2. 7-2
Presentation Methods
• Methods in which trainees are passive
recipients of information, which may include:
– facts or information
– processes
– problem-solving methods
• It includes lectures and audio-visual
techniques.
3. 7-3
Presentation Methods (cont.)
• Lecture
– Trainers communicate through spoken words what
they want the trainees to learn.
– Least expensive and least time-consuming ways to
present a large amount of information.
– It is easily employed with large groups of trainees.
– Supports training methods such as behavior
modeling and technology-based techniques.
5. 7-5
Presentation Methods (cont.)
Advantages Disadvantages
Team teaching Brings more expertise and
alternative perspectives
to the training session.
Require more time on the
part of trainers.
Guest speakers Motivate learning by bringing to
the trainees relevant examples
and applications.
Presentation does not relate
to the course content.
Panels Good for showing trainees
different viewpoints in a debate.
Trainees who are relatively
naive about a topic may have
difficulty understanding the
important points.
Student presentations Increase the material’s
meaningfulness and trainees’
attentiveness.
Can inhibit learning if the
trainees do not have
presentation skills.
6. 7-6
Presentation Methods (cont.)
• Lecture
– Lacks participant involvement, feedback, and
meaningful connection to the work environment.
– Appeals to few of the trainees’ senses because
trainees focus primarily on hearing information.
– It is difficult to judge quickly and efficiently the
learners’ level of understanding.
– Is often supplemented with question-and-answer
periods, discussion, video, games, or case studies.
7. 7-7
Presentation Methods (cont.)
• Audiovisual instruction - includes overheads,
slides, and video.
• Video is a popular instructional method used
for improving communications skills,
interviewing skills, and customer-service skills
and for illustrating how procedures should be
followed.
8. 7-8
Hands-on Methods
Advantages Disadvantages
Video Flexibility in customizing the
session depending on trainees’
expertise.
Trainees can be exposed to
equipment, problems, and
events that cannot be easily
demonstrated.
Trainees are provided with
consistent instruction.
Provides immediate objective
feedback.
It requires minimal
knowledge of technology and
equipment.
Too much content for
the trainee to learn.
Poor dialogue
between the actors.
Overuse of humor or
music, and drama
that makes it
confusing for the
trainee to understand
the important
learning points
emphasized in the
video.
9. 7-9
Hands-on Methods (cont.)
• Training methods that require the trainee to
be actively involved in learning.
– On-the-job training (OJT) - new or inexperienced
employees learning in the work setting and during
work by observing peers or managers performing
the job and trying to imitate their behavior.
• Can be useful for training newly hired employees,
upgrading experienced employees’ skills, cross-training
employees, and orienting transferred or promoted
employees to their new jobs.
10. 7-10
Hands-on Methods (cont.)
Advantages Disadvantages
On-the-job
training (OJT)
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.
Overlooks that
demonstration, practice,
and feedback are
important conditions for
effective on-the-job
training.
Unstructured OJT can
result in poorly trained
employees.
12. 7-12
Hands-on Methods (cont.)
Advantages Disadvantages
Self directed
learning –
employees take
responsibility for all
aspects of learning
including when it is
conducted and who
will be involved.
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. 7-13
Hands-on Methods (cont.)
Advantages Disadvantages
Apprenticeship
work-study
training method
with both on-
the-job and
classroom
training.
Learners can earn pay while
they learn.
Involves effective learning
about “why and how.”
Results in full-time
employment for trainees
when the program is
completed.
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. 7-14
Hands-on Methods (cont.)
• Simulation - training method that represents a
real-life situation, with trainees’ decisions
resulting in outcomes that mirror what would
happen if they were on the job.
– Is used to teach production, process skills,
management, and interpersonal skills.
15. 7-15
Hands-on Methods (cont.)
• Case studies - description about how
employees or an organization dealt with a
difficult situation.
– Trainees are required to analyze and critique the
actions taken, indicating the appropriate actions
and suggesting what might have been done
differently.
– Assumes that employees are most likely to recall
and use knowledge and skills if they learn through
a process of discovery.
16. 7-16
Hands-on Methods (cont.)
– Appropriate for developing higher order
intellectual skills such as analysis, synthesis, and
evaluation.
– Help trainees develop the willingness to take risks
given uncertain outcomes, based on their analysis
of the situation.
– The case may not actually relate to the work
situation or problem that the trainee will
encounter.
18. 7-18
Hands-on Methods (cont.)
• Business games - require trainees to gather
information, analyze it, and make decisions.
– Is primarily used for management skill
development.
– Stimulates learning because participants are
actively involved and games mimic the
competitive nature of business.
19. 7-19
Hands-on Methods (cont.)
– Involves a contest among trainees or against an
established criterion such as time or quantity.
– Designed to demonstrate an understanding of or
application of a knowledge, skill, or behavior.
– Provides several alternative courses of action and
helps estimate the consequences of each
alternative with some uncertainty.
20. 7-20
Hands-on Methods (cont.)
– Rules limit participant behavior.
– Should be simple enough and should be debriefed
by a trainer to ensure learning and transfer of
training.
21. 7-21
Hands-on Methods (cont.)
• Role plays - have trainees act out characters
assigned to them.
– For role plays to be effective, trainers need to
engage in several activities before, during, and
after the role play.
– Role plays differ from simulations on the basis of
response choices available to the trainees, the
level of detail of the situation given to trainees,
and the outcomes of the trainees’ response.
22. 7-22
Hands-on Methods (cont.)
• Behavior modeling
– Demonstrates key behaviors to replicate and
provides trainees with the opportunity to practice
the key behaviors.
– Is based on the principles of social learning theory.
– Is more appropriate for teaching skills and
behaviors than for teaching factual information.
23. 7-23
Hands-on Methods (cont.)
• 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.
24. 7-24
Table 7.7 - Activities in a Behavior Modeling
Training Program
25. 7-25
Hands-on Methods (cont.)
• Behavior modeling
– Modeling display - key behaviors that the trainees
will practice to develop the same set of behaviors.
• The display presents models engaging in both positive
use of key behaviors and negative use.
– Application planning - prepares trainees to use
the key behaviors on the job.
• It involves having all participants prepare a written
document identifying specific situations in which they
should use the key behaviors.
26. 7-26
Group Building Methods
• Training methods designed to improve team
or group effectiveness.
• Involve experiential learning. Four stages of
this are:
– gain conceptual knowledge and theory.
– take part in a behavioral simulation.
– analyze the activity.
– connect the theory and activity with on-the-job or
real-life situations.
27. 7-27
Group Building Methods (cont.)
• Adventure learning - focuses on the
development of teamwork and leadership
skills through structured activities.
– Includes wilderness training, outdoor training,
drum circles, and even cooking classes.
– Best suited for developing skills related to group
effectiveness such as self-awareness, problem
solving, conflict management, risk taking.
28. 7-28
Group Building Methods (cont.)
• Adventure learning
– To be successful:
• Exercises should be related to the types of skills that
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.
29. 7-29
Group Building Methods (cont.)
• Team training coordinates the performance of
individuals who work together to achieve a
common goal.
– Teams that are effectively trained, develop
procedures to identify and resolve errors,
coordinate information gathering, and reinforce
each other.
– The three components of team performance:
knowledge, attitudes, and behavior.
31. 7-31
Group Building Methods (cont.)
• Action learning
– Gives teams or work groups an actual problem,
has them solve it and commit to an action plan,
and holds them accountable for carrying out the
plan.
– Addresses how to change the business, better
utilize technology, remove barriers between the
customer and company, and develop global
leaders.
33. 7-33
Choosing a Training Method
• Identify the type of learning outcome that
you want training to influence.
• Consider the extent to which the learning
method facilitates learning and transfer of
training.
• Evaluate the costs related to development
and use of the method.
• Consider the effectiveness of the training
method.
