Day 13 Training Methods 26th Oct 2010

7/29/2019 Day 13 Training Methods 26th Oct 2010

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Training Methods

Anuraag Awasthi


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Ground Rules

- Cell Phones on silent mode

- Question & Answers anytime- Keep it Interactive

- If there is any urgent call, please

silently leave the room, attend the call

and come back.


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Agenda

Training Methods

Implementation & Evaluation of Training

Programmes


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The various methods that come under Cognitive

approach are:

- Lectures- Discussions

- Demonstrations

- Computer Based Training (Cbt)

- Intelligent Tutorial System (its)- Programmed - Instruction (Pi)

- Virtual Reality

- Interactive Multimedia

Cognitive Methods


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The various methods that come under Behavioral

approach are:

- Games And Simulations- Behavior-modeling

- Business Games

- Case Studies

- Equipment Stimulators- In-basket Technique

- Role Plays

Behavioral Methods


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Training Games and simulations are designed to

reproduce or simulate processes, events, and

circumstances that occur in the trainees job.

- Equipment Simulators

- Business Games

- Behavior-modeling

- Case Studies- In-basket Technique

- Role Plays

Games & Simulations


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- Equipment simulators are mechanical devices

that require trainees to use the same procedure,

movements, or decision processes they would use

with equipment back on the job.- Simulators should be designed to replicate as

closely as possible the physical aspects of the

equipment and operating environments trainees

will find at their job sites.- Simulators train airline pilots, telephone

operators, ship navigators etc.

Equipment Simulators


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- The resemblance of simulators with the actual

equipment and operating environment is called

physical fidelity of the simulator.

- Psychological conditions under which theequipment is operated (time pressure, conflicting

demands etc.) must also be closely matched to

what the trainees experience on the job. This

similarity is called psychological fidelity.

Equipment Simulators


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- Business Games are simulations that attempt to

represent the way an industry, company or sub-unit of

a company functions.

- Typically they are based on a set of relationships,

rules and principles derived from theory or research.

They can also reflect the actual operations of a

particular department in a specific company.

- Trainees are explained a situation and asked to make

decisions about what to do.

- The system then provides feedback about the impact

of the decision, and asks to make a different decision.

Business Games


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- Business Games involve an element of competition,either against other players or against the game itself.

- Some of the purposes of Business Games are :

- Strengthen executive and upper management skills

- Improve decision making skills at all levels- Demonstrate principles and concepts

- Integrate separate components of training into an

integrated whole

- Explore and solve complex problems in a safe, simulatedsetting

- Develop leadership skills

- Improve applications of total quality principles and

develop skills in using quality tools

Business Games


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- The in-basket technique provides trainees with a

packet of written information and requests such as

memos, messages and reports that would typically be

handled in a given position such as a sales manager,

a staff administrator or an engineer.

- This quasi-simulation focuses primarily on decision

making and allows for opportunity for both assessing

and developing decision-making KSAs.

- In-baskets are best at developing procedural and

strategic knowledge. The knowledge is translated into

decisions, so decision-making and communication

skills are developed. These skills are primarily

cognitive, rather then behavioral.

In-Basket Technique


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- Generally the trainee is given a role and explained

the responsibilities etc.

- Then they are given the packet of in-basket material

and asked to respond within a time period.

- After all the trainees give their decisions, and the

rationale for the decisions, the trainer gives his

feedback.

- A variation is when different role players get different

in-baskets. They have to interact and gather relevant

information before making decisions.

In-Basket Technique


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Case studies attempt to simulate decision-making

situations that trainees might find on the job.

The trainee is usually presented with a written or

video-taped history, key-elements, and the problems of

a real or imaginary organization or subunit. The written

case can be from a few to 100 or more pages. A series

of questions appear at the end of the case.

In many cases the trainee is supposed to conduct

research to gather appropriate information. The traineemust then make certain judgments and identify

possible solutions to problems.

Case Studies


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- The decision making aspects of the Case Studyare focused primarily on developing strategic

knowledge.

- The information-gathering aspects are skill

development because trainee actually performs

this activity.

- The leaning objective in Case Study is to get

trainees to apply concepts and principles anddiscover new ones. The solutions are not so

important as their understanding of the

advantages and disadvantages that go with a

solution.

Case Studies


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The Role Play is an enactment (or simulation) of a

scenario in which each participant is given a part

to act out.

Trainees are given a description of the contextusually a topic area, a general description of a

situation, a description of their roles (i.e. their

objectives, emotions, concerns) and the problem

they each face.The degree to which the scenario is structured

depends on the goals of the training.

Role Plays


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Structured Role Plays provide trainees with more

details about the situation as well as more detailed

descriptions of each characters attitudes, needs,

opinions and so on. Sometimes they even includea scripted dialogue.

Spontaneous Role Plays are loosely constructed

interactions in which one of the participants playshimself while the other(s) play people with whom

the first trainee interacted in the past (or will in

future).

Role Plays


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In a Single Role Play, one group of trainees role

plays for the rest, providing a visual demonstration

of some learning point. Other trainees observe the

role play, analyzing the interactions and identifyinglearning points.

A Multiple Role Play is the same as the single

role play except all trainees are in groups, witheach group acting out the role play

simultaneously. Following the role play, each

group analyzes and reports its findings to others.

Role Plays


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Behavior modeling uses the natural tendency for

people to observe others to learn how to do

something new. This technique is most frequently

used in combination with some other techniques.

It is useful for almost any type of skill training. It

can be used for training in interpersonal skills,

sales training, interviewee and interviewer training,safety training etc.

Behavior Modeling


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The behavior modeling process can be summarized asfollows:

- Define the key skill deficiencies

- Provide a brief overview of the relevant theory

- Specify key learning points / critical behaviors to watch

- Use an expert to model the appropriate behaviors

- Encourage trainees to practice the appropriate

behaviors in a structured role play.

- Provide opportunities for the trainer and other trainees

to give reinforcement for appropriate imitation of the

models behavior.

-Ensure the trainees supervisor reinforces appropriate

demonstration of behavior on the job.

Behavior Modeling


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Strengths and Limitations of

Games and Simulations

- Costs (in both training & other resources)

- Control of Trainer on material and Process

- Types of Learning Objectives (KSA) addressed

- Learning Process (How the method activates

different social learning theory processes)

- Attention

- Retention- Behavioral Reproduction

- Training Group Characteristics


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Costs

- The development costs of games and

simulations vary from format to format.

- In general, equipment simulators are the mostexpensive to develop, but cost will depend on the

nature of the equipment that is simulated. Eg.,

aircraft simulator and bank teller.

-An alternative to an equipment simulator is on-the-job training, though this may not work for

some kinds of trainings.


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Control of Trainer on Material and Process

- When games and simulations are used, the

content of what is learned and the processes used

in learning are influenced by both the trainer andthe trainee.

-Some games are structured so that situations

occur in a pre-determined order providing the

trainer with greater control over both content andprocess.

- Some games and simulations allow the situation

to change according to how trainees respond.


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- In unstructured Role Plays, the trainees are

given a general set of guidelines. How the

trainees interact while playing their roles is undertheir control.

- Cases provide more structure particularly in

setting the situation. However, the trainees

process of analyzing the case is largely internal orinfluenced by the interaction within the training

group.


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- Equipment simulators generally provide the most

structure. They must replicate the physical or

psychological characteristics of the equipment andthe environment in which it is operated.

-The simulator itself controls the content and

process of learning.

- Trainees exercise some control over what islearnt by the responses they make.

- To the extent that the simulation is

programmable, the trainer can manipulate

content.


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Types of Learning Objectives (KSA) addressed

- Games and Simulations provide opportunities to

learn through concrete experiences that require

both theory and application. Theory provides thegeneral principles that guide action. Application

provides the opportunity to test those principles

and understand them at a behavioral level, not

just as abstract intellectual knowledge.- Games and Simulations presume some initial

level of declarative knowledge. They provide a

context in which this knowledge is applied.


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- Equipment simulators are best at teaching people

how to work with equipment.

- Business games are best for developing business

decision-making skills (both day-to-day and morestrategic) and for exploring and solving complex

problems.

- The in-basket technique is best suited for

development of strategic knowledge used in making

day-to-day operations.

- Case studies are most appropriate for developing

analytic skills, higher-level principle and complex

problem-solving strategies.


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- Role plays provide a good vehicle foe developing

interpersonal skills and personal insight, allowing

trainees to practice interacting with others and

receiving feedback.

- Role playing is an especially effective technique for

creating attitude change. The experience and the

feedback allow the trainee to make necessary

attitudinal adjustments.


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Learning Process (How the method activates

different social learning theory processes)

- Attention (Ability to gain attention is one of the

strengths of Games and simulations.)- Retention (Games and simulations are best at

developing trainees skills in applying or using

knowledge. They presume existence of factual and

procedural knowledge as symbolic codes in thetrainees cognitive structure. Games and

Simulations serve to refine and reinforce symbolic

coding thru repeated recall and use of information)


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Behavioral Reproduction

- The real strength of Games and Simulations is

their focus on learning by doing.

- Creating realistic situations in which trainees canapply their knowledge to goal directed actions and

receive fairly immediate feedback is critical for skill

development.

-For Games and Simulations behavioralreproduction is a significant part of the learning

process.


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Training Group Characteristics

- Typically only one trainee can use a simulator at

a time which provides an advantage in that

differences in trainee readiness can, to someextent, be addressed.

- Equipment Simulators limit the number of

trainees who can use it, which is a limitation.

-Business Games and Simulations typically use 3to 8 trainees, and differences in their

characteristics can be both an advantage and

disadvantage depending on the goals of the

training.


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Questions???


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Thanks

Documents

Day 13 Training Methods 26th Oct 2010