Traditional Training

Methods
 Traditional Training Methods

Many companies' training programs use a combination of methods to capitalize on each method's strengths for learning and
transfer. For example, Colorado Springs Utilities's training program begins with a brainstorming session to engage trainees and
help them enjoy the training and retain more of what they learn.

The traditional training methods are organized into three broad categories:

1.)PRESENTATION METHODS - are methods in which trainees are passive recipients of information, this may include facts,
processes, and problem-solving methods. It is important to note that instructor –led classroom presentation methods may
include lectures, video, workbooks and manuals, CD-ROMs, and games. A mix of methods can actively engage trainees in
learning and can help transfer of training to occur.

A)LECTURE – in a lecture trainers communicate through spoken words what they want the trainees to learn. The
communication of learned capabilities is primarily one way from the trainer to the audience. It 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. Also used to support other training methods such as
Method Description Advantages
Standar Trainer talks while
d trainees listen and
Lecture absorb information.
Team Two/more trainers Bring more
Teachin present different topics expertise and
g or alternative views of alternative
the same topic. perspective
Guest Speaker visits the Motivate learning by
Speaker session for a bringing relevant
s predetermined time examples and
period. Primary applications
instruction is
conducted by the
instructor.
Panels Two/more speakers Showing different
present information viewpoints in a
and ask questions. debate
Student Groups of trainees Increase the
Present present topics to the materials
ations class. meaningfulness &
trainees’
attentiveness
Disadvantages:
 Lectures tend to lack participant involvement, feedback, and meaningful connection to the work environment.
 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 lectures 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.
B)AUDIOVISUAL TECHNIQUES - Audiovisual instruction includes overheads, slides, and video. Video is a
popular instructional method. It has been used for improving communications skills, interviewing skills, and
customer-service skills and for illustrating how procedures should be followed.
Advantages:
 Trainers can review, slow down, or speed up the lesson, which gives them flexibility in customizing the session
depending on trainees’ expertise.
 Trainees can watch the video multiple times if they have access to it during and after the training session.
 Trainees can be exposed to equipment, problems, and events that cannot be easily demonstrated.
 Trainees are provided with consistent instruction.
 Videotaping trainees allows them to see and hear their own performance without the interpretation of the trainer.
 Video requires minimal knowledge of technology and equipment.
Disadvantages:
Most problems in video result from the creative approach used such as 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.

2)HANDS-ON METHODS - are training methods that require the trainee to

be actively involved in learning. These methods include on-the-job training,
simulations, case studies, business games, role plays, and behavior
modeling. These methods are ideal for developing specific skills,
understanding how skills and behaviors can be transferred to the job,
experiencing all aspects of completing a task, or dealing with interpersonal
issues that arise on the job.
a.On-the-Job Training (OJT) - refers to 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. OJT is one
of the oldest and most used types of informal training.
Self-Directed Learning - has employees take
responsibility for all aspects of learning including
when it is conducted and who will be involved.

Apprenticeship
B.Simulations - is a 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.
C.Case Studies - 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.
D.Business Games - require trainees to gather information, analyze it, and make decisions. It is primarily
FUTURE
used for management skill development. Games stimulate learning because participants are actively involved FINANCIAL
and because games mimic the competitive nature of business. PROJECTIONS
E.Role Plays – have trainees act out characters assigned to them. Information regarding the situation is
provided to the trainees. It provide limited information regarding the situation, it focus on interpersonal
responses, and the outcomes depend on the emotional reactions of the other trainees.
F .Behavior Modeling – presents trainees with a model who demonstrates key behaviors to replicate and
provides trainees with the opportunity to practice the key behaviors. It is based on the principles of social
learning theory which emphasize that learning occurs by (1) observing of behaviors demonstrated by a model
and (2) vicarious reinforcement occurs when a trainee sees a model receiving reinforcement for using certain
behaviors. Research suggest that behavior modeling is one of the most effective technique for teaching
INVESTMENT
interpersonal and computer skills. AND FUNDING
OVERVIEW
 3)GROUP BUILDING METHODS - are training methods designed to improve team or group effectiveness. Training is directed at
improving the trainees' skills as well as team effectiveness. In group building methods, trainees share ideas and experiences, build
group identity, understand the dynamics of interpersonal relationships, and get to know their own strengths and weaknesses and
those of their co-workers. Group techniques focus on helping teams increase their skills for effective teamwork. Group building
methods often involve experiential learning.

Stages of Experiential learning:

1. Gain conceptual knowledge and theory
2. Take part in a behavioral simulation
3. Analyze the activity
4. Connect the theory and activity with on-the-job or real-life situations

a. Adventure Learning - focuses on the development of teamwork and leadership skills through structured activities. Adventure
learning includes wilderness training, outdoor training, drum circles, and even cooking classes. Adventure learning appears to be
best suited for developing skills related to group effectiveness such as self-awareness, problem solving, conflict management, and
risk taking. Adventure learning may involve strenuous, challenging physical activities.
b. Team Training – coordinates the performance of individuals who work together to achieve a common goal.
Components of Team Performance:

Behavioral – means that team members

must perform action that allows them to
communicate, coordinate, adapt, and
complete complex tasks to accomplish
their objective.

Knowledge - requires team members to

have mental models or memory
structures that allow them to function
effectively in unanticipated or new
situations.

Attitude - team members' beliefs about

the task and feelings toward each other.
Strategies:

Cross training - has team members understand and practice each other's
c. Action Learning – gives teams or work
skills so that members are prepared to step in and take the place of a
groups an actual problem, has them work on
member who may temporarily or permanently leave the team.
solving it and committing to an action plan, and
Coordination training – instructs the team in how to share information and
then holds them accountable for carrying out
decision-making responsibilities to maximize team performance.
the plan. Companies use action learning to
Team leader training - refers to training that the team manager or facilitator solve important problems, develop leaders,
receives. This may involve training the manager on how to resolve conflict quickly build high-performance teams, and
within the team or helping the team coordinate activities or other team skills. transform the organizational culture.
Six Sigma and Black Belt Training – provides employees
with measurement and statistical tools to help reduce
defects and to cut costs.
Choosing a Training Method
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