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.

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

2. Traditional Training
Methods

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

30. Technology-Based 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

41. Advantages 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