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Effective Training: Strategies, Systems and Practices, 2 nd Edition

Effective Training: Strategies, Systems and Practices, 2 nd Edition. Chapter Six P. Nick Blanchard and James W. Thacker. Overview of Training Methods. Lecture Straight Discussion Demonstration Computer-Based Text Simulation Simulations Several Types On-the-job Training

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Effective Training: Strategies, Systems and Practices, 2 nd Edition

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  1. Effective Training: Strategies, Systems and Practices, 2nd Edition Chapter Six P. Nick Blanchard and James W. Thacker

  2. Overview of Training Methods • Lecture • Straight • Discussion • Demonstration • Computer-Based • Text • Simulation • Simulations • Several Types • On-the-job Training • Several Types Chapter 6

  3. Lecture / Discussion Components • Orientation (Attention) • Providing a guideline and general direction for everyone to follow • An attempt to reduce the amount of variance in individual mental models • Enthusiasm (Attention) • Finding the instrumentality to each person • Finding their motivation • Variety (Symbolic coding) • Using a variety of teaching methods to keep attention up • Organization (Cognitive organization) • Ensuring that there is a logical flow to the content being disseminated • The organization should follow from the orientation Chapter 6

  4. Lecture / Discussion Components • Explanation (Coding/Organization) • Given that there is consensus on cognitive organization • Present the material in clear, easily understandable language • Direction (Organization/Rehearsal) • Once the explanation is given (conceptual level) • Show direction on how to put concepts to use (real life examples) • Illustration • Bring in cases and examples of how the concepts and their application have proven successful in different scenarios • Comparison • Incorporated with illustration, show how learned concepts provide advantages over other practices and scenarios Chapter 6

  5. Lecture / Discussion Components • Questioning • Allowing for the review and re-emphasization of important concepts covered in the lecture • Furthermore, it allows the trainees the opportunity to provide feedback • Given heterogeneity in the class, questioning is an end attempt to ensure that the proper content and learning occurred • Summary • Based on feedback given during questioning, the summary should re-highlight the most important, fundamental take-home points from the lecture Chapter 6

  6. Basic Demonstration Components and Their Effects on Learning Chapter 6

  7. Computer Based Training Approaches Part 1 of 5 Chapter 6

  8. Computer Based Training Approaches Part 2 of 5 Chapter 6

  9. Names and Descriptions used for Computer Based Training Approaches – Part 3 of 5 Chapter 6

  10. Names and Descriptions used for Computer Based Training Approaches – Part 4 of 5 Chapter 6

  11. Names and Descriptions used for Computer Based Training Approaches – Part 5 of 5 Chapter 6

  12. Student Modeling Example Chapter 6

  13. JIT Instruction/Learning Sequence – Part 1 of 3 Chapter 6

  14. JIT Instruction/Learning Sequence – Part 2 of 3 Chapter 6

  15. JIT Instruction/Learning Sequence – Part 3 of 3 Chapter 6

  16. Training Method Effectiveness at Meeting KSA Objectives – Part 1 of 4 Scale:  1 = not effective 2 = mildly effective 3 = moderately effective 4 = effective 5 = very effective Chapter 6

  17. Training Method Effectiveness at Meeting KSA Objectives – Part 2 of 4 a This rating is for lectures delivered orally, printed lectures would be one point higher in each knowledge category Chapter 6

  18. Training Method Effectiveness at Meeting KSA Objectives – Part 3 of 4 b If the business game is designed for interpersonal skills, this would be a 4. c If multiple in-baskets were used this rating would be 3. d Specifically role reversal. Chapter 6

  19. Training Method Effectiveness at Meeting KSA Objectives – Part 4 of 4 Chapter 6

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