TandD - Unit 6 Final

8/9/2019 TandD - Unit 6 Final

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Unit 6: Training Methods

Experiential Learning and Technology

1SHRM 200


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Unit 6! "lass 1: Training Methods!

Experiential Learning and Technology

# $t the end o% this &nit! st&dents 'ill (e

a(le to:

) *escri(e the experiential learning cycle+

) Use the experiential learning cycle in anacti,ity+

) $pply learning criteria in choosing teaching

-ethods and acti,ities+

) .denti%y and &se ele-ents o% e%%ecti,ee/learning+

) "hoose appropriate -ethods and acti,ities

%or training+

SHRM 200


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Training Methods

# Traditional training:) resentation -ethods+

) Hands/on -ethods+

) ro&p (&ilding -ethods+

# Technology/(ased training:) Synchrono&s learning+

) $synchrono&s learning+

# lended learning+

3SHRM 200


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Training Methods

# The training progra- -&st (e:) *e,eloped or p&rchased+

) $,aila(le 'hen needed+

) 4ithin (&dget+

) $ppropriate to trainees5 needs and a(ilities+) Lied (y trainees+

) S&ch that learning occ&rs+

) S&ch that learning is trans%erred to the 'orplace+

7SHRM 200


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resentation Methods

# .n a presentation -ethod! content is presentedto trainees 'ho are passi,e recipients o%

in%or-ation:) Lect&re+

) Lect&re enhanced thro&gh a&dio,is&al -ethods+

8SHRM 200


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Hands/on Methods 9;To( training+

) Sel%/directed learning+

) $pprenticeship+

6SHRM 200


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ther Hands/on Training Methods

# Si-&lations# "ase st&dies

# &siness ga-es

# Role plays

# eha,ior -odeling

?SHRM 200


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ro&p/&ilding Methods

# ro&p/(&ilding -ethods are designed toi-pro,e tea- or gro&p e%%ecti,eness+

# Experiential learning process:

1+ ain concept&al no'ledge and theory+2+ Tae part in a (eha,ioral si-&lation+

3+ $naly@e the acti,ity+

7+ "onnect the theory and acti,ity 'ith on/the/>o(

sit&ations+

ASHRM 200


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ro&p/&ilding Methods

# $d,ent&re learning:) &tdoor acti,ities+

) 4ilderness training+

# Tea- training:

) "ross training+) "oordination training+

) Tea- leader training+

# $ction learning+

SHRM 200


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# Learner/centered training that &ses acti,eparticipatory -ethods+

# Rele,ant to ad&lt learning needs+

# ro,ides opport&nities %or the learner to:) Engage in an acti,ity+

) "ritically re,ie' the acti,ity+

) *ra' &se%&l insight %ro- the analysis+

) $pply the res&lt in a practical sit&ation+

Experiential Training

10SHRM 200


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Experiential Learning "ycle

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So&rce: Learning/Theories+co-

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Let5s 4or Thro&gh an Exa-ple

# ro&p process:) 4e5re going to 'or on a pro>ect as a gro&p+

) E,eryone has so-e experience 'ith gro&ps B so-e

-ore s&ccess%&l than others+

) 4hat inds o% gro&ps ha,e yo& (een a -e-(er o%C) Ho' did the gro&ps 'orC

) 4e5re going to co-plete an experiential learning

acti,ity+

12SHRM 200


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The Experience: Step 1

# .n yo&r gro&ps! sol,e this pro(le-:

) "&t a piece o% paper to loo lie the shape sho'n on

the next slide+

) There are only t'o r&les:# Do& are only allo'ed to -ae E c&t 'ith the scissors and

# .t -&st (e a straight c&t+

) Do& ha,e se,en -in&tes to co-plete the tas+

13SHRM 200


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The *esired Shape

17SHRM 200


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The Sol&tion

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(ser,ation and Re%lection: Step 2

# 4as the tas co-pletedC

# 4hat helped yo& to achie,e the tasC

# 4hat got in the 'ayC

# Ho' did yo&r gro&p -e-(ers 'or as a tea-C

16SHRM 200


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For-ing $(stract "oncepts: Step 3

# *ra' concl&sions+

# 4hat did yo& learn a(o&t tea-'or in dealing

'ith this pro(le-C

# 4hat concl&sions can yo& dra' a(o&t ho'

tea-s 'orC

1?SHRM 200


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Testing in e' Sit&ations: Step 7

o' 'hatC$pply 'hat yo&5,e learned:

# 4hat 'o&ld yo& do di%%erently the next ti-e yo&

'or 'ith a tea-C

# Ho' does 'hat yo& learned a(o&t tea-s a%%ect

ho' yo& 'o&ld %acilitate a training sessionC

# 4hat ind o% action planning -ight (e

&ndertaenC

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"los&re

# 4hat 'ere the -ain -essages o% the sessionC

# $ny other =&estionsC

1SHRM 200


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4hat Else *o 4e Gno' $(o&t LearningC

20SHRM 200


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Edgar *ale: The "one o% Learning

#

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So&rce: Mesa "o--&nity "ollegeSHRM 200


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$d,antages and *isad,antages o%

Training Methods

Method Pros Cons

DemonstrationOpportunity toprovide feedback.

Does not involveeveryone.

Role play

Good practice forparticipants andinvolvement.

May be dominatedby a fewparticipants.

Lecture

Good for hihcontent ifpresenter is ood.

Passive and notstimulatin.

Case study

Good focus andhih involvement.

May be dominatedby a fewparticipants.

Panel discussion

!ih content andvariety ofperspectives.

Low learnerinvolvement.

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4hat $(o&t Lect&resC

# $cti,e lect&res gain the learner5s attention+# To -axi-i@e &nderstanding and retention:

) .ncl&de an opening s&--ary+

) Use exa-ples and analogies+

) .ncl&de ,is&al (ac&p+) .n,ol,e participants+

) Rein%orce the lect&re+

23SHRM 200


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4hat $(o&t $cti,itiesC

# $cti,ities sho&ld ha,e a9necti,e

) Method

) For-at

# $cti,ities sho&ld (e related to instr&ctionalo(>ecti,es+

27SHRM 200


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ros and "ons o% ario&sTraining

$cti,ities

Method Pros Cons

Field trips $llo' %or sensoryperception+

eeds priorpreparation+

S-all gro&ptass

Highly participatory andtas oriented+

May (e do-inated(y a %e' participants+

ideo or %il- ood %oc&s and pre/designed+

May enhance content+

Little participantinteraction+

Large gro&p

disc&ssion

Highly energi@ing and high

participation+

May (e do-inated

(y a %e' participants+

Fish(o'l

acti,ities

*e,elops &nderstandingo% concepts and di%%eringperspecti,es+

Li-ited acti,eparticipation inacti,ity+

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SHRM 200


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"hoosing the Training Method

# 4hat learning o&tco-e do yo& 'ant toin%l&enceC

) er(al in%or-ation+

) .ntellect&al sills+

) "ogniti,e strategies+) $ttit&des+

) Motor sills+

# 4hat -ethod (est %acilitates trans%er o%

trainingC

# 4hat 'ill it costC

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Training Methods and $cti,ities

lan training -ethods and acti,ities %or yo&rtraining pro>ect+

2?SHRM 200


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Unit I6 B "lass I2 B E/Learning

and Technology in Training

# Technology in training

# Econo-ic considerations

2ASHRM 200


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4hy Use E/LearningC

# rgani@ational (ene%its) "ost/e%%ecti,e B red&ces training costs per e-ployee

# o tra,el costs %or e-ployees

) .n%or-ation can (e readily &pdated

) Easy tracing

# "an generate statistical reports+

B Ho' -any e-ployees recei,e trainingC

B 4ho recei,es training! ho' o%ten and ho'

are they doingC

B Trac ret&rn on in,est-ent

) "an pinpoint training 'here it is needed

2SHRM 200


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4hy Use E/LearningC

# Learner (ene%its:) Training a,aila(le 27J?

) o tra,el or ti-e a'ay %ro- ho-e

) More ,ariety in training

) Training can incorporate ga-es! .nternet reso&rces

and social net'oring

) 4ider access to reso&rces B not >&st the trainer

30SHRM 200


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E/Learning

# $synchrono&s:) Most responsi(ility %or learning is placed on the

learner+

) Learning a,aila(le 27J?K any ti-e! any place+

# Synchrono&s:) irt&al learningK li,e and online+

) The learner -&st participate on a sched&le thro&gh

-essage (oards! ,ideo con%erence! text/chat or

instant polling+

) Still! any place! (&t not al'ays any time.

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Technology/ased Training

# Le,els o% technology/(ased training:) "o--&nication+

) nline re%erencing+

) Testing assess-ent+

) "o-p&ter/(ased training+# $synchrono&s+

# Synchrono&s+

) lended learning+

) Expert syste-s+

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Feat&res o% E/Learning

# "ontent:) Text! ,ideo! graphics! so&nd+

# Learner control+

# "olla(oration (et'een learners and trainers+

# Lin to reso&rces+# *eli,ery: 'e(/(ased or intranet+

# $d-inistrati,e:

) Tracing and -onitoring+

) Ret&rn on in,est-ent+

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E%%ecti,e E/Learning

# rgani@ation -&st pro,ide:) Manage-ent s&pport+

) Technology reso&rces and ongoing s&pport+

) E-ployee ti-e a'ay %ro- 'or %or learning

to occ&r+) E-ployee training in the &se o% e/learning

technology+

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Training *esign: 4hich neC

# Traditional classroo-+

# E/learning+

# lended learning+

38SHRM 200

TandD - Unit 6 Final

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