HRM 4008

Training and
Development
Off-the-Job
Training Methods
Week 10 - Session 5
Chapter 5
Motivational Activity

• Watch the video….

• Key takeaways?
Outdoor Trainings
 Learning Outcomes
• Explain the difference between instructional
methods and instructional media
• Compare and contrast the use and
effectiveness of different instructional
methods
• Explain how to design a simulation with high
physical and psychological fidelity
• Choose an appropriate instructional
method for a training program
• Discuss the implications of an aptitude-
treatment interaction for training

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5-6
 Introduction

• Instructional methods are the techniques used to

stimulate learning
• Off-the-job methods take place outside the work
setting, usually in a classroom
• In Canada and the United States, instructor-led
classroom training remains the primary and most
popular method of providing training
• A survey of Canadian workers found that over one-
third of them consider in-house, instructor-led
workshops the most valued type of training

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Instructional Methods

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 Lectures
• A training method
in which the trainer
presents to trainees
the content to be
learned
• Lectures are an
effective method
for training several
types of skills and
tasks

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 Discussion Method
• Two-way communication between the trainer
and trainees as well as among trainees
• It is one of the primary ways to increase
trainee involvement in the learning process

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 Case Study Method
• A training method in which trainees discuss,
analyze, and solve problems based on a real
situation
• Case studies develop analytical ability,
sharpen problem-solving skills, encourage
creativity, and improve the organization of
thoughts and ideas

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 Case Incident Method
• A training method in which one problem,
concept, or issue is presented for analysis
• One of the most accessible ways of adding
an experiential or real-world component
into a lecture

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 Behaviour Modelling Training (BMT)
• Trainees observe a model performing a task
and then attempt to imitate the observed
behaviour
• It is based on social cognitive theory and
observational learning

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 Behaviour Modelling Training (BMT)
• Behaviour modelling is based on four
principles of learning:
1. Observation (modelling)
2. Rehearsal (practise)
3. Reinforcement (reward)
4. Transfer

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 Behaviour Modelling Training (BMT)
• The effect on skills development is greatest
when learning points are used and presented
as rules to be followed and when training time
is longer

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 Behaviour Modelling Training (BMT)
• Transfer of learning on the job is greatest
when models displaying positive and negative
behaviours are used, trainees are instructed to
set goals, trainees’ superiors are trained, and
rewards and sanctions are provided for using
or failing to use newly learned skills on the job

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Behaviour Modelling Training (BMT)—Mixed
Modelling Strategy

• A mixed modelling strategy shows trainees

what should be done (a positive model) as
well as what should not be done (a negative
model)

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 Role Play
• Trainees are
given the
opportunity to
practise new
behaviours in a
safe
environment

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 Role Play
• Three phases in the role-play experience:
1. Development
2. Enactment
3. Debriefing

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 Reverse Role Play
• Reverse role plays occur when trainees put
themselves in another person’s position

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 Multiple Role Play
• When a role play involves groups of trainees
acting out various roles

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 Simulations
• The use of operating models of physical or
social events designed to represent reality
• They are models or active representations
of work situations that are designed to
increase trainee motivation, involvement,
and learning

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 Simulations
• Equipment simulators
are mechanical devices
similar to those
employees use on the
job, e.g., a flight
simulator

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 Simulations
• A successful simulation involves four steps:
– Preparing for the simulation
– Delivering the simulation
– Debriefing the simulation
– Following up on the simulation
• Simulations should have physical and
psychological fidelity

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 Games
• Training methods that involve structured
competition which allows trainees to learn
specific skills
• Games have rules, principles, and a system for
scoring
• They enhance the learning process by
injecting fun and competition, generating
energy, and providing opportunities for people
to work together

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 Games
• To be effective, games should:
– Be well planned and prepared
– Linked to training objectives
– Include a debriefing session so that trainees
understand the purpose of the game and
the critical skills and behaviours to be
learned

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 Action Learning
• A method in which trainees solve real-world
problems and accept responsibility for the solution
• Problem-based learning requires trainees to solve
real or simulated open-ended problems
• The goals of action learning are to involve and
challenge the trainee, and to move employees
from passive observation to identification with the
people and the vision of the organization

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 Instructional Media
• Not an instructional method; instead, the
medium or media used to deliver the content
and methods
– Audio-visual methods include various forms
of media used to illustrate key points or
demonstrate actions or behaviours and
include videos, DVDs, and slides to
supplement lectures and discussions

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Choosing an Instructional Method
• Dependent upon training objectives and
learning outcomes
• Cost and resource availability
• On-the-job application
• Trainer skill and preferences
• Trainee preferences and characteristics

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 Aptitude-Treatment Interaction
• Situations in which the effect of a training
method on trainees depends on trainee
characteristics (e.g., aptitude, self-efficacy,
demographics)

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 Blended Training
• The use of a combination of approaches to
training, such as classroom training, on-the-
job training, and computer technology
• A blended delivery approach has a number of
benefits

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 Summary
• Described and analyzed nine of the most
common instructional methods, with
instructional tips to maximize trainee learning
and retention
• Explored instructional media and how they
can be used with instructional methods

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 Summary
• Reviewed factors with respect to what to
consider when choosing training methods
• Explored importance of combining methods
and using a blended delivery approach

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 Key Terms
• Action learning
• Aptitude
• Aptitude–treatment
interaction (ATI)
• Audio-visual methods
• Behaviour modelling training
(BMT)
• Blended training
• Case incident
• Case study
• Discussion method
• Equipment simulators
• Flipped classroom
• Games
• Instructional media
• Instructional methods
• Lecture
• Mixed modelling strategy
• Multiple role play
• Physical fidelity
• Problem-based learning
• Psychological fidelity
• Reverse role play
• Role play
• Simulations
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