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The Relative Effectiveness of Training Methods for Attaining Training Objectives: Current Opinion of Training Practitioners.
| Content Provider | Semantic Scholar |
|---|---|
| Author | Shoenfelt, Elizabeth L. |
| Copyright Year | 1991 |
| Abstract | This study replicated the earlier survey efforts of Carroll, Paine, and Ivancevich (1972) and Neider (1981) on the relative effectiveness among practitioners of various training methods for attaining different training objectives. Ten training methods were assessed: (1) computer aided instruction (CAI); (2) programmed instruction; (3) lecture (with questions); (4) movie films; (5) television lecture; (6) sensitivity training; (7) case study; (8) conference/discussion; (9) role playing; and (10) simulation/games. These methods were assessed regarding their effectiveness for attaining six training objectives: knowledge acquisi.tion; knowledge retention; attitude change; development of interpersonal skills; development of problem solving skills; and participant acceptance. Training practitioners (N=285) who are members of the American Society of Training and Development, responded to a questionnaire assessing their familiarity with training methods, the methods they use in their practice, and their opinion of the effectiveness of each of the 10 training methods studied for achieving each of the six training objectives. CAI received high ratings for knowledge acquisition and it was felt tha% CAI's effectiveness surpassed that of programmed instructicl for a'l objectives except interpersonal skills. Lecture, television lecture, and movie films were perceived as less effective methods for all training objectives while case study, conference, role-playing, and simulation-games were seen as relatively effective methods for achieving o'ojectives. The lecture method was reported as the most frequently used method, yet its relative effectiveness was low for all training objectives. Implications for practitioners are discussed. (NB) THE RELATIVE EFFECTIVENESS OF TRAINING METHODS FOR ATTAINING TRAINING OBJECTIVES: CURRENT OPINION OF TRAINING PRACTITIONERS Elizabeth L. Shoenfelt Natalie A. Eastman & Raymond M. Mendel Department of Psychology Western Kentucky University Bowling Green, Kentucky 42101 Presented at The Annual Convention of the Southeastern Psychological Association New Orleans, Louisiana March 21, 1991 U.S. DEPARTMENT OF EDUCATION (Awe of tducatiooit Rematch and Improvement EDUCATIONAL RESOURCES INFORMATION CENTLR (ERIC) Thm document ha8 been reproduced as received from the person or orgarliralloo onctsnating it Mirror changes have been made !0 improve reproduchon duality Pointe ol view or opinions staled in this cl(Lu ment do nol neceaaardy represent official OERI posihon or policy 2 "PERMISSION TO REPRODUCE THIS MATERIAL HAS BEEN GRANTED BY c/iedheM /, 51wepfe;# TO THE EDUCATIONAL RESOUF.CES INFORMATION CENTER (ERIC)." THE RELATIVE EFFECTIVENESS OF TRAINING METHODS FOR ATTAINING TRAINING OBJECTIVES: CURRENT OPINION OF TRAINING PRACTITIONERS |
| File Format | PDF HTM / HTML |
| Alternate Webpage(s) | https://files.eric.ed.gov/fulltext/ED329879.pdf |
| Language | English |
| Access Restriction | Open |
| Content Type | Text |
| Resource Type | Article |
