Use of Instructional Methods
100
90
80
70
60
50
40
30
20
10
0
97%
79%
42%
41%
76%
38%
50%
13%
51%
2%
Classroom Video Role Play Case Study CD Rom Games Intranet Adventure Internet V.R.
Training Methods

Three categories of training methods:
1. Presentation methods
2. Hands-on methods
3. Group building methods
Presentation Methods

Presentation methods include lectures and
audiovisual techniques
Variations of the Lecture Method
Method
Description
Standard lecture
Trainer talks while trainees listen and absorb
information.
Two or more trainers present different
topics or alternative views of the same topic.
Speaker visits the session for a certain time
period. Primary instruction is conducted by
guest speaker.
Two or more speakers present info. & ask
questions.
Groups of trainees present topics to the class.
Team teaching
Guest speakers
Panels
Student
presentations
Audiovisual Techniques

Audiovisual Techniques includes overheads,
slides, and video
– Example:
» Ethics
» Training
» Video
Hands-On Method

Hands-on methods refer to training methods that
require the trainee to be actively involved in
learning. These methods include:
1. On-the-job training
2. Simulations
3. Case studies
4. Business games
5. Role plays
6. Behavior modeling
On-the-Job Training

Companies spend between $90 and $180 billion
annually on informal on-the-job training. OJT
refers to new or inexperienced employees learning
through observing peers or managers performing
the job and trying to imitate their behavior. OJT
can be useful for:
–
–
–
–
Newly hired employees
Upgrading experienced employees’ skills
Cross-training
Orienting transferred employees
Principles of On-the-Job Training

Preparing for Instruction
1.
2.
3.

Break down the job into
important steps
Prepare materials
Decide how much time
you will devote to OJT
Actual Instruction
1.
2.
3.
Tell the trainee the
objective of the task
Show the trainee how to
do it
Explain key points or
behaviors
4.
5.
6.
7.
8.
Show the trainee how to
do it again
Have the trainee do one or
more single parts of the
task and praise him for
correct reproduction
Have the trainee do the
entire task and praise him
for correct reproduction
If mistakes are made, have
the trainee practice
Praise the trainee for his
success in learning the
task
Self-Directed Learning
Self-directed learning involves having
employees take responsibility for all aspects
of learning – when it is conducted and who
will be involved.
 For example, at Corning Glass, new
engineering graduates participate in an OJT
program called SMART (self-managed,
awareness, responsibility, and technical
competence)

Advantages and Disadvantages of
Self-Directed Learning

Advantages
– Trainees learn at their own pace
– Fewer trainers
– Reduces costs associated with travel & meeting rooms

Disadvantages
– Trainees must be willing and comfortable learning on
their own
– From the company perspective, results in higher
development costs
– Development time is longer
Self-Directed Learning

Steps necessary to develop effective selfdirected learning:
1. Conducting a job analysis
2. Writing trainee-centered learning objectives
directly related to the tasks
3. Developing the content for the learning
package
4. Breaking the content into smaller pieces
(“chunks”)
5. Developing an evaluation package
Apprenticeship

Apprenticeship is a work-study training
method with both on-the-job and classroom
training. To qualify as a registered
apprenticeship program under state or
federal guidelines, at least 144 hours of
classroom instruction and 2,000 hours or
one year, of on-the-job experience are
required.
Simulations
Simulation is a training method that
represents a real-life situation, with trainees’
decisions resulting in outcomes that mirror
what would happen if they were on the job.
 Examples:

– Flight simulation
– AA Flight 965 crash
Case Studies
Case study is a description about how
employees or an organization dealt with a
difficult situation. Trainees are required to
analyze and critique the actions taken,
indicating the appropriate actions and
suggesting what might have been done
differently.
 Example:

– Case study in T & D class for TNA at org. level
Process for Case Development
1.
2.
3.
4.
5.
Identify a story.
Gather information.
Prepare a story outline.
Decide on administrative issues.
Prepare case materials.
Business Games
Business games require trainees to gather
information, analyze it, and make decisions.
Business games are primarily used for
management skill development. Games
stimulate learning because participants are
actively involved and they mimic the
competitive nature of business.
 Example:

– HR games
Role Plays
Role Plays involve having trainees act out
characters assigned to them. Information
regarding the situation (e.g., work or
interpersonal problem) is provided to the
trainees.
 Example:

– MBTI Role Play
Behavior Modeling


Behavior modeling involves presenting trainees
with a model who demonstrates key behaviors to
replicate and provides trainees with the
opportunity to practice the key behaviors.
Examples
– Wait person
– Training video


Observing behaviors behaviors
Vicarious reinforcement
Activities in a Behavior
Modeling Training Program

Introduction
(45 min)
– Present key behaviors using video.
– Give rationale for skill module.
– Trainees discuss experiences in using skill.

Skill Preparation and Development
(2 hr. & 35 min.)
– View model.
– Participate in role plays and practice.
– Receive oral and video feedback on performance of key behaviors.

Application Planning
– Set improvement goals.
– Identify situations to use key behaviors.
– Identify OTJ applications of the key behaviors.
(1 hr.)
Examples of Key Behaviors in
Problem Analysis

Get all relevant information by
– Rephrasing the question or problem
– Listing the key problem issues
– Considering other possible sources of info





Identify possible causes
If necessary, obtain additional info
Evaluate the info. To ensure that all essential
criteria are met
Restate the problem considering new info
Determine what criteria indicate that the problem
or issue is resolved
Group Building Methods


Group building methods refer to training methods
designed to improve team or group effectiveness.
Training is directed at improving the trainees’
skills as well as team effectiveness. Group
building methods involve trainees sharing ideas
and experiences, building group identity,
understanding the dynamics of interpersonal
relationships, and getting to know their own
strengths and weaknesses and those of their coworkers.
Examples:
– Class’s Monday morning pre-exercises
Adventure Learning
Adventure learning focuses on the
development of teamwork and leadership
skills using structured outdoor activities.
Adventure learning is also known as
wilderness training and outdoor training.
 Examples:

– OU ropes courses
Team Training
Team training involves coordinating the
performance of individuals who work
together to achieve a common goal.
 Three components of team performance are:

– Knowledge
– Attitudes
– Behavior
Components of Team
Performance
Team Performance
Behavior
Knowledge
Attitude
Main Elements of the Structure
of Team Training
Methods:
Information-Based
Demonstration-Based
Video
Practice-Based
Guided Practice
Role Play
Tools:
Team Task Analysis
Performance Measurement
Task Simulation & Exercise
Feedback
Principles
Strategies:
Cross-Training
Coordination Training
Team Leader Training
Team Training Objectives
Content
Knowledge
Skills
Attitudes
Action Learning

Action Learning involves giving teams or
work groups an actual problem, having
them work on solving it an committing to
an action plan, and then holding them
accountable for carrying out the plan.