Unit V Homework Apprenticeship Proposal Use the Department of Labor’s Employment and Training Administration website and find the area on Registered Apprenticeship. Explore the Employers section. Based on the information found here, create an apprenticeship proposal for a position in the company you work for or wish to work for. In your apprenticeship, make sure to include specific skills the apprentice will be learning, the modeling and practice techniques that will be used, and the feedback process that will be incorporated (both informal and formal). Explain how many hours per week the apprentice will work, and how long the entire apprenticeship should take. Discuss the advantages and disadvantages of your apprenticeship program. Use Microsoft Word to create your proposal. The proposal should be between two to three pages in length, and all sources used need to be cited according to APA format. BHR 4680, Training and Development 1 Course Learning Outcomes for Unit V Upon completion of this unit, students should be able to: 2. Compare and contrast the training implications of behavioral and cognitive learning in the training environment. 2.1 Discus how training is influenced by new technologies. 2.2 Discuss the advantages and disadvantages of e-learning, mobile technology, and simulations. 2.3 Explain the pros and cons of multimedia training. 6. Describe classroom-based training programs. 6.1 Discuss the pros and cons of traditional training methods. 6.2 Explain how group building methods improve team/group effectiveness. 6.3 Discuss the steps necessary to develop effective self-directed learning. Reading Assignment Chapter 7: Traditional Training Methods Chapter 8: Technology-Based Training Methods Unit Lesson Company A Company A’s training sessions are always the same—hour-long lectures. Employees file into a room composed of rowed seating. A lectern is in front of the room and the training manager, John, stands behind it. He greets the employees and begins a lecture. This particular session is on how to use Microsoft Excel. He is reading from a book, but occasionally looks up to glance at his audience. When an employee raises their hand, John asks that all questions be saved for the end of the session. Most of the group tries to follow what he says, but have blank expressions on their faces since they are not sure what John is even talking about. One employee in the back row has nodded off, and a few others are having a hard time keeping their eyes open. At the end of the session, the manager asks for questions. No one raises their hand. Could it be that the manager has conveyed the material so well that everyone now understands how to use a spreadsheet? Or could it be that the audience is so bored with the material that they are in a hurry to leave the session? Company B Company B is also offering a training session on how to use formulas in an Excel spreadsheet. ...

1. Unit V Homework
Apprenticeship Proposal
Use the Department of Labor’s Employment and Training
Administration website and find the area on Registered
Apprenticeship. Explore the Employers section. Based on the
information found here, create an apprenticeship proposal for a
position in the company you work for or wish to work for. In
your apprenticeship, make sure to include specific skills the
apprentice will be learning, the modeling and practice
techniques that will be used, and the feedback process that will
be incorporated (both informal and formal). Explain how many
hours per week the apprentice will work, and how long the
entire apprenticeship should take. Discuss the advantages and
disadvantages of your apprenticeship program.
Use Microsoft Word to create your proposal. The proposal
should be between two to three pages in length, and all sources
used need to be cited according to APA format.
BHR 4680, Training and Development 1
Course Learning Outcomes for Unit V
Upon completion of this unit, students should be able to:

2. 2. Compare and contrast the training implications of behavioral
and cognitive learning in the training
environment.
2.1 Discus how training is influenced by new technologies.
2.2 Discuss the advantages and disadvantages of e-learning,
mobile technology, and simulations.
2.3 Explain the pros and cons of multimedia training.
6. Describe classroom-based training programs.
6.1 Discuss the pros and cons of traditional training methods.
6.2 Explain how group building methods improve team/group
effectiveness.
6.3 Discuss the steps necessary to develop effective self-
directed learning.
Reading Assignment
Chapter 7:
Traditional Training Methods
Chapter 8:
Technology-Based Training Methods
Unit Lesson
Company A
Company A’s training sessions are always the same—hour-long
lectures. Employees file into a room
composed of rowed seating. A lectern is in front of the room
and the training manager, John, stands behind it.
He greets the employees and begins a lecture. This particular

3. session is on how to use Microsoft Excel. He is
reading from a book, but occasionally looks up to glance at his
audience. When an employee raises their
hand, John asks that all questions be saved for the end of the
session. Most of the group tries to follow what
he says, but have blank expressions on their faces since they are
not sure what John is even talking about.
One employee in the back row has nodded off, and a few others
are having a hard time keeping their eyes
open. At the end of the session, the manager asks for questions.
No one raises their hand. Could it be that
the manager has conveyed the material so well that everyone
now understands how to use a spreadsheet?
Or could it be that the audience is so bored with the material
that they are in a hurry to leave the session?
Company B
Company B is also offering a training session on how to use
formulas in an Excel spreadsheet. The training
manager, Bill, has asked an employee from the accounting
department, Carol Jones, who has a Microsoft
certification in Excel to conduct the training session. A few
days before the training session, Bill and Carol
meet to discuss the objectives of the course, and Carol is
adamant that the course be conducted in the
computer training room so that participants can create
spreadsheets during the training. On the day of the
training session, Carol presents the objectives to the learners
using a white board in the front of the
classroom, but also asks the learners if there are specific issues
the learners want to learn regarding Excel
formulas. One participant asks if he can see how to create a
specific formula that will help him with a monthly
report. Carol adds this issue to the objectives and begins the
training session. She lectures a bit on Excel

4. issues and demonstrates the material on her computer that is
hooked up to a projection device so that the
UNIT V STUDY GUIDE
Traditional Training Methods and
E-Learning and Technology
BHR 4680, Training and Development 2
UNIT x STUDY GUIDE
Title
students can see what she is doing. Then she has the students
practice the concepts she has presented on
their computers. She answers questions from the participants as
they are asked unless the explanation is too
long and will distract from what she is currently presenting.
Those questions she writes down and then
answers them at the end of the class. The learners are pleased
when they leave the course. One learner
comments that because she took this course, she will save an
hour or two each month because of one of the
formulas she has learned in the course.
Instructional Strategies
As seen from the scenarios above, some instructional strategies
work for training and others do not. There is

5. nothing wrong with using a lecture within a training session, but
is it the best method for the particular training
you are presenting, or would another approach work better? For
a group of sales representatives who thrive
on competition, a training session built upon a game might be a
good presentation method. For a department
of online faculty, self-directed learning where the instructors
choose courses and articles to read to stay up on
their field of study might work better than requiring these same
teachers to come in to the office at a specific
time to participate in a training course. A high school graduate
wanting to learn to be an electrician might be
better served working as an apprentice under an experienced
electrician than sitting in a classroom.
Instructional strategies, or presentation strategies as your
textbook refers to them, should be varied and
appropriate to the specific training. What works for one type of
training may not work for another type. Once
again, the importance of the analysis phase comes into play as
the analysis of your training should help
determine the best instructional strategies to use for the
particular training being presented.
Team Building and Action Learning
In a number of organizations, work teams are replacing that one
lone leader credited in the past with the
success of organizations. Even in organizations with strong
leaders—think about Steve Jobs at Apple—
success cannot be accomplished without others to help execute
great ideas. Most of Jobs’ team members
were with the company for ten years or longer. In the past units,
we have focused more on individual training,
but team building can be an important part of training and
development as well.

6. Numerous development techniques improve the effectiveness of
groups, such as process consultation,
survey feedback, and team building. Team building is a
development process that helps or prepares
organization members to work more efficiently or effectively in
groups. It is designed to enhance individual
team members’ problem-solving skills, communication, and
sensitivity to others. Organizations depend on the
cooperation of a number of people in order to be successful.
Consequently, teams of people have to work on
a temporary or permanent basis in harmony. Task forces,
committees, project teams, and interdepartmental
groups are the kinds of teams that are frequently brought
together in the workplace.
When team building is successful, participation is encouraged
and sustained. There can also be improved
communication and problem solving within and between teams.
Team building has proven to be most
successful when the technique is tailored to fit the needs and the
problems of the groups involved. Some
observers believe that teams, or high-performance teams
specifically, are the wave of the future.
Examples of how team building has been used in organizations
include:
1. Team skills workshop: Production teams participate in multi-
day workshops that include specific and
various experiential exercises in order to get to know team
members, thus creating a more cohesive
unit.
2. Data collection: Attitude and job data are collected from all

7. individual team members.
3. Data confrontation: Consultants present data to teams. Data is
discussed and problem areas are
sorted out. Priorities are established by each team.
4. Action planning: Teams develop their own tentative plans to
solve problems.
5. Team building: The teams finalize plans to solve the
problems identified in Step 4 and consider
barriers to overcome.
6. Intergroup team building: When problems are identified that
involve multiple teams, these groups
participate in additional workshops to establish mutually
acceptable plans.
The importance of a clear and appropriate structure to team
performance is well documented. Katzenbach
and Smith (1993) interviewed hundreds of people on more than
fifty teams. They drew a clear distinction
BHR 4680, Training and Development 3
UNIT x STUDY GUIDE
Title
between undifferentiated groups and sharply focused teams. “A
team is a small number of people with
complementary skills, who are committed to a common purpose,

8. set of performance goals, and approach for
which they hold themselves mutually accountable” (Katzenbach
& Smith, 1993, p. 112).
Katzenbach and Smith’s (1993) research highlights six
distinguishing characteristics of high-performance
teams:
1. High-performing teams shape purpose in response to a
demand or an opportunity placed in their
path, usually by higher management. Top managers clarify the
team’s charter, rationale, and
challenge, while giving the team flexibility to work out goals
and plans of operation. By giving a team
clear authority and then staying out of the way, management
releases collective energy and
creativity.
2. High-performing teams translate common purpose into
specific, measurable performance goals.
Purpose yields an overall mission, but successful teams take the
additional step of recasting purpose
into specific and measurable performance goals.
3. High-performing teams are manageable in size. Katzenbach
and Smith (1993) fix optimal size for an
effective team somewhere between two and 25 people. More
members mean more structural
complexity, so teams should aim for the smallest size that can
get the job done.
4. High-performing teams develop the right mix of expertise.
The structural frame stresses the critical
link between specialization and expertise. Effective teams seek
out the full range of necessary

9. technical fluency. Exemplary teams find and reward expertise in
problem solving, decision making,
and interpersonal skills to keep the group focused, on task, and
free of debilitating personal
squabbles.
5. High-performing teams develop a common commitment to
working relationships. Effective teams take
time to explore who is best suited for a particular task, as well
as how individual roles come together.
Achieving structural clarity varies from team to team, but it
takes more than an organizational chart to
identify roles and pinpoint one’s place and responsibilities.
Most teams require a more detailed
understanding of who is going to do what and how people relate
to each other in carrying out diverse
tasks.
6. Members of high-performing teams hold themselves
collectively accountable. Pinpointing individual
responsibilities is crucial to a well-coordinated effort, but
effective teams find how to hold the
collective accountable.
Human resource professionals need to remember that when team
performance is expected, the reward and
recognition program of the organization must reflect this.
Performance appraisals and recognition programs
should focus on measurement of team performance or have a
team component aspect incorporated into the
appraisal assessment. Expecting team performance but
rewarding individual performance can be
counterproductive.

10. Reference
Katzenbach, J. R., & Smith, D. K. (1993). The wisdom of
teams: Creating the high-performance
organziation. Boston, MA: Harvard Business School Press.