Training Delivery: Tradition Instructional Approaches and Emerging Technologies

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Training Delivery Tradition Instructional
Approaches and Emerging Technologies

• Dr. Steve
• Training Development
• INP6325

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Instructional Techniques

• What instructional technique works best?
• No one size fits all solutions, only
  generalities
• Ex dont train motor skills using lecture format
• Why?
• Lack of generalizability most empirical
  research tests a particular technique for a
  particular skill
• Criteria used evaluations tend to focus on
  learning, not transfer

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Choosing Instructional Techniques

• What do you know about the potential trainees?
• What training do they currently use?
• What has/hasnt worked in the past?
• What instructional methods are preferred?

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Performance Support

• Continuum of possible performance support
  mechanisms for learning how to use software

Near to Task
Far From Task
Classroom Training
OnlineTutorial
User Guides
Reference Manuals
Help Line
Online Help
Product Affordances
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Guidelines for Instructional Development

• Training Validity Instructional events that
  comprise the training method should be consistent
  with the cognitive, physical, or psychomotor
  processes that lead to mastery
• Active Learning Learner should be induced to
  produce the capability
• e.g. practice behaviors, recall info from LTM,
  apply principles in doing task
• Feedback Delivery All available sources of
  relevant feedback should be used, should be
  accurate, credible, timely, informative
  constructive
• Self-efficacy Instructional processes should
  enhance trainee self-efficacy and expectations
  that the training will be successful and lead to
  valued outcomes
• Trainee Aptitude Training methods should be
  adapted to differences in trainee aptitudes and
  prior knowledge

Adapted from research by Campbell More
guidelines in Swezey and Llaneras (p.546-7)
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Training Delivery

• On-the-Job Training (OJT)
• Most common form of training
• Typically unstructured
• Often used as the control group in training
  evaluations
• If experimental training not significantly
  better, OJT is the default
• Caution OJT may actually prevent optimal
  performance and could cost organization in other
  ways (job satisfaction, turnover, downtime, etc.)

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Training Delivery

• On-the-Job Training (OJT)
• Practice with actual equipment, in actual
  setting, under operational conditions
• Ex Food servers, cashiers, retail sales,
  professors

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Training Delivery

• Embedded Training controlled exercises called
  up and worked on by trainees operating actual
  equipment (in training mode)
• Provides employees opportunities to practice
  skills in a variety of common situations to build
  automaticity
• Allows employees to practice skills relevant to
  situations that might occur infrequently on the
  job (meltdown at nuclear power plant).
• Sometimes referred to as stimulation because
  rather than simulate the equipment it injects
  signals (stimuli) into the actual equipment
• Ex Paper production monitor (in training mode)
  indicates jamb, trainee must react quickly

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Training Delivery

• Embedded Training

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Training Delivery

• Apprenticeship Training Classroom (or textbook)
  plus OJT shadowing
• Common among skilled trades (plumbers,
  electricians, carpenters, sorcerers, jedi
  warriors
• Apprentice shadows an experienced worker for a
  given time period
• Upon completion, apprentice may be given a test
• 1937 national Apprenticeship Act created by the
  Federal bureau of Apprenticeship and Training
  (DOL) to ensure apprenticeships were safe and
  fair.

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Training Delivery

• Apprenticeship Training

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Training Delivery

• Lecture Classroom style delivery of training

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Training Media
Click for bad example of Audio Air Force Training
Guide

• Audio-Visual (AV) Material videos, films, slide
  presentations, used to present info multiple
  times

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Training Media

• Programmed Instruction based on work of
  behaviorists (e.g., Skinner)
• Ex Skinners teaching machine provides
  reinforcement for each correct response
  gradually eliminates errors
• Systematically displays information at learners
  own pace
• Learner is tested at end of each unit
• Information presented linearly or hierarchically
• Linear finish one section go to next in
  sequence
• Hierarchical or Branching correct responses
  lead down one branch, incorrect responses lead
  down different branch
• More advanced learner could move thru larger
  chunks of info

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Training Media

• Programmed Instruction

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Training Media
Example of CAI

• Interactive Multi-Media computer driven
  training system using text, graphics, video,
  auditory information
• Computer-Assisted Instruction (CAI) /
  Computer-Based Training (CBT)

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Training Media

• Interactive Multi-Media - Computer-Assisted
  Instruction (CAI), Interactive Courseware (ICW),
  Computer Based Training (CBT)
• Trainee interacts directly with computer
• Computer presents instructional material
• Computer engages trainee in question and answer
• Provides immediate feedback/help identify sources
  of mistakes
• May store trainee progress/performance data
• Can adapt to individual differences in trainees
• May adapt instruction based on analysis of
  trainee answers
• May be used as tutorial or drill practice (no
  material presented)
• Tutorial may serve as stand-alone instruction

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Training Media

• Computer-Assisted Instruction
• Research findings
• Takes 300 hrs to produce 1 hr of CAI training
• Compare to 30 hrs for every 1 hr of classroom
  instruction
• Limited research database on learning with CAI,
  research focus often on technology
• Some studies show CAI faster than conventional
  methods
• Effectiveness similar to programmed instruction,
  but learn in less time
• Possible Hawthorne effect is threat to
  generalizability
• Traninees enjoy new technology, but novelty wears
  off

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Training Media

• Interactive Multi-Media (CAI, CBT, ICW)

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Training Media

• Simulation imitation of actual environment
• imitation of the real environment

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Training System Fidelity

• Fidelity realism of the training device
• Physical Fidelity how realistic training device
  appears
• Functional Fidelity how well device trains
  concepts
• Fidelity Issues
• Expense more realism, greater cost
• Necessity many tasks can be learned as well or
  better by simplifying task in training (lowered
  fidelity)
• Negative transfer if training environment is
  very close to real environment, then things that
  are different may lead to negative transfer.

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Training Media

• Virtual Reality simulated 3-dimensionally-modele
  d, interactive, learning environment

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Training Media

• Distance Learning use of audio and data links
  to present training to multiple sites
  simultaneously

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Training Media

• Web-Based Instruction
• Training delivered(mainly text-based) via the
  internet or intranet

Ex Human Factors Course http//prometheus.uwf.edu
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Training Media
Intelligent Tutor Examples See http//prime.jsc.na
sa.gov/math/

• Intelligent Tutoring Systems Computer-based
  individualized instruction that diagnoses, then
  addresses, learner weaknesses

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Attributes of Intelligent Tutors

• Generative the capacity to generate appropriate
  instructional interactions at run time, based on
  learner performance
• Mixed-initiative the capacity to initiate
  interactions with a learner as well as to
  interpret and respond usefully to
  learner-initiated interactions (natural dialogue)
• Interactive the provision of appropriately
  contextualized, domain relevant and engaging
  learning activities
• Student Modeling the capability to assess the
  current state of a learners knowledge and the
  implied capability to do something
  instructionally useful based on the assessment
• Expert Modeling the capability to model expert
  performance and the implied capability to do
  something useful based on the assessment
• Instructional Modeling the capability to make
  pedagogical inferences and decisions based on the
  changing state of the student model, based on the
  prescriptions of an expert model, or both
• Self-improving the capability to monitor,
  evaluate, and improve its own teaching
  performance as a function of experience

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Training Media and Strategy Guidelines
Link to decision aid for selecting training media

• Simulation effective for teaching many tasks and
  skills e.g., perceptual motor skills, conceptual
  tasks, and team functions
• Computer-based instruction provide capability to
  review and branch and include skill diagnosis and
  remediation
• Sound provides helpful cues in instructional
  presentations
• these cues can be satisfied with relatively low
  fidelity but extremely high timely executions
• Induce Motivation Instruction should provide
  feedback control of both stimulus and
  reinforcement variables
• Reduce Cognitive Load training features should
  limit the number of stimuli (and extraneous
  stimuli) presented at any one time to avoid
  requiring inordinate attention from students

Guidelines are a subset adapted from Salvendys
Handbook of Human Factors and Ergonomics
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Guidelines for Enhancing Transfer

• Generalizability Provide practice in a variety
  of stimulus situations so that a student may
  generalize their knowledge
• Transfer Goal Use a rote or algorithmic
  approach if near transfer is the goal of
  instruction
• Visual Demonstrations Training which
  incorporates visual demonstrations provides
  positive transfer to real-world situations
• Guided Training (training wheels) Gradually
  decrease the amount of cues, prompts, and guides
  such that none (that would not be found on the
  job) remain at the end of training
• Functional vs. Physical fidelity functional
  fidelity appears to be a stronger influence in
  transferring knowledge from the learning
  environment to the operational setting