CHAPTER 6: OFF-THE-JOB TRAINING METHODS

Learning Outcomes:
Be able to define instructional methods and instructional media
Be able to describe the following instructional methods: lecture, discussion,
case study, case incident, behavioural modelling, role play, games,
simulations, and action learning
Be able to list the advantages and disadvantages of each instructional
method
Be able to define physical and psychological fidelity
Be able to describe the factors to consider when choosing an instructional
method
Be able to define aptitude-treatment interaction and discuss its implications
for training
Be able to discuss a blended delivery approach to training

Instructional Methods
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Refers to the techniques used to stimulate learning.

Usually take place in a classroom or formal setting for the purpose of learning.

Instructional Methods
1. Lecture
2. Discussion

A training method in which the trainer presents

to trainees the training content to be learned.
Two-way communication between the trainer and
trainees as well as among trainees.

3. Case Study

4. Case Incident
5. Behaviour modelling

6. Role play
7. Simulations
8. Games

9. Action learning

A training method in which trainees discuss,

analyze, and solve problems based on a real
situation.
A training method in which one problem or issue
is presented for analysis.
A training method in which trainees observe a
model performing a task and then attempt to
imitate the observed behavior.
A training method in which trainees practice new
behaviors in a safe environment.
The use of operating models of physical or
social events designed to represent reality.
Training methods that involve structured
competition that allow employees to learn
specific skills.
A training method in which trainees study and
solve real-world problems and accept
responsibility for the solution.

LECTURE METHOD
-

A training method in which the trainer presents to trainees the training content to be learned.

It involves a unidirectional flow of information from the trainer to the trainee

Advantages:
1. Large amounts of information can be provided to large groups of trainees in a relatively short
period of time at a minimal expense, which makes the lecture method very efficient.
2. Key points can be emphasized and repeated.
3. Trainers can be assured that trainees are all hearing the same message, which is useful
when the message is extremely important.
4. It is useful in explaining to trainees what is to follow in the rest of a training session.

Disadvantages:
1. It is not as effective for the development of skills or for changing attitudes.
2. It does not accommodate differences in trainee ability, and all trainees are forced to absorb
information at the same rate.
3. Trainees are also forced to be passive learners with little opportunity to connect the content
to their own work environment, or to receive feedback on their understanding of the material.

To overcome these disadvantages, trainers often include time for:

a. Discussion
b. Questions and answers
c.

Other opportunities for trainee involvement

DISCUSSION METHOD
-

A method of training that allows for 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.

Group discussion serves at least five purposes:

1. It helps trainees recognize what they do not know but should know.
2. It is an opportunity for trainees to get answers to questions.
3. It allows trainees to get advice on matters that are of concern to them.
4. It allows trainees to share ideas and derive a common wisdom.
5. It is a way for trainees to learn about one another as people.

Advantages:
1. It facilitates the exchange of ideas and are good ways to develop critical thinking skills.
2. Social and interpersonal skills are also enhanced.

Disadvantages:
1. It is not effective with large numbers of participants because many remain silent or are unable
to participate.
2. Some group members will dominate while the contributions of others will not be useful.
3. It takes a lot of training time and must be carefully facilitated to manage the outcomes.

CASE STUDY METHOD

-

A training method in which trainees discuss, analyze, and solve problems usually based on a
real situation.

Its primary use is to encourage open discussion and analysis of problems and events.

Trainees apply business-management concepts to relevant real-life situations.

The objectives of a case study are to:

1. Introduce realism into trainees learning.
2. Deal with a variety of problems, goals, facts, conditions, and conflicts that often occur in the
real world.
3. Teach trainees how to make decisions.
4. Teach trainees to be creative and think independently.

Advantage:
1. It develops trainees analytical ability, sharpen problem-solving skills, encourage creativity and
improve the organization of thoughts and ideas.

Case studies may be concerned with corporate strategy, organizational change, management,
or any problem relating to a companys financial situation, marketing, human resources or a
combination of these activities.

Case studies may be presented in various styles:

a. Written form presenting either single problems or a number of complex, interdependent
situations.
b. Using audio-visual techniques
-

Trainees are able to identify better with the characters

c.

Live case method ( Operational consulting )

CASE INCIDENT METHOD

-

It is designed to illustrate or to probe one specific problem, concept or issue.

It has become one of the most accessible ways of adding an experiential or real-world
component into a lecture.

Advantages:
1. It is useful when the trainer wants to focus on one topic or concept.
2. The brevity of a case incident reduces the need for preparation and reading skills so all
trainees can participate without a lot of advance reading and preparation.
3. Trainees are able to use their own experiences.

Disadvantage:
1. Some trainees are bothered by the lack of background material.

BEHAVIOUR MODELLING
-

A training method in which trainees observe a model performing a task and then attempt to
imitate the observed behavior.

It is based on social cognitive theory and observational learning.

It is the most popular method for teaching interpersonal and supervisory skills.

Behaviour modelling is based on four general principles of learning:

1. Observation (modelling)
2. Rehearsal (practice)
3. Reinforcement (reward)
4. Transfer

Advantage:

1. It has a strong effect on learning but also has a positive effect on skills development and job
behavior.

IMPLEMENTING BEHAVIOURAL MODELLING TRAINING

1. Describe to trainees a set of well-defined behaviours (skills) to be learned.
2. Provide a model or models displaying the effective use of those behaviours.
3. Provide opportunities for trainees to practice using those behaviours.
4. Provide feedback and social reinforcement to trainees following practice.
5. Take steps to maximize the transfer of those behaviours to the job

ROLE PLAY
-

A method of training in which trainees are given the opportunity to practice new behaviors in a
safe environment.

It allows trainees the opportunity to experience a role and what the role entails.

Advantages:
1. It is useful for acquiring interpersonal and human relations skills and for changing attitudes.
2. Trainees can develop empathy for others and learn what it feels like to be in a particular role.
3 PHASES:
1. Development a role must be carefully developed to achieve its objectives.
2. Enactment trainees are provided with the role-play information and scenarios and are
assigned roles.
3. Debriefing considered to be the most important phase of a role play, and should last two to
three times longer than the enactment phase. Participants discuss their experiences and the
outcomes of their role play.
STEPS FOR EFFECTIVE ROLE PLAYS
1. Consider role plays when the training involves communication or interpersonal skills.
2. Define the learning outcomes of the session.
3. Study the relevant organizational roles.
4. Create the role play scripts one with a general context, and the other thats specific to
the role.
5. Prepare the observation sheets with pertinent points to be observed.
6. See that the setting is right for the role play stage, A/V tools, light, and so on.
7. Call for volunteers.
8. Facilitate and debrief after the role play.
9. Do not leave any issue unresolved.
SIMULATIONS
-

A form of training that involves the use of operating models of physical or social events that
are designed to represent reality.

They are models or active representations of work situations that are designed to increase

trainee motivation, involvement, and learning.

Equipment Simulators mechanical devices that are similar to those that employees use on the job.
They are designed to stimulate the kinds of procedures, movements, and/or decisions required in the
work environment.

Advantages:
1. It is used to develop managerial and interpersonal skills.
2. It is used to train employees involved in emergency response work.
3. An excellent method for adding some realism into a training program.
4. It allows a great deal of flexibility as complicating factors or unexpected events can be built
into the program.

Disadvantage:
1. It is expensive to develop and, in the case of emergency response simulations, very expensive
to stage.
STEPS FOR A SUCCESSFUL SIMULATIONS
1. Preparing for the simulation consider the participants and learning objectives when
choosing a simulation
2. Delivering the simulation let participants know why they are being asked to participate in
the simulation and the expected outcomes
3. Debriefing the simulation discuss the simulation and make connections to the workplace
4. Following up on the simulation post-simulation activities to maintain learning
Physical Fidelity has something to do with the similarity of the physical aspects of a simulation
(e.g,. equipment, tasks, and surroundings) to the actual job.
Simulators should be designed to physically replicate and resemble the work environment.
Psychological Fidelity has to do with the similarity of the psychological conditions of the simulation
to the actual work environment.
Simulations should be designed so that the experience is as similar as possible to what
trainees experience on the job.

GAMES
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A training method that involve a structured competition that allows trainees to learn specific
skills.

Advantages:
1. It tends to focus on the development of problem-solving, interpersonal, and decision-making
skills.
2. It incorporates many principles of learning such as learning from experience, active practice,
and direct application to real problems.
3. It enhances the learning process by injecting fun and competition, generating energy, and
providing opportunities for people to work together.
Disadvantage:

1. There is a possibility of learning the wrong things, a weak relation to training objectives, and
an emphasis on winning.
2. Trainees sometimes get so caught up in the game that they lose sight of the importance of
learning.

ACTION LEARNING
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It requires trainees to identify problems; develop possible solutions; test these solutions in a
real-world, real-time situation; and evaluate consequences.

Its aim is to solve an actual business problem and to test theories in the real world.

Reginald Revans the originator of action learning principles, emphasizes that the learner
develops skills through responsible involvement in some real, complex, and a stressful
problem.

Goal: To involve and to challenge the trainee and move employees from passive observation to
identification with the people and the vison of the organization.

INSTRUCTIONAL MEDIA
-

It refers to the medium or media used to deliver the training content and methods to trainees

Audio-visual methods refers to various forms of media that trainers can use in the classroom to
illustrate key points or demonstrate certain actions or behaviors.

Advantage:
1. It allows the trainer to show complex and dynamic situations in a realistic manner.
2. It has the ability to control the pace of training.