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Training & Development > Chapter 6: Off-the-Job Training Methods > Flashcards

Chapter 6: Off-the-Job Training Methods Flashcards

1
Q

Instructional Methods

A

Techniques used to stimulate learning.

  • usually take place in a classroom or formal setting for the purpose of learning.
  • can be incorporated into computer-based training
  • individual instructional methods are combined to create a “program” or “course” ==> referred to as training session, seminar, workshop, symposium, or conference
  • methods vary in degree of trainee involvement
  • the most widely used method of training in Canada and U.S.
  • in Canada, 80% of all training takes place in a classroom setting (but represents only 58% of training)
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2
Q

How many Instructional Methods are there? List them.

A

9 Instructional Methods:

  1. Lecture
  2. Discussion
  3. Case Study
  4. Case Incident
  5. Behaviour Modelling
  6. Role Play
  7. Simulations
  8. Games
  9. Action Learning
  • workshop (eg. “motivational interview”)
  • experiential modelling (eg. visit other sites)
  • coursework/seminar (eg. env’tal regulations)
  • course (eg. First Aid)
  • training sessions (eg. CPI: Crisis prevention & intervention)
  • conference (eg. H & S Petroleum gas)
  • PD: Professional Development (eg. special education)
  • computer simulations (eg. scenarios and Q & A)
  • lecture & simulation (eg. AODA real life)
  • orientation (eg. 3 days off site, job breakdown)
  • school program (eg. lecture, program)
  • team building - off-site
  • field trip - visit/observe
  • group work
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3
Q

Lecture Method

A

Trainer organizes content and presents orally

  • unidirectional flow of info from trainer to trainee
  • effective for training several types of skills and tasks
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4
Q

What are the advantages of the Lecture Method?

A
  1. Large amounts of info can be provided to large groups of trainees in a relatively short period of time at a minimal expense –> efficient
  2. Key points can be emphasized an repeated
  3. Trainees are all hearing the same message (useful when info is extremely important)
  4. Explain to trainees what is to follow in the rest of a training session
  5. Trainers are comfortable and familiar with this method
  6. Requires little participation
  7. Useful for the acquisition of declarative knowledge
  8. Immediate recall
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5
Q

What are the disadvantages of the Lecture Method?

A
  1. Not effective for the development of skills
  2. Not effective for changing attitudes
  3. Does not accommodate differences in trainee ability ==>All trainees are forced to absorb info at the same rate
  4. Trainees become passive learners with no connection between content and own work env’t
  5. Trainees do not receive feedback on their understanding of the material
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6
Q

Tips for Using the Lecture Method

A
  1. Set specific objectives
  2. Gather/arrange info in logical order
  3. Transcribe notes onto paper, etc.
  4. Break into segments (approx. 15 min.)
  5. Ask Qs
  6. Include activities
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7
Q

How to overcome the disadvantages of the Lecture Method?

A
  1. Discussion
  2. Q & A
  3. Other opportunities for trainee involvement
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8
Q

Discussion Method

A
  • Allows two-way communication between the trainer and trainee as well as among trainees
  • leader facilitates analysis of a problem/case
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9
Q

Purposes of Discussion Method

A

5 Purposes:

  1. Helps trainees to recognize what they do not know but should know
  2. Opportunity for trainees to get answers to Qs
  3. Allows trainees to get advice on matters that are of concern to them
  4. Allows trainees to share ideas and drive a common wisdom
  5. A way for trainees to learn about one another
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10
Q

Advantages for Discussion Method

A
  1. Facilitate the exchange of ideas
  2. Dev’p critical thinking skills
  3. Enhance social and interpersonal skills
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11
Q

Disadvantages of Discussion Method

A
  1. Not effective w/ large numbers of participants
  2. Many remain silent or unable to participate
  3. Some people may be dogmatic/dominate
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12
Q

Tips for Using Discussion Method

A
  1. Create participative culture/buy in
  2. Reflect Qs or comments back to group
  3. Draw out reluctant members
  4. Keep focus on topic
  5. Control dominant members (ensure that one trainee does not dominate the discussion) ==> change roles
  6. Keep groups small (4-6)
  7. Assign well-defined tasks, w/ time frame ==> increase participation and decreasing changes that some will dominate)
  8. Seating arrangements ==> close proximity, circle arrangement (w/ no obvious leaders’ position)
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13
Q

Case Study Method

A

Trainee discuss, analyze, and solve problems based on real situations

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14
Q

Objectives of Case Study Method

A
  1. Introduce realism into learning
  2. Deal w/ a variety of problems, goals, facts, conditions, and conflicts
  3. Teach how to make decisions
  4. Teach creativity, think independently
  5. Teach analytical and problem-solving skills
  6. Improve org’n of thoughts and ideas
  7. Improve communication skills
  8. Develop solutions and recommend course of actions
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15
Q

Requirements for Case Study Method

A
  1. Trainer/trainee must have qualifications to analyze material
  2. Appropriate space and time must be provided
  3. Atmosphere must be supportive – open/informal for discussions
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16
Q

Styles/Methods for Case Study

A
  1. Single problem vs. multiple problem
  2. May be vague or more detailed
  3. Different presentation methods: written/video
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17
Q

Tips for Using Case Study

A
  1. Case should be based in reality
  2. Collaborate in writing/presenting cases (written by more than one person)
  3. Include all relevant facts – do not make assumptions
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18
Q

Case Incident Method

A

One problem or issue is presented for analysis

-similar to case study but a much smaller scale

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19
Q

Advantages of Case Incident Method

A
  1. Useful to stress one topic or concept
  2. Short ==> can be read during training session (no need for preparation or advance learning)
  3. Reduces effect of differences in reading times
  4. Trainees can draw on their own experiences
  5. Less preparation time
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20
Q

Disadvantages of Case Incident Method

A
  1. Lack of background material

2. Problematic for ppl w/ limited work experience

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21
Q

Tips for Using Case Incident Method

A
  1. Divide learners into groups w/ a note taker and spokesperson ==> after group discussion, each will spokesperson will present answers
  2. Have trainees read, answer Qs, and then discuss as one group
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22
Q

Behaviour Modelling

A

Trainees observe a model and attempt to replicate

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

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23
Q

Advantages of Behaviour Modelling

A
  • Most widely used and researched
  • good for interpersonal dev’t, self-efficacy, job behaviour, skills
  • based on 4 learning principles:
    1. Observation (modelling)
    2. Rehearsal (practice)
    3. Reinforcement (reward)
    4. Transfer
24
Q

Tips for Using Behaviour Modelling

A
  1. Model should be someone with whom trainee can identify and perceive as credible
  2. Break down observed behaviour into steps, practised one at a time (should provide time for practice)
  3. Provide feedback, reinforcement, and motivation to use training (will ensure repetition and continued application)
  4. Over-learning and reinforcement on the job can ensure transfer of training
  5. Sufficient trust in the trainer to experiment
25
Q

Role Play

A

Trainees practise new behaviours in a safe env’t

  • focus on doing and experiencing
  • 3 phases: 1) development (to achieve objectives), 2) enactment (to develop empathy and learn what it feels like to be in a particular role), and 3) debriefing (can involve groups)

Debriefing:

  • most important phase and should take 2-3 times longer than enactment
  • participants discuss experiences and outcomes of role play
  • correct behaviours are reinforced
  • connect learning points to job by establishing the facts (what happened, what was experience), analyzing the causes and effects of behaviours, and planning for skill or attitude changes on the job
26
Q

Advantages of Role Play

A

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

27
Q

Disadvantages of Role Play

A

Not shown what to do and how to behave prior to participating ==> some trainees may not be successful in a role play and might even display incorrect behaviour (if correct way is not shown)

28
Q

Tips for Using Role Play

A
  1. Use various methods to overcome possible resistance
  2. Ensure objective is properly developed and understood
  3. Draw out incorrect and correct behaviours during debriefing***
  4. Trust
  5. Open and participative atmosphere
  6. Start off with minor role situations (warm up)
  7. Most successful when it is based on reality
  8. Setting of org’n and participants relate to it on an emotional level
29
Q

Simulations

A

Use of operating models of physical or social events designed to represent reality

30
Q

Equipment Simulation

A

Mechanical devices similar to those that are used on the job

-simulate the kinds of procedures, movements, and/or decisions req’d in the work env’t

31
Q

Advantages to Simulations

A
  1. Realistic and sometimes cost effective
  2. Used to recreate situations by simplifying them
  3. Used when training in real world might involve danger, extreme costs, or is impractical
  4. Adding realism into a training program
  5. Increase motivation, involvement, and learning
  6. Simulate the kinds of procedures, movements, and/or decisions req’d in the work env’t
  7. A great deal of flexibility as complicating factors or unexpected events can be built into program (eg. blizzard for pilot training)
32
Q

Disadvantages of Simulations

A

Expensive to develop and very expensive to stage (in emergency response simulations)

33
Q

Tips for Using Simulations

A

Important to ensure presence of:

1) Physical fidelity: Similarity of physical aspects of the simulation to actual job (eg. equipment, tasks, and surroundings)
2) Psychological fidelity: Similar of psychological conditions of the simulation to actual work environment (eg. time pressures, problems, conflicts, etc.)

34
Q

Physical Fidelity

A

Similarity of physical aspects of the simulation to actual job (eg. equipment, tasks, and surroundings)

  • needed for simulations
  • simulators should be designed to physically replicate and resemble the work env’t
  • should have the appearance of the actual work site
35
Q

Psychological Fidelity

A

Similar of psychological conditions of the simulation to actual work environment (eg. time pressures, problems, conflicts, etc.)

  • needed for simulations
  • experience is similar as possible to what trainees experience on the job
  • simulation should include on-the-job psychological conditions
36
Q

Games

A

Activities characterized by structural competition that allow trainees to learn specific skills

37
Q

Advantages of Games

A
  1. Tend to focus on development of problem-solving, interpersonal skills, and decision-making skills
  2. Incorporate learning from experience, active practice, and direct application to real problems
  3. Range from simple to complex
  4. Range from individuals to team
  5. Enhance learning process through fun and competition, generating energy, and providing opportunities for ppl to work together
38
Q

Disadvantages of Games

A
  1. Possibility of learning wrong things
  2. Weak relation to training objectives
  3. Emphasis on fun of game or winning (lose sight of the importance of learning)
  4. Not much evidence on how effective it is to improve skills and on-the-job performance
39
Q

Tips for Using Games

A
  1. State learning objectives
  2. Define roles
  3. Ensure games are realistic
  4. Be well prepared
  5. Ensure link to objectives
  6. Include a debriefing session (for understanding purpose and to learn critical skills and behaviours)
40
Q

Problem-Based Learning

A

Learners solve real or simulated open-ended problems

41
Q

Action Learning

A

Learner solves real world/simulated problem and accept responsibility for solution

  1. Identify problem
  2. Develop possible solutions
  3. Test solutions in real-world, real-time situation
  4. Evaluate consequences
42
Q

Advantages of Action Learning

A
  1. Develops skills through responsible involvement in real, complex, and stressful problem
  2. Information receivers to problem solvers
  3. Incorporates adult learning principles (self-direct, independent learning)
  4. Group work ==> develop interpersonal skills, risk taking, responsibility, and accountability
  5. Apply theoretical knowledge to field
43
Q

Disadvantages of Action Learning

A
  1. Requires energy and time from participants and mgrs
  2. Stressful
  3. Working in teams on real problems can lead to conflict and increased anxiety and stress
44
Q

Tips for Using Action Learning

A
  1. Projects must be challenging and deal w/ real organizational concerns
  2. Receive some release time to work on project
  3. Training in group skills may be necessary to enable collaboration
  4. Small groups (4-7) ==> trust and diversity
  5. Monitor groups (monitor learning)
  6. Trainees held accountable for proposed solutions
45
Q

Instructional Media

A

Refer to the various forms of media (eg. video, slides, dvd)

-the medium or media used to deliver the training content and methods to trainees

46
Q

Advantages of Instructional Media

A
  1. Can be used with most of the other instructional methods
  2. Highlight key points (slides)
  3. Control pace of training (to clarify a concept)
  4. Video most popular
  5. Consistent info is given and received
  6. Can show complex and dynamic situations in a realistic manner
47
Q

Audio-Visual Methods

A

Various forms of media that are used to illustrate key points or demonstrate certain actions or behaviours

48
Q

Tips for Using Instructional Media

A
  1. Discuss learning objectives and key points
  2. How does the video fit into the training program? Should be guided by training content.
  3. Slides should not overwhelm (be succinct)
  4. Slides should be easy to read (font size)
49
Q

What Training Method is Best?

A
  1. Encourage trainee participation (active participants rather than passive learners)
  2. Portrays reality of job (realism)
  3. Effectiveness of a training method depends on the training objectives and learning outcomes
    Eg. case study ==> problem solving
    -role play ==> interpersonal skills
  4. Cost
  5. Resources available
  6. Trainer skill and preferences
  7. Trainee preferences and characteristics
  8. ATI
50
Q

Aptitude-Treatment Interaction (ATI)

A

When a training method has differential effects on trainee w/ different aptitudes.

Situations in which the effect of a training method depends on trainee characteristics.
-reinforces that training methods must be suited to trainee aptitude

Trainee Structure Complexity
High ability Less Greater
Low ability Greater Less

51
Q

Aptitude

A

Any characteristic of trainees that affects their ability to learn from the training method.

52
Q

Blended Delivery Approach (Blended Training)

A
  1. Trainers mix and combine a variety of methods to suit objectives, needs of learners, resources of org’n
  2. Allows participants to learn in ways that work for them (learning styles), allows multiple learning outcomes to be achieved and increases likelihood of training being applied on the job (training transfer)
  3. Designers/trainers must be skilled in a variety of methods to select and deliver them effectively.
53
Q

Off-the-Job Training

A
  • training not done at work
  • typically formal/structured (someone is directing it, they are leading and directing how training will go)
  • seen as passive
  • $$$
  • wide or broad
  • impersonal
54
Q

Pros for Off-Site Job Training

A
  1. Less distractions ==> pay attention
  2. Use over and over ==> familiarity/consistency
  3. Cost saving
  4. Time effective - get more ppl in
  5. Barriers removed for Trainees - open to part
  6. Diff. views from other org’n ==> best practices
  7. Networking
  8. Spin offs ==> increase case review
  9. Usually voluntary ==> increase learning motivation and increase in ROI or ROR
  10. Time to reflect - adapt to work
  11. Transferability ==> cost savings, develop EE
  12. Can make it job specific
55
Q

Cons for Off-Site Job Training

A
  1. Misuse by EE (take courses not relevant to job)
  2. Costly for both - org’n and EE if self-funded
  3. Logistic issues - time consuming (eg. to find location and scheduling), resource consuming, doesn’t work fro whole audience
  4. Not effective
  5. Not relevant or “now friendly” (some training you do not use)
  6. Recognition
  7. Other org’n there ==> can impact participation
  8. “cookie-cutter” ==> not relevant to org’n , to culture, not branded.
  9. Not a learning friendly org’n ==> can have no buy in and mgr not use knowledge or give EE chance
56
Q

Advantages of Simulations

A
  1. Used to recreate situations by simplifying
  2. Used when training in real world might involve danger, extreme costs, or is impractical
  3. Increase motivation, involvement, and learning
    4.

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