Training Methods: Part Deux

In a previous article, I shared two (2) training methods as well as the scenarios where they are most effective. What I would like to now do is share with you two (2) training methods and scenarios in which they may not be as effective because they are not the most appropriate to accomplish the outcomes you may desire. As learners, facilitators, and training designers we know that sometimes training events are not as successful as it was intended because one (1) or more of the required conditions for creating or delivering learning were not met. 

Receptive Training

In this training method the facilitator goes into “telling mode.” A lecture is an example of this method. However, though lecturing has its place in some learning situations it may not be the best approach for others. This is because this type of training operates from the perception that learners will be able to convert what they hear and see into usable skills and knowledge (Stolovitch & Keeps, 2011). If an organization wants new employees trained on being sales representatives, utilizing a receptive method for the entirety of the training would be erroneous because while it may help to educate the new employees on the concept of sales, they will still be expected to sell products and/or services once they move into operations. As such, they need to be given the opportunity to practice sales techniques that they will learn about. Though the receptive type of training can have a limited role in introducing something new, adding additional nuances to content that is already well known to the learners, presenting fascinating anecdotes, and building awareness and enthusiasm; it is not effective on its own in the sales scenario because the new employees will not sufficiently be able to convert the theoretical concepts into successful actions (Stolovitch & Keeps, 2011).  

Guided Discovery

In this type of training, control is shared between the learner and the trainer or training programme (Stolovitch & Keeps, 2011). This training method would not be effective if the aim is to introduce new knowledge or concepts to new employees. This is because guided discovery is generally case based. Learners are given cases and scenarios or problems where they have to discover what to do and when to do it. This ability calls for prior knowledge and exposure so that they are able to function primarily on their own initiative.

The Purpose of Training

The overall purpose of training is to help learners learn in such a way that they are able to perform whatever task/s required of them successfully and effectively. As such, certain conditions must be present for learning to occur and for employees to translate that learning by performing their jobs well. The chosen training methodology or methodologies - since you will more than likely use more than one in any given training situation - is a critical component of these conditions. It also includes; providing opportunities for trainees to practice and receive feedback, for example, information about how well people are meeting the training objectives, (2) offering meaningful training content, (3) identifying any prerequisites that trainees need to complete the program successfully, and (4) allowing trainees to learn through observation and experience and ensuring that the work environment, including managers and peers, support learning and the use of skills on the job (Noe 2013). 

Why Understand Learning

Ultimately, an understanding of how people learn will aid in developing, designing and implementing learner content that will yield the desired outcomes. This understanding is needed so that there is a selection of the appropriate model or portions thereof that will be the best fit for the trainer, the training environment, the audience and the content to be delivered (Cowell et al, 2006). The aim is to develop, design, and implement  instruction that will improve performance and make learning more efficient, more effective and less difficult. 

References

Bernard, Marcel (2012). Real Learning through Flight Simulation: The ABCs of ATDs. Retrieved from https://www.faa.gov/news/safety_briefing/2012/media/SepOct2012ATD.pdf

Cowell, C, Hopkins, P. C., McWhorter, R., & Jorden, D. (2006). Alternative Training 

Noe, R. A. (2013). Employee training and development (6th ed.). New York, NY: McGraw Hill. (pp 152, 276 – 307).

Stolovitch, H. D. (2011). Telling ain't training: updated, expanded, and enhanced, 2nd edition. American Society for Training and Development. (pp 121 – 126).