Approaches
Training is a planned learning activity that makes a measurable contribution
to the job competency and stability of employees in an organization. Training
may take place in a classroom or on-the-job, with or without the assistance
of a computer. Each training activity has a training objective, that is a statement
describing the performance or the behaviour the learner will be able to demonstrate
after the training. In order to measure the achievement of the training objective,
an evaluation of learning will be completed by the learner at the end of each
course. After the course, the result of the evaluation of learning will be
sent to the learner and to the supervisor. This feedback should be used for
the on-the-job portion of your training plan.
Click on the links below to get more information on the different training
approaches.
Self-paced Learning
Self-paced learning can take a variety of forms. The simplest form is
paper-based and requires the learner to read through some material, answer
questions and score his own results. In some cases, the scores determine
what the learner will study next. Each learner proceeds at his own speed.
Learners can even be directed to additional instructions or opportunities
to practice if they score poorly on the evaluation of learning.
Self-paced learning is used for the following reasons:
- content is suitable for paper-based presentation;
- difficulty in finding sufficient learners at a given time to offer
a classroom course;
- learners are geographically dispersed;
- training would place too high a demand on instructor resources;
and
- many learners must be trained simultaneously.
On-line Training
On-line training is an electronic interactive form of self-paced
learning. It requires the availability of computers and of the Internet.
On-line training is responsive to the learner's input. It provides
feedback when the learner answers a question or makes a choice in
a simulation. It can direct learners through the contents according
to their success on the exercises and case studies. Recording the
testing results is one of the features of on-line training.
On-line training is used for the following reasons:
- all of the self-paced learning considerations are met;
- access to computers and to the Internet is available;
- learners have some basic Internet skills;
- more interaction is required than in a paper-based self-paced
learning environment;
- learners need to be directed through the training materials
carefully; and
- progress needs to be monitored automatically.
On-the-job Training
As the name implies, on-the-job training takes place at the workplace
where learners must perform the tasks. A supervisor or coach delivers
and evaluates the training. Although the training may not be tightly
scheduled (it might be dependent upon the types of situations that
arise spontaneously), the scope will be defined and the coach or
supervisor will be responsible for monitoring progress and determining
when mastery has occurred.
On-the-job training is used for the following reasons:
- the skill is too complex to be taught in the classroom, needs
to be broken down, and must be learned gradually;
- the essential components of the situation cannot all be replicated
with the other training approaches;
- the speed at which the learners become skillful will vary
widely;
- the individuals will need this training at different times
and it would be difficult to arrange class schedules.
Classroom Training
Classroom training is the most familiar training delivery mechanism.
It should be used when there are a number of learners all requiring
the same training at the same time, when the learners can profit
from getting together with peers and sharing experiences, and when
the course developer wants learners to have the opportunity to hear
and experience other points of view.
There is wide variety of classroom training techniques. Below, you
will find the ones that are the most commonly used by the regional
training centres as well as the definition for each technique :
- Lectures
- Discussions
- Exercises
- Quizzes
- Games
- Role Plays
- Simulations
- Case Studies
Here is the definition of each classroom training technique:
Lectures
A lecture is a prepared oral delivery of a topic by an expert. Lectures
are used if there is a great deal of straightforward content to be
passed on to the learners. The instructor may use overheads and flip
charts to provide visual aid.
Discussions
Discussions allow learners to participate more actively. These can
involve the whole class or small groups. Discussions can be highly
structured as in a debate or unstructured as in a brainstorming session.
Getting learners involved (thinking, processing, speaking) increases
the understanding and retention.
Discussions are also very valuable if you are trying to change opinions
or attitudes. Many viewpoints can be brought up through discussions
and learners are less likely to think there is only one right way
to do things.
Exercises
Exercises are used in lessons to keep the learners actively involved
in the learning process and to give both the learner and the instructor
an opportunity to confirm understanding. The exercises could be completed
individually or in small groups. The emphasis is on involving learners.
Quizzes
Quizzes can be used to confirm understanding as well as to provide
an opportunity to get the learners involved. The questions can be
simple true/false, multiple choice, matching, sequencing, fill in
the blanks, short answer, and essay style.
Games
Games are used to involve learners in an activity designed to motivate
participation, to liven up a potentially dull topic, or even to raise
the energy level (for instance, right after lunch). Rather than sit
and listen to a recitation of all the important rules, most learners
respond well to the challenges inherent in games. Solving a crossword
is more interesting than filling in the blanks if the module has
already had several such exercises. Playing Scrabble helps the participants
to learn the spelling of new vocabulary. Board games similar to Trivial
Pursuit can promote the learning of details. A good training design
includes variety and games offer the potential for great variety.
Role Plays
Role plays are similar to discussions as learners participate verbally.
However, during role plays, the learners are given the description
of the situation and are asked to assume the role of one of the characters.
Role plays are very effective if learners need to practice interactions
with clients, peers, and supervisors.
Simulations
Simulations allow the learners to apply their new skills and knowledge
to a relatively accurate duplication of the real job situation. This
is useful if the tasks are critical and extensive practice is required
before the skill can be mastered.
Case Studies
Rather than just answering a serie of short questions, case studies
tend to require learners to consolidate and to apply the skills and
the knowledge being taught. Case studies are also usually as realistic
as possible in order to replicate real work environment situations.
|
