31511230/0304 © 2004 Business & Legal Reports, Inc. BLRs Human Resources Training Presentations...
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Transcript of 31511230/0304 © 2004 Business & Legal Reports, Inc. BLRs Human Resources Training Presentations...
31511230/0304 © 2004 Business & Legal Reports, Inc.
BLR’s Human Resources Training Presentations
Training Strategies II: State-of-the-Art Classroom Training
31511230/0304 © 2004 Business & Legal Reports, Inc.
Goals
Understand the goals and criteria for successful classroom training
Know how to design effective training sessions and motivate active participation
Realize that you have a variety of classroom training methods to choose from
Recognize the importance of evaluating employee learning and training effectiveness
31511230/0304 © 2004 Business & Legal Reports, Inc.
Classroom Training Basics
Definition Options Subject matterUse with other learning strategies
31511230/0304 © 2004 Business & Legal Reports, Inc.
Goals of Classroom Training
Participation Understanding Retention Application
31511230/0304 © 2004 Business & Legal Reports, Inc.
Criteria for Successful Classroom Training
Meets needs Timely Applicable Clear and concise
31511230/0304 © 2004 Business & Legal Reports, Inc.
Criteria for Successful Classroom Training (cont.)
Right level Interactive Useful and
challenging activities Strong links to job
31511230/0304 © 2004 Business & Legal Reports, Inc.
Advantages and Disadvantages Of Classroom Training
Advantages Disadvantages
31511230/0304 © 2004 Business & Legal Reports, Inc.
Keys to Adult Learning
Adults are self-directed learners Adults bring a broad base of experience
to training Adults respond best to problem- or task-
oriented approaches Adults need to know why they are learning
something
31511230/0304 © 2004 Business & Legal Reports, Inc.
Designing Effective Training Sessions
Training objective Training method Skill and knowledge
of trainees Content Sequence Visual aids
31511230/0304 © 2004 Business & Legal Reports, Inc.
Designing Effective Training Sessions (cont.)
Activities Feedback and clarification Time limits Group size Evaluation Additional concerns
31511230/0304 © 2004 Business & Legal Reports, Inc.
Motivating Active Participation
Explain how trainees will benefit Get the session off to a good start Use examples and analogies Give and encourage feedback Ask questions to stimulate discussion Include engaging activities
31511230/0304 © 2004 Business & Legal Reports, Inc.
Training Methods: Lecture
Communicate expectations
Provide handouts Make it visually
stimulating
31511230/0304 © 2004 Business & Legal Reports, Inc.
Training Methods: Lecture (cont.)
Ask questions and summarize
Include stimulating activities
Combine with other training methods
31511230/0304 © 2004 Business & Legal Reports, Inc.
Training Methods: Q & A
Determine training points Develop a series of questions Present training points Alternative:
Let employees ask questions
31511230/0304 © 2004 Business & Legal Reports, Inc.
Training Methods: Demonstration
Introduce Demonstrate Highlight Practice Review and evaluate
31511230/0304 © 2004 Business & Legal Reports, Inc.
Training Methods: Problem Solving
Select a problem Present the problem Discuss possible solutions Guide trainees to
the best solution
31511230/0304 © 2004 Business & Legal Reports, Inc.
Training Methods: Case Study
Write up the case Present the case Highlight the key question(s) Discuss possible solutions Review issues
31511230/0304 © 2004 Business & Legal Reports, Inc.
Training Methods: Role-Playing
Introduce Select players Perform Process Reflect
31511230/0304 © 2004 Business & Legal Reports, Inc.
Training Methods: Additional Options
Video Games and simulationsTeam competitions Study groups
31511230/0304 © 2004 Business & Legal Reports, Inc.
Training Methods: Additional Options (cont.)
Learning projects Observation Reading and writing
assignmentsInformation searches
31511230/0304 © 2004 Business & Legal Reports, Inc.
To Get the Best Results
Employ a mix of training methods
Make training interactive Use a lot of visuals Change activities frequently Match methods to
subject matter
31511230/0304 © 2004 Business & Legal Reports, Inc.
Evaluating Employee Learning
In-training monitoring Written tests Performance tests On-the-job observation Self-assessments
31511230/0304 © 2004 Business & Legal Reports, Inc.
Evaluating Training Methods And Presentation
Employee feedback Learning indicators Behavior changePerformance improvement
31511230/0304 © 2004 Business & Legal Reports, Inc.
Making the Link between Training and Job Performance
Plan for integration of training
Link training to the job throughout the session
Use job aids Develop an action plan Follow up
31511230/0304 © 2004 Business & Legal Reports, Inc.
Goals
Understand the goals and criteria for successful classroom training
Know how to design effective training sessions and motivate active participation
Realize that you have a variety of classroom training methods to choose from
Recognize the importance of both employee evaluation and trainer evaluation
31511230/0304 © 2004 Business & Legal Reports, Inc.
Summary
Classroom training can be used successfully to teach skills, transfer information and knowledge, shape attitudes and behavior, and build competencies
The goals of classroom training are to encourage participation, promote under-standing, make sure employees retain what they’ve learned, and ensure that they are able to apply it to their jobs
31511230/0304 © 2004 Business & Legal Reports, Inc.
Summary (cont.)
There are numerous effective training methods available for you to use in the classroom—you don’t have to rely solely on lectures
The key to a successful classroom training session is to employ a variety of methods, make training interactive, use a lot of visuals, change activities frequently, and match methods to subject matter
31511230/0304 © 2004 Business & Legal Reports, Inc.
Quiz
1. Define classroom training.
2. When you’re talking about classroom training, you are really talking about giving a lecture.
True or False
3. What are the four goals of classroom training?
4. Identify four criteria for successful classroom training.
5. Adults are usually self-directed learners who respond best to problem- or task-oriented training approaches.
True or False
31511230/0304 © 2004 Business & Legal Reports, Inc.
Quiz (cont.)
6. It is important to use visual aids, because people tend to remember what they see better than what they hear.
True or False
7. Identify three ways you can encourage greater employee participation in classroom training.
8. Name three training methods you can use effectively in the classroom.
31511230/0304 © 2004 Business & Legal Reports, Inc.
Quiz (cont.)
9. To get the best results from classroom training, you should use only one training method per training session. True or False
10. Identify three ways you can evaluate employee learning in the classroom.
31511230/0304 © 2004 Business & Legal Reports, Inc.
Quiz Answers
1. Classroom training is a workplace learning strategy that removes employees from the work area and brings them together in a safe and appropriate environment, free from distractions, to teach skills, transfer information and knowledge, shape attitudes and behavior, and build competencies.
2. False. Lecture is only one of many classroom training options.
31511230/0304 © 2004 Business & Legal Reports, Inc.
Quiz Answers (cont.)
3. The goals of classroom training are to encourage full participation of employees, promote clear and complete understanding, make sure employees retain what they learn in training, and ensure that they are able to apply it to their jobs.
4. Criteria of successful classroom training include meeting employees’ needs, being timely, being applicable to the job, being clear and concise, being at the right level based on trainees’ current knowledge and skills, being interactive, providing useful and challenging activities, and creating strong links back to the job.
31511230/0304 © 2004 Business & Legal Reports, Inc.
Quiz Answers (cont.)
5. True. Adults also bring a broad base of experience to training; and to buy into training, they need to know why they are learning something.
6. True. And people remember what they do even more than what they see, which is why it’s important for employees to participate actively in classroom training.
31511230/0304 © 2004 Business & Legal Reports, Inc.
Quiz Answers (cont.)
7. To motivate active participation, you can explain how trainees will benefit from training, get the session off to a good start with a stimulating activity, use examples and analogies that employees can relate to, give and encourage feedback throughout the session, ask questions to stimulate discussion, and include engaging activities in the session.
31511230/0304 © 2004 Business & Legal Reports, Inc.
Quiz Answers (cont.)
8. Among the options are lecture, demonstration, question and answer, problem solving, case study, role-playing, video, games and simulations, team competitions, study groups, learning projects, observation, reading and writing assignments, and information searches.
9. False. It is best to employ a variety of training methods during each session to hold employees’ interest.
31511230/0304 © 2004 Business & Legal Reports, Inc.
Quiz Answers (cont.)
10. During the session, you can monitor participation and check for understanding. At the end of the session, you can give a written test or have employees demonstrate new skills or understanding by actually performing the task. Outside the classroom, you can observe employees on the job after training to see if they are correctly applying what they’ve learned. You can also have employees fill out self-assessment questionnaires.