HRM 3410 Lecture Notes - Lecture 5: Overlearning, Adaptive Learning, Procedural Knowledge
7 Mar 2020
School
Department
Course
Professor
Chapter 5 – Off-the-Job Training
Methods
Off-the-Job Instructional Methods
- Take place away from the actual job or worksite. It may be within a classroom setting or
outside of a classroom setting, or may even be incorporated into computer-based
training (CBT)
- Methods vary in degree of trainee involvement.
- Lecture – least (asynchronous – didactic)
- Active Learning - high level of trainee involvement and control over learning experience,
e.g. field work
- Lecture is still the most widely used method of training in Canada and U.S.
- In Canada, 80% of all training takes place in a classroom setting.
Lecture Method
- Trainer: Organizes content and presents orally
- Advantages:
o Transfer large amounts of information in a short time
o Minimal cost per student due to spreading cost over number of students
o Listeners all get same message
- Disadvantages:
o Not very effective for development of skills or change of attitudes
o Does not accommodate differences in learning styles and abilities
o Little learner involvement - one-way (synchronous) communication
o Passive ”forced” learning
- Tips for Use
o Set and briefly explain specific learning objectives - “Learning Outcomes”
o Gather, arrange, and present information in logical order
o Transcribe key information onto PowerPoints and provide to students/trainees
o Break lecture into segments (reflecting learning outcomes)
o Ask engaging questions, include learning activities, e.g. group discussion,
exercises, etc. where possible
Discussion Method
- Leader facilitates analysis of a problem, e.g. discussion question(s) / case, etc.
- Five purposes:
o Helps members recognize what they know and do not know
o Opportunity for members to get answers to questions and share insights with
peers
o Provides opportunity to debrief and get input/advice from instructor
o Allows sharing ideas, and deriving common wisdom through “debriefing” on
learning experience
o Participants learn about one another (group-think)
- Tips for Use
o Create and encourage a participative learning culture - get “buy-in”, e.g. “Are you
comfortable presenting your findings to the class?”
o Reflect trainees’ questions back to group - “what do you think”?
o Draw out reluctant participants delicately with encouragement and provide
positive reinforcement “EMT” – offer to work with “loners”
o Provide topic related anecdotes/stories from professional experience
o Control/manage dominant trainees/students in face-saving manner, acknowledge
comments and proceed to next point, change-up roles to enable broad
participation e.g. group representatives
o Keep groups small (4 – 6)
Document Summary
Take place away from the actual job or worksite. It may be within a classroom setting or outside of a classroom setting, or may even be incorporated into computer-based training (cbt) Methods vary in degree of trainee involvement. Active learning - high level of trainee involvement and control over learning experience, e. g. field work. Lecture is still the most widely used method of training in canada and u. s. In canada, 80% of all training takes place in a classroom setting. Advantages: transfer large amounts of information in a short time, minimal cost per student due to spreading cost over number of students, listeners all get same message. Disadvantages: not very effective for development of skills or change of attitudes, does not accommodate differences in learning styles and abilities, little learner involvement - one-way (synchronous) communication, passive forced learning. Leader facilitates analysis of a problem, e. g. discussion question(s) / case, etc. Trainees discuss, analyze, and solve problems based on real-life situations.
