Training Methods and Transfer of Training
Download as PPTX, PDF0 likes335 views
Training methods can be traditional like presentations, hands-on methods, and group building, or modern using technology. Traditional methods require an instructor and face-to-face interaction while modern methods use e-learning and technology. New technologies allow training to be delivered remotely, be more engaging for learners, and reduce costs. Effective use of technology in training requires considering learner needs, developing interactive content, and providing support for online learners.
Training Methods and Transfer of Training
- 1. Training Methods and Transfer of Training Traditional Methods: Presentation Methods, Hands-on- methods and Group Building Methods Modern Methods: E-Learning and Use of Technology T.T. Baldwin Model of The Transfer Process of Training
- 3. Learning 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
- 4. Introduction Traditional training methods – Require an instructor or facilitator – Involve face-to-face interactions
- 5. Presentation Methods Trainees are passive recipients of information, which may include: – Facts or information – Processes – Problem-solving methods Presentation Methods lectures audio-visual techniques
- 6. 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 Variations of the Lecture Method
- 7. 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
- 8. 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 • Trying to imitate their behavior – Needs less investment in terms of time or money
- 9. On-the-job training (OJT) Advantages Disadvantages • Customized to the experiences and abilities of trainees • Training is immediately applicable to the job • Save costs • Can be offered at any time, and trainers will be available because they are peers • Managers and peers 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 employees
- 10. Principles of On-the-Job Training (OJT)
- 11. 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
- 12. Self directed learning Advantages Disadvantages Employees • Take responsibility for all aspects of learning • Determine when it is conducted and who will be involved Trainers serve as facilitators • 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 multiple-site training more realistic • Provides consistent training content • Makes it easier for shift employees to gain access to training materials • Trainees must be motivated to learn on their own • Higher development costs • Development time is longer
- 13. Apprenticeship Advantages Disadvantages • 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 • 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 expertise
- 14. 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
- 15. 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: • Learnt through the process of discovery – Appropriate for developing higher order intellectual skills – Help trainees develop the willingness to take risks – Case may not actually relate to the work situation or problem that the trainee will encounter
- 16. 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 Questions to Use When Debriefing A Game
- 17. 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 Activities for Effective Role Plays
- 18. 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
- 19. Hands-on Methods
- 20. Table 7.8 - Activities in a Behavior Modeling Training Program
- 21. 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
- 22. Hands-on Methods – Application planning: Prepares trainees to use the key behaviors on the job • Involves identifying specific situations in which to use the key behaviors – 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 – Modeling display: Key behaviors that trainees will practice to develop the same set of behaviors
- 23. 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
- 24. Adventure learning – Focuses on the development of teamwork and leadership skills through structured activities – Includes wilderness training, outdoor training, drum circles, and cooking classes – Develops skills related to group effectiveness 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
- 25. 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
- 26. Group Building Methods Cross training: Team members understand and practice each other’s skills Coordination training – Sharing information and decision- making responsibilities to maximize team performance Leader training: Training for team manager or facilitator Scenario-based training: Places team members in a realistic context while learning Guided team self-correction: Emphasizes continuous learning and knowledge sharing in teams
- 27. Group Building Methods 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 – Develop global leaders
- 28. 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
- 29. Comparison of Training Methods
- 31. Learning Objectives • Explain how new technologies are influencing training • Evaluate a web-based training site • Explain how learning and transfer of training are enhanced by new training technologies • Explain the strengths and limitations of e-learning, mobile learning training methods (such as iPads), and simulations • Explain the different types of social media and the conditions conducive to their use for training
- 32. Learning Objectives Describe to a manager the different types of distance learning Recommend what should be included in an electronic performance support system Compare and contrast the strengths and weaknesses of traditional training methods versus those of technology-based training methods Identify and explain the benefits of learning management systems
- 33. Technology’s Influence on Training and Learning New technologies have made it possible to: – Reduce costs associated with delivering training – Increase effectiveness of the learning environment – Help training contribute to business goals
- 34. New Technologies Used for Training
- 35. cont.
- 36. Benefits of Technology Employees can gain control over when and where they receive training Employees can access knowledge and expert systems on an as-needed basis The learning environment can look, feel, and sound just like the work environment Employees can choose the type of media they want to use in a training program Paperwork and time needed for administrative activities is reduced Employees’ accomplishments during training can be monitored Traditional training methods can be delivered to trainees rather than requiring them to come to a central training location
- 37. Technology and Collaboration Digital collaboration: Use of technology to enhance and extend employees’ abilities to work together regardless of their geographic proximity – Requires a computer, tablet, or phone with a web browser or app, but collaborative Types – Synchronous communication: Trainers, experts, and learners interact with each other live and in real time, the same way they would in face-to-face classroom instruction – Asynchronous communication: Non-real-time interactions
- 39. Computer-Based Training, Online Learning, Web-Based Training, E-learning Refers to instruction and delivery of training by computer through the Internet or the web Include and integrate into instruction text: – Interaction using simulations and games, and video – Collaboration using blogs, wikis, and social networks – Hyperlinks to additional resources In some types of CBT training: – Content is provided stand-alone using software or DVDs with no connection to the Internet • Online learning, e-learning, and web-based training include delivery of instruction using the Internet or web
- 40. Potential Features of E-learning
- 42. Research Results Regarding the Effectiveness of Online Learning
- 43. Tips for Developing Effective Online Learning
- 44. Developing Effective Online Learning Needs assessment - Includes getting management to support online learning – Bandwidth: The number of bytes and bits (information) that can travel between computers per second – Plug-ins: Additional software that needs to be loaded on the computer to listen to sound, watch video, or perform other functions Creating a positive online learning experience Rapid prototyping: An iterative process in which initial design ideas are proposed and provided in rough form in an online working prototype that is reviewed and refined by design team members Repurposing: Directly translating an instructor-led, face-to- face training program to an online format
- 45. Developing Effective Online Learning Learner control: Giving trainees the option to learn actively through: – Self-pacing – Exercises – Exploring links to other material – Conversations with other trainees and experts
- 46. Providing Time and Space for Online Learning Given the work demands that employees face, trainees need incentives to complete online learning – Presenting cash awards and merchandise – Certifying programs to ensure that online courses are completed
- 47. Technology for Collaboration and Linking Hyperlinks: Links that allow a trainee to access other websites that include: – Printed materials – Communications links to experts, trainers, and other learners Learning with and creating a network with peers an important aspect for some employees – Prefer instructor-led face-to-face instruction over online learning
- 48. Social Media: Wikis, Blogs, Microblogs, and Social Networks Online and mobile technology used to create interactive communications allowing the creation and exchange of user-generated content Useful for: – Providing links to resources related to new learning content – Helping determine future training needs reinforcing and sustaining learning – Being used as a coaching and mentoring tool – Linking learners through a formal training event – Engaging Generation X and millennial employees – Providing content before a face-to-face learning event
- 49. Social Media: Blogs A webpage where an author posts entries and readers can comment – Personal blogs - Written by one person – Company blogs - Used for marketing and branding purposes – Topic blogs - Focus on a specific topic area – Video blogs and mobile device blog
- 50. Social Media: Wikis and Microblogs Wiki: A website that allows many users to create, edit, and update content and share knowledge Microblog: Software tools like Twitter – Enable communications in short bursts of text, links, and multimedia through: • Stand-alone applications, online communities or social networks – Shared media: Audio or video such as YouTube that can be accessed and shared with others
- 51. Factors to Consider in Deciding to Use Social Media for Training and Learning
- 52. Blended Learning Combines online learning, face-to-face instruction, and other methods for distributing learning content and instruction – Provides increased learner control – Allows for self-directedness – Requires learners to take more responsibility for their learning – More face-to-face social interaction – Ensures a dedicated learning environment
- 53. Types of Simulations Avatars: Computer depictions of humans that are used as: Imaginary coaches Coworkers Customers in simulations
- 54. Simulations and Games Advantages Disadvantages • Eliminate need to travel to a central training location • Get trainees involved in learning, and are emotionally engaging • Provide a consistent message of what needs to be learned • Put employees in situations that would be dangerous in the real world • Result in positive outcomes as shorter training times and increased ROI • High development costs • Trainees may not be comfortable in learning situations that lack human contact
- 55. Virtual Reality A computer-based technology that provides trainees with a three-dimensional learning experience Advantages: Allows trainees to practice dangerous tasks without putting themselves or others in danger More memory available for learning Disadvantages: Poor equipment that results in a reduced sense of presence Poor presence may result in the trainee experiencing simulator sickness
- 56. Virtual Worlds Computer-based, simulated online three-dimensional representations of the real world where learning programs or experiences can be hosted Advantages Imitates an actual workplace without any harm Provides a place to meet with trainers, managers, or other employees who can serve as teachers Disadvantages Lack of ease of use for first-time users Potential risk of a difficult keyboard and mouse interface High investment of time and money Lack of evidence supporting effectiveness
- 57. Mobile Technology Consists of: – Wireless transmission systems - Wi-Fi and Bluetooth – Mobile devices - PDAs, smartphones – Software applications related to processing audio files, word processing, spreadsheets, Internet, e-mail, and instant messaging
- 58. Mobile Learning Training delivered using a mobile device such as a smartphone, netbook, notebook computer, or iPad Involves: – Formal learning - Include e-learning courses, podcasts, or videos on the mobile device – Informal learning - Engaging in communication and messaging via Twitter, blogs, or Facebook Apps: Applications designed specifically for smartphones and tablet computers
- 59. Intelligent Tutoring Systems (ITS ) Instructional systems that use artificial intelligence Three types of ITS environments: – Tutoring - Increases trainee understanding of a content domain – Coaching - Provides trainees with flexibility to practice skills in artificial environments – Empowering - Refers to the student’s ability to explore the content of the training program freely
- 60. Intelligent Tutoring Systems (ITS ) Different from other technologies: – Has the ability to match instruction to individual student needs – Can communicate and respond to the student – Can model the trainee’s learning process – Can decide, on basis of a trainee’s previous performance, what information to provide – Can make decisions about trainee’s level of understanding – Can complete a self-assessment resulting in a modification of its teaching process
- 61. Components of Intelligent Tutoring Systems
- 62. Distance Learning Involves two types of technology: – Teleconferencing: Synchronous exchange of audio, video, and/or text between two or more individuals or groups at two or more locations • Virtual classroom: Using a computer and the Internet to distribute instructor-led training to geographically dispersed employees Distance Learning: Used by geographically dispersed companies to provide information about new products, policies, or procedures, as well as deliver skills training and expert lectures to field location
- 63. Distance Learning – Interactive distance learning (IDL): Uses satellite technology to broadcast programs to different locations and allows trainees to respond to questions posed during the training program using a keypad • Webcasting: Involves instruction that is provided online through live broadcasts
- 64. Distance Learning Advantages – Company saves on travel costs – Allows employees in geographically dispersed sites to receive training from experts who would not otherwise be available to visit each location Disadvantages – Lack of interaction between the trainer and the audience – Technology failures – Unprepared trainers
- 65. Conditions When Training Support Technologies are Most Needed
- 66. Technologies for Training Support Expert systems: Technology (usually software) that organizes and applies the knowledge of human experts to specific problems Three elements: – Knowledge base – Decision-making capability – User interface Electronic Performance Support Systems (EPSSs): An electronic infrastructure that captures, stores, and distributes individual and corporate knowledge assets throughout an organization To enable individuals to achieve required levels of performance in the fastest possible time and with a minimum of support from other people
- 67. Technologies for Training Support The typical EPSS includes: – An assistant to automate tasks and lighten the workload – A librarian to provide task-specific information – A teacher to guide the user through the process step by step – An advisor to provide expert advice
- 68. Learning Management Systems: Systems for Training Delivery, Support, and Administration A technology platform that can be used to automate the administration, development, and delivery of all of a company’s training programs
- 69. Features of LMSs
- 70. Why Develop an LMS? Important for human capital management – Human capital management: Integrates training with all aspects of the human resource function to determine how: • Training dollars are spent • Training expenses translate into business dollars for the company
- 71. Why Develop an LMS? Major reasons companies adopt an LMS: – Centralize management of learning activities – Track regulatory compliance – Measure training usage – Measure employee performance
- 72. Developing an LMS Senior management needs to be convinced that an LMS will: – Benefit employees – Improve business functions – Contribute to overall business strategies and goals The company must have an e-learning culture The online learning environment needs to be under the control of the learner
- 73. Comparison of Technology-Based Training Methods
- 74. Choosing New Technology Training Methods Advantages of these methods: – Cost savings due to training being accessible to employees at their home or office – Reduced number of trainers needed – Reduced costs associated with employees traveling to a central training location (e.g., airfare, food, and lodging)
- 75. Choosing New Technology Training Methods Should be considered when: – Sufficient budget and resources are provided – Trainees are geographically dispersed – Trainees are comfortable using technology – It is a part of the company’s business strategy and suits its culture – Employees have limited or no time for training – Current training methods allow limited time for practice, feedback, and assessment – Its use fits into the organizational culture or business strategy
- 76. Transfer of Training Trainees effectively and continually applying what they learned in training on their jobs The work environment plays an important role in ensuring that transfer of training occurs Transfer of training is also influenced by: – trainee characteristics – training design
- 77. T.T. Baldwin Model of The Transfer Process of Training Trainee Characteristics Training Design Work Environment Motivation Ability Create a Learning Environment Apply Theories of Transfer Use Self-Management Strategies Climate for Transfer Management and Peer Support Opportunity to Perform Technological Support Learning Retention Generalization and Maintenance Based in part on Salas, Cannon-Bowers, Rhodenizer, & Bowers, 1999 & Baldwin & Ford, 1988.
- 78. Figure 5.1 presents a model of the transfer process. This model is useful for considering what you can do to ensure that trainee characteristics, training design, and the work envi-ronment are conducive to transfer of training. The chapter is organized based on this model. As the model shows, transfer of training includes both the generalization of train-ing to the job and the maintenance of learned material. Generalization refers to a trainee’s ability to apply learned capabilities (verbal knowledge, motor skills, etc.) to on-the-job work problems and situations that are similar but not identical to those problems and situ-ations encountered in the learning environment. Maintenance refers to the process of con-tinuing to