1.On-the-job Training and Lectures
The two most steadily used kinds of training are on-the-job training and lectures, though little research exists as to the effectiveness of either. It’s usually not possible to teach someone everything she must know at a location away from the workplace. Thus on-the-job training often supplements other kinds of training, e.g., classroom or off-site training; however on-the-job training is steadily the only form of training. It is usually casual, which means, unfortunately, that the trainer doesn’t concentrate on the training as much as she ought to, and the trainer may not have a well-articulated picture of what the novice needs to learn.
On-the-job training will not be successful when used to avoid creating a training program, though it might be an effective part of a well-coordinated training program.
Lectures are used because of their low price and their capacity to achieve many people. Lectures, which use one-way communication versus interactive learning methods, are much criticized as a training device.
2. Programmed Instruction (PI)
These gadgets systematically present data to the learner and elicit a response; they use reinforcement principles to promote appropriate responses. When PI was originally developed in the 1950s, it was considered helpful only for primary subjects. In the present day the strategy is used for skills as various as air site visitors management, blueprint reading, and the evaluation of tax returns.
3. Computer-Assisted Instruction (CAI)
With CAI, students can be taught at their own tempo, as with PI. Because the student interacts with the computer, it is believed by many to be a more dynamic learning device. Academic alternatives can be quickly chosen to suit the student’s capabilities, and efficiency will be monitored continuously. As instruction proceeds, data are gathered for monitoring and improving performance.
4. Audiovisual Methods
Both television and film prolong the range of skills that can be taught and the way information could also be presented. Many systems have electronic blackboards and slide projection equipment. The use of strategies that combine audiovisual systems similar to closed circuit television and telephones has spawned a new time period for this type of training, teletraining. The feature on » Sesame Street » illustrates the design and evaluation of one among television’s favorite children’s program as a training device.
5. Simulations
Training simulations replicate the essential traits of the real world which can be essential to produce both learning and the transfer of new knowledge and skills to application settings. Both machine and other types of simulators exist. Machine simulators often have substantial degrees of. physical fidelity; that is, they characterize the real world’s operational equipment. The primary purpose of simulation, nevertheless, is to produce psychological fidelity, that is, to reproduce in the training these processes that will be required on the job. We simulate for a number of reasons, including to manage the training setting, for safety, to introduce feedback and other learning principles, and to reduce cost.
6. Business games
They’re the direct progeny of war games that have been used to train officers in combat strategies for hundreds of years. Nearly all early enterprise games had been designed to teach primary enterprise skills, but more current games also embrace interpersonal skills. Monopoly is perhaps considered the quintessential enterprise game for younger capitalists. It is probably the first place youngsters discovered the words mortgage, taxes, and go to jail.
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