2. • 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

3. • 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. • Traditional training methods
– Require an instructor or facilitator
– Involve face-to-face interactions

5. • Trainees are passive recipients of information,
which may include:
– Facts or information
– Processes
– Problem-solving methods
• Includes lectures and 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

7. – Disadvantages
• Lacks participant involvement, feedback, and
meaningful connection to work environment
• Appeals to few of the trainees’ senses
• Makes it difficult to judge learners’ level of
understanding

9. • 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

10. • 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

11. Advantages Disadvantages
On-the-job • Customized to the • Managers and peers may
training (OJT) experiences and abilities of not use the same process to
trainees complete a task
• Training is immediately • Managers/Peers may pass
applicable to the job on bad habit as useful skill
• Save costs • Unstructured OJT can result
• Can be offered at any time, in poorly trained employees
and trainers will be available
because they are peers

13. • 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

14. Advantages Disadvantages
Self directed learning • Allows trainees to learn at • Trainees must be
Employees their own pace and receive motivated to learn on
• Take responsibility feedback about the learning their own
for all aspects of performance • Higher development
learning • Requires fewer trainers, costs
• Determine when it reduces costs associated with • Development time is
is conducted and travel and meeting rooms, longer
who will be and makes multiple-site
involved training more realistic
• Provides consistent training
content
Trainers serve as
facilitators • Makes it easier for shift
employees to gain access to
training materials

15. • Necessary steps to develop effective self-
directed learning:
– Conduct job analysis to identify the tasks that
must be covered
– Write trainee-centered learning objectives directly
related to the tasks
– Develop the content for the learning package
– Break the content into smaller pieces (“chunks”)
– Develop an evaluation package

16. Advantages Disadvantages
Apprenticeship • Learners can earn pay • High development
Work-study while they learn costs
training method • Involves effective learning • Increased time
with both on-the- about “why and how” commitment required
job and classroom • Results in full-time of management and
training employment for trainees journey workers
• Meets specific business • Limited access for
training needs and help minorities and
attract talented employees women
• No guarantee of full-
time employment
• Training results in
narrow focus
expertise

17. • 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

18. • 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

19. – 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

21. • 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

23. • 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

25. • 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

26. – 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

28. – 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

29. – Application planning: Prepares trainees to use the
key behaviors on the job
• Involves identifying specific situations in which to use
the key behaviors

30. • 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

31. • 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

32. – 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

33. • 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

35. • 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

36. • Scenario-based training: Places team
members in a realistic context while learning
• Guided team self-correction: Emphasizes
continuous learning and knowledge sharing in
teams

37. • 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

39. • Six sigma
– Quality standard with a goal of no more than 3.4
defects per million processes
– Training involves several levels
– On completion employees become certified as
green belts, champions, or black belts
• Kaizen
– Focuses on continuous improvement of business
processes

40. • 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

43. • 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

46. • 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

47. • 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

48. • 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

49. • 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

51. • 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

56. • 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

58. • Learner control: Giving trainees the option to
learn actively through:
– Self-pacing
– Exercises
– Exploring links to other material
– Conversations with other trainees and experts

59. • 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

60. • 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

61. • Online and mobile technology used to create
interactive communications allowing the creation
and exchange of user-generated content

62. • 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

63. • 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

64. • 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

66. • 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

68. • Avatars: Computer depictions of humans that are
used as:
– Imaginary coaches
– Coworkers
– Customers in simulations

69. Advantages Disadvantages
• Eliminate need to travel to a • High development costs
central training location • Trainees may not be
• Get trainees involved in comfortable in learning
learning, and are emotionally situations that lack human
engaging contact
• 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

70. • 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

71. • Computer-based, simulated online three-
dimensional representations of the real world
where learning programs or experiences can
 Advantages
be hosted
 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

72. • 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

73. • 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

74. • 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

75. • 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

77. 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

78. • 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

79. • 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

81. • 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

82. • 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

83. • 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

84. • A technology platform that can be used to
automate the administration, development, and
delivery of all of a company’s training programs

86. • 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

87. • Major reasons companies adopt an LMS:
– Centralize management of learning activities
– Track regulatory compliance
– Measure training usage
– Measure employee performance

88. • 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

90. • 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)

91. • 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

92. • 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

93. • Learner control – the degree to which an
individual is given control over instructional
features that influence the pace, content, and
structure of the training environment
• Purpose: investigate how trainees’ personality
characteristics may help explain in the mixed
findings concerning the influence of learner
control on training performance in an e-learning
environment

94. 1. The learner control-training performance
relationship is moderated by trainee
openness to experience.
2. The learner control-training performance
relationship is moderated by trainee
conscientiousness.
3. The learner control-training performance
relationship is moderated by trainee
extraversion

95. • 274 undergraduates enrolled in management
courses
• 64.6% male and 89.8% Caucasians
• 123 participants in the low learner control
condition
• 151 participants in the high learner control
condition

96. • All participants viewed video modules
• High learner control condition
– The ability to complete the modules in any order
as well as go faster or slower, pause, skip, and
repeat the instructional content with features
– The ability to display or hide the format types
• Low learner control condition
– Control to complete video modules in their
entirety

97. • The Big Five personality traits
– Saucier’s (1994) Mini-Marker
• Training performance
– 14-item multiple choice declarative knowledge
test
• General mental ability
– College GPA

99. • Lack of a leadership knowledge pre-test
• Lack of true random assignment of
participants to learner control conditions
• Did not examine the processes through which
personality interacts with learner control to
affect training performance in this context

100. • The consideration of trainee individual
differences have significant positive effects for
both the individual trainee and the
organization
• Organizations would benefit from developing
e-learning programs that contains a range of
available learner control features.