Training & Development - Traditional trainning methods

4
Teaching is complicated, large scale, hard to define and
close to the soul. Duckworth, 1987.
“Training is learning that is provided in order to improve
performance on the present job.” Dr. Leonard Nadler.
“The purpose of any training program is to deliver results.
People must be more effective after the training than they
were before. ” Master trainer Bob Pike says in his
book, “Creative Training Techniques”
“Tell me and I will forget, Show me and I will remember,
Involve me and I will understand”.
The best teacher is the one who suggests rather than
dogmatizes, and inspires his listener with the wish to teach
himself. Edward G Bulwer Lytton.

6
Lecture
Reading
Audio Visual
Demonstration
Group Discussion
Practice by Doing
Teach Others
5%
10%
20%
30%
50%
75%
90%
The Learning Pyramid
Source : National Training Laboratories, Bethel Maine

Edgar Dale
(The Cone of Learning)
• In the 1960s, Edgar Dale theorized that learners retain
more information from what they do as opposed to
what they hear, read or observe.
• From this theory, he developed the Cone of Learning.
• Trainers can use the cone of learning to choose the
most appropriate training methods for accomplishing
their learning objectives.

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Read
Hear
View
Images
Watch Videos
Attend
Exhibits/Sites
Watch a Demonstration
Participate in Hands-On
workshops
Design Collaborative Lessons
Simulate, Model or Experience a
Lesson
Design/Perform a Presentation “Do the
Real Thing”
Define, List ,
Describe, Explain
Demonstrate,
Apply Practice
10% of what
they Read
20% of what
they Hear.
30% of what
they See.
50% of what
They See & Hear.
70% of what
They Say &
Write.
(Learning
outcomes)
People
are
able to …..
90% of
What
They
Do.
(Learning
activities)
People
generally
remember
…..
Demonstrate,
Apply Practice

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% of Formal Training Hours delivered by each
Method
8%
67%
16%
9%
0
10
20
30
40
50
60
70
80
Virtual Class room Instructor led class
room
Online self study Other

A Teacher in the Eyes of a Student
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Resourcer
Assessor
Study Guide
producer,
Resource new
technology
Student
Assessor &
Evaluator
Educator,
Artist,
Coach
Mentor,
Counsellor,
Guidance
Teaching role
model,
Off the job role
model,
On the job role
model
Curriculum
Planner,
Administrator,
Compiling reports
Role
model

AIM
To acquaint you all with the
Traditional Training Methods being used
by organizations to train there new
employees in the befitting manner.
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PART 1 – (Muhammad Farooq Munir)
• Classroom or Instructor-Led Training & Interactive Methods
• Advantages & Disadvantages
PART 2 – (Sajid Zafar)
• Hands-On Training
• Advantages & Disadvantages.
PART 3 – (Nazish Grewal)
 Computer-Based Training & E-Learning
 Advantages & Disadvantages.
PART 4 – (Raja Manzar)
 Group Building Methods & Choosing a Training Method.
 Training methods being used in TCS (TATA) India.
SEQUENCE
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PART 1 - Farooq Munir
 Classroom or
Instructor Led
Training
• Lecture.
• Audiovisual Techniques.
• Instructor-led training
• Blackboard or whiteboard.
• Overhead projector.
• PowerPoint®
presentation.
• Storytelling.
• Advantages
• Disadvantages 14
 Interactive Methods
• Quizzes.
• Small group discussions.
• Case studies.
• Active summaries.
• Q & A sessions.
• Question cards.
• Participant control.
• Demonstrations.
• Other activities.
• Advantages
• Disadvantages

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You are Not allowed to Use
the Sprinkler System to Keep
your Audience Awake!

Lecture
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 Trainers communicate through spoken words.
 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.
 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-and-answer
periods, discussion, video, games, or case studies.

Variations of the Lecture Method
• Standard Lecture. Trainer talks while trainees
listen and absorb information.
• Team Teaching. Two or more trainers present
different topics or alternative views of the same topic.
• Guest Speakers. Speaker visits the session for a
predetermined time period. Primary instruction is
conducted by the instructor.
• Panels. Two or more speakers present information
and ask questions.
• Student Presentations. Groups of trainees
present topics to the class.
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Instructor Led Training
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This may be the most “old-fashioned” method,
but it can still be effective, especially if you
invite trainees to write on the board or ask for
feedback that you write on the board.
 Blackboard or whiteboard.

Instructor Led Training (contd…)
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This method is increasingly being replaced with
PowerPoint presentations, which are less
manually demanding, but overheads do allow you
to write on them and customize presentations
easily on the spot.
 Overhead projector.

21
Lectures can be broken up with video
portions that explain sections of the training
topic or that present case studies for
discussion.
 Video portion.

22
This method is one of the most popular lecture
methods and can be combined with handouts
and other interactive methods.
 PowerPoint® presentation.

23
Stories can be used as examples of right and
wrong ways to perform skills with the outcome of
each way described. This method is most effective
with debriefing questions, such as:
• How does this story relate to training?
• How did the main character’s choices make you
feel?
• What assumptions did you make throughout the
story?
• What would you have done differently?
• This technique makes communication easier since it
is nonthreatening with no one right answer.
 Storytelling.

Advantages
 An efficient method for presenting a large
body of material to large or small groups of
employees.
 A personal and face-to-face type of training.
 It ensures that everyone gets the same
information at the same time.
 It is cost-effective.
 Storytelling grabs people’s attention.
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Disadvantages
 Sometimes it is not interactive.
 Success of the training depends on the
effectiveness of the lecturer or teacher.
 Difficult to Schedule for large no of trainees
especially when they are at multiple
locations.
 Audience engagement throughout the
session is to be ensured.
 Trainers are to be first trained.
 Material is to be provided to trainers.
25

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Interactive Methods
 Quizzes.
 Small group discussions. knowledgeable
veteran employees pass their experience to
new ones.

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 Case studies. Analyzing real job-related
situations, learn how to handle similar
situations.
 Active summaries. Create small groups and
ask them to summarize the lecture’s major
points.
Interactive Methods (Contd…)

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 Q & A sessions. Informal Q - Ans are most
effective with small groups and for updating
skills.
 Question cards. Ask students to write Q’s
on the subject matter. Collect them and
conduct a quiz/review session.

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By assuming roles and acting out situations
that might occur in the workplace,
employees learn how to handle various
situations before they face them on the job.
 Role-playing.

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 Participant control. Create a subject menu
of what will be covered. Ask participants to
review it.
 Demonstrations. Bring tools or equipment
that are part of the training topic and
demonstrate them.

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 Other activities.
• Create a personal action plan.
• Raise arguments to issues in the
lecture.
• Paraphrase important or complex
points in the lecture.

Advantages
 Interactive sessions keep trainees engaged in
the training, which makes them more receptive
to the new information.
 They make training more fun and enjoyable.
 Provide ways for veteran employees to pass on
knowledge & experience to newer employees.
 They can provide in-session feedback to
trainers on how well trainees are learning.
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Disadvantages
 Interactive sessions can take longer because
activities, such as taking quizzes or breaking
into small groups, are time-consuming.
 Some methods, such as participant control,
can be less structured, and trainers will need
to make sure that all necessary information
is covered.
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PART 2 - Sajid Zafar
 Hands-On Training.
• On-the-Job Training (OJT).
• Self-Directed Learning.
• Simulations.
• Demonstrations.
• Coaching & Drills.
• Apprenticeships.
• Case Studies & Business Games.
• Behavior Modeling & Role Plays.
• Advantages
• Disadvantages 35

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Hands-On Training
• new or inexperienced employees learning
in the work setting.
• During work by observing learn the job.
• Useful for training newly hired
employees.
• Upgrading experienced employees’ skills.
 On-the-job training (OJT).

Principles of On-the-Job Training
• Preparing for Instruction
• Break down the job into important steps.
• Prepare the necessary equipment, materials, and
supplies.
• Decide how much time you will devote to OJT
and when you expect the employees to be
competent in skill areas.
• Actual Instruction
• Tell the trainees the objective of the task and ask
them to watch you demonstrate it.
• Show the trainees how to do it without saying
anything.
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Principles of On-the-Job Training
(Contd…)
• Explain the key points or behaviors (Write out the
key points for the trainees, if possible).
• Show the trainees how to do it again.
• Have the trainees do the entire task and praise
them for correct reproduction.
• If mistakes are made, have the trainees practice
until accurate reproduction is achieved.
• Praise the trainees for their success in learning the
task.
38

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Hands-On Training (Contd…)
• Employee experience other jobs &
Enhances employee skills.
• Companies benefits having multi job
employees.
 Cross-training.
• To teach use of new equipment or
steps in process.
• Effective in teaching safety skills.
 Demonstrations.

Hands-On Training (contd….)
• Shape inexperienced workers to fit
jobs.
• Combines supervised training by
classroom instructor.
 Apprenticeships.

• Improve an employee’s performance.
• Focuses on the individual needs of an
employee.
• A manager, supervisor, or veteran
employee serves as the coach.
 Coaching.

• Practice skills.
• Evacuation/ emergency training
preparedness.
 Drills.

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 Self-Directed Learning
 employees take responsibility for all aspects of learning
including when it is conducted and who will be involved.
 Trainees master predetermined training content at their
own without an instructor.
 Trainers serve as facilitators & evaluate learning.
 Reduces costs associated with travel & meeting rooms.
 Steps necessary to develop self-directed learning:
• Conduct job analysis to identify tasks that must be
covered.
• Write trainee learning objectives related to the tasks.
• Develop the content for the learning package.
• Break the content into smaller pieces (“chunks”).
• Evaluation of the self-directed learning package.

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 training method that represents a real-
life situation.
 Teach production, process skills,
management, and interpersonal skills.
 Simulation

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 Case studies
• Description about how employees or an
organization dealt with a difficult situation.
• Trainees indicate the appropriate actions.
• Appropriate for developing higher order
intellectual skills such as analysis,
synthesis, and evaluation.
• Help trainees develop the willingness to
take risks given uncertain outcomes.
• The case may not actually relate to the work
situation or problem that the trainee will
encounter.

 Process for Case Development
• Identify a story.
• Gather information.
• Prepare a story outline.
• Decide on administrative issues.
• Prepare case materials.
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Case Studies
The trainee is given with
some written material,
and the some complex
situations of a real or
imaginary organization.
The trainee then makes
certain judgement about
the case by identifying
and giving possible
solutions to the problem.

48
 Business games - require trainees to gather
information, analyze it, and make decisions.
• Primarily used for management skill development.
• Stimulates learning because participants are actively
involved & games mimic competitive nature of
business.
• Involves a contest among trainees or against an
established criterion such as time or quantity.
• Provides several alternative courses of action and
helps estimate the consequences of each alternative
with some uncertainty.
• Rules limit participant behavior.
• Simple & debriefed by a trainer to ensure learning.

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1. Teams make business decisions
that wirelessly feed into simulation.
2.
Teams
see
business
results
from
simulation
3. Teams then
apply what they
have learned to
additional rounds.

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 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.

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Role
Plays
Interpersonal
Skills
Communication
Skills
Conflict
Resolution
Developing
Insights
Gp Decision
making

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• Demonstrates key behaviors to replicate and
provides trainees with the opportunity to practice
the key behaviors.
• Is more appropriate for teaching skills and
behaviors than for teaching factual information.
 Behavior modeling

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• Effective modeling displays have six
characteristics
 The display clearly presents the key behaviors.
 The model is credible to the trainees.
 An overview of the key behaviors is presented.
 Each key behavior is repeated & relationship is shown.
 A review of the key behaviors is included.
 Display presents positive & negative use of key behaviors.
• 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.

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 Introduction (45 mins)
• Watch video that presents key behaviors.
• Listen to rationale for skill module.
• Discuss experiences in using skill.
 Skill Preparation and Development (2 hrs.30 mins)
• View model.
• Participate in role plays and practice.
• Receive oral and video feedback on performance of key
behaviors.
 Application Planning (1 hr)
• Set improvement goals.
• Identify situations in which to use key behaviors.
• Identify on-the-job applications of the key behaviors.
Activities - Behavior Modeling Training
Program

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 Get all relevant information by:
• Rephrasing the question or problem to see if new issues
emerge.
• Listing the key problem issues.
• Considering other possible sources of information.
 Identify possible causes.
 If necessary, obtain additional information.
 Evaluate the information to ensure that all essential
criteria are met.
 Restate the problem considering new information.
 Determine what criteria indicate that the problem or
issue has been resolved.
Example of Key Behaviors in Problem
Analysis

Advantages
 Hands-on training methods are effective for
training in new procedures and new equipment.
 They are immediately applicable to trainees’
jobs.
 They allow trainers to immediately determine
whether a trainee has learned the new skill or
procedure.
56

Disadvantages
 Not good for large groups if you do not have enough
equipment/ machines for everyone to use.
 Personal coaching can be disruptive to the coach’s
productivity.
 Apprenticeship can be expensive for companies paying for
employees who are being trained on the job and are not yet
as productive as regular employees.
 Managers and peers may pass on bad habits as well as
useful skills.
 Unstructured OJT can result in poorly trained employees.57

PART 3 - Nazish Khurshid
 Computer-Based
Training (CBT).
• CD-ROM
• Multimedia.
• Virtual reality.
• Advantages
• Disadvantages
58
 Online or E-Learning.
• Web-based training.
• Video or Audio
conferencing.
• Web meetings.
• Online universities.
• Collaborative
document
preparation.
• E-mail.
• Advantages
• Disadvantages

Computer Based Training
 Computer-based training (CBT) is any course of
instruction whose primary means of delivery is a
computer.
 CBT can be used to teach almost any
conceivable subject, but it is especially popular
for computer-related studies.
 Example
 CBT to learn how to run a particular computer
application, such as Microsoft Excel, or to learn a
computer programming language, such as Visual
Basic.

61
Benefits
of CBT
Provides
Instructional
Consistency Reduces
trainee
Learning
time
Increases
access to
training
Affords
privacy of
learning
Allows
learning to an
individual
pace
Allows the
trainee to
master
learning
Reduces
cost of
training

 Compact Disc Read Only Memory (CD-ROM)
 Multimedia
 Virtual reality
Computer Based Training (Contd…)

CD-ROM
 CD-ROM refers to a technology in which a range
of data types, such as text, graphics, audio,
photographs, and video can all be stored in
digital form and accessed by conventional
Personal Computers.
 CD-ROM programs for education include the
following:
– Essay Writing
– A Talking Dictionary
– Phonetic

66
• Referred to as computer-simulated life,
replicates an environment that simulates
physical presence in places in the real
world or imagined worlds
• Virtual reality can recreate sensory
experiences, which include virtual
taste, sight, smell, sound, and touch

67
Virtual Reality Applications
Today
Entertainment
Architecture Scientific Visualization
Drive & Flight Simulators
Medicine Manufacturing Simulators
Development Daily UseResearch

Advantages
 Availability
 Reduce training costs
 Consistence
 Language flexibility
 Cut classroom/storage space
 Fewer staff off floor at once
 Documentation 69

Disadvantages
 High initial cost
 Computer availability
 Impersonal learning environment
70

E- learning
 E-learning
 The use of the Internet and related
technologies for the development, distribution
and enhancement of learning resources
 Provides students and professional with skills
for career advancement, enabling busy
people to learn new technologies

Web-based training
 Web-based training is anywhere, any-time
instruction delivered over the Internet or a
corporate�intranet to browser-equipped
learners
 There are two primary models of Web-based
instruction
 Synchronous (instructor-facilitated)
 Asynchronous (self-directed, self-paced)

Video/Audio Conferencing
 Set of telecommunication technologies which
allow two or more locations to communicate by
simultaneous two-way video and audio
transmissions
 These methods allow the trainer to be in one
location and trainees to be scattered in several
locations.
 Web meetings, or WEBINARS . This method
contains audio and visual components. Q & A
sessions may also be held at the end of
sessions.

Advantages
 E-learning is more cost effective than traditional
learning
 Diminishes problems related to in-classroom teaching
of audiences
 Reduced learning time
 E-learning delivers teaching material and learning
activities in a flexible format
76

Disadvantages
 Limited access to a computer as well as the Internet
 Required computer skills especially for beginners
 More stressful and consumed more time by the
beginning to learn the technology
77

PART 4 - Raja Manzar
 Group Building
Methods.
• Experiential learning.
• Team Training.
• Cross training
• Coordination training
• Team leader training
• Adventure Learning.
• Action Learning.
79
 Comparison of training
methods by Chart
 Choosing a Training
Method.
 Training system being
used by TCS (TATA
Motors, India).

80
Group Building Methods
 Training methods designed to improve
team or group effectiveness.
 Experiential learning. 4 stages are:
 gain conceptual knowledge and theory.
 take part in a behavioral simulation.
 analyze the activity.
 connect the theory and activity with on-the-job
or real-life situations.

81
Experimental Learning Cycle
DO IT.
What?
What happened?
What were the
results?
So What?
What do these
results imply? How
did I influence the
outcome?
Now What?
What will I do
differently next
time?

Kolb’s Experimental Learning Cycle
82
Concrete
Experience
(1)
Observation
& reflection
(2)
Forming
Abstract
Concepts (3)
Testing in
New
Situations (4)

83
Group Building Methods (Contd…)
 Adventure learning. focuses on development of
teamwork & leadership skills through structured activities.
• Includes wilderness training, outdoor training, drum
circles, and even cooking classes.
• Develop group effectiveness skills i.e, self-awareness,
problem solving, conflict management, risk taking.
• 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.

84
 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.

85
Tools
• Team Task Analysis
• Performance
measurement
• Task Simulation & Exs
• Feedback
• Principles
Methods
• Information based
• Demonstration based
• Video
• Practice based
• Guided practice
• Role play
Strategies
• Cross training
• Coordination training
• Team leader training
Team Training Objectives
Content
Knowledge, Skills, Attitudes

86
 Cross training
• Team members understand each other’s
skills.
• They practice each other’s skills.
• members are prepared to step in and take
the place of a member who may temporarily
or permanently leave the team.
• Research suggests that most work teams
would benefit from providing members with
at least enough understanding of
teammates’ roles to discuss trade-offs of
various strategies and behaviors that affect
team performance.

87
 Coordination training
• instructs the team in how to share
information & decision-making
responsibilities to maximize team
performance.
• Coordination training is especially important
for commercial aviation or surgical teams.
(share information to make the most
effective decisions regarding patient care or
aircraft safety and performance).

88
 Team leader training
• Training that the team manager or facilitator
receives.
• Training the manager on how to resolve
conflict within the team or helping the team
coordinate activities or other team skills.
• Example. a lecture or video may be used to
disseminate knowledge regarding
communication skills to trainees.

89
 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.

90
Action
Learning
Powerful
Q’s
Active
Listening
Sharing
&
Learning
Reflection
Action
Gp &
Individual
Dev

92
 Identify the type of learning outcome that you
want training to influence.
 Consider the extent to which the learning
method facilitates learning & transfer of training.
 Evaluate the costs related to development and
use of the method.
 Consider the effectiveness of the training
method.

 What is TCS. An IT services, consulting and
business solutions organization that delivers real
results to global businesses, ensuring a level of
certainty that no other firm can match.
 History. Established in 1968 as a division of Tata
Sons Limited. TCS Ltd. got incorporated as a
separate entity on January 19, 1995.
 Mission. To help customers achieve their
business objectives by providing innovative, best-
in-class consulting, IT solutions and services & to
make it a joy for all stakeholders to work with us.

 TCS training methods has been divided
into 2 methods.
 On-the-job training methods
 Off-the-job training methods

 On-the-job training methods
• Coaching
• Job Rotation
• Tata International Internship Programme
• Understudy

 Off-the-job training methods
• Lectures and Conferences
• Vestibule Training
• Simulation Exercises
• Sensitivity Training
• Transactional Training

• Simulation is any artificial environment
exactly similar to the actual situation. There
are four basic simulation techniques used for
imparting training:
• Management Games
• Case study
• Role playing
• In-basket training

Training & Development - Traditional trainning methods

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