Hybrid Delivery Training Methods PDF

Hybrid delivery Pandemic drove the need for hybrid training Hybrid training should have.. ○ An equitable experience for those remote + in-person ○ Interactive nature i.e. uses games, videos, podcasts, VR ○ Mix of synchronous and asynchronous elements Post...

Hybrid delivery Pandemic drove the need for hybrid training Hybrid training should have.. ○ An equitable experience for those remote + in-person ○ Interactive nature i.e. uses games, videos, podcasts, VR ○ Mix of synchronous and asynchronous elements Post-pandemic, remote learning may evolve to a hybrid model => preserves remote access + benefits from in-person engagement (i.e. fewer distractions, human connection) ○ This is called a blended approach -> a mix of both elements complement each other Off-the-job training methods Lectures: large amounts of info related to many people w/ instructor role varying based on needs (lecturer, coach, facilitator) Instructor must be able to use interactive tools, incorporate real-life examples, and enhance engagement (reduce distractions, avoid text-heavy ppts) Challenges ○ Varying engagement (low motivation hinders learning) ○ Different learning styles makes it hard to cater to everyone ○ Overhead costs add up + time away from work ○ Instructor drift: differences in instructor knowledge/delivery = inconsistent results ○ Classroom settings doesn’t give opportunity for learners to apply new skills Demonstrations: visual display on how to do something i.e. cooking demo Good demonstrations are engaging, have trainee involvement + post-demonstration lets trainees practice and get feedback Benefit -> improves learning due to rehearsal and replication Challenge -> must be accurate, so requires significant prep time Flipped classroom: using class time for application rather than direct instruction Direct instruction is for the individual before class (i.e. uni’s have before-class materials while class time is used to discuss their application) Group session is dynamic and interactive while instructor guides students Benefit -> better use of face-to-face time, cost-effective Discussion method: forums for open-ended and collaborative exchanges of ideas between people Discussion needs clear objective + concise process for timing, activities, and questions Establish ground rules i.e. respectful listening, one speaker at a time, open-minded Must have a safe & comfortable environment (introductions, equal participation) Case study: simulation decision-making by analyzing a real-life situation that can happen at work and contains a problem Analyzes facts to explore different solutions using critical thinking and communication skills Benefit -> hands-on experience, encourages empathy and understanding nuances, team-building Challenge -> outdated cases = loss in interest, hypothetical cases lack evidence, time-consuming Case incident: shorter ver. of a case study to examine a specific problem Benefits -> minimal prep, can be adapted to smaller groups Challenges -> trainees w/ little experience may struggle, limited information Behaviour modelling (BMT): method that focuses on changing behavior on the job - 4 aspects (MRRT) 1. Modelling - observe modelled behaviour from SME 2. Rehearsal - practice/rehearse the modelled behaviour 3. Reinforcement - social reinforcement of behaviour i.e. specific and timely feedback 4. Transfer - application of behaviour in work context  Benefit -> high retention bc participation, structured, versatile Challenge -> higher $ due to customization + investment, individual differences affect effectiveness, trainer demands for careful diagnosing + planning, to reinforce the skill gap Role play: lets learners play roles in realistic scenarios by interacting w/ others playing as similar roles Simulate stressful/dangerous scenarios in a safe environment i.e. emergency response teams and military w/ a skilled facilitator 3 steps (DPD): 1) Developing: develop scenario by identifying key objectives, issues, and roles 2) Presenting: assign roles, present in a friendly environment 3) Debriefing: discuss outcomes, provide feedback Benefit -> builds confidence, engaging, enhances skills like problem-solving, explore POVs Challenge -> uncomfortable, inaccurate feedback hinders growth, less suited for large groups Simulations: self-paced recreated situation in a manageable environment (i.e. virtual) Steps (PDD): preparation (define learning objectives), delivery (physical and psychological fidelity), and debriefing (feedback on performance) Experiential learning, i.e. hospitals use it to replicate medical procedures, airlines for pilot training Benefits -> safe for experimenting without risks, kinesthetic nature, increased realism Challenge -> resource intensive, may not capture unpredictability, design limitations Games: applying gaming principles to real-life settings to engage learners Ties into constructivism-> learners ‘construct’ knowledge through game decisions Cognitive domain: game supports functions i.e. analysis, recall, understanding (thinking) Affective domain: game engages beliefs, attitudes via Bloom’s Taxonomy Benefit -> engaged, emotional connection w/ rewards, leaderboard = progress tracking Challenge -> difficult to ensure game aligns w/ goals, competition => shortcuts, design limitations OTJ training methods: enhances individual performance but must be intentional, well-designed, and address key learning needs -> can be prototyped w/ stakeholders i.e. management, trainers, learners Job instruction training (JIT): 4-step method to train EEs on-the-job (PIPF) 1. Preparation: job breakdown, identify key tasks + safety issues + mistakes + tips 2. Instruction: to ensure learner understands steps & tasks 3. Performance: completes parts of the job -> to the entire job while trainer gives feedback 4. Follow-up: performance is monitored w/ ongoing followup to ensure transfer Performance aids: tools that ⬆ job performance by guiding, facilitating, or reminding how to do tasks Informational -> give general info, Procedural -> step by step, Decision-making -> assist in making choices (IPD) Examples are checklists (procedural), troubleshooting guide (decision) Benefit -> helps recall processes, on-demand help, adaptable to new procedures, reduces time Challenge -> less effective for one-off tasks, can appear less credible if used a lot, might have no time to check Apprenticeship: training involving following + studying a master of the trade on-the-job Barriers include no admin support, limited budgets, cannot teach full scope of trade Benefit -> hands-on experience, no debt, EE loyalty, increased reputation for recruitment, continuous learning culture (80:20 training-classroom) Challenge -> challenges recruitment women/POC, time intensive for ERs Coaching: 1-1 guidance & instruction focused on ⬆ performance, KSAs, or career development Emphasizes a relationship of trust and commitment focused on the future Strategic/exec coaching: adapting to org changes & new circumstances on an individual level Skills/performance: focusing on core skills needed to perform job w/ measurable outcomes  Personal/life: support and motivation on personal goals external to organization (i.e. weight loss) Benefit -> morale, motivation, self-awareness, and org benefits if it’s strategic (⬇ turnover) Challenge -> coach characteristics (qualifications, personality clash), EE may not be ready, ineffective coaching model that has unclear goals Mentoring: experienced EE giving advice to a less experienced person (form of coaching) 2 aspects of mentoring Career support: helps EEs become more knowledgeable and effective in role = ⬆ retention Social support: emotional support to new EEs and how to foster bonds w/ colleagues 3 types of mentoring RS (BSR) Buddy system: helps EE understand social and cultural norms in similar-facing roles Shadowing: learning from top performers by observation + accountable for their info transfer Reverse mentoring: senior EE learns from younger EE to bridge generation gaps (encourages collaboration, POVs, and agile learning) i.e. for digital skills Self-directed learning: EE takes responsibility for all aspects of their learning Set goals and achieve objectives customized to individual needs Need to be self-motivated, organized, and independent Includes reading, listening, watching, doing Benefit -> less resource intensive, set own pace, reduces bias among pears, customized Challenge -> may require reinforcement (external support), multiple tasks can cause stress, may find it isolating, some lack willingness