1. Please read the following scenario:
BinDawood is about to launch an Initial Public Offering [IPO] in Saudi Arabia and wants to make sure that
all levels of staff, in all 14 branches in Saudi Arabia; show the appropriate behavior when serving
customers.
All staff are assessed during the 6 monthly performance review cycle, and behaviors are scored out of 12.
The following behaviours are not supporting the BinDawood IPO and Strategic plan, and impacting
profitability in a negative manner:
1. Poor Problem Solving Skills
2. Not following Standard Operating Procedures [SOPs]
3. Poor Recovery and Complains Handleing skills
The average PMP scores [per job family] identified some common problems in the following job
categories:
Job Family / Performance Poor Problem Solving
Issue
Not Following SOPs
Poor Recovery /
Complaints Handling
Supervisors
5 / 12
10 / 12
9 / 12
Bookkeepers
4 /12
11/12
Not Applicable
Counter Service Staff
7 / 12
8 / 12
3 / 12
Bakery Staff
Not Applicable
5 / 12
7 / 12
Assessment Tasks:
4. Select one [1] performance issue, and two [2] job families to adress in your report
5. Analyze a workplace problem.
6. Research, develop and document an effective training delivery methods [ 2 or 3]
7. Justify your selected training method[s] and
8. Plan for the evaluation of the training solution.
The written report should be approx. 1500 words in length and MUST be submitted on time via
SafeAssign.
Due date: 11th Nov [Draft checking is available unti; 4th Nov by 4pm]. Late submission will loose 10% per
day.
In-text and end-text referencing is required
Review the Marking Rubric for more detailed grading criteria
Chapter 7
Traditional Training Methods
McGraw-Hill/Irwin
Copyright © 2010 by the McGraw-Hill Companies, Inc. All rights reserved.
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.
7-2
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.
7-3
Table 7.1 - Variations of the
Lecture Method
7-4
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.
7-5
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-andanswer periods, discussion, video, games, or
case studies.
7-6
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.
7-7
Hands-on Methods
Advantages
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.
Disadvantages
❖ 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.
7-8
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, crosstraining employees, and orienting transferred or
promoted employees to their new jobs.
7-9
Hands-on Methods (cont.)
On-the-job
training (OJT)
Advantages
Disadvantages
❖ 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.
7-10
Table 7.2 - Principles of On-theJob Training
7-11
Hands-on Methods (cont.)
Advantages
Disadvantages
Self directed
❖ Allows trainees to learn at ❖ Trainees must be
learning –
their own pace and
motivated to learn on
receive feedback about
their own.
employees take
the learning performance. ❖ Higher development
responsibility for all
aspects of learning ❖ Requires fewer trainers,
costs.
including when it is
reduces costs associated ❖ Development time is
conducted and who
with travel and meeting
longer.
will be involved.
rooms, and makes
multiple-site training
more realistic.
❖ Provides consistent
training content.
❖ Makes it easier for shift
employees to gain access
to training materials.
7-12
Hands-on Methods (cont.)
Advantages
Apprenticeship ❖ Learners can earn pay while
they learn.
work-study
training method ❖ Involves effective learning
with both onabout “why and how.”
the-job and
❖ Results in full-time
classroom
employment for trainees
training.
when the program is
completed.
❖ Meets specific business
training needs and help
attract talented employees.
Disadvantages
❖ High development
costs.
❖ Increased time
commitment required
of management and
journey workers.
❖ Limited access for
minorities and
women.
❖ No guarantee of fulltime employment.
❖ Training results in
narrow focus
expertise.
7-13
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.
7-14
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.
7-15
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.
7-16
Table 7.5 - Process for Case
Development
7-17
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.
7-18
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.
7-19
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.
7-20
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.
7-21
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.
7-22
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.
7-23
Table 7.7 - Activities in a Behavior
Modeling Training Program
7-24
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.
7-25
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-thejob or real-life situations.
7-26
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.
7-27
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.
7-28
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.
7-29
Figure 7.3 - Main Elements of the
Structure of Team Training
7-30
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.
7-31
Table 7.9 - Steps in Action
Learning
7-32
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.
7-33
Chapter 8
E-Learning and Use of Technology in
Training
McGraw-Hill/Irwin
Copyright © 2010 by the McGraw-Hill Companies, Inc. All rights reserved.
Technology’s Influence on
Training and Learning
❖New technologies have made it possible
to:
❖reduce the costs associated with delivering
training.
❖increase the effectiveness of the learning
environment.
❖help training contribute to business goals.
8-2
Technology’s Influence on
Training and Learning (cont.)
❖New training delivery and instructional
methods include:
❖online learning (e-learning)
❖distance learning
❖simulations
❖virtual reality
❖expert systems
❖electronic support systems
❖learning management systems
8-3
Technology’s Influence on
Training and Learning (cont.)
❖Benefits of Technology
❖Employees can gain control over when and
where they receive training.
❖Employees can access knowledge and expert
systems on an as-needed basis.
❖The learning environment can look, feel, and
sound just like the work environment.
❖Employees can choose the type of media they
want to use in a training program.
8-4
Technology’s Influence on
Training and Learning (cont.)
❖Benefits of Technology
❖Paperwork and time needed for administrative
activities is reduced.
❖Employees’ accomplishments during training
can be monitored.
❖Traditional training methods can be delivered
to trainees rather than requiring them to
come to a central training location.
8-5
Technology’s Influence on
Training and Learning (cont.)
❖Digital collaboration
❖use of technology to enhance and extend
employees’ abilities to work together
regardless of their geographic proximity.
❖can be synchronous or asynchronous.
8-6
Technology’s Influence on
Training and Learning (cont.)
❖Prior to the introduction of new
technology:
❖Trainees played a passive role in learning.
❖Interaction among learners occurred primarily
outside the training room and tended to be
limited.
❖Due to technology, learning has become a
more dynamic process.
❖Instructor is more of a coach and resource
person.
8-7
Figure 8.1 - Types of Learning
Environments
8-8
Figure 8.1 - Types of Learning
Environments
8-9
Figure 8.1 - Types of Learning
Environments
8-10
Technology and Multimedia
❖Multimedia training - combines
audiovisual training methods with
computer-based training.
8-11
Table 8.2 - Advantages and
Disadvantages of Multimedia Training
8-12
Computer-Based Training
❖It is an interactive training experience in
which:
❖the computer provides the learning stimulus.
❖the trainee must respond.
❖the computer analyzes the responses and
provides feedback to the trainee.
❖It includes interactive video, CD-ROM,
and online learning.
❖CD-ROMs and DVDs utilize a laser to read
text, graphics, audio, and video off an
aluminum disk.
8-13
Computer-Based Training (cont.)
❖Interactive video - instruction is provided
one-on-one to trainees via a monitor
connected to a keyboard.
❖Online learning, or e-learning - instruction
and delivery of training by computer online
through the Internet or the Web.
❖Internet-based or Web-based, training training delivered on public or private computer
networks and displayed by a Web browser.
❖Intranet-based training - training that uses the
company’s own computer network; accessible only
to the company’s employees.
8-14
Figure 8.3 - Potential Features of
E-Learning
8-15
Table 8.3 - Advantages of ELearning
8-16
Table 8.4 - Research Results Regarding
the Effectiveness of Online Learning
8-17
Table 8.5 - Factors Limiting the
Use of E-Learning
8-18
Table 8.6 - Tips for Developing
Effective Online Learning
8-19
Table 8.6 - Tips for Developing
Effective Online Learning
8-20
Table 8.7 - Principles for
Designing E-Learning
8-21
Computer-Based Training (cont.)
❖Technology for collaboration and linking
❖Bandwidth - number of bytes and bits
(information) that can travel between
computers per second.
❖Online learning should try to build in
interactivity without requiring the use of
plug-ins - additional software that needs to
be loaded on the computer to listen to sound
or watch video.
8-22
Computer-Based Training (cont.)
❖Technology for collaboration and linking
❖Hyperlinks - links that allow a trainee to
access other Web sites that include printed
materials as well as communications links to
experts, trainers, and other learners.
❖Learning portals – Web sites or online
learning centers that provide, via e-commerce
transactions, access to training courses,
services, and online learning communities
from many sources.
8-23
Table 8.8 - Common Ways of
Collaboration in Online Learning
8-24
Blended Learning
❖It combines online learning, face-to-face
instruction, and other methods for
distributing learning content and
instruction.
❖In comparison to classroom delivery,
blended learning:
❖provides increased learner control.
❖allows for self-directedness.
❖requires learners to take more responsibility
for their learning.
8-25
Blended Learning (cont.)
❖In comparison to pure online learning,
blended learning provides:
❖more face-to-face social interaction.
❖ensures that at least some of the instruction
is presented in a dedicated learning
environment.
8-26
Blended Learning (cont.)
Advantages
❖ Provides live feedback
from peers which is
preferable to feedback
received online.
❖ Capitalizes on the positive
learning features inherent
in both face-to-face and
Web-based instruction.
Disadvantages
❖ Demanding—requires
greater time commitment.
❖ Fast-changing technology.
❖ Insufficient management
support and commitment.
❖ Difficult to understand and
implement.
8-27
Simulations
❖Avatars - computer depictions of
humans that are used as imaginary
coaches, coworkers, and customers in
simulations.
8-28
Table 8.9 – Types of Simulations
8-29
Simulations (cont.)
Advantages
❖ Eliminates the need to travel to a
central training location.
❖ Meaningful—gets trainees
involved in learning, and are
emotionally engaging.
❖ Simulators provide a consistent
message of what needs to be
learned.
❖ Can safely put employees in
situations that would be
dangerous in the real world.
❖ Results in positive outcomes as
shorter training times and
increased ROI.
Disadvantages
❖ High development costs.
❖ Trainees may not be comfortable
in learning situations that lack
human contact.
8-30
Simulations (cont.)
Advantages
Virtual reality computer-based
technology that
provides trainees
with a threedimensional learning
experience allowing
them to experience
presence.
Disadvantages
❖ Allows trainees to
❖ Poor equipment
practice dangerous
that results in a
tasks without
reduced sense of
putting themselves
presence.
or others in danger. ❖ Poor presence may
❖ More memory
result in the trainee
available for
experiencing
learning.
simulator sickness.
8-31
Simulations (cont.)
Advantages
Virtual worldscomputer-based,
simulated, three
dimensional
representation of
the real world
and a place to
host learning
programs or
experiences.
❖ Imitates an actual workplace
without any harm.
❖ Provides a place to meet with
trainers, managers, or other
employees who can serve as
teachers.
❖ Useful for teaching
interpersonal skills.
❖ Motivates learners by making
learning fun and interactive.
❖ Enhances transfer of training.
❖ Used for e-learning,
collaboration, and meetings.
Disadvantages
❖ Lack of ease of use for
first-time users.
❖ Potential risk of a
difficult keyboard and
mouse interface.
❖ High investment of
time and money
required for
programming content.
❖ Lack of evidence
supporting its
effectiveness for
learning.
8-32
Mobile Technology and Training
Methods: iPods, PDAs
❖Mobile technology consists of:
❖Wireless transmission systems (Wi-Fi and
Bluetooth)
❖Mobile devices (PDAs, GPS, RFID, etc.)
❖Software applications
❖Challenges:
❖Ensuring employees know when and how to take
advantage of the technology.
❖Ensuring employees can connect to a variety of
networks irrespective of their location or mobile
device.
8-33
Intelligent Tutoring Systems
(ITS)
❖They are instructional systems that use
artificial intelligence.
❖Three types of ITS environments:
❖Tutoring
❖Coaching
❖Empowering
8-34
Intelligent Tutoring Systems
(ITS) (cont.)
❖Different from other new training
technologies in several ways:
❖Has the ability to match instruction to
individual student needs.
❖Can communicate and respond to the
student.
❖Can model the trainee’s learning process.
❖Can decide, on the basis of a trainee’s
previous performance, what information to
provide.
8-35
Intelligent Tutoring Systems
(ITS) (cont.)
❖Different from other new training
technologies in several ways:
❖Can make decisions about the trainee’s level
of understanding.
❖Can complete a self-assessment resulting in a
modification of its teaching process.
8-36
Figure 8.4 - Components of
Intelligent Tutoring Systems
8-37
Distance Learning
❖It involves two types of technology:
❖Teleconferencing - synchronous exchange
of audio, video, and/or text between two or
more individuals or groups at two or more
locations.
❖Interactive distance learning (IDL) latest generation of distance learning, which
uses satellite technology to broadcast
programs to different locations and allows
trainees to respond to questions posed during
the training program using a keypad.
8-38
Distance Learning (cont.)
❖Advantages:
❖Company saves on travel costs.
❖Allows employees in geographically dispersed
sites to receive training from experts who
would not otherwise be available to visit each
location.
❖Disadvantages:
❖Lack of interaction between the trainer and
the audience.
❖Technology failures.
❖Unprepared trainers.
8-39
Table 8.10 - Conditions When Training
Support Technologies are Most Needed
8-40
Technologies for Training Support
❖Expert systems - technology that
organizes and applies the knowledge of
human experts to specific problems.
❖It has three elements:
❖A knowledge base.
❖A decision-making capability.
❖A user interface.
8-41
Technologies for Training Support
(cont.)
❖Groupware - enables multiple users to
track, share, and organize information
and to work on the same document
simultaneously.
❖Companies use groupware to improve
business processes, to improve meeting
effectiveness, as well as to identify and share
knowledge in the organization.
8-42
Technologies for Training
Administration
❖Interactive voice technology - uses a
conventional personal computer to create
an automated phone response system.
❖Imaging - scanning documents, storing
them electronically, and retrieving them.
❖Training software applications - used
to track information related to training
administration, employee skills,
employees’ training activities, online
learning, and transfer of training.
8-43
Learning Management Systems: Systems for
Training Delivery, Support, and Administration
❖Learning management system (LMS)
- a technology platform that can be used
to automate the administration,
development, and delivery of all of a
company’s training programs.
8-44
Table 8.12 - Features of Learning
Management Systems (LMSs)
8-45
Learning Management Systems: Systems for
Training Delivery, Support, and Administration
(cont.)
❖Advantages of LMSs:
❖Reduces travel and training related costs.
❖Reduces time for program completion.
❖Increase employees’ accessibility to training
across the business.
❖Provides administrative capabilities to track
program completion and course enrollments.
❖Allows companies to track all learning activity
in the business.
8-46
Learning Management Systems: Systems for
Training Delivery, Support, and Administration
(cont.)
❖The major reasons that companies adopt
an LMS are:
❖To centralize management of learning
activities.
❖Track regulatory compliance.
❖Measure training usage and employee
performance.
8-47
Learning Management Systems: Systems for
Training Delivery, Support, and Administration
(cont.)
❖Developing on LMS
❖Senior management needs to be convinced
that an LMS will benefit employees, improve
business functions, and contribute to overall
business strategies and goals.
❖The company must have an e-learning
culture.
❖The online learning environment needs to be
under the control of the learner.
8-48
Choosing New Technology
Training Methods
❖New technology training methods should
be considered when:
❖Sufficient budget and resources are provided.
❖Trainees are geographically dispersed.
❖Trainees are comfortable using technology.
❖It is a part of the company’s business strategy
and suits its culture.
❖Employees have a difficult time attending
scheduled training programs.
❖Current training methods allow limited time
for practice, feedback, and assessment.
8-49
Table 8.13 - Comparison of
Technology-based Training Methods
8-50
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