Implementing The Training Program – Part 2

Implementing The Training Program – Part 2

Implementing The Training Program - Part 2

Implementing The Training Program - Part 2. in part 1 article we talked about 4 items :

  1. on the job training
  2. Apprenticeship training
  3. Informal learning
  4. Job instructional training.

in this article we will continue our talking about Implementing The Training Program :


Lecturing is a quick and simple way to present knowledge to large groups of trainees, as when the sales force needs to learn a new product’s features.66 Here are some guidelines for presenting a lecture:

Don’t start out on the wrong foot, for instance, with an irrelevant joke.
●● Speak only about what you know well.
●● Give your listeners signals. For instance, if you have a list of items, start by saying something like,“There are four reasons why the sales reports are necessary…. The first….”
●● Use anecdotes and stories to show rather than tell.
●● Be alert to your audience. Watch body language for negative signals like fidgeting or boredom.
●● Maintain eye contact with the audience.
●● Make sure everyone can hear. Repeat questions that you get from trainees.
●● Leave hands hanging naturally at your sides.
●● Talk from notes or PowerPoint slides, rather than from a script.
●● Break a long talk into a series of short talks. Don’t give a short overview and then spend a 1-hour presentation going point by point through the material. Break the long talk into a series of 10-minute talks, each with its own introduction.
Write brief PowerPoint slides, and spend about a minute on each. Each introduction highlights what you’ll discuss, why it’s important to the audience members, and why they should listen to you.
●● Practice. If possible, rehearse under conditions similar to those under which you will actually give your presentation.

Programmed Learning

is A systematic method for teaching job skills, involving presenting questions or facts, allowing the person
to respond, and giving the learner immediate feedback on the accuracy of his or her answers.

Whether the medium is a textbook, iPad, or the Internet, programmed learning is a step-by-step, self-learning method that consists of three parts:
1. Presenting questions, facts, or problems to the learner
2. Allowing the person to respond
3. Providing feedback on the accuracy of answers, with instructions on what to do next

Generally, programmed learning presents facts and follow-up questions frame by frame. What the next question is often depends on how the learner answers the previous question.

The built-in feedback from the answers provides reinforcement. Programmed learning reduces training time. It also facilitates learning by letting trainees learn at their own pace, get immediate feedback, and reduce their risk of
error. Some argue that trainees do not learn much more from programmed learning than from a textbook.

Yet studies generally support programmed learning’s effectiveness.  In addition to the usual programmed learning, computerized intelligent tutoring systems learn what questions and approaches worked and did not work for the
learner, and then adjust the instructional sequence to the trainee’s unique needs.

Behavior Modeling

Is a training technique in which trainees are first shown good management techniques in a film, are asked
to play roles in a simulated situation, and are then given feedback and praise by their supervisor.

Behavior modeling involves

(1) showing trainees the right (or “model”) way of doing something,

(2) letting trainees practice that way, and then

(3) giving feedback on the trainees’ performance.

Behavior modeling is one of the most widely used, well-researched, and highly regarded psychologically based training interventions.70 The basic procedure is as follows:

1. Modeling.

First, trainees watch live or video examples showing models behaving effectively in a problem situation. Thus, the video might show a supervisor effectively disciplining a subordinate, if teaching “how to discipline” is the aim of the
training program.

2. Role-playing.

Next, the trainees get roles to play in a simulated situation; here they are to practice the effective behaviors demonstrated by the models.

3. Social reinforcement.

The trainer provides reinforcement in the form of praise and constructive feedback.

4. Transfer of training.

Finally, trainees are encouraged to apply their new skills when they are back on their jobs.



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