Unit 6: Training Methods Experiential Learning and Technology 1 ©SHRM 2009 2 Unit 6, Class 1: Training Methods, Experiential Learning and Technology • At the end of this unit, students will be able to: > Describe the experiential learning cycle. > Use the experiential learning cycle in an activity. > Apply learning criteria in choosing teaching methods and activities. > Identify and use elements of effective e-learning. > Choose appropriate methods and activities for training. ©SHRM 2009 Training Methods • Traditional training: > Presentation methods. > Hands-on methods. > Group building methods. • Technology-based training: > Synchronous learning. > Asynchronous learning. • Blended learning. 3 ©SHRM 2009 Training Methods • The training program must be: > Developed or purchased. > Available when needed. > Within budget. > Appropriate to trainees’ needs and abilities. > Liked by trainees. > Such that learning occurs. > Such that learning is transferred to the workplace. 4 ©SHRM 2009 Presentation Methods • In a presentation method, content is presented to trainees who are passive recipients of information: > Lecture. > Lecture enhanced through audiovisual methods. 5 ©SHRM 2009 Hands-on Methods (OJT) • Hands-on methods require the trainee to be actively involved in learning: > On-the-job training. > Self-directed learning. > Apprenticeship. 6 ©SHRM 2009 Other Hands-on Training Methods • Simulations • Case studies • Business games • Role plays • Behavior modeling 7 ©SHRM 2009 Group-Building Methods • Group-building methods are designed to improve team or group effectiveness. • Experiential learning process: 1. Gain conceptual knowledge and theory. 2. Take part in a behavioral simulation. 3. Analyze the activity. 4. Connect the theory and activity with on-the-job situations. 8 ©SHRM 2009 Group-Building Methods • Adventure learning: > Outdoor activities. > Wilderness training. • Team training: > Cross training. > Coordination training. > Team leader training. • Action learning. 9 ©SHRM 2009 • Learner-centered training that uses active participatory methods. • Relevant to adult learning needs. • Provides opportunities for the learner to: > Engage in an activity. > Critically review the activity. > Draw useful insight from the analysis. > Apply the result in a practical situation. Experiential Training 10 ©SHRM 2009 Experiential Learning Cycle 11 Source: Learning-Theories.com ©SHRM 2009 Let’s Work Through an Example • Group process: > We’re going to work on a project as a group. > Everyone has some experience with groups – some more successful than others. > What kinds of groups have you been a member of? > How did the groups work? > We’re going to complete an experiential learning activity. 12 ©SHRM 200 ...

1. Unit 6: Training Methods
Experiential Learning and Technology
1 ©SHRM 2009
2
Unit 6, Class 1: Training Methods,
Experiential Learning and Technology
• At the end of this unit, students will be
able to:
> Describe the experiential learning cycle.
> Use the experiential learning cycle in an
activity.
> Apply learning criteria in choosing teaching
methods and activities.
> Identify and use elements of effective
e-learning.

2. > Choose appropriate methods and activities
for training.
©SHRM 2009
Training Methods
• Traditional training:
> Presentation methods.
> Hands-on methods.
> Group building methods.
• Technology-based training:
> Synchronous learning.
> Asynchronous learning.
• Blended learning.
3
©SHRM 2009
Training Methods
• The training program must be:

3. > Developed or purchased.
> Available when needed.
> Within budget.
> Appropriate to trainees’ needs and abilities.
> Liked by trainees.
> Such that learning occurs.
> Such that learning is transferred to the workplace.
4
©SHRM 2009
Presentation Methods
• In a presentation method, content is presented
to trainees who are passive recipients of
information:
> Lecture.
> Lecture enhanced through audiovisual methods.
5
©SHRM 2009

4. Hands-on Methods (OJT)
• Hands-on methods require the trainee to be
actively involved in learning:
> On-the-job training.
> Self-directed learning.
> Apprenticeship.
6
©SHRM 2009
Other Hands-on Training Methods
• Simulations
• Case studies
• Business games
• Role plays
• Behavior modeling
7
©SHRM 2009

5. Group-Building Methods
• Group-building methods are designed to
improve team or group effectiveness.
• Experiential learning process:
1. Gain conceptual knowledge and theory.
2. Take part in a behavioral simulation.
3. Analyze the activity.
4. Connect the theory and activity with on-the-job
situations.
8
©SHRM 2009
Group-Building Methods
• Adventure learning:
> Outdoor activities.
> Wilderness training.
• Team training:
> Cross training.

6. > Coordination training.
> Team leader training.
• Action learning.
9
©SHRM 2009
• Learner-centered training that uses active
participatory methods.
• Relevant to adult learning needs.
• Provides opportunities for the learner to:
> Engage in an activity.
> Critically review the activity.
> Draw useful insight from the analysis.
> Apply the result in a practical situation.
Experiential Training
10
©SHRM 2009
Experiential Learning Cycle

7. 11
Source: Learning-Theories.com
©SHRM 2009
Let’s Work Through an Example
• Group process:
> We’re going to work on a project as a group.
> Everyone has some experience with groups – some
more successful than others.
> What kinds of groups have you been a member of?
> How did the groups work?
> We’re going to complete an experiential learning
activity.
12
©SHRM 2009
The Experience: Step 1

8. • In your groups, solve this problem:
> Cut a piece of paper to look like the shape shown on
the next slide.
> There are only two rules:
• You are only allowed to make ONE cut with the scissors and
• It must be a straight cut.
> You have seven minutes to complete the task.
13
©SHRM 2009
The Desired Shape
14
©SHRM 2009
15
The

9. Solution
©SHRM 2009
Observation and Reflection: Step 2
• Was the task completed?
• What helped you to achieve the task?
• What got in the way?
• How did your group members work as a team?
16
©SHRM 2009

10. Forming Abstract Concepts: Step 3
• Draw conclusions.
• What did you learn about teamwork in dealing
with this problem?
• What conclusions can you draw about how
teams work?
17
©SHRM 2009
Testing in New Situations: Step 4
Now what?
Apply what you’ve learned:

11. • What would you do differently the next time you
work with a team?
• How does what you learned about teams affect
how you would facilitate a training session?
• What kind of action planning might be
undertaken?
18
©SHRM 2009
Closure
• What were the main messages of the session?
• Any other questions?
19

12. ©SHRM 2009
What Else Do We Know About Learning?
20
©SHRM 2009
Edgar Dale: The Cone of Learning
•
21 Source: Mesa Community College ©SHRM 2009
Advantages and Disadvantages of
Training Methods
Method Pros Cons

13. Demonstration
Opportunity to
provide feedback.
Does not involve
everyone.
Role play
Good practice for
participants and
involvement.
May be dominated
by a few
participants.
Lecture

14. Good for high
content if
presenter is good.
Passive and not
stimulating.
Case study
Good focus and
high involvement.
May be dominated
by a few
participants.
Panel discussion
High content and

15. variety of
perspectives.
Low learner
involvement.
22
©SHRM 2009
What About Lectures?
• Active lectures gain the learner’s attention.
• To maximize understanding and retention:
> Include an opening summary.
> Use examples and analogies.

16. > Include visual backup.
> Involve participants.
> Reinforce the lecture.
23
©SHRM 2009
What About Activities?
• Activities should have a(n):
> Objective
> Method
> Format
• Activities should be related to instructional
objectives.

17. 24
©SHRM 2009
Pros and Cons of VariousTraining
Activities
Method Pros Cons
Field trips Allow for sensory
perception.
Needs prior
preparation.
Small group
tasks
Highly participatory and

18. task oriented.
May be dominated
by a few participants.
Video or film Good focus and pre-
designed.
May enhance content.
Little participant
interaction.
Large group
discussion
Highly energizing and high
participation.
May be dominated

19. by a few participants.
Fishbowl
activities
Develops understanding
of concepts and differing
perspectives.
Limited active
participation in
activity.
25
©SHRM 2009
Choosing the Training Method

20. • What learning outcome do you want to
influence?
> Verbal information.
> Intellectual skills.
> Cognitive strategies.
> Attitudes.
> Motor skills.
• What method best facilitates transfer of
training?
• What will it cost?
26

21. ©SHRM 2009
Training Methods and Activities
Plan training methods and activities for your
training project.
27
©SHRM 2009
Unit #6 – Class #2 – E-Learning
and Technology in Training
• Technology in training
• Economic considerations

22. 28
©SHRM 2009
Why Use E-Learning?
• Organizational benefits
> Cost-effective – reduces training costs per employee
• No travel costs for employees
> Information can be readily updated
> Easy tracking
• Can generate statistical reports.
– How many employees receive training?
– Who receives training, how often and how are
they doing?

23. – Track return on investment
> Can pinpoint training where it is needed
29
©SHRM 2009
Why Use E-Learning?
• Learner benefits:
> Training available 24/7
> No travel or time away from home
> More variety in training
> Training can incorporate games, Internet resources
and social networking
> Wider access to resources – not just the trainer

24. 30
©SHRM 2009
E-Learning
• Asynchronous:
> Most responsibility for learning is placed on the
learner.
> Learning available 24/7; any time, any place.
• Synchronous:
> Virtual learning; live and online.
> The learner must participate on a schedule through
message boards, video conference, text-chat or
instant polling.

25. > Still, any place, but not always any time.
31
©SHRM 2009
Technology-Based Training
• Levels of technology-based training:
> Communication.
> Online referencing.
> Testing assessment.
> Computer-based training.
• Asynchronous.
• Synchronous.
> Blended learning.
> Expert systems.

26. 32
©SHRM 2009
Features of E-Learning
• Content:
> Text, video, graphics, sound.
• Learner control.
• Collaboration between learners and trainers.
• Link to resources.
• Delivery: web-based or intranet.
• Administrative:
> Tracking and monitoring.
> Return on investment.

27. 33
©SHRM 2009
Effective E-Learning
• Organization must provide:
> Management support.
> Technology resources and ongoing support.
> Employee time away from work for learning
to occur.
> Employee training in the use of e-learning
technology.
34
©SHRM 2009

28. Training Design: Which One?
• Traditional classroom.
• E-learning.
• Blended learning.
35
©SHRM 2009
OL 211: Customer Service – CARE Business Partner Job
Posting
Maersk Line is the world’s largest container shipping company,
known for reliable, flexible, and
eco-efficient services. We provide ocean transportation in all
parts of the world. We serve our
customers through 374 offices in 116 countries. We employ

29. 7,000 seafarers and 25,000 land-
based employees and operate 580 container vessels. We market
our services through the
following brands: Maersk Line, Safmarine, MCC Transport
(Intra-Asia), Seago Line (Intra-
Europe), Mercosul (Brazil), and SeaLand (From 2015 Intra-
Americas).
Maersk Line, the global containerized division of the Maersk
Group, is dedicated to delivering
the highest level of customer-focused and reliable ocean
transportation services. Our vision,
built from a strong heritage of uprightness, constant care, and
innovation, has guided our
business operations since the first Maersk Line vessel sailed in
1904. By remaining committed
to that vision we have expanded our business to become the
world’s largest ocean carrier. And
we are consistently recognized as the most reliable container
shipping company.
We are looking for a Customer Service CARE Business Partner
in our Charlotte, NC office. You
must be authorized to work for any employer in the US. Local
candidates only; no relocation

30. assistance is provided.
We Offer
Maersk Line offers you an exciting career opportunity in an
international, challenging business
environment characterized by high pace and diversity with focus
on creating valuable relations
with our current and new customers. We offer a competitive
salary and benefit package, such
as health insurance, dental and vision insurance, a 401K savings
plan with an employer match,
and paid time off.
Key Responsibilities
• Act as the customer’s primary point of contact, be the
customer’s internal advocate.
• Be fully responsible for customer satisfaction, own, manage
all customer facing activities,
while working with Sales, GSC, One Team, Finance, etc.
• As part of Commercial Intelligence - build strong
relationships with customers, gain an

31. understanding for their business, service needs, drivers and
desires and leverage this to engage
in discussions about new business opportunities and
competitor/market intelligence.
• Ensure smooth execution of the whole shipment lifecycle, by
working closely with customers
and internal support groups to achieve customer satisfaction
goals through pro-active
resolution handling and Issue resolution ownership. Process
improvement focus is essential—
look for waste
• Understand claims policy and its impact on company assets
and guide customers best possible
through any potential claim situation
• Utilize Care business partner relationships to encourage fast
equipment turnaround and
collection of applicable charges as required.
• Understand and be familiar with KPIs and act in line with set
targets. Drive continuous
improvements opportunities and opportunities to lower costs.
• Monitor agreed service levels, and identify root cause when

32. targets are not met, advise
management of potential service failures and / or trends.
• Share thoughts with team at VMS reviews
• To always perform in a manner consistent with and loyal to
the A.P. Moller – Maersk values.
Who we are looking for
• Direct call-handling experience
• Demonstrated relationship attributes
• Practiced listening techniques
• Negotiation skills
• Conflict resolution skills
• High school diploma or equivalent (4 year degree preferred)
• 1–2 years of experience in transportation highly desirable
• Proficiency in Microsoft Suite
OL 211 Final Project Milestone Two Guidelines and Rubric

33. Overview: For this milestone, review the case study A.P.
Moller-Maersk Group: Evaluating Strategic Talent Management
Initiatives through page 13 (up to HR-
Customer Initiative at Maersk) and the job posting for a
Customer Service – CARE Business Partner. View the SHRM
PowerPoint presentation and its note pages:
Unit 6: Training Methods, Experiential Learning and
Technology.
Using the material on needs assessment and training strategies
provided in this week’s lesson and the case study, in a short
paper you should:
organization in general, supporting your response.
determine the training requirements of a Customer Service –
CARE Business Partner at Maersk.
Achievable, Realistic, and Time-oriented (SMART) objectives
for a training plan.

34. Maersk Customer Service – CARE Business Partner training
program.
ng principles
and methods of experiential learning from this course into the
Maersk Customer Service –
CARE Business Partner training program.
Guidelines for Submission: Your submission should be 2–3
pages in length and double-spaced using 12-point Times New
Roman font. Be sure to list your
references at the end of your paper.
Instructor Feedback: This activity uses an integrated rubric in
Blackboard. Students can view instructor feedback in the Grade
Center. For more information,
review these instructions.
Critical Elements Exemplary (100%) Proficient (85%) Needs
Improvement (55%) Not Evident (0%) Value

35. Training: Needs
Assessment
Meets “Proficient” criteria and
description is clear and detailed
Describes the components of a
needs assessment used to
determine the training
requirements of the organization
Describes the components of a
needs assessment used to
determine the training
requirements of the organization,
but description is cursory or
inaccurate
Does not describe the
components of a needs
assessment used to determine
the training requirements of the
organization

36. 23
Training: Learning
Activities
Meets “Proficient” criteria and
exhibits keen insight into the
needs of adult learners
Explains the importance of
developing learning activities,
and incorporates adult learning
principles and methods of
experiential learning
Explains the importance of
developing learning activities,
but does not incorporate adult
learning principles and methods
of experiential learning
Does not explain the importance
of developing learning activities

37. 23
Training: Training
Needs
Assessment
Meets “Proficient” criteria and
uses scholarly research to
contextualize claims
Illustrates the value of a training
needs assessment in an
organization, and supports
response
Illustrates the value of a training
needs assessment in an
organization, but does not
support response
Does not illustrate the value of a
training needs assessment

38. 23
http://snhu-
media.snhu.edu/files/course_repository/undergraduate/ol/ol211/
ol_211_customer_service_care_business_partner_job_posting.p
df
http://snhu-
media.snhu.edu/files/course_repository/undergraduate/ol/ol211/
unit_6_training_methods_elearning_and_tech.pdf
http://snhu-
media.snhu.edu/files/production_documentation/formatting/rubr
ic_feedback_instructions_student.pdf
Training: SMART
Meets “Proficient” criteria and
description is clear and detailed
Describes the importance of
creating SMART objectives for a
training plan

39. Describes the importance of
creating SMART objectives for a
training plan, but description is
cursory or inaccurate
Does not describe the
importance of creating SMART
objectives for a training plan
23
Articulation of
Response
Submission is free of errors
related to citations, grammar,
spelling, syntax, and organization
and is presented in a professional
and easy-to-read format
Submission has no major errors
related to citations, grammar,
spelling, syntax, or organization
Submission has major errors

40. related to citations, grammar,
spelling, syntax, or organization
that negatively impact readability
and articulation of main ideas
Submission has critical errors
related to citations, grammar,
spelling, syntax, or organization
that prevent understanding of
ideas
8
Earned Total 100%