Assignment #4 – Training Methods
Objective:
Compare and contrast the effectiveness of Off-the -Job versus On-the- Job training methods for the delivery of training.
Instructions:
1. Use course material and your personal experience to complete the following fill-in-the-blank worksheet. Identify 2 – 3 advantages, disadvantages or tips for
each training method.
2. Consider delivering training for managers in your company. The topic is using the ISD Model as a systems approach in training and development. Your goal is to
introduce the ISD Model and explain what they can do to support the use the model. Which 3-4 training methods (refer to the chart you worked in Step 1)
would you use to engage your audience and ensure your priorities are accomplished? Why would you choose to use those methods?
Weight: 4%
Please make your submission using the Assignment Dropbox Overview Off-the-Job Training Methods Summary
Lecture Discussion Trainer organizes content & presents
orally; little listener involvement Leader facilitates analysis of a problem
or case Audio-Visual
Refer to various forms of media (i.e.,
video, slides) Case Study
Students discuss, analyze, and solve
problems based on real situations Case Incident
Method in which one part of an
organization’s problem is presented
for analysis Advantages Styles/Methods: Single problem vs. multiple situations Written, audio-visual, live
case/operational consulting Transfer large amounts of
information in short time. Minimal $
$$.
Listeners all get same message Can be used to illustrate behavior
Highlight key points (slides)
Control pace of training Introduce realism into learning
Deal with variety of problems, goals,
facts, conditions, and conflicts
Teach how to make decisions
Teach creativity, think independently Tips sDisadvantage Set specific objectives
Gather/arrange info in logical order
Transcribe notes onto paper, etc.
Break into segments (approx.
15m)
Vary material/exercises Not effective in large groups
because many remain silent or
unable to participate
Can take a lot of time Create participative culture
Reflect questions back to group
Draw out reluctant members
Keep focus on topic
Control dominant members
Keep groups small (4-6)
Assign well-defined tasks, with time
frames Discuss learning objectives before
showing a video
Don’t overwhelm trainees with
information Useful to stress one topic or
concept
Short, so can be read during
training session
Reduces effect of differences in
reading times
Trainees can draw on their own
experiences Requirements: Students/teachers must have
qualifications to analyze material Appropriate time must be provided Atmosphere must be supportive Lack of background material
Problematic for people with
limited work experience Case should be based in reality
Collaborate in writing cases
Include all relevant details Divide learners into groups with a
note taker and spokesperson.
After group discussion, each
spokesperson presents answers.
Have trainees read/discuss as
one group Off-the-Job Training Methods Summary continued Advantages Overview Behavioural Modeling
Model demonstrates key
behaviours, trainees observe and
attempt to replicate Games Trainees practice newly learned skills in
a safe environment Useful for acquiring skills in human
relations and changing attitudes
Three phases: development,
enactment, debriefing
Various forms of role plays exist
Debriefing should take 2-3X longer
than enactment Tips Tend to focus on development of
problem-solving, interpersonal
skills, and decision-making skills
Incorporate learning from
experience, active practice and
direct application to real problems Model should be someone with
whom trainee can identify, and
perceive as credible
Break down observed
behaviour into steps, practiced
one at a time
Provide reinforcement and
motivation to use training
Over learning, and
reinforcement on the job can
ensure transfer of training Use various methods to overcome
possible resistance
Draw out incorrect and correct
behaviours during debriefing Simulations
Use of operating models of physical/social
events designed to represent reality Disadvantages Good for learning skills and
behaviours, not for factual info
Used often for teaching
interpersonal skills
Based on four learning
principles: Observation,
rehearsal, reinforcement,
transfer Role-Play Possibility of learning wrong
things, weak relation to training
objectives, and emphasis on
winning State learning objectives
Define roles
Ensure games are realistic
Be well prepared
Ensure link to objectives
Include a debriefing session Used to recreate situations by
simplifying them
Used when training in real world
might involve danger or extreme costs Action Learning
Accept challenge of studying and
solving real problems, accept
responsibility for solutions Equipment simulators: mechanical
devices similar to those on the job Advantages: realistic and
sometimes cost effective Disadvantage: expensive to develop
and stage Physical fidelity: similarity of physical
aspects of the simulation to actual job
Psychological fidelity: similarity of
psychological conditions of the
simulation to actual work environment Test theories in the real world
Involves identifying real problems,
developing solutions, testing them
and evaluating consequences
Changes trainees from passive
information receivers to problem
solvers Projects must be challenging and
involve real organizational
concerns
Training in group skills may be
necessary
Should have some release from
normal work
Small groups (4-7)
Monitor groups, trainees
accountable for proposed
solutions On-the-Job Training Methods Summary Formalized, structured, and
systematic approach to OJT.
Four steps: Preparation Instruction Performance Follow up Advantages Overview Job Instruction Performance Aids
A device that helps an employee
perform his/her job Signs/prompts Trouble shooting aids Special tool or gauge Flash cards Posters or checklists Reminds participants of the
steps in a task and as a form of
visual reinforcement
Useful when performance is
difficult, is executed
infrequently, can be done
slowly or when consequences
are serious Job Rotation Apprenticeship Trainees are exposed to many
jobs, functions and areas within
an organization
Often used as an ongoing
career-development program
Objective: to learn a variety of
skills required for current and
future jobs (cross training) Training for skilled trades that
combines OJT and classroom
instruction On-the-job component teaches
requisite skills Classroom component teaches
theory and design Improved knowledge and skills
Higher job satisfaction and salary
More opportunities for career
advancement In Canada, apprenticeship system
covers over 65 regulated
occupations in four occupational
sectors
Differs from other methods in that
is it regulated through partnership
between government, labour, and
industry Mentoring Coaching Method in which senior member
of an organization takes a
personal interest in the career of a
junior member Method in which a seasoned
employee works closely with
another employee to develop
insight, motivate, build skills, and to
provide support through feedback
and reinforcement More focused than coaching
Accelerate career progress of
underrepresented groups
Transmit culture and values
to newer managers
Pass on accumulated
wisdom of seasoned leaders Tips sDisadvantage Should not be managed
differently from other types
of training
Should be integrated with
other training
Ownership must be
maintained
Trainers must be properly
chosen and trained Maximize skills of the graphic
artists’ craft
o Ease of reading, colour,
boldness, etc.
Consider how performance
aids might save time and
money
Maximize use of technology
(electronic performancesupport systems). Structure so that trainees receive
sufficient exposure and
experience on each assignment
to make it worthwhile
Tailor assignments to each
individual’s training needs
Job rotation should be only one
component of a training program
and learning process and
supplemented with classroom
instruction and coaching Much of Canada’s apprenticeship
system remains out of date Program enhancement/expansion
are key elements in meeting
needs of current/future industries
Must address special needs of
new labour groups Ensure clarity of roles and
expectations
Choose mentors carefully
Match mentors and
protégé(s) with care
Train both mentors and
protégé(s)
Structure the mentoring
relationship
Ensure support from
management Effective in training
interpersonal skills,
communication skills,
leadership skills, and selfmanagement skills
Individual: Improves working
relationships, job attitudes,
increases rate of advancement
and salary increases
Organization: Increases in
productivity, quality, customer
service, retention; decreases in
customer complaints, costs. Build trust and understanding
Ongoing dialogue and
feedback
Coach must be able to relate to
employee
Coaching should be part of
broader process
Effectiveness should be
evaluated
