiences
20 percent of learning derives from interactions with others
10 percent of learning derives from formal educational events
A learning system (1)
Guided Competency Learning
well defined competencies trained via lecture and online methods
Social Competency Learning
well defined competencies learned via mentoring, job experiences, and coaching
A learning system (2)
Guided Contextual Learning
context dependent competencies trained via simulation, on-the-job training, behavior modeling, and experiential learning
Social Contextual Learning
context dependent competencies learned via social media and informal interactions through others
Jump to TRADITIONAL TRAINING METHODS Long Description
Traditional Training Methods
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Lecture (1)
Lectures may have different formats
Standard lecture—trainer speaks and trainees listen
Team teaching—two or more trainers present
Guest speakers
Panel—multiple speakers present and ask questions
Student presentations—groups of trainees present
Lecture (2)
Advantages
relatively inexpensive and efficient for large groups
useful when the instructor is the main knowledge holder
Disadvantages
passive
potentially weak connection to the work environment
Audiovisual
Includes overheads, slides, and video
Video is highly popular, but rarely used alone
Video can be effective for illustrating communication skills, interviewing skills, customer-service skills, and step-by-step procedures
Video
Advantages
can demonstrate content that cannot be easily demonstrated live
provides consistency
useful complement to other methods
Disadvantages
creative approach may be weak
may become obsolete
passive
On-the-Job Training (OJT) (1)
Involves learning by observing others and emulating their behavior
Considered informal because it does not occur in a classroom and because managers or coworkers are trainers
Useful for training new employees, upgrading experienced employees’ skills, and cross-training
On-the-Job Training (OJT) (2)
Advantages
requires less time and cost than formal training
customized and offered at any time
focuses on actual job content
Disadvantages
may be inconsistent
bad habits may be passed on
Enhancing OJT
Break tasks down into important steps
Prepare resources and support
Show trainees how to perform the task and explain key points
Have the trainee practice small parts and then entire tasks
Provide feedback
Have the trainee practice until accurate reproduction is achieved
Note: Not all strategies are listed.
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Self-Directed Learning (1)
Places complete responsibility for learning on the learner, including when learning will take place and with whom
Content is pre-determined, but trainees can learn the content at their own pace and in their own way
Trainers should be available to answer questions and facilitate learning
Note: Not all strategies are listed.
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Self-Directed Learning (2)
Advantages
flexibility for trainees
fewer trainers, facilities, and resources required
consistent training content
Disadvantages
may place too much responsibility on learners
may be costly
Developing Self-Directed Learning
Conduct a job analysis to identify the tasks
Write trainee-centered learning objectives
Develop the content for a learning packet
Break content into small chunks
Develop an evaluation package
Apprenticeships (1)
Work-study type training involving on-the-job and classroom training
Typically sponsored by a company or trade union
Common in skilled trades, such as carpentry, plumbing, and welding
Apprenticeships (2)
Trainee advantages
earn pay while they learn
wages increase as skills improve
competitive job offers
Trainee disadvantages
historically restricted access to women and minorities
Apprenticeships (3)
Employer advantages
meet specific business needs
attract talented employees
trainees are skilled and motivated
Employer disadvantages
costly
potentially narrow skill set
Simulations (1)
Training method that represents a real-life situation where trainees’ decisions result in outcomes that mirror what would happen on the job
The best simulations have a high degree of identical elements
Simulations (2)
Advantages
highly realistic hands-on practice
allow trainees to make mistakes
Disadvantages
potentially expensive to develop
may be difficult to incorporate identical elements
Case Study (1)
In-depth scenario on how employees or an organization dealt with a difficult situation
Trainees are required to analyze and critique the actions taken, indicate appropriate actions, and suggest what should have been done differently
Individuals learn through a process of discovery
Case Study (2)
Advantages
useful for developing intellectual skills
engaging for learners
Disadvantages
trainees must be highly motivated and have a degree of expertise
recommendations are merely hypothetical
Jump to STEPS IN DEVELOPING CASE STUDIES Long Description
STEPS IN DEVELOPING Case Studies
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Business Games (1)
Common characteristics of games:
involve a contest or competition
designed to demonstrate an application of a knowledge or skill
alternative courses of action are available
trainees do not know for certain the consequences of their actions
rules limit participant behavior
Business Games (2)
Advantages
can be used for training that would otherwise involve risk of accident or high cost
active involvement
Disadvantages
difficult to develop
not always realistic
trainees must be motivated
Role Plays (1)
Require trainees take on a role, such as a manager or disgruntled employee, and explore what is involved in the role
Often included in programs focused on the development of interpersonal skills
Role Plays (2)
Advantages
allow trainees to practice skills
trainees are engaged
Disadvantages
trainees may not always take role playing seriously
scenarios may not be realistic
Enhancing Role Plays
Explain the background and context
Provide a script with sufficient detail
Arrange the room so other trainees can see
Provide observation sheets and checklists that highlight key issues
Provide sufficient time to debrief and provide feedback
Behavior Modeling (1)
Hands-on method that involves presenting to trainees a model, highlighting the key aspects of the model, practice, and feedback
Based on social learning theory
Highly effective for interpersonal skills
Behavior Modeling (2)
Advantages
hands-on practice
highly effective in promoting transfer
Disadvantages
potentially time consuming to implement
Effective Modeling Displays
Clear presentation of the key behaviors
A model that is credible to trainees
An overview of the behaviors
Repetition of each behavior
A review of the behaviors
Models using the behaviors correctly and incorrectly
Adventure Learning (1)
Method aimed at developing teamwork, leadership skills, and self-awareness
Activities range from highly strenuous and challenging ones, such as mountain climbing, to less challenging ones, such as rope courses
Exercises must be related to a specific learning objective
Adventure Learning (2)
Advantages
trainees interact and build relationships
can be self-enlightening and invigorating
Disadvantages
potential physical harm
costly
not all trainees may be motivated
Team Training (1)
Three key aspects of team performance
Behavior—teams must communicate, coordinate, adapt, and complete complex tasks
Knowledge—teams must have “mental models” that allow them to function effectively
Attitudes—members must have favorable attitudes toward each other
Team Training (2)
Advantages
when properly designed, team training generally results in more effective teams
Disadvantages
potentially costly
time consuming
Jump to THE STRUCTURE OF TEAM TRAINING Long Description
the Structure of Team Training
Action Learning (1)
Involves assigning teams an actual problem, committing to an action plan, and holding them accountable
Used to solve important problems, develop leaders, build teams, and transform organizational cultures
Action Learning (2)
Advantages
highly interactive and engaging
highly effective in developing the target skills and promoting transfer
Disadvantages
requires trainees with a high level of ability
Choosing a Method
A variety of considerations should be taken into account
The learning outcome (which is most important)
The learning environment
Transfer of training considerations
Cost
Overall effectiveness
General Trends
There is considerable overlap in learning outcomes across methods
Hands-on methods are more effective than presentation methods
Presentation methods are less expensive
Where possible, use multiple methods to capitalize on the strengths of each
Appendix of Image Long Descriptions
Traditional Training Methods Long Description
Jump back to TRADITIONAL TRAINING METHODS
This slide presents different traditional training methods in different boxes (from left to right, top to bottom):
Lecture
Audiovisual
On-the-job Training
Self-Directed Learning
Apprenticeship
Simulations
Case Studies
Business Games
Role Plays
Behavior Modeling
Adventure Learning
Team Training
Action Learning
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STEPS IN DEVELOPING Case Studies Long Description
Jump back to STEPS IN DEVELOPING CASE STUDIES
This slide presents the steps in developing a case study with an arrow (from left to right):
Identify a story
Gather information
Prepare a story outline
Decide on administrative issues
Prepare case materials
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the Structure of Team Training Long Description
Jump back to THE STRUCTURE OF TEAM TRAINING
This flowchart depicts the elements of team training.
There is a rectangular box on the left that is labeled tools. Five points are listed under this heading, and they read as follows:
Team task analysis.
Performance measurement.
Task simulation and exercises.
Feedback.
Principles.
There is another rectangular box on the right that is labeled methods. The points listed under this heading read as follows:
Information-based.
Demonstration-based (video).
Practice-based (guided practice and role play).
An arrow arises from the right side of the box labeled tools and leads to the box labeled methods.
An arrow arises from the bottom of each of these boxes. These arrows converge to point at an oval structure that is labeled strategies. The points listed under this heading read as follows:
Cross training.
Coordination training.
Team leader training.
A downward-pointing arrow arises from the bottom of this structure and leads to a rectangular box that is labeled team training objectives. An arrow arises from the bottom of this box and leads to another rectangular box that is labeled content. The points listed under this heading read as follows:
Knowledge.
Skills.
Attitudes.
A double-ended arrow connects the boxes labeled tools and content. Another double-ended arrow connects the box labeled content with the box labeled methods.
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