Effectiveness of Instructor-led Training in Comparison to On-the-job Training PDF Download
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Author: Kyle L. Rhynerson
Publisher:
ISBN:
Category :
Languages : en
Pages : 37
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Book Description
Author: Kyle L. Rhynerson
Publisher:
ISBN:
Category :
Languages : en
Pages : 37
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Book Description
Author: Robert P. Myre
Publisher:
ISBN:
Category : Computer-assisted instruction
Languages : en
Pages : 124
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Book Description
Web-based Training (WBT) is still a relatively new technology, and the full extent of WBT functionality has yet to be realized. Most of corporate America recognizes the necessity of a well-trained workforce; however, instructor-led training is often difficult to implement due to a variety of logistical issues. These issue, include cost constraints, location issues, and limited resources. WBT has been touted in recent years as a viable alternative to traditional, instructor-led training. However, the effectiveness of WBT versus instructor-led training has been questioned by its many critics. This case study tested the effectiveness of a stand-alone web-based training program and compared the results to that of an identical instructor-led course. The course provided highly task-oriented instruction for a computer software package and was developed using a proven instructional design methodology. The data from this study indicate that WBT is as effective as instructor-led training for purposes of software application training.
Author: Ronald L. Jacobs
Publisher:
ISBN:
Category : Business & Economics
Languages : en
Pages : 208
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Book Description
Guidelines for setting up training programmes in the work setting since up to 80% of employees job knowledge is gained on-the-job. OJT (on-the- job training).
Author: Jeb Blount
Publisher: John Wiley & Sons
ISBN: 1119755832
Category : Business & Economics
Languages : en
Pages : 279
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Book Description
Remote learning has been around since the 18th century. Caleb Phillips began advertising correspondence courses in the Boston Gazette in 1728 allowing people, for the first time, to learn new skills no matter where they lived. For the past 300 years, virtual training, in its various formats, has been meandering into shore on an inevitable yet slow building tide. And then, just like that, everything changed. A global pandemic. Social distancing. Working from home. In an instant, the tide became a tsunami. The global pandemic accelerated the broad adoption of virtual instructor led training along with awareness that classroom-based training is often expensive, inefficient, and fails to deliver a fair return on investment. While it is certainly more challenging to re-create the collaborative environment of the physical classroom in a virtual setting, virtual training combines the structure, accountability, and social learning benefits of classroom training with speed, agility, and significant cost savings. Simply put, virtual training enables organizations to rapidly upskill more people, while generating a far higher return on the training investment. Virtual training is also green. Studies indicate that virtual training consumes nearly 90% less energy and produces 85% fewer CO2 emissions than classroom training. Still, the biggest challenge with virtual training, and the reason there has been so much resistance to it, is historically the experience has been excruciating. Not the quality of the curriculum or content. Not the talent of the trainer. The learning experience. There are few people who haven’t had the pleasure of sitting through agonizing virtual training sessions. Death by voice over PowerPoint, delivered by a disengaged instructor, has an especially bitter flavor. It is the way virtual training is delivered that matters most. When the virtual learning experience is emotionally positive: Participants are more engaged, embrace new competencies, and knowledge sticks Participants are more likely to show up to class and be open to future virtual training Trainers enjoy their work and gain fulfillment from making an impact Leaders book more virtual training Organizations more readily blend and integrate virtual training into learning & development initiatives This is exactly what this book is about. Virtual Training is the definitive guide to delivering virtual training that engages learners and makes new skills and behavioral changes stick. Jeb Blount, one of the most celebrated trainers and authors of our generation, walks you step-by-step through the seven elements of effective, engaging virtual learning experiences. Trainer Mindset & Emotional Discipline Production & Technology Media & Visuals Virtual Curriculum & Instructional Design Planning & Preparation Virtual Communication Skills Dynamic & Interactive Training Delivery As you dive into these powerful insights, and with each new chapter, you’ll gain greater and greater confidence in your ability to effectively deliver training in a virtual classroom. Once you master virtual training delivery and experience the power of remote learning, you may never want to go back to the physical classroom again.
Author: P. Nick Blanchard
Publisher: SAGE Publications
ISBN: 1071927833
Category : Business & Economics
Languages : en
Pages : 496
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Book Description
Effective Training emphasizes the need to combine learning and design theories for successful training programs and provides a step-by-step process for developing learning objectives. This text considers the small business perspective while introducing the ADDIE model as an overarching framework for the training process and examining the relationship between change management and training.
Author: P. Nick Blanchard
Publisher: SAGE Publications
ISBN: 1071927132
Category : Business & Economics
Languages : en
Pages : 516
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Book Description
Formerly published by Chicago Business Press, now published by Sage Effective Training: Systems, Strategies, and Practices is unique in its integration of theory with effective and practical training applications. Authors P. Nick Blanchard and James W. Thacker examine the relationship between change management and training, introduce the ADDIE model as an overarching framework for the training process, and consider perspectives relevant to small businesses. Additionally, this text provides a step-by-step process for developing learning objectives and highlights the importance of integrating both learning and design theories in creating successful training programs. The Sixth Edition adds new material while enhancing the ease of reading and understanding. The end of each relevant chapter (needs analysis, design, development and implementation, and evaluation) features an example of the process of developing an actual training program (Fabrics, Inc.). At the end of each chapter are discussion questions, cases, and exercises to enhance understanding.
Author: John Hattie
Publisher: Routledge
ISBN: 0429938861
Category : Education
Languages : en
Pages : 229
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Book Description
Feedback is arguably the most critical and powerful aspect of teaching and learning. Yet, there remains a paradox: why is feedback so powerful and why is it so variable? It is this paradox which Visible Learning: Feedback aims to unravel and resolve. Combining research excellence, theory and vast teaching expertise, this book covers the principles and practicalities of feedback, including: the variability of feedback, the importance of surface, deep and transfer contexts, student to teacher feedback, peer to peer feedback, the power of within lesson feedback and manageable post-lesson feedback. With numerous case-studies, examples and engaging anecdotes woven throughout, the authors also shed light on what creates an effective feedback culture and provide the teaching and learning structures which give the best possible framework for feedback. Visible Learning: Feedback brings together two internationally known educators and merges Hattie’s world-famous research expertise with Clarke’s vast experience of classroom practice and application, making this book an essential resource for teachers in any setting, phase or country.
Author: Janice Brown Adams
Publisher:
ISBN:
Category : Computer managed instruction
Languages : en
Pages : 352
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Book Description
Purpose: The purpose of this research study was to compare the effectiveness of computer-based training with traditional classroom training; both instructional delivery methods utilized the traditional classroom curriculum as a means of delivery for an on-the-job company-sponsored program. The JAW-SAD Human Resource Center (HRC) is a training facility for the SAD Corporation, a major international manufacturing company. The HRC is responsible for conducting continuous training and certification of SAD employees. Historically, training has been provided through conference workshops with a traditional classroom training format. The motivation and importance for this study was influenced by an administrative requirement to determine the feasibility and cost-effectiveness of utilizing computer technology for all HRC training programs. The sample group for this research study was adult learners all over 25 years of age, an active employee of the corporation, and a job placement team member. Each Job Placement Team consists of a management, a union worker, and a medical representative. These teams are responsible for the job placements of medically restricted employees throughout the company. It is a company requirement that each team member take specific training for professional development and certification. -- Method: The research was guided by four questions. First, is there a significant difference in the understanding of the participants who took the computer-based training and the participants who took traditional classroom training? Second, is there a significant difference in the overall student satisfaction levels between participants in the computer-based training and participants in the classroom? Third, is there a significant difference in the course completion times for participants in the computer-based training and participants in the classroom training? Lastly, is there a significant difference in the company job placement rate post-Job Placement Team training? The data were collected and evaluated using both quantitative and qualitative methods. A company-designed pretest and posttest to measure learning and a company-required Participant Reaction Questionnaire to determine the overall effectiveness and participant satisfaction relative to the training class were utilized. A total of 83 participants completed all instruments and were included in the sample population. Additionally, course completion times were measured by recording the start and stop times for the classroom and the computer-based training, and data were collected from company quarterly reports to determine the job placement rate. -- Results: Analysis of the test score data revealed no significant difference in the understanding of the Job Placement Process at the end of the study between the participants who took the computer-based and the traditional training. However, student satisfaction yielded slightly higher scores from the participants in the traditional classroom training but, not statistically significant. Additionally, the summed scores for satisfaction with training were compared by demographic characteristics, including gender, race/ethnicity, employment status, and educational level. The data revealed that no statistically significant difference was found for the main effect of gender; it appeared that male and female participants in the two groups experienced similar levels of satisfaction with the training. An analysis was conducted to determine if satisfaction with training differed by group membership and race/ethnicity. The results of the analysis indicated satisfaction with training did not differ among African Americans and Caucasian participants. Further, satisfaction with training between participants in the two types of training programs and employment status, hourly/salaried, was compared. The difference in satisfaction with training by employment status was statistically significant. The computer-based training program mean score for the hourly participants was found to be lower than the mean score for those in the traditional training program. However, members of the computer-based group who were salaried had levels of satisfaction that were similar to both hourly and salaried members in the traditional class. Reviews of the results comparing satisfaction with training among participants with four different levels of education were not statistically significant. Based on this finding, it did not appear that satisfaction with training was related to the level of education. Additional findings did not support the null hypothesis that there was no significant difference in the course completion times. However, the findings did support that computer-based training has the potential to significantly impact the duration of time spent on company training courses. Lastly, the improved job placement data, as indicated through post-training company administrative reports, provide support that the training appeared to be effective in placing employees in jobs. -- Conclusion: The results of this study indicate no significant differences in test scores, participant satisfaction, or overall program effectiveness between the instructional methods. Based on the results of this study I recommend that a set of instructional activities utilizing computer-based technology modeled on an adult learning style design replace the current traditional classroom delivery method for the corporation Job Placement Teams. Further research should be conducted on the effect of computer-based technology as an instructional method to increase job performance in the areas of Health and Safety, Ergonomics, and Diversity certification programs. I also recommend research be conducted to determine if social networking for class participants has any long-term beneficial value to the company. Finally, research should be conducted to determine the actual training time for the traditional classroom delivery method excluding class breaks.
Author: Peter Fenrich
Publisher: Informing Science
ISBN: 193288680X
Category : Business & Economics
Languages : en
Pages : 372
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Book Description
This book is intended for students, instructional designers, professors, instructors, teachers, trainers, software developers, and development team leaders who: • are taking a course on creating computer-based training/educational software applications • are or will be working on a computer-based training/educational software development team • need to expand their skills into the multimedia technology field • are excited about the possibilities of teaching with multimedia • have worked on their own and unsuccessfully tried to do it all • may have created mediocre computer-based training/educational software • want to do it right the first time • need a practical reference • need practical guidelines for creating computer-managed presentations This book focuses on the practical principles of creating computer-based training/educational software applications and computer-managed presentations. In computer-based training/educational software applications, the computer assumes the teaching role. In computer-managed presentations, you maintain the responsibility for teaching the learners and use what is contained in the presentation as a resource. In a sense, computer-managed presentations are a subset of computer-based training/educational software applications. Their differences will be highlighted throughout this book. This book will not make you an expert in designing computer-based training/educational software applications. Expertise comes through years of experience and continual learning. However, this book will provide you with the foundations for creating professional, instructionally-effective products. To gain support for your computer-based training/educational software applications and computer-managed presentations and to silence the critics, it is important to create excellent products. People will notice quality much more than quantity. This is especially true for your first project. This book, with its numerous practical hints, will help you do it right from your first project onward.
Author: Durai, Pravin
Publisher: Pearson Education India
ISBN: 813175281X
Category : Personnel management
Languages : en
Pages : 682
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Book Description
Human Resource Management presents multifaceted and all-inclusive information that will be useful to students of human resource management as well as practising human resource managers. Using a highly readable style and real-life examples from Indi
