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Transcript of Training Delivery
8/7/2019 Training Delivery
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Learning & Development 20111
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Three basic categories:
� On-the-Job Training
� Classroom Training
� Self-Paced Training
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Note: Computer-based training can be in a classroom,or individual/self-paced.
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� Job instruction training (JIT)
� Job rotation
� Coaching� Mentoring
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� Training at ones regular workstation� Most common form of training�
Strengths: Realism
Applicability� Weaknesses:
No formal structure Can perpetuate mistakes
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� Facilitates training transfer to the job
� Reduced training costs, since classroom is not
needed
� Noise and production needs may reduce
training effectiveness
� Quality and safety may be impacted
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� Prepare the worker
� Present the task
� Practice the task� Follow-u p
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� Observe work processes
� Brainstorm improvements
� Analyze options� Implement improvements
� Evaluate results and make adjustments
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� Train on different tasks/positions
� Often used to train entry-level managers
� Also used to provide back-up in productionpositions
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� C oaching between worker and supervisor
Can provide specific performance improvement
and correction� Ment oring senior employee paired with a
junior employee (protégé)
Helps to learn the ropes
Prepares protégé for future advancement
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Five basic types:
� Lecture
� Discussion
� Audiovisual Media
�
Experimental Methods� C l assr oom-based Computer-Based Training
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� Oral presentation of material
Some visual aids can be added
� Remains a very popular training method Transfers lots of information quickly
� Interesting lectures can work well
�
Good to supplement with other materials
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� One-way form of communication
� Trainees must be motivated to listen
� Often lacks idea sharing
� People dont always like listening to lectures
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� Two-way communication
� Use questions to control lesson
� Types of Questions:
Direct: produce narrow responses
Reflective: mirror what was said
Open-Ended: challenge learners to increase
understanding
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� Maintaining control in larger classes
� Needs a skilled facilitator
� Needs more time than lecture� Trainees must prepare for the lesson by
reading assignments, etc.
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� Brings visual senses (seeing) into play, along
with audio senses (hearing)
� Types: Static Media
Dynamic Media
Telecommunications
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� Printed materials
Lecture notes
Work aids Handouts
� Slides e.g., PowerPoint
�
Overhead transparencies
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� Audio cassettes
� CDs
� Film� Videotape
� DVD
� Video disc
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� Instructional TV
� Teleconferencing
� Videoconferencing
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� Case studies
� Business game simulations
� Role playing� Behavior modeling
� Outdoor training
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� Specific instructional objectives
� Case approach objectives
� Attributes of particular case� Learner characteristics
� Instructional timing
� Training environment
� Facilitators characteristics
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� Computerized versus manual
Operational
Financial Resource bound
� In-basket exercise
Setting priorities Time-driven decision making
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� Self discovery; use of interpersonal skills a
plus
� Some trainees are better actors� Transfer to job can be difficult
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� Used mainly for interpersonal skills training
� Practice target behavior
� Get immediate feedback (video, among othermedia)
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� Ropes courses, etc.
� Can facilitate teamwork
� Focus on group problem identification,problem solving
� Often good for team building
� Fun but is it effective training?
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� Hard-copy
Correspondence courses
Programmed instruction
� Computer-Based Training (CBT)
Computer-aided instruction
Internet/intranet training
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� Good for remote locations without Internet access� Individual follows text at own pace� Correct/incorrect answers determine progress� Trainee works alone without instructor interface� Still used, but increasingly being replaced by CBT
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� Interactive with user� Training when and where user wants it� Trainee has greater control over progress� CBT can provide progress reports and be tailored to
specific instructional objectives� Trainee works on own with minimal facilitation by
instructor who is elsewhere
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� Computer-Aided Instruction
� Internet & Intranet-Based Training (e-
learning)� Intelligent Computer-Assisted Instruction
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� Group-based
� Instructor is present and facilitates computer-
based learning� Trainees can help each other
� Requires computer, etc., for each trainee
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� Drill-and-practice approach
� Read-only presentation of a classic training
program� Multimedia courses
� Interactive multimedia training
� Simulations
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� Interactive with each student� Student is self-paced�
Logistics
Increasingly available over the Internet (or via anorganizations intranet)
Updates are easily distributed�
Instructional Management & Reporting� CAN be cost-effective
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� Intranet Internal to site/organization
�
Internet General communications
Online reference
Needs assessment, administration, testing
Distribution of CBT Delivery of multimedia
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� Uses computers capabilities to provide
tailored instruction
� Can use expert systems, fuzzy logic, andother rubrics
� Can provide real-time simulation andstimulation
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� Depends on:
Objectives
Resources
Trainee characteristics
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� Physical environment:
Seating
Comfort level
Physical distractions
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� Proper
� Prior
� Planning� Precludes
� Particularly
� Poor
� Performance
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� DoesNOT prevent failure
� But makes it easier to avoid failure.
� Planning your HRD implementation beforeyou actually do it greatly increases the
likelihood of successful implementation.
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� Networking
� Knowledge
� Social acceptance� Improved interpersonal skills
� Team building
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� Good training: Improves performance
Improves productivity Improves chances for promotion
Improves the bottom line� Therefore, the right training methods need to
be used in the right way to ensure successfulHRD i m pl ementati on.
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