National School of Business Management

B Sc in Business Management (Special) Degree Module Name: Human Resource Management Module Title BScHRM 3209 Year 3: Semester Two Gajaba Perera-Gunawardena-Management Consultant Training Methods 30//07/2013
Introduction If we do recall the few previous sessions we went through, we should be able to understand the critical importance of selection of appropriate training methods. We can trace the link starting from training needs analysis (TNA) through to transfer of training. The TNA identifies the needs. The needs are then converted to three attributes known as KSAs. In developing the training design, we focus on strategies which will help transferring the KSAs to the trainee. We also recall that the main models of transfer of learning identified three main factors affecting transfer in terms of (a) trainee characteristics (b) program design, and (c) Work Environment. If we were to examine the general criteria for selecting appropriate training methods, we could identify this link. General Selection Criteria Selecting the appropriate method for a given scenario requires analyzing the circumstances and determining the "best fit" for the training. Analyze your training by finding the best answer for the following set of questions. The Learning Objective: Will the method most effectively lead the learner toward the accomplishment of the learning objective. Learning Outcome: Is the outcome of the objective verbal (memorizing information), behavioral (involving motor skills), cognitive (requiring problem solving), intellectual (relying on concepts/models) or affective (change in attitude)? The Learners: Does the method take into account the group size, experience levels, learning styles and other special characteristics of the group? The Practical Requirements: Is the method feasible given the physical environment, time (both preparation and presentation), materials and any cost limitations? As we have already discussed, selection of training methods is a function of many other factors related to: Training Needs Identified The KSA components

The Training Objectives The Time and Cost constraints And Transfer Factors: The Characteristics of Trainee/s The Work Environment

You may, perhaps wonder why the second factor in Baldwin and Ford, viz., The Training Design is not included. Obviously, training Methods are a part of the Design. (See Figures 01 & 02) Commonly Used Training Methods There are a variety of training methods for employees primarily grouped into two categories including cognitive and behavioral. Knowing the advantages and disadvantages of each, along with the desired outcomes of the training and the skills of those being trained will determine which type of training to utilize. Cognitive methods are based on theoretical training including guidelines and rules. Information is provided either in verbal or written form and results in increased knowledge or change of mind set. Lets take a brief look at a few cognitive methods of employee training. Lectures A lecture is one of the least expensive, least time-consuming ways to present a large amount of information efficiently in an organized manner. The lecture format is also useful because it is easily employed with large groups of trainees. Besides being the primary means to communicate large amounts of information, lectures are also used to support other training methods such as behavior modeling and technology-based techniques. For example, a lecture may be used to communicate information regarding the purpose of the training program, conceptual models, or key behaviors to trainees prior to their receiving training that is more interactive and customized to their specific needs. The lecture method has several disadvantages. Lectures tend to lack participant involvement, feedback, and meaningful connection to the work environmentall of which inhibit learning and transfer of training. Lectures appeal to few of the trainees senses because trainees focus primarily on hearing information. Lectures also make it difficult for the trainer to judge quickly and efficiently the learners level of understanding. To overcome these problems, the lecture is often supplemented with question-and-answer periods, discussion, video, games, or case studies. These techniques allow the trainer to build into the lecture more active participation, job-related examples, and exercises, which facilitate learning and transfer of training.

Demonstrations Just as the name implies, the trainees are shown what to do and how to do it and the results are known in advance. Sometimes its referred to as being spoon feed. As the saying goes, a picture is worth a thousand words and this type of visualization training provides that picture.

This method is highly advantageous in skill training, weather cognitive or physical. Very widely used in assembly, repair and maintenance work. It could also be used, and are being used, in behavioral skills such as lecturing, running discussions and negotiations with live models. Video and other displays can substitute live models. This is widely used in training fashion models.

Discussions simply stated, this provides open communication between trainees among themselves and with the trainer. So brainstorming is incorporated and its the trainers responsibility to keep discussions within a defined set or parameters. This is also an old method, but still a favorite training method. In order to escape the limitations of straight lecturing many organizations have adopted guided-discussion type in their training programs In this method, the participants pool their ideas and experience in attempting to arrive at improved methods of dealing with the problems which are common subject of discussion) It may include buzz sessions that divide participants into small groups of four or five for intensive discussion. These small groups then report back to the plenary (full) session with their conclusions or questions. Conference method allows the trainees to look at the problem from a broader angle. These conferences, however, have certain limitations. Unless the discussion is directed to the fell needs of the participants that may well feel that the whole session is useless.

Behavioral methods of training are interactive and thought provoking, incorporating creativity and open-mindedness. Some examples of this type of training include: 1. Role playing Creating a situation where trainees are provided with a set of circumstances and a general idea of what is to be accomplished. It then allows for a comparison of what is not effective versus what is effective and the comparison creates the knowledge imparted. This method of training may start out a bit slow, but in no time at all it picks up energy and is very lively and fun for participants. Role plays have trainees act out characters assigned to them. Information regarding the situation (e.g., work or interpersonal problem) is provided to the trainees. Role plays differ from simulations on the basis of response choices available to the trainees and the level of detail of the situation given to trainees. Role plays may provide limited information regarding the situation, whereas the information provided for simulation is usually quite detailed. A simulation focuses on physical responses (e.g., pull a lever, move a dial). Role plays focus on interpersonal responses (e.g., ask for more information, resolve conflict). In a simulation, the outcome of the trainees response depends on a fairly well-defined model of reality. (If a trainee in a flight simulator decreases the angle of the flaps, that action influences the direction of the aircraft.) In a role play, outcomes depend on the emotional (and subjective) reactions of the other trainees. 2. Case studies - This is sometimes considered cognitive because its open discussion about situations, however because it focuses on the behavior portion of outcomes it qualifies as a

behavioral method of training. Examples of real life situations are presented and the behaviors are examined. A case study is a 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. A major assumption of the case study approach is that employees are most likely to recall and use knowledge and skills if they learn through a process of discovery. Cases may be especially appropriate for developing higher order intellectual skills such as analysis, synthesis, and evaluation. These skills are often required by managers, physicians, and other professional employees. Cases also help trainees develop the willingness to take risks given uncertain outcomes, based on their analysis of the situation. To use cases effectively, the learning environment must give trainees the opportunity to prepare and discuss their case analyses. Also, face-to-face or electronic communication among trainees must be arranged. Because trainee involvement is critical for the effectiveness of the case method, learners must be willing and able to analyze the case and then communicate and defend their positions. Business games With this method of training, employees are provided information which describes a specific situation and then asks the trainees for decisions that will provide the best outcome for the company, and how those decisions will impact others inside the company and externally. Business games require trainees to gather information, analyze it, and make decisions. Business games are primarily used for management skill development. Games stimulate learning because participants are actively involved and because games mimic the competitive nature of business. The types of decisions that participants make in games include all aspects of management practice: labor relations (agreement in contract negotiations), ethics, marketing (the price to charge for a new product), and finance (financing the purchase of new technology). Typical games have the following characteristics. The game involves a contest among trainees or teams of trainees or against an established criterion such as time or quantity. The game is designed to demonstrate an understanding of or application of a knowledge, skill, or behavior. Several alternative courses of action are available to trainees, and trainees can estimate the consequences of each alternative, but only with some uncertainty. Trainees do not know for certain what the consequences of their actions will be because the consequences are partially based on the decisions of other game participants. Finally, rules limit participant behavior. Though these two methods of training employees are the most widely used others are also employed including on-the-job training including job instruction, mentoring, and coaching; and off-the-job training including sensitivity training.

Figure 01

Factors affecting Training

Baldwin and Ford (1988) three groups of variables influencing transfer of training
Trainee characteristics Training design Work Environment

Cheng and Ho (2001)

Holton et al . (2000)

focus on

motivation as
an influential variable, beside trainee characteristics and work environment

added ability as a separate variable beside these three variables

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Figure 02