Page 125 - DMGT518_TRAINING_AND_DEVELOPMENT_SYSTEM

Training and Development System

Notes The teaching machine, a device made by Sidney L. Pressey of the Ohio State University has
become a popular technique in the past two decades. Programmed Learning has been used
in a number of ways. The advantages to the trainee are that one can select a personal pace
of learning, revert to the material when desired, and use the machine when it is convenient.
A slow learner will be forced to go through every portion in the programme, while
correct response by fast learners will permit more rapid completion.
This method of instruction utilises the basic learning concepts of (1) establishing explicit
goals, (2) breaking the subject into bits of logically sequenced knowledge, (3) requiring an
active role on the part of the learner, (4) making learner self-pacing possible, and
(5) providing immediate reinforcement of learning through feedback of results.
Concerning the relative effectiveness of programmed learning as compared with other
more conventional methods, attention can be allocated to these factors: (i) saving in learning
time, (ii) amount of immediate learning, (iii) and long-term retention.

Self Assessment

Fill in the blanks:

1. Apprentice who is engaged voluntarily by an employer is classified as a ................................
under the Industrial Employment (Standing Orders) Act, 1946.
2. The reason for a vestibule school lies in the law of ........................... growth.

3. The apprenticeship programmes system of training is designed for a ...............................
level of skill.

8.2 Presentation Methods

8.2.1 The Demonstration Method

The usual way of imparting skill is by an experienced trainer performing the working activity,
at predetermined speeds, telling the trainee how to do the task, showing the trainee the
movements involved and coaching the trainee whilst he practises. This, we tend to call
demonstration, though in fact each of these parts could be a complete session in itself. Often the
task is broken down into distinct stages, each one being practised separately. The whole skill is
thus built from step-by-step instruction. It will be noted that this technique merely teaches
psychomotor dexterity and any resultant principles or theory must be taught by one of the
training methods.
It is successful because it uses all of the learner’s senses, if properly planned and organized.
Visual material, discussion, question and answer techniques will all provide important learning
stimuli to back up the demonstration. Needless to say, an essential aspect of this technique from
the trainer’s point of view is the need for prior rehearsal of the skill, often to a predetermined
speed and quality standard.

A smooth performance during demonstration increases confidence on both sides of the learning
relationship, so it is well worthwhile to get in some practice prior to the event. It is essential that
demonstrations as far as possible should use the actual equipment in the real workplace, i.e.
on-the-job training, if skills are being taught. Another application of demonstration is to illustrate
a principle during a knowledge-type session but this may or may not teach a skill afterwards.
Alternately, in off-job training situations, realistic and accurate reconstructions of the working
environment are desirable, if the trainee is to practise in something like real conditions.

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