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On the Job Trainers– someone already on the job or a supervisor, these are not traditional trainers and usually do not have the necessary training. The activities include training on the specific job or materials for the job, and providing basic training.  The activities that follow training are to begin working or sharpening current skill levels.  The learning style would be visual learners because their able to see firsthand the job, what is expected and necessary components to complete the job.  Video presentations could be used along with slides for a visual learner.  The learning techniques are using personal experience or what worked for the trainer when, he/she was struggling.  This will help to understand the job and deal with the challenges that the learner might face.

The benefits are hands on knowledge from a professional that has been doing the job for a period of time.  On the job training is better because it shows the actual job, instead of showing stimulations or playing a variety of games.  A new employee will learn the job easier and be able to ask specific questions about the job.

The cons are the person teaching is not trained or might lack certain skills to teach.  The training could be rushed to push the employees on the job faster.  Also, trying to teach a lot of information in a short amount of time is an issue.

By the end of the course the trainee should be able to teach the training or recite important information to a new hire.

According to Blanchard & Thacker (2013) Coaching is personalized training on a one on one basis to provide the skills, knowledge to assist with challenges, related to performance or the job (Section 6.6).  The trainer monitors the progress after, training and has follow up activities. Also, motivation is involved to keep the trainee on track and building a relationship with the trainee.  The learning skills involved is asking the right questions to assist the trainee to work out the issues or learn the necessary skills. It is important to listen and be comfortable speaking openly about issues, concerns or struggles.  The learning characteristics are starting to trust the coach and learning how to become an effective communicator.

The benefit is personalized training, in a private setting, tailored with the trainee and their needs in mind.  Also, a benefit is a chance to build personal relationships, learning how to take constructive criticism and establishing a bond with the coach.

The con is if there is no bond or positive relationship, if the trainee does not trust the coach or declines from working with the coach at all.

How did the coach’s behavior help to promote learning from the trainee?

Lecture the activity involves speaking or using video presentations for understanding a topic or providing training information (Blanchard & Thacker, 2013, Section 6.4).  The activities that follow are test, pre-assessment, surveys or going back to repeat the information for use on the job.  The learning styles are active learner or auditory learners; someone that stays engaged and can recall aspects from the lecture.  The characteristics are listening, repeating and staying engaged or involved in the lecture.

The pros are the information should be easy to follow and very straight forward way for trainees to learn.  The instructor has control over the lecture and exactly what is being taught.

The cons are some trainees will not be engaged in the lecture and will have a hard time paying attention or staying alert.  Trainees that have difficulty listening must be able to take good notes.  Trainees that do not understand might be afraid to ask questions and miss the main ideas.

What skills or advantage does lecture provide to someone that is not an auditory learner?

Reference

Blanchard, P. N., & Thacker, J. W. (2013).  Effective training: Systems, strategies, and practices  (5th ed). Upper Saddle River, NJ: Pearson Education, Inc

List and describe three types of training methods. What type of activity is it? What types of activities precede and follow it? What learning style(s) does this activity accommodate? What adult learning characteristics does this activity incorporate? Discuss the pros and cons of each method. Lastly, using Bloom’s taxonomy, create a training objective for each instructional method. Be sure to consider the specific skills and knowledge to be learned in the training in order to appropriately apply each instructional method.

Training is very effective if the information can be retained properly. Instructional methods and activities most frequently used to deliver trainings are visuals such as slides, videos and PowerPoints. “Role playing, behavior model and case study are methods are training methods that are very effective in a training as they facilitate learning by providing alternative mechanisms for providing practice” (Blancher & Thacker, 2013). Lectures, presentations and games are also frequently used instructional methods that can increase the efficiency of a training. These activities cater to the hands on, visual and auditory learning styles. In presentations the trainees can take notes and follow along with the information provided. When playing games trainees can stay engaged and also retain the information. It’s very important to keep employees engaged in the training so they can recollect the information they have learned and transfer it in their place of work.

Learning style accommodation: presentation, games and lectures

Adults can use these learning styles by putting past scenarios or work related situations in context with the activity.

In Blooms Taxonomy there are three main components, this pushes trainers and trainees to a higher level of thinking. Cognitive, affected and psychomotor.

References:

Blanchard, P. N., & Thacker, J. W. (2013). Effective training: Systems, strategies, and practices (5th ed). Upper Saddle River, NJ: Pearson Educations, Inc.

For the first scenario there are a of couple ways to engage and manage this situation. For instance, the major issues is that there was a fault in the overall communication of the training session.

Principles/ Techniques

To fix this issue there are two different strategies that could have been taken. The first tool that could have been used is the lack of providing proper instructions. Not only should the instructions be oral they should also be presented in a handout containing information. Once this has been done the trainer should provide a demonstration of the activities.

The second technique that should have been used is the listening and questioning technique that can be found in chapter 8 of our text. The listening and questioning requires active listening from both the trainee and trainer. The trainee can ask questions about the training session and the trainer will actively listen and answer accordingly.

Scenario B

In scenario B the training was out of place and in return it was hard for the participants to follow. When the participants are not able to follow the session it can deplete the information that will be learned.

Principles/ Techniques

To alleviate this situation the trainer can set up objectives, expectations and ground rules of the 2 day training session (Blanchard & Thacker, 2013). The ground rules can encompass that the participants shall not talk out of turn. This would minimize the confusion and the lack of structure. The second techniques that should be used is a clear identification of the objectives and expectations of the training session. When the participants understand the overall basis of the training and exactly what it will entail it will help minimize any confusion.

Scenario C

In this scenario the trainees are not very interested in the overall training session which can be a major issue. In today’s world there are many distractions that can take place. As a trainer they can eliminate the distractions with specific steps.

Principles/ Techniques

The first technique that can take places is the elimination of any electronic device. The second technique is to shorten the lectures or training into time periods. According to McLean (n.d.), “People’s attention spans are so limited that going past an hour guarantees your participation will drop” (pg. 1). By sectioning of the time of the training and adding a short ten or so minute break it will alleviate the minimal participation.

References

Blanchard, P. N., & Thacker, J. W. (2013). Effective training: Systems, strategies, and practices (5th ed). Upper Saddle River, NJ: Pearson Education, Inc.

McLean, M. (n.d.). How to get your team to participate in meetings with 5 tactics of buy-in. Robin. Retrieved from https://robinpowered.com/blog/how-to-get-your-team-to-participate-in-meetings-with-5-tactics-of-buy-in/

1.     In this scenario, I would provide the communication tips and discuss how it’s important to receive feedback and rebuttal to start the communication process.

2.     Listening and questioning is just as important as communication. The key is to listen, ask questions, give feedbacks and continue the cycle to have open communication.  Number one and two go hand in hand.

3.     Lastly, providing instruction. Providing clear and understandable instruction can help cut useless time out. It is important to provide instructions do you and the trainee are working at the same pace to builder understanding on what is being trained.

Scenario B

1.     Moving around while talking would be a tip I would give. By doing so it can help relieve some tense anxiety and start at a smooth transition.

2.     I would also consider for them to try a lecturette. According to Blanchard, P. N., & Thacker, J. W. (2013), “Lectures require trainees to be fairly inactive, a state which, after 20 minutes or so, begins to reduce the amount being learned”. A lecturette is a shorter version of a lecture”. I think that after 20 minutes the trainees started to drift away and not pay attention to what was being taught.

3.     Finally, I would say a demonstration would be a good approach for a group setting. Something that is visually being seen oppose to just talking can grab more attention this way.

Scenario C

1.     I assumed that the participants in this trainee lost all their attention and energy into the activity so I say why not continue with something fun oppose to something that may bore them. I would consider an equipment stimulator and match the questions that will be asked into the game somehow.

2.     Another one I would consider is role-play. After an activity, the trainees may be tired and want to finish so if you get them up to participate they may have to shake off their low energy and get prepared to improvise.

Stated by Jaidev, U., & Chirayath, S. (2012), “Training is said to be effective if the skills and behavior learned and practiced during training can be transferred to the workplace and can be applied in the context of the job.”

References:

Blanchard, P. N., & Thacker, J. W. (2013).  Effective training: Systems, strategies, and practices  (5th ed). Upper Saddle River, NJ: Pearson Education, Inc.

Jaidev, U., & Chirayath, S. (2012). Pre-training, during training and post-training activities as predictors of transfer of training. IUP Journal of Management Research, 11(4), 54-70. Retrieved from the EBSCOhost database.